Developing and Sustaining Northeastern’s EdD Program During and Post Pandemic

Authors

DOI:

https://doi.org/10.5195/ie.2024.409

Keywords:

education doctorate, racial justice, pandemic, online program, curriculum

Abstract

Northeastern University’s EdD faculty faced unique challenges during the pandemic and racial reckoning following George Floyd’s murder. During this period, however, we found opportunities to adapt and improve our program. We prioritized compassion and connection. We made significant strides in curriculum development through design and implementation of three new concentrations. We focused all program elements on how social justice works in a variety of educational settings. We altered our approach to data collection and doctoral supervision. In so doing, we were able to maintain consistency for our students and develop a closer bond with our faculty colleagues.

References

Andrews, D. J. C., Brown, T., Castillo, B., & Jackson, D. (2019). Beyond damage-centered teacher education: Humanizing pedagogy for teacher educators and preservice teachers. Teachers College Record. 121(6). 1–28. https://doi:10.1177/016146811912100605 DOI: https://doi.org/10.1177/016146811912100605

Hoare, A., & Hondzel, C. D. (2022). Forming an academic program review learning community: Description of a conceptual model. Quality Assurance in Education, 30(4), 401–415. https://doi: 10.1108/QAE-01-2022-0023 DOI: https://doi.org/10.1108/QAE-01-2022-0023

Holcombe, E. M., Kezar, A. J., Elrod, S. L., & Ramsley, J. A. (Eds.). (2021). Shared leadership in higher education: A framework for responding to a changing world. Taylor & Francis.

Love, B. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.

Winkelmes, M. A, Boye, A., & Tapp, S. (Eds.). (2019). Transparent design in higher education teaching and leadership: A guide to implementing the transparency framework institution-wide to improve learning and retention. Stylus.

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Published

2024-01-29

How to Cite

Childers-McKee, C., Ewell, S., Giblin, J., McNabb, J., & Parenti, M. (2024). Developing and Sustaining Northeastern’s EdD Program During and Post Pandemic. Impacting Education: Journal on Transforming Professional Practice, 9(1), 12–15. https://doi.org/10.5195/ie.2024.409

Issue

Vol. 9 No. 1 (2024): Designing, Developing, and Sustaining Doctoral Programs in a Post-Pandemic Age

Section

Themed - Designing, Developing, and Sustaining Doctoral Programs in a Post-Pandemic Age

License

Copyright (c) 2024 Cherese Childers-McKee, Sara Ewell, Joan Giblin, Joseph McNabb, Melissa Parenti

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