Doctoral Identity

DQ #1: Reflect upon the personal journey that led you to this program. Share a transformational event that drove you into this doctorate program. Who, in your life, was the most influential in leading you to advance you to this level of study? How would you expect this program to change your life? What is your personal vision for your future work?  Within these questions, please review and incorporate one peer-reviewed journal article relating to the potential impact of doctoral studies. The intent is to begin to develop your skills in scholarly research and writing.

The first aspect I would like to mention is gender, which also considered as one of the most primary aspects of identities among the participants of Missouri state university. During the daily of our communications, gender can be seen as the most significant

My experiences at the University of Houston have greatly shaped my personal identity. I realized that my strongest attributes revolve around working with and mentoring others, including those with backgrounds and experiences different than my own. My role as a Resident Advisor was meaningful because I had a chance to work with students of different majors, classification, and ethnicity. I helped them feel comfortable in their living situation and be involved on campus. Adjusting to campus life is a difficult transition, so I became their support system. I challenged myself to form connections with each resident by finding common interests, connecting to campus resources, and educating with floor programs. This experience taught me to be more

The theory evolved to align with the author’s intent of the study, which was to determine how doctoral students view their identity and experience as they perform various task in becoming a peer or scholar. The author’s data source involved a single week log of experiences, pre-interview questionnaires, and two interviews to discuss the logs and the questionnaire. (p. 257) The author identified, analyzed, and reported patterns in the collected data from a qualitative software analysis program.

A key component in teaching students critical thinking is being able to engage students in the active process of learning, and one can accomplish this through teaching the class by involving relevant topics that students can relate to. This is a main aspect of Acosta’s critical pedagogy curriculum which involves having the student participate in the academic experience. Acosta shows

Critical thinking is a complex sector of education and how to apply it to teaching students. It is a difficult term to define and teach to a student, it has been a mystery to most teachers to teach students to think critically. Just as Brookfield, explains in chapter one of his book that outlines

Transitioning from secondary education to postsecondary education, I feared that I would lose my connection with the development of the student body. Instead, I gained valuable knowledge pertaining to the mission, vision and goals of

The successful completion of the doctoral program requires one to make significant sacrifices and accommodations. Majority of the doctoral students are usually motivated and eager to complete their program as soon as possible. However, many students often enroll for doctoral programs without a complete understanding of the heavy demands of such a program. The doctoral program is unique and bears little resemblance to many previous degree courses and so without the necessary accommodations one can find completing it an uphill task. Each student brings to the program his/her own set of academic strengths and weaknesses (Wisdom, & Leavitt, 2015). The attitude and abilities of each and every doctoral student is unique and so is their management of the program. Therefore, the most important ingredient to doctoral success is the capability to leverage such inherent strengths and find effective ways

Identity is a socially and historically constructed concept. An individual learns about their own identity through interactions with family, peers, organizations, media, and educational institutions. Education and identity are two closely related topics. On average, most Americans will spend a fourth of their life in educational institutions. During this time period students are growing and maturing, but most importantly they are discovering themselves. Students realize their qualities, determine their morals, and establish their beliefs during this time of instruction. Undoubtedly, education forms and challenges a person’s identity throughout the years.

In 1990, the American Philosophical Association defined critical thinking as “purposeful, self-regulatory process that results in reasoned judgment”. Critical thinking can be defined in a number of similar phrases that all seem to focus on the importance of conscious analysis. Our text starts off with the working phases of critical thinking as analyzing thinking, evaluating thinking, and improving thinking. The process of critical thought is cyclical and not linear. Being a “fair-minded critical thinker” is not a permanent attribute, and it must be consistently worked at as applying intellectual standards and elements of reasoning instead of emotion can be difficult. Overall, to be a strong critical thinker you must work toward strong intellectual traits such humility, courage, and integrity to better represent issues and or arguments.

This essay is a reflective essay on my learning development from a young age through to my current position as a University Student. I will be relating my learning development back to two theories of human development, Vygotstsky’s socio-cultural theory and Marcia’s version of Erikson’s theory of identity development. I will identify and discuss the challenge I have faced with my identity and how this has impacted on my development.

In today’s current school systems, the question of whether or not schools are correctly teaching students the right curriculum is coming up for debate. In the Article,"Teaching Critical Thinking by Marcia Clemmitt, she goes into extensive research of the U.S. Department of Education’s crisis of standardized testing. Most learning activities include standardized testing which lacks many students to express creative and critical thinking. Critical thinking is defined as the examination and evaluation of ideas, events and arguments in their contexts which introduces students to interrogate assumptions and identifying biases (Clemmitt)Pure critical thinking involves investigating a text more than just memorizing, but to apply theirself in other ways of techniques, meaning schools should stimulate more analytical methods of teaching. This would not only free students from a sheltered test culture,but will allow students to think in a deeper,more passionate way than before.

This paper is a summary of critical evaluation of the suitability of an article as an academic source. The title of the article is Critical Thinking: An Extended Definition. The author, Professor Ken Petress, analyzes various definitions of critical thinking and provides his definition of the concept as well. It is vitally important when performing research on a topic that we completely understand the topic and that we can apply certain tests or questions to the topic in order to determine its relevance and validity.

A doctoral learner must be able to read and carefully analyze the materials before them and be able to present the material in a way that if they are in conflict be able to show why this information is not in agreement.

There are proposed reasons for the emphasis that is currently on critical thinking. Many factors can be related to this emphasis. They include the societal factors of economic shifts