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dc.contributor.advisorO'Neil, Joy
dc.contributor.authorHess, Gloria L.
dc.date.accessioned2020-06-02T11:59:29Z
dc.date.available2020-06-02T11:59:29Z
dc.date.issued2020-05
dc.identifier.urihttp://digital.library.wisc.edu/1793/80199
dc.description.abstractAlthough my decision to pursue an Ed.D. in Educational Sustainability was driven by an intention to change the world for the better in some small way, I began this doctoral journey with a lack of clarity of what that would look like. While at this time I cannot yet say with 100% certainty that my direction is set, I can definitely share that my experience throughout this first year has paved a plausible pathway to “make a difference.” That said, informed by my newfound understanding of Critical Theory, and as illustrated by my Current Research Concept Map, I envision myself designing and conducting a research project that looks at ageism—particularly in the workplace. Intrigued by the impact of COVID-19, and as intimated by the image of its source Coronavirus that encompasses the background of my poster, I imagine that such research could have the potential to become increasingly relevant and expansive. Inspired by the Transformative Learning Theory, I also imagine that the results of such a project could somehow lend itself to the reorientation of continuing education in the career and professional development fields that would better facilitate the employment sustainability of older workers and job seekers. For me, then, this poster represents not only my journey to date, but the path to an eventual destination.en_US
dc.language.isoen_USen_US
dc.titleA Doctoral Student’s First-Year Experience Paves a Path to Activismen_US
dc.typePresentationen_US


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