- CPED Updates & Changes - New Design Concept, Governance, Convenings
- Research Evidence Use - News on the WT Grant funded project
- Collaborative Case Study Activity and Discussion - Issues surrounding the preparation of scholarly practitioners to utilize research evidence in practice
Improvement Science Workshop: Enabling Scholarly Practitioners to Learn in and Through Educational Practice (Open to all)
Sat, April 6, 4:10 to 6:10pm, Convention Centre, 200 Level, Room 206A
This workshop provides an opportunity to learn about innovative dissertations in Educational Doctorate programs (EdD) and ways to prepare professional practitioners to utilize improvement science as means to apply inquiry to improve practice. The workshop is sponsored by, and built on work of, the Carnegie Project on the Education Doctorate (CPED) a group who views improvement science methodology as a means to prepare practitioners to apply research to improve problems of practice. The workshop is designed for faculty or graduate students who are, or will be teaching, in EdD programs. Participants will learn the need for distinct training, improvement science as a frame for EdD dissertations, the research skills necessary for this work, and standards of rigor and quality.
Developing Educational Leaders with the Capacity to Connect Research and Practice (Open to all)
Mon, April 8, 8:00 to 10:00am,Convention Centre, 700 Level, Room 713A
This study was conducted to understand if Education Doctorate programs influenced by the CPED are using the CPED Framework to change research capabilities. The study looks at the notion of inquiry as practice, the process of posing significant questions; blending one’s professional wisdom and scholarly knowledge; and conducting collaborative inquiry.
Structures and Practices That Support Scholarly Practitioners: Cohort Models in Four Ed.D. Programs (Open to all)
Tue, April 9, 12:20 to 1:50pm, Convention Centre, 800 Level, Hall F
Scholars have examined benefits and positive outcomes associated with student cohort models in Ed.D. programs. Research has shown that cohort models contribute to collaborative learning experiences, a sense of support among students and faculty, program cohesion, and program retention. Nevertheless, questions remain about the effects of program structures and practices on student participation and student learning. As such, this paper presents preliminary evidence on four CPED-affiliated Ed.D. programs. Overall, findings indicate a number of structures and practices that support participation and learning such as shared visions of improving local contexts among students and faculty, discussion-based instruction, and opportunities for collective learning experiences throughout coursework and capstone projects.