Constructing Meaning Creating knowledge Making Decisions Bryan Maughan, Ph.D., University of Idaho, Rutgers CPED convening 2013 Professional Practices Doctoral (PPD) Program Challenges and Solutions
Jun 13, 2015
Constructing Meaning Creating knowledge
Making Decisions
Bryan Maughan, Ph.D., University of Idaho, Rutgers CPED convening 2013
Professional Practices Doctoral (PPD)
Program Challenges and Solutions
Click:
http://www.youtube.com/watch?v=fWbwrO95dww
What are our phobias?... Something to laugh about…?
How do we enlist our colleagues/colleges/departments/unive
rsities?
What do you need to know to know how to do what you do better?
Differences - SimilaritiesProfessional Doctorates
What is their need to know & What do the students perform like? MD (medicine)JDD (juris)EngD (engineering)DM (music)DCP (clinical practice)Dprof (Professional Studies)DCS (consumer sciences)PharmD (pharmacologyDphych (psychology)
Education DoctorateWhat is their need to know & What do the students perform like?
Program norms for PPD
• Non-traditional Dissertation (Shulman, 2006; Willis, et. al. 20)
• What does it look like and what is its function?• Program timeframe--3 years (Willis, Inman,& Valenti, 2010, p.15)
• Active Signature Pedagogy• Addresses a Problem of Practice (real-time/world problems,
contextual), or evaluative• Cohort model• Co-authorship/companion dissertation: research clusters
(McNamara, Lara-Alecia, Irby, Hoyle, & Tong, 2007; Golde, Walker, & Associates, 2006)
• Interdisciplinary research• Mentored/Internships with professional practitioners/scholars• Practitioners serve on committees
Program norms for PhD programs
• Time in program (unlimited) typically 8-years (Willis, Inman,& Valenti 2010)
• Dissertation• What is its purpose what does it look like?
• Grad faculty serve on committees• Curriculum heavy in research • Theoretical problem--gap in the literature• Single authorship: research clusters (Golde, Walker, et. al.,
2006)
• Mentored by Major Professor/Adviser
Market Demands
Bryan Maughan, Ph.D., University of Idaho, Rutgers CPED convening 2013
Market Demands
innovation creativity intelligent failure
a need to know entrepreneurship
knowledge worker risk-taking
self-determined learning complexity
Strengths Weaknesses Opportunities Threats
From the InsideFrom the Inside From the outsideFrom the outside
Academy THEORY
BRIDGING THE GAP
COPYRIGHT © 2007, Sentire Mentoring
Technical Knowledge
Tribal/Tacit Knowledge(Choo, The Knowing Organization, 2006)
Professionals PRAXIS
•Dean•Provost•Faculty•Graduate
•Tradition•Knowledge creation•Stability
Practitioner•Educator•Developer•Consultant
•Quick solutions•Generative
knowledge
Dissertation in PracticeDissertation in Practice
Student makeup
•Mid-Career degree (typically full-time students)
•Typically older, experienced, and from a wide range of backgrounds
•Full-time working professionals
Graduates of PPD Programs
From Scholarly-practitioner to consultant; "stewards of the field
(Andrews & Grogan, 2005; Shulman et al., 2006)"
Agents of Change
What curriculum would it take to get our doctoral students
from the earliest experiences in our doctoral programs to
completion?
Seeing through to the end...
Curriculum
• Courses prepare students for academic rigorous research and to improve professional practice
• Content learned is broad and more inter-disciplinary; requires broad range of skills, expertise, and knowledge
• Integrated coursework, research, and fieldwork (mentorships)
• Curriculum relevant to field experience• Reduces the dominance of the university sector
(academy) and tendency to privilege academic Knowledge over professional knowledge
Building the plane in the air…Safe landing!
http://www.youtube.com/watch?v=L2zqTYgcpfg