Ten years and counting: salient doctoral program design and delivery  (Page 7/10)

In reflection on the program, I can honestly say that the course work, professors, and cohort have impacted my life, both personally and professionally, in a way that will have a life long effect. My prayer is that I have been able to impact others through this program and that I will be able to utilize this knowledge to continue making a difference in education and in life.

Each of the students expressed beliefs that the changes that had been prompted by experiences in the doctoral program have been positive changes in their lives.

The word dialogue in Latin means,“to bring about change.”The result of dialogue should be change in which both the teacher and student grow and benefit from the discussion. In listening to faculty members’comments about experiences in teaching in the doctoral program in educational leadership, the growth is reciprocal between faculty and students. For example, one new faculty member commented,“I have grown as much from teaching in this program as I did within the doctoral program I completed.”A student’s representative comment was,“I am continually finding unexpected critical moments throughout the course of study. I change, go forward, and then go back again, but I’m always moving, and I never arrive at the same spot where I was before.”Another student commented,

I am not the same person as I was when I began this program. My mind is synthesizing information, and I am asking critical questions. I have more questions to ask. I feel that I have shifted into a new gear that I didn’t know even existed.

Personal growth included gaining consciousness of new realities through readings, dialogue, and self-reflection. The dialogue and critical analysis began the process of helping the student to realize that there are possibilities beyond their immediate situation. Many students from the doctoral program commented,“I feel more confident now.”

The process of preparing a portfolio each year based on the courses that had been completed served as a stimulus for self-reflection and critical analysis concerning the role of a scholar-practitioner leader. A student explained,“Preparing for our portfolio presentations focused our attention on the meaning of scholar-practitioner.”Still another added,“Preparing for our presentations helped us define the praxis between practice and theory, and this has helped me define the importance of research and theory in the realm of education.”In reflections provided during presentations of the portfolios, students discussed their transformational learning. One student described his transformation from viewing things in an isolated manner to an integrated level. Another student commented that he now feels more confident, conscientious, and critical in his scholarship and has moved from an autocratic to a collaborative leader as he has recognized more fully the true meaning of a scholar-practitioner leader. Another student described her personal growth in moving to the role of caring“about”others rather than caring“for”others. One additional student described her transformation during the doctoral program as development of her mind, body, and spirit as a scholar-practitioner leader with and for others. Yet, another student acknowledged that he has seen a change in what he says and does as his knowledge base has expanded during this program. One student summarized his growth as a leader as a work in progress on the path to becoming a better person.