1. David G. Imig UNI EdD Reevaluation Retreat University of Northern Iowa Cedar Falls, IA March 23, 2012

2. Common Commitment to Distinguishing and Differentiating Between the Doctorate in Education 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 Laboratories of Practice and Decathlons and Signature Pedagogies

3. Focus on Institutional Change Carnegie Project on the Education Doctorate 57 Graduate Schools of Education CARNEGIE Foundation Spencer Foundation FIPSE Principles Designs Outcomes AACTE AERA CADREI CGS UCEA

4. Strengthening Professions Strengthening Doctoral Education (PhD & EdD) Fostering a Stewardship of a Profession vis a vis Stewardship of a Discipline Lee S. Shulman

5. Redesigning the Ed.D. Rise of the Ed.D.& the Professionalization Agenda -Teachers College -Harvard - Expansion of Graduate Education Doctoral Debate - Century of debate - Calls for change Recent calls for change - Shulman et al - Levine (MBA) -AERA/NAEd Taxonomy Effort

6. Practical Wisdom Practical Reasoning Focus on Judgment & Action Communities of Practice Professionalism Trust Accountability Responsibility Stewardship Critical Consciousness Social Justice Social Theory Critical Theory Futurism Unbundling of Teacher Roles (Hess) Teacherpreneuralism (Berry) Transformed Learning Ecologies (DiVinci Institute and KnowledgeWorks)

7. End of Schooling (as we Know It) Today’s Learners – digitally savvy Demographic Change with Minority Youth +50% by 2023 (23% Speak Non-English At Home) New skill sets – digital tools (online, mobile and blended learning) Redesign the school building – laboratories and design studios – course development Changing roles of teachers (“unbundling”)

8. Financial Constraints will Shape the Future of Higher Education (Reduced Public Investment) Greater Demand for Less Expensive, More Convenient & Flexible Higher Education (Three Year/12 Month Calendar) with Hybrid Learning Transformed Student Population (Minorities Outnumber Majorities, Females Outnumber Males) with Fewer Full Time Students Greater Emphasis on Teaching and Learning More Emphasis on Mission/Shrinking Number of Traditional Colleges and Universities/More For-Profit Institutions

9. “there is very little that students cannot find on their own if they are inspired to do so. And many of them will be surfing the Net in class. The faculty member, therefore, may become less an oracle and more an organize and guide, someone who adds perspective and context, finds the best articles and research, and sweeps away misconceptions and bad information.” (A.M. Brower, The College of 2020.)

10. PRACTICAL REASONING REDEFINITION OF EXPERTISE USE OF SPACE MULTIPLE PATHWAYS ECOLOGICAL CONSIDERATIONS

11. Innovation and Entrepreneurship (Business) Research & Development (EARPA) Application Systems Thinking (Engineering) Next Generation Models Data Based Learning Best Practices

12. National Board for Professional Teaching Standards (NBPTS) – Advanced Board Certification in School Leadership NBPTS – Advanced Certification in Subject Matter Fields National Research Council – Studies of Doctoral Education (EdD-PhD Distinctions) Regional Accreditation Agency Interest Professional Accreditation Organization Interest (Scope of Responsibility)

13. AccountableStrategic Connected Responsive

14. It is a sense of being part of something larger than oneself. It is a sense of belonging, or a sense of accompaniment. It is the feeling in your bones that you are not alone. While ambition drives us to achieve, connectedness is my word for the force that urges us to ally, to affiliate, to enter into mutual relationships, to take strength and to grow through cooperative behavior. (E. Hallowell, 1993)

15. The Scholarly Practitioner uses Professional Practice and Knowledge as a Resource for the Formulation and Production of Scholarly Practice and Knowledge as well as for Evaluating, Testing, Applying, Extending or Modifying Existing Knowledge. (Benitz & Shapiro, 1998)

16. The Core of Leadership What it is that we expect leaders to be able to know and do Practicum & Capstone Design of Learning Environments Curriculum Design Education, Culture, and Society ELL & Special Education Teacher Leadership

17. Framed around questions of equity, ethics and social justice Prepare leaders who will make a positive difference in the lives of individuals, families, organizations & communities Provide opportunities to develop collaborative and communication skills with diverse communities Emphasize the generation, transformation & use of a professional knowledge base

19. Scholarly Disciplinary Focus Generation of New Knowledge Fill Gaps in the Literature PhD Practitioner Focused Profession Driven Applied Learning Address Genuine Problems of Practice EdD Health Sciences Business Law Architecture Agriculture PPD

20. Community College/ Liberal Arts/ Comprehensive College Faculty & Leaders PK-12 School Leadership/ Teaching Agency/Organization For Profit Providers/ Businesses Other/ International Graduate School of Education Research Extensive

21. School Leaders Leaders for PK-12 Schools Teacher Educators Leaders for Schools and Colleges Organizational Leaders Learning Organization Leaders

22. Admissions Core Sign Ped Capstone Inquiry Professional Practitioner Preparation Program Highly-Qualified Candidate (Performance)

23. Experiences Academic Attainment ReferencesGoals

24. ACCOUNTA BILITY & ASSESSMEN TEACHING & LEARNING POLITICS & POLICYMA KING EQUITY, DIVERSITY SOCIAL JUSTICE LEADERSHIP FAMILIES, COMMUNITIES AND THE PUBLIC

25. Research Design & Statistics Modes of Inquiry Process Evaluation & Evaluation Research Classroom and Teacher Assessment Applied Research & Decision Making

26. Experienced Practitioners Clinical Faculty Practicing Experts Consultants and Adjuncts Academic Researchers Tenured Faculty

27. Dissertation Defense Comprehensive Examinations Internship Portfolio Course Assessments Proposal Defense Annual Candidate Reviews

28. Artifacts Comprehensive Examination Scoring Rubrics Thesis or Seminar Papers Course Grades Ratings on Alumni Surveys Technical Standards Rubrics Letters of Commendation Peer Reviewed Manuscripts, Grant Proposals Peer Reviewed Conference Submissions and Presentations Outcomes Based Assessment Reports from Projects Dissertation Scoring Rubric Placement Resume

29. CORE INTERNSHIP MILESTONESMETHODS COHORT CAPSTONE

30. Capstones Dimensions PurposeGap in literature vs. gap in practice ApproachTraditional vs. alternative FormatIndividual vs. group ProductFive chapters vs. ??

31. 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.

32. Ed.D. programs will require a Professional Practice Dissertation which is a summative product that will: (1) be based on an expressed need and real-life problem from the student’s employment or field of practice; (2) demonstrate student’s competency in identifying, analyzing and proposing evidence- based solutions for problems of practice. The requirement is not to produce or contribute to the research base; rather it is to demonstrate problem solving based on existing knowledge base.

33. The capstone experience does not have to begin at the end of the coursework. Rather, portions of it can be spiraled throughout the curriculum, laying the foundational work from which the student can build and making the experience not so overwhelming. Knowing the intent/purpose/structure/format for the capstone(s) at the beginning enables this to be the starting place from which the program can build backwards.

34. Faculty qualifications & advisement considerations Admission criteria GRE scores) & prior work experience considerations Group (team) products vs. individual candidate contributions Early decision re: degree choice Status perceptions & qualitative concerns Resource considerations Rightsizing graduate programs Benchmarking Persistent Problems: Abiding Concerns

35. The PhD and EdD should be different “ Coursework-only ” doctorates are unacceptable – professionalpractice 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 PPD in other fields Standards of excellence must be more than credit hours earned.

36.  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 : (Right-Sizing Demands)  Consensus : A Need for Professional Practice Doctorates (Psychology, A&S, Pharmacology, Engineering)  Resource Generation : (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)

37. AVOID perception of “mission creep” or “degree inflation” AVOID “PhD-lite” tag AVOID “PhD-lite” tag ARRIVE at a set of standards for doctoral programs GAIN credibility for the EdD as the degree of choice for professional practitioners GAIN credibility for the EdD as the degree of choice for professional practitioners Institutional change= difficult Faculty buy- in=challenge CPED Initiative & Institutional Challenges Letting go of traditional dissertation

38. 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 21 st 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) Perry, J.A. & Imig, D. (2010) CPED: Project Report on the Education Doctorate. (CPED) Shulman, L.S. (2000) Rethinking the Doctorate. (CF) Sullivan, W. (2005) Work and Integrity: The Crisis & Promise of Professionalism in America. (CF)

39. 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

40. THANK YOU! Jill A. Perry jillaperry@cpedinitiative.orgjillaperry@cpedinitiative.org David Imig davidimig@cpedinitiative.orgdavidimig@cpedinitiative.org