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Professional Practices
Doctoral (PPD)
Program Challenges and
Solutions
Constructing
Meaning Creating
knowledge
Making Deci...
What are our phobias?...
Something to laugh
about…?
Click:
http://www.youtube.com/watch?
v=fWbwrO95dww
How do we enlist our
colleagues/colleges/departments/un
iversities?
What do you need to know to know how
to do what you do...
Differences - Similarities
Professional Doctorates
What is their need to know &
What do the students perform
like?

MD (me...
• Non-traditional Dissertation (Shulman, 2006; Willis, et. al. 20)
• What does it look like and what is its function?
• Pr...
• Time in program (unlimited) typically 8-years (Willis,
Inman,& Valenti 2010)

• Dissertation
• What is its purpose what ...
Market Demands
Market Demands

innovation

creativity

intelligent

failure

a need to know

entrepreneurship

knowledge w...
Strengths

Weaknesses Opportunities

From the Inside
From the Inside

Threats

From the outside
From the outside
BRIDGING THE GAP
• Dean
• Provost
• Faculty
• Graduate
• Tradition
• Knowledge
creation
• Stability

Technical Knowledge
T...
• Mid-Career degree (typically fulltime students)
• Typically older, experienced, and
from a wide range of
backgrounds
• F...
Agents of
Change
Graduates of PPD Programs
From Scholarly-practitioner to
consultant; "stewards of the
field (Andrews & Gr...
What curriculum would it
take to get our doctoral
students from the earliest
experiences in our doctoral
programs to compl...
• Courses prepare students for academic
rigorous research and to improve professional
practice
• Content learned is broad ...
http://www.youtube.com/watch?
v=L2zqTYgcpfg

Building the plane in the air…
Safe landing! 
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D3. professional practices doctoral (ppd) program challenges and solutions

  1. 1. Professional Practices Doctoral (PPD) Program Challenges and Solutions Constructing Meaning Creating knowledge Making Decisions Bryan Maughan, Ph.D., University of Idaho, Rutgers CPED convening 2013
  2. 2. What are our phobias?... Something to laugh about…? Click: http://www.youtube.com/watch? v=fWbwrO95dww
  3. 3. How do we enlist our colleagues/colleges/departments/un iversities? What do you need to know to know how to do what you do better?
  4. 4. Differences - Similarities Professional 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 (pharmacology Dphych (psychology) Education Doctorate What is their need to know & What do the students perform like?
  5. 5. • 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 PPD
  6. 6. • 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 Program norms for PhD programs
  7. 7. Market Demands Market Demands innovation creativity intelligent failure a need to know entrepreneurship knowledge worker risk-taking self-determined learning Bryan Maughan, complexity Ph.D., University of Idaho, Rutgers CPED convening 2013
  8. 8. Strengths Weaknesses Opportunities From the Inside From the Inside Threats From the outside From the outside
  9. 9. BRIDGING THE GAP • Dean • Provost • Faculty • Graduate • Tradition • Knowledge creation • Stability Technical Knowledge Tribal/Tacit Knowledge (Choo, The Knowing Organization, 2006) Dissertation in Practice Dissertation in Practice Academy THEORY COPYRIGHT © 2007, Sentire Mentoring Professionals Practitioner • Educator • Developer • Consultant • Quick solutions • Generative knowledge PRAXIS
  10. 10. • Mid-Career degree (typically fulltime students) • Typically older, experienced, and from a wide range of backgrounds • Full-time working professionals Student makeup
  11. 11. Agents of Change Graduates of PPD Programs From Scholarly-practitioner to consultant; "stewards of the field (Andrews & Grogan, 2005; Shulman et al., 2006) "
  12. 12. 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...
  13. 13. • Courses prepare students for academic rigorous research and to improve professional practice • Content learned is broad and more interdisciplinary; 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 Curriculum
  14. 14. http://www.youtube.com/watch? v=L2zqTYgcpfg Building the plane in the air… Safe landing! 

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