BEGIN:VCALENDAR VERSION:2.0 PRODID:-//jEvents 2.0 for Joomla//EN CALSCALE:GREGORIAN METHOD:PUBLISH BEGIN:VTIMEZONE TZID:America/New_York X-LIC-LOCATION:America/New_York BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:19700308T020000 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:19701101T020000 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD END:VTIMEZONE BEGIN:VEVENT UID:d96bc54a8d2271576fc684660d507adc3 CATEGORIES:Events SUMMARY:#CPED20 October Virtual Convening DESCRIPTION:
Exciting plans are underway for the < strong>#CPED20 October Virtual Convening!
In light of the COVID-19 pandemic, CPED is going completely virtual for this year’s Convening from October 14 - 16, 2020. We are takin g advantage of this opportunity to offer the virtual convening for FREE for EdD faculty and administrators at CPED-member institution s.
We invite you and your colleagues to attend
the convening for free as a professional development opportunity. We hope you will join us for this unique and collaborative experience
with fellow EdD colleagues.
Program of the Year Award:
University of Florida - Education Doctorate in Teacher s, Schools, and Society
Dissertation in Practice of the Year Award:
Sherisse Jackson, EdD. University of South Carolina
Leslie Richa rd, EdD. University of South Carolina
Ray Buss, PhD. Arizon a State University
Lauri Johnson, PhD. Boston Colleg e
According to the Council of Graduate Schools Taskforce on the Professional Doctorate (2006), professional doctorates fall into two categories: those with a dissertation and those without. The degrees that have a dissertation have “no direct relationship to licensure and have a si gnificant relationship to clinical, translational, or engaged research” (p. 12).
Because the field of education does not have a licensure body, some product or experience is needed to demonstrate to the faculty that the student is qualified and has done the work worthy of earning the education doctorate degree. Colwill (2012) has further described professional degree s that require a dissertation as a Professional Research Doctorate, one tha t focuses on both research and practice, and that requires a dissertation t o “investigate a particular professional topic or existing problem” (p. 13) .
CPED members have strived to reframe the dissertation in their EdD programs to make it align with Colwill’s definition. As a result, CPED memb ers have renamed the dissertation for the EdD to the Dissertation i n Practice (DiP), which is a scholarly endeavor that impacts a com plex problem of practice.
Despite this clear definition, the task of changing the format and expectations of the final product presents various challenges. Historically, the dissertation is synonymous with doctoral edu cation. The academy has utilized this exercise “to confer expertise by winn owing out the amateurs from the experts” (Loss, 2015, p.3).
To many f aculty members who completed their own traditional dissertation or for prac titioners who know colleagues who spent years working alone on a lengthy re search project, the traditional dissertation is the gold standard. Further, most education faculty are not trained in program design and tend to follo w what they know by designing programs around theory and research.
Fi nally, practitioner needs are not front and center in the purpose of the di ssertation. Rather than provide practical, applicable skills, the tradition al dissertation is an extensive experience that may be informative but may not help the practitioner apply theory to practice. Hegemonic practices of book-length monographs don't reflect the career goals of EdD students or le t them demonstrate what they know beyond the narrow borders of academe (Pat ton, 2013). It’s time to dismantle our thinking about knowledge production in the practice of education.
In spite of these challenges, CPED memb er institutions have changed the dissertation to some degree. We have seen various forms of group dissertations, format changes such as modified manus cripts and portfolio models, purpose changes such as client evaluation mode ls, and methodology changes such as action research and improvement science . Though some members have created new frameworks, requirements, and rubric s we must still ask ourselves - are these enough to support practitioners l earning to transform their practice? Are we addressing needs of practitione rs or remaining tied to traditional academic thinking preferencing the acad emy over the field?
As it stands, the majority of current Dissertatio ns in Practice still look and feel like five-chapter dissertations. We have yet to demonstrate how this exercise demonstrates the ways in which practi tioners are better prepared to “apply appropriate and specific practices, g enerate new knowledge, and steward the profession” (CPED definition of the EdD).
The challenge of the traditional dissertation has also been tr oublesome in the humanities. Since the mid-2000s, fields such as history, E nglish, and communications have been debating and rethinking the role and p urpose of the traditional dissertation in their PhD programs. In many cases , students in these fields can take 7-10 years to complete their dissertati ons and spend the majority of their time writing versus researching.
Further, with the need for knowledge mobilization and digital forms of expr ession, the end products are increasingly becoming less useful for their st udents who are more and more entering practice positions and not the academ y. In 2013, Stacy Patton wrote in the Chronicle of Higher Education that the traditional dissertation can no longer be defended. She noted that many fields were moving to digital and more interactive dissertation m odels. For instance, history students might develop products that are usefu l to museums, or digital interactive historical maps. Other fields allow fo r interactive websites that let students document their research experience , or e-books that share additional information to guide readers of the stud ent’s work. These ideas are applied and useful to the student and to their practice and field.
While few, there have been innovative EdD dissert ations. For example, in 2014 Nick Sousanis, an EdD graduate from Columbia University's Teach ers College, wrote and drew his dissertation in comic-book form. Sousanis’ dissertation, Unflattening: A Visual-Verbal Inquiry into Learning in Many Dimension s, broke traditional norms by weaving together philosophical essays and theory with graphic images. His work made a profound contribution to the s tudy of comics, semiotics, epistemology, and visual thinking as they apply to teaching. His work has also become recommended reading for students want ing to utilize visual narrative form (Dunn, 2014).
It is time for CP ED members to recognize that the format of a bound volume mimicking a schol arly book needs to be deconstructed. We must value the needs of practitione rs and utilize the DiP exercise as a means to demonstrate preparation for b ecoming a Scholarly Practitioner. The goal of the convening is to collabora tively reimagine and reconstruct the Dissertation in Practice (DiP).
Our goal is to stay true to the CPED vision of a convening; with lots of interaction, shar ing, and learning across our membership. Because we are going virtual, we a nticipate record numbers of members and non-members participating. Therefor e, we invite all EdD faculty and administrators to consider this opportunit y to participate in CPED!
Over 30 Learning Exchanges - Faculty from CPED member EdD programs will present interactive Learning Exchanges in a variety of digital formats to engage participants in collaborative learning and discussion. While mos t Learning Exchanges will be in breakout sessions, we will also host a keyn ote Large Group Exchange session. Learn more about CPED Learning Exchanges below. The full agenda will be an nounced soon.
Three Pre-Convening Workshops - We are exci ted to announce three pre-convening workshops on Tuesday, October 13th from 2:00 - 4:00 PM EST to kick-off the Convening! Wo rkshops will offer participants more time to learn and collaborate around i deas than learning exchange sessions. This year's pre-convening workshops a re free, but limited to 50 participants. Registration is required, so sign- up for a workshop today!
Speaker Nick Sousanis, EdD - Dr . Sousanis, Eisner-winning comics author and an assistant professor of Huma nities & Liberal Studies at San Francisco State University, where he is starting a Comics Studies program - will share his experience and process of developing an alternative format EdD dissertation at Teachers College, C olumbia University. Sousanis’ dissertation, Unflattening: A Visual-Ver bal Inquiry into Learning in Many Dimensions, broke traditional n orms by weaving together philosophical essays and theory with graphic image s. Nick will engage members in activities to help think beyond a fiv e chapter dissertation.
The US Council of Gra duate Schools will join CPED to discuss its recent work that i nvestigates the future of the dissertation and doctoral education. Discussi ons will include how the humanities and other fields have framed the disser tation to make it more usable in professional and practice settings.
CPED Student Resear ch Forum: Building Community for Emerging Scholarly Practitioners - We are dedicating a day - Tuesday, October 13th - to EdD students whi ch includes a series of presentations and workshops intended to build a sup portive student community within the CPED network. This is a free opportuni ty for students enrolled in CPED-member EdD programs to present and share w ork in practice, along with networking with fellow scholarly practitioners.
Networking & Reception - We will host vir tual networking opportunities including Coffee & Challenge discussions and an end-of-day reception to meet fellow colleagues and toast to the 100t h anniversary of the EdD.
Despite moving to a virtual conveni ng, CPED is committed to providing interactive ways for its members to enga ge with, and learn from, each other in concurrent breakout learning exchang e sessions. Convening evaluations have told us members want to avoid sit-an d-get sessions and instead to engage in active professional development tha t enables them to take away materials and/or ideas that they can use. To ac complish this, we are committing to an interactive online experience that w ill develop highly engaging exchange sessions.
Small Group E xchanges
Small Group Exchanges are presented concurrently in Zoom rooms. Exchanges can be facilitated by an individual or done collabor atively across departments or institutions. To promote the interactivity an d engagement in a virtual setting, CPED will provide online supports for pr esenters. See below for more information about going virtual.
CIG Sponsored Small Group Exchanges open to CIG members:
CI G Sponsored Exchanges will capture the spirit and focus of the CIG’s work a nd/or the convening’s theme as they relate to the CPED Improvement Group (C IG). CIG leaders develop the call for these exchanges and will be involved in reviewing proposals. New convening attenders are welcome to join CIG exc hanges as part of their more general welcome to CPED. CIGS are: Social Just ice and the EdD, On-Line and Hybrid programs, Improvement Science, and Grou p Dissertations.
CPED is designing our Virtual Convening to optim ize interactive and engaging learning exchanges.
To support o ur presenters:
Ea ch learning exchange will have the following features available for present ations:
Contact Carolyn Carlins, Operations Manager, info@cpedinitiative.org
Bibliography
Loss, C. (2016). Future of the dissertation: A brief history of doctoral di
scourse. proceedings from the Council of Graduate Schools’ what is a doctor
ate? Online Proceedings of the 2016 Global Summit.
Colwill, D. A. (2012). Educating the scholar practition
er in organization development (Contemporary Trends in Organization Develop
ment and Change). Charlotte, NC: Information Age.
Council of Graduate Schools (2007). Task force report on
the professional doctorate. Washington, DC.
Dunn, S, (201
4). The amazing adventures of the comic book dissertator. Retrieved 29 Dece
mber 2019 from, The Chronicle of Higher Education.
Patton, S. (2
013). The dissertation can no longer be defended. Chronicle of Higher Educa
tion, available at http://chronicle.com/article/The-Dissertation-Can-No-Lon
ger/137215