2018 Program of the Year Award Winners
Thursday, June 21, 2018
The 2018 Program of the Year Award Winners are:
- Arizona State University: Doctor of Education (EdD) in Leadership and Innovation in the Mary Lou Fulton Teachers College
- University of Hawaii at Manoa Education Doctorate in Professional Educational Practice in the College of Education
Developed beginning in 2004 and implemented in 2006, the Doctor of Education (EdD) in Leadership and Innovation in the Mary Lou Fulton Teachers College at Arizona State University produced its first group of graduates in 2009. The program has focused upon developing scholarly and influential practitioners who lead, innovate, collaborate and conduct research appropriate to their workplace settings. In CPED terms, this is a very mature three-year, cohort-based program that has produced ten cohorts of face-to-face students that have included 171 graduates (86% completion rate) We have heard very much about Arizona State University’s commitment to access and innovation in online education and in the fall of 2015, the first cohort of students was admitted to an online version of the program. As the online portion of the program has been fully implemented, the program now has influenced approximately 160-170 students each semester through face-to-face and online programs. It is important to note that three program graduates have received the CPED Dissertation in Practice of the Year Award.
ASU’s Leadership and Innovation Program stood out to the committee for the careful, if not textbook, design of its curriculum and integration of CPED principles and design concepts, including the signature pedagogies of Cycles of Action Research and Leader- Scholar Communities. The Program’s student learning outcomes and program milestones are well-defined and the program’s contributions to CPED have been instrumental to the vitality of the organization and to the larger body of scholarship about CPED EdDs. In this way, the committee recognized this program as a “proofing site” where you could see CPED principles and design concepts implemented with great fidelity. We look forward to the many good things to come from their program, faculty, and graduates.
If ASU’s Leadership and Innovation Program can be likened to that which is the “head” of CPED, this second Program of the Year Award for Innovation can be likened to that which has been at the “heart” of CPED—a concern for design and implementation of CPED principles and design concepts within local context. The EdD program was developed by UH Mānoa College of Education faculty and educators in both independent and public schools in Hawai‘i, with a first cohort that began in August 2011. The program focuses upon educational practitioners becoming well versed in research in order to bring about change that improves the lives of individuals, families, and communities. The program runs on a three-year cycle, with cohorts of approximately 25 students. The third cohort started in July 2017. Cohort members are chosen based on their skills as leaders in a variety of educational settings—pre-schools, K–12 public and independent schools, community colleges and the two other University campuses on West O‘ahu and on Hawai‘i Island. For example, the 29 members of Cohort III live on three different islands and are school and program administrators, teachers, counselors and consultants. Many work closely with Native Hawaiian communities across the state. Thus far, the program has produced 51 graduates, and given that it runs on a three-year cycle, and their student retention and persistence is over 93% for the first cohort, and 100% for the second.
Committee members were impressed by the authenticity and adaptation of CPED principles and design concepts, especially its articulation of the group consultancy project where students conduct 24 hours of fieldwork and the Dissertation in Practice where the focus is on students making an original contribution to practice rather than to knowledge. In addition, the program’s evolution demonstrates key milestones in implementation of academic writing workshops, a culture advantage framework, dispositional driven admissions, and mentor/faculty collaborative teaching and curriculum design and the student level assessments are well-articulated. A program re-visioning and redesign of the EdD program was particularly compelling to committee members. In this re-design the principles of sayings, doings, and relatings, in other words the concepts of beauty, courage, and love have become key principles in framing a social justice component within the EdD. We look forward to the many good things to come from their program, faculty, and graduates.
Dr. Amy E. Wells Dolan, Co-Chair, Program of the Year Award Committee 2018
Associate Dean and Associate Professor, University of Mississippi School of Education