Structures and Practices That Support Scholarly Practitioners: Cohort Models in Four Ed.D. Programs

• In Event: 79.051 - MTCC Roundtable Session 37
  In Roundtable Session: 79.051-9 - Research and Problems in Practice

Abstract

Scholars have examined benefits and positive outcomes associated with student cohort models in Ed.D. programs. Research has shown that cohort models contribute to collaborative learning experiences, a sense of support among students and faculty, program cohesion, and program retention. Nevertheless, questions remain about the effects of program structures and practices on student participation and student learning. As such, this paper presents preliminary evidence on four CPED-affiliated Ed.D. programs. Overall, findings indicate a number of structures and practices that support participation and learning such as shared visions of improving local contexts among students and faculty, discussion-based instruction, and opportunities for collective learning experiences throughout coursework and capstone projects.

Authors

• Andrew Leland, Southern Illinois University - Edwardsville

• William A. Firestone, Self-employed

• Jill Alexa Perry, University of Pittsburgh

• Robin McKeon, Rutgers University