#AcWriMo Peer Pressure: Time, Challenge/Support & Cheerleaders

November 24, 2013 Laura Pasquini

As many of you know, I signed up and successfully completed my first UNT Eagle Dissertation/Thesis Boot Camp over that past few days. What did I accomplish? (you might ask). Here is my summary, in a tweet:

After 5423 words, 31 pages, and almost completing 3 chapters of my dissertation – I’m back on Twitter! How are you doing #AcWriMo friends?

— Laura Pasquini (@laurapasquini) November 23, 2013

The boot camp structure helped me find time, space (physically & mentally), and support to dedicate 3 FULL DAYS of just writing and research for my dissertation. Dr. Oppong and the Toulouse Graduate School provided the group of doctoral students with advice on the PhD process, motivation, meals, and, of course, COFFEE! Boot camp let me be selfish with my time and required me to just SHUT UP AND WRITE my dissertation.

During the camp, I purposefully unplugged from all social streams, e-mail, phone, etc. Unless you were my faculty advisor, my friend Paeng from our COI research lab, or my partner-in-crime – you probably did not hear from me much.

Similar to #AcWriMo November 2013, this boot camp included goal setting and accountability with our writing progress. Here’s my self-evaluation from camp:

My main purpose for this boot camp was to finish my dissertation proposal for my committee to review. Essentially the dissertation proposal consists of Chapter 1 (Summary), 2 (Literature Review) & 3 (Methodology) for my final dissertation. Want to learn more about this writing process? Check out SAGE’s new resource: Do You Understand What is Required in a Doctoral Dissertation or Thesis? [PDF]

I managed to get most of these beginning chapters drafted, and have them loosely reviewed by my faculty advisor. I also put my writing drafts into the official UNT Dissertation format, and identified areas I need to edit and add to. I plan on using December to meet with a few faculty members to review my research methodology (the recipe for research), and then I will work with my faculty advisor to set up a time for my dissertation committee gather for review in early 2014.

Overall, this boot camp was a great experience, and I am quite pleased with my progress. I think that agraphia groups and writing support programs are invaluable for doctoral students. Events like this offer peer pressure, social support, and, most importantly, TIME for writing. I would like to attend the next UNT boot camp in February to write up Chapter 4 (Data Collection, Analysis, & Findings) and Chapter 5 (Conclusions) in the Spring.

Thanks for the challenge & support from the following tweeps: #AcWriMo writers, instigator of research ideas, and especially those of you who cheered me on. Always be writing…

#AcWri, #AcWriMo, Dissertation

#AcWriMo Discipline: Dissertation Boot Camp Here I Come!

November 19, 2013November 20, 2013 Laura Pasquini

In honour of my #AcWriMo November Goal #1, I decided to apply to the UNT Eagle Dissertation Boot Camp that is happening this week (November 21-23). To date, my word count for the month is 19, 344; however I need to dedicate more of these words to my dissertation drafting.

Image from UDaily post from University of Delaware.

After approval from my faculty advisor and support from my supervisor, I applied to this 3-day boot camp to SHUT UP AND WRITE. I just received my official acceptance to the program from Dr. Joseph Oppong, the Associate Dean for Research and Professional Development in the Toulouse Graduate School:

Dear Student,

Congratulations, you have been accepted to attend the Eagle Dissertation Boot Camp! It will be held in the Willis Library Forum (first floor area). The boot camp is designed to provide you 3 days of interruption-free, stress-free, no-excuses-just-do-it writing time for your dissertation. To help you prepare so that you optimize your output here are some packing tips.

Be sure to clear your calendar for the whole of the boot camp. You need to commit to attend the entire workshop. You will not be excused to teach or attend class. Arrange transportation and childcare so that you are free to attend each day.

This is your notice that you are enrolled in Boot Camp. If you cannot attend this session let me know immediately. If you cancel within 3 days of the event you will be considered a “no show” unless you situation truly is serious. If you “no show” you will not be allowed to participate in the next session and your advisor will be notified. We have limited funds, space, and resources and you must commit to coming or give your seat to someone else.

Please bring a laptop, a mug (coffee/tea available) and/or water bottle. If you don’t have a laptop, you can check one out from the Library, but, bring a flash drive to save your work. MP3 players and headphones are recommended if they help you concentrate, or if you find nearby conversations distracting. Work tables, lunch, and snacks are provided.

No lateness, please. It’s distracting for the other campers…

Here is the line up this week’s dissertation boot camp – so don’t expect a whole lot of tweets, email responses, social network posts, or interaction from me as my Interwebs use will be limited from Thursday (11/21) morning onward:

Boot Camp Schedule

Day 1	Day 2	Day 3
8:00-9:30 a.m. Formatting Workshop 9:30-10:00 a.m. Roll Call, Welcome, Introductions, Breakfast 10:00-11:30 a.m. Writing 11:30-12:00 p.m. Wellness Activity 12:00-1:30 p.m. Writing 1:30-2:00 p.m. Lunch 2:00-3:30 p.m. Writing 3:30-6:00 p.m. Optional Writing Time or Optional Individual Consulting	9:00-10:30 a.m. Writing 10:30-11:00 p.m. Wellness Activity 11:00-12:30 p.m. Writing 12:30-1:00 p.m. Lunch with Advisors 1:00-2:30 p.m. Writing 2:30-3:00 p.m. Self-Assessment and Discussion 3:00-6:00 p.m. Optional Writing Time or Optional Individual Consulting	9:00-10:30 a.m. Writing 10:30-11:00 a.m. Wellness Activity 11:00-12:30 p.m. Writing 12:30-1:30 p.m. Lunch 1:30-3:00 p.m. Writing 3:00-6:00 p.m. Optional Writing Time or Optional Individual Consulting

Each day includes:

several blocks of writing time
scheduled, limited time for web-browsing
tip sheets
wellness breaks
a lunch conversation with fellow campers (box lunches provided)
space to continue writing in the afternoon (if interested)

The reason I applied, is to have specific time carved out and a dedicated space to move forward on my #AcWriMo goal #1. A number of things get in the way of my dissertation writing, including other writing projects, presentations, work items, and life. Also, as a student who wears “many hats” on campus and outside my job, I can sometimes find it challenging to pick up where I have left off, and my motivation to just write is fragmented with other responsibilities. I think this dedicated writing schedule will push me further along with my dissertation goals.

I will report back in after “camp” is over. Write on, my friends. Write on.

#AcWri, #AcWriMo

#AcAWriMo Reading: The Literature Review

November 16, 2013January 30, 2018 Laura Pasquini

In SAGE’s Doing a Literature Review, Hart (1998) defines the literature review as “The selection of available documents (both published and unpublished) on the topic, which contain information, ideas, data and evidence written from a particular standpoint to fulfill certain aims or express certain views on the nature of the topic and how it is to be investigated, and the effective evaluation of these documents in relations to the research bring proposed.”

I have been collecting and organizing literature, publications, and more on the topic of social media guidance for quite some time. I have been reviewing the key questions used for a typical literature search and review of my research topic (Hart, 1998):

What are the key sources?
What are the major issues and debates around the topic?
What are the key theories, concepts, and ideas?
What are the epistemological and ontological grounds fro the discipline?
What are the political standpoints?
What are the origins of this topic?
What are the definitions involved with this topic?
How is knowledge on the topic structured and organized?
How have approaches to these questions increase our understanding and knowledge?

In thinking about my own doctoral research, the literature review, a.k.a. Chapter 2 and part of Chapter 3 (methodology), often demonstrates a specialization in a topic and focus. For a number of doctoral researchers, the dissertation/thesis is requires a high level of scholarship, and it is an opportunity to make an original contribution to the field. Phillips and Pugh (1994) conducted a study around doctoral research and literature reviews, in which they identified nine definitions for originality:

doing empirically based work that has not been done before;
using already known ideas, practices or approaches but with a new interpretation;
bringing new evidence to bear on an old issue or problem;
creating a synthesis that has not been done before;
applying something done in another country to one’s own country;
applying a technique usually associated with on are to another;
being cross-disciplinary by using different methodologies;
looking at areas that people in the discipline have not looked at before;
adding to knowledge in a way that has not previously been done before.

It appears I will be working on #1, #6, & #7 with my dissertation research methodology. Enough talking about it, back to my literature review additions, and more writing. Go #AcWriMo Go! [p.s. Word count to date for #AcWriMo = 16, 271 now. How are you doing?]

References:

Hart, C. (1998). Doing a literature review: Releasing the social science research imagination. Sage.

Phillips, E. M., & Pugh, D. S. (1994). How to get a Ph. D.: a handbook for students and their supervisors. Buckingham, UK: Open University Press.

#phdchat, Book Review, Higher Education, PhD

I’m “On the [Job] Market”: The Application Process

November 12, 2013 Laura Pasquini

As academic job postings and other employment opportunities are becoming available, I decided it was time to prepare my own application materials and announce that I’m ON THE JOB MARKET. It should be no surprise to many as I am ABD (not a title), and I have been diligently working on my dissertation— so there is really no better time for a job search.

I’ll be honest. I’m quite accustomed to the thrill of the job hunt (I am in my 3rd position of employment, since I have moved to Texas 5 years ago); however the academic job search has upped the ante. My future career planning involves a potential re-location (either in the US or abroad) and new career beginnings (either as a junior faculty member, research or other), which means this job search and application process is being treated like a job itself.

To prepare for my job search and career planning…

I have been talking to many researchers in the field, administrators in higher education, companies who seek my support, current faculty (off and on campus), mentors, and peers over the past year [Thank you for these discussions and talks – you know who you are]. More than not, many are quite open to offer advice, share professional experiences, edit my application materials, provide a reference, or send potential job postings my way (hint, hint). In my spare time, I have been reading Barnes’ (2007) “On the Market: Strategies for a Successful Academic Job Search,” specifically, Chapter 4: The Application Process. This section of the book includes great questions to ask and think about before the application process, and examples of deciphering what academic job postings mean to decide what I want. Here are some current, pre-application questions I am currently pondering:

What type of position am I most interested in?
What sort of institution or organization do I want to work for?
Where do I want to live?
Do I want to apply for administrative or faculty track positions?
Who will write my reference letters?
Will my academic search focus on research or teaching institutions?
What is my best academic “fit” for department?
Do I want to look beyond higher education & academia?
Who will I connect to discussion the application process?
What is my timeline and schedule for applications?
How will I best organize a joint career search with my partner in crime?

Fortunately, most of my academic application requirements are “works in progress” from my doctoral program and portfolio requirements (Thanks #untLT department!) these past few years. My current objectives are to edit and prepare materials I have for my academic job search and application, including:

Cover Letter
Curriculum Vita
Letters of Recommendation
Writing Samples and Other Supporting Documents
Teaching Portfolio (Dossier)
Social Media Spaces & Places
Application Schedule – to track applications & submissions

This chapter also includes helpful templates for CV’s and cover letter formats. I plan on re-tooling and modifying my current application materials based on position type and job description, so a review of these examples were helpful. Here are a few suggestions for cover letter writing items to include – 17 elements for the academic cover letter:

Do you have academic job search advice? Tips on the application process? Considerations for the academic research and faculty positions? Potential openings I might be interested at your institution? Let me know. Academic job search advice is welcome.

Reference:

Barnes, S. L. (2007). On the market: Strategies for a successful academic job search. Lynne Rienner Publishers.

EdTech, PhD, Professional Development, Reflections

#et4online What Happens In Vegas, Should be Blogged

April 16, 2013April 23, 2013 Laura Pasquini

Much to my surprise, my first visit to Sin City was less about the bright lights, gambling, or trouble I could cause…and more about innovative ideas and collective sharing for learning technologies. This is what happens when you attend the 6th Annual International Symposium on Emerging Technologies for Online Learning (#et4online).

In returning from the #et4online conference, I think that there are a number of great conversations, thoughts, and questions I am left with. So, fortunately for my readers, what happens at an #et4online conference in Las Vegas, will NOT stay in Vegas.

Here are a few #et4online conference highlights, notes & tweets (I am not alone – as I know @tjoosten does this as well):

Location Location Location – Kudos for the Planet Hollywood site. Easy to get around, wifi access was great, it was the middle of the strip & close to some great restaurants, and, most importantly, Rex Manning from Empire Records looked over me while I sleep. What more could a gal want?
#EdTechCareer Forum Round Tables – This was the 1st year to start this initiative; however we had a decent turn out and more importantly conversation with our facilitators @amcollier , @veletsianos, @tjoosten, @whitneykilgore, Kevin Grazino & Rachel Salas-Didier. Thank you to the emerging scholars and career-seekers who stopped by to talk about direction in the field, finding passion, planning for career applications, and more around the job search and career development we have in the #edtech field.
Keynote: What’s That Coming Over the Hill? Digital Futures, Emerging Cultures, New Learning c/o @timbuckteeth This chat had a malay of ideas and experiences for connected learning and pedagogy. Unfortunately Steve had to return back to #PELC13 back in Plymouth, otherwise it would have been great to pick his brain about e-learning more. Here are a few notes myself & others took via Twitter from his talk.
Plenary: Seven Tales of Learning Online with Emerging Technologies with @veletsianos I like how George shared his learning experiences as a student, researcher, and instructor to help us look critically and realistically at how we are using emerging technologies in education. Here are a few collected tweets from the talk.
The Launch Pad: What a great way to show case Ed Tech start ups, and provide an space in the conference to discuss how educators/developers can work together and collaborate to pilot these initiatives. It was great to connect with Lida & Scott from @Ginkgotree after our BreakDrink.com podcast last October to demo the product. Great to hang out & hopefully we’ll connect again in MI soon!
Discussion & Dialogues of Education Is and Is Not – Specifically what is broken or needs to be fixed, and the reality of this statement. I appreciate how George Veletsianos engages in this more on his blog post, and chat with Amy Collier encouraged me more to think about the change, challenges, and issues being labeled in higher education and for online learning.
#UNet4online: Open Space Technology – These sessions were threaded throughout the conference program and facilitated by Jennifer Ross (@jar) to encourage conversations and idea-swapping for online learning. I was able to attend one on April 10th and the final one on April 11th. I appreciated the free space to challenge, ask questions, brainstorm, and share ideas/practices with peers. Shout out to the #unet4online tweeps: @amcollier ,@rasebastian, @veletsianos, @KavuBob, @jleung81, @g4m, @johnrturnerhpt, @jar, @hollyrae, @desertjul & @markjwlee who joined in on various unconference conversations. We were able to talk about valuable ideas for learning including distributed flip educational models (not.a.MOOC), higher education organizational design/culture, and ownership in education. Want to learn more? Check out the fantastic post on the (f)unconference from Amy Collier or my rough Google doc notes.
Getting Social – For me, this is why you attend a conference. I love connecting with others and learning how they are working with students, researching ideas, and just having some great banter. I am glad I got some quality time with @amcollier, catch up time with @tjoosten & @veletsianos, and hang time with new friends, such as @jar @dwicksspu & @kavubob. For those of you who were social [media] online – it was nice to connect via the #et4online hashtag. Let’s continue the conversation.

Thanks to David Wicks (@dwicksspu) for inviting me to join the #et4online conference steering committee. I look forward to 2014 #et4online planning in Dallas, TX. Giddy up! For those of you who are going to Summerfest & #Blend13 – I will see you in July. 🙂