Appalachian State University
Doctoral Program in Educational Leadership
Ed L 7099 Professional Seminar Syllabus
Alice Phoebe Naylor, Ph. D., Professor, July 5 – July 29, 2006
Kelly Clark-Keefe, Ed.D., Assistant Professor, Fall, 2006
Seminar readings:
Harris, S. (Ed.). (2005). Changing mindsets of educational leaders to improve schools: Voices of doctoral students. Lanham, MD: Rowman and Littlefield Education.
Wheatley, M. J. (2002). turning to one another; simple conversations to restore hope to the future. San Francisco, CA: Berrett-Koehler Publishers, Inc.
Glatthorn, A. A. & Joyner, R. L. (2005). Writing the winning thesis or dissertation: A step by step guide. (2nd ed.). Thousand Oaks, CA: Sage Publications.
Introduction to Epistemology: “Social epistemology” (See Below or click on this address) http://plato.stanford.edu/entries/epistemology-social/
The RCOE Conceptual Framework
http://www.ced.appstate.edu/Conceptual_ Framework.htm
The Doctoral Program Conceptual Framework (See below)
What this seminar is about:
Building a Community of Scholars
· encouraging open, rigorous, critical dialogue
· agreeing on responsibilities and developing norms for cohort cohesiveness, teamwork, and a genuine sense of community
· fostering the development of post-course collegiality and collaboration
Orienting students to doctoral work and to Appalachian State’s doctoral program specifically
· preparing an individualized program of study
· understanding the conceptual framework of the Reich College of Education (RCOE) and of the Doctoral Program in Educational Leadership
Introducing students to faculty
· Identifying RCOE faculty’s current research or topics of interest
· Exploring what interaction with faculty will mean to you
Familiarizing students with “professional expectations” at the doctoral level
· Publishing
· ABD survival guide
· Conferences and presentations
Course Description:
The purpose of this seminar is to provide doctoral students with an introduction to the vocabulary and the process of doctoral study and to begin the exploration of possible dissertation topics. Philosophical and theoretical issues related to educational leadership may be raised. Individual faculty and faculty panels will, from time to time, join the seminar to discuss their research. Seminar students will begin to develop a portfolio reflecting their doctoral journey.
The Portfolio:
The journal/portfolio will provide students a means by which they can record reflections and present artifacts to peers and faculty. Students should expect to maintain the portfolio throughout their course work. Writing reflections and commenting on artifacts is your way of informing yourself primarily, but others as well, of your journey toward being a creator of new knowledge. The portfolio should be continued through the student’s internship.
(See Student Portfolio Assessment Form below)
Evaluation of course work:
EDL 7099 is graded as satisfactory (S) or unsatisfactory (U). Student portfolios must be submitted in order for the student to receive a final grade for the course. Portfolios will be returned for the purpose of adding to it as you progress through the program. Requirements for other classes can be contained in the same portfolio.
July 5 – 29, 2006
Web board discussion
Participation in web board discussion is required during both Second Summer Session and Fall semester. Specific times and topics for discussion will be determined by faculty and students. You will receive directions for signing on to the discussion board via email.
First face-to-face meeting of Seminar –July 20, 2006
9:00 a.m. to 1:00 p.m. EDH 324 (Bring snacks)
“How the Doctoral Program Works”
This seminar includes an orientation to Appalachian State University and its Doctoral Program in Educational Leadership. You will meet some of the important people you need to know while being a doctoral student.
· Meet: Chancellor Kenneth Peacock, Provost Stan Aeschelman, Registrar Don Rankins, Dr. Ann Viles, Library, Dean Edelma Huntley, Graduate School, Charles R. Duke, Dean of RCOE, and the Doctoral Program Policy Committee
· Discussion of “What is a doctoral program? How it differs from Masters/EdS degrees”. Read Harris text (see above).
· How we will network -- website, discussion board,
· Discussion of Readings
Second Face to Face Seminar – Saturday, July 29: 9:00 to 1:00 p.m. (Lunch provided)
Broyhill House, Lenoir: Corner of US 321 and 18 (driveway on US 321)
· Discussion of readings:
· Become familiar with meanings of attached vocabulary list.
· “What is a Dissertation?”
Reading a dissertation and suggestions to begin reflections after reading a dissertation:
1. How did this person come to define her/his question?
2. What happens when you search for “answers” – benefits, limitations.
3. What do you notice about language?
4. How/what do you learn about the researcher?
5. What were the characteristics/benefits of this seminar (scholarly discussion – everyone participates).
6. What questions are we left with? What don’t we know?
Reading list:
American Psychological Association. (2001). Publication manual of the American
Psychological Association (5th ed.). Washington, DC: American Psychological Association.
Harris, S. (Ed.). (2005). Changing mindsets of educational leaders to IMPROVE SCHOOLS: Voices of doctoral students. Landham, MD: Rowman and Littlefield Education.
Goldman, A. (2001). Social epistemology. In the Stanford Encyclopedia of Philosophy. Retrieved May 16, 2006, from http://plato.stanford.edu/entries/epistemology-social/
Bem, D. J. (1995).Writing literature reviews. Psychological Bulletin, 118(2), 172-177.
Reich College of Education (2006). RCOE Conceptual Framework. Retrieved May 16, 2006, from http://www.ced.appstate.edu/Conceptual_ Framework.htm
Rudestam, K. E., & Newton, R. R.. (2001). Surviving your dissertation (2nd ed.). Thousand
Oaks, CA: Sage Publications.
Wheatley, M. J. (2002). turning to one another: simple conversations to restore hope to the future. San Francisco: Barrett- Koehler Publishers, Inc.
Glatthorn, A. A. & Joyner, R. L. (2005). Writing the winning thesis or dissertation: A step by step guide (2nd ed .). Thousand Oaks, CA: Sage Publications.
Vocabulary and New Definitions
Pronunciation: pr&-'fesh-n&l, -'fe-sh&-nl
Function: adjective
1 a : of, relating to, or characteristic of a profession b : engaged in one of the learned professions c (1) : characterized by or conforming to the technical or ethical standards of a profession (2) : exhibiting a courteous, conscientious, and generally businesslike manner in the workplace
2 a : participating for gain or livelihood in an activity or field of endeavor often engaged in by amateurs <a professional golfer> b : having a particular profession as a permanent career <a professional soldier> c : engaged in by persons receiving financial return <professional football>
3 : following a line of conduct as though it were a profession <a professional patriot>
Main Entry: sem·i·nar
Pronunciation: 'se-m&-"när
Function: noun
Etymology: German, from Latin seminarium nursery
1 : a group of advanced students studying under a professor with each doing original research and all exchanging results through reports and discussions
2 a (1) : a course of study pursued by a seminar (2) : an advanced or graduate course often featuring informality and discussion b : a scheduled meeting of a seminar or a room for such meetings
3 : a meeting for giving and discussing information
Change agent Hegemony
Chaos theory Hermeneutics
Conceptual Framework Multiculturalism
Constructivism Paradigm
Context Patriarchy
Critical theory Pedagogy
Curriculum Pragmatism
Discourse Qualitative research
Diversity Quantitative research
Dissertation (as distinct from term paper) Review of literature (Lit. review)
Epistemology Social capital
Grounding Social reproduction
Theory
Zone of proximal development
DOCTORAL PROGRAM IN EDUCATIONAL LEADERSHIP
CONCEPTUAL FRAMEWORK
Adopted December 3, 2005
INTRODUCTION
The faculty, students, alumni and a field advisory board form the Doctoral Program in Educational Leadership community of practice within the context of the Reich College of Education (RCOE) and Appalachian State University communities. The Program contributes to the mission of the RCOE by preparing traditional and non traditional candidates for leadership positions in public schools, higher education and other educational settings
COMMUNITY OF PRACTICE
The Doctoral Program is a socially constructed scholarly community. The philosophical foundation of this community helps to prepare graduates to assess social and cultural environments of educational institutions in a global context and specifically in northwest North Carolina. In whatever culture graduates find themselves they will be faced with challenges as well as opportunities presented by living in an increasingly complex global community (Greenfield, 1992). The doctoral program community embraces the opportunity to engage in critical dialogue about the issues and tensions that emerge across human differences, such as psychological and economic, as well as differences in approaches to research and educational domains.
An assumption of this community is that faculty will collaborate with and support students in their personal transformation while identifying and addressing critical educational issues (Daloz, 1999). A bi-directional relationship emerges overtime whereby students and faculty work together toward applying theory to practice, conducting research and constructing knowledge to make a significant contribution to education and a just society.
Student Cohorts
Admission to the program is determined by criteria established by the Program Policy Committee. Drawing mostly from northwest North Carolina, but welcoming students from around the world, approximately twelve students are selected to form a new cohort each year. Cohorts proceed through the program as a dynamic community of practice. In the latter years of the program students cross paths with students from other cohorts and individual students mentor each other as they begin work on their individual research. The support of students for each other is expected throughout the program. The nature of the community is defined by the individuals in it, its collective character, and its shared assumptions.
Faculty
Currently three faculty in the RCOE are designated doctoral faculty. All other faculty participating in the doctoral program are members of departments across campus. Faculty serve as qualifying examination and dissertation committee members and chairs, teach classes, participate in Program sponsored seminars or serve on the Program Policy Committee (PPC). Classes are organized as seminars and web-based activities. The physical environment reflects the highly collegial, loosely coupled scholarly community of practice that is created by faculty. Periodic faculty seminars and retreats allow for critical discussions of program purpose and implementation.
Program Policy Committee
Nine faculty members of the Program Policy Committee (PPC) are appointed by the Dean and recommend policy and procedures to the Director and the Dean. Members are selected from among teaching faculty and representatives of the university faculty, each having a staggered term on the committee. In addition students and alumni who volunteer to participate on the PPC are included. The PPC meets once a month during the school year and serves as a continuous source of communication, critique and collegiality across the key constituent groups of the program.
Advisory Board
The Dean and Director select nine alumni and employers of graduates to serve on an Advisory Board which meets once or twice each year. Students are also represented. The agenda for the Board meetings include market needs, funding sources, recruitment efforts, and curriculum evaluation.
KNOWLEDGE IS SOCIALLY CONSTRUCTED
Educational leaders are cognizant of the differences and the inequalities among social groups, groups either limited or enhanced by race, class, ability and sexuality. Cohorts are selected with an eye toward reflecting diversity so that the academic experience more closely represents the population served. For example, ten per cent of the total student enrollment over its twelve year history has been minority as compared to the university five per cent. Cohort 11 had 27 per cent African American. Other minorities represented have been Asian, African, Hispanic and approximately 62 per cent of students are women. Students are encouraged to question and evaluate the environment and context created by the doctoral program and its influence on their understanding of knowledge. Graduates of this program examine and reflect upon the influence of the social environment on their own knowledge and perspectives as well as that of the populations they will serve in educational institutions.
NOVICE TO EXPERT
More than half of the students who enter the doctoral program are in administrative positions and are educational experts in many ways. Novices in the doctoral program are generally new to research methodologies and the application of research to educational organizations and teaching and learning. Course work has an emphasis on critical analysis, reflection and writing. After passing the Qualifying Examination students begin the process to becoming research-based educational experts. The final product of the Program requires students to conduct their own original research and complete a dissertation, the capstone of this academic experience which is then presented at a public defense.
THE KNOWLEDGE BASE FOR EDUCATIONAL LEADERSHIP
The curriculum of the DPEL is shaped by the efforts of individual teaching faculty, educating students to consider educational organizations and institutions as a collective of individuals working together toward common goals (Wheatley, 2004) The program strives to be a learning community (Sapiro, 1999) and to build relationships with practitioners. The learning community is committed to scholarship through knowledge discovery, integration of research findings, and informed field-based praxis (Boyer, 1991). Faculty considers philosophical and ethical questions as central to a leadership curriculum and recognizes that change in organizations is dependent on developing leaders who have a catalytic influence on organizations (Rogers, 1999).
DISPOSITIONS
The Doctoral Program strives to graduate leaders with dispositions expected of all graduates of the RCOE. All educators are responsible for the growth, development and well being of others. The added responsibility of organizational leaders requires the application of these dispositions to the institution they lead and the larger community they serve.
1. Candidates exhibit a commitment to meeting the needs of students, faculty, educational institutions and the communities they serve.
2. Candidates exhibit a commitment to reflective practice, and model its benefits for the people with whom they collaborate.
3. Candidates exhibit a commitment to professional and ethical practice.
Works Consulted
Barnard, C. (1968). The functions of the executive. Cambridge: Harvard University Press.
Bertrand, Y. (1996). Contemporary theories and practices in education. Madison, WI: Atwood Publishing.
Boyer, E. (1991). Scholarship reconsidered. Washington, DC: Carnegie Foundation for the Advancement of Higher Education.
Carlson, R.V. (1996). Reframing and reforming: Perspectives on organization leadership and school change. White Plains, N.Y.: Longman.