Characteristics Of The Scholar-Practitioner Model

In this post I will explain my understanding of the McClintock Scholar-Practitioner model as well as the Practitioner-Scholar expectations, specifically here at Capella University. As I compared McClintock’s Scholar-Practitioner model and Capella’s Scholar-Practitioner Learning Model, I learned much in regards to the role of each. After analyzing the Capella’s Scholar-Practitioner Model, I found that there are evident levels in learning. Looking at the learner’s side of the Scholar-Practitioner Continuum, there are distinct roles aligned with the direction of the continuum. It starts with the Reflective-Practitioner, at the Baccalaureate Level. Next on the Continuum is the Practitioner-Scholar at the Master’s Level. At this level Capella graduate

The characteristics of a Scholar-Practitioner are as follows. They are scholars who “possess a deeper understanding of a subject matter.” At this level the scholar is able to apply knowledge gained in training, engage in a higher caliber of research, recognize evidence to test alternative explanations, provide competing hypothesis, and are able to view things from multiple perspectives. One must strive to become a Scholar-Practitioner, an expert in their

One being that the Scholar-Practitioner is located at the end of the continuum. This displays that the Scholar-Practitioner is the ideal level. McClintock states “Scholar Practitioners are committed to the well-being of clients and colleagues, to learning new ways of being effective, and to conceptualizing their work in relation to broader organizational, community, political, and cultural contexts.” From McClintock’s model, the Scholar-Practitioner is described as a scholar who has an intimate understanding of their specialty and are able to apply their knowledge in several ways. Capella’s Learning Model also differentiates the Scholar-Practitioner and describing them in that same fashion. The Capella’s Learning Model provides in depth examples of a Doctoral-Level (Scholar-Practitioner) assignment. In the assignment, terms such as extract and evaluate, demonstrate the higher level thinking required as a Scholar-Practitioner. Bloom’s Taxonomy also identifies terms such as evaluate and create as higher thinking processes. An expert, the Scholar-Practitioner, is able to put together information in innovative ways and think outside of the box, versus recalling information. Both the Capella Learning Model and McClintock’s Scholar-Practitioner Model support the idea of the Scholar-Practitioner being a researcher who is highly skilled and able to apply their knowledge in unique