Program Innovation and Design in an Era of Accountability: EdD Faculty Work as a Community of Practice

Authors

  • Joy C. Phillps Drexel University
  • Kathy D. Geller Drexel University
  • Kenneth J. Mawritz Drexel University

DOI:

https://doi.org/10.5195/ie.2018.64

Keywords:

higher education, program assessment, Carnegie Project on Education Doctorate, EdD program design and innovation

Abstract

The essay describes how a task team of Drexel EdD faculty worked as a community of practice (Wenger, 1998) to conduct a crosswalk to align program principles, known as the Keystones, with national and university standards including the six Guiding Principles for Program Design contained in the CPED Framework (Carnegie Project on the Education Doctorate, n.d.-a).  In accordance with the study institution’s planning tool, the EdD crosswalk also demonstrates alignment with the National Council for the Accreditation of Educator Preparation (CAEP) Advanced Program Standards (Council for the Accreditation of Educator Preparation, n.d.-a), Drexel University Student Learning Priorities (DSLPs), and Drexel School of Education Program Themes.  Discussion examining the task team’s work is framed around the four interlinking components of community of practice: meaning, practice, community, and identity.  Wenger (1998) describes these components as “deeply interconnected and mutually defining” (p. 5).  While uncommon, the process described in this essay represents the intent of assessment scholars (Banta & Palomba, 2014) and contributes to deepening understanding of higher education assessment work.

Author Biographies

Joy C. Phillps, Drexel University

Joy C. Phillips, PhD is a Associate Clinical Professor in the School of Education at Drexel University in Philadelphia, PA.  Her research focuses on educational leadership, policy development and implementation, and school reform with emphasis on investigating the intended and unintended consequences of educational policy implementation.  She has a record of examining qualitatively intractable educational issues by redefining the problem, exploring underlying roots, experimenting with original teaching and research strategies, and building genuine university/public school partners.

Kathy D. Geller, Drexel University

Associate Clinical Professor, EdD Program Director, School of Education, Department of Policy, Organization, and Leadership.

Kenneth J. Mawritz, Drexel University

Assistant Clinical Professor, School of Education, Department of Policy, Organization, and Leadership.

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Published

2018-06-20

How to Cite

Phillps, J. C., Geller, K. D., & Mawritz, K. J. (2018). Program Innovation and Design in an Era of Accountability: EdD Faculty Work as a Community of Practice. Impacting Education: Journal on Transforming Professional Practice, 3(2). https://doi.org/10.5195/ie.2018.64

Issue

Vol. 3 No. 2 (2018): CPED Principles

Section

Themed Section

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