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The Case for the New Ed. D David G. Imig UNI Ed. D Reevaluation The Case for the New Ed. D David G. Imig UNI Ed. D Reevaluation Retreat University of Northern Iowa Cedar Falls, IA March 23, 2012

The CPED Initiative Common Commitment to Distinguishing and Differentiating Between the Doctorate in Education The CPED Initiative Common Commitment to Distinguishing and Differentiating Between the Doctorate in Education Research Scholars vs. Scholarly Practitioners Practical and Narrative Knowledge vs. Analytic Knowledge Guided by a Set of Shared Principles Work Based on a Shared Language (Shulman) Capstones and Laboratories of Practice and Decathlons and Signature Pedagogies

Focus on Institutional Change 57 Graduate Schools of Education AACTE AERA CADREI CGS UCEA Focus on Institutional Change 57 Graduate Schools of Education AACTE AERA CADREI CGS UCEA Carnegie Project on the Education Doctorate Principles Designs Outcomes CARNEGIE Foundation Spencer Foundation FIPSE

The Professionalization Project Strengthening Professions Strengthening Doctoral Education (Ph. D & Ed. D) Fostering The Professionalization Project Strengthening Professions Strengthening Doctoral Education (Ph. D & Ed. D) Fostering a Stewardship of a Profession vis a vis Stewardship of a Discipline Lee S. Shulman

History, Debate, & Calls for Change Rise of the Ed. D. & the Professionalization History, Debate, & Calls for Change Rise of the Ed. D. & the Professionalization Agenda -Teachers College -Harvard - Expansion of Graduate Education Recent calls for change - Shulman et al - Levine (MBA) -AERA/NAEd Taxonomy Effort Redesigning the Ed. D. Doctoral Debate - Century of debate - Calls for change

Sources for the Initiative Practical Wisdom Professionalism • Practical Reasoning • Focus on Judgment Sources for the Initiative Practical Wisdom Professionalism • Practical Reasoning • Focus on Judgment & Action • Communities of Practice • • Trust Accountability Responsibility Stewardship Critical Consciousness • Social Justice • Social Theory • Critical Theory Futurism • Unbundling of Teacher Roles (Hess) • Teacherpreneuralism (Berry) • Transformed Learning Ecologies • (Di. Vinci Institute and Knowledge. Works)

Schools 2020 Knowledge. Works End of Schooling (as we Know It) Today’s Learners – Schools 2020 Knowledge. Works End of Schooling (as we Know It) Today’s Learners – digitally savvy Demographic Change with Minority Youth +50% by 2023 (23% Speak Non-English At Home) New skill sets – digital tools (online, mobile and blended learning) Redesign the school building – laboratories and design studios – course development Changing roles of teachers (“unbundling”)

College 2020 The Chronicle of Higher Education Financial Constraints will Shape the Future of College 2020 The Chronicle of Higher Education Financial Constraints will Shape the Future of Higher Education (Reduced Public Investment) Greater Demand for Less Expensive, More Convenient & Flexible Higher Education (Three Year/12 Month Calendar) with Hybrid Learning Transformed Student Population (Minorities Outnumber Majorities, Females Outnumber Males) with Fewer Full Time Students Greater Emphasis on Teaching and Learning More Emphasis on Mission/Shrinking Number of Traditional Colleges and Universities/More For-Profit Institutions

Faculty Expectations for 2020 “there is very little that students cannot find on their Faculty Expectations for 2020 “there is very little that students cannot find on their own if they are inspired to do so. And many of them will be surfing the Net in class. The faculty member, therefore, may become less an oracle and more an organize and guide, someone who adds perspective and context, finds the best articles and research, and sweeps away misconceptions and bad information. ” (A. M. Brower, The College of 2020. )

NEW WAYS OF THINKING PRACTICAL REASONING ECOLOGICAL CONSIDERATIONS MULTIPLE PATHWAYS REDEFINITION OF EXPERTISE USE NEW WAYS OF THINKING PRACTICAL REASONING ECOLOGICAL CONSIDERATIONS MULTIPLE PATHWAYS REDEFINITION OF EXPERTISE USE OF SPACE

A New Agenda For Professional Education (CF) Innovation and Entrepreneurship (Business) Research & Development A New Agenda For Professional Education (CF) Innovation and Entrepreneurship (Business) Research & Development (EARPA) Application Systems Thinking (Engineering) Next Generation Models Data Based Learning Best Practices

National Board for Professional Teaching Standards (NBPTS) – Advanced Board Certification in School Leadership National Board for Professional Teaching Standards (NBPTS) – Advanced Board Certification in School Leadership NBPTS – Advanced Certification in Subject Matter Fields National Research Council – Studies of Doctoral Education (Ed. D-Ph. D Distinctions) Regional Accreditation Agency Interest Professional Accreditation Organization Interest (Scope of Responsibility)

Leadership for 2020 Accountable Connected Strategic Responsive Leadership for 2020 Accountable Connected Strategic Responsive

CONNECTEDNESS It is a sense of being part of something larger than oneself. It CONNECTEDNESS It is a sense of being part of something larger than oneself. It is a sense of belonging, or a sense of accompaniment. It is the feeling in your bones that you are not alone. While ambition drives us to achieve, connectedness is my word for the force that urges us to ally, to affiliate, to enter into mutual relationships, to take strength and to grow through cooperative behavior. (E. Hallowell , 1993)

The Scholarly Practitioner uses Professional Practice and Knowledge as a Resource for the Formulation The Scholarly Practitioner uses Professional Practice and Knowledge as a Resource for the Formulation and Production of Scholarly Practice and Knowledge as well as for Evaluating, Testing, Applying, Extending or Modifying Existing Knowledge. (Benitz & Shapiro, 1998)

The Core of Leadership What it is that we expect leaders to be able The Core of Leadership What it is that we expect leaders to be able to know and do Design of Learning Environments Curriculum Design Education, Culture, and Society ELL & Special Education Teacher Leadership Practicum & Capstone Re-envisioning the Ed. D

Principles for CPED Ed. D Programs Framed around questions of equity, ethics and social Principles for CPED Ed. D Programs Framed around questions of equity, ethics and social justice Prepare leaders who will make a positive difference in the lives of individuals, families, organizations & communities Provide opportunities to develop collaborative and communication skills with diverse communities Emphasize the generation, transformation & use of a professional knowledge base

Developing Doctoral Distinctions Developing Doctoral Distinctions

REFERENCE and RIGOR • Scholarly • Disciplinary Focus • Generation of New Knowledge • REFERENCE and RIGOR • Scholarly • Disciplinary Focus • Generation of New Knowledge • Fill Gaps in the Literature Ph. D Ed. D • • Practitioner Focused Profession Driven Applied Learning Address Genuine Problems of Practice • • • Health Sciences Business Law Architecture Agriculture PPD

Where Our Doctoral Students Go PK-12 School Leadership/ Teaching Research Extensive Community College/ Liberal Where Our Doctoral Students Go PK-12 School Leadership/ Teaching Research Extensive Community College/ Liberal Arts/ Comprehensive College Faculty & Leaders Agency/Organization Other/ International For Profit Providers/ Businesses Graduate School of Education

Leaders for Schools and Colleges Organizational Leaders for PK-12 Schools Teacher Educators School Leaders Leaders for Schools and Colleges Organizational Leaders for PK-12 Schools Teacher Educators School Leaders The Focus on Leadership: New Purposes, Different Clients Learning Organization Leaders

Backwards Mapping Highly-Qualified Candidate (Performance) Professional Practitioner Preparation Program Admissions Capstone Core Sign Ped Backwards Mapping Highly-Qualified Candidate (Performance) Professional Practitioner Preparation Program Admissions Capstone Core Sign Ped Inquiry

CANDIDATE ADMISSION Experiences Academic Attainment References Goals CANDIDATE ADMISSION Experiences Academic Attainment References Goals

UMD-PGCPS Proposed Academic Core LEADERSHIP ACCOUNTA BILITY & ASSESSMEN TEACHING & LEARNING POLITICS & UMD-PGCPS Proposed Academic Core LEADERSHIP ACCOUNTA BILITY & ASSESSMEN TEACHING & LEARNING POLITICS & POLICYMA KING EQUITY, DIVERSITY SOCIAL JUSTICE FAMILIES, COMMUNITIES AND THE PUBLIC

Research Courses Modes of Inquiry Research Design & Statistics Process Evaluation & Evaluation Research Research Courses Modes of Inquiry Research Design & Statistics Process Evaluation & Evaluation Research Classroom and Teacher Assessment Applied Research & Decision Making

Consultants and Adjuncts Academic Researchers Clinical Faculty Practicing Experts Experienced Practitioners Instructional Staff Tenured Consultants and Adjuncts Academic Researchers Clinical Faculty Practicing Experts Experienced Practitioners Instructional Staff Tenured Faculty

Bench Marks Dissertation Defense Comprehensive Proposal Examinations Defense Internship Portfolio Course Assessments Annual Candidate Bench Marks Dissertation Defense Comprehensive Proposal Examinations Defense Internship Portfolio Course Assessments Annual Candidate Reviews

Comprehensive Examination Scoring Rubrics Thesis or Seminar Papers Course Grades Ratings on Alumni Surveys Comprehensive Examination Scoring Rubrics Thesis or Seminar Papers Course Grades Ratings on Alumni Surveys Technical Standards Rubrics Letters of Commendation Peer Reviewed Manuscripts, Grant Proposals Peer Reviewed Conference Submissions and Presentations Outcomes Based Assessment Reports from Projects Dissertation Scoring Rubric Placement Resume Artifacts

CPED and the Ed. D CORE INTERNSHIP MILESTONES METHODS COHORT CAPSTONE CPED and the Ed. D CORE INTERNSHIP MILESTONES METHODS COHORT CAPSTONE

Capstones Dimensions Purpose CAPSTONES Gap in literature vs. gap in practice Approach Traditional vs. Capstones Dimensions Purpose CAPSTONES Gap in literature vs. gap in practice Approach Traditional vs. alternative Format Individual vs. group Product Five chapters vs. ? ?

Dissertations in Practice The culminating experience that demonstrates the scholarly practitioner’s ability to solve Dissertations in Practice The culminating experience that demonstrates the scholarly practitioner’s ability to solve problems of practice, the Dissertation in Practice exhibits the doctoral candidate’s ability “to think, to perform, and to act with integrity” (Shulman, 2005). Based on expressed need from the student’s field or practice; be a specific problem of practice; demonstrate expertise and knowledge; and demonstrate a scholarly approach.

UMD Description of the Ed. D Dissertation in Practice Ed. D. programs will require UMD Description of the Ed. D Dissertation in Practice Ed. D. programs will require a Professional Practice Dissertation which is a summative product that will: (1) be based on an expressed need and real-life problem from the student’s employment or field of practice; (2) demonstrate student’s competency in identifying, analyzing and proposing evidence-based solutions for problems of practice. The requirement is not to produce or contribute to the research base; rather it is to demonstrate problem solving based on existing knowledge base.

Importance of the Capstone The capstone experience does not have to begin at the Importance of the Capstone The capstone experience does not have to begin at the end of the coursework. Rather, portions of it can be spiraled throughout the curriculum, laying the foundational work from which the student can build and making the experience not so overwhelming. Knowing the intent/purpose/structure/format for the capstone(s) at the beginning enables this to be the starting place from which the program can build backwards.

 • Faculty qualifications & advisement considerations • Admission criteria GRE scores) & prior • Faculty qualifications & advisement considerations • Admission criteria GRE scores) & prior work experience considerations • Group (team) products vs. individual candidate contributions • Early decision re: degree choice • Status perceptions & qualitative concerns • Resource considerations • Rightsizing graduate programs • Benchmarking Persistent Problems: Abiding Concerns

 • The Ph. D and Ed. D should be different • “Coursework-only” doctorates • The Ph. D and Ed. D should be different • “Coursework-only” doctorates are unacceptable – professional practice experiences are essential. • The Ed. D is dependent upon “engaged research” – with questions derived from external entities • There is need for explicit criteria for framing and assessing the Ed. D • There is the need for the Ed. D to be as rigorous as the PPD in other fields • Standards of excellence must be more than credit hours earned. A r e a s o f C o n s e n s u s

ØPerception: Graduate Education has “Changed Little in 40 Years” (Measuring Up 2006) ØCompetition: Domestic ØPerception: Graduate Education has “Changed Little in 40 Years” (Measuring Up 2006) ØCompetition: Domestic Alternative Providers and Foreign Universities and Distance Learning Opportunities (Carey Report) ØNeed for Standards for Doctoral Programs: (Right-Sizing Demands) ØConsensus: A Need for Professional Practice Doctorates (Psychology, A&S, Pharmacology, Engineering) ØResource Generation: (Declining Public Support/Rising Dependence on Tuition) ØCampus Expectations: Emphasis on Research and High Quality (NRC, AERA and NSF/CGS 2020 Project) ØNeed to Attend to Career Path (CGS, 2010)

CPED Initiative & Institutional Challenges Institutional change= difficult Faculty buyin=challenge ARRIVE at a set CPED Initiative & Institutional Challenges Institutional change= difficult Faculty buyin=challenge ARRIVE at a set of standards for doctoral programs AVOID “Ph. D-lite” tag AVOID perception of “mission creep” or “degree inflation” GAIN credibility for the Ed. D as the degree of choice for professional practitioners Letting go of traditional dissertation

Resources to Guide CPED Work Shulman, L. S. , et. al. (2006) Reclaiming Education’s Resources to Guide CPED Work Shulman, L. S. , et. al. (2006) Reclaiming Education’s Doctorates. (ER) Walker, G. E. , et. al. (2008) The Formation of Scholars: Rethinking Doctoral Education for the 21 st Century. (CF) Golde, C. M. , et. al. (2005) Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline. (CF) Lynch, C. & Hulse, C. (2007) Task Force Report on the Professional Doctorate. (CGS) Perry, J. A. & Imig, D. (2010) CPED: Project Report on the Education Doctorate. (CPED) Shulman, L. S. (2000) Rethinking the Doctorate. (CF) Sullivan, W. (2005) Work and Integrity: The Crisis & Promise of Professionalism in America. (CF)

Making the Ed. D the Degree of Choice Directed at Real Problems and Real Making the Ed. D the Degree of Choice Directed at Real Problems and Real Solutions Emphasis is on Preparing Transformational Leaders to Change Schools and Colleges & Other Learning Organizations Enabling Doctoral Programs to Meet the Needs of Practitioners (Part Time Students with Full Time Responsibilities) Doing So in a Rigorous, Responsible, Practical, Transparent, and Ethical Manner

Find out more… www. cpedinitiative. org THANK YOU! Jill A. Perry jillaperry@cpedinitiative. org David Find out more… www. cpedinitiative. org THANK YOU! Jill A. Perry [email protected] org David Imig [email protected] org