Insights into experiences in student research forums: The case of the TESOL Doctoral Student Forum

The purpose of this study was to identify the impact of student research forum participation on adult learners in doctoral programs from around the world. Through the analysis of qualitative data gathered via an open-ended, online survey, insight was gained into the characteristics of the isolated journey of adult learning in doctoral studies and the need to provide opportunities to interact and intersect in the varying communities of scholarly practice. A major goal of doctoral programs is to equip adult students with the concepts and skills necessary to become effective educational researchers. Doctoral programs are formal in structure and delivery and provide instruction in various methodology courses. But the learning occurs both in and outside the classroom in the experiences students have of actually conducting research and interacting within a community of scholarly practice. We know that adults enter doctoral programs with a variety of background experiences, motivations, and capacities for research and scholarly productivity. We also know that attrition rates in doctoral programs can range between 40% and 70% (Council of Graduate Schools, 2004; Nettles & Millett, 2006). The Council of Graduate Schools (2004) explains that doctoral students bear a large responsibility for “defining the scope of their educational experience” (p. 4), but the independence, isolation, and personal responsibility for one’s own learning in these programs can be a frustrating and often overwhelming experience (Gardner, 2008). One way to attend to the individual needs of developing scholars may be through participation in research forums. These forums are spaces in which participants can present their own and learn about other doctoral research projects while informally networking with colleagues, professors, and other professionals. Such is the case of the Teachers of English to Students of Other Languages’ (TESOL) Doctoral Student Forum, which is held annually in conjunction with the TESOL Convention. The Forum invites adult learners in doctoral programs to participate and present their research (students are encouraged to submit presentations regardless of the stage of their investigations), discuss hot topics of doctoral study and TESOL-related research, and collaborate/network with academics, professionals, and other doctoral students. The Forum is an all day event wherein students present their research projects in poster presentation sessions. There are also mentoring roundtables in which participating members of the professoriate, as well as other professionals who have completed their doctoral work, meet with student participants in a casual atmosphere to discuss their own research, methodologies, and various insights into the job market and university expectations. The purpose of this study was to identify the characteristics of adult learning through participation in such forums. The research questions guiding this investigation include (1) What do doctoral students learn through the process of presenting their own research to peers, professors, and professionals from other universities and programs? And, (2) in what ways does discussing research and doctoral program experiences with others in different programs and