CPED – Operationalizing the Working Principles

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 • 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