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DiP Award Committee Reports
Call for Submissions - 2017 Dissertation in Practice of the Year Award
The Carnegie Project on the Education Doctorate (CPED) is now accepting submissions from member institutions for the 2017 outstanding Dissertation in Practice Award. This prestigious award is given to EdD graduate(s) whose DiP shows evidence of scholarly endeavors in impacting a complex problem of practice, and aligns with CPED Working Principles.
The EdD graduate must submit all required documents in one single combined .pdf format through the online submission process found here.
Submitting graduate must be from a CPED member institution that has been a part of the consortium for or at least a year. The Dissertation in Practice must have been successfully defended prior to the submission deadline, and must have been defended within the past three years.
Submissions should include:
1) Letter of nomination and support from graduate’s DiP Chair
· Statement of alignment with CPED working principles (one page);
o Determined impact on practice such as:
§ What generative impact will this work have on practice, policy, and/or future research?
3) References (APA6 format) must be submitted separately (not included in the 15-page limit).
The 2017 CPED DiP Award Committee will evaluate the submitted DiP synopses based upon the following criteria, and will select five finalists who will be asked to submit their full DiP for review. Award Committee members will draw on the following criteria in considering the award decisions, recognizing that submission may vary widely and achieve distinction in many ways. The Dissertation in Practice:
· Identifies a researchable, complex problem of practice.
The author(s) of the winning DiP will be invited to attend the October CPED convening where they will be recognized. The recipient(s) will be awarded a plaque, a check for $1000, and $500 toward travel expenses. The recipient(s) will be encouraged to submit an article for publication based on the DiP.
Deadline: The completed application must be submitted (uploaded to the CPED website) no later than 11:59 PM PST on June 30, 2017. The author(s) of the winning DiP will be invited to attend the October 30-31, 2017 CPED Convening at California State University, East Bay and San Jose State University, where they will be recognized.
1Indentifying information of the submitting author/university will be known only to the DiP Co-Chairs for the initial submission, until finalists are identified, in order to maintain anonymity and objective evaluation by committee members.
2Critical inquiry: Takes into account how our lives are mediated by systems of inequity such as classism, racism, sexism, and heterosexism (Marrais & Lapan, 2004). Has a problem focus, and involves the stimulation of imagination in challenging conventional assumptions, personal beliefs, of provisional hypothesis formation in pushing an investigation forward, the correlative role of guided experimentation, and the capacity to discern which data in which contexts is relevant to the problem at hand (Demetrion, 2004).
3Reciprocity: Research should involve an essentially collaborative relationship between researcher and the research participants in which each contributes something the other needs or desires. The construct of reciprocity addresses the question: How might qualitative work embrace reciprocity and lead education research to a broader conceptualization of evidence, one that expands the transformative potential of our collective work? (Trainor & Ahlgren-Bouchard, 2013)
2016 Dissertation in Practice of the Year Award Winner(s)
The 2016 CPED Dissertation in Practice of the Year Award winner is:
Dr. Jimmie Walker, Johns Hopkins University for her work entitled: Brain-targeted early childhood beginnings: A case study in India chaired by Dr. Christine Eccles.
In addition, one Honorable Mention was selected:
Dr. Janet Eckerson, University of Nebraska-Lincoln for her work entitled: Teacher Perspectives on Professional Development Needs for Better Serving Nebraska’s Spanish Heritage Language Learners chaired by Dr. Ted Hamann.
Interview with Janet Eckerson and Ted Hamman: