This article describes a process for student professional development and the efforts of faculty over almost 2 decades to conceptualize, formatively evaluate, and refine it. Initiated in 1987, the process underwent numerous changes to address both conceptual and pragmatic concerns derived from faculty and student ad hoc feedback. Currently in place is a process that addresses these concerns while lending itself to effective use among master’s level students. The development and iteration of the process is offered as a case for consideration by other educators engaged in similar efforts.

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