During the Portfolio II period, I implemented suggestions and recommendations from the review committee’s previous portfolio review’s feedback, engaged with the professional community, and continued to reflect on my experiences, coursework, and goals. Whereas the coursework and experiences during Portfolio I opened my mind to new possibilities and research interests, the coursework and experiences during the Portfolio II period guided me to focus on the topic of first generation college students, including how to teach them and how I can personally come to terms with my own first generation college student status.
Addressing Gaps in Portfolio I
During the Portfolio I review, several items were proposed that would strengthen my experience and …show more content…
In addition to presenting at and attending conferences, I collaborated with other George Mason University researchers and scholars, as well as other institutions focusing of first generation college student research. During this period, I delivered six presentations on the topic of first generation colleges students at five conferences and attended a conference on social mobility in higher education with peers from the PhD in Higher Education Program. The presentations I delivered at conferences between March 2017 and June 2017 focused on research relating to first generation college students. Conferences included
• Mason Graduate Interdisciplinary Conference (Arlington, …show more content…
The courses for my professional specialization informed me in numerous ways, including helping to solidify my interest in first generation college students as a research and dissertation topic. The English courses for my secondary specialization are important because I intend to teach English literature and writing, as well as continue to expand on arts-based qualitative research methods as it relates to disseminating higher education research. Courses
Addressing Gaps in Portfolio I
During the Portfolio I review, several items were proposed that would strengthen my experience and …show more content…
In addition to presenting at and attending conferences, I collaborated with other George Mason University researchers and scholars, as well as other institutions focusing of first generation college student research. During this period, I delivered six presentations on the topic of first generation colleges students at five conferences and attended a conference on social mobility in higher education with peers from the PhD in Higher Education Program. The presentations I delivered at conferences between March 2017 and June 2017 focused on research relating to first generation college students. Conferences included
• Mason Graduate Interdisciplinary Conference (Arlington, …show more content…
The courses for my professional specialization informed me in numerous ways, including helping to solidify my interest in first generation college students as a research and dissertation topic. The English courses for my secondary specialization are important because I intend to teach English literature and writing, as well as continue to expand on arts-based qualitative research methods as it relates to disseminating higher education research. Courses