Critical autobiography in the professional doctorate: improving students’ writing through the device of literature

This paper argues for a pedagogic practice to overcome the challenges that many professional practitioners face in undertaking a professional doctorate. Recent examination feedback on a professional doctoral programme of 300 candidates in the UK highlighted that a number of candidates often struggle to write persuasively, critically, and reflectively. This paper discusses the impact of a series of workshops designed to support students in resolving the challenges of writing clearly. In our workshops we encouraged the students to conceptualise their professional doctorate as a critical autobiography. In order to foster a critical autobiographical voice in our students, we explored a range of autobiographical texts for students to use as models for their own writing. In addition to offering a description of our teaching practice in these workshops, this paper explores the theoretical background that illuminates our pedagogical choices. Both theory and practice are posited side by side in our paper to uncover mutually illuminating connections in our discussion and evaluation of our attempts to improve students’ writing. We suggest that conceptualising the professional doctorate as critical autobiography is a valuable tool for professional practitioners who struggle to communicate the complexities of their practice confidently and lucidly

The critical autobiography and the professional doctorate

These research findings emerged from a year-long series of workshops for professional doctorate candidates at Middlesex University. The workshops used autobiographies, biographies, novels, journalism, poetry and essays from the 18th to the 21st century to stimulate discussion and learning in relation to each candidate’s style, tastes and context support the development of writing skills appropriate to doctoral practice knowledge. Outcomes included bridging academic, reflective and professional writing; deepening critical thinking and expression and understanding and practising critical autobiography – all of which are core components of professional/practitioner based doctorates

Perceptions Of Status Consumption And The Economy

This paper looks at the relationship between status consumption, economic perceptions, price consciousness, brand consciousness, and value consciousness.  Based on a convenience online sample of adults in the Southeast USA, most consumers are not motivated by status.  There was a significant negative relationship between the level of status consumption and levels of price consciousness and value consciousness. Additionally, there was a significant negative relationship between level of status consumption and the view that it is frivolous to buy status products in an economic downturn.  There was a significant positive relationship between status consumption and brand consciousness, indicating that those more motivated to consume for status are both more brand-name conscious and more likely to see a higher price as indicative of higher quality.  For managers of luxury brands in this economy, the results suggest that although the status market may be smaller, status consumers are brand conscious and not price conscious.  Consumers, however, may also feel that inexpensive products and discount stores can meet their status needs

Enhancing Classroom Communication With Interactive Technology: How Faculty Can Get Started

This paper proposes that Interactive Technology can help professors enhance communication in the classroom so there is increased attention, interest, preparation, and retention of class materials by the students. Interactive Technology (also called audience response systems) involves students using individual response pads (clickers) to respond to questions asked in class by the professor. The students’ responses are captured by a receiver and with the software available, professors can get instant feedback from their students to determine how well they understand the material presented. To get started using this technology, professors can either buy a system outright or utilize one in conjunction with their textbook. After attending a few training classes and working with their Information Technology people to install it in their classroom, a professor can start working with the system to enhance their interaction with students in class. This paper describes Interactive Technology in more detail and how to get started using it

Interactive Technology In The Classroom: An Exploratory Look At Its Use And Effectiveness

This paper proposes that Interactive Technology can help professors enhance communication, attitudes, and interest in the classroom.  This paper describes Interactive Technology, how professors can use it, and preliminary findings of its effectiveness.  These findings suggest that the use of Interactive Technology can enhance students’ attitudes.  Additionally, students surveyed, who had used Interactive Technology in a Consumer Behavior course agreed that its use made the course more interesting and attention getting, and they were satisfied with the course.  Preliminary findings, however, also suggest that Interactive Technology may not enhance attendance, course preparation, and retention.&nbsp

Electron paramagnetic resonance studies of slowly tumbling vanadyl spin probes in nematic liquid crystals

An analysis of EPR line shapes by the method of Polnaszek, Bruno, and Freed is made for slowly tumbling vanadyl spin probes in viscous nematic liquid crystals. The use of typical vanadyl complexes as spin probes for nematic liquid crystals is shown to simplify the theoretical analysis and the subsequent interpretation. Rotational correlation times tau and orientational ordering parameters S sub Z where slow tumbling effects are expected to be observed in vanadyl EPR spectra are indicated in a plot. Analysis of the inertial effects on the probe reorientation, which are induced by slowly fluctuating torque components of the local solvent structure, yield quantitative values for tau and S sub Z. The weakly ordered probe VOAA is in the slow tumbling region and displays these inertial effects throughout the nematic range of BEPC and Phase V. VOAA exhibits different reorientation behavior near the isotropic-nematic transition temperature than that displayed far below this transition temperature