Phase III Member Orientation
Presenter: Jill A. Perry, Executive Director
Full Consortium Session
Guest Speaker: Joseph Murphy, Professor & Endowed Mayborn Chair, Peabody College, Vanderbilt University
UCEA Review Winter 2014 pg 25
Education Administration 75 Years Out: Avenues for Improvement by Joe Murphy
Insights About the Profession: Questionable Norms and the Marginalization of Practice by Joe Murphy
Learning Community Sessions
Reading: Dolle, J.R., Gomez, L.M., Lin Russell, J., & Bryk, A.S. (2013). More than a network: Building professional communities for educational improvement. National Society for the Study of Education. (112)2 pp. 443-463
Full Consortium Session
Guest Speaker: Douglas Archbald, Associate Professor, University of Delaware
Readings: Archbald, D. (2008). Research versus problems solving for the Educational Leadership Doctoral Thesis: Implications for form and function. Educational Administration Quarterly (44)7. Pp 704-739
Concurrent Learning Exchange Sessions Round 1
Exchange A: Grass Roots Theories of Action: Operationalizing the EdD In Denver Public Schools
Presenters: Katherine Casey: Ed.L.D. Harvard Graduate School of Education and EdD Candidates from the University of Denver: Kyle Gamba, Tricia Johnson, Danny Medved, Mikel Royal, Sandra Lochhead-Price, and Jackie Delafose
Description: Learn how a cohort of University of Denver doctoral students is leveraging Ed.D. program experiences as authentic vehicles for addressing Problems of Practice in Denver Public Schools (DPS). Session participants will be given an opportunity to transfer Theories of Action anchored in Project Based Learning, Leadership Pipeline Development, and Competency Based Learning, in order to address Problems of Practice in their own contexts.
Exchange B: Institutional Support for Research: The Center for Research on Educational Access and Leadership
Presenters: Claire Cavallaro, John L. Hoffman, Dawn Person, and Eugene Fujimoto, California State University, Fullerton
Description: The Center for Research on Educational Access and Leadership (C-REAL) at CSU Fullerton has become the catalyst for the development of a research culture in the College of Education. This session will describe C-REAL’s work in research, evaluation, and program development to help to reduce the achievement gap between groups of students and support efforts that will better ensure equity, access, and success for all students. Participants in this session will assess institutional support provided to Ed.D students on their own campus, discuss obstacles to support being provided, identify ways in which research support does/can occur on their campus, and reflect on practical ideas that they will bring back to their department to improve the support for Ed.D students and their research.
Readings: Deem, R., & Brehony, K. J. (2000). Doctoral Students' Access to Research Cultures-are some more unequal than others?. Studies in higher education, 25(2), 149-165.
Ampaw, F. D., & Jaeger, A. J. (2012). Completing the three stages of doctoral education: An event history analysis. Research in Higher Education, 53(6), 640-660.
Exchange C: Getting Learning Communities into the CPED Consortium
Presenters: Debby Zambo, CPED Associate Director and Audrey Hovannesian, California State University, San Bernardino
Description: The purpose of this presentation will be to provide information on the benefits of Learning Communities, encourage consortium members to consider how they can develop networks/communities among faculty, EdD students, and alumni and how these networks and innovative ways of problem solving can be used to address high-leverage problems of practice and bridge the knowing-doing, theory-practice divide.
Reading: June, A. W. (2013). Do you know where your Ph.D.'s are?
Exchange D: Addressing Problems of Practice in the Disquisition: Envisioning a New Format
Presenters: Robert Crow, Kofi Lomotey, and Kathleen Topolka-Jorissen from Western Carolina University
In response to the question - "What does better look like?" and the call for re-envisioning institutional expectations for the Doctor of Education degree, the facilitators of this symposium begin by presenting challenges to and calls for operationalizing alternative models that reflect the (re)conceptualization of the dissertation in practice. Inextricably bound to context, and therefore unique in purpose, participants in this workshop will explore the 'form and function' of the culminating project in EdD programs - regardless of its title.
Reading: Archbald, D. (2008). Research versus problem-solving for the education leadership doctoral thesis: Implications for form and function. Educational Administration Quarterly, 44(5), 704-739.
Exchange E: Second Time Around: Experiences of CPED PIs Who Have Worked in Two CPED Institutions
Presenters: Kristina Hesbol, University of Denver, Martin Reardon, East Carolina University, Deanna Sands, Seattle University and Valerie A. Storey, University of Central Florida
Description: Drawing on the experience of four CPED PIs who have collaborated in the conceptualization, design and implementation of Professional Practice Doctorate programs in Phase I, Phase II, and Phase III institutions, this presentation will describe varied institutional approaches that have been used to operationalize and implement CPED principles and design contexts.
Reading: Attendees should be familiar with CPED's Working Principles and should bring a hard copy of the principles to the session.
Exchange F: Doctoral Cohorts ≠ Learning Communities
Presenter: Kathleen Haywood, University of Missouri – St. Louis
Description: In one of our many planning sessions for the revision of our Ed.D. curriculum, we began to talk about learning communities. As our discussion developed, we decided our new program would be centered around thematic learning communities. It was an easy thing to plan, but we quickly realized that learning communities were not just groups of students who proceeded through their doctoral program together. Rather, we’ve seen that community must be intentionally built and that programs must foster and support this process.
Reading: Walker, G.E., Golde, C.M., Jones, L., Buschel, A.C., & Hutchings, P. (2008). Creating and sustaining intellectual community (pp. 120 – 140). In Walker, G.E., Golde, C.F., Jones, L., Bueschel, A.C., & Hutchings, P. The Formation of Scholars. San Francisco: Jossey-Bass.
Teacher Learning Communities, a policy research brief produced by the National Council of Teachers of English, available here.
Full Consortium Session
Guest Speaker: Louis Gomez, Senior Fellow, Carnegie Foundation & Professor, University of California Los Angeles
Concurrent Learning Exchange Sessions Round 2
Exchange A: Research courses for the EdD: What do students need to know to be successful?
Presenters: Alan Davis and Nancy Leech, University of Colorado Denver
Description: Educational leaders do not generally conduct research, but their judgments and decisions are influenced by how they interpret available data and research claims. In addition, we require EdD candidates to complete a dissertation. The presenters will share their recently re-designed sequence of inquiry courses for the EdD, and lead an open discussion across participating institutions of what inquiry goals should be emphasized and how and when students develop them.
Reading: Sands, Fulmer, Davis, Zion, Shanklin, Blunck, Leech, Tzur & Ruiz-Primo (2013). Critical friends’ perspectives on problems of practice and inquiry in an EdD Program. In V. Storey (Ed.), Redesigning professional education doctorates, pp. 63-80. NY: Palgrave MacMillan.
Exchange B: Principles to Practice. Operationalizing CPED in the Local Context
Presenters: Kelly H. Summers, Patrick Roberts, and Dr. Jon G. Crawford, Northern Illinois University
Description: This presentation will utilize the experiences and perspectives of three faculty members who have served as one of NIU’s CPED delegates and discuss how the instructional team at NIU has operationalized and implemented CPED’s principles to enhance and animate their educational leadership doctoral program.
Exchange C: Beyond the Five Chapter Dissertation: Matching Form to Function
Presenter: Katherine Reedy, Lynn University, Alisa Belzer, Rutgers University and Bradly W. Carpenter, University of Louisville
Description: The Dissertation in Practice (DiP) should demonstrate that a graduate has the capacity to implement and/or use research to guide change efforts that may improve educational outcomes. The traditional five chapter dissertation may not be the most appropriate medium to communicate to relevant audiences about this work. To make this document useful to stakeholders, formats and products aligned with the context in which they work may be better. This session explores alternative formats for DiPs that are being utilized in three CPED influenced programs. The session encourages collaboration across institutions as Universities look to explore further alternatives to the traditional dissertation.
Readings: Archbald, D. (2008). Research versus problem solving for the education leadership doctoral thesis: Implications for form and function. Educational Administration Quarterly, 44 (5), 704-739. DOI: 10.1177/0013161X07313288
Duke, N.K. & Beck, S. W. (1999). Education should consider alternative formats for the dissertation. Educational Researcher, 28 (3), 31-36.
Maxwell, TW & Kupczyk-Romanczuk, G. The Professional doctorate: Defining the portfolio as a legitimate alternative to the dissertation. School of Education, University of New England.
Exchange D: Considering Scholarly Practitioners as Translational Researchers
Presenters: Bryan Maughan, University of Idaho, Debby Zambo, CPED Associate Director, and Tricia Browne-Ferrigno, University of Kentucky
Description: Translational researchers are trained to find practical solutions to problems of practice, make research accessible to those who need it (infuse ideas quickly), and influence practice, research, and policy. With these challenges as their focus they need to develop a particular type of thinking. One that is personal and intellectual, particular and universal, and experiential and theoretical. This presentation will actively engage participants in a discussion as to how these ideas link to scholarly practitioners and their development.
Readings: Brabeck, M. "Why We Need ‘Translational’ Research - Putting Clinical Findings to Work in Classrooms"
Bulterman-Bos, J. A. (2008). Will a clinical approach make education research more relevant for practice?. Educational Researcher, 37(7), 412-420.
Exchange E: Fraternal Twin EdD Programs: Collaborative, but not Identical
Presenters: Rosemarye Taylor and Thomas Vitale, University of Central Florida
Description: Presenters will share similarities and differences of the two programs at UCF which provide potential doctoral students choice in academic focus, curriculum, program structure, and potential career outcomes. Through collaboration among graduate faculty both programs flourish with academic rigor and positive student outcomes.
Taylor, R. T. & Marsh, N. L. (2013). Chapter 2, Critical Friends and the Education Community’s Role in Program Development in Storey, V. A. Critical Friends: Innovative Approaches to the Ed. D. Palgrave Publishers, Ltd. UK.
Taylor, R. T. & Storey, V. A. (2013 April). Leaders, Critical Friends, and the Education Community: Enhancing Effectiveness of the Professional Practice Doctorate. Journal of Applied Research in Education. 5(1), 84-94.
Taylor, R. T. (2013). University and program leadership: Essential for effective professional doctorate programs. Work Based Learning E-Journal. 3(1), 176-188.
Full Consortium Session –Introduction to CPED Committee Work
Presenters: Martin Reardon, Chair Publication; Valerie Storey, Chair Dissertation in Practice Award; Chris Ray, Chair Recognition
Resource: DiP Committee Challenges & Strategies
Concurrent Learning Exchange Sessions Round 3
Exchange A: Evolving Toward High Quality Dissertations in Practice: Our Journey
Presenters: Nancy Shanklin, University of Colorado Denver and Shelley Zion, Executive Director of Continuing/Professional Education additional presenters: Honorine Nocon, Connie Fulmer, Kara Viesca University of Colorado Denver
Description: This session will begin with 5 minute slide presentations outlining important dilemmas encountered around implementation of Dissertations in Practice--criteria and formats, organizing by theme or concentration area, working with IRB and graduate school rules, and improving student writing-- and the strategies and solutions faculty have worked out at the University of Colorado Denver. Audience members will then move to table groups where they can share ways their own institutions have solved such implementation dilemmas.
Readings: CPED Dissertation in Practice of the Year Award
Sands, D., Nocon, H., & Shanklin, N. (2012). Leadership for educational equity: Opportunities and tensions of a new doctorate in education. In Latta, M. & Wunder, L. (Eds.), Placing practioner knowledge at the center of teacher education: Rethinking the policies and practices of the education doctorate. Charlotte, NC: Information Age Publishing, pp. 199-213.
Sands, D., Fulmer, C., Davis, A., Zion, S., Shanklin, N., Blunck, R., Leech, N., Tzur, R, and Ruiz-Primo, M. (2013). Critical friends’ perspectives on problems of practice and inquiry in an EdD program. In Story, V. (Ed.), Redesigning Professional education doctorates: Applications of critical friendship theory to the EdD. New York, NY: Palgrave MacMillan, pp. 63-79.
Exchange B: Integrating Hands-on Application of Problem Solving Skills Through the use of LoPs
Presenter: Thomas Vitale and Marty Robinson, University of Central Florida
Description: How LoPs have been incorporated as an integral piece of the Ed.D. in Education program at UCF – embedded into curriculum.
Reading: Review information about Labs of Practice on this webpage. Scroll down to ‘Concentration – 18 Credit Hours’ to view the information about Labs of Practice along with a brief description which appears after highlighting the course itself (EDG 7947).
Exchange C: Seeds for Doctoral Student Success: Focus on Academic Writing Skills
Presenter: Dannelle D. Stevens and Micki M. Caskey, Portland State University
Description: Working education professionals often do not complete their doctoral programs. Some argue that they need additional support to be successful. Since our students at Portland State are working professionals, academic writing support is an essential ingredient in our Ed. D. program. Our session addresses three purposes: (a) to share the explicit academic writing strategies we have used with our doctoral program cohort; (b) to practice several of these strategies; and, (c) to engage in a discussion of ways to address the issue of doctoral student writing across the CPED institutions.
Reading: Cotterall, S. (2011). Doctoral students writing: Where's the pedagogy? Teaching In Higher Education, 16(4), 413-425. doi:10.1080/13562517.2011.56038
Exchange D: Integrating qualitative, quantitative and mixed methods approaches into an inquiry course sequence
Presenters: John L. Hoffman, Claire Cavallaro, and Eugene Fujimoto, California State University, Fullerton
Description: This session will build upon efforts taken at California State University, Fullerton to put CPED principles to practice in its methodology sequence leading to the dissertation. Primary attention will be given to principle #1, addressing equity, ethics, and social justice; #5, linking professional and practice knowledge, theory, and inquiry; and #6, emphasizing the generation of professional knowledge and practice.
Exchange E: Student Presentations
Presenters: Rose A. Hall, Lynn University, Title: Parent Involvement and School Success
Nancy C. Kline, Lynn University, Title: Bring it 180
Description: Hall: The study looks at traditional and non-traditional forms of parent involvement among low socioeconomic and minority families in an elementary school setting located in South Florida. Both academic and behavioral progresses are assessed.
Kline: In this round-table session, participants engage in designing a hands-on, research-based attendance plan for their local district or school, as a session take-away. The contemporary program titled "Bring It 180" utilizes a practical and replaceable attendance model that diminishes the negative impacts of chronic absenteeism. The participants will watch a one minute animated YouTube video, that outlines the background, research and concept of increasing student achievement through increased attendance.
Bower, H. A., & Griffin, D. (2011). Can the Epstein model of parental involvement work in a high-minority, high-poverty elementary school? A case study. Professional School Counseling, 15(2), 77-87.
Knesting, K. (2008). Students at risk for school dropout: Supporting their persistence. Preventing School Failure: Alternative Education for Children and Youth, 52(4), 3-10.
Waters, K. "Chronic Absenteeism Rampant in American Schools."
Balfanz, R., & Byrnes, V. Meeting the Challenge of Combating Chronic Absenteeism.
Wrap up and Preview of Year to Come
Presenter: Jill A. Perry, Executive Director, & Kathleen Haywood, University of Missouri-St. Louis