Emerging Scholarly Practitioners
Author:
Smith RebeccaORCID, Bush CathieORCID, Cooper AndreaORCID, Fedoration SarahORCID, Ference Maureen, Fischer Sharon, Francis JaniceORCID, Gartner KarenORCID, Humphrys SherriORCID, Loken CamilleORCID, Lyseng Bev, Lyseng RandyORCID, Muench Janice, Ralston NicoleORCID, Syson Kate
Abstract
The purpose of this research project was to explore doctoral student learning and development as scholarly practitioners through one innovative method: a course-based self-study. This self-study empowered doctoral candidates in three key forms of data collection: 1) two project-based course assignments; 2) a survey on course-based student learning; and 3) a self-reflection on learning in the self-study. Results indicate positive impacts in addressing real-life problems and in connecting students to cohort members. The application of skills and knowledge in a course-embedded self-study connects to the Carnegie Project on the Education Doctorate (CPED) principles of creating scholarly practitioners and also developing activist leaders who build coalitions and focus on researching real life social justice issues. This study can serve as an exemplar for similar EdD programs who are developing scholarly practitioners.
Publisher
University Library System, University of Pittsburgh
Subject
Ocean Engineering,Safety, Risk, Reliability and Quality
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