Implementing an Online Professional Practice Doctoral Program in a PhD Environment: Managing the Dilemmas

2014 ◽  
Vol 35 (3) ◽  
pp. 363-382 ◽  
Author(s):  
Alyson Adams ◽  
Elizabeth Bondy ◽  
Dorene Ross ◽  
Nancy Fichtman Dana ◽  
Brianna Kennedy-Lewis
Keyword(s):  
Professional Practice ◽  
Doctoral Program

scholarly journals How to Launch a Doctoral Interdisciplinary Leadership Program

2015 ◽  
Vol 1 (1) ◽  
pp. 14 ◽  
Author(s):  
Barbara L Brock ◽  
Isabelle Cherney ◽  
James R. Martin ◽  
Jennifer Moss Breen ◽  
Gretchen Oltman
Keyword(s):  
Social Justice ◽  
Professional Practice ◽  
Ethical Decision Making ◽  
Doctoral Program ◽  
Interdisciplinary Approach ◽  
Lessons Learned ◽  
Academic Disciplines ◽  
Leadership Programs ◽  
Student Body ◽  
Leadership Program

<p>Building a doctoral program in leadership is never an easy task, and building an interdisciplinary doctoral program is even more difficult. Yet, it is the interdisciplinary approach that differentiates typical leadership programs from others and offers learners an integrated view of leadership theories and practices. This special report presents an example of designing and implementing an interdisciplinary doctoral program that promotes social justice leadership. Drawing from firsthand experiences of program faculty, staff, and administration, we share lessons learned and the logic behind adopting an interdisciplinary approach for those creating programs that seeks to promote social justice. We found that by allowing students and faculty to convene together, rather than disperse into separate, isolated academic disciplines, emerging scholar-practitioners are encouraged to engage in realistic, professional practice investigation and problem-solving techniques. Through this experience, we also found that conscious coursework design involves integrating multiple, often quite divergent, disciplines into a core set of courses. Additionally, we learned that unifying students through a common mission permits distinctive discussions, including personal reflection and ethical decision-making opportunities among the concepts, constructs, and knowledge that extend beyond disciplinary lines (Cherney et al., 2012). We also found that cultivating a diverse student body and faculty base requires everyone to work strategically within the program, recognizing the call for coherence and consistency across disciplinary lines. Finally, we discovered that developing a dissertation in practice allows students to implement an evidence-based solution within their professional practice setting as their pinnacle doctorate work (Herr &amp; Anderson, 2014; Olson &amp; Clark, 2009). We conclude this paper by reiterating our finding that leadership programs that promote social justice are enhanced by adopting an interdisciplinary approach as this allows for the creation of a program that challenges students to learn at a more complex level, faculty to integrate disciplines, and programs to promote socially just ideals. We discuss implications for other schools seeking to develop an interdisciplinary doctoral leadership program.</p>

scholarly journals Creative and Innovative Solutions to Accommodate the Growth of a Professional Practice Doctoral Program

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Craig A. Mertler ◽  
Danah Henriksen
Keyword(s):  
Action Research ◽  
Professional Practice ◽  
Doctoral Program ◽  
Online Version ◽  
Face To Face ◽  
Doctoral Research ◽  
Successful Solution ◽  
Innovative Solutions ◽  
The Face ◽  
Original Event

This essay describes one institution’s struggle to grow its EdD program by adding an equivalent online version of a successful face-to-face program. One of the challenges faced was that of creating a comparable experience for online students to share their ongoing action research, an activity that had long been part of the face-to-face version of the program. An innovative, all-day, virtual doctoral research conference was developed and implemented. We describe our creative rethinking of the original event, towards a new, successful, and fully-online redesigned event. Although the event continues to be refined, the inaugural event proved to be a successful solution to the challenge of transferring all components of a face-to-face program over to its online equivalent. Feedback from students who participated in the conference is shared, and recommendations for other EdD programs is offered.

A systematic approach to the assessment of impact in a professional doctorate

2014 ◽  
Vol 4 (2) ◽  
pp. 171-183 ◽  
Author(s):  
Swapna Kumar
Keyword(s):  
Professional Practice ◽  
Professional Growth ◽  
Qualitative Data ◽  
Doctoral Program ◽  
Doctoral Degrees ◽  
Content Type ◽  
Professional Doctorate ◽  
Program Content ◽  
The Impact ◽  
Systematic Collection

Purpose – The purpose of this paper is to present one approach to the measurement of impact in a professional doctorate in education that encompasses discipline-based coursework and practice-embedded research. Design/methodology/approach – Quantitative and qualitative data on the impact of the doctoral program were collected at regular intervals, with a focus on students’ application of program content in their professional practice and on students’ professional growth. Findings – The research design and the findings are discussed in the context of the larger debate surrounding the measurement of doctoral impact and the value of online doctoral degrees for practitioners. Originality/value – This paper presents the systematic collection of data over four years in a newly developed professional doctorate in education.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Scientifically Based Professional Practice

ASHA Leader ◽  
2008 ◽  
Vol 13 (16) ◽  
pp. 26-27 ◽  
Author(s):  
Kate Gottfred
Keyword(s):  
Professional Practice

Selecting a Doctoral Program in Communication Sciences and Disorders

1996 ◽  
Vol 23 ◽  
pp. 59-62
Author(s):  
Mary Pannbacker ◽  
Norman Lass ◽  
Grace Middelton ◽  
John Schmitt
Keyword(s):  
Doctoral Program

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

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