CPED – Operationalizing the Working Principles
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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

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CPED – Operationalizing the Working Principles

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Cped operationalizing the working principles

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

  • 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


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