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The Case for the New EdD

The Case for the New EdD. David G. Imig UNI EdD 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

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The Case for the New EdD

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

  2. 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

  3. Focus on Institutional Change

  4. The Professionalization Project Strengthening Professions Strengthening Doctoral Education (PhD & EdD) Fostering a Stewardship of a Profession vis a vis Stewardship of a Discipline Lee S. Shulman

  5. 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

  6. Sources for the Initiative

  7. Schools 2020KnowledgeWorks • 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”)

  8. College 2020The 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

  9. 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.)

  10. NEW WAYS OF THINKING

  11. 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 Scientifically Based Evidence

  12. External Considerations 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 (EdD-PhD Distinctions) Regional Accreditation Agency Interest Professional Accreditation Organization Interest (Scope of Responsibility)

  13. Leadership for 2020

  14. 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)

  15. The Scholarly Practitioner • 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)

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

  17. Principles for CPED EdD 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

  18. Developing Doctoral Distinctions

  19. REFERENCE and RIGOR

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

  21. The Focus on Leadership:New Purposes, Different Clients

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

  23. CANDIDATE ADMISSION

  24. UMD-PGCPS ProposedAcademic Core LEADERSHIP FAMILIES, COMMUNITIES AND THE PUBLIC

  25. Research Courses

  26. Instructional Staff

  27. Bench Marks

  28. Artifacts 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

  29. CPED and the EdD

  30. CAPSTONES The Capstone

  31. 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.

  32. UMD Description of the EdD Dissertation in Practice

  33. 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.

  34. Persistent Problems: Abiding Concerns 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

  35. The PhD and EdD should be different • “Coursework-only” doctorates are unacceptable – professional practice experiences are essential. • The EdD is dependent upon “engaged research” – with questions derived from external entities • There is need for explicit criteria for framing and assessing the EdD • There is the need for the EdD to be as rigorous as the PPD in other fields • Standards of excellence must be more than credit hours earned. Areas of Consensus

  36. Why Do This Work? • Perception: Graduate Education has “Changed Little in 40 Years” (Measuring Up 2006) • Competition: Domestic Alternative Providers and Foreign Universities and Distance Learning Opportunities (Carey Report) • Need for Standards for Doctoral Programs: (Right-Sizing Demands) • Consensus: A Need for Professional Practice Doctorates (Psychology, A&S, Pharmacology, Engineering) • Resource Generation: (Declining Public Support/Rising Dependence on Tuition) • Campus Expectations: Emphasis on Research and High Quality (NRC, AERA and NSF/CGS 2020 Project) • Need to Attend to Career Path (CGS, 2010)

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

  38. 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 21st 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)

  39. Making the EdD 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

  40. Find out more… www.cpedinitiative.org THANK YOU! Jill A. Perry jillaperry@cpedinitiative.org David Imig davidimig@cpedinitiative.org

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