I do not want to clutter any of my dissertation committee member's email account with huge attachments of my dissertation drafts and reports. When I do email my chair and the rest of the committee, I will inform them that this website has been updated with the latest developments of my dissertation focusing on writing pedagogy for student engagement among first year students.

And I enjoy the idea of having all my dissertation materials being organized and in one place virtually for my chair and committee to view with (hopefully) ease. I do not care for the image of a dissertation chair/committee to look through emails or even top of their desks to find any part of a dissertation in progress. In short, I am all for organization in one place, and that is a website.

Hopefully, this website will be perceived by my chair and the committee as a good idea. We'll see how this pans out once I make progress in my dissertation.

Sharing Post-thoughts about my dissertation journey

SEE the Writing -- has multiple meanings.

SEE are the initials of my former married name (Sarah Elizabeth Eiland), and even though the marriage chapter in my life has ended, I still carry "See the writing" perspective lens into what I believe about writing and its effectiveness for my teaching style.

It is during my marriage that I taught Orientation 101 at Gadsden State Community College (2008-2015). Thus, I conducted research with the intent to see what students thought of my writing pedagogy, the writing prompts, as an all-encompassing tool to succeed both in the classroom and in life.

On a side but very important note, I am hearing impaired. Subsequently, I share how writing helps with my reaching out to the students sitting in my classroom.

Autoethnography is the research approach used to explore how writing over time has helped with the development of my pedagogical content knowledge.

Lee S. Shulman's (1986, 1987) pedagogical content knowledge is the theoretical framework for my autoethnographic research. Not only do I refer to PCK, I also touch on several other theories including Dee Fink's (2013) taxonomy of significant learning, Schlossberg's (1989) theory on mattering vs. marginality, Mikhail Bahktin's theory of addressivity, and Jacque Lacan's theory of interconnectedness.

I concluded my autoethnographic research with five findings:

1) individualism within diversity

2) variability

3) persistence

4) competence

5) responsiveness.