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Conquering Chaos: Critical Reflections of Beginning Doctoral Education in 2020

Woodiwiss, Jana L.
; 
Woodiwiss, Jana L.
; 
Graves, Brian D.
; 
Graves, Brian D.
; 
Pless, Jennie
; 
Pless, Jennie
; 
Afroz, Fahmida
; 
Afroz, Fahmida
; 
Dodd, Kasandra
; 
Dodd, Kasandra
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Abstract
In a time of the COVID-19 pandemic, civil unrest, and the tumultuous 2020 presidential election, our first-year PhD cohort reflects on beginning doctoral education. This collaborative autoethnography provides insight into our lived experiences during this time. Three major themes identified include: (1) unprecedented socio-cultural, economic, and political national context; (2) interpersonal connections with students and faculty; and (3) strategies to overcome challenges. Strategies include staying connected virtually, making the most of face-to-face time, meeting with professors during office hours, normalizing feelings of uncertainty, and asking for help. Implications for students and faculty are discussed in the forms of consistent and transparent communication. Ultimately, it is our hope that the critical reflections shared will be able to assist students and faculty in gaining insight into overcoming challenges in times of uncertainty beyond these specific events.
Title
Conquering Chaos: Critical Reflections of Beginning Doctoral Education in 2020
Date
2023-11-29
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Vol. 29 No. 3 (2023)
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http://hdl.handle.net/20.500.13013/3171
Abstract
In a time of the COVID-19 pandemic, civil unrest, and the tumultuous 2020 presidential election, our first-year PhD cohort reflects on beginning doctoral education. This collaborative autoethnography provides insight into our lived experiences during this time. Three major themes identified include: (1) unprecedented socio-cultural, economic, and political national context; (2) interpersonal connections with students and faculty; and (3) strategies to overcome challenges. Strategies include staying connected virtually, making the most of face-to-face time, meeting with professors during office hours, normalizing feelings of uncertainty, and asking for help. Implications for students and faculty are discussed in the forms of consistent and transparent communication. Ultimately, it is our hope that the critical reflections shared will be able to assist students and faculty in gaining insight into overcoming challenges in times of uncertainty beyond these specific events.
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