1. Dissertation Models in the RSOE Ed.D. Program
Robert Rueda
Fall 2013

2. Our Program Goal: What Are We Trying to Achieve?
“Scholarly Practitioners blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice. They use practical research and applied theories as tools for change because they understand the importance of equity and social justice. They disseminate their work in multiple ways, and they have an obligation to resolve problems of practice by collaborating with key stakeholders, including the university, the educational institution, the community, and individuals.” (CPED website)

3. Two Key Components Related to the Goal: Purposes of the EdD
What are key components of the EdD that we expect students to be proficient in?
Problem solving
framing problems of practice that are concrete, significant, and solvable, and tied to the mission and priorities of the organization
Diagnosing and verifying underlying causes
Leveraging research-based solutions
Inquiry
Understanding and critically evaluating research & evidence
Ability to investigate problems of practice, their causes, and solutions, with a variety of methods and approaches as appropriate

4. Inquiry: The Skills & Knowledge Needed for Problem-Solving
“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 website)

5. How Are These Competencies Expressed?
Dissertations on problems of practice
In the USC Program, we would expect dissertations of practice and capstones to exhibit the following characteristics
Addresses an educational issue
Focused on some aspect of urban education
Focuses on a significant problem of practice
Demonstrates proficiency in Inquiry skills and methods as appropriate to the problem

6. What is the Dissertation of Practice or Capstone?
“Expectation is that students will prepare a scholarly project that demonstrates a synthesis of the student’s abilities, lay the groundwork for future practice scholarship, and demonstrate mastery of ability to frame and critically inquire in to a significant educational problem of practice.” (CPED website)

7. What is a “Problem of Practice”?
A problem of practice is a problem or issue that emerges from an educational setting and whose resolution is significant to the practitioners in that setting or to those they serve or engage with. In the USC context, the focus is on urban environments, and the program admits students from K-12, higher education, and non-school organizational, agency, and other work settings where education is a focus, and thus the scope of problems of practice is wide. These problems of practice are distinguishable from problems that arise from a review of gaps in the research literature on an educational topic, or problems that are based primarily on extending current theory. This definition does not suggest that problems of practice are not of interest to theoreticians or that they are not amenable to the application of theory, nor does it suggest that theoretical problems are devoid of practical application. Rather, the distinction is based on the primary focus and emphasis.

8. A Range Of Inquiry Types

9. Some Dissertation of Practice Format Types
Consultancy model
Thematic
Traditional 5-chapter
Three article design
Policy brief/analysis
Evaluation
Other

10. How Do the EdD and Phd Degrees Differ?
DNP
PhD
Goal
Preparation of leaders in practice
Preparation of nurse scientists
Research focus
Application of research to practice, innovations in care
Discovery of new knowledge
Outcome
Leadership in practice
Careers in academia and other research-intensive environments
Hallmark of educational program
Mentorship in the highest level of nursing practice
Mentorship in research
Final program product
Practice-oriented final scholarly project
Dissertation based on original research

11. Inquiry as Common Ground
It is an oversimplification to say that the PhD is a research degree and the EdD is a practice – Inquiry is important in both
Inquiry in the service of generating new generalizable knowledge and theory development is a primary focus of the PhD
Inquiry in the service of addressing or solving a significant problem of practice is a primary focus of the EdD

12. What are the current models?
In the USC program, we employ a thematic group option
While a small number of students do independent work with a chair, the majority of students participate in a thematic group
This format was created both for reasons of efficiency but to build on the social nature of learning and collaboration skills which will be needed in future career work
Some of the current configurations are outlined below

13. Single Chair, Individual Study, Not Connected to Thematic Group

14. Thematic Group - Single Chair, Common Theme, Different Research Questions within the Theme
Individual
Study 1
Individual
Study 1
Individual
Study 1
Individual
Study 1
Individual
Study 1
Product = single author dissertation

15. Thematic Group - Single Chair, Problem-Solving Consultant Approach, Team Structure
Member 1
Member 1
Member 1
Team
Team
Team
Member 2
Member 3
Member 2
Member 3
Member 2
Member 3
Product = Report with single-author and joint author sections, main target is school,
District, or organization, may include supplemental material such as Powerpoints

16. Single Chair, Single Topic, Common Questions & Methodology, Individual Studies
Single Common Topic
Individual
Study 1
Individual
Study 1
Individual
Study 1
Individual
Study 1
Individual
Study 1
Product = single author dissertations

17. Non-negotiable Elements for Any Dissertation of Practice or Capstone
The work includes a problem statement and framing of the approach, which establishes the rationale and significance of the work
The current literature is used as a foundation for the work and approach at key points: framing the problem, synthesizing what is known about the problem, and informing the solutions and implications of the work
The work is systematic and represents sufficient effort to serve as a capstone
The product represents a contribution to urban educational practice
The product and process serve as an opportunity to demonstrate the ability to apply theory and research to solving or informing an educational problem
The work demonstrates the ability to present ideas and arguments and evidence in a logical, systematic, and coherent fashion in both written and oral formats

18. Additional Notes
Dissertations of Practice vs. Capstones – this is not an either/or distinction – both are focused on significant educational issues and the primary audience is a specific educational setting or settings
Both can be distinguished from PhD dissertations that focus primarily on creating new generalizable new knowledge and theory development
Regarding inquiry coursework and experience – if you want to train practicing physicians, don’t train them to be medical researchers

19. Thank You
Questions
For additional resources -
DSC contact information – or (213)