For decades, policy scholars have noted a disconnect between educational expertise, research, and policy-making, undermining the potential for coherent and effective policy development and implementation of reform initiatives. To help leverage the use of scholarship in the policy-making process, we argue that the scholarly community must refocus its efforts and adopt multiple strategies for ensuring engagement with policy-making, including strategies implemented during doctoral training. This article presents results of an exploratory mixed-methods study conducted to assess the effectiveness of a doctoral student professional development opportunity referred to as the “Short Course,” established to introduce special education doctoral students to the policy-making process through an applied experience in Washington, D.C. Survey data gathered over 3 years from participants and sponsoring faculty suggest the potential for this type of an approach to increase advocacy and policy engagement among future special education researchers, faculty, and leaders.
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