1. CPED – Operationalizing the Working Principles Working Principle #1 Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice. Working Principle #4 Provides field-based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions. Four areas of excellence identified by the Department of Educational Administration are: Student Affairs Administration Community College Leadership Improvement of Schools Influence of Race, Class, and Gender on Student Access and Success in Education An area of specialization for Ph.D. and Ed.D. students. Ph.D. students produce scholarship and research on this area of specialization. Ed.D. students provide leadership for innovative policies and programs based on research on this area of specialization. Groups and populations of interest to Ed.D. students include: * Working poor families* Immigrants and refugees * Afro-American women* Hispanics * Low-skilled Adults* Those living in poverty Ed.D. students are expected to (in addition to comp exams and dissertation): Develop and implement an innovative policy or program for a population underserved at any level of education (elementary, secondary, postsecondary, workforce or community). Provide leadership that demonstrates an understanding of the interdependence of political, socio-cultural, economic, and demographic forces to improve the access and success of underserved populations. Examples include serving in a role as: Board of directors Local, state, regional, or national policy advisor; Leader in a school, university, workforce, or community Write an integrative review of the literature for publication on one or more populations underserved by education that reviews, critiques, and synthesizes the literature and provides implication for educational policy and practice. Cohort Model – Ed.D. students recruited every other year into small cohorts (5-6 students) after completing Ed.D. core courses. Specialization Areas – Cohorts organized around 3 areas of specialization: K-12 Education (Principals, Superintendents, other K-12 Leadership roles) Higher Education (Administration, Student Affairs, Academic Affairs, other Higher Ed Leadership roles) Workforce and Human Resource Development (V.P. of Corporate Education, Training Director, Organization Development Consultant, Director of Workforce Development, other roles) Ed.D. Faculty Professor of Practice leads cohort in K-12 Education – 5 students Tenured Professor leads cohort in Higher Education – 11 students (2 cohorts) Tenured Associate Professor leads cohort in Workforce and HRD – 3 students Field sites serve the following field-based learning purposes: Serve as sources of problems of educational leadership and contexts for the study of those problems. Afford application of theory-to-practice and practice-to-theory. Support research projects focused on problems of practice. Provide the context for Ed.D. application exercises, field studies, dissertations, capstone projects Field Sites Students propose sites for field-based learning experiences – Approved by faculty With the cooperation of site leadership, students are expected to demonstrate cross-disciplinary collaboration and build intra- and inter-institutional partnerships. Sites must have a qualified field supervisor who agrees to oversee student’s work. Sites must agree to UNL Cooperative Learning Contract. K-12 Sites – Lincoln Public Schools, Omaha Public Schools, Millard Public Schools, others Higher Education – U of Nebraska–Lincoln, U of Nebraska–Omaha, Iowa State, Creighton, others Workforce and HRD – Pfizer, Gallup, Wells Fargo, Kawasaki, Duncan Aviation, Boys Town, others