Impacting Education: Journal on Transforming Professional Practice <p>"<em>When you do your work and you innovate and examine it, make it public; Invite others to critique it; and Pass it on</em>." <br>- Dr. Lee Shulman, President Emeritus, Carnegie Foundation for the Advancement of Teaching.</p> University Library System, University of Pittsburgh en-US Impacting Education: Journal on Transforming Professional Practice 2472-5889 <p>Authors who publish with this journal agree to the following terms:</p><ol><li>The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.</li><li>Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.</li><li>The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a <a title="CC-BY" href="">Creative Commons Attribution 4.0 International License</a> or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:<ol type="a"><li>Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;</li></ol>with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.</li><li>The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. 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Revision Description: Removed outdated link. </span></p> Accessibility Matters: Universal Design and the Online Professional Practice Doctorate <p>Online doctoral programming geared toward working professionals can provide unprecedented flexibility in terms of time and place that affords greater access to a broader student demographic. At the same time, online learning poses its own unique set of challenges and limitations for students with and without disabilities. Universal Design (UD) is a framework built around the idea of proactively identifying and removing barriers to learning in the environment, pedagogical practices, and materials. In this essay, we highlight the necessity and relevance of UD to online doctoral programs and share insights related to its use in our program from faculty and student perspectives.</p> Lindsey A. Chapman Amanda M. Jackson Copyright (c) 2021 Lindsey A Chapman, Amanda M. Jackson 2021-07-30 2021-07-30 6 3 1 6 10.5195/ie.2021.184 An Approach to an Online EdD in Community College Leadership Program <p>The purpose of this article is to provide an example of how an EdD in Community College Leadership program is offered in an online format. First, the benefits of online programs, including increased access and flexibility for working professionals and higher levels of diversity among the student body are discussed. Then, several strategies to promote connection among students and to facilitate a supportive, engaging learning environment virtually are shared. For example, the value of using a cohort model, a carefully designed curriculum with assignments that have practical value, and a balance of synchronous and asynchronous learning activities is described. Finally, the important role of and strategies for incorporating models and mentors into an online doctoral program are discussed.</p> Christine Harrington Kimberlee Hooper AnnMarie Hughes Eric Klein John Melendez Faraz Siddique Ellen Wasserman Copyright (c) 2021 Christine Harrington, Kimberlee Hooper, AnnMarie Hughes, Eric Klein, John Melendez, Faraz Siddique, Ellen Wasserman 2021-07-30 2021-07-30 6 3 7 12 10.5195/ie.2021.185 Forward Momentum: Providing Supportive Space for EdD Students’ Dissertation Progression through Weekly Online Writing Sessions <p>This essay describes an online writing group introduced to a CPED EdD program at a research-intensive, land-grant university during the summer of 2020 when the existing face-to-face program shifted to fully online delivery. The purpose of the writing sessions was to support EdD student practitioners with dissertation writing productivity by offering multiple weekly opportunities for synchronous writing sessions via Zoom online video conferencing. Although this new program is still in development, initial student feedback suggests that the writing sessions not only supported students’ dissertation progression, but it also established a sense of community and social support in an online environment. Lessons learned are shared, and we argue that this could be an ideal time to offer online writing sessions, especially since the pandemic will continue into the coming months. </p> Laura G. Maldonado J. Jordan Dolfi James E. Bartlett, II Michelle E. Bartlett Copyright (c) 2021 Laura G. Maldonado, J. Jordan Dolfi, James E. Bartlett, II, Michelle E. Bartlett 2021-07-30 2021-07-30 6 3 13 20 10.5195/ie.2021.186 Building Community in Online Professional Practice Doctoral Programs <p>Despite high attrition rates and abundant criticisms, online graduate programs continue to grow. This paper describes the efforts of one online doctoral program that focused on developing programmatic support structures to increase community. Utilizing a qualitative, case study research design, including surveys and semi-structured interviews, this study examined two research questions: 1) In what ways did students experience a sense of community? 2) What elements of an online professional doctoral program did students find most influential in developing a learning community? Findings indicate that students experience community through peer collaboration, program support, and shared learning and networking. A sense of community was developed through the cohort model, strong student support services, synchronous live sessions, and relationships formed with faculty. As a result, a community of practice was formed among program participants. Findings from this study have the potential to aid other online graduate programs as they design and implement structures to foster student success and retention.</p> Cece Lynn Lively Brooke Blevins Sandra Talbert Sandi Cooper Copyright (c) 2021 Cece Lynn Lively, Brooke Blevins, Sandra Talbert, Sandi Cooper 2021-07-30 2021-07-30 6 3 21 29 10.5195/ie.2021.187 Building Critical Inquiry in the Online EdD: Examining Successes & Challenges <p>In this essay, we apply Garrison et al.’s (2000, 2003) framework for critical inquiry in online learning to a review of a cohort-based online EdD at a large public research-intensive university. We examine the technological, pedagogical, and organizational successes and challenges we have experienced and encounter in building and sustaining critical inquiry in a fully online doctoral program. Includes considerations for faculty and administrators in developing and managing online EdD programs committed to engaging in critical inquiry and reflection.</p> Eric Ludwig Courtney Preston Copyright (c) 2021 Eric Ludwig, Courtney Preston 2021-07-30 2021-07-30 6 3 30 34 10.5195/ie.2021.188 Asynchronous Online Course Designs: Articulating Theory, Best Practices, and Techniques for Everyday Doctoral Education <p>Early online course materials were text-based and relied heavily on discussion forums as the de facto tool for interactions. Faculty members today, however, have many other choices for course design and course materials. There is not consensus for online course design guidelines or principles, though. Choices in course design by faculty members directly impact the quality of instruction and student learning experience. This article shares some of our theoretical and practical decisions faculty members at the University of South Carolina employ for online course design. Our experiences and decision-making may be useful for other members of the Online Ed.D. CPED Improvement Group (Online Ed.D. CIG), as well as other programs who may be experiencing emergency remote teaching as a result of the COVID-19 pandemic, making an evolutionary transition to online or blended education, or considering a future transition to a fully online program. Links to the strategies and tools mentioned throughout this essay are collated in a list at the end.</p> Michael M. Grant Copyright (c) 2021 Michael M Grant 2021-07-30 2021-07-30 6 3 35 46 10.5195/ie.2021.191 Building and Sustaining Community in an Online EdD Program <p align="center"><strong>Abstract</strong></p> <p>In this essay, we have described how we build and sustain community in our online EdD program. Initially, we discussed our understanding of community and its influence on our efforts. Then, we discussed three important theoretical frameworks—Wenger’s Community of Practice, Garrison et al.’s Community of Inquiry, and Morris and Stommel’s Critical Digital Pedagogy—and how those frameworks helped to shape our efforts in building and sustaining an online community. Next, we discussed strategies/processes that we have successfully used to build and sustain community in our online program.&nbsp; These strategies were grouped around three kinds of relationships that have been central to community formation, interaction, and continuation—student-to-student, student-to-faculty, and student-to-broader-community. We discussed specific strategies such as the Leadership Challenge, Doctoral Research Conference, an online program “Hub,” comprehensive and immediate feedback, mentoring, and Leader Scholar Communities, that we have found to be particularly useful in building and sustaining an online community.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p> Ray R. Buss Leigh Graves Wolf Copyright (c) 2021 Ray R. Buss, Leigh Graves Wolf 2021-07-30 2021-07-30 6 3 47 53 10.5195/ie.2021.192 When Qualitative Research is Taught Virtually: Drawing on Experiential Design to Build Deeper Knowledge of Qualitative Observation <p class="AbstractParagraph" style="text-indent: 0in;">This essay discusses the EdD Program design and qualitative research course sequence at Drexel University, a private, non-profit institution. This large program admits up to 140 EdD students annually with approximately 100 attending fully online and 40 attending hybrid offerings at the main campus and at a satellite program in Washington, DC. The essay features a qualitative course observation activity designed by Janesick (2011) to be used face-to-face and details how the activity has been adapted for virtual delivery at East Coast University. As a literature review revealed a paucity of published works on teaching observation qualitatively, the authors seek to contribute to the knowledge base with particular emphasis on faculty teaching in an online program. Based upon the East Coast University faculty’s use of this observation activity, students develop increased understanding of the roles of perception and perspective in qualitative observation.</p> <p>&nbsp;</p> <p>&nbsp;</p> Joy C. Phillips Kristine S. Lewis Grant Kathy D. Geller Copyright (c) 2021 Joy C. Phillips, Kristine S. Lewis Grant, Kathy D. Geller 2021-07-30 2021-07-30 6 3 54 61 10.5195/ie.2021.193