Education Commons^™

Catching The Sotl Bug: An Interview With Librarian Lauren Hays, Lauren Hays, Kelly R. Hangauer

Scholarship of Teaching and Learning, Innovative Pedagogy

This interview with academic librarian, Lauren Hays, offers insight into the relationship between librarians and the scholarship of teaching and learning (SoTL). In this interview, Ms. Hays discusses her doctoral work regarding academic instruction librarians’ involvement with SoTL and how it affects their teacher identities and instructional strategies. While sharing her own research on the topic, Ms. Hays also offers background information regarding SoTL, including such influential educators as Pat Hutchings and Ernest Boyer. Ms. Hays proposes SoTL as an ideal way for librarians to learn about teaching in higher education, and recommends SoTL as an avenue for librarians to …

Transforming Educational Leadership Preparation: Starting With Ourselves, Patricia L. Guerra, Barbara L. Pazey

The Qualitative Report

To lead for social justice, scholars have maintained aspiring leaders should examine their own values and beliefs that dictate, to a great extent, their day-to-day decision-making and responsibilities. To do so requires faculty to examine themselves before they can prepare leaders for social justice. The purpose of this paper is to engage others with similar interests toward creating and/or improving programs designed to prepare leaders for social justice. Serving as a source of data and method of analysis, this duoethnography chronicles the life histories of two faculty members working in different leadership programs to reveal how their understanding of diversity …

Getting To Finished: Strategies To Ensure Completion Of The Doctoral Dissertation, Barbara Holmes, Lillian Robinson, Angela D. Seay

Education Doctorate Faculty Works

This paper reports the results of focus group conversations with thirty-four doctoral students enrolled in an educational leadership program. Doctoral students were asked to provide suggestions and strategies used to complete the doctoral dissertation. The results of these conversations reinforce the value of the collaborative cohort and the proactive interdependence students experienced as a result of working together. These findings highlight the need to examine how doctoral students experience the university context particularly as it relates to the dissertation phase of study.

Citation:

Holmes, B., Robinson, L., Seay, A.D. (2010). Getting to Finished: Strategies to Ensure Completion of the Doctoral …