Karen Gartner
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Research Interests
Karen Gartner has a total of 14 co-authors. Here are the top co-authors by number of shared publications:
- Andrea Cooper
University of Portland
1 shared publication - Bev Lyseng
University of Portland
1 shared publication - Camille Loken
University of Portland
1 shared publication - Cathie Bush
University of Portland
1 shared publication - Janice Francis
University of Portland
1 shared publication - Janice Muench
University of Portland
1 shared publication
Latest Publications
- Open Access
- 5 September 2023
- Published by University Library System, University of Pittsburgh in Impacting Education: Journal on Transforming Professional Practice
- Vol. 8 (4) , 26-33
Emerging Scholarly Practitioners
The purpose of this research project was to explore doctoral student learning and development as scholarly practitioners through one innovative method: a course-based self-study. This self-study empowered doctoral candidates in three key forms of data collection: 1) two project-based course assignments; 2) a survey on course-based student learning; and 3) a self-reflection on learning in the self-study. Results indicate positive impacts in addressing real-life problems and in connecting students to cohort members. The application of skills and knowledge in a course-embedded self-study connects to the Carnegie Project on the Education Doctorate (CPED) principles of creating scholarly practitioners and also developing activist leaders who build coalitions and focus on researching real life social justice issues. This study can serve as an exemplar for similar EdD programs who are developing scholarly practitioners.
- 5 September 2023
- Published by University Library System, University of Pittsburgh in Impacting Education: Journal on Transforming Professional Practice
- Vol. 8 (4) , 26-33
Open AccessEmerging Scholarly Practitioners
The purpose of this research project was to explore doctoral student learning and development as scholarly practitioners through one innovative method: a course-based self-study. This self-study empowered doctoral candidates in three key forms of data collection: 1) two project-based course assignments; 2) a survey on course-based student learning; and 3) a self-reflection on learning in the self-study. Results indicate positive impacts in addressing real-life problems and in connecting students to cohort members. The application of skills and knowledge in a course-embedded self-study connects to the Carnegie Project on the Education Doctorate (CPED) principles of creating scholarly practitioners and also developing activist leaders who build coalitions and focus on researching real life social justice issues. This study can serve as an exemplar for similar EdD programs who are developing scholarly practitioners.