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E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
E3.  Voices from students in the UMSL EDD learning communities
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E3. Voices from students in the UMSL EDD learning communities

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  • 1. Voices from Students in the UMSL Ed.D. Learning Communities Virginia Navarro Kathleen Haywood
  • 2. Overview • Thematic Learning Community information • Program components • Voice of students • Themes from Initial letter to instructor (Sept, 2013) • Qualtrics survey (Oct, 2013) • Likert items • Open-ended Questions on Program • Positive aspects • Challenges / Issues CPED '13 2
  • 3. Thematic Learning Communities CPED '13 3
  • 4. LC Program Components • Learning Community of Practice Mentor Teams screened applicants who met Ed. D. requirements for fit and to manage size of groups. • The Mentor Team stays with the community throughout its 3-year journey. • Target program completion for the Ed. D. is 3 to 3.5 years. • Mentor Teams administer qualifying and comprehensive exams and serve on the dissertation in practice committees. • Curriculum includes both required and choice components – community makes choices for the community CPED '13 4
  • 5. LC Mentor Teams • Mentor Teams can include: • Experts in the community theme • Regular faculty in education • Regular faculty from other university units • Practitioners in the theme with a terminal degree • Adjunct faculty CPED '13 5
  • 6. Origin of Themes • Reflect faculty expertise • Reflect student interest • Reflect areas of practice Note that themes can be identified and offered as practice evolves and changes – can be on the cutting edge – and don‟t require a University approval process CPED '13 6
  • 7. The 2013 Themes • Language, Literacy and Culture (LLC) (n = 15) • Character Education and Democratic School Governance (CEDSG) (n = 13) • Education Policy and Comparative Education (EPCE) (n = 13) • Higher Education Student Services (HESS) (n = 10) Tentative plans are to begin two additional communities next year led by STEM and curriculum and instruction faculty. CPED '13 7
  • 8. The Students • All (N = 50) had at least one advanced degree in hand • 1 Juris Doctor Degree • 3 Education Specialist Degrees • 46 Master‟s Degrees • • • • • 2 M.B.A.s 2 M.F.A.s Others in Education 10 had two Master‟s Degrees 1 had three Master‟s Degrees • 16 earned most recent degree between 2009 and 2013 • 12 earned most recent degree between 2004 and 2008 • 21 earned most recent degree before 2004 CPED '13 8
  • 9. The Students CPED '13 9
  • 10. The Students SoTL Class Exercise: Metaforms Tree of Transformational Teaching and Learning CPED '13 10
  • 11. Group Activity in Scholarship of Teaching & Learning class. Transformational Learning Artifact #1 “Out of the gloomy, dismal, mediocre forest of traditional teaching, bursts the tree of transformational teaching and learning. Teachers and students are discovering ways to enable learning, sharing and discussing frames of reference, engaging in effective discourse and challenging the habits of mind. Teachers are branching out from the old pedestrian pedagogy as the "Sage in the Stage" and students are facilitating their learning by "The Guide on the Side." CPED '13 11
  • 12. The Students • Employment information on 42/50 students • 64% are employed in K-12 schools • 85% of those are in public schools • 44% of those are in a “struggling” district • 26% are employed in higher education • 4% are employed in agencies • School roles include administrators (9), teachers (10), coordinators/directors/specialists (6) • Those in higher education are advisors (4) or in student services (6) CPED '13 12
  • 13. Students with Lee Shulman Many students were able to attend the 2013 Scholarship of Teaching & Learning Conference to hear and meet Lee Shulman. CPED '13 13
  • 14. Learning Community Curricula 1. Learning Community (3 hrs. each semester/summer) 2. Four Core Courses (2 hrs each) •Scholarship of teaching and learning •Evaluation of educational programs •Building socially just learning communities •Ethical and legal issues in educational practice 3. Selected Tool and Inquiry Courses 4. Required Practica •Laboratory of practice (6 hrs) •Dissertation in practice (8 hrs) CPED '13 14
  • 15. Sample Inquiry & Tool Courses (1 hr.) CPED '13 15
  • 16. LLC group discussing Bazerman's piece on genre and cognitive development in the literacy studies doctoral seminar CPED '13 16
  • 17. Voices from Class Activity Questions posed in a class exit letter in Scholarship of Teaching & Learning Course: • How do you believe you have approached your practice in scholarly ways? • How do you hope engaging in the Scholarship of Teaching & Learning will affect your practice? • After today's discussion, why do you believe it is important? CPED '13 17
  • 18. Appreciation for being in the course and its opportunities #19 S227-228 • “I hope the class will provide me with innovative tools that I can use and implement in the district and community in which I currently serve. I also hope to gain a deeper understanding of transformation and innovation teaching practices.” #31 S347-48 •“I interpreted scholarship as scholarly knowledge - being well versed in your subject matter, etc. Now, my interpretation is scholarship being tied to innovation, best practices, transformational teaching/learning. New words which as having been an educator in years past, were not spoken of in the institutions I worked for. I initially interpreted scholarship as scholarly knowledge, well versed in one‟s subject matter.” CPED '13 18
  • 19. Motives and goals for Ed.D. work # 45 IC488 •“I applied to the CPED program for two primary reasons: I love to learn and I want to be effective in my role as an educator . When I attended the information sessions regarding the CPED, I was convinced of the potential of the program because I could feel the excitement from the university leaders. This sort of energy and motivation towards learning and the power of education is something I realize has not been overtly present in most of my recent daily professional life.” # 35 S385 •“My goal for the scholarship of teaching and learning is to refine my critical thinking skills and apply them to my efforts to impact positive change. My goal for the scholarship of teaching and learning class is to refine critical thinking skills and apply to impact positive change.” CPED '13 19
  • 20. Motives and goals for Ed.D. work (cont.) # 44 C484-85 •“I hope that engaging in this Scholarship of Teaching and Learning Seminar will help guide me in becoming a more global thinker in terms of what teaching and learning truly means. Instead of getting caught up in the "latest and greatest trend", I want to be able to understand my role in the larger picture . I want to be a voice for teachers, learners, innovators, practitioners, legislators, and entrepreneurs who shape the lives of our children.” # 40 C431-42 •“My hope is that my participation in this course and program will enable me to refine my instruction to the benefit of my diverse student population, as well as equip me to advocate for and implement change in my school and district.” CPED '13 20
  • 21. Literacy Studies Doctoral Seminar Workshop on Nonfiction Texts CPED '13 21
  • 22. Change agents to promote educational reform within schools and community #6 C85-86 •“Our education system is flawed (not broken); and as people currently working in the system, it is our responsibility to be working towards repair and progression.” # 19 S225-226 • “As a scholar of teaching and learning, I understand that there are various ways to make change in order to prepare students for success. Oftentimes, policy makers implement or develop policy without fully understanding the teaching and learning process.” CPED '13 22
  • 23. Role of student – in activity #11 S137 • “I like the idea of learning to move mountains or at least shifting the route from up-hill to down-hill.” #16 S181 • “Being a scholar of teaching and learning allows me to be a student of the profession, constantly evaluating my practice and approach.” CPED '13 23
  • 24. Diversity and gifts of learners #3 C50-52 • “I am blown away by the people that I‟ve met already and the diversity of occupations and roles and all in the educational system! Who knew? So interesting! Being around such amazing people reinvigorates my sense of pride in being an educator for over 30 years. Certainly, if we all work together we should be able to make the world a better place for children.” #41 C452-55 • “To summarize, I am excited about working with a great group of diverse individuals who have various perspectives and insights to bring to the table . The idea of innovation, case-busting, and collaboration are exciting terms to me . excited about working with diverse individuals with a variety of perspectives and insights.” CPED '13 24
  • 25. Student Voices/Survey Results 1.14 Likert scale items – Means and s.d./ percents for SA & A – N – D & SD 2. Themes in response to question: Please share one or two aspects of the Ed. D. program that you feel positive about. 3. Themes in response to question: Please share one or two ideas for improving the Ed. D. program. CPED '13 25
  • 26. Demographics Identify your current role in your practice setting. 1 Teacher 8 24% 2 Administrator 13 39% 3 Specialist 1 3% 4 Professional Staff 5 15% 5 Other 6 18% Total 33 CPED '13 What level of student do you work with? 1 Early Childhood 3 9% 2 Elementary 8 24% 3 Middle School 6-8 8 24% 4 High School 9-12 7 21% 5 Higher Education 8 24% Total 34 26
  • 27. CPED survey F’13 N-34, 5 point Likert scale strongly agree-agree-neutral-disagree-strongly disagree Survey Question Mean 1. Working with a Cohort group on a doctoral degree will strengthen my desire to persist to completion. 2. The thematic organization of Cohorts was a significant factor in my choosing this program. 3. Having some core courses across Cohort groups is valuable to my learning. 4. The workload for 6 graduate credits per semester has been reasonable. 5. Professors are accessible for questions / concerns. 6. I would recommend this program to a colleague. 7. Cohort members bring helpful expertise to group. 8. Program components were articulated clearly. 9. Communication of expectations has been clear in coursework. 10. At this time plan to complete the program on time with Cohort members. 11. The plan of study for the Ed. D. is practitioner centered. 12. I believe that problems of practice in education can be creatively solved in collaboration with those with varying perspectives. 13. My strengths and experience are valued in the group. 14. I am satisfied with what I am learning to date. 4.50 .63 4.56 .51 4.69 2.94 .48 1.69 4.19 3.69 4.56 3.73 3.56 4.50 3.31 4.79 .83 1.08 .63 1.03 .96 .82 1.45 .43 4.13 4.07 .81 1.03 CPED '13 27 sd
  • 28. Agree/ Strongly Agree (%) Survey Question 1. Working with a Cohort group on a doctoral degree will strengthen my desire to persist to completion. 2. The thematic organization of Cohorts was a significant factor in my choosing this program. 3. Having some core courses across Cohort groups is valuable to my learning. 4. The workload for 6 graduate credits per semester has been reasonable. 5. Professors are accessible for questions / concerns. 6. I would recommend this program to a colleague. 7. Cohort members bring helpful expertise to group. 8. Program components were articulated clearly. 9. Communication of expectations has been clear in coursework. 10. At this time plan to complete the program on time with Cohort members. 11. The plan of study for the Ed. D. is practitioner centered. 12. I believe that problems of practice in education can be creatively solved in collaboration with those with varying perspectives. 13. My strengths and experience are valued in the group. 14. I am satisfied with what I am learning to date. CPED '13 28 Disagree/ Strongly Neutral Disagree (%) (%) 94 0 6 94 0 6 97 62 82 74 92 63 70 89 79 3 33 3 3 3 15 15 0 18 0 6 15 24 6 21 15 12 3 97 0 3 82 88 3 9 15 3
  • 29. LC +…Connected to Practice • “Relevant information pertaining to current work issues is discussed allowing for implementation to practice.” • “In-depth discussions that combine realworld experience with theory.” • “Intentional practitioner focus with multiperspective interaction/engagement.” • “The real-life experiences shared by the students as we discuss educational issues” CPED '13 29
  • 30. LC +…Identity and Relationships • “I love the cohort group & the strength of having a mentor team. It is an amazing experience so far!” • “A cohort of peers allows for a learning community that will enhance my learning.” • “Discussion in class with the instructors is valuable in gaining insight as to how to "think" like a „Doctor.‟” CPED '13 30
  • 31. LC +…Course Content and Professors • “Professors are respectful of our time while also pushing us to think differently, reflect and analyze our readings or discussions. Class time is well spent, assignments are reasonable.” • “The content of the Literacy Research class is wonderfully challenging, and extremely thought provoking.” • “I am thrilled with the opportunity to study, learn, and apply relevant research and educational applications for the improvement of my professional practice. I have also been grateful for the discourse with the instructors, as well as their investment in our success.” • “The learning that we do around the scholarship of teaching and learning has inspired me to think about my craft and work as an administrator.” CPED '13 31
  • 32. LC Improvement Ideas • “We can improve the Ed. D. program by undertaking small projects that give us the opportunity to apply principles we are studying, serve the schools where we work, gather data on the impact of these small projects, report the findings to the learning community, and analyze the process of service learning. These service learning projects can be pilot work – action research with a few students or in a few classrooms or with a few colleagues. Small projects will help us prepare for the dissertation research we will be doing later. In other words, we will understand the concepts better if we do something with them outside of the university and share our findings -- including the false starts and mistakes -in the university.” CPED '13 32
  • 33. LC Improvement Ideas • “The amount of course work outside of the classroom is overwhelming to a practitioner in the field.” •“One of our first courses should have been an introduction to research practices and graduate studies. This class would not only help students navigate the realm of research but also acquaint students with habits of graduate studies.” •“Would like to see more involvement from Ed.D. faculty or guest presenters. Practice centered around theory is okay to an extent but if all the faculty involved are Ph.D.'s whose focus is research and theory, then we will not have exposure to those who are practice focused and therefore will not have "real world" influence to enrich our learning.” CPED '13 33
  • 34. Next Steps • Planning out courses so scheduling can be done more systematically. • Standing sub-committee of Graduate Education Council in the COE with representatives from all thematic LC to discuss problems, share ideas and strategies. • Qualifying experience and comprehensive exam format and preparation • Coordinate courses and learn from each other •Identify more practitioner allies as expert resources •Negotiate with students on inquiry topics so working groups can be formed. CPED '13 34
  • 35. Please Contact US • Kathie Haywood • haywoodk@umsl.edu • Virginia Navarro • virginia.navarro@umsl.edu CPED '13 35

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