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Abstract

This action research study evaluated the potential of an innovative curriculum to move 73 graduate students toward professional development. The curriculum was grounded in the professional conference and utilized the motivation and expertise of conference presenters. This innovation required students to be more independent, act as a critical friend, and be a part of a professional learning community. Faculty assumed the role of faculty guide, which altered both the faculty and student course experience. Student professional development findings are discussed. Results indicate that this type of curriculum can be highly effective for a graduate course. Recommendations for future research are discussed.

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