Doctoral Demeanor and Student Accountability

Complete the Doctoral Demeanor and Student Accountability worksheet.

 

1.     How do you already demonstrate a doctoral demeanor in your personal, professional, and/or community life; and what aspects are you adding to your daily life?

2.     What would happen if you were to change your demeanor in your personal, professional, and/or community life?

3.     How do you envision your demeanor changing as a result of participating in the doctoral program?

4.     What behaviors will maximize your successful entry in the program?

5.     What expectations do you have of your classmates and faculty members in the program? What do you think your classmates and faculty members expect of you?

6.     What changes do you need to make to move from passive thinking to active- and engaged inquiry?

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Doctoral Demeanor and Student Accountability Worksheet

Earning a doctorate means reaching the highest educational level in your field. As a member of the doctoral community, you assume a privileged role in society. Your behavior, attitudes, and way of thinking all reflect your role—inside and outside of the classroom.

InSAS, the term doctoral demeanor refers to the personal attributes that shape a student’s doctoral identity. For example, doctoral demeanor may entail balancing confidence, competence, and high achievement with the humility that comes from continuous learning. As you progress in the program, your ongoing challenge will be to shape your doctoral identity to accept increasing levels of accountability and leadership in society.

As a member of the doctoral community, you are also expected to demonstrate doctoral-level accountability for the learning process. The following table outlines key aspects of doctoral learning.

Doctoral learning consists of…
Student-Driven Learning   Ø Taking responsibility for reading the syllabus and meeting all course requirements and deadlines   Ø Taking initiative to engage others and co-create the class experience   Ø Using syllabus instructions and course materials to self-assess learning   Ø Making adjustments to ensure continuous improvement and development	Active and Engaged Inquiry   Ø Learning how to learn and critically think in a scholarly way   Ø Providing insightful, original responses and comments from your perspective   Ø Accepting ambiguity and complexity   Ø Thinking for oneself, adding new value, and creating one’s intellectual voice

 

Doctoral Learning is not…
Passive Learning   Ø Asking redundant questions; holding others accountable for one’s own performance   Ø Expecting the facilitator to dominate the dialogue and provide “all the answers”   Ø Waiting for the facilitator to provide a score or grade   Ø Making the same mistakes; blaming others for one’s mistakes	Passive Thinking   Ø Memorizing facts and concepts without adding original analysis or reflection   Ø Providing rote answers; making vague, superficial comments   Ø Seeking only simplistic, familiar, or “black and white” answers   Ø Reiterating others’ ideas without adding new value or relevance

 

Answer the following reflection questions, providing substantive responses (150 words minimum, each):

How do you already demonstrate a doctoral demeanor in your personal, professional, and/or community life; and what aspects are you adding to your daily life?

What would happen if you were to change your demeanor in your personal, professional, and/or community life?

How do you envision your demeanor changing as a result of participating in the doctoral program?

What behaviors will maximize your successful entryin the program?

What expectations do you have of your classmates and faculty members in the program? What do you think your classmates and faculty members expect of you?

 

What changes do you need to make to move from passive thinking to active- and engaged inquiry?

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.