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Experiments with Doctoral Pedagogy

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By Sheri Oberman January 28, 2014 - 12:48pm

“It is also important, perhaps more so for education than for any other discipline, that new pedagogies and programs elements be treated as education experiments. They must be carefully assessed and the resulting knowledge shared with those in the field so that good ideas can travel and ineffective pedagogies can be avoided. (Golde, 2007, p. 350)”

One of the findings of the Carnegie Initiative on the Doctorate urged doctoral programs to make “a commitment to the ongoing process of improvement: deliberating about purpose, asking questions about effectiveness, gathering evidence to shape improvement over time, and taking action.”

What would it be like to take action, with frequent experiments like instituting or offering:


Let’s see what doctoral education looks like with…

  • Writing clubs
  • Quad blogging
  • No grades, just pass or fail..
  • ePortfolios
  • Formative assessment and Multiple sources of feedback: peers, profs ..
  • Collaborative dissertations
  • Multiple supervisors
  • Doctoral students publish a scholarly journal
  • Graduate students put on a student conference
  • Networked research
  • Eliminating the two stage format of course taking followed by the individual research project.
  • Adoption of signature pedagogies like journal clubs.
  • Co-construct criteria for quality or connoisseurship for everything from oral presentations to participation
  • Eliminate tack-ons like graduate professional skills to embed the skills into the program
  • Student-involved assessment of courses, of the program, of the alignment between the two…

What kind of experiment would you like to see?

By: SheriO
Posted: January 28, 2014, 12:48 pm