1. DOC705R – Day1
Dr. Tere North

2. Why are we here?
To provide you the framework that will help you succeed in your doctoral program.
Have a rapidly paced, but fun learning opportunity.
Continue developing the ACCESS objectives
(back to this is a minute, but first …)

3. Let’s get started with an Opening Activity

4. Your Name & an Adjective
An adjective would come before your name, e.g., silly Sally.
Your Name & an Adjective
Adjective beginning with the first letter of your name that:
Describes you AND
Relates to a factor that either
led you to pursue your doctorate,
describes your current level of preparedness,
is an outcome you anticipate from completing your program, or
describes your life beyond your doctoral program.

5. Your Name & an Adjective
Write that adjective and your name on your name card.
State your name and your adjective and provide a 2-minute explanation of why you chose that particular adjective.
How is your adjective important in pursuing your doctorate.

6. Why This Activity?????
Continued learning is part of the doctoral process and we learn from each other, not just class material.
While completing a doctorate is a lot of hard work, it’s important to still have fun while you’re learning.

7. So Let’s Get Started

8. ACCESS
ACCESS - Advancing Community, Critical Thought, Engagement, Scholarship, and Success
4 course sequence
DOC700
LDR711
DOC705R
RES 709

9. ACCESS Purpose
The mission of the SAS ACCESS sequence is to energize, celebrate, and support emerging scholar-practitioner- leaders’ informed voices as successful critical thinkers, original writers and innovative researchers. Students engage in interdependent doctoral communities through a coherent and interrelated learning design supported by a dedicated cohort of faculty.

10. 6 ACCESS Student Learning Objectives (SLOs)
Students and faculty engage in deepening connections through a dialogic discourse that socializes commitment to the community of scholars, practitioners, and leaders.
Students utilize processes and products of critical thinking, design thinking, and multiple logics to lead, synthesize and innovate within a discipline.

11. 6 ACCESS SLOs – cont’d
The student’s informed voice clearly emerges in original, critical and creative speaking, thinking, writing, and research.
Students analyze and evaluate experiences of cognitive empathy and collaborative learning within the doctoral community.

12. 6 ACCESS SLOs – cont’d
Students develop a credible, iterative self- assessment narrative by integrating resources to improve original, critical and creative speaking, thinking, writing, and research.
Students will demonstrate a foundational use of applicable theory as derived from literature with systematic research methods, designs and analytical procedures to design and conduct meaningful and manageable research.

13. What it all means…. The Course Description
This course challenges the student to become a creative leader or problem-solver and to begin the process of personal transformation by questioning assumptions and conventional patterns of thinking. Throughout the course, students demonstrate characteristics of creative and critical thinking in individual and collaborative situations.

14. Application Goal Informed Voice Critical Thinking Creative Thinking
Cognitive Narrative
Cogent Narrative

15. Short Break (10 minutes)
Time to refuel!

16. What Do Our Readings Tell Us ?
“Critically reflective practice is a process of inquiry involving practitioners in trying to discover, and research, the assumptions that frame how they work” (Brookfield, 1998, p. 197).

17. Brookfield’s 4 Lenses Our Autobiography as a Learner of Practice
Our Learners' Eyes
Our Colleagues' Experiences
Theoretical Literature

18. Divide into Groups
Activity
Application of Brookfield’s
4 Lenses

19. Your Group
Identify a significant event & consider how it could be viewed through the 4 lenses.
(1) Our Eyes
(2) Our Learners' Eyes (who we influence)
(3) Our Colleagues' Eyes (our peers)
(4) Theoretical Literature Eyes

20. 45 minutes to Work & Prepare a 5-minuteTeam Presentation

21. 5-minute Group Presentations
Applying the lenses

22. Lunch

23. Personal Reflection Discussion
2-3 minute “Elevator Speech”
Why are you here?
What do you want to do/be when you grow up?

24. Short Break (10 minutes)
Time to refuel!

25. Our Journey aka Dissertation Completion Timeline (part 1)
Event Year 1
Your Task
During & after
DOC700
Reflect on doctoral demeanor, academic rigor, and the SPL model as it will apply to the completion of your dissertation.
Read how the Dissertation Criteria Rating Scale will apply to the dissertation.
LDR711A
Assess and list potential dissertation topics for relevance, meaning, contribution, and originality.
Begin cataloguing references and sources from this class that may have relevance to the development of your dissertation literature review.

26. Our Journey (part 1, cont’d)
Event Year 1
Your Task
During & after
DOC705R
Create a topic "Elevator Speech" for presentation to your DOC705R residency classmates.
Begin reading peer-reviewed journal articles on research in the areas of the dissertation topics you are considering.
After class begin to narrow the focus of dissertation topic possibilities.
RES709
This course will introduce you to the philosophies of research, i.e., mindsets in how you investigate areas of interest.
Use the course assignments as an opportunity to explore some of your dissertation topic ideas.
Continue cataloguing references and sources from this class for development of your dissertation.

27. Our Journey (part 1, cont’d)
Event Year 1
Your Task
During & after
1st Content Course
Focus reading of peer-reviewed journal articles on research in the areas pertaining to your narrowed dissertation topic list. Use these readings to further narrow topic possibilities.
Continue cataloguing references and sources from this class for development of your dissertation.
Year 2 Residency aka DOC720R
~11 months from now
You will be required to submit a concept paper that defines and explores your proposed dissertation objective and approach.
You must pass to continue (gateway course like DOC700).
After, you will begin the process of selecting your dissertation Chair, with whom you will take DOC723
More about the dissertation path & process on Day 3

28. Will You Be Ready?? Remember our goal See videos
Become a creative leader or problem-solver
See videos
Shift Happens
Who Moved My Cheese?
Did You Know 2028? (If you don’t envision the future, how can you be ready for it?)

29. Home (Hotel) Work

30. Critical Reading: Deconstructing a Text
How do you make the connections – this is critical thinking. Knowing what is said is not enough.
If you remember from SEM700/COM705/DOC700, that would be just summarizing.
To truly understand is to be able to apply to similar, and even different situations.
That is critical analysis. Given A and given B, what can I determine about C?

31. Homework #1
Critical Reading: Deconstructing a Text Directions & Template
Deconstruct a non-academic, popular press article via template and submit
Bring hardcopy of article with you to Day 2

32. Reflective Journaling
What is reflective journaling?
How might it benefit you as you begin your doctoral program?
How can it be applied to the SPL model and your growth in each of the interrelated areas?

33. Homework #2 Reflective Journal Template
Write a journal entry, continuing the process of personal or shared exploration from the previous activities
Submit one at the end of each day (before the beginning of the next)

34. Last call to refuel!
Time to Work

35. Looking Ahead to Day 2
Review of your Critical Reading: Deconstructing a Text Assignment
Begin a shift of the course perspective from the individual to the community
READ!! Day 2 Electronic Reserve Readings before beginning of Day 2

36. Wrap Up & Reflection