EdD Graduate Perspectives: Uplifting Our Own Voices

Autor/inn/en	Martin, Staci B.; Jung, Su-Jin; Gournaris, Kara; Xiang, Li; Jaffery, Zafreen; Anderson, Ingrid; Hatfield, Lisa; Caskey, Micki M.
Titel	EdD Graduate Perspectives: Uplifting Our Own Voices
Quelle	In: Impacting Education: Journal on Transforming Professional Practice, 6 (2021) 1, S.45-52 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5889
Schlagwörter	Graduate Students; College Graduates; Student Attitudes; Disproportionate Representation; Activism; Outcomes of Education; Teacher Student Relationship; Scaffolding (Teaching Technique); Sense of Community; Educational Experience; Peer Relationship; Minority Groups + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulabsolvent; Hochschulabsolventin; Schülerverhalten; Aktivismus; Politischer Protest; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungserfahrung; Peer-Beziehungen; Ethnische Minderheit
Abstract	The purpose of this essay is to share the voices of EdD graduates who are often underrepresented or missing in the literature. To begin, we invited EdD graduates to co-author this article about the connection among their EdD program experiences and interactions and their activism. We included our definition of activism and posed three open-ended questions. Six program graduates and one professor agreed to organize the graduates' responses by the question topics and salient themes. We asked about our experiences in the EdD program and how these influence--positively and negatively--what we are doing now (post-program). We found (a) relationships with faculty and cohort mattered; (b) instructional scaffolding was vital; and (c) faculty and cohorts reflected how lived experiences cultivated a sense of belonging and collectiveness. We also asked about our interactions with peers, cohort, advisor(s), instructors, or mentors, as well as, in what ways did these interactions affect--positively and negatively--what we are doing now (post-program). Lastly, we asked, in what ways, did the EdD program affect--positively or negatively--our activism in the classroom, community, or place of employment. We found examples of how we are shifting the landscape of academia to honor more voices in research and publication, more culturally responsive to impacted communities, and challenging the status quo. We focused on our experiences and interactions in an EdD program and how these experiences and interactions prompted activism in our current practice so that having a diversity of voices not only challenge other students, regardless of their background, to think differently about who creates, produces, and defines knowledge, as well as, support faculty that say they want to expand their curriculum and instruction, yet rely on what they know or what was taught to them in their courses. (As Provided).
Anmerkungen	University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01