HOW TO EXECUTE OUR RESEARCH AGENDA

FIPSE – CPED PHASE II

Fund for the Improvement of Post-Secondary Education (FIPSE)

Innovation -- applicants to conceive, design, and manage projects in ways that promote sustained operations and growth, increase impact in other settings, and achieve other lasting and widespread effects.

Significance--address problems of national significance – problems shared by postsecondary institutions across the country

Grassroots reform--start with a good idea, try it to see how it works, and then share what you have learned with others.

Dissemination--to create solutions to those problems that can be transferred to many additional settings

CPED RESPONSE

Proven models for changing Ed Schools Document and evaluate change in the organizational

structures of a set of graduate schools to accommodate new professional practice degrees (Ed.D.) for school and college leaders.

Proven models for changing Ed.D. programs Document and evaluate change in the signature learning

processes, learning environments, and patterns of engagement of faculty and candidates in Ed.D. programs that participate in CPED.

Document and evaluate fidelity to a set of guiding principles developed in Phase I.

Transferrable Results Disseminate lessons learned and best practices for the design

and implementation of professional practice degrees to a new cohort of graduate schools of education.

Rural and minority institutions

Research questions

How has the CPED effort changed the organizational structures—policies, practices, structures— that govern the roles and responsibilities of faculty and candidates in preparation programs leading to the professional doctorate in education?

How has the CPED effort changed the signature learning processes, learning environments, and patterns of engagement of faculty and candidates in Ed.D. programs?

What impacts have these programmatic changes had on the graduate school of education?

How closely are new programs aligned to the core CPED principles for professional practice doctorate programs as established in 2009?

What lessons learned and best practices for Ed.D. programs can be derived from the efforts of the initial CPED institutions?

CPED AGENDA

YEAR TASK DELIVERABLE RESPONSIBILITY

I Institutional agreements

Signed commitment for data gathering and sharing

CPED leadership

Doctoral Fellows 3 students to support data organization and analysis

CPED leadership

Review of existing data

Initial data on institutional change, program design, principle fidelity

CPED leadership + doc fellows

Protocol development

Instruments for data gathering during on-site visits

CPED PIs

Identify 2nd wave 25 new institutions—rural & minority; members, critical friends

CPED Leadership + Advisory Board

Website development

Research and advocacy; learning community

CPED Leadership

Begin data collection

Teams visit sites and collect data

CPED PIs

External evaluation

Begin evaluation of Phase II for FIPSE

External Evaluator

CPED AGENDA CON’T

YEAR TASK DELIVERABLE RESPONSIBILITY

II Invite 2nd wave New members join & serve as critical friends to Phase II research

CPED leadership

Data gathering Continued site visits for data collection

CPED PIs

Data analysis Begin data analysis of newly collected data

CPED PIs

External evaluation

Continued evaluation of Phase II for FIPSE

External Evaluator

CPED AGENDA CON’T

YEAR TASK DELIVERABLE RESPONSIBILITY

III Write up research findings

Case studies of institutional change, program development and fidelity

CPED PIs

Dissemination of findings

Share results with broader Ed community

CPED leadership and PIs

External evaluation

Final evaluation of Phase II for FIPSE

External Evaluator

HOW DO WE….1) Document and evaluate change in the signature learning processes,

learning environments, and patterns of engagement of faculty and candidates in Ed.D. programs that participate in CPED.

2) Document and evaluate fidelity to a set of guiding principles developed in Phase I.

CPED is the largest effort in US history to distinguish the Ed.D. and to

make it the professional degree in education.

WHAT ARE OUR EXPECTATIONS?

WHAT GUIDELINES CAN WE DEVELOP FOR ASSESSING ED.D. CANDIDATE WRITING?

Scholarly Practitioner Writing

ACTION STEPS

Design team– develop strategic plan for implementing agenda in strands and levels across consortium

Protocol developmentWebsite development

Need: Consortium members