Demystifying the KAM

1. Demystifying the KAM What is it?What good is it?How is it done?

2. Objectives • Explain the role and function of KAMS in the Ph.D. program • Outline processes for successful completion • Apply the KAM process to the development of a KAM that reflects your professional interests • Express the value of KAMs for your development as a scholar-practitioner. • A Learning Agreement

3. Before you begin When you see this symbol, there will be an answer needed before proceeding. This symbol draws attention to an important point. Here you will find an example.

4. KAMs are one of Walden University’s signature approaches to doctoral level learning

5. The signature? How come? • KAMs were an early approach to doctoral study employed at Walden—before courses, before e-classrooms, before multiple degrees and specializations • KAMs are distinctive--they set us apart from traditional institutions • KAMs are unique—a blend of features found nowhere else in exactly this form • KAMs reflect the personality of Walden—the university’s mission and values

6. KAMs are Knowledge Area Modules

7. So what is a Knowledge Area Module? • A knowledge area is a discipline within the social sciences such as psychology, sociology, behavioral science, anthropology, political science . . . . . . these are foundational knowledge for many professional degrees. • These knowledge areas are presented as a series of modules, each one a unit of many Ph.D. programs at Walden . . . . . . with these units along with some courses students build their degree programs. So KAMs are units of study in the social sciences out of which a Ph.D. program is built

8. Some more about the knowledge areas . . . • Walden has drawn out of the social sciences specific topics that are relevant to your profession. In most Ph.D. programs the Core KAMs are: KAM 1: Principles of Social Change KAM 2: Principles of Human Development KAM 3: Principles of Organizational and Social Systems

9. Advanced KAMs • Building on the Core KAMs 1, 2, 3 many programs add Advanced KAMs 5, 6, and possibly 7 as well. • Advanced KAMs are specifically related to the degree specialization.

10. Some more definitions Core KAMs: the first three KAMs which are common to all Ph.D. programs (except SPPA) Advanced or specialization KAMs: two or three additional KAMs designed for specific specializations KAM-based programs: strictly speaking, any Ph.D. program that is built in part by KAMs; commonly used just for programs that have both Core and Advanced KAMs Mixed model programs: Ph.D. programs that combine KAMs and specialization courses

11. KAMs and the curriculum Following are a number of different curricular plans showing different combinations of KAMs and courses. These are just five of many other options currently in use. Decisions about which curricular plan to use are made by Colleges to provide the best learning experiences for the specialization and certification requirements.

12. KAMs KAM 1 KAM 2 KAM 3 KAM 5 KAM 6 KAM 7 Courses Foundations Research Course 1 Research Course 2 Research Course 3 Curriculum Plan #1 Maximum KAMs Dissertation E.g., Ph.D. in Health Services, Ph.D. in Human Services, Ph.D. in Applied Management and Decision Sciences

13. Which KAM is missing? Did you notice which KAM no longer belongs to any Ph.D. Program? Where did it go? Why did it go?

14. KAM 4 no longer exists It was replaced with three research courses to prepare students better for their dissertation research. Did you notice that KAM 7 is missing from some programs too? It is also being replaced by additional research courses or a practicum in some programs.

15. Do you recognize an advanced KAM for your specialization? KAM 6: Effectiveness of Higher Education Organizations KAM 6: Contemporary Issues and the Ethical Delivery of Health Services KAM 5: Democratic Governance KAM 5: Deterministic Operations Research Techniques KAM 6: Investment and International Finance KAM 6: Theories of Intelligence, Learning, and Motivation KAM 6: Intervention Strategies in Human Services

16. Did you get them right? • KAM 6: Effectiveness of Higher Education Organizations? Answer: Ph.D. in Education, Higher Education specialization • KAM 6: Contemporary Issues and the Ethical Delivery of Health Services? Answer: Ph.D. in Health Services, Health Management and Policy specialization • KAM 5 Democratic Governance? Answer: Ph.D. in Public Policy and Administration. • KAM 5: Deterministic Operations Research Techniques? Answer: Ph.D. in App Mgt and Dec Sci, Operations Research specialization • KAM 6: Investment and International Finance? Answer: Ph.D. in App Mgt and Dec Scis, Finance specialization • KAM 5: Theories of Intelligence, Learning, and Motivation? Answer: Ph.D. in Education, General program. • KAM 6: Intervention Strategies in Human Services Answer: Ph.D. in Human Services, all specializations

17. Getting inside a KAM A KAM is made up of three parts: • Breadth where Theory around a broad theme is explored • Depth where current Research around a sub-theme is analyzed in depth • Application where a Project is developed to apply the theory and research to the real world

18. Group Work • Define “theory” • In your discussion, consider the following: • “I'm posting this response a little late and you'll probably not get a chance to see it, as a result of my inability to post in a timelier manner, but at the risk of sounding, well, "a little off", why is it that you say we don't want things to appear to "stand on its own"? I'm not understanding why it is so important to pay such credence to someone else's theory? Particularly theories that were developed soooooo long ago. Somewhere, somehow , something had to " stand on its own". Does not this constant referral to "what was" stifle our growth somehow?” • Define “research” kws

19. Theory Colloquial use: “it’s going to rain today” Academic use: Marx, Piaget, Senge “An explanation . . . that discusses how a phenomenon operates and why it operates the way it does.” – p. 19 Goal: “making sense out of current knowledge by integrating and summarizing this knowledge.” - p. 58 Tool: “guides research by making predictions” – p. 58 Johnson, B. & Christensen, L. (2004). Educational Research. Boston: Pearson.

20. Theory – Malcolm Knowles “A theory is a comprehensive, coherent, and internally consistent system of ideas about a set of phenomena.” Knowles, p. 10 “A good theory should provide explanations of phenomena as well as guidelines for action.” Knowles, p. 8 Knowles, M, Holton, E., & Swanson, R. (2005). The Adult Learner. Burlington, MA: Elsevier.

21. Theory – Lewin “There is nothing so practical as a good theory.” p. 169 Lewin, K. (1951) Field theory in social science; selected theoretical papers. D. Cartwright (ed.). New York: Harper & Row.

22. Research • Investigation • Exploration • Inquiry • Empirical work • Collecting and analyzing data

23. Breadth where Theory around a broad theme is explored Depth where current Research around a sub-theme is analyzed in depth Application where a Project is developed to apply the theory and research to the real world So a KAM takes you from Theory and Research to Practice (Deductive) Inside a KAM

24. How else could you describe this progression from Breadth through Depth to Application?

25. Breadth where Theory around a broad theme is explored Depth where current Research around a sub-theme is analyzed in depth Application where a Project is developed to apply the theory and research to the real world So a KAM takes you from GENERAL to PARTICULAR A possible answer

26. Breadth where Theory around a broad theme is explored Depth where current Research around a sub-theme is analyzed in depth Application where a Project is developed to apply the theory and research to the real world So a KAM takes you from ABSTRACT to CONCRETE Another possible answer

27. KAMs and Credits A KAM has parts but the parts are connected to make a whole. The Breadth is 4 quarter credit hours; the Depth 4 credits and the Application 4 credits, making a total of 12 credit hours per KAM. A KAM is equivalent to approximately three quarter-long courses.

28. Identifying the parts of a KAM Each of the parts of a KAM has its own course code and title for your transcript. For instance, in the Ph.D. in Education, Educational Technology Specialization, the Core KAMs are identified this way: KAM 1 Principles of Social Change SBSF 8110 Theories of Social Change (Breadth) EDUC 8125 Current Research in Social Change and Educational Technology (Depth) EDUC 8135 Professional Practice, Social Change, and Educational Technology (Application) KAM 2 Principles of Human Development SBSF 8210 Theories of Human Development (Breadth) EDUC 8225 Current Research in Human Development and Ed Technology (Depth) EDUC 8235 Professional Practice, Human Development, and Ed Technology (Application) KAM 3 Principles of Organizational and Social Systems SBSF 8310 Theories of Organizational and Social Systems (Breadth) EDUC 8325 Current Research on Org and Social Systems and Ed Technology (Depth) EDUC 8335 Professional Practice, Org and Social Systems, and Ed Technology (Application)

29. In a Course The teacher designs the study, chooses the topics, and selects the texts. Students are part of a larger group Students are assessed by their assignments and often by an exam In a KAM The studentdesigns the study, chooses the topics, and selects the texts guided by the teacher Students work as individuals mentored by the teacher Students are assessed by the completed KAM they plan and present Difference between a KAM and a Course Both KAMs and courses are important in doctoral programs

30. Basic Assumptions Ph.D. students at Walden • are adultlearners • are practicing professionals • come to their studies with a wealth of experience • have a Master’s degree and a foundation of professional knowledge • know what they want, or at least, have a sense of the issues and concerns they want to study • do not want to spend time on topics that are irrelevant to them • are busy people and must have a flexible, customized study schedule • plan to use their studies to make a difference

31. So KAMs are made to fit the learner • KAMs allow you as an adult learner to take charge of your own learning. • KAMs allow you to build your studies on your own past experiences and present questions and concerns. • KAMs are the next logical step toward becoming a lifelong contributor to learning in your educational development after a Master’s degree. • KAMs develop critical thinkers. • KAMs are not tied to quarter schedules and deadlines. • KAMs provide a way to make informed changes in the real world where there is need. Let’s look at these a little more closely . . . .

32. . . . take charge of your own learning . . . Within each of the knowledge areas, there are many different themes and possibilities. You will draw up a plan of what themes, sub-themes, and projects you will pursue. Being an independent learner means you are more likely to study what is important and relevant to you.

33. . . . build your studies on your experiences . . . You can take your past and present professional experience with you into your Ph.D. studies. In fact, KAMs can only work well for students with experience to call on. They are not a place for novices. Out of that experience will come all kinds of questions and issues that are demanding attention. Those questions and issues help you design the KAM so that you can find answers and possible solutions.

34. . . . a lifelong contributor to learning . . . KAMs are a step towards more independence in learning and in the direction of self-designed learning that characterizes the doctoral graduate. The skills, knowledge, and confidence to create new knowledge are practiced in the KAM process.

35. . . . develop critical thinkers . . . Writing a KAM gets you to ask questions: How can my profession be improved? How can my work as a professional be improved? Is this document sensitive to cultural and individual differences? What is strong about this writer’s arguments? Is this conclusion based on evidence? What is missing from this research? What does this paper really mean? How could I do this assignment better? And these questions are critical thinking at work! what is critical thinking? why is it important?

36. . . . not tied to schedules and deadlines . . . • Each KAM begins when you are ready to begin and ends when the KAM is completed. It does not begin at the start of a school term or end when the term ends. • As a general rule, the first KAM takes 20-25 weeks and future KAMs take 10-15 weeks and in both cases take part or all and more of a quarter. • The length of time to do a KAM depends primarily on the number of hours per week you have to devote to it. 10-20 hours a week is recommended. • This provides maximum flexibility for otherwise busy professionals. Note: Since there is a time limit on the time to completion of the degree, a KAM needs to be completed each year of enrollment.

37. . . . make informed changes in the real world . . . Because KAMs take you through a process of studies from theory through research to practice, they provide both deep groundings in a field and up-to-the-minute findings. Then in the Application section of the KAM you design a project that immediately puts that knowledge to work in a real situation in your professional world. In this way the KAMs enact the Walden mission of contributing to positive social change.

38. Extending the definition of KAMs KAMs are units of independent study in the social sciences out of which a Ph.D. program is built

39. So, what is your passion? • What contribution(s) would you like to make to your profession? • What is it you passionately want to dig into during your studies? • What problem area(s) in your professional life would you like to address? This is what you will bring to the KAM curriculum!

40. Some students are specific and detailed about their areas of interest I administer a drug addiction center and I am excited about the possibilities of the holistic approaches I have been trying out with teenage drug addicts. I want to help non-profit organizations working in Zimbabwe develop appropriate strategic plans for budgeting and finance. I want to improve pre-reading programs in rural area kindergartens. If this is you, you are good to go on your KAM!

41. Some students have a general idea of their area of interest I am operating a small business and want to study about that. I love teaching music. I think the future is all about the internet. Health-care is my profession. If this is you, write another statement that isolates one aspect of this general field that you could focus your KAM on. In other KAMs you can focus on other aspects until you have narrowed your interest for your dissertation.

42. Some students have lots of ideas I love working with people; I worry about how to make our sales grow; knowing how to work with foreign clients is important; “greening” our business is a priority; and I want our business to be better at philanthropy. We have so many ethnic groups in our school all needing appropriate learning; charter schools really interest me; I have been working on improving home-school relationships; how do I motivate adolescents to learn; I have just been made the coordinator of the math program. If this is you, write another statement that selects one interest from the many that you could focus your KAM on. In other KAMs you can focus on other interests until you have narrowed your focus for your dissertation.

43. Connections Each part builds on the next to make a whole KAM. APPLICATION DEPTH BREADTH

44. For example: I am a student in the Ph.D. in Applied Management and Decision Sciences and I am working on KAM 1: Principles of Social Change. Here is what I might do in this KAM: Breadth Examine theories about poverty: its causes and effects on society Depth Analyze research that connects poverty and unemployment Application Design a job training project for unemployed teenagers

45. Another example: I am a student in the Ph.D. in Education, Early Childhood Education specialization and I am working on KAM 2: Principles of Human Development. Here is what I might do in this KAM: Breadth • Examine theories about physical, cognitive, and psychosocial development in the preschool years. Depth • Analyze research on the factors that support normal development in young children. Application • Design a workshop for parents of young children wanting to support their child’s growth and development.

46. What could you do? Go back to your “passion” statement and write a similar outline for one of your KAMs. Remember: Breadth: Examines theory Depth: Analyzes research Application: Designs a project Core KAMs KAMs for SPPA 1. Social change 5. Democratic governance 2. Human development 6. Organizational leadership and change 3. Systems and organizations

47. The Learning Agreement

48. A good Learning Agreement makes your KAM writing easier.

49. What is a Learning Agreement? Is it a “contract”? Yes, between you and your KAM assessor about what you intend to accomplish in the KAM. Is it a “plan of action”? Yes, it lays out your objectives and how you will accomplish those objectives.

50. What goes into an LA? Three things: • Objectives:usually 2-4 per KAM component. • Resources: books, articles, manuals, etc. that you will study and consult. • Demonstration:how you will show that you have met your objectives for each of the three parts of the KAM: Breadth, Depth, and Application.