Abstract
This personal reflective essay explores a group Dissertation in Practice (DiP) model and process used in a localized Doctor of Education program. It describes and recommends this team-based DiP approach as an innovation that prepares practitioners to tackle complex problems of practice by focusing on a process centered around group dynamics that requires collaboration, advanced dialectical activity, engagement of stakeholders, and application of solutions to localized problems of practice. The framework of the exploration is based on accepted theories of small group development. Implications of this DiP approach include providing doctoral students collaborative problem-solving skills and professional capacity building. Ultimately, the model enables doctoral students, as future educators and leaders, to transform an environment predicated on teaching and learning in isolation to one of a highly functioning, effective team-based professional practice.
Highlights
By the way of introduction, my name is Bill Hamilton and I am an Assistant Professor and the Assistant Dean for Instruction and Innovation at the Augusta University College of Nursing in Augusta, Georgia
The Augusta University College of Education (AUCOE) EdD program is based on the Carnegie Project on the Education Doctorate (CPED) framework (CPED, 2021A) and has adopted a group Dissertation in Practice (DiP) model for its doctoral students
I will describe this DiP approach as an innovation that prepared us, as scholarly practitioners, to tackle complex problems of practice by focusing on a process centered around group dynamics
Summary
The AUCOE EdD program is based on the CPED framework, which is evident, in part, by alignment of its DiP process with CPED guiding program design principles (CPED, 2021A), as described below. The DiP requires that products are created by the doctoral students that can be used in the localized setting and are transferable to similar contexts, generating actionable knowledge bases for the professional practice of teaching These examples align nicely with the CPED guiding principles for program design as follow, respectively: “prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities”, “provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse. This journal is supported by the Carnegie Project on the Education Doctorate: A Knowledge Forum on the
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