Creating Agents of Change through Doctoral Learning

Authors

  • Aubrey L. C. Statti The Chicago School of Professional Psychology
  • Kelly M. Torres The Chicago School of Professional Psychology

DOI:

https://doi.org/10.5195/ie.2021.115

Abstract

The proposed article seeks to provide a case study of a doctoral program aspiring to create change through student progress and provide an overview of how they have structured program curricula to promote academic and professional growth and empower students to become global leaders. Further, this proposed article is focused on providing a focus on the importance of learning technologies and how doctoral students develop the skill sets and expertise needed to employ technology into educational and organizational contexts to enhance academic outcomes, instructional approaches, and employee productivity. Particularly, information will be provided on the importance of providing students access to cutting edge technologies that are transforming the landscape of educational and organizational learning.

Author Biographies

Aubrey L. C. Statti, The Chicago School of Professional Psychology

Core Faculty

Educational Psychology and Technology, Ed.D. program

Kelly M. Torres, The Chicago School of Professional Psychology

Department Chair

Educational Psychology and Technology, Ed.D. program

References

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Amerson, R. (2019). Transforming Global Service Learning Experience. Journal of Transcultural Nursing, 30(2), 205. https://doi.org/10.1177/1043659618812946

Brodin, E. (2018). The stifling silence around scholarly creativity in doctoral education: Experiences of students and supervisors in four disciplines. Higher Education, 75(4), 655-673. https://doi.org/10.1007/s10734-017-0168-3

Ciok, J. (2019). What does it mean to be an agent of change? https://www.educationpioneers.org/blog/what-does-it-mean-be-agent-change

Godskesen, M. & Kobayashi, S. (2015). Coaching doctoral students-a means to enhance progress and support self-organisation in doctoral education. Studies in Continuing Education, 38(2), 145-161. https://doi.org/10.1080/0158037X.2015.1055464

Kremers, K., Liepins, A., & York. A. (2019). Developing change agents: Innovative practices for sustainability leadership. M Libraries Publishing. https://dx.doi.org/10.24926/97819461

Lundgren-Resenterra & Kahn (2019). The organisational impact of undertaking a professional doctorate: Forming critical leaders. British Educational Research Journal, 45(2), 407-424. https://doi.org/10.1002/berj.3503

Marx, S. & Kim, Y. (2019). Technology for equity and social justice in education: Introduction to the special issue. International Journal of Multicultural Education, 21(1), http://dx.doi.org/10.18251/ijme.v21i1.1939

Smith, E. (2012). Key issues in education and social justice. SAGE.

Zambo, D., Buss, R., & Zambo, R. (2015). Uncovering the identities of students and graduates in a CPED-influenced EdD program. Studies in Higher Education, 40(2), 233-252. https://doi.org/10.1080/03075079.2013.823932

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Published

2021-03-11

How to Cite

Statti, A. L. C., & Torres, K. M. (2021). Creating Agents of Change through Doctoral Learning. Impacting Education: Journal on Transforming Professional Practice, 6(1), 17–21. https://doi.org/10.5195/ie.2021.115

Issue

Vol. 6 No. 1 (2021): Energizing Activism: Motivating Activism within EdD Programs

Section

Themed - Activism

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