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Navigating the Doctoral Labyrinth: Walking Methodologies and Epistolary Feedback
Abstract
This chapter explores how faculty can effectively assist doctoral students as they traverse a challenging and rewarding labyrinth by leveraging innovative pedagogical approaches and communication modalities. Drawing on the extant literature related to doctoral education, an innovative approach that combines walking methodologies and epistolary feedback is described. The labyrinth metaphor encapsulates the intricate pathways, challenges, and moments of enlightenment that characterizes the journey including insights into the challenges faced by doctoral students. Walking as a method of inquiry is presented as a way for helping doctoral students engage in reflective practice. Forms of ableism that can be associated with the term ‘walking' --therefore these practices include various forms of movement via legs, wheels, video simulations, etc. Epistolary feedback involves the use of letter-like exchanges between students and faculty to communicate feedback. Taken together these approaches can be particularly useful for doctoral students.
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