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• W251805088 abstract "There is a problem within many doctoral programs in education. The residency component of these programs, which could serve a powerful teaching and learning purpose, instead seems to be often overlooked and certainly under-imagined. Residency, where schools even require it, most often takes one of two forms, either as a period of full-time study or less often it is full-time study plus additional requirements. In either of these forms, residency seems to occupy a relatively small space within doctoral programs. Yet, as argued below, residency holds rich potential for serving a meaningful function in doctoral programs and should not be overlooked. Students commonly fulfill a number of requirements towards earning a doctoral degree: coursework, assorted comprehensive exams, various dissertation demands, and so forth. These requirements generally exist within two discrete, progressive spaces--the dissertation space and the coursework space. These spaces have boundaries: not necessarily walls, but rather established institutional borders within which these spaces take meaning. Courses usually have fixed objectives and parameters outlined by instructors. Courses about science methods, for example, however much they might explore, say, the social construction of curriculum as it relates to science, are still about science methods. And for good reason; that focus helps deepen exploration of given topics. The dissertation space also has its own sort of narrowing boundaries. Dissertations usually focus on manageable size topics, such as investigating how a first year teacher learned to have a curriculum voice, how ESOL teachers' prior beliefs about students impact their teaching, or any countless other examples. Again, such focus serves students in their ability to identify a manageable research topic that further enhances their field of study through focused, in-depth treatment. However, when residency is simply squeezed alongside or into these spaces, it shrinks, becoming less than what it should be. Full-time study becomes full-time study and nothing more, thereby minimizing the value of immersive experience and contemplative practices. The requirement can easily become yet another hoop through which doctoral students jump. When residency is either ignored or marginalized, schools send a message that earning and holding a doctorate degree simply involves honing research skills and gaining academic knowledge. But holding a doctorate degree is not only about knowing, say, how to conduct causal-comparative research or mentally cataloging the literature of one's field. To borrow from Proust, earning a doctorate involves learning to see with new eyes. It is a period of unbuilding previous perceptions and of actively rebuilding one's vision. A doctoral program should, of course, equip students in the mechanisms of academic life, but it should do more than that. It should help them cultivate new attitudes and values that help them to both see and live in the world in new ways. My purpose in this essay is to propose and discuss several changes to both the structure and the spirit of doctoral residency. Both structure and spirit must be addressed--together and separately--for while they are not the same, they influence one another. In terms of structure, I seek to carve out space for residency so that it is not buried beneath other degree requirements. Regarding spirit, I will discuss ways of approaching residency that might help students to expand and grow how they think about experience and about learning. In discussing spirit, I explore several ways of approaching experience that can help students and faculty to expand how they think about thinking in residency. By differentiating structure and spirit, however, I do not mean to imply a neat dichotomy between them. Indeed, in many ways this is an artificial distinction, but one that will help more clearly articulate an analysis of the multiple aspects of residency. …" @default.
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• W251805088 date "2009-01-01" @default.
• W251805088 modified "2023-09-26" @default.
• W251805088 title "Chapter 14: Rethinking Residency: Thoughts for Enriching Doctoral Programs in Education" @default.
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