June 2007 Palo Alto Convening
Focus
We are pleased to welcome you to the first convening of the Carnegie Project on the Education Doctorate. This convening of the members of CPED is significant in its intent to bring together campus leaders, faculty and graduate students from 22 colleges and universities to explore doctoral education.
During the three days, we hope to stimulate good conversation, heady debate, and productive dialogue around two of our design-concepts: Scholarship of Teaching & Laboratories of Practice.
We are building a community of like-minded faculty and graduate students who are committed to enhancing the education doctorate – particularly the professional practice doctorate. Through small group and large assembly, team work and individual reflection, we hope to produce an agenda that will guide our work for the coming year.
Agenda
LABORATORIES OF PRACTICE & SCHOLARSHIP OF TEACHING IN THE EDUCATION DOCTORATE
June 12-June 14, 2007
TUESDAY, JUNE 12: INTRODUCTION: Coming Together & Framing the Issues
5:45pm Drinks & Dinner at Carnegie Foundation Building with Carnegie Foundation Senior Scholars 7:15pm Dessert and Opening
- The Carnegie Tradition of Scholarship in Teaching, Lee Shulman
- Voices of Future Education Leaders: students share goals & introduce team
WEDNESDAY, JUNE 13: Scholarship of Teaching
8:30am Opening of Convening, David Imig
9:00am Opening Presentation & Discussion:
- The Scholarship of Teaching: What we have learned?, Pat Hutchings
11:00am Session 1: Faculty & Student groups
1:30pm Session 2: Campus team presentations
4:00pm Session 3: Campus team time
5:15pm Wrap Up: 1-minute feedback from participants & closure
THURSDAY, JUNE 14: Laboratories of Practice
8:00am Convening Panel:
- Where is the Education Doctorate headed? --Chris Golde
- Laboratories of Practice: What are they? --Lee Shulman
10:30am Session 4: Faculty & Student groups
12:30pm Session 5: Discussion with Critical Friends
2:45pm Session 6: Campus team time
4:00pm Closing: Setting the Charge, David Imig
Prework
In order for other CPED institutions to know and understand the work of other CPED institutions, we would like for you to put together a 5-page, bullet-point/PowerPoint-type handout with the following information. Please bring 55 copies. (Note: we should have technology to show your presentation but handouts are for taking home).
1. Name of institution
2. Description of the Project or Pilot or Model or Initiative – what is your institution doing?
3. Goals for project – where will you be in 3-5 years relative to the Pilot or Model or Initiative?
4. Action steps taken/to be taken to reach the Goals
5. Evaluation steps – what data are you gathering/will be gathering/how will the institution know if the project is a success?
Utilizing the articles posted in the CPED Google Group pages and files sections (Huber, Shulman, Hutchings, etc) as well earlier Carnegie work by Ernest Boyer (e.g., Scholarship Reconsidered) and recent essays by Lee Shulman (e.g., The Wisdom of Practice) what are the aspects or characteristics of a signature pedagogy that will be evident in your Pilot or Model or Project? Please bring 55 copies double-sided of your findings.
1. How have you drawn from earlier work of the Carnegie Foundation, particularly from its emphasis on a Scholarship of Teaching, for the Education Doctorate that you are developing?
2. What key components are essential for this to be a true signature pedagogy?
3. What is your institution doing to promote and describe a Signature Pedagogy as part of your Pilot or Model or Project?
Shulman has written about the importance of professional practitioners viewing the places they work as laboratories of or for practice. While there are examples that quickly come to mind from medicine or architecture, we are still attempting to describe what a laboratory of practice would be in education.
1. Identify the departments or schools (other than Education) at your institution that offer clinically-based professional practice degrees that present possible models or examples of laboratories of practice. Create a conversation/document that identifies the key elements of their practice or field work or training.
a. What do these programs look like?
b. What are the expectations of preparation in these programs?
c. What is the relation of the laboratory of practice to the course work and dissertation work?
d. How are these elements identified and evaluated?
e. Is there a step or staging process in the laboratory of practice/fieldwork/internship? If yes, what does it look like?
f. What do graduate students and faculty identify as the advantages/disadvantages of the laboratory of practice?
2. Once your team has identified the elements of this field’s practicum work, identify how faculty in these fields interact to define or discuss the relation of practical work to classroom work. Do they seek advice outside of their field?