The journey to my doctoral degree began in 2010. I had just been informed by my committee that I passed my master’s exam! While shaking my hand and offering his congratulations, Dr. John Fitzpatrick, one of the committee members, asked when I planned to start work on a doctoral degree. I was surprised at this question partly because I did not want to think about more schooling at that moment, but mostly because I never imagined myself as Dr. Foster. However, Dr. Fitzpatrick’s encouragement galvanized me to seriously consider more schooling.

 

I sought additional counsel about undertaking the doctoral journey from my mentors, Drs Karen Appleby and Cynthia Pemberton. Through their counsel, my understanding of the doctoral process and the potential future as a professor became clear. In 2011, I was accepted into the Educational Leadership, Doctor of Education (Ed.D.) program at Idaho State University (ISU). I selected this program because it was the best option that allowed me to continue working at the university and living in Pocatello (see my Professional Experience page for a timeline of my jobs).

 

The first course I completed in the program was a doctoral seminar designed to inform and prepare students on the process ahead. Among other assignments, students were required to create a program of study. As I worked on this document, my motivation for completing the Ed.D. degree diminished. Although I saw the potential value in the courses, I desired to study sport and physical activity. Unfortunately, this was not an option at ISU. After the spring semester, I decided to discontinue the program, and did not know if I would ever return to doctoral work. Was I simply following that path because others encouraged me to?

 

Over the next five years I worked in various capacities with the Sport Science and Physical Education department at ISU. As I taught and learned from diverse students, participated in research projects, and engaged in service opportunities, I realized the career I wanted to pursue. I felt alive and found purpose in this work. I also realized that to evolve and grow within this profession I must obtain a doctoral degree. By evolving and growing I mean expanding my knowledge , skills, and passions so I could serve within my profession. So, I explored doctoral programs that aligned with my interests, spoke to many faculty members, and considered my options. 

 

Through my explorations, I discovered the Ph.D. programs at the University of Idaho (UI). Because I had attended a few conference presentations given by Dr. Sharon Stoll and Dr. Jennifer Beller over the years, I was somewhat familiar with their work and ideas, and desired to learn more. I spoke briefly to Dr. Stoll at two different conferences about the program, where she simply said, “You should do it.” The issue was that my husband and I lived and worked in Pocatello, Idaho.

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However, in 2017, the stars aligned just right for my husband to earn a position in north-central Idaho, enabling me to apply to the program at UI, and Dr. Stoll graciously accepted me as a student! My Ph.D. coursework (detailed below) includes (a) doctoral core, (b) research core and electives, (c) dissertation and immersion, (d) Healthy Active Living core, (e) moral development cognate, and (f) specialization courses. Through my coursework, my knowledge, skills, and resource bank has expounded exponentially! I believe I have been adequately prepared to engage in meaningful research and teaching within sport/physical activity disciplines. Further, I recognize that my learning and growth does not stop upon receiving my diploma; it is a life-long journey I want to experience.

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Doctoral Core- 5 credits   

• ED 668- Writing for Publication, Spring 2020, 3 credits

• ED 611- Doctoral Seminar I, Fall 2019, 1 credit

• ED 612- Doctoral Seminar II, Spring 2020, 1 credit

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Research Core- 18 credits   

• ED 680- Philosophical Foundations of Educational Research, Spring 2020, 3 credits

• ED 574- Survey of Qualitative Research, Fall 2019, 3 credits

• ED 571- Introduction to Quantitative Research, Fall 2018, 3 credits

• ED 589- Theoretical Applications and Designs of Qualitative Research, Spring 2020, 3 credits

• PE 640- Research and Writing (Transfer from ISU), Fall 2009, 3 credits

• EDUC 610- Applied Educational Statistics (Transfer from ISU), Fall 2011, 3 credits

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Dissertation and Immersion- 24 credits

• PEP 600- Dissertation, Fall 2020- Spring 2021, 18 credits

• MVSC 611- Outreach/Engagement Immersion, Fall 2019, 3 credits

• MVSC 612- Research Immersion, Spring 2020, 3 credit

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Healthy Active Lifestyles Core- 9 credits 

• PE 649- Issues in PED & Athletic Administration (Transfer from ISU), Spring 2010, 3 credits

• PEP 523- Physical Activity Assessment, Fall 2018, 3 credits

• PEP 570- Ethical Practice and Communication in Physical Activity, Spring 2019, 3 credits

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Cognate: Moral Development- 21 credits 

• PEP 501- History of Sport, Fall 2018, 3 credits

• PEP 501- Philosophy of Sport, Fall 2018, 3 credits

• PEP 501- Moral Reasoning/ Moral Development, Spring 2019, 3 credits

• PEP 501- Neuroscience and Ethics, Fall 2019, 3 credits

• PEP 501- Ethics, Philosophy, & Gender of Coaching, Fall 2019, 3 credits

• PEP 501- Sociology of Sport, Spring 2020, 3 credits 

• PEP 501- Readings in Dissertations, Spring 2020, 3 credits

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Specialization- 9 credits 

• PEP 501- Virtue, Spirituality, & Phenomenology, Spring 2019, 3 credits

• PEP 501- Pedagogy of Moral Reasoning in Sport, Fall 2020, 3 credits

• PE 605- Leadership & Administration in PE (Transfer from ISU), Fall 2009, 3 credits

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Credits earned at the University of Idaho: 74

Credits transferred from other institutions: 12

Total credits: 86