1. CPED’s 10th Anniversary-Reclaiming to Innovating The Innovation of Embedded Fieldwork A Signature Pedagogy A Decade Later, How Do We Know If Students Have Learned?
Presenters: Dr. Jennifer Moradian Watson & Dr. Laura Gonzalez
Student Contributors: Elizabeth Marquez & Bob Herold

2. DPELFS ROADMAP, 6/14/17 Chart New Path Analysis of Current Data GOAL
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Analysis of Current Data
GOAL
Introspection
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Research Current
& Best Practices
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New Student Outcome Assessment

3. The Burning Question Embedded Fieldwork as a Signature Pedagogy
What is YOUR Signature Pedagogy? How do you measure effectiveness? How do you know if your students have learned?

4. Scholarly Practitioner Laboratories of Practice
Social Justice
Signature Pedagogy
Practices used to prepare scholarly practitioners
Scholarly Practitioner
Blend wisdom and skills to solve problems of practice
Action Research
Problem of Practice
Issue to be addressed in practitioner’s work
Inquiry as Practice
Pose questions focusing on problems of practice
Laboratories of Practice
Settings where theory and practice inform each other
Design Concepts
FRAMEWORK

5. 2017
The Evolution of the Doctoral Program in Educational Fresno State (DPELFS) A Historical Walk - Then & Now
Spring
2017
Joint Doctoral Program in Educational Leadership
UC Davis & CSU Fresno ( )
September2005
Fall
2007
Fall
2008
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Creation of
Doctoral Program of Educational
Leadership, CSU Fresno
Implement
Embedded Fieldwork as
The Signature Pedagogy
for DPELFS
10 Year Celebration
DPELFS Embedded Fieldwork as a Signature Pedagogy
California SB 724
“DPELFS’ signature pedagogy is curriculum-based embedded fieldwork that provides engagement with and service to the local community” (Brown-Welty, Nashville Convening, CPED October, 2007).

6. The Role of CPED in DPELFS
What is a Signature Pedagogy?
Lee Shulman defines signature pedagogies as “the types of teaching that organize the fundamental ways in which future practitioners are educated for their new professions” (2005, p. 52).
What is Embedded Fieldwork?
Education that takes place in the field vs. the classroom similar to an apprenticeship model supervised by professionals. Our courses include laboratories of practice, which we have called ‘embedded fieldwork’” (Brown-Welty, 2008). 
Has it Been an Effective Practice?
Effective has been defined for the past decade as client satisfaction. As we innovate for the next decade, Embedded Fieldwork effectiveness will be looked at through the eyes of the students through a summative, perception survey to measure student’s connection to content curriculum through the embedded fieldwork experience which is active, collaborative, problem-based and cooperative (Barrows, 2000; Barrows &Tamblyn, 1980; Prince, 2004).
How Do We Know?
Development of a tool to measure student experience in relationship
to curricular content (Creswell, 2014; Ross, 2006; Ryan & Ryan, 2013; Schön, 1987).

7. Embedded Fieldwork at DPELFS
6 out of our 9 core courses are embedded with fieldwork experiences
Different experiences each year
DPELFS regional partnership advisory board (RPAB) can be clients but not always

8. Embedded Fieldwork in DPELFS
Over the last decade DPELFS Students have worked on ~80 Embedded Fieldwork Projects
These projects have ranged in complexity and sometimes various cohorts can work on one project over several years
We collect records of all these projects but faculty and or the clients retain the final work product

9. EMBEDDED FIELDWORK APPLICATION
Teacher/Professor
Develop Faculty and Clients
Assignment to groups
Week ?
NEW
Fieldwork Flowchart
Groups initial meeting with client
Week ?
Work on project collecting analytical data
EMBEDDED FIELDWORK APPLICATION
DPELFS
CONVENING
Submit Project
DPELFS administration interview client
Client Data
Satisfaction survey

10. University Community Partnerships

11. El Dorado Park Revitalization
The purpose of this project was to identify the educational characteristics of the school age children and parents living in the El Dorado Park (EDP) area.
The study explored to what extent parents living in the EDP area know about the location of Fresno State University (FSU) and University High School.
Roadblocks to access to higher education for the EDP children were investigated using the El Dorado Park Parent Survey.

12. Youth Orchestras of Fresno (YOOF)
DPELFS students completed a thorough literature review to assist the organization so they may apply for national grants.
DPELFS students also completed a study on the Fresno Summer Orchestra Academy (FOOSA) and their Accent on Access programs which is an innovative violin access program offered to low income students.

13. President's Cultural Competency Certificate Program
Students created a curriculum handbook that covered
A Historical Overview: Power, Privilege and Oppression“
“Examining Micro-Aggressions and their Impact on Campus Climate (including the concept of bullying)”

14. Being an instructor and client makes you more vigilant
Work product provided by students always exceeds expectations
Students gain knowledge of how to apply certain methodologies to problems outside of their dissertation

15. The Burning Question Embedded Fieldwork as a Signature Pedagogy
Do embedded fieldwork projects provide laboratories to practice course content and thus help deepen students understanding of the content and context of action research within the local community?

16. New Research Effectiveness of Research, 2017
RQ1: What effects (e.g. knowledge gained through fieldwork experience, usefulness of fieldwork in profession and/or courses, level of satisfaction of fieldwork experience) does embedded fieldwork have on students in a Doctoral Program for Educational Leadership?
RQ2: Do students gain new knowledge? If not, what do students want to learn while conducting embedded fieldwork?

17. Methodology
A mixed method, blind survey using the Qualtrics survey system in order to collect data from cohorts 8 and 9 of the DPELFS program about their experience with the process of embedded fieldwork.
Questions:
1. How much experience Did you have with "fieldwork" projects before this course?
2. How applicable was the project to the DPELFS program?
3. How helpful was your instructor in developing the project?
How helpful was the client?
… 11 questions in all

18. 8) How rewarding would you say the fieldwork project was for you personally?

19. 12) Would you participate in the future as a client?

20. Findings and Conclusions
Overall the students feel that fieldwork has been beneficial to them in many ways.
On qualitative question #13 the following improvements were suggested.
Fieldwork projects should be more relevant to the learning in the course
On complicated projects reduce coursework
Combine two class fieldwork projects into one

21. The Burning Question Embedded Fieldwork as a Signature Pedagogy
What have we learned?

22. The Burning Question Embedded Fieldwork as a Signature Pedagogy
Where Do We Go From Here?
Survey Development
Research Convening
Data Collection-The Next Decade

23. PHASE 1 The 5 R’s Framework for Reflection
Bain, Ballantyne, Mills, and Lester (2002)  
A Protocol for Deep & Meaningful Thinking
Client Meeting, Written Agreement & Plan for Project
Reporting
A brief descriptive account of a situation or issue
What happened, what the situation / issue involved
Start your journal here…
Responding
Your emotional and/or personal response to the situation or issue etc.
Your observations, feelings, questions about the situation or issue
Relating
Personal and/or theoretical understandings relevant to the situation or issue
Making connections between the situation or issue and your experience, skills, knowledge and understanding
Reasoning
Your explanation of the situation or issue
Explaining the situation or issue in terms of the significant factors, relevant theory and/or experience
Reconstructing
Drawing conclusions and developing a future action plan
Your deeper level of understanding about the situation or issue that is used to reframe and/or reconstruct your future practice and further develop your understanding of professional practice
2. Methodology: Develop and Pilot an Instrument.
PHASE 1

24. What are our next steps?
Phase 1 – Collect Student Reflections & Initial Cohort Data-Spring 2017
Phase 2 – Develop Survey-Spring/Summer 2017
Phase 3 – Pilot Survey-Fall 2017
Phase 4 – Collect Student Data-December 2017

25. The Burning Question Embedded Fieldwork as a Signature Pedagogy
What is YOUR Signature Pedagogy? How do you measure effectiveness? How do you know if your students have learned?

26. Scholarly Practitioner Laboratories of Practice
Social Justice
Signature Pedagogy
Practices used to prepare scholarly practitioners
Scholarly Practitioner
Blend wisdom and skills to solve problems of practice
Action Research
Problem of Practice
Issue to be addressed in practitioner’s work
Inquiry as Practice
Pose questions focusing on problems of practice
Laboratories of Practice
Settings where theory and practice inform each other
Design Concepts

27. Resources
Barrows, H.S.(2000). Problem-Based Learning Applied to Medical Education. Southern Illinois University Press, Springfield. Barrows, H. S., and Tamblyn, R. (1980). Problem-Based Learning: An Approach to Medical Education. Springer, New York. Bain, J.D., Ballatyne, R., Mills, C., & Lester, N.C. (2002). Reflecting on practice: Student teachers’ perspectives. Flaxton: Post Pressed. Brown Welty, S. (2007, October). Carnegie Project on the Education Doctorate Convening. Unpublished notes regarding presentation. California State University, Fresno, Doctoral Program in Educational Leadership at Fresno State archives. Brown Welty, S. (2008, June). Progress Report for DPELFS June California State University, Fresno, Doctoral Program in Educational Leadership at Fresno State archives. California Senate Bill SB 724 (2005), Chapter 269, California State, Creswell, J.W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Thousand Oaks, CA: SAGE Publications. Prince, E. (2004). Does active learning work? A review of the research. Journal of Engineering Education, (93)3, Ross, J.A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment, Research, and Evaluation, 11(10), Ryan, M. & Ryan, M. (2013). Theorizing a model for teaching and assessing reflective learning in higher education. Higher Education Research and Development, 32 (2), Schön, DA (1987). Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass. Shulman, L. S. (2005). “Signature pedagogies in the professions.” Daedalus 134.3: