Leveraging a Cognitive Apprenticeship Pedagogical Model to Support Doctoral Student Writing and Program Completion

• In Event: 28.040 - Academic Writing and Scholarship

Abstract

Students in educational doctoral programs (Ed.D.s) face many challenges—including learning how to write academically. We contend that doctoral students need caring, supportive, and challenging experiences with academic writing to be able to articulate and address complex problems of practice. The purpose of our study was to explore how doctoral students responded to the scaffolding of academic writing strategies. Using the cognitive apprenticeship as a theoretical lens and pedagogical model, we studied the academic writing experiences of 12 doctoral students. We analyzed two data sources (multi-level survey and program milestones completion). Results indicated that using the cognitive apprenticeship model to improve doctoral student writing was beneficial because it increased our doctoral students’ confidence and ability in academic writing.

Authors

• Micki M. Caskey, Portland State University

• Dannelle D. Stevens, Portland State University