From Reacting to Re-imagining

Using Pandemic Adaptations for Program Advancement

Authors

DOI:

https://doi.org/10.5195/ie.2024.394

Keywords:

pandemic, program re-imagination, student well-being, EdD programs

Abstract

In this practice-based essay, we illustrated how our program, a charter member of The Carnegie Project on the Education Doctorate (CPED) and a recipient of a CPED Program of the Year Award in 2018, has moved from reacting to pandemic-era needs, to reflecting on pandemic-era adaptations, to re-imagining our EdD program. Focusing on three areas: program growth, changes to students’ professional contexts, and student well-being, we have reflected on our pandemic-era experiences and how we have drawn upon them as we re-imagined and advanced our program. We have included reflective questions for program coordinators and faculty members, with the hope that the information we have shared can help others consider how they might re-imagine aspects of their programs.

References

Buss, R. R. (2018). Using action research as a signature pedagogy to develop EdD students’ inquiry as practice skills. Impacting Education: Journal on Transforming Professional Practice, 3(1), 23–31. https://doi.org/10.5195/ie.2018.46 DOI: https://doi.org/10.5195/ie.2018.46

Buss, R. R. (2022, April 22). Supporting EdD students’ dissertation efforts using leader scholar communities II. [Paper presentation]. Annual Meeting of the American Educational Research Association, San Diego, CA. DOI: https://doi.org/10.3102/IP.22.1890250

Buss, R. R., & Allen, J. G. (2020). Leader scholar communities: Supporting EdD students’ dissertation in practice efforts. Impacting Education: Journal on Transforming Professional Practice, 5(3), 1–7. https://doi.org/10.5195/ie.2020.98 DOI: https://doi.org/10.5195/ie.2020.98

Carnegie Project on the Education Doctorate (CPED). (n.d.). The CPED framework. https://www.cpedinitiative.org/the-framework

Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59. DOI: https://doi.org/10.1162/0011526054622015

Shulman, L. S., Golde, C. M., Bueschel, A. C., & Garabedian, K. J. (2006). Reclaiming education's doctorates: A critique and a proposal. Educational Researcher, 35(3), 25–32. DOI: https://doi.org/10.3102/0013189X035003025

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Published

2024-01-29

How to Cite

Markos, A., Buss, R., & Marsh, J. (2024). From Reacting to Re-imagining: Using Pandemic Adaptations for Program Advancement . Impacting Education: Journal on Transforming Professional Practice, 9(1), 23–28. https://doi.org/10.5195/ie.2024.394

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 Amy Markos, Ray Buss, Josephine Marsh

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