Exploring Possibilities for Part-Time Doctoral Student Research Apprenticeship Through a Research Methodology Course

• In Event: Roundtable Session 38
  In Roundtable Session: Conceptualizing Apprenticeship in Doctoral Education

Abstract

Abstract: This case study is a self-study using Lave and Wenger’s (1991) notion of legitimate peripheral participation (LPP) within a community of practice as a framework for understanding part-time doctoral students’ experiences in and related to one research methodology course designed to give participants the opportunity to engage with real data from the professor’s ongoing research study. Preliminary findings show students developing research skills and researcher identities as a result of active participation in the research process from data analysis to conference presentation and preparation of papers for publication.

Authors

• Sonja Renee Cherry-Paul, Columbia University

• Lisa Naomi Edstrom, Teachers College, Columbia University

• Rachel Roegman, Teachers College, Columbia University

• Michelle G. Knight, Teachers College, Columbia University

• Tara Lencl, Teachers College, Columbia University

• Ashley M. Taylor, Teachers College, Columbia University

• Vaughn W.M. Watson, Michigan State University