Report of January 29-30, 2008 Convening
Tuesday, January 29
The convening aimed to introduce the CSU Carnegie Project on the Education Doctorate. Signature pedagogies were envisioned, student assessments were examined, and CSU project framework was developed through discussion between CSU and CPED.
The goals of CSU CPED and the purposes of professional learning community were deliberated. Signature pedagogies were envisioned while pre-work was shared. Institutional teams discussed the questions:
- What are one or more signature pedagogies that you have or would like to have in your program?
- What are the features or characteristics of these pedagogies?
Visioning groups explored and recorded strategies for signature pedagogies, and deliberated upon the questions:
- What are the reasons to have a signature pedagogy?
- What signature pedagogies are best suited for your Ed.D program?
- What benefits might accrue from adding this (these) signature pedagogy (ies) to your program?
Chris Golde, Associate Provost for Graduate Education, Stanford University, made comments about the highlights of discussion reported by the visioning groups. Dr. Golde played a key role in the development of the Carnegie Initiative on the Doctorate (CID) and its Carnegie Project on the Doctorate (CPED). She is familiar with CSU Ed.D. programs through her role as a WASC Doctoral Committee Member. She will share perspectives on the CPED, the CSU Ed.D., and some of the issues the Carnegie Project has explored that are particularly significant in considering CSU Ed.D. programs.
Upon adjournment of the first meeting day, CSU CPED participants were invited to a Carnegie Foundation Community Event, where Lee Shulman and Lloyd Bond of Carnegie and Barbara Wright of WASC made presentations on the uses of assessment to evaluate the qualifications of students prior to college admission.
Wednesday, January 30
Ed.D students were invited to meet together and exchange perspectives during breakfast at the Carnegie Foundation. A review of the first meeting day was given, and an overview of the current meeting day was discussed.
The fundamental purposes and underlying questions of the Carnegie Initiative on the Doctorate (CID) support the CPED analyses of assessment. The purposes and questions derived from the CID model that concentrate on developing stewards of knowledge and wisdom. It involves identifying what an individual with a doctorate in the discipline must know and be able to do:
- What content knowledge, experiences, skills, and habits of mind will be important for a new Ed.D. graduate to have to meet the challenges of the profession and to take advantage of the opportunities available to educational leaders for achieving reforms?
- What do the answers to these questions mean for the desired outcomes for Ed.D. candidates?
Lee Shulman, President of the Carnegie Foundation for the Advancement of Teaching, provided deeper context for the CPED by giving a presentation which explored assessment within the professional doctorate of education. Attendees participated in deliberation with Dr. Shulman, examining the purposes and practice of assessment. Central issues included the role of assessment in the re-formulation of the Ed.D., frameworks for considering candidate and program assessment, the fundamental purposes of candidate assessment, and the challenges of doctoral assessment and accountability.
During lunch at the Foundation, participants continued to have informal discussions about assessment issues.
Campus teams shared assessment Pre-Work in Visioning Groups, and based on the knowledge that Each program has a set of learning outcomes that have been well articulated and provide coherence and direction for faculty and students, they deliberated on the questions:
- What are those outcomes?
- What data do programs gather to assess how well candidates have met those expectations?
- What are the purposes of candidate assessment?
- What assessment approaches are best suited to your Ed.D. program?
- What benefits may accrue from using particular assessment approaches?
Visioning groups explored and recorded suggestions and strategies for candidate assessment and reported on highlights of individual discussions.
To bring the meeting to a conclusion, feedback was given from participants and time was spent reflecting on the two days’ work. Participants examined what has been discussed, considering the CPED topics of most relevance to the CSU Ed.D programs. After a brief description of the CSU CPED website, Dr. Shulman provided the concluding comments by sharing perspectives and ideas with CSU CPED.
top of page