Having finalized what theoretical framework to structure my dissertation research, I changed my research lens to add the framework and also to change the research focus from student engagement to significant learning.

The working dissertation topic of this moment: Exploring first year student perceptions on writing pedagogy as a significant learning tool. OR Exploring first year students' perceptions on writing as tool for student learning.

At Dr. Major's suggestion, I would need to ask questions on significant learning such as the following:

How does writing encourage significant learning?
How does writing help students develop foundational knowledge and application?

I just received the latest edition of Fink's taxonomy on significant learning. I will read through it, underlining and highlighting good points and quotes.

http://www.vaniercollege.qc.ca/pdo/2013/02/teaching-tip-the-fink-think/

Sharing Post-thoughts about my dissertation journey

SEE the Writing -- has multiple meanings.

SEE are the initials of my former married name (Sarah Elizabeth Eiland), and even though the marriage chapter in my life has ended, I still carry "See the writing" perspective lens into what I believe about writing and its effectiveness for my teaching style.

It is during my marriage that I taught Orientation 101 at Gadsden State Community College (2008-2015). Thus, I conducted research with the intent to see what students thought of my writing pedagogy, the writing prompts, as an all-encompassing tool to succeed both in the classroom and in life.

On a side but very important note, I am hearing impaired. Subsequently, I share how writing helps with my reaching out to the students sitting in my classroom.

Autoethnography is the research approach used to explore how writing over time has helped with the development of my pedagogical content knowledge.

Lee S. Shulman's (1986, 1987) pedagogical content knowledge is the theoretical framework for my autoethnographic research. Not only do I refer to PCK, I also touch on several other theories including Dee Fink's (2013) taxonomy of significant learning, Schlossberg's (1989) theory on mattering vs. marginality, Mikhail Bahktin's theory of addressivity, and Jacque Lacan's theory of interconnectedness.

I concluded my autoethnographic research with five findings:

1) individualism within diversity

2) variability

3) persistence

4) competence

5) responsiveness.