First Year Residency Reflection Essay

Residency Lessons Learned

Bite off more than you can chew, then chew it.  - Ella Williams

            The doctoral process is one of self-discovery and purpose.  There are many factors that lead to the possibility of withdrawal.  Many doctoral learners find that they are overwhelmed by course load; they have feelings of inadequacy, and isolation (West, Gokalp, Gokce & Edlyn, 2011). There are personal biases and assumptions that doctoral students have about the process, the program, and the types of community they will be entering into.

            Through the doctoral residency program, I have learned three major life lessons.  While these three lessons are dominant, they are not inclusive.  This personal reflection will discuss lessons learned in regards to:

1.      The Doctoral Dissertation timeline and expectations

2.      Overcoming assumptions on the program and the doctoral community

3.      Creating a cohort community for support and positive application

Starting a daunting process such as a degree of advanced studies is a commitment to self, and a realization of sacrifices that are inevitable. In my limited experience, the lessons learned on the residential level are paramount to a student’s success throughout the program.  The residency creates a feeling of community and mentorship that is important in the success of the doctoral candidate (Knight, 2011).

Doctoral Dissertation Timeline and Expectations

The Doctoral Dissertation has to be the most intimidating element of Doctoral studies.  It is overwhelming to realize that at the end of this journey, one must write not only the equivalent of a book, but that piece of prose must be regarded as expert subject matter. Only 56% of doctoral degrees complete their dissertation within ten years of enrollment (Jones,2010). The University of Phoenix allows six years for completion.  This contributes to disparity when one enrolls.  Through the first year residency, the facilitator spends significant time explaining the timeline of the dissertation process.  Knowledge of this process helps to bring perspective to the overwhelming feeling of the dissertation.

A doctoral degree is a research degree that certifies that the graduate has a propensity to teach and train in their scholarly discipline (Issac, & Quinlan, 1992). The expectation is that the writer will demonstrate adequate knowledge to be regarded as a specialist, or expert in their discipline of study.  As the writer, it is important to choose a topic that is relevant to the career path that I want to specialize in, as well as a topic that I have a passion for.  This is not an easy task, it takes analytical thought to narrow a topic to a specific focus.  There is an expectation that the dissertation topic will be concise, and that general ideas will be honed into expertise focused thesis statements.

The residency program helps to describe and elaborate on the dissertation requirements.  It is a great benefit to see the process in the forum of a classroom setting.  As learners, we have many questions that are difficult to ask in an impersonal environment. The residency allows students to discuss their concerns in an informal environment facilitated by a highly competent faculty member. There is a peace of mind in understanding what is expected of you as a student and what the timeline will be.

Overcoming Assumptions of the Doctoral Community

Upon enrolling in the doctoral studies, I had preconceived assumptions about the experience, and the people who comprised the community.  Within the first couple of classes, some of my assumptions seemed to be founded.  In that formal environment I assumed that members of this community were established, specialized, and extremely experienced.  I was correct on all of these accounts, but I was incorrect in the assumption that they would be stuffy and elitist. This could not be farther from the truth.  Through the residency, I have met like-minded individuals who are driven and compassionate.  I have met a facilitator who exemplifies the transformational leader model, and I have made lifelong connections. 

Another assumption, in a doctoral studies program is that the program is that the environment is formal, and oppressive (Gildersleeve, Croom, &Vasquez, 2011).  Through the resindency program, I have found this to be untrue.  The environment shared in the first year residency is one of collaboration and teamwork.  The experience of the residency program has been one that fosters self-actualization, as well as collaborative team building.  There has been a focus on cohort groups and support networks, and I leave this program feeling confident that I have made the right choice in pursuing this degree.

It is my opinion that assumptions are debilitating. Had I decided to let my assumptions of the doctoral process affect my continuance in the program, there is a possibility that I would not have been retained as a doctoral student.  Had I allowed my trepidation of this residency get the better of me, not only would I have not continued with the program, but I would not have met 13 of the most capable and interesting people I have had the privilege of encountering. I am truly humbled by the realization that my assumptions were unfounded and incorrect.

Creating a Cohort Community for Support

It is difficult to feel as if you are in a community when you are exclusive online learning environment.  It is hard to read communication nuances when all communication is done in a written format.  Creating a sense of real community is the main concept that I received from the residency experience. It is often the responsibility of the facilitator to nudge students into developing social supportive relationships (Ford & Vaughn, 2011). That was not the case with our group.  Our group formed an immediate union that will be the base for a supportive community throughout our doctoral studies.

Cohort groups are important for creating a sense of belonging.  They are important for fostering a supportive environment, and they give students the feeling that they can accomplish the task at hand, because they are not alone. Cohort groups start a learning process together and remain together throughout the learning process (McPhail, Robinson & Scott, 2008).  While it is not guaranteed that we will continue in all of the same classes together, our residency class is still a cohort group in that we are all in this together.  We will provide support to each other whether we finish together or not. 

It is my belief that support from our families, friends, employers, co-workers and other members of our life will be all be very important, but it will be our cohort group that will give us support when all other members of our life cannot.  Our support group will be the individuals who understand our frustrations, and concerns.  They will be the individuals who push us to continue when we feel as if we can no longer remain on task. They will be the ones we call to talk us of the edge.

These relationships we’ve built over the last few days will also be a strong network group for us in the rest of our doctoral career, as well as in our professional careers.  Although we come from different industries, we serve as valuable connections. The sense of community that we have fostered will help us in future business transaction as we bounce ideas off of each other showcasing our different viewpoints and talents.

Conclusion

There are moments in life that define you, make you better, and humble you beyond your expectations.  Attending this residency was one of those experiences for me.  It is amazing to me that 14 people can start a journey separately and leave with a sense of unity.  I have learned something from each of my classmates, Dr. Kass, and even myself.  I learned that not only do I believe that I can complete this program, but I can make a difference in my home, my community and my world. I can draw on the experiences of my collegues and together we will build a learning environment that will be an encouragement to us all.

To me, life is about the experiences that teach you the most about others, and yourself. Most, if not all of the members of this residency class expressed some apprehension when beginning this course.  Many of us had insecurities, and feelings of inadequacy. We all learned that if you keep your mind open to others ideas, and believe in yourself, your fears and apprehensions will be diminished.  The most important thing that I learned in my first year residency is that not only can I complete this program, but I can enjoy the process and experience of completing the program.  I am excited to continue on this adventure with my new cohorts.

References

Ford, L., & Vaughn, C. (2011, November 1). Working together more than alone

 Retrieved from http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=4c3cb04d-425c-4aab-bbbd-597ef7125ce0@sessionmgr104&vid=5&hid=4

Gildersleeve, R., Croom, M., & Vasquez, P. (2011, January 1). “am i going crazy?!”: A critical race analysis. Retrieved from http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=896ff93e-e1de-44aa-b290-88cab28b00a7@sessionmgr12&vid=3&hid=4

Isaac,, P., & Quinlan, S. (1992, May 1). Faculty perceptions of doctoral dissertation. Retrieved from http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=5c01e610-aade-4a88-a958-53563b08c097@sessionmgr112&vid=19&hid=4

Jones, E. (2010, September 1). Designing and. Retrieved from http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=5c01e610-aade-4a88-a958-53563b08c097@sessionmgr112&vid=17&hid=4

Knight, B. (2011, May 1). Mentoring for professional geropsychology. Retrieved from http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=5c01e610-aade-4a88-a958-53563b08c097@sessionmgr112&vid=11&hid=4

McPhail, C., Robinson, M., & Scott, H. (2008, April 1). The cohort leadership development model: Student perspectives.. Retrieved from http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=4c3cb04d-425c-4aab-bbbd-597ef7125ce0@sessionmgr104&vid=9&hid=4

WEST, I., GOKALP, , GOKCE, , & EDLYN , V. (2011, June). Exploring effective support practices for doctoral students' degree completion . Retrieved from http://ehis.ebscohost.com/eds/detail?sid=5c01e610-aade-4a88-a958-53563b08c097@sessionmgr112&vid=5&hid=109&bdata=JnNpdGU9ZWRzLWxpdmU=4