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Friday, November 18 • 12:20pm - 1:30pm
Doctoral Education in Educational Leadership

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Signature Design Features for the Scholarly-Practitioner’s EdD: Lessons and Outcomes in Refreshing Practice. Jim Allen, James W. Koschoreck, Cindy J. Reed (Northern Kentucky University)

The purpose of this session is to discuss the development, implementation, and recent efforts in refreshing practice within a CPED member EdD program in educational leadership. In addition to discussing the contextual factors that have led to continued program change, we will detail six signature design features and discuss how this innovative program ts within the context of recent and emerging changes in professional doctoral education.

Mentoring as Preparation for the Professoriate: Insights From Jay D. Scribner Mentoring Award Recipients. Joel R. Malin, Miami University; Donald G. Hackmann, University of Illinois at Urbana- Champaign; Shaobing Li, Miami University

This qualitative study involved interviews of each of 11 professors who have received the
UCEA Jay D. Scribner Mentoring Award. Participants described the instrumental, psychosocial, and relational supports they provided to their protégés, while noting the uniqueness of each relationship; described bene ts they and protégés experienced; and described the importance of lifelong relationships. Acknowledging numerous mentoring opportunities provided by UCEA and AERA, participants provided recommendations on how programs could be enhanced.

Building Doctoral Programs to Prepare Culturally Competent Educational Leaders. James Coaxum, Rowan University, JoAnn Manning, Rowan University, Beverly Johnson-Green, Logan Township School District; Debora Rivera, Union County College; Ajeenah Nuriddin, Rutgers University; Silvana Zircher, Hamilton Township School District; Mary Clark, Carteret Community College

This research study investigates how a doctoral leadership preparation program develops culturally competent leaders. Utilizing a mixed methods research design, this study examines the program’s pillars that foster knowledge, skills and disposition around cultural competency. These include multicultural/intercultural education, leadership for social justice, culturally relevant pedagogy, and global education.

The Consequential Relationship Between Doctoral Course Design and Capstone Design. Valerie Anne Storey, University of Central Florida

This mixed methods research study considers how doctoral programs are designed, the different types of courses available, and the relationship between program design and capstone in the UK and USA. We will explore the variety of ways in which professional doctorate programs prepare candidates for their research study by drawing on data obtained from a survey of 150 higher education institutions and qualitative data from 12 interviews with program coordinators.

Friday November 18, 2016 12:20pm - 1:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Joliet A

Attendees (11)