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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
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 2
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
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 3
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.
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 4
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.
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 5
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
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 6
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.
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 7
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)
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 8
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
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 9
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)
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 10
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)
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 11
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
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 12
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
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 13
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...
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 14
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)
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 15
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
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 16
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
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 17
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
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 18
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
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 19
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
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 20
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.
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 21
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
Daniel Sewell - Scholar Practitioner, Collaboration, & Education - May 18, 2005 22
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
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