Redesigning the Education Doctorate for Community College Leaders: Generation, Transformation, and Use of Professional Knowledge and Practice
Keywords:community college leadership, education doctorate, integration of practitioners
AbstractThis 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.
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
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