KAMs

1. KAMs What are they?What good are they?How are they done? Prepared by Iris M. Yob Center for Teaching and Learning

2. KAMs are • one of Walden University’s • signature • approaches to doctoral level learning

3. The signature? How come? • KAMs were an early approach to doctoral study employed at Walden—before courses, before e-classrooms, before multiple degrees and specializations • KAMs are distinctive--they set us apart from traditional institutions • KAMs are unique—a blend of features found nowhere else in exactly this form • KAMs reflect thepersonalityof Walden—the university’s mission and values • Just like a

4. KAMs are • Knowledge • Area • Modules

5. So what is a Knowledge Area Module? • A knowledge area is a discipline within the social sciences such as psychology, sociology, behavioral science, anthropology, political science . . . • . . . these are foundational knowledge for many professional degrees. • These knowledge areas are presented as a series of modules, each one aunit of many Ph.D. programs at Walden . . . • . . . with these units along with some courses students build their degree programs. • So KAMs are units of study in the social sciences out of which a Ph.D. program is built

6. Some more about the knowledge areas . . . • Walden has drawn out of the social sciences specific topics that are relevant to our students’ professions. In most Ph.D. programs the Core KAMs are: KAM 1: Principles of Social Change KAM 2: Principles of Human Development KAM 3: Principles of Organizational and Social Systems

7. Advanced KAMs • Building on the Core KAMs 1, 2, 3 many programs add Advanced KAMs 5, 6, and possibly 7 as well. • Advanced KAMs are specifically related to the student’s specialization.

8. Which program and specialization would each of these advanced KAMs belong to? • KAM 6: Effectiveness of Higher Education Organizations • KAM 6: Contemporary Issues and the Ethical Delivery of Health Services • KAM 5: Democratic Governance • KAM 5: Deterministic Operations Research Techniques

9. Did you get them right? • KAM 6: Effectiveness of Higher Education Organizations? • Answer: Ph.D. in Education, Higher Education specialization • KAM 6: Contemporary Issues and the Ethical Delivery of Health Services? • Answer: Ph.D. in Health Services, Health Management and Policy specialization • KAM 5 Democratic Governance? • Answer: Ph.D. in Public Policy and Administration. • KAM 5: Deterministic Operations Research Techniques? • Answer: Ph.D. in Applied Management and Decision Sciences, Operations Research specialization

10. Getting inside a KAM • A KAM is made up of three parts: • Breadth • where Theory around a broad theme is explored • Depth • where current Research around a sub-theme is analyzed in depth • Application • where a Project is developed to apply the theory and research to the real world

11. Breadth where Theory around a broad theme is explored Depth where current Research around a sub-theme is analyzed in depth Application where a Project is developed to apply the theory and research to the real world So a KAM takes a student from Theory and Research to Practice The overall effect

12. For example: • I am a student in the Ph.D. in Applied Management and Decision Sciences and I am working on KAM 1: Principles of Social Change. Here is what I might do in this KAM: • Breadth • Examine theories about poverty: its causes and effects on society • Depth • Analyze research that connects poverty and unemployment • Application • Design a job training project for unemployed teenagers

13. Another example: • I am a student in the Ph.D. in Education, Early Childhood Education specialization and I am working on KAM 2: Principles of Human Development. Here is what I might do in this KAM: • Breadth • Examine theories about physical, cognitive, and psychosocial development in the preschool years • Depth • Analyze research on the factors that support normal development in young children • Application • Design a workshop for parents of young children wanting to support their child’s growth and development.

14. In a Course The teacherdesigns the study, chooses the topics, and selects the texts Students are part of a larger group Students are assessed by their assignments and often by an exam In a KAM The studentdesigns the study, chooses the topics, and selects the texts guided by the teacher Students work as individuals mentored by the teacher Students are assessed by the completed KAM they plan and present Difference between a KAM and a Course Both KAMs and courses are important in doctoral programs

15. Basic Assumptions • Ph.D. students at Walden • are adult learners • are practicing professionals • come to their studies with a wealth of experience • have a Master’s degree and a foundationof professional knowledge • know what they want, or at least, have a sense of the issues and concerns they want to study • do not want to spend time on topics that are irrelevant to them • are busy people and must have a flexible, customized study schedule • plan to use their studies to make a difference

16. So KAMs are made to fit the student • KAMs allow adult learners to take charge of their own learning. • KAMs allow students to build their studies on their own past experiences and present questions and concerns. • KAMs are the next logical step toward becoming a lifelong contributor to learning in a person’s educational development after a Master’s degree. • KAMs develop critical thinkers. • KAMs are not tied to quarter or semester schedules and deadlines. • KAMs provide a way to make informed changes in the real world where there is need. • Let’s look at these a little more closely . . . .

17. . . . take charge of their own learning . . . • Within each of the knowledge areas, there are many different themes and possibilities. Each learner draws up a plan of what themes, sub-themes, and projects he or she will pursue. • Being independent learners means students are more likely to study what is important and relevant to them.

18. . . . build their studies on their experiences . . . • Learners with experience behind them can take that experience with them into their Ph.D. studies. In fact, KAMs can only work well for students with experience to call on. They are not a place for novices. • Out of that experience will come all kinds of questions and issues that are demanding attention. Those questions and issues help students design the KAM so that they can find answers and possible solutions.

19. . . . next step to becoming a lifelong contributor to learning . . . • KAMs are a step towards more independence in learning and in the direction of self-designed learning that characterizes the doctoral graduate. • The skills, knowledge, and confidence to create new knowledge are practiced in the KAM process.

20. . . . develop critical thinkers . . . • Writing a KAM gets students to ask questions: • How can my profession be improved? • How can my work as a professional be improved? • Is this document sensitive to cultural and individual differences? • What is strong about this writer’s arguments? • Is this conclusion based on evidence? • What is missing from this research? • What does this paper really mean? • How could I do this assignment better? • And these questions are critical thinking at work!

21. . . . not tied to schedules and deadlines . . . • Each KAM begins when the student is ready to begin and ends when the KAM is completed. It does not begin at the start of a school term or end when the term ends. • As a general rule, the first KAM takes 20-25 weeks and future KAMs take 10-15 weeks and in both cases take part or all and more of a quarter. • The length of time to do a KAM depends primarily on the number of hours per week a student has to devote to it. 10-20 hours a week is recommended. • This provides maximum flexibility for otherwise busy professionals. • Note: Since there is a time limit on the time to completionof the degree, a KAM needs to be completed each year of enrollment.

22. . . . make informed changes in the real world . . . • Because KAMs take students through a process of studies from theory through research to practice, they provide both deep groundings in a field and up-to-the-minute findings. • Then in the Application section of the KAM students design a project that immediately puts that knowledge to work in a real situation in their professional world. • In this way the KAMs enact the Walden mission of contributing to positive social change.

23. Extending the definition of KAMs KAMs are units of independent study in the social sciences out of which a Ph.D. program is built

24. Some more definitions • Core KAMs: the first three KAMs which are common to most Ph.D. programs • Advanced KAMs: two or three additional KAMs designed for specific specializations • KAM-based programs: strictly speaking, any Ph.D. program that is built in part by KAMs; commonly used just for programs that have both Core and Advanced KAMs • Mixed model programs: Ph.D. programs that combine KAMs and specialization courses

25. Being an independent learnerdoes not mean being alone unaided disconnected from the Walden community

26. KAMs on their minds!

27. Supportive people for KAM students • their own faculty mentor, someone specially chosen for having common interests • KAM assessors, who are faculty members they choose to guide them through a particular KAM • residency faculty members they will meet who will talk over ideas, give suggestions, provide feedback • librarians who can help in searching for literature • academic advisors who will keep an eye on progress

29. Supportive materials for KAM students • A Guide to the KAMs:a manual of explanations, tips, and answers to frequently asked questions. • KAM curriculum:for every KAM and every specialization, giving objectives, a summary of the content, suggestions for themes, sub-themes, and projects, and reference lists. • Writing templates:for formatting and presenting completed KAMs • Rubrics:an outline of what the assessor will be looking for in a KAM • Sample KAMs:displaying the work of students who have gone before, for inspiration.

30. Supportive places for KAM students • SBSF 8005 Foundations for Doctoral Studies: an orientation course before students begin the first KAM to prepare them with an understanding of KAMs and give them the necessary skills to be successful. • SBSF 7100 Continuing Research:an online classroom where students meet with their faculty mentor (in online discussions and live chats), have access to all the KAM resources, engage in discussions with other KAM students, ask questions, chat with others, submit work for review, receive feedback. • Residencies: twenty days of developmental, face-to-face meetings at various times and places across the country and around the world, to meet faculty members, staff people, and other students, share ideas, ask questions, get directions and suggestions, network.

31. The Faculty Mentor is someone who . . . • sharesthe student’s interests • is appointed during the student’s first quarter • guides the student throughout the program • engages with the student in his or her section of the KAM support course, SBSF 7100 Continuing Research • assesses a couple of the student’s KAMs • usually serves on the student’s dissertation committee

32. The KAM Assessor is the person who . . . • students invite to work with them on their individual KAMs • guides students in formulating their plan for their KAM and developing their final product • submits an assessment of the KAM to the Registrar when the KAM is completed • Note: • Students are encouraged to work with different faculty members for their KAMs. • The first KAM is completed with the faculty mentor.

33. Residency Faculty Members . . . • are appointed to serve at one of the face-to-face residencies • are experienced faculty mentors and KAM assessors • conduct group seminars • hold one-on-one advising sessions

34. Profile of a typical faculty member • experienceduniversity professor • active researcher and publisher • subject area specialist • trained in the KAM processes • sensitive to cultural and individual diversity

35. KAMs and degree requirements • Only Ph.D. programs include KAMs • Not all Ph.D. programs include KAMs (e.g., Ph.D. in Psychology) • No Ph.D. program is made up entirely of KAMs. • The number of KAMs in a program depends on the specialization: specializations may have three, five, or six KAMs • All KAM students also take online courses including a sequence of research methods courses and possibly other courses depending on the specialization

36. KAMs and the curriculum • Following are a number of different curricular plans showing different combinations of KAMs and courses. • These are just four of many other options currently in use. • Decisions about which curricular plan to use are made by Colleges to provide the best learning experiences for the specialization and certification requirements.

37. KAMs KAM 1 KAM 2 KAM 3 KAM 5 KAM 6 KAM 7 Courses Foundations Research Course 1 Research Course 2 Research Course 3 Curriculum Plan #1 Maximum KAMs Dissertation E.g., Ph.D. in Health Services, Ph.D. in Human Services, Ph.D. in Applied Management and Decision Sciences

38. KAMs KAM 1 KAM 2 KAM 3 KAM 5 KAM 6 Courses Foundations Research Course 1 Research Course 2 Research Course 3 Research Course 4 Research Course 5 Research Course 6 Curriculum Plan #2 More research courses Dissertation E.g., Ph.D. in Education, Ph.D. in Applied Management and Decision Sciences

39. KAMs KAM 5 KAM 6 KAM 7 Courses Foundations Research Course 1 Research Course 2 Research Course 3 Specialization course 1 Specialization course 2 Specialization course 3 Specialization course 4 Specialization course 5 Specialization course 6 Curriculum Plan #3 Specialization courses Dissertation E.g., Ph.D. in Public Policy and Administration

40. KAMs KAM 1 KAM 2 KAM 3 KAM 5 KAM 6 Courses Foundations Research Course 1 Research Course 2 Research Course 3 Research Course 4 Practicum Curriculum Plan #4: Includes practicum Dissertation E.g., Ph.D. in Education, Community College Leadership specialization

41. Which KAM is missing? • Did you notice which KAM no longer belongs to any Ph.D. Program? • Where did it go? • Why did it go?

42. KAM 4 no longer exists • But do not be sad. • It was replaced with three research courses to prepare students better for their dissertation research. • Did you notice that KAM 7 is missing from some programs too? • It is also being replaced by additional research courses or a practicum in some programs.

43. In KAMs: The Breadth sections examine many theories. The Depth sections analyze a lot of current research. The Application sections develop projects to meet a need. Doing a KAM strengthens students’ confidence, skills, and knowledge to be independentlearners. Working through the KAMs helps students focus and refine their own research interest. Every KAM is unique and original. In Dissertations: All dissertations have a theoretical framework. All dissertations have a review of current research literature. All Walden dissertations make a significant contribution to social change. A dissertation is the capstone independent research study of a Ph.D. program. A dissertation is a narrowly focused research study. Every dissertation must make a unique and original contribution to the body of knowledge KAMs prepare for the dissertation

44. KAMs and Credits • A KAM has parts but the parts are connected to make a whole. • The Breadth is 5 quarter credit hours; the Depth 5 credits and the Application 4 credits, making a total of 14 credit hours per KAM. • A KAM is equivalent to approximately three quarter-long courses.

45. Identifying the parts of a KAM • Each of the parts of a KAM has its own course code and title for the student’s transcript. • For instance, in the Ph.D. in Education, Educational Technology Specialization, the Core KAMs are identified this way: • KAM 1 Principles of Social Change • SBSF 8110 Theories of Social Change (Breadth) • EDUC 8125 Current Research in Social Change and Educational Technology (Depth) • EDUC 8135 Professional Practice, Social Change, and Educational Technology (Application) • KAM 2 Principles of Human Development • SBSF 8210 Theories of Human Development (Breadth) • EDUC 8225 Current Research in Human Development and Ed Technology (Depth) • EDUC 8235 Professional Practice, Human Development, and Ed Technology (Application) • KAM 3 Principles of Organizational and Social Systems • SBSF 8310 Theories of Organizational and Social Systems (Breadth) • EDUC 8325 Current Research on Org and Social Systems and Ed Technology (Depth) • EDUC 8335 Professional Practice, Org and Social Systems, and Ed Technology (Application)

46. So why KAMs? Recap! • KAMs are one of the unique, branding features of Walden’s degree programs. • KAMs are designed for adult learners. • KAMs allow students to shape their programs of study according to their own interests and concerns. • Every KAM from every student is one of a kind. • KAMs set the student on the road to lifelong learning by practicing the confidence, skills, and knowledge to be independent learners. • KAMs include theory, research, and practice. • KAMs are a good preparation for the dissertation. • KAMs begin the process of contributing to positive social change.

47. Every good piece of work is built on a plan. • KAMs have a 2-step planning process. • To make a plan for their KAMs students need to be imaginative and look to the support materials to help them, especially • Guide to the KAMs • KAM curriculum for their specialization • Sample KAMs

48. Planning Step 1: Personal Development Plan • The PDP is usually developed in SBSF 8005 Foundations of Doctoral Study, the orientation course. • In the PDP students identify their interests, backgrounds, and strengths and weaknesses. • Out of these they prepare a brief overview of how they might use each of the KAMs to explore their interests and grow as learners. • At this stage, they may simply write one sentence to outline what they might do with each Breadth, Depth, and Application of each KAM in their program.

49. An example from a PDP • A student in the Community Health specialization of the Ph.D. in Health Services might plan to do KAM 1, Principles of Social Change, this way: • In the Breadth, I will examine theories around the topic of cultural diversity as a force in social change. In the Depth, I will look for research to analyze on the topic of how health services deal with large volumes of clients from a variety of different cultures, but with a special focus on non-English speaking clients. In the Application, I will develop a set of protocols and procedures for our Community Health Service office to follow in dealing with a non-English speaking client and conduct a workshop for all employees on using these procedures.

50. Planning Step 2: The Learning Agreement • When students begin work with their KAM assessor, they develop a more extensive statement of their original idea for the KAM. • Now they need to expand on the topic by spelling out their learning objectives, identifying their reference materials, and describing what they will submit as a demonstration that they have met their objectives. • The KAM assessor will guide the student through this process until the assessor and student agree that the plan will work well.