Impacting Education: Journal on Transforming Professional Practice


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

 This journal is published by Pitt Open Library Publishing. 

 

1 

 

This journal is supported by the Carnegie Project on 
the Education Doctorate: A Knowledge Forum on the 
EdD (CPED) cpedinitiative.org 

impactinged.pitt.edu ISSN 2472-5889 (online) 
Vol. 7 No. 4 (2022) DOI 10.5195/ie.2022.341 

 

 

 

 
EdD Student Research for Scholarly Practice 

 

Sherisse G. Jackson 
University of South Carolina 

sherisse@email.sc.edu 

Yuechen Sun 
University of South Carolina 

yuechen@email.sc.edu 

ABSTRACT 

This article introduces one design concept of the Carnegie Project on the Education Doctorate’s (2022) 

framework, which is the emphasis on students becoming scholarly practitioners. In addition, this article provides 

an overview of each article appearing in this issue. 

 
KEYWORDS  

student research, CPED, dissertation in practice, EdD 

  

The Carnegie Project on the Education Doctorate design 

concepts for the professional doctorate of education prepares 

students to make informed decisions to improve policies and 

practices in their professional settings. One design concept from the 

Carnegie Project on the Education Doctorate’s (2022) framework is 

the emphasis on students becoming scholarly practitioners. As a 

scholarly practitioner, the student identifies and frames her problem 

within the scholarly literature. She develops conceptual and historical 

understandings as well as possible solutions to her problem of 

practice. She is now able to plan an innovative research design to 

address her problem. The data collected from her research are 

viewed through a critical lens for making recommendations and 

igniting future research ideas, because research is a continuous 

improvement process. 

An important role of scholarly practitioners is sharing their work, 

as other practitioners may grapple with the same problems at the 

local, state, and national levels. This themed issue presents EdD 

student research and their discoveries to stimulate change in their 

professional settings. The following list provides an overview of each 

article. 

In Lack of High-Quality, Frequent Feedback Contributes to Low 

Success Rates for Community College Students, Hankins and 

Harrison explore the causes of infrequent and low-quality feedback 

for community college students and provide recommendations on 

utilizing feedback to support student learning. 

 In Onboarding Effects on Engagement and Retention in the IT 

Sector, Walker-Schmidt and colleagues discuss the importance of 

onboarding for new employees, emphasizing the high-turnover rate 

for those in technical fields, and how companies can structure the 

onboarding process to improve long-term engagement and retention 

of the new employees. 

In Is There a Benefit to Upper Elementary Departmentalization? 

A District Level Analysis, Wyss and Preston discuss the traditional 

contained elementary classrooms versus the growing trend of 

departmentalized classrooms and explore if academic achievement 

varies in relationship to socio-economic status and classroom type. 

These relationships are analyzed utilizing fourth grade achievement 

data in a Florida school district and followed with recommendations 

to better serve the students.  

 In Predictive Characteristics of Adequate Employment in 

Baccalaureate-Prepared Graduates, Kiefer and colleagues 

conducted a study to identify predictive characteristics of 

underemployment among undergraduate alumni from a large, public, 

urban, Tier-1 research university, and they discovered three primary 

predictors of adequate employment to share with colleges and 

universities to improve the economic growth of the state.  

When completing research, the students gain an understanding 

of their problems and reflect to spark change within their professional 

settings. 

REFERENCE 

Carnegie Project on the Education Doctorate. (2022). CPED Framework. 
https://www.cpedinitiative.org 

 

 

 

 

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	Sherisse G. Jackson
	University of South Carolina
	Yuechen Sun
	University of South Carolina (1)
	Reference