期刊名称：International Journal of Teaching and Learning in Higher Education
电子版ISSN：1812-9129
出版年度：2013
卷号：25
期号：3
页码：346-357
出版社：International Society for Exploring Teaching and Learning
摘要：Professional seminar for doctoral students at a Research I University is a 1-credit course, 2 below the conventional courses. However, the course content covers at least 3 years’ worth of experiences, knowledge, and processes compressed into a single school year. The course typically extends over 16 weeks and 24 actual contact hours with 1 professor to 7 students on average. Assignments expose students to professional jobs in academia, resources available on campus, grant writing procedures, and facilitate the trajectory and purpose of the doctoral process. The purpose of this study is to investigate doctoral students’ narratives on the value they hold for seminar. Findings indicate an overarching theme of value among 5 categories: opportunities, cohort, departmental support, overcoming obstacles, and vested interest
