A scholar can be described as one who is independent and creative. The shift from a student to a scholar means to get the four front of knowledge. In all of the disciplines, there arises a significance of knowledge-creation process in terms of acquisition of an identity. The most notable theme is that one cannot become a scholar unless they have come up with something new. This can be met through dissertation, conferences and other modes of creation like construction of datasets, musical scores and creating algorithms (Torres, and Zahl, 2011). It is hence, through the art of creation that a difference can be acquired between a student and a scholar.

A good example is Bloom’s Taxonomy, a model that facilitates transition from a student to a scholar. The process acquires similarity from going up the several levels. One is able to learn languages, behaviors and knowledge basis of what they study. They are acquire the ability to develop their exposure and proficiency that results to the objective of acquiring something new.

Personally, to ensure that I become a scholar there are varied things that I will undertake. The first activity would be to read, as continued learning is a way of acquiring knowledge (Torres, and Zahl, 2011). This will be facilitated through research of new knowledge, methods or creative ways of present knowledge. As a graduate student, I intend to get involved in academic life and help in research, engage with the faculty of my discipline as well as participate in group discussions.

Acquisition of more knowledge is necessary through getting involved in professional groups. Through this, I will be kept abreast on current research and advancements in my field. Additionally, I intend to mentor my fellow students so as to develop in knowledge as well as look for evaluation through sharing work through creative demonstrations.


Torres, V. and Zahl, S. (2011). On Becoming a Scholar: Socialization and Development in        Doctoral Education. Journal of College Student Development, 52 (6), pp. 761-763 |        10.1353/csd.2011.0072