The Dissertation Three Ways

Transcription

1 The Dissertation Three Ways Please feel free to ask questions throughout the session! You can do so using Poll Everywhere via: The Internet by logging on to: PollEv.com/USCEDD OR Presenters: Rob Filback, Kim Hirabayashi, Larry Picus, Mark Robison Text messaging by: Entering as the number Entering USCEDD as the text message You will receive a confirmation text indicating you are associated with the session and can now text questions. Discussant: Robert Rueda 2 1. To provide an overview of the dissertation processes and products related to on-campus, online, and hybrid Ed.D. programs. 2. To discuss the benefits and drawbacks to each of these three different dissertation processes and products. 3. To engage conference participants in discussion in their own current practices and the best ways to address some of the challenges in guiding dissertations for Ed.D. candidates. EdD Programs in: Educational Leadership Organizational Change and Leadership Global Executive 3 4 1

2 700 students 60% Female 40% Male Educational Leadership EdD 5 Program focus current professionals K-12 administration Teacher Education Multicultural Society (TEMS) Educational Psychology Higher Education Enrollment 160 students per year Campus Hawaii Orange County Types of Dissertation Dissertations of practice Capstone projects Key components Problem solving Inquiry Characteristics Addresses an educa0onal issue Focused on some aspect of urban educa0on Focuses on a significant problem of prac0ce Demonstrates proficiency in Inquiry skills and methods as appropriate to the problem 7 8 2

3 Single, Study, Not Connected to Thematic Group Single Common theme Different research questions or focus within the theme Common Theme Study Product = single author disserta0on 9 Product = single author disserta0on 10 Team Approach Within Thematic Format Single chair Different research questions or focus by team One or multiple sites Single chair Single topic Common questions and methodology studies Single Common Topic Member 1 Member 1 Member 1 Team 1 Team 2 Team 3 Member 2 Member 3 Member 2 Member 3 Member 2 Member 3 Product = Report with single- author and possibly some joint author sections Product = single author disserta0ons

4 Group approach Timely completion Focus educators real-world problems Allows demonstrated mastery of evidence-based problem solving Identifying adequate number of faculty chairs Maintaining quality with large number of dissertations Organizational Change and Leadership EdD Program Focus: current professionals School-based settings Non-profit and public agencies Private companies Military Enrollment: 180 students per year (over 3 cohorts each year) Began in January

5 Capstone format Dissertation of Practice Reflective capstone Key assessments 4 models Evaluation Needs analysis Gap analysis Promising practice Dissertation elements embedded into coursework s assigned in second term Group approach Timely completion Focus on problem-solving within own professional organizations and contexts Allows demonstrated mastery of evidence-based problem solving Fewer faculty chairs needed Early topic selection Little flexibility in conceptual framework Requires ongoing and intensive collaboration between instructors and dissertation chairs Global Executive EdD 19 5

6 Focus Prepare transformational educational leaders by equipping students to: Enrollment ±18-24 per cohort Pre- session online (2-5 weeks) Intensive In- Person Session on- campus (1 or 2 weeks) Post- session online (5-10 weeks) TERM START TERM END Dissertation of Practice Preliminary work begins on first day Six months into the program students are writing their first chapter Integrated into the coursework to streamline the program Chapters written as assignments within courses Students complete and defend their dissertation 25 months after beginning the program 23 Group approach Collaborative process but individual product Timely completion Focus on problem-solving within own professional organizations and contexts Allows demonstrated mastery of evidence-based problem solving 24 6

7 Early topic selection Occasional mid-dissertation topic change Heavy reliance on qualitative methods in the absence of extensive quantitative preparation Format minimizes some of the beneficial intellectual struggles inherent in choosing a framework Educational Leadership EdD Larry Picus - lpicus@usc.edu Global Executive EdD Rob Filback - filback@usc.edu Mark Robison - mrobison@usc.edu Organizational Change and Leadership EdD Kim Hirabayashi - hirabaya@usc.edu Robert Rueda (Discussant) - rueda@usc.edu