Location
Room 217
Proposal Track
Research Project
Session Format
Round Table
Abstract
This study in-progress explores the perspectives and practices of students enrolled in the Preparing Future Faculty program at a large, state-sponsored research university. The motivation for this study is the need to understand the impact of this program on participants’ pathways through graduate school, their experiences teaching, and their preparation for postdoctoral positions. The theory of Self-Authorship will provide a structure to consider students’ experiences within the PFF program, how they have been affected by those experiences, and the extent to which these experiences affect (or affected) their perceptions, intentions, and actions. A case study approach using a survey, asynchronous focus groups, document review, and individual interviews is being employed. By examining this PFF program and understanding how students narrate their experiences during and following the program, we can begin to explore how a PFF program can support graduate student development in conjunction with discipline-specific graduate studies. Results will aid in the continual improvement of PFF programs and complement existing research by examining the role of self-authorship in future faculty development.
Keywords
Future faculty, Graduate student development, Self-authorship, Case study
Recommended Citation
Sekayi, Dia and Coso, Alexandra, "Moving toward Professional Self-Authorship: A Case Study of Participants in a Program for Students Pursuing Faculty Careers" (2014). Georgia Educational Research Association Conference. 50.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/50
Moving toward Professional Self-Authorship: A Case Study of Participants in a Program for Students Pursuing Faculty Careers
Room 217
This study in-progress explores the perspectives and practices of students enrolled in the Preparing Future Faculty program at a large, state-sponsored research university. The motivation for this study is the need to understand the impact of this program on participants’ pathways through graduate school, their experiences teaching, and their preparation for postdoctoral positions. The theory of Self-Authorship will provide a structure to consider students’ experiences within the PFF program, how they have been affected by those experiences, and the extent to which these experiences affect (or affected) their perceptions, intentions, and actions. A case study approach using a survey, asynchronous focus groups, document review, and individual interviews is being employed. By examining this PFF program and understanding how students narrate their experiences during and following the program, we can begin to explore how a PFF program can support graduate student development in conjunction with discipline-specific graduate studies. Results will aid in the continual improvement of PFF programs and complement existing research by examining the role of self-authorship in future faculty development.
