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.
Highlights
Writing has enormous relevance to the way EdD programs construct themselves to develop scholar practitioners who create practitioner inquiry agendas, build professional visibility, and produce practice based knowledge, products, and services (Carnegie Project on the Education Doctorate [CPED], 2010)
One of the instructional EdD teams I teach with at the University of Pittsburgh uses writing scaffolds to allow students to understand the features of a number of scholar practitioner genres, see a model of a written text in the genres, participate in the creation of texts in the genres, and independently write text in the genres
In our Practitioner Inquiry course series we have developed an AIP—Applied Inquiry Plan (Figure 1)—to develop EdD students’ Dissertation in Practice
Summary
Writing has enormous relevance to the way EdD programs construct themselves to develop scholar practitioners who create practitioner inquiry agendas, build professional visibility, and produce practice based knowledge, products, and services (Carnegie Project on the Education Doctorate [CPED], 2010). The reason we modeled our work on the SQUIRE and TIDieR guidelines is they provide a framework for reporting new knowledge on how to improve practice and replicate improvement efforts They can be used across the scholarly practitioner genres. The AIP intention is to guide scholar practitioner inquiry reporting on systematic, data-driven (qualitative, quantitative and mixed methods) efforts to improve the quality and value of practitioner scholar inquiry as well as to provide quality descriptions of the inquiry It is a practical guide, a “why to” and “how to” to help clarify a student’s problem of practice and the details of the inquiry. Central to our argument for the development and use of the AIP process is it fosters scholarly writing, but a student’s ability to write seeking equity, ethical actions, and social justice, to bring about solutions to complex problems of practice, and to prepare leaders who can construct and apply knowledge to make a positive. Impacting Education: Journal on Transforming Professional Practice impactinged.pitt.edu
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