Type of Credit: Required
Credit(s)
Number of Students
This course is designed for first-semester doctoral students in the College of Communication. It provides structured reflection on the academic and professional dimensions of doctoral study, including the expectations, norms, and evolving roles of communication scholars. The course supports students in identifying research interests, cultivating scholarly writing practices, exploring teaching and service responsibilities, and engaging in academic communities. Through discussions, guest speakers, peer feedback, and reflective assignments, students will begin building a foundation for a meaningful and sustainable academic career.
能力項目說明
By the end of this course, students will be able to:
Understand what is expected of doctoral students in the College of Communication, including key academic responsibilities and milestones such as coursework, qualifying exams, and dissertation development.
Begin identifying areas of research interest and explore strategies for shaping a long-term scholarly trajectory.
Gain familiarity with the research environment across the College and discipline, including faculty scholarship, research networks, and interdisciplinary opportunities.
Understand the academic conference cycle and learn to assess venues for presentation, intellectual engagement, and professional visibility.
Develop awareness of the publication process, peer review practices, and ethical standards in scholarly communication.
Reflect on the role of teaching in academic life and begin considering how personal values and disciplinary perspectives inform one’s development as an instructor.
Understand the purposes and forms of academic service and collegial engagement in institutional and disciplinary contexts.
Become familiar with available academic support systems and opportunities for mentorship, collaboration, and community-building.
Consider early strategies for balancing research, teaching, and service responsibilities while maintaining personal well-being and preparing for future academic or alternative career paths.
|
週次 |
課程主題 |
課程內容與指定閱讀 |
教學活動與作業 |
|
1 (9/2) |
Course Introduction & Doctoral Student Life |
Benchimol, E. I., & Keijzer, R. (2018). Living like an academic athlete: How to improve clinical and academic productivity as a gastroenterologist. Gastroenterology, 154(1), 8-14. Cause, E. (2019, August 12). Critically acclaimed horror film of the 2010s or your Ph.D. program? McSweeney’s Internet Tendency. https://www.mcsweeneys.net/articles/critically-acclaimed-horror-film-of-the-2010s-or-your-phd-program |
|
|
2 (9/9) |
Identifying Research Interests |
Gardner, S. K. (2008). “What’s too much and what’s too little?”: The process of becoming an independent researcher in doctoral education. The Journal of Higher Education, 79(3), 326-350. Walter, N., Cody, M. J., & Ball-Rokeach, S. J. (2018). The ebb and flow of communication research: Seven decades of publication trends and research priorities. Journal of communication, 68(2), 424-440. |
Assignment 1 |
|
3 (9/16) |
Academic Writing and Publishing |
Boczkowski, P. J., & Carpini, M. X. D. (2020). On writing in communication and media studies. International Journal of Communication, 14, 410-416. Ewoldsen, D. R., Just, N., Lee, C. J. C., & Tenenboim-Weinblatt, K. (2023). Navigating the seas of inclusivity: A collaborative voyage at the helm of a communication flagship journal. Journal of Communication, 73(6), 533-538. |
|
|
4 (9/23) |
Academia as a Career Path I 劉慧雯老師 |
Assignment 2 |
|
|
5 (9/30) |
Developing a Teaching Perspective |
Bain, K. (2004). What the best college teachers do. Harvard University Press. |
Assignment 3 |
|
6 (10/7) |
Academia as a Career Path II 黃厚銘老師 |
Assignment 4 |
|
|
7 (10/14) |
Individual Meetings |
|
|
|
8 (10/21) |
Midterm Presentations |
|
|
|
9 (10/28) |
Academia as a Career Path III |
Assignment 5 |
|
|
10 (11/4)
|
Research Culture, Ethics, and Collaboration 陳弘儒老師 |
Jeon, J., Kim, L., & Park, J. (2025). The ethics of generative AI in social science research: A qualitative approach for institutionally grounded AI research ethics. Technology in Society, 81, 102836. NESH. (2022). Guidelines for Research Ethics in the Social Sciences and the Humanities. Forskningsetikk. https://www.forskningsetikk.no/globalassets/dokumenter/4-publikasjoner-som-pdf/guidelines-for-research-ethics-in-the-social-sciences-and-the-humanities.pdf?utm_source=chatgpt.com |
Assignment 6 |
|
11 (11/11) |
Peer Review and Constructive Critique |
Bagchi, R., Block, L., Hamilton, R. W., & Ozanne, J. L. (2017). A field guide for the review process: Writing and responding to peer reviews. Journal of Consumer Research, 43(5), 860–872. Horbach, S. P., & Halffman, W. (2018). The changing forms and expectations of peer review. Research integrity and peer review, 3(1), 8. |
Assignment 7
|
|
12 (11/18) |
2025 台灣資訊社會研究學會年會 地點：國立政治大學 |
Assignment 8
|
|
|
13 (11/25) |
Work-Life Balance and Sustainable Scholarship |
Kinman, G. (2014). Doing more with less? Work and wellbeing in academics. Somatechnics, 4(2), 219-235. Kinman, G., & Johnson, S. (2019). Special section on well-being in academic employees. International Journal of Stress Management, 26(2), 159. |
|
|
14 (12/2) |
Individual Meetings |
Term Paper Draft Due |
|
|
15 (12/9) |
Research Workshop Dr. Renita Coleman, Professor, School of Journalism and Media, Moody College of Communication, UT Austin |
|
|
|
16 (12/16) |
Final Presentations & term paper submission |
|
|
*This course also includes 6 hours of self-directed learning activities.
*As members of the class, you are expected to approach our meetings with professionalism and scholarly engagement. This includes arriving on time, preparing thoroughly by completing the assigned readings, checking Moodle regularly for updates, and contributing actively to discussions. Because the class depends on the sustained participation of all members, attendance is essential. One absence may be excused, but multiple absences or lack of preparation will adversely affect your grade. You are responsible for any material covered during your absence and for maintaining continuity in your contributions.
**Several assignments will be given throughout the semester and must be submitted via Moodle before class. Late submissions will not be accepted and will receive a grade of zero, except in cases of documented illness, injury, or family emergency. You are also expected to be prepared to engage with and discuss your work in class.