Program Assessment
Perceptions of the Program
When I applied to the program I was looking for a challenging opportunity for personal and professional growth through the study of learning, design, and technology with faculty and other students. My experiences thus far have met my hopes and expectations. The faculty are encouraging, supportive, and provide clear and helpful guidance. The other students I have met throughout the program are inquisitive and collaborative, allowing for a positive interchange of ideas and the development of a strong community of learners.
The LDT courses that I have taken over the last year have all been designed in formats that promote the qualities described above. In particular, the 8990 seminars provide an opportunity to examine the process of doctoral study through an open-ended exploration of ideas between learners. This course sequence has helped me recognize two foundational issues. First, talking clearly about your own research ideas with others is not always as easy as it might seem. Second, talking with others about their research requires careful and attentive listening. Development of clear communication and careful listening skills in the context of graduate study takes time and practice, and I’m glad the program makes room for this through the 8990 course format. Additionally, the Foundations course, by promoting exploration of the broad LDT theory base, and supporting our development of a research proposal, helped us create an anchor point that we can use moving forward in the program. Regular meetings with my advisor, Dr. Choi, have also helped me build a platform for study in the coming years.
Recommendations for Facilitating Learning Experiences
I want to express my general gratitude that the program has opened up to part-time students, and encourage the continued development of this feature. Full time employment shouldn’t be a barrier to those who are motivated to learn, and in fact may offer certain opportunities to those who are able to connect their study with their professional practice. Continuing the practice of extending course offerings outside of regular work hours will support part time students, as would promoting the development of additional methods courses, which are sometimes difficult to obtain for part-time UGA-employed students who are required to register late in the semester.