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Article
Advancing the Next Generation of Higher Education Scholars: An Examination of One Doctoral Classroom
International Journal of Teaching and Learning in Higher Education
  • Caroline Sotello Viernes Turner, California State University, Sacramento
  • J. Luke Wood, San Diego University
  • Yvonne J. Montoya, Arizona State University
  • Idara R. Essien-Wood, Ashford University
  • Rebecca A. Neal, Arizona State University
  • Gabriel Escontrías, Jr., Arizona State University
  • Aaron Coe, University of Phoenix
Document Type
Article
Publication Date
1-1-2012
Publisher
International Society for Exploring Teaching and Learning (ISETL)
Embargo Period
1-1-2012
Abstract
Course content in graduate school is especially important in terms of helping students make progress toward a doctorate. However, content is merely one aspect of developing successful students. This article highlights the value of creating an affirming learning environment by discussing one graduate class on Qualitative Policy Research. The majority of student participants were graduate students of color. The authors discuss the pedagogical approaches guiding this course and outline ways in which the instructor served to create safe spaces that invited as well as validated diverse perspectives and made the research process transparent. These efforts resulted in the production of high quality research used as pilot studies for successful dissertation defenses, accepted presentations at scholarly conferences, and published articles in peer-reviewed journals. Throughout this article, suggestions for replicating a similar course environment are discussed.
Citation Information
Caroline Sotello Viernes Turner, J. Luke Wood, Yvonne J. Montoya, Idara R. Essien-Wood, et al.. "Advancing the Next Generation of Higher Education Scholars: An Examination of One Doctoral Classroom" International Journal of Teaching and Learning in Higher Education Vol. 24 Iss. 1 (2012) p. 103 - 112 ISSN: 1812-9129
Available at: http://works.bepress.com/jluke_wood/39/