This morning I finally figured something out what Dr. Major said during a class meeting (this summer I took AHE 591 under Dr. Major, which was my last course for my Ed.D. program). She mentioned how she wrote one page a day for her dissertation. For approximately four months, I had wondered about how did she write one page a day, especially now when I was trying to pin down the research approach.

This morning, I think I figured it out how it was possible for Dr. Major to write one page each day. After I received constructive feedback from Dr. Major, including her concerns for my taking on a unique approach to using pragmatic qualitative research case study design....that I would need to schedule a prospectus meeting to get approval for my prospective research design.

While I was preparing for the pre-prospectus meeting with Dr. Webb, I retyped the prospectus as second draft narrative outline. As I was reading my original prospectus and "edit-typing," this method made me realize how it could be possible for Dr. Major to write one page a day. I can go back and work on what I already have and work on each page, adding more or even subtracting in order to add more substance.

To write one page a day does not necessarily mean start with a crisp, white blank document. It is more about working with what is already there and adding more.

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.