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The Case for the New EdD. David G. Imig UNI EdD Reevaluation Retreat University of Northern Iowa Cedar Falls, IA March 23, 2012. The CPED Initiative. Common Commitment to Distinguishing and Differentiating Between the Doctorate in Education

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The case for the new edd

The Case for the New EdD

David G. Imig

UNI EdD Reevaluation Retreat

University of Northern Iowa

Cedar Falls, IA

March 23, 2012

The cped initiative
The CPED Initiative

  • 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

The professionalization project
The Professionalization Project

Strengthening Professions

Strengthening Doctoral

Education (PhD & EdD)

Fostering a

Stewardship of a Profession

vis a vis

Stewardship of a Discipline

Lee S. Shulman

History debate calls for change
History, Debate, &Calls for Change

  • Rise of the Ed.D.& the Professionalization Agenda

    • Teachers College

    • Harvard

    • - Expansion of Graduate Education

  • Recent calls for change

  • - Shulman et al

  • Levine (MBA)

  • AERA/NAEd Taxonomy Effort

Redesigning the Ed.D.

Doctoral Debate

- Century of debate

- Calls for change

Schools 2020 knowledgeworks
Schools 2020KnowledgeWorks

  • 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”)

College 2020 the chronicle of higher education
College 2020The Chronicle of Higher Education

  • 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

Faculty expectations for 2020
Faculty Expectations for 2020

  • “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.)

A new agenda for professional education cf
A New Agenda For Professional Education (CF)

  • Innovation and Entrepreneurship (Business)

  • Research & Development (EARPA)

  • Application

  • Systems Thinking (Engineering)

  • Next Generation Models

  • Data Based Learning

  • Best Practices

Scientifically Based Evidence

The case for the new edd

External Considerations

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)


  • 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)

The scholarly practitioner
The Scholarly Practitioner

  • 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)

Re envisioning the edd
Re-envisioning the EdD

The Core of Leadership

What it is that we expect leaders to be able to know and do

Design of Learning


Curriculum Design

Practicum &


Education, Culture,

and Society

ELL & Special




Principles for cped edd programs
Principles for CPED EdD Programs

  • 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

Where our doctoral students go
Where Our Doctoral Students Go

PK-12 School



Community College/

Liberal Arts/

Comprehensive College

Faculty & Leaders





School of




For Profit Providers/


The focus on leadership new purposes different clients
The Focus on Leadership:New Purposes, Different Clients

Backwards mapping
Backwards Mapping

Highly-Qualified Candidate (Performance)

Professional Practitioner Preparation Program





Sign Ped

Umd pgcps proposed academic core
UMD-PGCPS ProposedAcademic Core




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




The Capstone

Dissertations in practice
Dissertations in Practice

  • 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.

Importance of the capstone
Importance of the Capstone

  • 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.

Persistent problems abiding concerns
Persistent Problems: Abiding Concerns

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


A r e a s o f c o n s e n s u s

  • The PhD and EdD should be different

  • “Coursework-only” doctorates are unacceptable – professional practice 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.

Areas of Consensus

The case for the new edd

Why Do This Work?

  • 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)

The case for the new edd

CPED Initiative & Institutional Challenges


credibility for the EdD as the degree of choice for professional practitioners


“PhD-lite” tag

Institutional change= difficult

Faculty buy-in=challenge

AVOID perception of “mission creep” or “degree inflation”

ARRIVE at a set of standards for doctoral programs

Letting go of traditional dissertation

Resources to guide cped work
Resources to Guide CPED Work

  • Shulman, L.S., (2006) Reclaiming Education’s Doctorates. (ER)

  • Walker, G.E., (2008) The Formation of Scholars: Rethinking Doctoral Education for the 21st Century. (CF)

  • Golde, C.M., (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)

Making the edd the degree of choice
Making the EdD the Degree of Choice

  • 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

Find out more www cpedinitiative org
Find out more…


Jill A. Perry

David Imig