The PhD journey...playing the game at work. (this blog was based on a posting that I created in one of my classes at Capella U.)

To get a PhD or not to get a PhD, that is the question…

Every job description you read at the university level and the community college level either requires or prefers that you have a PhD. This seems to be the trend for all of higher education, and it seems to be following the “Jones,” hop on the bandwagon fallacies. I have been teaching for over twenty years with a Masters of Science degree. And now all of the sudden, I need to have a PhD in order to be promoted to Professor at a two year college. Having a PhD may make me a better professor in the long run, but in order to get it, I will have to spend less time with my students and more time taking graduate classes for the next four years. I know that this adventure will help me out leaps and bounds, but not for this semester’s or next semester’s students.


Which is more important, satisfying the chairperson and dean or teaching and learning with your students?

Both are important. In order to continue to teach and learn with my students, I must play the game and please my superiors at the same time. Serving on committees, attending college functions and spending countless hours in departmental meetings are part of my employment contract. Teaching seven classes each major term and four in the summer pay some of my bills. The joy I get from seeing my students get from point “a” to “b” to “c” is PRICELESS.

I believe that I will continue to become a “fair minded” thinker as I progress through my PHD coursework, participate in class discussions and read the required texts. I have spent several hours reading the Paul and Elder (2009) first chapter and have caught myself daydreaming about my thinking process, and then thinking about, thinking about and even more thinking about how I and my fellow coworkers demonstrate our/their thinking through our/their actions and words. I have found it eye opening, distracting and rewarding all at once.
How do I plan on tying this all together? While and during this learning adventure, I want to continue to think critically. I want to demonstrate “second order” thinking for my students, peers and supervisors. I want to stand up for good ideas, even if they are from my competitors. I want to have the courage to support what is ethical and just, even if it is unpopular, and I want to be empathetic to people who are out of work and less fortunate.

Paul, R. W., & Elder, L. (2006). Critical thinking: Tools for taking charge of your learning and your life (2nd ed.). Upper Saddle River, NJ: Prentice Hall.