Critical Analysis of the Discourses of Teaching and Learning: Toward Authenticity in Higher Education

• In Event: 14.045 - Roundtable Session 3
  In Roundtable Session: 14.045-2 - Authenticity, Innovation, and Teaching Styles

Abstract

This paper presents critical analysis of the discourses of teaching and learning within an accelerated doctoral program in a private Midwestern university. Doctoral education involves learning to see with new eyes, thus requiring an on-going knowledge construction along the lines of challenge, complexity, and innovation. Authenticity underscores the nature of doctoral education with its ultimate end to assist students in creating new knowledge and advancing the areas of their study. Authenticity of educational process is a reciprocal endeavor in which students and instructors are actively engaged. Drawing on authenticity as the scholarship of teaching and learning (Kreber, 2013), this paper demonstrates how doctoral education can be generative of transformative outcomes. This proposal represents a work in-progress.

Author

• Antonina Lukenchuk, National-Louis University