Creating a Signature Pedagogy: The Identification and Framing of a Problem of Practice

Creating a Signature Pedagogy: The Identification and Framing of a Problem of Practice

June 2015 CPED Convening, CSUS-FullertonJune 2015 CPED Convening, CSUS-Fullerton

ContextContext

University of Arkansas is:

• Land Grant / R1 institution

• Located in the Northwest corner of state

• Ed.D. Program currently has 40 active students

• 50% of who are ABD

• Currently, there are three professors teaching in the Ed.D. program.

Professional education is not education for understanding alone; it is preparation for accomplished and responsible practice in the service of others. It is preparation for ‘good work.’… [Professionals] must come to understand in order to act, and they must act in order to serve. (Shulman, 2005, p. 53)

Why a new/revised signature pedagogy?Why a new/revised signature pedagogy?

Shulman, L. (2005). On professions & professionals.

Daedalus, 134(3), 52-59.

Intellectual

TechnicalMoral

ContextContext

Prior to 2010:

• Mixture of on-campus and distance courses

• Admissions standards were virtually non-existent with university emphasis on increasing enrollment

• High number of ABD students

• Modeled after the traditional PhD

• EDLE faculty did not teach research courses

• Traditional research courses (Quant & Qual) were “farmed out” to other programs and taught in isolation.

We taught research

methods… now YOU go do it!

The “High

Ground”

The “Swamp”

Intellectual

TechnicalMoral

Context Context

Since 2010:

• Conceptualized as a three-year cohort model

• Admit 9-12 students a year

• 99% online

• Three intensive weekend seminars

• Course delivery is a mixture of synchronous and asynchronous

• Research courses were brought into program

Donald Schön Donald Schön

Leader Researcher

We believe successful school leaders think in much the same way successful social science researchers think.

(Greene, 2007; Greene & Hall, 2010; Mullen, Greenlee, & Bruner, 2005; Northouse, 2016; Romm, 2015)

Moving paradigms Pragmatism Moving paradigms Pragmatism

• Consequences of actions

• Problem centered

• Pluralistic

• Real-world practice oriented

• Mixed models

McKenzie , N., & Knipe, S. (2006). Research dilemmas: Paradigms, methods, and methodology. Issues in Educational Research, 16(2), 193-205.

The Signature PedagogyThe Signature Pedagogy

“Living a Case” – Solving a problem of practice in the “Swamp” while applying theory and research through three interwoven conceptual threads:

Problem Solving/Decision-making

Planning

Assessment/Evaluation

Moving away from traditionMoving away from tradition

Old Program of Study• Sequence of courses( 2 years

– learn how to “do research”), • Exams• Determine topic• Proposal• “Do” study

• Time to completion 4-5 years

New Program of Study• Problem of Practice is focus of

first course• Each course in program of

study “swirls” around the problem of practice

• Students learn how to research a problem of practice and to think pragmatically

• Exams = Proposal

• Time to completion 3 years

Courses Exams Proposal Study

2 Years 2-3 Years

Courses

Exams/Proposal

Study

2 Years 1 Year

From this…

To this…

Focus of EDLE Ed.D. Courses Focus of EDLE Ed.D. Courses

Problem of

Practice

POP

Intro to Qual.

Policy

Stats Literacy

Advanced Qual.

Program Eval.

Prospectus Develop.

Dimensions of the U of A Problem of Practice Dimensions of the U of A Problem of Practice

• Instructional and/or Systemic Issue

• Directly Observable

• Actionable

• Connect to Broader Strategy of Improvement

• High-Leverage