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:3c7d5e486e13ce070c6b9f1f8188b3ee89 CATEGORIES:Events SUMMARY:CANCELLED Challenge Friday: Supporting Doc Students through Imposter Syndrome DESCRIPTION:
Date: Friday, May 27, 2022
Time: 1:00 - 2:00 PM ET
This session will consider the inte llectual disposition of EdD students, that may present as insecurity, arrog ance, or uncertainty – and the challenges inherent in scaffolding all stude nts toward the complex and rigorous thinking required to address their prob lems of practice. Together we will differentiate between intellectual insec urity and arrogance (to be overcome) and how intellectual uncertainty may b e an avenue to deep learning.
T his challenge session will begin with preliminary input from participants o n characteristics of their typical students, differences in preparation tha t may exacerbate intellectual insecurities among students, and consideration of intellectual uncertainty as an asset. We will present pot ential framing to promote productive intellectual uncertainty as a set of i deas to consider – not with certainty but with the inquiry associated with challenging, intellectual, content.
Facilitators :
Harriette Thurber Rasmussen
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Dr. Harriette Thurber R asmussen has spent the last three decades coaching educational leaders and their systems toward greater capacity. A member of the consultant cohort pi loting an integration of Harvard’s Graduate School of Education, Harvard Bu siness School, and the Kennedy School of Government for educational leaders , her practice is strongly influenced by frameworks and perspective from ea ch institution and embodies cutting edge research around student learning, organizational effectiveness, and the socio-political aspects of executive leadership. She also served as a faculty member for the Coach Learning Prog ram of Harvard’s Change Leadership Group and participated in the research a nd development of their systemic change framework.
Dr. Rasmussen joined the Drexel faculty in 2021 where sh e teaches doctoral courses in leadership and qualitative research. Previous ly she taught and chaired doctoral committees for Northeastern University a nd developed a new competency-based Masters in Digital Teaching and Learnin g for Fielding Graduate University. She was a founding director and secreta ry of Educurious Partners, a nonprofit organization that combines project-b ased learning with an expert network and technology and she has developed s ynchronous and asynchronous learning modules for Harvard University’s Progr ams in Professional Education. Dr. Rasmussen has consulted internationally around leadership, learning networks, organizational effectiveness, and com munity engagement. Her clients have included The Bill and Melinda Gates Fou ndation, Washington State Board of Education, American Institutes for Resea rch, and school districts ranging in size from 800 to 50,000.
John Gould
Dr. John M. Gould has more than 52 years of in-depth exper ience in the educational field, in which he has specialized on issues surro unding systemic change, transformative leadership development, curriculum i nnovation and the effective implementation of new technologies in learning environs. His studies and work in these areas are a natural outgrowth of hi s advanced degrees in education, including both an MS from Duquesne Univers ity and PhD from the University of Pittsburgh. For the past 10 years, he ha s served a Clinical Professor at Drexel University and helped in co-designi ng the EdD program in Educational Leadership and Change.
Dr. G ould is grounded in “regenerative thinking,” “Theory U,” regenerative desig n thinking.” These are actualized through a strong commitment to the concep t of “learning organizations” focused on developing the essence, potential, and capacities of every child within school systems. The essential questio n he asks all to consider is: given the rapid changes in social media, medi cine, nanotechnology, the environment, and globalization, how do we cope wi th the need to innovate and design new learning environs for creating a sus tainable future for our children?
CONTACT:info@cpedinitiative.org DTSTAMP:20240329T100958 DTSTART;TZID=America/New_York:20220527T130000 DTEND;TZID=America/New_York:20220527T140000 SEQUENCE:0 TRANSP:OPAQUE END:VEVENT END:VCALENDAR