d3. professional practices doctoral (ppd) program challenges and solutions
TRANSCRIPT
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Constructing Meaning Creating knowledge
Making Decisions
Bryan Maughan, Ph.D., University of Idaho, Rutgers CPED convening 2013
Professional Practices Doctoral (PPD)
Program Challenges and Solutions
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Click:
http://www.youtube.com/watch?v=fWbwrO95dww
What are our phobias?... Something to laugh about…?
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How do we enlist our colleagues/colleges/departments/unive
rsities?
What do you need to know to know how to do what you do better?
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Differences - SimilaritiesProfessional Doctorates
What is their need to know & What do the students perform like? MD (medicine)JDD (juris)EngD (engineering)DM (music)DCP (clinical practice)Dprof (Professional Studies)DCS (consumer sciences)PharmD (pharmacologyDphych (psychology)
Education DoctorateWhat is their need to know & What do the students perform like?
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Program norms for PPD
• Non-traditional Dissertation (Shulman, 2006; Willis, et. al. 20)
• What does it look like and what is its function?• Program timeframe--3 years (Willis, Inman,& Valenti, 2010, p.15)
• Active Signature Pedagogy• Addresses a Problem of Practice (real-time/world problems,
contextual), or evaluative• Cohort model• Co-authorship/companion dissertation: research clusters
(McNamara, Lara-Alecia, Irby, Hoyle, & Tong, 2007; Golde, Walker, & Associates, 2006)
• Interdisciplinary research• Mentored/Internships with professional practitioners/scholars• Practitioners serve on committees
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Program norms for PhD programs
• Time in program (unlimited) typically 8-years (Willis, Inman,& Valenti 2010)
• Dissertation• What is its purpose what does it look like?
• Grad faculty serve on committees• Curriculum heavy in research • Theoretical problem--gap in the literature• Single authorship: research clusters (Golde, Walker, et. al.,
2006)
• Mentored by Major Professor/Adviser
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Market Demands
Bryan Maughan, Ph.D., University of Idaho, Rutgers CPED convening 2013
Market Demands
innovation creativity intelligent failure
a need to know entrepreneurship
knowledge worker risk-taking
self-determined learning complexity
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Strengths Weaknesses Opportunities Threats
From the InsideFrom the Inside From the outsideFrom the outside
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Academy THEORY
BRIDGING THE GAP
COPYRIGHT © 2007, Sentire Mentoring
Technical Knowledge
Tribal/Tacit Knowledge(Choo, The Knowing Organization, 2006)
Professionals PRAXIS
•Dean•Provost•Faculty•Graduate
•Tradition•Knowledge creation•Stability
Practitioner•Educator•Developer•Consultant
•Quick solutions•Generative
knowledge
Dissertation in PracticeDissertation in Practice
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Student makeup
•Mid-Career degree (typically full-time students)
•Typically older, experienced, and from a wide range of backgrounds
•Full-time working professionals
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Graduates of PPD Programs
From Scholarly-practitioner to consultant; "stewards of the field
(Andrews & Grogan, 2005; Shulman et al., 2006)"
Agents of Change
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What curriculum would it take to get our doctoral students
from the earliest experiences in our doctoral programs to
completion?
Seeing through to the end...
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Curriculum
• Courses prepare students for academic rigorous research and to improve professional practice
• Content learned is broad and more inter-disciplinary; requires broad range of skills, expertise, and knowledge
• Integrated coursework, research, and fieldwork (mentorships)
• Curriculum relevant to field experience• Reduces the dominance of the university sector
(academy) and tendency to privilege academic Knowledge over professional knowledge
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Building the plane in the air…Safe landing!
http://www.youtube.com/watch?v=L2zqTYgcpfg