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Situating the Self through Sketching: First Year Doctoral Students Finding Their Way

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Title: Situating the Self through Sketching: First Year Doctoral Students Finding Their Way
Language: English
Authors: Kelvin Quintyne, Tayebeh Sohrabi, Abu Arif, Simon Adu-Boateng, Benjamin Boison, Cecile Badenhorst, Beverly Fitzpatrick
Source: Canadian Journal for the Scholarship of Teaching and Learning. 2024 15(2).
Availability: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Doctoral Students, Courses, Research Methodology, Advanced Courses, Student Attitudes, Student Experience, Barriers, Educational Objectives, Student Development, Self Evaluation (Individuals), Reflective Teaching, Student Empowerment, Researchers, Attitudes, Freehand Drawing, Self Concept, Participatory Research, Foreign Countries
Geographic Terms: Canada
ISSN: 1918-2902
Abstract: As part of a two-semester advanced research methodology course, five PhD students completed three sketches--beginning, middle, and end of course--to represent how they were thinking and feeling about themselves as doctoral students as they progressed through their first year. They also wrote reflections to complement the sketches and shared their sketches in class. At the end of the course, the students co-led a study with their two instructors to examine their learnings and understandings gained from sketching. The students wrote individual narratives about their experiences and the instructors wrote narratives about how sketching was part of their pedagogical thinking. The analysis revealed seven student themes, including positive outcomes and challenges associated with sketching. One positive outcome was that students felt empowered as the sketches gave them the opportunity to reflect back on their progress, both cognitively and emotionally, over their first year of doctoral studies. Sketching itself was a challenge for some, but all felt that it was a powerful experience. Sketching provided the instructors with insights they might not have gotten through words alone, enhancing their sense of teaching and learning, and gave them valuable information to support the students.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453530
Database: ERIC
FullText Text:
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  Data: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
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  Data: As part of a two-semester advanced research methodology course, five PhD students completed three sketches--beginning, middle, and end of course--to represent how they were thinking and feeling about themselves as doctoral students as they progressed through their first year. They also wrote reflections to complement the sketches and shared their sketches in class. At the end of the course, the students co-led a study with their two instructors to examine their learnings and understandings gained from sketching. The students wrote individual narratives about their experiences and the instructors wrote narratives about how sketching was part of their pedagogical thinking. The analysis revealed seven student themes, including positive outcomes and challenges associated with sketching. One positive outcome was that students felt empowered as the sketches gave them the opportunity to reflect back on their progress, both cognitively and emotionally, over their first year of doctoral studies. Sketching itself was a challenge for some, but all felt that it was a powerful experience. Sketching provided the instructors with insights they might not have gotten through words alone, enhancing their sense of teaching and learning, and gave them valuable information to support the students.
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  Data: 2024
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  Data: EJ1453530
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Courses
        Type: general
      – SubjectFull: Research Methodology
        Type: general
      – SubjectFull: Advanced Courses
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Educational Objectives
        Type: general
      – SubjectFull: Student Development
        Type: general
      – SubjectFull: Self Evaluation (Individuals)
        Type: general
      – SubjectFull: Reflective Teaching
        Type: general
      – SubjectFull: Student Empowerment
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      – SubjectFull: Researchers
        Type: general
      – SubjectFull: Attitudes
        Type: general
      – SubjectFull: Freehand Drawing
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Participatory Research
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Situating the Self through Sketching: First Year Doctoral Students Finding Their Way
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