David Imig, Matt Militello, Amy MattinglyFriday Institute, North Carolina State University

Raleigh, NCOctober 31, 2011

Common Commitment to Distinguishing and Differentiating Between the Doctorates in Education (142 Colleges & Universities)◦ 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 Decathlons and Signature Pedagogies

Work funded by the Carnegie Foundation, Spencer Foundation and FIPSE

Strengthening Professions by Strengthening Doctoral

Education

Fostering theStewardship of a Profession

Vis a vis Stewardship of a Discipline

Lee S. Shulman

• 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 PhD in Education

• Standards of excellence must be more than credit hours earned.

Quality Expectations (Students)◦ FT Study/FT Support◦ GRE Scores◦ TCD Expectations (3-5 Years)◦ Research Opportunities/Presentations◦ Publications◦ Placement at Research Extensive Institutions

Quality Considerations (Program)◦ Student Mentoring/Faculty Advisement◦ Employer Satisfaction◦ Faculty Publications and Citations◦ Candidate Satisfaction◦ External Funding of Programs◦ Stakeholder Perceptions◦ Reputational RankingsPrepare Leaders in the

Service of Others and the Common Good

Community College/

Liberal Arts/Comprehensiv

e CollegeFaculty &

Leaders

PK-12 School

Leadership/

Teaching

Agency/Organization

For Profit Providers/BusinessesOther/

International

Graduate School ofEducation

ResearchExtensive

Framed around questions of equity, ethics and social justice

Prepares leaders who will make a positive difference in the lives of individuals, families, organizations & communities

Provides opportunities to develop collaborative and communication skills with diverse communities

Emphasize the generation, transformation & use of a professional knowledge base

Common Commitment to Distinguishing and Differentiating Between the Doctorate in Education (142 Colleges & Universities)

◦ 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 Decathlons and Signature Pedagogies

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

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: (Miller/Spellings & Higher Ed Commission)

Growing Consensus: A Need for Professional Practice Doctorates (Psychology, A&S, Pharmacology, Engineering)

Funding Issues: State & Federal Levels (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)

Dissatisfaction with the PhD for Practitioners (Lack of Fit, TCD, Cost-Benefits)

Need for a More Practice Oriented Degree Need for Alignment with NBPTS Certification New Focus on Clinical Practice (NCATE) Alignment with Other ProfDs in Graduate

Schools & Professional Schools (DSW Clinical, DM, PsyD, DPT)

Competition from Alternative Providers

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.

Rutgers◦ A study of a problem of practice, typically in the

student’s workplace that requires use of current literature and inquiry methodology. an extended report that describes method and findings

intended to influence practice either in the setting of the study or in the surrounding policy context.

Students have the option of working on their dissertation projects in groups organized around key topics of interest

University of Southern California◦ Thematic dissertations - generally organized around

field-based issues or problems Each student works with several others in a group, either on

related topics or with the same database, to produce his or her own, unique dissertation.

Students begin with a problem and then analyze the literature to find guidance on how to study it.

In addition, there are experimental groups underway that are using a “gap analysis” approach to work with districts on targeted problems along the lines of a consultant model.

Arizona State University◦ an applied inquiry project that addresses a major issue the candidates face

in their educational setting. The candidate is both the actor and researcher. Includes: a targeted review and synthesis of relevant literature an initiative, selected on the basis of published research, to address

the identified problem a research design that includes the collection of data, scheme of

analysis, and framework for assessing the effects of the proposed action project

an analysis of data collected and presentation of results/conclusions a discussion of the implications of findings for policy, practice, and

research, as well as a discussion of the leadership lessons learned. University of Kentucky

◦ Cohort completes a “manuscript dissertation” consisting of three manuscripts similar to that used in the bench sciences. One of these manuscripts will be a collaboratively written technical report

created specifically for the client, KCTCS. Each student is also required a research article based on the research

component of the team project they personally designed and executed. The third manuscript may take the form of a second research article, a policy

paper, or a methodological essay. All three manuscripts must be of publishable quality.

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)

Shulman, L.S. (2000) Rethinking the Doctorate. (CF)

Sullivan, W. (2005) Work and Integrity: The Crisis & Promise of Professionalism in America. (CF)

THANK YOU!Jill A. Perry jillaperry@cpedinitiative.orgDavid Imig davidimig@cpedinitiative.org

Arizona StateCalifornia State SystemCentral FloridaColorado (Denver)ConnecticutDuquesne (PA)FloridaHoustonIllinois (Chicago)KansasKentucky (Lexington)LouisvilleLynn (FL)Maryland

Missouri (Columbia)Nebraska (Lincoln)Northern IllinoisOklahomaPennsylvania StateRutgers (NJ)Southern CaliforniaVanderbiltVermontVirginia CommonwealthVirginia TechWashington StateWilliam & Mary

Study the process of change in Educ Schools

Expanding membership Inform institutions on the CPED change process

Pairing with a 1st Wave member Expanding influence Focus on rural and minority serving institutions

Kept 22 institutions at the table Fostered a common language (labs of

practice, signature pedagogy, scholarship of practice)

Embraced 6 principles for program development

Designed rubrics for assessment Sponsored an emerging literature on the

PPD

•Faculty qualifications & advisement considerations

•Admission criteria (GRE scores) & prior work

experience considerations•Group (team) products vs.

individual candidate contributions

•Early decision re: degree of choice

•Status perceptions & qualitative concerns

•Resource considerations

CADREI Sponsored (Carnegie Foundation & Spencer Foundation Supported)

Sought Two Distinct Pathways to the Education Doctorate (Research Doctorate and Professional Practice Doctorate)

Twenty Five Participating Institutions Multiple Stages of Implementation:

◦ Design Stage◦ Implementation Stage◦ Experimentation (Redesign Efforts)

FIPSE Support for a Three Year Initiative

Focus on Data Gathering—we have: Data on the institutional change process for SOEs Ed.D. Program development information

Phase II will allow us to… Test these data and collect more Learn from the data and the experiences of our members Expand and share our findings

Goal is to demonstrate to the education community that the CPED-influenced Professional Practice Doctorate is the means to reclaim the Education Doctorate and make it the choice degree for educational practitioners.

Expanding membership Pairing with a 1st Wave member Expanding influence Focus on rural and minority serving

institutions

Demographic Data on Applicants & Admitted Students, Graduates & Successful Practitioners

Cohort Data on Knowledge & Skills, Beliefs & Attitudes - Across Program Data

Information on Course Designs, Labs of Practice, Internships, Apprenticeships

Candidate Course Grades, Portfolios, Other Artifacts

Candidate Success on Comps, Proposals & Capstones (Shared Rubrics)

Candidate Success in Appointments, Promotions, Supervisor Evaluations, etc.

Candidate Success on Certifying Examinations

Sustaining the CADREI Commitment Agreeing to test the outcomes and to

measure the impact (data sharing) Supporting a faculty member to serve as

the PI Funding for GA to support work Supporting travel to convenings and

national meetings Influence in shaping the agenda