The Scholar-Practitioner Model as a Basis for...

Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 1

The ScholarThe Scholar--Practitioner Model Practitioner Model as a Basis for Promoting as a Basis for Promoting

Researcher, Practitioner, and Researcher, Practitioner, and Educator Collaboration in Educator Collaboration in

Physical Science and Information Physical Science and Information Technology Technology

Graduate EducationGraduate Education

Daniel SewellDaniel SewellAssociate Provost for ResearchAssociate Provost for ResearchFielding Graduate UniversityFielding Graduate University

Santa Barbara, CASanta Barbara, CA


Fielding Graduate UniversityFielding Graduate University

λλ Free standing graduate school, mostly doctoral Free standing graduate school, mostly doctoral students students (as of May, 2005)(as of May, 2005)

�� Schools of Schools of

�� Education (Doctoral n=310)Education (Doctoral n=310)

�� Human & Organizational Development (Doctoral n=435)Human & Organizational Development (Doctoral n=435)

�� Psychology (Doctoral n=504)Psychology (Doctoral n=504)

�� Masters and Certificate students (n=277)Masters and Certificate students (n=277)

λλ ~1500 students, ~100 faculty~1500 students, ~100 faculty

λλ Distributed throughout U.S., Distributed throughout U.S.,

�� Small numbers & growing in Europe, AsiaSmall numbers & growing in Europe, Asia


Fielding Scholar Practitioner ModelFielding Scholar Practitioner Model

λλ Starts with assumption of selfStarts with assumption of self--directed, collaborative, directed, collaborative, learning among researchers, practitioners, learning among researchers, practitioners, educators, and students to produce Scholar educators, and students to produce Scholar Practitioners integrating research & practice.Practitioners integrating research & practice.

λλ Faculty & students are distributed throughout U.S. & Faculty & students are distributed throughout U.S. & more; therefore, learning occurs, collaboratively, in more; therefore, learning occurs, collaboratively, in 1:1, 1:many, many:1, 1:1, 1:many, many:1, many:manymany:many relationships relationships facilitated by technology & including some F2F.facilitated by technology & including some F2F.

λλ The complete model is summarized in a 3The complete model is summarized in a 3--page page document that will be on the website; and, explained document that will be on the website; and, explained for this context in a full paper to be on the website.for this context in a full paper to be on the website.


Fielding SFielding S--P Model ResultsP Model Results

λλ Over 30 years of producing doctoral Scholar Over 30 years of producing doctoral Scholar Practitioners working collaboratively to integrate Practitioners working collaboratively to integrate research & practice across many psychological, research & practice across many psychological, organizational, and educational science domains organizational, and educational science domains (n=~2500).(n=~2500).

λλ Faculty, students, & alums publishing in wide array of Faculty, students, & alums publishing in wide array of venues, including journals and books.venues, including journals and books.

λλ Faculty & students starting to seek funding to Faculty & students starting to seek funding to support research with slowly increasing success.support research with slowly increasing success.

λλ Alums sought after for faculty positions in schools Alums sought after for faculty positions in schools now developing online, distancenow developing online, distance--oriented educational oriented educational programs.programs.


PASI PASI ---- WHO ARE WE INTERESTED IN?WHO ARE WE INTERESTED IN?

RESEARCHRESEARCH

FacultyFaculty

PRACTICEPRACTICE

PractitionerPractitioner

EDUCATIONEDUCATION

All Learners All Learners ––

Students & TeachersStudents & Teachers

AstronomyAstronomy

PhysicsPhysics

Computer ScienceComputer Science H E Physics doing EH E Physics doing E--science: science:

computationcomputation

Astronomers doing EAstronomers doing E--science: science:

computationcomputation

Computer Scientists doing EComputer Scientists doing E--

science: creating apps science: creating apps


PASI PASI ---- WHAT ARE WE INTERESTED IN?WHAT ARE WE INTERESTED IN?

RESEARCHRESEARCH

FacultyFaculty

PRACTICEPRACTICE

PractitionerPractitioner

EDUCATIONEDUCATION

Student/LearnerStudent/Learner

Scholar Practitioner SpaceScholar Practitioner Space

The overlap of The overlap of

Research, Practice, &Research, Practice, &

Education.Education.

The overlap is growing.The overlap is growing.

The space is getting larger.The space is getting larger.

Fortunately, from the Fielding Model, Fortunately, from the Fielding Model,

we know how to define, explore, work we know how to define, explore, work

in this space; especially to improve in this space; especially to improve

learning outcomes.learning outcomes.


What Defines Scholar Practitioner Space?What Defines Scholar Practitioner Space?

λλ Components of scholar practitioner space (4 Components of scholar practitioner space (4 components)components)

λλ Contextual elements of scholar practitioner Contextual elements of scholar practitioner space (5 elements)space (5 elements)


Definition of Scholar Practitioner SpaceDefinition of Scholar Practitioner Space

λλ Components of SComponents of S--P Space P Space

�� learning centered learning modellearning centered learning model

�� central assumption that all participants are co learnerscentral assumption that all participants are co learners

�� scholar practitioner modelscholar practitioner model

�� central assumption that all participants potentially contribute central assumption that all participants potentially contribute to and get reward from integrating research & practiceto and get reward from integrating research & practice

�� scholarship model inclusive of scholar practitionerscholarship model inclusive of scholar practitioner

�� not addressed here; traditional models of scholarship are not addressed here; traditional models of scholarship are limited; must expand to value and reward Slimited; must expand to value and reward S--P effort; separate P effort; separate paper that can go on websitepaper that can go on website

�� activities and processes of scholar practitioner spaceactivities and processes of scholar practitioner space

�� specific activities; lead to Community of Practicespecific activities; lead to Community of Practice


Definition of Scholar Practitioner SpaceDefinition of Scholar Practitioner Space

λλ Contextual elements of Scholar Practitioner (SContextual elements of Scholar Practitioner (S--P) P) Space Space

�� collaborative view of learningcollaborative view of learning

�� learner centered view of learninglearner centered view of learning

�� distributed, distancedistributed, distance--free view of learningfree view of learning

�� adult learner view of learningadult learner view of learning(everyone has expertise to offer v. novice views)(everyone has expertise to offer v. novice views)

�� transformational view of learningtransformational view of learning(discussed in longer paper to be on website)(discussed in longer paper to be on website)


What Defines Learner in the SWhat Defines Learner in the S--P Space?P Space?

λλ Characteristics of SCharacteristics of S--P learner (3 characteristics)P learner (3 characteristics)

λλ Parameters of SParameters of S--P learner learning model (9 P learner learning model (9 parameters)parameters)

λλ Activities / processes of a collaborative learning Activities / processes of a collaborative learning model (4 processes)model (4 processes)


Definition of Learner in SDefinition of Learner in S--P SpaceP Space

λλ Characteristics of SCharacteristics of S--P learner; exist on following P learner; exist on following continuacontinua

�� self directing learnerself directing learner �� other directedother directed

�� research & practiceresearch & practice �� disciplinedisciplineintegrating learnerintegrating learner separationseparation

�� learner in alearner in a �� local learninglocal learningdistributed environmentdistributed environment



λλ Parameters of learning model; each parameter a Parameters of learning model; each parameter a dimension on following continuadimension on following continua

�� learnerlearner �� teacherteachercenteredcentered centeredcentered

�� problemproblem �� subjectsubjectfocusedfocused focusedfocused

�� inquiryinquiry �� answeranswerdirecteddirected directeddirected

�� holisticholistic �� reductivereductive

�� experientialexperiential �� didacticdidactic

�� collaborativecollaborative �� competitivecompetitive

�� integrativeintegrative �� disciplinediscipline--focusedfocused

�� constructivistconstructivist �� transmissiontransmission--basedbased

�� personperson--centeredcentered�� rolerole--centeredcentered



λλ Activities/processes of collaborative learning Activities/processes of collaborative learning processprocess

�� Identify / pose problemIdentify / pose problem

�� Active dialogueActive dialogue

�� Collective actionCollective action

�� Reflective discourseReflective discourse

�� usually leading to new problem, and new cycle...usually leading to new problem, and new cycle...


How to facilitate work in SHow to facilitate work in S--P spaceP space

λλ Need toNeed to

�� Provide the means for identifying & supporting the Provide the means for identifying & supporting the components, context, parameters, & characteristics components, context, parameters, & characteristics described above.described above.

�� Enable the activities that occur in collaborative, co Enable the activities that occur in collaborative, co learninglearning

λλ Models which Models which ““provide the meansprovide the means”” and and ““enable enable the activitiesthe activities”” for collaborative, co learningfor collaborative, co learning

�� Learning CommunityLearning Community

�� Community of practice (Community of practice (CoPCoP))

�� ... there are many other possibilities... there are many other possibilities


Community of Practice per Fielding ModelCommunity of Practice per Fielding Model

λλ What we have learned from the Fielding Model What we have learned from the Fielding Model suggests the following for a suggests the following for a CoPCoP..........

λλ Set context by definingSet context by defining

�� General goals of General goals of CoPCoP efforteffort

�� General goals for scholar practitionerGeneral goals for scholar practitioner

λλ Within the context of Within the context of CoPCoP, identify & engage, identify & engage

�� General goals for individualGeneral goals for individual

�� General goals with respect to each other in General goals with respect to each other in CoPCoP

�� Potential characteristics & roles of individuals in Potential characteristics & roles of individuals in CoPCoP

�� Activities / processes in the Activities / processes in the CoPCoP

λλ ResultResult

�� Shared understanding of the scholar practitioner spaceShared understanding of the scholar practitioner space


CoPCoP –– Set the ContextSet the Context

λλ General goals of a General goals of a CoPCoP are for all members toare for all members to

�� work collaborativelywork collaboratively

�� consciously integrate Research, Practice, Educationconsciously integrate Research, Practice, Education

�� continually learn, reflecting on Research, Practice, and continually learn, reflecting on Research, Practice, and EducationEducation


CoPCoP –– Set the ContextSet the Context

λλ General goals for each scholar practitioner in a General goals for each scholar practitioner in a CoPCoP areare

�� self directionself direction

�� to explore knowledge potential of Sto explore knowledge potential of S--P spaceP space

�� to enhance practice, as well as research developmentto enhance practice, as well as research development

�� to further inform meaning of Sto further inform meaning of S--P roleP role

�� to include multiple environments of all Sto include multiple environments of all S--P participantsP participants

�� to critically reflect on self as well as research, practice, to critically reflect on self as well as research, practice, & education& education


CoPCoP –– Identify & EngageIdentify & Engage

λλ Individual scholar practitioner goals are toIndividual scholar practitioner goals are to

�� construct own learning objectivesconstruct own learning objectives

�� construct own personal meaningconstruct own personal meaning

�� plan & evaluate own, ongoing learningplan & evaluate own, ongoing learning



λλ With respect to the following processes, each With respect to the following processes, each scholar practitioner should communicate own scholar practitioner should communicate own capabilities/limitations & understand same for capabilities/limitations & understand same for others in others in CoPCoP

�� selfself--directed processesdirected processes

�� collaborative processescollaborative processes

�� critical reflection processescritical reflection processes



λλ Within the context of Within the context of CoPCoP, recognize potential , recognize potential characteristics and roles of each scholar characteristics and roles of each scholar practitioner that may be different at various timespractitioner that may be different at various times

λλ CharacteristicsCharacteristics RolesRoles(each characteristic on a continuum)(each characteristic on a continuum)

independent independent �� dependent dependent coachcoach

interested interested �� uninteresteduninterested guideguide

involved involved �� uninvolveduninvolved facilitatorfacilitator

self directed self directed �� other directedother directed mentormentor

λλ These turn up in our interactions with each other; These turn up in our interactions with each other; the goal is be flexible and move in & out of roles the goal is be flexible and move in & out of roles in response to characteristics of other in response to characteristics of other CoPCoPmembers.members.



λλ Activities / processes necessary for collaborative Activities / processes necessary for collaborative work in the work in the CoPCoP

�� Define & pose problems relevant to the SDefine & pose problems relevant to the S--P spaceP space

�� Engage in active dialogue addressing problem Engage in active dialogue addressing problem presentedpresented

�� Take collective action based on problem and dialogueTake collective action based on problem and dialogue

�� Critically reflect on outcome through discourse and Critically reflect on outcome through discourse and dialoguedialogue

λλ to produce increased knowledge in Sto produce increased knowledge in S--P spaceP space


Next StepNext Step

λλ Form Form CoPsCoPs within the PASI groupwithin the PASI group

λλ Develop / pose problem for each Develop / pose problem for each CoPCoP to addressto address

λλ Provide means for Provide means for CoPCoP getting startedgetting started

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