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Impacting Education: Journal on Transforming Professional Practice




As faculty of an educational leadership doctoral program (EdD) aligned with the Carnegie Project on the Education Doctorate (CPED) principles, we acknowledge the importance of inquiry to develop scholarly practitioners. Applying the tenet of Inquiry as Practice, our EdD faculty critically examined the doctoral curriculum to explore ways to effectively prepare our doctoral students to learn and apply research methodology meaningfully. This essay details how the review of our research curriculum led to a pedagogical and curriculum redesign of our research seminar series. This revised research seminar series culminates in a course offered every fall/spring semester in the final two years of the program and intentionally has different faculty members teaching each course. We have utilized a backward design to create the themes/content of these seminar courses to better prepare students for their dissertation research.


Georgia Southern University faculty members, Steven Tolman, Daniel W. Calhoun, and Juliann Sergi McBrayer co-authored Inquiry as Practice: The Pathway to Redesigning an Educational Leadership Doctoral Research Seminar Series.


New articles in this journal are licensed under a Creative Commons Attribution 4.0 United States License.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.