Co-Constructed Knowledge and Collective Care: The Promise of Communities of Practice in EdD Programs

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  In Roundtable Session: Building from our Histories and Transforming Future Methodologies and Pedagogies in EdD programs

Abstract

Abstract
This study explores how Communities of Practice (CoPs) within an EdD program foster collaborative, humanizing, and transformative learning environments. Grounded in Wenger’s framework (2002) and Storey’s (2013) concept of “critical friendships,” this qualitative research examines the experiences of seven doctoral students and their faculty advisor over a two-year period. Through interviews and archival analysis, findings reveal that CoPs offer psychological safety, belonging, and scholarly empowerment—countering isolation and imposter syndrome often experienced in doctoral programs. Participants developed their scholarly voices and research practices through horizontal knowledge-sharing and collaborative engagement. This work highlights how intentionally designed CoPs can serve as sustainable models for well-being, persistence, and participatory research, offering valuable insights for other programs seeking to cultivate equity-centered, student-driven communities of practice.

Objectives
Communities of Practice (CoP) have emerged as powerful vehicles for advancing the core hallmarks of contemporary EdD programs. Community of Practice (CoP) strategically organizes doctoral candidates into faculty-led small groups that collaborate over two years, through the dissertation process (Olson & Clark, 2009). Drawing on Wenger's seminal framework of Communities of Practice, which emphasizes the integration of domain knowledge, community engagement, and shared practice, these groups create purposeful environments where members deepen their understanding through regular interaction and resource sharing (Wenger et al., 2002). The success of this approach demonstrates how intentionally designed communities can transform the doctoral journey from an individual pursuit into a collective endeavor of scholarly development. These spaces serve as transformative environments for doctoral student development, fostering deeper engagement, identity formation, and scholarly confidence through collaborative learning and shared expertise (Kumar & Coe, 2017; Buss et al., 2014).

Theoretical Framework
The power of these communities lies in their ability to foster what Storey (2013) terms "critical friendships"—relationships that provide both support and constructive challenge. This model of peer support, demonstrated through regular collaborative sessions, peer review processes, and shared learning opportunities, has shown significant impact on student persistence and scholarly development (Maldonado et al., 2021; Hamann & Wunder, 2013). Building on the groundbreaking CPED-supported research of Buss et al. (2014), this work seeks to extend our understanding of how structured communities of practice can enhance doctoral education while investigating new dimensions of collaborative scholarly development in contemporary EdD programs.

Research Methods & Data Sources
This qualitative study examined the stories of doctoral students within a community of practice and their shared committee chair. Data collection included interviews with seven participants conducted over several months in 2025, supplemented by archival analysis of meeting notes and agendas from two years of monthly gatherings.

Significance of the Work
This study is significant in that these students were empowered to share vulnerabilities, celebrate strengths, and develop their scholarly voices through horizontal knowledge-sharing rather than hierarchical instruction. CoPs can provide a model for sustainable support that prevents burnout and promotes well-being. These findings can serve as a model for other programs in creating their own CoP. The CoP also shaped students’ research design.

Authors

• Amaarah N. DeCuir, American University

• Pete Locher, American University

• Ambereen Khan-Baker, National Education Association

• Rachel Cason, American University