The role of an online first-year seminar in higher education doctoral students' scholarly development

In this study, we explored higher education doctoral students' perceptions of their socialization, development, and preparation in an online foundational course for all incoming doctoral students in a higher education program at a public research university in the Midwest. Framed by Weidman, Twale, and Stein's (2001) graduate socialization framework and Anderson's (2008) model of online learning, the findings of this qualitative case study shed light on ways online students developed their scholarly identity while gaining knowledge of the skills and habits necessary for navigating their doctoral program. Implications for practice and future research in online education and the socialization and development of graduate students are discussed.