October 2014
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Convening Theme: Impact of Our Practice: Learning about CPED’s Principles Across Program Contexts
Full Convening Sessions

Revisiting Murphy & Archibald moderated by Jim McDowelle, East Carolina University
Read: Doctoral Programs in Educational Leadership: A Duality Framework of Commonality and Differences by Perry A. Zirkel
Review Videos: Joe Murphy presentation & Doug Archbald presentation

Recognition Committee Full Convening
Review the Framework for Recognition Draft & the Application for Recognition Draft

Learning Exchange
 

 Multimodal Learning Experiences for Adult Students
Presenters: Colleen Malachowski, PhD & Ray McCarthy, EdD, Regis College
Presentation Focus: Higher Education/Organizational Leadership, Teacher Education, and K-12 Leadership instructors and/or students
Type of Presentation:  Roundtable
Abstract:  This interactive and dynamic roundtable focuses on creating and supporting multimodal learning experiences for adults. Participants will share emerging digital storytelling educational techniques and technologies

Exchange B: Walking the Talk in the Professional EdD: Aligning our Programmes with our Hearts and Minds
Presenters: Lorri J. Santamaría, Jenny Lee, & Stephen May, The University of Auckland, New Zealand
Presentation Focus: Higher Education/Organizational Leadership, Teacher Education, and K-12 Leadership
Type of Presentation: Interactive Symposium
Abstract: Promoting, encouraging, and supporting ways in which we understand, align, implement, and assess CPED Principle 1 (social justice and equity) in our Professional EdDs.

Exchange C: ‘UNgeneralizing’ with UTOS: A framework to assess evidence for problems of practice
Presenters: Ariel M. Aloe, University of Northern Iowa
Presentation Focus: Networking Exchange
Type of Presentation: Higher Education/Organizational Leadership
Abstract: In this presentation we propose a systematic approach to ‘UNgeneralize’ studies results to a particular practice.  This framework assists in contextualizing previous research findings.

Exchange D: Impact of Our Practice: Learning about CPED’s Principles Across Program Contexts
Presenters: Valerie Anne Storey, University of Central Florida; Gail Sanders, University of Sunderland UK; and Denise Hawkes, University of London, UK
Presentation Focus: International perspective
Type of Presentation: Networking Exchange
Abstract: To differentiate the PhD from the EdD or adopt and absorb the EdD into the PhD is the question.

Exchange E: Practitioner Inquiry in Doctoral Dissertations: Going Local with Improvement Science
Presenters:  Bryan Maughan, University of Idaho; Suzanne Painter, Arizona State University; Christopher M. Clark (via Skype), Arizona State University; Debby Zambo, Carnegie Project on the Education Doctorate
Presentation Focus: Higher Education/Organizational Leadership [Dissertation in Practice Methodology] 

Type of Presentation: Ignite
Abstract: Dissertations In Practice using action research allow students and faculty to enact CPED’s principles. This session features applied dissertations and engages participants in discussion about practitioner research and the meaning it has for students, graduates and faculty.

Exchange F:  How to use CPED to Market your Ed.D. Program
Presenters:
 Jill A. Perry, Rashonda Legault, Carnegie Project on the Education Doctorate
Presentation Focus: All Program Areas
Type of Presentation:  Symposia
Abstract: The CPED “label” can be a powerful tool to help distinguish your EdD program to a variety of audiences. Presenters will address ways that the CPED-influenced program label can be used to attract students to your program, to attract faculty to the work, and to promote your program among many campus entities -- such as administration, alumni, other schools.

Exchange G: Group Dissertation in Practice: The Good, The Bad, The Ugly: Perspectives from a College Dean, Dissertation Chair, and Doctoral Candidate
Presenters:  Kathleen Weigel, Korynne Taylor-Dunlop & Katherine Reedy, Lynn University
Presentation Focus: K-12 Leadership
Type of Presentation: Ignite
Abstract: The CPED initiative encourages universities to think beyond the five-chapter dissertation. This session shares how Lynn University continues to explore and support group Dissertations in Practice (DiP’s).

2014 Dissertation in Practice of the Year Award Ceremony
Presented by Valerie Storey, DiP Award Committee Chair & Jill Perry, Executive Director to: Dr. Ryan Palmer, Portland State University and Dr. Derrick Deloatch, Dr. John Hendron, Dr. Angie Kim, & Dr. Shawnya Tolliver, Virginia Commonwealth University
A Capstone Project on Ubiquitous Computing in K-12 Schools
Presenters:  John Hendron, Angie Kim, Shawnya Tolliver, & Derrick Deloatch

Exploring Online Community Among Rural Medical Education Students: A Case Study
Presenter:  Ryan Palmer, Dissertation in Practice of the Year Award Winner

Concurrent Learning Exchange Sessions

Exchange A: University of Houston Program Differentiation and Design Activities
Presenter:  Jacqueline Hawkins, University of Houston
Presentation Focus: Higher Education/Organizational Leadership, Teacher Education, and K-12 Leadership
Type of Presentation: Roundtable
Abstract: Learn how University of Houston has worked collaboratively to design and deliver differentiated program emphases.  Examples and opportunities for interaction/lessons learned across institutions provided.

Exchange B: Developing Sustainable, Systemic Supports for Applied Research with Practitioner Partner Sites
Presenters
:  Kent Seidel, University of Colorado Denver; Connie Fulmer, University of Colorado Denver; Carole Basile & Ann Taylor, University of Missouri St. Louis; Robert Hughes, Seattle University
Presentation Focus: Developing inter-/intra-institutional supports at the IHE level and agreements/supports with practitioner partner sites (districts, schools, state departments, community)
Type of Presentation:  Roundtable (with networking follow up planned)
Abstract:  Discussion and sharing of lessons learned, issues and ideas for supporting engaged research between and among IHEs and practitioner partners, both for student-level EdD research and larger-scale efforts.

Exchange C: What’s in a Name? Operationalizing EdD Innovations in Design Concepts
Presenters
:  Robert Crow, Kathleen Topolka-Jorissen, Dale Brotherton, & Brandi Hinnant-Crawford, Western Carolina University
Presentation Focus: K-12 Leadership; Higher Education Leadership; Community College Leadership
Type of Presentation: Symposium
Abstract: Participants will explore operationalization of CPED principles within institutional documentation through a case where a Concept Paper describes the culminating experience of an EdD program.

Exchange DSystematically Measuring and Improving the Impact of the Education Doctorate: Project E-RiDGE (Evaluation and Replicability in Doctoral Gifted Education)
Presenters: Norma Hafenstein, Matthew Weyer, and Lindsey Reinert, University of Denver
Presentation Focus: Higher Education, Gifted Education Leadership, Policy Formation
Type of Presentation: Symposia
Abstract: Project E-RiDGE (Evaluation and Replicability in Doctoral Gifted Education) collects indicators of the impact of the education doctorate program at the student service-level.

Exchange E: Teacher Education through Inquiry: Programs and Possibilities in and for the EdD
Presenters: Susan Wunder, University of Nebraska-Lincoln
Presentation Focus: Teacher Education - Examining the development of CPED-influenced EdDs and their impact on scholarly practitioners
Type of Presentation: Roundtable
Abstract: This session will focus on “inquiry in practice” in teacher education EdD programs through consideration of its role(s) in courses, dissertations, and program impact.

Exchange F: All Learning Styles Welcome
Presenters
: Kathleen Weigel, Korynne-Taylor Dunlop, & Nancy C. Kline, Lynn University
Presentation Focus: K-12 Educational Leadership
Type of Presentation: Poster and Film
Abstract: Lynn University welcomes all learning styles and embrace new cultures and communities of learners. Through a collaborative and creative model of teaching and learning, our CPED doctoral initiative enjoys robust prestige and growth. This incorporation of change embraces researched problem solving practices, and program design and development utilizing new technologies. Doctoral studies include an on ground, face to face instructional model along with a new hybrid version of on line and on ground simultaneous instruction with infused technology. As a result of our new practice, our CPED influenced dissertations have taken the shape of videos, iBook’s, and shared projects solving problems in practice.

Exchange G: Selecting a Client-Based Problem of Practice for a DiP in Higher Education
Presenters: Higher Education Student Services Thematic Learning Community, University of Missouri-St. Louis (group of doctoral students)
Presentation Focus: Higher Education/Organizational Leadership
Type of Presentation:  Symposia
Abstract:  Our learning community chose to address a client-based problem of practice for our dissertation in practice.  In this session we describe how we chose our client and problem.

Friday, October 24th

Concurrent Learning Exchange Sessions

Exchange A: Beyond a Definition: Designing and Specifying Dissertation in Practice (DiP) Models
Presenters: Valerie Storey, University of Central Florida; Bryan Maughan, University of Idaho
Presentation Focus: Higher Education/Organizational Leadership [Dissertation in Practice] Type of Presentation: Symposia 

Abstract: Over the past decade there have been substantial discussions around the evolution of the Dissertation in Practice (DiP). This, we assume, is because the doctorate is the highest level of academic achievement and the dissertation represents the premiere manifestation by which the quality of an EdD program may be measured. While reviewing the DiPs among phase I CPED affiliate institutions, we found gentle, drastic, and no changes in the dissertation. In this session we will expand this conversation and engage participants in a discussion about distinctive features of a DiP for CPED affiliates. We will expand on the use of CPED design concepts (e.g., problem of practice, laboratories of practice, signature pedagogy, and inquiry as practice) and how they have impacted the nature of the DiP.
Type of Presentation: Roundtable

Exchange B: Scholar Practitioner as Professional Identity
Presenters
:  Jane Lohmann, & Joseph McNabb, Northeastern University
Presentation Focus: Curriculum, Teaching, Learning and Leadership; Higher Education Administration; Organizational Leadership Studies
Type of Presentation:  Roundtable
Abstract: The question for this roundtable discussion is: How do we foster the development of our students’ professional identities as scholar practitioners?

Exchange C: What Makes for a Successful Dissertation Advising Relationship? Adviser and Advisee tell All
Presenters: Candyce Reynolds, Portland State University; Ryan Palmer, Oregon Health Sciences University
Presentation Focus: Relevant to all programs
Type of Presentation: Ignite
Abstract: Writing a dissertation is hard.  Working with an adviser can be even harder. An adviser and Advisee share what works in a successful advising relationship.

Exchange D: From Creating Charts to Navigating the Seas: Faculty Development in Support of the Ed.D.
Presenters
: Suzanne Painter, Arizona State University; Christopher M. Clark (via Skype), Arizona State University; Ann Ewbank, Montana State University
Presentation Focus: Higher Education/Organizational Leadership
Type of Presentation:  Roundtable
Abstract: This session helps Ed.D. program leaders plan faculty development to address faculty mental models of Ph.D. training vs. the Ed.D. model implemented with CPED design principles as a basis for developing scholarly practitioners.

Exchange E: What We Know from CPED’s FIPSE Findings and Where We Go from These
Presenters: Jill A. Perry & Debby Zambo, Carnegie Project on the Education Doctorate
Presentation Focus:  CPED’s next research agenda
Type of Presentation: Interactive Symposium
Abstract:  This session will provide an overview of CPED’s FIPSE findings that utilized Rogers’ Diffusion of Innovation model as a guide. Data (21 cases and 2 surveys) indicated that after 3 years CPED had an impact on its 21 Phase I members at the institutional, programmatic and individual levels. Knowing these results the question is – where do we go from here? What research questions, designs, and funding sources should we be pursuing?

Exchange F:  Through the Eye of the Tiger: CPED Principles and the University of Missouri Statewide Cooperative EdD Program
Presenters
:  Jennifer Fellabaum, Jeni Hart, Van Nguyen & Sara Cochran, University of Missouri-Columbia
Presentation Focus: Educational Leadership across a PK-20 context
Type of Presentation: Networking Exchange
Abstract: Connected to the convening’s theme, this session will review how CPED principles are currently being enacted in the University of Missouri’s Statewide Cooperative EdD Program.

Exchange G: Signature Pedagogies as a Teaching Method Decision-Making Tool
Presenter
: Elizabeth C. Reilly, Loyola Marymount University
Presentation Focus: Higher Education/Organizational Leadership

Type of Presentation: Roundtable

Abstract:  This roundtable provides a template for using Lee Shulman’s three principles of signature pedagogies as a decision-making tool when selecting teaching methods in doctoral education.

Recommended Pre-Readings:  
Black W. R. & Murtadha, K. (2007). Toward a signature pedagogy in education leadership preparation and program assessment. Journal of Research on Leadership Education, 2(1). doi: 10.1177/194277510700200101
Golde, C. M. (2007). Signature pedagogies in doctoral education: Are they adaptable for the preparation of education researchers? Educational Researcher, 36(6), 344-351. doi: 10.3102/0013189X07308301
Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52-59.

Carnegie Project on the Education Doctorate (CPED)
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4318 Posvar Hall - 230 S. Bouquet Street - Pittsburgh, PA 15260
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