Valerie A. Storey 2 nd International Conference on Developments in Doctoral Education & Training Examination Schools, University of Oxford March 30 th.

Valerie A. Storey2nd International Conference on Developments in Doctoral Education &

TrainingExamination Schools, University of Oxford

March 30th-31st, 2015

A Road Map to Professional Practice Program Design: The “Self-Driving” Program

Purpose• Introduce the Carnegie Project on the Education Doctorate (CPED) a knowledge

forum on the EdD.

• Identify a design framework that is driving program redesign, changing the image of the EdD, and repositioning the role of researchers and practitioners.

• Identify how CPED’s Principles and Design Concepts support and encourage faculty development via critical friendships

Progress to Doctoral

Distinction

Birth of the Consortium

January 2007– CPED launched as a response to the Shulman, Golde, Bueschel, and Garabedian

(2006) call to schools of education to define each degree clearly or “risk becoming increasingly impotent in carrying out their primary missions—the advancement of knowledge and the preparation of quality practitioners” (p. 25).

– The Carnegie Foundation and Council of Academic Deans fro Research Education (CADREI) invite 25 schools & colleges to engage in national, inter-institutional dialogue aimed at improving the preparation of advanced practitioners

(Final Report: The Carnegie Project on the Education Doctorate, 2007-2010).

Vision of the ConsortiumTo transform the EdD (referred to as a Professional Practice Doctorate within the consortium) into the degree of choice for preparing the next generation of practitioner experts and school (K-12) college leaders in Education, especially those who will generate new knowledge and scholarship about educational practice (or related policies) and will have responsibility for stewarding the Education profession.

To accomplish this vision, the mission of CPED is to improve the way in which professional educators are prepared by redesigning all aspects of EdD programs including curriculum, assessments, admissions, etc.

The Carnegie Project on the Education Doctorate (CPED, 2007-present )

A Knowledge Forum (2014)

Consortium of over 88 colleges and schools of education, which have committed resources to work together to undertake a critical examination of the doctorate in education (EdD) through dialog, experimentation, critical feedback and evaluation.

Source:http://www.cpedinitiative.org/about

Tools for Developing the CPED-influenced EdD

Definition of the Education Doctorate

The professional doctorate in education prepares educators for the application of

appropriate and specific practices, the generation of new knowledge, and for the

stewardship of the profession.

- CPED Consortium (2009)

Scholarly Practitioner

Blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice.

Use practical research and applied theories as tools for change because they understand the importance of equity and social justice;Disseminate their work in multiple ways; and Have an obligation to resolve problems of practice by collaborating with key stakeholders, including the university, the educational institution, the community, and individuals.

Research

Practice

The pervasive set of practices used to prepare scholarly practitioners for all aspects of their professional work: “to think, to perform, and to act with integrity” (Shulman, 2005, p.52). Three dimensions (Shulman (2005):•Deliberate, pervasive and persistent--challenges assumptions, engages in action, and requires ongoing assessment and accountability.•Grounded in theory, research, and problems of practice. Leads to habits of mind, hand, and heart that can and will be applied to authentic professional settings.•Helps students develop a critical and professional stance with a moral and ethical imperative for equity and social justice.

Exampleso Learner-Scholar communities:

collaboration & practice around student-driven contextualized inquiry projects or action research (Olson & Clark, 2009)

o systematic and intentional inquiry o Theory-Practice-Inquiry to develop

analogical reasoningo Annual research conference, all

students must present their annual projects

o Team-taught, yearlong case study courses--process of asking and answering questions

Signature Pedagogy

Ref: Paulson, E. (2015), ICDE

Inquiry as Practice

Process of posing significant questions that focus on complex problems of practice. By using various research, theories, and professional wisdom, scholarly practitioners design innovative solutions to address the problems of practice.

At the center of Inquiry of Practice is the ability to use data to understand the effects of innovation. As such, Inquiry of Practice requires the ability to gather, organize, judge, aggregate, and analyze situations, literature, and data with a critical lens.

Dissertation in Practice

The culminating experience that demonstrates the scholarly practitioner’s ability to address problems of practice, the Dissertation in Practice exhibits the doctoral candidate’s ability “to think, to perform, and to act with integrity” (Shulman, 2005).

Dissertation in PracticeThe Dissertation in Practice is a scholarly endeavor that impacts a complex problem of practice (CPED, 2014).

Problem of PracticeProblem of Practice is a persistent, contextualized, and specific issue embedded in the work of a professional practitioner (CPED, 2014).

Consultancy Model Thematic Groups Manuscripts 5-Chapter Other

- Problems of practice articulated by “client”

-Students work in groups to understand the problem as posed, analyze the issue from a number of perspectives, and respond with policy and practice.

- Several student- Related topic or

database- Problems of

practice situated into literature

- Faculty advise group, not individual

- Tied to faculty interest

- Individual dissertation & group project result

- Three publishable papers

- + intro and conclusion

- Edited volume

- Facilitated within the Laboratory of Practice

-Integrated throughout the entire course sequence

-Additional chapter = action product for generative impacts

Scholarship & Action: synthesize research and literature in their well-defined niche in the field 1) Use knowledge to demonstrate competency completion of an article that has been deemed submission-ready 2) project with clear articulation of how it fits within the broader niche and intended purpose of the experience

Design Concepts

Shared Principles of DesignThe Professional doctorate in education:1.Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice.2.Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities.3.Provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships. 4.Provides field-based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions.5.Is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry. 6.Emphasizes the generation, transformation, and use of professional knowledge and practice.(CPED Principles for Program Design, 2009)

CPED has had an impact on programs in terms of:

• Design• Cohorts• Completion rates- Time to degree• Environments• Dissertations• Committees• Patterns of engagement• Student/faculty roles• Research

CPED has had an impact on deans, faculty, and students

FACULTYCPED influenced their positionsTypes of Positions filledPolicies governing their work environment, workload, and reward structures CPED gave faculty information and a network of supportProvided a national network and framework within which they learned and contributedConvenings a place to network, receive new ideas, and get support to enact programmatic changes DEANSGave them new ways to bargain and collaborate across their organization and others

STUDENTSCPED influenced students’•views of doctoral training in relation to their professional practices•views of the cohort experience, as communities of scholar practitioners

Learning Communities (2014)• Established to create an Organizational Infrastructure and

enhance CPED’s networking capacity, agenda, and influence. • Leadership-Learning Community Fellows.• Role-to document, test, and measure how CPED’s Principles are

contributing to the design and development of professional doctoral degree programs that produce scholarly practitioners who have the potential to transform the practice of education.

Learning Community: Learning Exchanges Bi-Annual Convenings Expanded into an International Arena

Learning Exchanges•To expand knowledge on these ideas CPED members, from all three phases present at Learning Exchanges e.g. Gail Sanders (University of Sunderland), and Denise Hawkes (Institute of Education, University of London UK) were Skyped and contributed to a Learning Exchange session at the convening in St. Louis, October, 2014)•AERA Sig 168 Doctoral Preparation Across the Disciplines•International Conference on Doctoral Education (UCF, 2015)

Learning Communities (2015)2014- Preliminary data collected, two ideas emerged:

1) It is difficult to isolate the principles; and 2) The Consortium’s interests lie in looking across the principles, which resulted in four

research areas: active, applied pedagogy; program and organizational changes; community connections and partnerships; and impact of program on students.

2015- Learning Community work (including data collection) will focus on:

1. Community Connections and Partnerships & Active, Applied Pedagogy2. Program and Organizational Changes & Impact of Programs on Students.

Focus of Learning Communities (2015 onwards)

• Provide innovative models of active pedagogy and/or community connections and partnerships that are, changing the image of the EdD, improving contexts, or repositioning the role of researchers and practitioners.

• Provide examples of successes and challenges that occur when active pedagogy and/or community connections and partnerships are utilized.

• Illustrate how CPED’s Principles and Design Concepts support and encourage active pedagogy and/or partnerships.

• Provide insight into faculty development related to active pedagogy and/or community connections and partnerships.

• Provide insight into the use of active pedagogy and/or partnerships across nations and professions.

Professional Development Cases on EdD Program Redesign

The three cases focus on various issues of university preparation program redesign related to the education doctorate. Although anonymous, the cases use data from the FIPSE Research. Fund for the Improvement of Postsecondary Education

•Case 1 Available here.•Case 2 Available here.•Case 3 Available herehttp://www.cpedinitiative.org/professional-development-cases-edd-program-redesign

Revisiting Progress to Doctoral Distinction (2015)

Storey & Fulton (2015) Sample of 16 UK universities & 47 US universities who ran both EdD & PhD programs in Education/Educational Leadership:Similarities between programs•A taught component (advanced learning)•Student advisor allocated at the beginning of the program (90% EdD, 50% PhD)•Focus on reflective practice

Differences between UK & US.•Generous remuneration of PhD students in US-extensive funding sources available in comparison to UK.•Comprehensive Exam in PhD•22% UK and 10% US perceive the PhD to be the higher doctoral qualification.

References• CPED (2014). Design concept definitions. CPED. Retrieved from http://cpedinitiative.org/design-

concept-definitions• Perry, J., & Imig, D. (2010). Final Report: The Carnegie Project on the Education Doctorate 2007-

2010.• Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization . New York:

Doubleday/Currency.• Shulman, L.S. (2007). Practical wisdom in the service of professional practice. Educational

Researcher 36 (9), 560-563.• Storey, V.A,. & Fulton, J. (2015). A mixed methods analysis of doctoral students’ preparation in

research methods in professional practice doctorates in the UK and USA. Paper presented at the International Conference on the Education Doctorate (ICDE). University of Central Florida: Florida, USA.

• Young, M. (2006) . From the director: The M.Ed., EdD., and PhD., in educational leadership. UCEA Review, 6-8.

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