Ten years and counting: salient doctoral program design and delivery  (Page 8/10)

Students in the doctoral program expressed dimensions of their own hope and sense of social justice that had been strengthened through participation in the program. As a student commented, "I have gained a liberated voice, a voice to right the unjust." Another student described his growth to a "sense of restored hope and an intense desire to provide that sense of hope to others each day." Currently, he feels that African-Americans are "left behind" in the teaching profession which is a reality that he intends to influence so that the present lost opportunities do not continue. He is hopeful that he can influence that change. Another student chronicled his own life experiences to illustrate his belief that educators can and must positively impact change and emphasized that his sense of urgency to influence positive change had intensified through his doctoral studies.

Problem solving education "strives for the emergence of consciousness and critical intervention in reality" (Freire, 1970, p. 68). Because the problems are real, not merely theoretical, there is more meaning. This type of adult education is critical in helping students gain consciousness that they can have a role in the transformation of the world. A student stressed,

After developing my second portfolio presentation, I could feel connections with literature and theory never before felt by me. I spoke of Freire’s unfinishedness as human beings last summer, but feel I truly have acquired his meaning of the concept. My purpose as a doctoral student and scholar-practitioner is to continue this journey for the rest of my life. I am continually advancing on my own personal journey. That journey includes all aspects of my life, and will continue to be enriched because of my doctoral experiences.

An additional student’s reflection described the impact of the program on practice as he commented,“First, the change theory course in the fall caused me to reflect on my beliefs about education and life’s important issues.”Another stated,“Being a first year principal, I not only read about change, I’ve been in the web of change. What I’ve learned about change is that it always occurs, and it is important for a leader to develop the skills to work within that change.”

Thematic investigation and problem-posing are processes used in adult learning that can lead to change. Through a program of doctoral studies built around the theme of developing scholar-practitioner leaders, students are challenged to rethink assumptions, critically analyze research, and reflexively consider theories and ideas that are being read. Through a recursive process of writing, reading, and dialogue, the students' inquiry skills and resolve are strengthened to“make a positive difference in this world.”

Moral purpose is an important component of the doctoral program at SFA. Although a course on ethics is included in the course sequence, the discussion of ethics and moral purpose is not relegated to only one class. A philosophy of caring and social justice is also proposed. As one student commented,“I have grown more understanding and compassionate through greater purpose, focus, and direction during my doctoral studies.”Another student chronicled ways her readings, reflection, and critical inquiry have influenced her dissertation focus on the“ethic of care”and her own growth as a scholar-practitioner leader. Still another student poignantly expressed the importance of caring about each student's future in ways that can be translated in real actions that affect students’lives. Students’voices reaffirm the aspects of the program that foster dialogue and critical inquiry that influence practice.