Constructing Meaning Creating knowledge

Making Decisions

Bryan Maughan, Ph.D., University of Idaho, Rutgers CPED convening 2013

Professional Practices Doctoral (PPD)

Program Challenges and Solutions

Click:

http://www.youtube.com/watch?v=fWbwrO95dww

What are our phobias?... Something to laugh about…?

How do we enlist our colleagues/colleges/departments/unive

rsities?

What do you need to know to know how to do what you do better?

Differences - SimilaritiesProfessional Doctorates

What is their need to know & What do the students perform like? MD (medicine)JDD (juris)EngD (engineering)DM (music)DCP (clinical practice)Dprof (Professional Studies)DCS (consumer sciences)PharmD (pharmacologyDphych (psychology)

Education DoctorateWhat is their need to know & What do the students perform like?

Program norms for PPD

• Non-traditional Dissertation (Shulman, 2006; Willis, et. al. 20)

• What does it look like and what is its function?• Program timeframe--3 years (Willis, Inman,& Valenti, 2010, p.15)

• Active Signature Pedagogy• Addresses a Problem of Practice (real-time/world problems,

contextual), or evaluative• Cohort model• Co-authorship/companion dissertation: research clusters

(McNamara, Lara-Alecia, Irby, Hoyle, & Tong, 2007; Golde, Walker, & Associates, 2006)

• Interdisciplinary research• Mentored/Internships with professional practitioners/scholars• Practitioners serve on committees

Program norms for PhD programs

• Time in program (unlimited) typically 8-years (Willis, Inman,& Valenti 2010)

• Dissertation• What is its purpose what does it look like?

• Grad faculty serve on committees• Curriculum heavy in research • Theoretical problem--gap in the literature• Single authorship: research clusters (Golde, Walker, et. al.,

2006)

• Mentored by Major Professor/Adviser

Market Demands

Bryan Maughan, Ph.D., University of Idaho, Rutgers CPED convening 2013

Market Demands

innovation creativity intelligent failure

a need to know entrepreneurship

knowledge worker risk-taking

self-determined learning complexity

Strengths Weaknesses Opportunities Threats

From the InsideFrom the Inside From the outsideFrom the outside

Academy THEORY

BRIDGING THE GAP

COPYRIGHT © 2007, Sentire Mentoring

Technical Knowledge

Tribal/Tacit Knowledge(Choo, The Knowing Organization, 2006)

Professionals PRAXIS

•Dean•Provost•Faculty•Graduate

•Tradition•Knowledge creation•Stability

Practitioner•Educator•Developer•Consultant

•Quick solutions•Generative

knowledge

Dissertation in PracticeDissertation in Practice

Student makeup

•Mid-Career degree (typically full-time students)

•Typically older, experienced, and from a wide range of backgrounds

•Full-time working professionals

Graduates of PPD Programs

From Scholarly-practitioner to consultant; "stewards of the field

(Andrews & Grogan, 2005; Shulman et al., 2006)"

Agents of Change

What curriculum would it take to get our doctoral students

from the earliest experiences in our doctoral programs to

completion?

Seeing through to the end...

Curriculum

• Courses prepare students for academic rigorous research and to improve professional practice

• Content learned is broad and more inter-disciplinary; requires broad range of skills, expertise, and knowledge

• Integrated coursework, research, and fieldwork (mentorships)

• Curriculum relevant to field experience• Reduces the dominance of the university sector

(academy) and tendency to privilege academic Knowledge over professional knowledge

Building the plane in the air…Safe landing!

http://www.youtube.com/watch?v=L2zqTYgcpfg