With a core identity as working professionals, education doctoral students struggle with seeing themselves as researchers. Because research is essential in a doctoral program, the sooner doctoral students include researcher as an identity, the smoother and more successful their journey will be. To support doctoral student researcher identity development, we focused on scaffolding and embedding academic writing experiences in the first year seminar in a U.S. doctoral program. The purpose of this study was to describe and explain doctoral students’ development of a researcher identity as measured by the Draw-a-Researcher Test (DART). In the fall and spring, we collected drawings and narrative reflections about their drawings of researchers from nine students. We created a five-dimension DART scoring guide. In the fall, the drawings revealed students’ uncertainty about the agency and the research process dimensions; in the spring, however, the drawings showed students’ clearer understanding of these two dimensions. In the narrative reflections, students noted the influence of writing expectations and experiences on their role identity as researchers. Implications, as measured by the DART, are that an embedded writing support model seems to assure the development of doctoral students’ core identity as researchers during the first year of the program.
Employing a conversational form, this article presents the views of three editors from established mainstream journals. They first discuss the rise of predatory publishing, then highlight the dangers of publishing in predatory journals, identifying some “red flags” that authors can look out for to avoid such journals. They then offer hints on how prospective authors can increase their chances of acceptance in mainstream journals and how they can get started in research and publishing. The purpose of this dialogue is to invite a re-envisioning of the current “publish or perish” perspective, which appears to be prevalent in most academic circles. Such negative framing is unhelpful and discouraging, especially to early-career academics who may be unfamiliar with the practices and processes involved. What is needed is a re-envisioning of academic publication from “publish or perish” to “publish and flourish”.
What does it mean to write, learn to write, and teach writing in an age when students can use the latest artificial intelligence (AI) co‐authoring tools to produce entire essays without even adding an original idea or composing a single sentence? This article addresses questions of authorship and academic integrity concerning the use of AI writing assistants and the latest GPT‐3 (Generative Pre‐trained Transformer, Version 3) tools. It begins by problematizing the use of these tools, and then illustrates how students can use these tools to paraphrase, summarize, extend, and even create original texts with minimal original input, raising questions about authorship and academic integrity. The author argues that as these tools become more widespread, teachers must find creative ways to integrate them into the teaching and learning process and offer practical suggestions for classroom practice. The author hopes to raise awareness about threats to academic integrity brought about by the use of the latest AI co‐authoring tools and aims to equip teachers with strategies to embrace the use of these new digital technologies in the teaching of writing.
Recent nationalist and isolationist policies coupled with travel restrictions have prompted a shift in perspectives on the internationalization of higher education. Furthermore, criticisms surrounding issues such as the widespread adoption of English as a medium of instruction in higher education and quality assurance of transnational programs have emerged, with increasing calls for more inclusive models and greater emphasis on quality over quantity. This paper presents an evaluative study of a transnational Master of Arts in the Teaching of English to Speakers of Other Languages (MATESOL) program delivered in partnership by an institution in Singapore (SI) and a university in New Zealand (NZU) and designed for English language teachers from the Association of Southeast Asian Nations (ASEAN) region. Drawing on an impact evaluation, the paper identifies key design features in the program that contributed to its effectiveness as an inclusive model of English medium instruction (EMI) and internationalization in transnational higher education (TNHE).
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