by Jonathan Gehrz | August 27, 2008
Boyer (1990) asserts, “Surely, scholarship means engaging in original research. But the work of the scholar also means stepping back from one’s investigation, looking for connections, building bridges between theory and practice, and communicating one’s knowledge effectively to students” (p. 16). In your doctoral program tenure, you have inevitably heard the term “scholar-practitioner” used by faculty, by staff, and by learners alike. At the doctoral level, what distinguishes the doctoral learner from the graduate learner (MS/EdS) is an emphasis on the investigation and connection to scholarship. Yet, these connections are often easily neglected in the learner’s process of doctoral competency development and maturation.
You, as a learner, bring valuable life knowledge and experience to your program, but how are you distinguishing your own research and scholarly inquiry to contribute or challenge the known theoretical perspectives, as well as informing your own practice and understanding?
How are you developing your scholar-practitioner inquiry?
What does it mean to be a competent, Capella Ph.D. learner?
Boyer, E. (1990). Scholarship reconsidered—priorities of the professoriate. Princeton,
NJ: The Carnegie Foundation for the Advancement of Learning.