Facilitating and Supporting EdD Students’ Scholar Practitioner Writing as an Epistemological Tool

Authors

  • Carl I Fertman University of Pittsburgh

DOI:

https://doi.org/10.5195/ie.2018.87

Keywords:

Writing, writing scaffolds, EdD students, scholar practitioner, dissertation in practice,

Abstract

Becoming adept at crafting scholarly writing is an important aspect of a doctoral student’s development.  Presented in this article is an EdD course, embedded writing scaffold that engages students and faculty to develop students’ scholarly inquiry projects.  That scaffold is the Applied Inquiry Plan (AIP).  The AIP creates a programmatic pathway to guide a Dissertation in Practice.  Working to improve the quality and value of scholar practitioner writing parallels and draws from efforts in the biomedical fields to develop writing guidelines that impact the quality and value of practice.  Creating and using the AIP provides opportunities for broad discussion of how to engage EdD students to view their writing as an epistemological tool.  Discussed is the AIP impact on EdD program redesign and improvement.   

Author Biography

Carl I Fertman, University of Pittsburgh

Associate Professor

School of Education

Health and Physical Activity Department

University of PIttsburgh

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Published

2018-06-20

How to Cite

Fertman, C. I. (2018). Facilitating and Supporting EdD Students’ Scholar Practitioner Writing as an Epistemological Tool. Impacting Education: Journal on Transforming Professional Practice, 3(2). https://doi.org/10.5195/ie.2018.87

Issue

Vol. 3 No. 2 (2018): CPED Principles

Section

Themed Section

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