Redesigning the Education Doctorate for Community College Leaders: Generation, Transformation, and Use of Professional Knowledge and Practice

  • James E Bartlett
  • Michelle E Bartlett
  • J Jordan Dolfi North Carolina State University
  • Audrey J Jaeger
  • Diane D Chapman North Carolina State University
Keywords: community college leadership, education doctorate, integration of practitioners

Abstract

This paper describes the redesign of a community college executive leadership doctoral program that seeks to develop senior-level leaders.  The paper provides how the redesign was intentionally aligned with the CPED principles and specifically the sixth principle. The paper sought data from students, faculty and other documents to gain an insight into the impact of aligning the program with principles and design concepts.  The paper suggests that it is important for this program to integrate examples from practice and practitioners, include job shadowing experiences for students and faculty, and ensure there are active learning activities that are relevant to the students.  The paper includes an overview of the program redesign as well as reflection on the first iteration of the new coursework through student's voice, faculty feedback, and a discussion of lessons learned.

Author Biographies

Michelle E Bartlett

Educational Leadership, Policy, and Human Deveopment

Teaching Assistant Professor

J Jordan Dolfi, North Carolina State University

Educational Leadership, Policy, and Human Deveopment

Doctoral Student

Audrey J Jaeger

Educational Leadership, Policy, and Human Deveopment

Professor

Diane D Chapman, North Carolina State University

Educational Leadership, Policy, and Human Development

Teaching Professor

Published
2018-06-20
How to Cite
Bartlett, J. E., Bartlett, M. E., Dolfi, J. J., Jaeger, A. J., & Chapman, D. D. (2018). Redesigning the Education Doctorate for Community College Leaders: Generation, Transformation, and Use of Professional Knowledge and Practice. Impacting Education: Journal on Transforming Professional Practice, 3(2). https://doi.org/10.5195/ie.2018.80
Section
Themed Section