1 daniel sewell - scholar practitioner, collaboration, & education - may 18, 2005 the...

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

The Scholar-Practitioner Model The Scholar-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 Research

Fielding Graduate UniversityFielding Graduate UniversitySanta Barbara, CASanta Barbara, CA


Fielding Graduate UniversityFielding Graduate University Free standing graduate school, mostly doctoral Free standing graduate school, mostly doctoral

studentsstudents Schools of Schools of

Education (FTE n=360)Education (FTE n=360) Human & Organizational Development (FTE n=480)Human & Organizational Development (FTE n=480) Psychology (FTE n=480)Psychology (FTE n=480)

~1500 students, ~100 faculty~1500 students, ~100 faculty 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 Starts with assumption of self-directed, collaborative, Starts with assumption of self-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.

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, many:many relationships 1:1, 1:many, many:1, many:many relationships facilitated by technology & including some F2F.facilitated by technology & including some F2F.

The complete model is summarized in a 3-page The complete model is summarized in a 3-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 S-P Model ResultsFielding S-P Model Results 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).

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

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.

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


PASI -- WHO WE ARE INTERESTED INPASI -- WHO WE ARE INTERESTED IN

RESEARCHRESEARCHFacultyFaculty

PRACTICEPRACTICEPractitionerPractitioner

EDUCATIONEDUCATIONAll Learners – All Learners – Students & TeachersStudents & Teachers

AstronomyAstronomy

PhysicsPhysics

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

Astronomers doing E-science: Astronomers doing E-science: computationcomputation

Computer Scientists doing E-Computer Scientists doing E-science: creating apps science: creating apps


PASI -- WHAT WE ARE INTERESTED INPASI -- WHAT WE ARE INTERESTED IN

RESEARCHRESEARCHFacultyFaculty

PRACTICEPRACTICEPractitionerPractitioner

EDUCATIONEDUCATIONStudent/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? Components of scholar practitioner space (4)Components of scholar practitioner space (4)

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


Definition of Scholar Practitioner SpaceDefinition of Scholar Practitioner Space Components of S-P Space Components of S-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 S-P effort; separate limited; must expand to value and reward S-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 Context of S-P Space Context of S-P Space

collaborative view of learningcollaborative view of learning

learner centered view of learninglearner centered view of learning

distributed, distance-free view of learningdistributed, distance-free 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 S-P Space?What Defines Learner in the S-P Space? Characteristics of S-P learner (3)Characteristics of S-P learner (3)

Parameters of S-P learner learning model (9)Parameters of S-P learner learning model (9)

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


Definition of Learner in S-P SpaceDefinition of Learner in S-P Space Characteristics of S-P learnerCharacteristics of S-P learner

self directing learnerself directing learner other other directeddirected

research & practiceresearch & practice disciplinedisciplineintegrating learnerintegrating learner separationseparation

learner in alearner in a local local learninglearningdistributed environmentdistributed environment


Definition of Learner in S-P SpaceDefinition of Learner in S-P Space Parameters of learning model (a big change)Parameters of learning model (a big change)

learnerlearner teacherteachercenteredcentered centeredcentered

problemproblem subjectsubjectfocusedfocused focusedfocused

inquiryinquiry answeranswerdirecteddirected directeddirected

holisticholistic reductivereductive experientialexperiential didacticdidactic collaborativecollaborative competitivecompetitive integrativeintegrative discipline-discipline-

focusedfocused constructivistconstructivist transmission-transmission-

basedbased person-centeredperson-centered role-centeredrole-centered


Definition of Learner in S-P SpaceDefinition of Learner in S-P Space

Activities/processes of collaborative learning Activities/processes of collaborative learning process (general process for students in our process (general process for students in our doctoral programs doing what would be called doctoral programs doing what would be called courses elsewhere) courses elsewhere) 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 scholar practitioner spaceHow to facilitate work in scholar practitioner space

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

Models which “provide the means” and “enable Models which “provide the means” and “enable the activities” for collaborative, co learningthe activities” for collaborative, co learning Learning communityLearning community Community of practice (CoP)Community of practice (CoP)


Community of Practice per Fielding ModelCommunity of Practice per Fielding Model Set context by definingSet context by defining

General goals of CoP effortGeneral goals of CoP effort General goals for scholar practitionerGeneral goals for scholar practitioner

Within the context of CoP, identify & engageWithin the context of CoP, identify & engage General goals for individualGeneral goals for individual General goals with respect to each other in CoPGeneral goals with respect to each other in CoP Potential characteristics & roles of individuals in CoPPotential characteristics & roles of individuals in CoP Activities / processes in the CoPActivities / processes in the CoP

ResultResult Shared understanding of the scholar practitioner Shared understanding of the scholar practitioner

spacespace


CoP – Set the ContextCoP – Set the Context General goals of a CoP are for all members toGeneral goals of a CoP are 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


CoP – Set the ContextCoP – Set the Context General goals for each scholar practitioner in a General goals for each scholar practitioner in a

CoP areCoP are

self directionself direction to explore knowledge potential of S-P spaceto explore knowledge potential of S-P space to enhance practice, as well as research developmentto enhance practice, as well as research development to further inform meaning of S-P roleto further inform meaning of S-P role to include multiple environments of all S-P participantsto include multiple environments of all S-P participants to critically reflect on self as well as research, practice, to critically reflect on self as well as research, practice,

& education& education


CoP – Identify & EngageCoP – Identify & Engage Individual S-P goals are toIndividual S-P 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


CoP – Identify & EngageCoP – Identify & Engage S-P communicate own capabilities/limitations & S-P communicate own capabilities/limitations &

understand same for others in CoP concerning understand same for others in CoP concerning skills for skills for

self-directed processesself-directed processes

collaborative processescollaborative processes

critical reflection processescritical reflection processes


CoP – Identify & EngageCoP – Identify & Engage Within the context of CoP, recognize potential Within the context of CoP, recognize potential

characteristics and roles of each S-P that may be characteristics and roles of each S-P that may be different at various timesdifferent at various times

CharacteristicsCharacteristics RolesRolesindependent – dependent independent – dependent coachcoach

interested – uninterestedinterested – uninterested guideguide

involved – uninvolvedinvolved – uninvolved facilitatorfacilitator

self directed – other directedself directed – other directed mentormentor

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 CoP in response to characteristics of other CoP members.members.


CoP – Identify & EngageCoP – Identify & Engage Activities / processes necessary for collaborative Activities / processes necessary for collaborative

work in the CoPwork in the CoP Define & pose problems relevant to the S-P spaceDefine & pose problems relevant to the S-P 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

to produce increased knowledge in S-P spaceto produce increased knowledge in S-P space


Next StepNext Step Form CoPs within the PASI groupForm CoPs within the PASI group Develop / pose problem for each CoP to addressDevelop / pose problem for each CoP to address Provide means for CoP getting startedProvide means for CoP getting started

1 daniel sewell - scholar practitioner, collaboration, & education - may 18, 2005 the...

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