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Module 1: understanding, using Narrative structure
MODULE ii: CONSTRUCTING AN ACADEMIC ARGUMENT
module iii: defining your research questioN, Following the research Process
Module Iv: understanding, practicing scholarly writing
module V: understanding, applying, critical thinking 
module Vi: understanding, applying diversity, understanding applying narrative analysis
module VIi: understanding, applying academic ethics
Module VIiI: Capstone Essay

Class flow

The course is designed to run for fourteen weeks. It is divided into eight modules. Most modules are two weeks in length; modules six and seven are one week. The two-week modules are, for the most part, divided like this: week 1- involves reading and viewing materials, Moodle discussion and group inquiry; week 2-  involves students writing, as well as sharing and peer critiquing their work. An exception to this is Module One, in which the order is reversed because it begins at NSO. More about that as the course unfolds.

The first module (two weeks in length) is devoted to narrative and narrative media. The next 3 modules (6 weeks) are devoted to issues related to scholarly writing, in particular the scholarly essay, the research document, and the art of clear expression. The last three weeks consider issues of critical thinking, diversity of perspective, and the ethics of research. 

Every module requires you to engage in similar activities. First, you read/view materials and discuss them with colleagues in Moodle. The discussion is driven by questions I provide, as well as those you develop. It is important that you reference the materials in your discussion. Doing so is how you demonstrate competency of understanding. Second, you then create a piece of written work, which is critiqued by myself and your peers. This is another important step toward showing competency.

Lastly, at the end of each module you will provide a minimum one paragraph self-assessment/reflection. This should focus on what you learned and what you think your strengths and challenges are in terms of the content of this module. You are also free to address any other opportunities or issues that have arisen in your program that interest you. You can post this in Moodle, or send directly to me.
Introduction to Doctoral Foundations, Media Psych 525

The success of any PhD program is predicated on students' abilities to acquire fundamental competencies in the areas of doctoral writing, research and reasoning. This course seeks to offer newly admitted media psychology students an introduction to a number of important competencies in this regard, based on the outcomes of the Media Psychology program, as well as competencies established by Fielding Graduate University. The competencies are listed below in the Table of Contents and are further defined in each module. In addition, they have been compiled and presented on a page devoted to competencies.

It is important to remember that this course is meant to be an introduction to competencies, and that their development and mastery is an incremental process nurtured over successive foundational courses throughout the doctoral program.

Paying attention to writing. Although each module is important, we ask you to pay particular attention to scholarly writing throughout the course. Historically, much of our feedback to new students has addressed their underdeveloped or inappropriate use of written English within a scholarly context. In fact, many of our incoming NSO students often have only a limited understanding of what scholarly writing is, or how it differs from the other forms of writing that they are used to, whether business communication, email or personal correspondence. 

Students also tend to have a limited understand of the essentials of using APA style. And yet, Fielding’s assessment model is predicated on a student’s use of written English in APA format. Thus, infused into each module is an emphasis of writing. The goal for scholarly writing, in a sentence, is to explain complicated ideas using clear, crisp, uncluttered English that are supported by research and well developed arguments. Don't try to sound scholarly. Just try to be clear, logical and well-organized.

Pursuing your research interests. One of the core principles of this course design is that you are allowed to choose you own topics for your writing and research activities, based on your professional or academic interests. This is particularly pertinent at Fielding since the Fielding model is based on students identifying an area of interest as early as possible in the program, which they can then use as the crucible of their ongoing specialization. 

Given you are taking this course at the beginning of your programs, we don't expect you to know your area of research interest at such an early point in their Fielding careers. In fact, we encourage you to delve into new areas to see what interests you. However, if you have identified your interests then we encourage your to use this course as a means to explore those interests. 

Developing a meta-perspective. Another core concept in this course is the use of meta-perspective and self-assessment with regards to your own learning. You are asked to write about not only the new material you are learning, but also about the learning process itself. As your writing improves, I want to know how you view its improvement. I have found that self-reflective learners tend to learn more and see their own progress more clearly.

Using many media. Lastly, this course uses a number of different media to aid in academic inquiry, including text, video, audio, social media, structured group discussion, and so on. We know that using a variety of media to present information increases the chance that material will resonate with a diverse audience of students. This is particularly relevant for students who have not been involved with academia for some time, and feel apprehension about a return to the rigors of scholarly rhetoric. 

Welcome.

Jason Ohler, Summer 2015