Maida Finch Judith Franzak Jon-Philip Imbrenda Koomi Kim Designing for Inquiry across the Ed.D. Program CPED Convening October 2016 Maida Finch Judith Franzak Jon-Philip Imbrenda Koomi Kim

Inquiry as Practice Inquiry as Practice is the process of posing significant questions that focus on complex problems of practice. By using various research, theories, and professional wisdom, scholarly practitioners design innovative solutions to address the problems of practice. At the center of Inquiry of Practice is the ability to use data to understand the effects of innovation. As such, Inquiry of Practice requires the ability to gather, organize, judge, aggregate, and analyze situations, literature, and data with a critical lens. CPED definition

Contemporary Curriculum Theory & Instruction: Literacy Salisbury University is located on the Eastern Shore of Maryland Ed.D. program is the second doctoral program on campus First cohort admitted in 2014 Hybrid format Courses offered in fall, spring and summer 34 current students across 3 cohorts (FT & PT) 7 students beginning dissertations in 2017

Collaborations beyond the classroom Preparing for the dissertation Program structure Inquiry in our courses Collaborations beyond the classroom Preparing for the dissertation Inquiry as Practice Explain organization of session: sharing our work, scenarios activity, and application to your program Explain graphic organizer as our way of conceptualizing the work we are doing

Program structure Affordances in creating a new program First doctoral program in education so not constrained by trying to differentiate from PhD program; History of teacher ed at university developed a strong cultural value for teaching; Strong relationships with local school districts through PDS Challenges in creating a new program Building structure to support research in addition to teaching Defining and operationalizing what we mean by inquiry as practice Communicating to students our conception of inquiry as practice Identifying avenues for dissemination of inquiry Recent impact of structural work Recruitment of new faculty Supporting student inquiry with curriculum redesign Transitioning first cohort to dissertation work

Conceptual Foundations Inquiry in our courses Apprenticeship Model Conceptual Foundations Design Developmental Emphasis on tasks Thresholds Forms of participation Literature reviews Pilot study Our courses aim to apprentice students into the habits of mind, epistemological values, and professional practices expected by communities of educational scholars. By emphasizing the tasks we ask students to do they develop procedural strategies for taking on a wide range of problems and dilemmas. Identifying authentic problems of practice and designing ways to address them involves progressing through key developmental thresholds. These thresholds inform the structure of courses that take up enduring themes such as definitional controversies around the nature of literacy and differences among researchers as to what counts as data and what counts as a warrantable conclusion. By emphasizing aspects of design, students get facilitated practice in carrying out key tasks such as generating comprehensive literature and reviews and conducting and reflecting on an original study of their own design.

Collaborations beyond the Classroom May Literacy Center We are in a planning stage: Doctoral students to teach reading assessment courses in the MLC. Doctoral Students to mentor pre-service teachers who are tutoring at the MLC. EMMA (Eye Movement and Miscue Analysis) Lab EMMA Lab is situated in the MLC Planning two collaborative research projects involving our doc. Students: Working with young readers to explore how they construct meaning of multi-genre texts Self study of doctoral students’ own meaning-making processes as teacher-researchers.

Preparing for the dissertation Research Seminar I: Writing the Literature Review Research Seminar II: Conducting a Pilot Project Comprehensive Exams: Reflection of the Pilot Project Methodology Findings Applied contributions to their field

Applications to your program How is inquiry as practice defined or conceptualized in your program? How is it operationalized? Join us in sharing affordances, challenges, and possibilities.

Thank you and contact information Maida Finch, mafinch@salisbury.edu Judith Franzak, jkfranzak@salisbury.edu Jon-Philip Imbrenda, jimbrenda@Salisbury.edu Koomi Kim, kjkim@salisbury.edu