CPED CONVENING @ the University of South Carolina
October 21-23, 2019
THEME: Interaction & Activism in the Education Doctorate: Creating Lasting Impact
In our postmodern world of rapid change and complexity, there are often no final authorities. The "wisdom of crowds" helps us understand that no single individual can direct a complex educational organization. Still leaders can encourage individuals to actualize and realized their own visions. This convening’s theme reminds us that the postmodern leader is an activist who knows how to interact with and uplift the individuals they serve in a sustainable way.
The CPED Framework© guides program development for the preparation of this type of leader. Graduates from CPED-influenced programs become Scholarly Practitioners who advocate for equity and social justice and use practical collaborative research (e.g., participatory action research, design-based improvement, improvement science) and applied theories as tools for change against inequities. Scholarly Practitioners are reinventing their roles to become leader activists who promote change from the bottom up and facilitators who encourage individuals to determine their own destinies. Key to this development, is the curriculum students receive and the interactions they experience between faculty and students, students and the stakeholders they serve, and the communities, schools, and organizations that surround the universities they attend.
Interaction and activism are cultivated in EdD programs. Through program policies that promote and encourage reform, the EdD can be the prime learning space to support practices of using inquiry and engagement in education as a means of activist leadership. Interaction and activism can be actualized in EdD programs and the related work graduates produce through:
1. Examining activist leadership that supports exemplary interaction in the education doctorate (e.g. interaction of education agents in engagement in leadership practices that sustain inclusivity in program decision making and learning contexts);
2. Examining activist scholarly practitioners in the education doctorate who critique and utilize symbolism to promote equity and inclusivity (e.g. promoting dialogical interaction for practitioners, critiquing symbols of oppression in various forms of policy and curricula, exploring the use of digital representation and communication, and engaging emerging researchers in symbolic practitioner talk); and
3. Examining activist commitments to actualize social justice in the education doctorate (e.g. exploring strategies and policies occurring in doctoral education across the nation that support equity through innovative practice; creating degree reform efforts that manifest in practitioner change; encouraging faculty and doctoral students to move beyond surface program objectives to deeper curriculum goals).
CALL FOR LEARNING EXCHANGE PROPOSALS
For the October 2019 convening, we seek exchange proposals focused on the interaction, activism, and impact in and as a result of our EdD programs. As such, we seek proposals focused on one, or more, of the following questions:
As a Consortium:
• How do we define activist leaders, new patterns of interaction, and lasting impact?
• How do policies and practices promote interaction, activism, and impact in our programs?
• How has interaction or activism reformed your EdD degree to be a professional degree?
• Are our faculty and students committed to social justice in all education settings including the educational doctorate?
• How has CPED’s Framework© helped develop/assure interaction, activism, and impact?
In our Programs
• How do our programs teach an equitable and engaging curriculum?
• How are patterns of interaction, activism, and lasting impact being measured and how is this data used?
• How does our curriculum teach students to be activist teacher researchers who critique and utilize symbolism to promote equity and inclusivity?
• How does your faculty define and measure their success promoting interaction, activism, and impact within and across their courses?
• How do you navigate resisters of these ideas?
• How has CPED’s Framework© helped develop/assure interaction, activism, and impact in your program?
In the Inquiry we teach
• Do the research pedagogies we teach use the wisdom of crowds?
• What is the role of inquiry as practice in preparing activist/social justice leaders?
In Courses, Assignments, and DiPs
• What are interaction patterns like between faculty and students, students and stakeholders, and the communities, schools, and organizations that surround our institutions? Do we cross research/practice lines?
• How do laboratories of practice serve to give the necessary hands on experiences for graduates to be activists?
• What coursework and assignments encourage/demand now patterns of interaction and activism?
• How do dissertations in practice (DIPs) exemplify interaction, activism, and lasting impact?
• Are there signature assignments that teach/promote interaction, activism, and impact? What do they look like and how do they challenge, disrupt, and expand students’ thinking?
• How are we teaching our students to negotiate, make strategic decisions, advocate for the common good, and operate as a catalyst, coach and developer of people?
• How has CPED’s Framework© helped develop/assure interaction, activism, and impact in assignments and DiPs?
INTERACTIVE EXCHANGE TYPES
CPED is committed to providing interactive ways for its members to engage with, and learn from, each other in concurrent breakout learning exchanges and large group sessions. Convening evaluations have told us members want to avoid sit-and-get sessions and instead to engage in active professional development that enables them to walk away with materials and/or ideas that they can use. To accomplish this, two formats for proposals are offered, and those who submit proposals are strongly encouraged to use the ideas and examples below to develop highly engaging exchange sessions.
Small Group Exchanges
Small Group Exchanges are presented concurrently in breakout rooms. Exchanges
can be facilitated by an individual or done collaboratively across departments or institutions. To promote the interactivity and engagement of participants several types of small group exchanges are available (see chart below).
CIG Sponsored Small Group Exchanges open to CIG members:
CIG Sponsored Exchanges will capture the spirit and focus of the CIG’s work and/or the convening’s theme as they relate to the CIG. CIG leaders develop the call for these exchanges and will be involved in reviewing proposals. New convening attenders are welcome to join CIG exchanges as part of their more general welcome to CPED.
CIG calls can be found here.
Full Group Learning Exchange
Full Group Exchanges are presented to all convening attendees and should be engaging, learner focused, and interactive. This type of exchange can be facilitated by an individual or several individuals working together. The CPED team will contact members who propose full learning exchanges to support the development and delivery of the session
HOW TO SUBMIT AN EXCHANGE PROPOSAL
Review and use the checklist (below) to complete your learning exchange proposal. Submit proposal by deadline online.
1. The names, emails, institutions and institutional phase (see below for descriptions) of all presenters
2. The title of the Exchange
3. An abstract that includes learning objectives: Limited to 30 words
4. Target audience: Higher Education/Organizational Leadership, Teacher Education, K-12 Leadership, Online Learning
5. Type of Presentation: Symposia, Roundtable, Networking, or Ignite (see above for descriptions)
6. Submitters will then be asked to upload: A 2-page maximum (excluding references) blinded narrative (no names of individuals or institutions) that contains:
- The learning objectives of the Exchange and how these support the Convening’s theme, ideas, and/or CPED’s Framework;
- A clear description how the Exchange built on research and/or institutional knowledge;
- A clear description how the Exchange will be interactive and engaging;
- The strategies, ideas, and/or materials members will walk away with to change or improve their programs or overcome structural and personal barriers;
- Conclusions and next steps (action plans) that can be used by members and/or the Consortium.
Submit Exchange Proposal Here
Proposals are double blind, peer-reviewed by CPED member faculty and CPED staff. Selections are made in order to provide an engaging, interactive learning experience for our diverse community. Space is limited so we may not be able to accept all proposals
Exchange proposals are due by: September 9, 2019
All exchange presenters are expected to register for the convening. Exchanges take place on every day of the convenings. We cannot give preference for a day, however. By submitting an exchange proposal, you agree to be available for all days. Convening Registration information can be found at cpedinitiative.org
About exchanges: Debby Zambo, Assc. Director email@example.com
About convening: Carolyn Carlins, Oper Mgr, Carolyn.Carlins@cpedinitiative.org
CALL FOR EXCHANGE PEER REVIEWERS
As a membership organization, we look to our member faculty to ensure continued quality programming. A great way to support your understanding of CPED and EdD (re)design is to review convening exchanges proposals.
We are particularly interested in ensuring that the exchanges have an active learning/experiential/engagement component in them, and hope that reviewers can assist us with this process.
If you are interested in getting involved, please contact Debby Zambo, Associate Director firstname.lastname@example.org