Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration

Lam, Cho Kwong Charlie; Hoang, Cuong Huu; Lau, Ricky W. K.; Caux, Basil Cahusac de; Yang, Chang-Ihn; Tan, Qiao Qian; Pretorius, Lynette

doi:10.1080/0158037x.2018.1482863

Cited by 46 publications

(40 citation statements)

References 25 publications

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“…Peer review then leads to further changes before final publication. Modelling this process for students can be an eye-opening experience, helping students overcome some of the feelings associated with writing anxiety and the imposter phenomenon (see, for example, the experiences of Lam et al 2019).…”

Section: Support For Academic Literacy Developmentmentioning

confidence: 99%

“…Doctoral writing groups offer a safe and low-risk environment where students can build their academic writing skills in a peer learning environment (Aitchison and Guerin 2014;Cahusac de Caux et al 2017). It has been shown that the peer feedback component of these types of writing groups helps students to build their writing confidence, foster greater reflective practice, and encourage them to take ownership of their writing style (Cahusac de Caux et al 2017;Lam et al 2019). Encouraging doctoral students to join, or indeed set up their own, learning communities could, therefore, significantly improve students overall learning experience during their candidature.…”

Section: Support For Academic Literacy Developmentmentioning

confidence: 99%

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Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

et al. 2021

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This conceptual review seeks to reframe the view of academic integrity as something to be enforced to an academic skill that needs to be developed. The authors highlight how practices within academia create an environment where feelings of inadequacy thrive, leading to behaviours of unintentional academic misconduct. Importantly, this review includes practical suggestions to help educators and higher education institutions support doctoral students’ academic integrity skills. In particular, the authors highlight the importance of explicit academic integrity instruction, support for the development of academic literacy skills, and changes in supervisory practices that encourage student and supervisor reflexivity. Therefore, this review argues that, through the use of these practical strategies, academia can become a space where a culture of academic integrity can flourish.

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Section: Support For Academic Literacy Developmentmentioning

confidence: 99%

Section: Support For Academic Literacy Developmentmentioning

confidence: 99%

Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

et al. 2021

Self Cite

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“…Confidence in one's ability to perform a skill, or selfefficacy (10), has been shown to be an important component of the writing process, from elementary school through pre-professional training (25)(26)(27). Increasing writing selfefficacy has been shown to lessen writing anxiety (11,25,28), improve writing productivity (14,29), and, in the case of graduate students who speak English as a second language, improve performance (30). While some studies with undergraduates have found factors other than confidence to have a greater influence on writing ability (31,32), research with doctoral students consistently identifies confidence as a critical predictor of success.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, while this lack of preparation can be overcome by direct instruction (36), many advisors of PhD students report that they lack the time or the skills to instill such knowledge (6,37). Increasing familiarity with scientific writing conventions has been reported to improve writing confidence and self-assessed proficiency among doctoral students (29), and an intense, focused delivery of non-discipline-specific writing instruction to graduate students working on theses or dissertations has been shown to improve writing proficiency and research independence as assessed by before-and-after tests (38). Likewise, a study of 510 graduate-level biomedical students in Texas suggests that the development of skills in academic writing can improve research engagement and likelihood of program completion (39).…”

Section: Discussionmentioning

confidence: 99%

Scientific Writing Workshop Improves Confidence in Critical Writing Skills among Trainees in the Biomedical Sciences

Wortman-Wunder

Wefes

2020

J Microbiol Biol Educ.

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Written communication is a key research skill, yet the current model of pre-and postdoctoral training in the biomedical sciences lacks consistent formal training in this area, leading to crises of confidence when tackling research writing. A 15-hour non-credit workshop, "Secrets of Successful Scientific Writing," was developed in collaboration with an experienced instructor of scientific writing. The workshop consisted of six 2.5-hour sessions and was offered six times; a total of 126 trainees attended over these six offerings. Topics included strategies to engage the audience, principles of psychological linguistics to maximize sentence effectiveness, conventions of biomedical journal writing, technical writing and the history of scientific publishing, and two sessions on grant writing. Student confidence in and familiarity with targeted writing skills were assessed by self-evaluation questions administered immediately before and after each session. The workshop was determined to be effective at improving the confidence of participants regarding specific writing skills in the biomedical sciences, with all but two of the measures showing that the workshop had a large effect size. We conclude that a short, structured workshop can help improve the confidence and knowledge of pre-and postdoctoral writers, preparing them to better meet the writing challenges of their professional careers.

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“…Garrison, Cleveland-Innes & Fung, 2010) and reflective practices (e.g. Cahusac de Caux et al, 2017;Lam et al, 2019). Regarding effect, there is consensus in the literature that at higher levels of study useful feedback comments are text-specific (e.g.…”

Section: All the Best Participantmentioning

confidence: 99%

Using author-devised cover letters instead of instructor-devised rubrics to generate useful written peer feedback comments

Yallop

Leijen

2021

JoAW

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This study uses both qualitative and quantitative research methods in a mixed-methods approach to investigate whether the principled use of author-devised cover letters (CLs) within doctorate writing groups can result in more useful reviewer feedback comments than would be attained through the use of instructor-devised writing assessment rubrics. In this context, CLs are self-devised written documents that help the reviewers give the author useful and critical written feedback comments. Twenty participants in different discipline-specific writing groups were given explicit instruction about the importance and content of CLs during the peer feedback process. Their perceptions of a useful CL were obtained from post-course questionnaires and analysed qualitatively. In addition, their CLs at various stages of the feedback process were analysed quantitatively for genre, social presence, and evidence of teaching instruction, and compared to the CLs produced by 20 PhD students in similar writing groups who received minimal CL instruction. The study found that author-devised CLs, as opposed to instructor-devised rubrics, can allow the authors the flexibility of providing text-specific background details, requesting reviewer help on specific textual aspects, using social presence to develop a sense of writing community, and provide reflection upon their own writing.

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Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration

Cited by 46 publications

References 25 publications

Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

Scientific Writing Workshop Improves Confidence in Critical Writing Skills among Trainees in the Biomedical Sciences

Using author-devised cover letters instead of instructor-devised rubrics to generate useful written peer feedback comments

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