Inquiry as Practice

The Pathway to Redesigning an Educational Leadership Doctoral Research Seminar Series


  • Steven Tolman Georgia Southern University
  • Daniel W. Calhoun Georgia Southern University
  • Juliann Sergi McBrayer Georgia Southern University
  • Nikheal Patel Georgia Southern University
  • Elise J. Cain Georgia Southern University



EdD, research seminar, CPED, backward design, dissertation, A.B.D., inquiry as practice, educational leadership


As faculty of an educational leadership doctoral program (EdD) aligned with the Carnegie Project on the Education Doctorate (CPED) principles, we acknowledge the importance of inquiry to develop scholarly practitioners. Applying the tenet of Inquiry as Practice, our EdD faculty critically examined the doctoral curriculum to explore ways to effectively prepare our doctoral students to learn and apply research methodology meaningfully. This essay details how the review of our research curriculum led to a pedagogical and curriculum redesign of our research seminar series. This revised research seminar series culminates in a course offered every fall/spring semester in the final two years of the program and intentionally has different faculty members teaching each course. We have utilized a backward design to create the themes/content of these seminar courses to better prepare students for their dissertation research.


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How to Cite

Tolman, S., Calhoun, D. W., Sergi McBrayer, J., Patel, N., & Cain, E. J. (2023). Inquiry as Practice: The Pathway to Redesigning an Educational Leadership Doctoral Research Seminar Series. Impacting Education: Journal on Transforming Professional Practice, 8(2), 40–46.



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