Reclaiming Education’s Doctorates: What’s the story? (and how will we tell it?)

1. Reclaiming Education’s Doctorates:What’s the story?(and how will we tell it?) Toward an Accounting of CPED Nashville Convening: 25 October 2007

2. Goal & Rationale of CPED • To Design, Develop, Pilot and Evaluate a New Professional Practice Doctorate in Education • The Current System is “Challenged” with Few Satisfied with Either the PhD or EdD – Weak Research/Poor Preparation From Organizational Meeting of CPED, 23 February 2007, NYC

3. Design & Evaluation • CPED is a design project that seeks to enhance the teaching-learning process. • CPED invokes the pedagogical imperative. • CPED requires an accounting; value will be placed on CPED. (Who will do it?)

4. Diversity across CPED Institutions • Inputs: human, financial, organizational resources • Activities: actions taken and/or planned • Outputs: new programmatic features (core, capstone, LoP, SoTL, signature pedagogy) • Outcomes: changes in doctoral students’ level of functioning (short-term and long-term) • Impact: foci and loci of change

5. The question is… • How do we create a framework for assessment and accountability that takes advantage of our diversity and yet helps us account for our efforts to reclaim education’s doctorates within and across programs, strands, and institutions?

6. One answer is …Logic Models • Logic Models are built with the end in mind • Logic Models change over the course of the project • Logic Models are unique to each institution’s project, but… • Logic Models provide a common framework, so… • Logic Models can help us document progress across institutions and across strands

7. What are Logic Models?

8. Starting with the End in Mind: What Are Our Intended Results? • Outcomes: What changes in student attitudes, behaviors, skills, status, and/or level of functioning do you intend? • Outputs: What changes in your program design do you hypothesize will lead to your outcomes? • Impact: How will your outcomes enhance educational practice, research, and policy?

9. Discussion: Getting Started • With institutional colleagues… • Select an outcome on which you have or will place value (i.e., evaluate). • How will that outcome enhance educational practice, research, and policy? • Share with your strand colleagues.

10. A Proposal for Documenting CPED Progress • Interrogate your institution’s CPED efforts using logic models • Use logic model elements as reporting categories for institutional CPED Progress Reports • Submit CPED Progress Reports a month before each convening • Inputs • Activities • Outputs • Outcomes • Impact

11. Inputs • What do you have and what do you need? • Human resources • Administrative resources • Community resources • Financial resources • Organizational/political supports and barriers

12. Activities • What are you doing? • Planning processes • Design processes • Implementation processes • Documentation processes • (meetings, meetings, meetings…)

13. Outputs (New Designs) • What changes in your program design do you hypothesize will lead to your outcomes? • New Core Learning Experiences • New Laboratories of Practice • New SoTL Experiences (for students as well as faculty) • New Signature Pedagogies • New Capstone Experiences

14. Outcomes • What changes in attitudes, behaviors, skills, status, and/or level of functioning do you intend? (capacities, characteristics, character) • See the Seven Pillars

15. Impact • How will outcomes enhance educational practice, research, policy • What will change for doctoral students? • What will change for faculty? • What will change for kids and teachers and leaders in schools and community colleges?

16. Reclaiming Education’s Doctorates: What account will we render?