• Introduction to Becoming an LIDT Professional
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    Principles of Effective Advisor Mentoring
    In this chapter, we provide recommendations for choosing your advisor based on our survey of current and recently graduated Ph.D. and master’s students’ experiences. While all graduate students may not be able to choose their advisor, these principles can also be applied to working with assigned advisors or choosing additional faculty mentors. While we direct our discussion towards students choosing an advisor, these ideas may also be relevant to faculty members, particularly new faculty members, seeking to be good mentors. The graduate student who chooses their advisor with the criteria recommended can benefit from a graduate mentoring experience that will positively impact their academic degree, the research they discover and share, and the scholar they become
    Maximizing Your Academic Conference Experience Through Networking
    Jered Borup, Leanna Archambault, and Cecil Short share their experiences with conference networking. They offer tips, strategies, and experiences to make networking at conferences a little less daunting. The 4Ps of conference networking - Prepare, Provide, Participate, Pursue - can help you to make the most of networking opportunities.
    PIDT, the Important Unconference for Academics
    PIDT is an annual meeting that has become a favorite for many faculty to discuss issues related to curriculum, doctoral student advising and teaching, research, professional service, and emerging theories and technologies. By designing a small conference, focused on networking, discussion, informality, and professional growth, PIDT has a tradition of providing key opportunities for professional development. This chapter explains what PIDT is, and how to participate and attend a future conference.
    Where Should Educational Technologists Publish Their Research?
    Ritzhaupt et al. (2012) asked, “Where should educational technologists publish their research?” This question remains relevant for today’s researchers. Most researchers argue that high caliber, peer-reviewed works should be the benchmark for quality. But which journals are high caliber? In this chapter, we share results of a survey of professionals and researchers, identifying which journals in the field are most visible and considered prestigious.
    Professional Ethics for LIDT as Reflection, Interrogation, and Design
    Professional ethics are reflected in the design decisions we make. They arise in our considerations of how decisions will impact individuals and the environment, as well as organizations we serve with our learning and instructional design work. In this chapter, we argue the importance of ethics in the learning and instructional design and technology (LIDT) field, for newcomers and current practitioners alike. Cognizant of how ethics are often discussed in terms of codes of conduct, we first problematize a disconnect and some limitations of the codes-based approaches. We then offer a different way to think about professional ethics in LIDT by advancing an approach that reframes professional ethics as three central practices: reflection, interrogation, and design. We offer practical designerly tools for ethics that LIDT practitioners can use to support the integration of ethics into design work and technology decision making. These three practices—reflection, interrogation, and design—offer fresh ways to think about professional ethics and professional practice. By reframing ethics, we can turn them into parameters and specifications that can then be folded into learning technology designs, artifacts, projects and decision making.