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University at Buffalo
Learning and Teaching in Social Contexts
Ed.D. Program
A guide to doctoral requirements for students in
Learning and Teaching in Social Contexts within the
Department of Learning and Instruction at
University at Buffalo
2
Table of Contents
Click here for a Google Slides overview of the LTSC EdD program
Mission & Identity ............................................................................................................... . 3
Guiding Principles ..................................................................................................................4
Our Signature Pedagogies .................................................................................................. 5
Our Sequence & Sample Curriculum Map ..................................................................... 6
Is the EdD right for me? ....................................................................................................... 7
Application Process & Link to EdD Program Website .............................................. 8
Program Stages & Experiences ......................................................................................... 9
Course Requirements ................................................................................................. 10-11
Exam Stages: Overview ...................................................................................................... 12
Pr
equalifying Paper ................................................................................................................ 13
Qualifying Paper ...................................................................................................................... 14
Proposal Defense ..................................................................................................................... 15
Dissertation in Practice Defense .......................................................................................16
Dissertation in Practice: Overview............................................................................... 17
Dissertation in Practice: What is it? ............................................................................. 18
Dissertation in Practice: Theories of Change and Action ..................................... 19
Diss
ertation in Practice: Problem of Practice ........................................................... 20
Dissertation in Practice: Problematization ................................................................ 21
Dissertation in Practice: Options ................................................................................... 22
Dissertation in Practice: Outline Checklist ................................................................. 23
Dissertation in Practice: Evaluation Checklist .......................................................... 24
Dissertation in Practice: The Model ....................................................................... 25-36
LTSC EdD Program Milestone Checklist & Forms..................................................... 37
LTSC EdD Initial Course Plan Statement (ICPS) ................................................. 38-40
3
Mission & Identity
Designed within an actionable, justice-focused framework, University at
Buffalo’s Doctor of Education in Learning and Teaching in Social Contexts
blends contemporary theory and practice across synergistic learning
experiences to produce the next generation of educational professionals
dedicated to addressing emergent and persistent problems of practice.
4
Guiding Principles
5
Our Signature Pedagogies
What are signature pedagogies?
To support students in their development and testing of theories of action, our program’s signature
pedagogies, or “the types of teaching that organize the fundamental ways in which future practitioners
are educated for their new professions”, include three dimensions: surface structure, deep structure, and
implicit structure (Shulman, 2005, p. 52). While surface structures consist of concrete, operational acts of
teaching and learning, showing and demonstrating, and questioning and answering, deep structures
reflect a set of assumptions about how to best impart a body of knowledge and know-how (Shulman,
2005). The third dimension, the implicit structure, includes “a moral dimension that comprises a set of
beliefs about professional attitudes, values, and dispositions” (Shulman, 2005, p. 55). Throughout the
program, faculty will mentor doctoral students through coursework and applied research experiences
using a signature pedagogy comprised of three components (Table 1).
T
able 1. Three-Component Signature Pedagogy
Component
Scholar-Practitioner Development
Place in Program
Collaborative,
Inquiry-Based
Learning
• Inquiry as a teaching method seeks to develop
inquirers and use curiosity as motivators
leading to learning through personal
engagement (Justice et al., 2009)
• Inquiry promotes the integration of theoretical
and practical knowledge through reflection and
dialogue about existing ideals of justice and
equity (Lynn & Smith-Maddox, 2007)
• Stage 1: Coursework centering
on a Problem of Practice (PoP)
• Interdisciplinary courses
p
repare students to define and
address PoPs
Equity-Driven,
Field-Based
Research
• Equity-minded practitioners: (1) use data and
critical analysis to uncover patterns of inequity
student outcomes; (2) are race-conscious and
consider the contemporary and historical
context of exclusionary practices in America’
s
institutions of higher education; (3) take
personal and institutional responsibility for
their students’ outcomes and critically examine
their own practices; (4) recognize and
understand that inequalities are perpetuated
and compounded by the interplay of
institutional structures, policies, and practice
s
t
hat are within their control; (5) ar
e
accountable to and take responsibility for
closing student opportunity gaps (USC, 2020)
• Stage 2: Design and Research
Methods for Improving
Education
• In combination with Stage 1,
methods courses enabl
e
s
tudents to develop practice-
based proposals and initiate
op
portunities for change in
educational contexts
Generative,
Transformative
Leadership
• Transformative leadership begins with
questions of justice and democracy; in practice,
educational leaders create inclusive and
equitable opportunities that yield generativ
e
imp
acts on learning environments (Shields,
2010)
• Transformative leadership links education and
educational leadership with the wider soci
al
co
ntext within which it is embedded; therefore,
transformative leadership and leadership for
inclusive and socially just learning
environments are inextricably related (Shields,
2010)
• Stage 3: Dissertation in Practice
(DiP)
• In combination with Stages 1
and 2, students develop a DiP
,
o
r public statement of doctoral
quality research, that
demonstrates scholarly rigor
and practitioner relevance
6
Our Sequence & Sample Curriculum Map
Click here to see a sample LTSC EdD curriculum map
7
Is the EdD Right for Me?
applying what’s learned in the program to a
ca
reer that will directly impact students,
families and/or communities.
• I
dentifies new opportunities (or addresse
s
ag
e-old educational concerns) on a micro,
rather than macro, level. Research and
dissertation work will subsequently offer a
practical application to the challenge(s) with
real-life implementation or plans of execution.
• A
dmits students for part-time study only; the
program structure allows completion in 3 full
years of study. The program accommodates
the needs of working professionals throug
h
specific, structured timelines and an online
d
elivery model.
• Strengths:
o Applied, professional degree that teaches
students how to solve problems and
address challenges that education leaders
face in a range of diverse contexts.
o Students seek solutions that are directly
applicable to managing large, complex
organizations.
o Students have the ability to hold full-time
jobs.
o Since most EdD students are working
professionals, classmates have th
e
o
pportunity to learn from each other and
build networks with people who may
already be major players in their
disciplines.
• C
ommon jobs after graduation:
o Postsecondary education administrators
o Elementary and secondary school
education administrators
o Top executives / senior-level professionals
o Instructional coordinators and coaches
o Teachers
o Staff developers
o Principals
o Program and curriculum directors
o Change agents
o
rigorous coursework and in-depth research
while immersed in full-time study.
• F
ocuses more on recognizing challenges in the
greater learning climate and finding a solution
to this general concern or obstacle. Th
e
p
rogram prepares candidates to conduct and
publish ground-breaking research in their
field and hold faculty positions at research
institutions.
• Admits students for full-time study; the
program can be completed in approximately 4
years when transferring credits from
a
master’s degree, or 5 years without.
• S
trengths:
o Research intensive degree that produces
scholars who spend much of their career
s
r
aising questions on best practices and
outcomes for teaching and learning in K-
12 and higher education settings.
o Students are trained to focus
predominantly on publishing in top-tier
journals and presenting papers at nation
al
c
onferences in pursuit of obtaining tenure-
track faculty positions after graduation.
o Funded PhD students can focus full-time
on coursework and research.
• C
ommon jobs after graduation:
o Postsecondary teachers
o Academic researchers
o Consultants
o Analysts
8
Application Process
Click here to access UB’s LTSC EdD program website
If a prospective student aspires to join our intellectual community, the following materials must be
submitted with the online application available through the Office of Graduate Admissions:
1. Application fee: A $50 non-refundable application fee, submitted electronically through UB's
ePayment system.
2. Contact information for three professional references (1 academic preferred). Admissions will
send a recommendation survey link to references; no letters required.
3. Unofficial undergraduate and graduate transcripts from all colleges attended. (UB transcripts are
automatically submitted for current UB students and alumni.) Upon admission to the program, official
transcripts are required.
4. Statement of Educational and Career Goals (500 word limit)
a. Your background: What key experiences have contributed to your commitment to work in the
field of education or with education-related issues? Tell us how you think you are positioned
to create change.
b. Your objectives for graduate study: What are your academic and professional goals and what
knowledge, skills, and tools are you hoping to develop through enrollment in a graduate
program? Why is graduate study the vehicle to drive the change(s) you wish to initiate?
c. Why UB GSE, and why this specific program? Why is enrollment at UB GSE and in the
Department of Learning and Instruction critical in helping you achieve your goals?
5. Problem of Practice Research Statement (250 word limit)
a. The Problem of Practice Research Statement should be a description of an issue:
b. What is the problem you have identified, and what information has drawn you to this specific
issue?
c. The problem could be an issue you, your organization, or your field have struggled with for
years, or it could be an innovation you wish to implement at your organization.
d. Focus your problem of practice as one that can create transformational change at your
organization and be used for improvement or innovation in your field.
e. Sample problems of practice: increase the variety of teaching strategies used in classrooms;
increase rigor in classrooms and support students in achieving higher levels of rigorous work;
build a community of learners by focusing on productive student group work; examine the
role of anti-bias education in our classrooms and schools, and identify the relevant community
issues that we would like our classes and schools to address; examine how teachers connect
content to students’ prior knowledge and experiences, and support teachers’ capacity to
enhance relevance in course materials
6. Resume or Curriculum Vitae
7. Optional: MAT or GRE test scores (verbal, quantitative, writing) taken in the last 5 years.
8. Personal Interview Upon University Request: Applicants must make themselves available for
online interviews with faculty.
When you submit your application, you will have the opportunity to answer the following question: Is
there anything about your application that you would like the admissions committee to take into
consideration?
9
Program Stages & Experiences
10
Course Requirements
Program
Stage
Learning and Teaching in Social
Contexts Ed.D. Courses
Rationale &
Objectives
Coursework
Centering on a
Problem of
Practice (cc-PoP)
Total: 24 credits
Choose 1:
•
LAI 609 Instructional Design (3)
• LAI 613 Curriculum Theory & Research
(3)
Select 21 other credits based on PoP and in
conjunction with advisor.
Coursework centering on a
Problem of Practice will
consist of interdisciplinary
courses that prepare
students to define and
address Problems of
Practice to improve
learning experiences and
outcomes, rather than
focusing on research that
extends knowledge in fields
related to existing majors
and minors.
Design and
Research
Methods for
Improving
Education
Total: 18 credits
Required:
•
LAI 515 Action Research to Improve
Teaching and Learning (3)
Choose electives (15):
• LAI 534 Measurement and Evaluation
of STEM Instruction (3)
• CEP 532 Understanding Statistical
Research (3)
• LAI 623 Theory and Research in
Situated Learning (3)
• LAI 625 Discourse Analysis Research
(Qualitative) (3)
• LAI 637 Research on STEM Ed (3)
• LAI 627 Mixed Methods (3)
• LAI 678 Digital Media and Ed (3)
• LAI 657 Analysis of Quantitative
Research in LAI I (3)
• LAI 658 Analysis of Quantitative
Research in LAI II (3)
• LAI 669 Introduction to Qualitative
Research (3)
• LAI 635 Qualitative Research Design (3)
• LAI 626 Advanced Qualitative Research
Field Methods (3)
• ELP 692 Case Study Research Methods
(3)
• Any other graduate-level elective
approved by the program director.
These courses in
combination with their
courses in instructional
design and courses
centered on Problem of
Practice enable students to
develop educational
packages across contexts in
order to improve the
efficiency, effectiveness
and appeal of acquiring
knowledge, competencies
and skills.
11
Dissertation in
Practice
*These 3
professional
practice
experiences will
provide a support
structure for
students to
complete the DiP.
Total: 18 credits
Experience 1:
•
LAI 621 (LTSC) Critical Interpretations
of Research (3)
Experience 2:
• LAI 644 EdD Inquiry Practicum (6)
Experience 3:
• LAI 702 Dissertation (9)
Part 1:
Students will identify a
problem of local practice
and review research as an
environmental scan of
studies relevant to the local
education problem.
Part 2:
This scholarly blueprint
research experience
constitutes a practice-
based proposal: a written-
text that introduces a
research problem, reviews
relevant research, details
the Design-for-Action
methodology, and suggests
expected outcomes.
Part 3:
The DiP will consist of
students’ completed
Design-for-Action study,
associated reports, and a
final presentation to their
cohort of scholarly
practitioners and
professionals from the
context in which the study
was conducted.
Relevant Master’s
level courses
transferred in
Total: 10 credits
————
————
70 total
credits
————
————
12
Exam Stages: Overview
Prequalifying Paper
(1) 10-page essay due by end of Spring 1 (Year 1)
(2) Defense of essay by Summer 2 Week 4
Qualifying Paper
(1) DiP Chapter 1 & 2 draft due by Fall 2 Week 4
(2) 1-2 page overview of feasible methodology that could be utilized as part of the DiP research due by
Fall 2 Week 4
Proposal Defense
(1) 2-page summary of DiP Chapters 1 & 2 [focusing on the purpose, significance, and research
questions]
(2) a full draft of DiP Chapter 3
(3) a pre-recorded presentation (~20 minutes) highlighting the major components of DiP Chapter 3
(4) a projected timeline, organized by month, for completing the full DiP
(5) a synchronous oral defense of components 1-4 due by end of Spring 2 (Year 2)
Dissertation in Practice
(1) Chapter 1: Problem of Practice, Purpose, Research Questions
(2) Chapter 2: Background Analysis
(3) Chapter 3: Investigative Approach
(4) Chapter 4: Findings, Implications, Recommendations, Dissemination Plan
Dissertation in Practice Defense
(1) a full draft of DiP Chapter 4
(2) a pre-recorded presentation (~20 minutes) highlighting the major components of DiP Chapter 4
(3) a 4-page executive summary of the DiP, suitable for sharing with key stakeholders
(4) a synchronous oral defense of components 1-3
13
Prequalifying Paper
Click here for the Prequalifying Paper Form to be completed after the defense.
Every student who has been admitted to work toward the EdD in Learning and Teaching in Social
Contexts (LTSC) must complete a departmentally administered prequalifying paper. This prequalification
will be designed to appraise the student's ability to pursue the doctoral degree in the field and to facilitate
advising in the development of the student's program of studies. Specific to the LTSC EdD program, the
prequalification serves as a summative evaluation of the student’s work to date on identifying a Problem
of Practice (PoP) that can be researched through their DiP.
Part 1: Content & Format
There are two components to the prequalifying paper:
1. 10-page essay on the PoP that the study intends to study for their DiP due by end of Spring 1
(Year 1). Students will revise the draft in consultation with their advisor(s) and instructors prior
to submitting the final version.
2. Defense of the essay conducted synchronously with the committee due by Summer 2 Week 4.
Part 2: Evaluation
Advising faculty members (at least 2) will evaluate the extent to which the proposed PoP is adequately
motivated, situated, and focused to support a feasible research design that could be completed during the
length of the program. Faculty members will also evaluate the degree to which the essay adequately
addresses the following elements:
1. a formal statement of the PoP
2. a brief discussion of the local context in which the PoP resides
3. a brief discussion on the larger education policy and previous research context in which the PoP
is situated
4. a set of draft research questions
5. a list of the local stakeholders related to the PoP
Students will either receive a pass or conditional continuance on their first attempt of the
prequalification. A pass is awarded to students who adequately address all of the required elements, and
whose PoP is appropriate and feasible to study. A conditional continuance is awarded to students who fail
to adequately address several of the required elements of the essay and/or are unable to clearly articulate
an appropriate and feasible PoP. If students receive a conditional continuance, they will have 4 weeks to
rewrite their exam using the feedback provided by the advising committee. Students will then receive a
pass or conditional continuance on their second attempt. Students who receive a conditional continuance
on their second attempt will retake their prequalification in full in the following semester. Students will
receive either a pass or fail on their third attempt. If students receive a failing grade, they will not be able
to continue in the program.
Part 3: Process
Students submit the 10-page essay by the end of the Spring 1 semester (i.e., at the end of Year 1). Students
work with advising faculty members (at least 2) to schedule a Prequalifying Paper defense no later than
the fourth week of the Summer 2 semester. The defense serves the purpose of providing feedback to the
student, raising questions, and providing the student with the opportunity to pose additional questions to
the committee.
14
Qualifying Paper
Click here for the Qualifying Paper Form to be completed after committee review.
Every student who has been admitted to work toward a doctoral degree within the department must pass
the qualifying paper in order to advance to doctoral candidacy. Per UB Graduate School policy, the
qualifying paper is designed to test scholarly competence and knowledge and to afford the examiners the
basis for constructive recommendations concerning the student's subsequent formal or informal study.
Specific to the EdD program, the qualifying paper serves as an evaluation of whether a student has
mastered the relevant subject area knowledge and is ready to pursue independent research on the DiP.
Part 1: Content & Format
The qualifying paper is a formal written document consisting of three sections:
1. a full draft of DiP Chapter 1 due by Fall 2 Week 4
2. a full draft of DiP Chapter 2 due by Fall 2 Week 4
3. a 1-2 page overview of a feasible methodology that could be utilized as part of the DiP research
due by Fall 2 Week 4. The methodological overview should also discuss the potential data
source(s) that may be used, and the extent students will have access to these data.
Part 2: Evaluation
Faculty members (at least 2, continuing from the Prequalifying Paper defense) on the advising committee
evaluate the degree to which sections 1 and 2 adequately address the required elements for Chapter 1
and 2 as specified in this document. For section 3, faculty members evaluate whether the proposed design
is feasible and will answer the research questions.
Students will either receive a pass or fail on their first attempt of the qualification. A pass is awarded to
students who adequately address all of the required elements. Students receiving a pass may be asked to
do minor revisions to the document. A fail is awarded to students who fail to adequately address several
of the required elements of the written document. If students receive a fail on the first attempt, they will
have 4 weeks to rewrite their exam using the feedback provided by the advising team. Students will then
receive a pass or fail on their second attempt. If students receive a failing grade on the second attempt,
they will not be able to continue in the program.
Part 3: Process
Students submit the written component of the qualifying paper (i.e., full drafts of DiP Chapter 1
and 2) by Fall 2 Week 4. Advising faculty members (at least 2) will review the document and provide
written feedback, including a pass/fail recommendation. Advising faculty members, in consultation
with the EdD Director as needed, will render a pass/fail decision by the end of Fall 2 Week 6.
Results will be communicated to the student, with the EdD Director cc’d. Students who pass the qualifying
paper will need to complete an Application to Candidacy (ATC) form.
15
Proposal Defense
Click here for the DiP Proposal Form to be completed after the defense.
Prior to beginning their DiP research, EdD students must pass a proposal defense and acquire IRB
approval. The proposal defense is a major milestone and will be evaluated by the full DiP committee.
Every student who has been admitted to work toward a doctoral degree within the department must pass
the proposal defense before engaging in dissertation research. Specific to the EdD program, the proposal
defense serves an evaluation of whether the student has designed an appropriate research study that can
be effectively executed in pursuit of the EdD.
Part 1: Content & Format
There are five components to the proposal defense:
1. a 2-page summary of DiP Chapters 1 and 2 (focusing on the purpose, significance, and research
questions associated with the study) due by end of Spring 2 (Year 2)
2. a full draft of DiP Chapter 3 due by end of Spring 2 (Year 2)
3. a pre-recorded presentation (~20 minutes) highlighting the major components of DiP Chapter 3
due by end of Spring 2 (Year 2)
4. a projected timeline, organized by month, for completing the full DiP due by end of Spring 2
(Year 2)
5. a synchronous oral defense of components 1-4 due by end of Spring 2 (Year 2)
Part 2: Evaluation
Faculty members on the full DiP committee (at least 3) will evaluate the degree to which the components
(particularly component 2), adequately address the required components specified above. DiP committee
members will review components 1-4 prior to meeting synchronously with the student to conduct
component 5.
Students will either receive a pass on their first attempt of the proposal defense or will be required to
revise and re-defend at a later date. The full DiP committee, led by the primary advisor, has final
discretion on this matter and the associated timeline for any re-defense. Students receiving a pass may
still be required to revise DiP chapter three based on the committee’s feedback. Students will not be able
to begin conducting DiP research until a passing grade is received on the proposal defense, and IRB
approval has been obtained.
Part 3: Process
Students will submit final versions of components 1-4 by the end of Spring 2 (Year 2). The full DiP
committee (at least 3 faculty members) will review these components in advance of a synchronous
defense that will take place towards the end of Spring 2 (Year 2). As noted, this is only a projected
timeline. Students will advance to the proposal defense only when the primary advisor has determined
the student has submitted a satisfactory proposal. Upon successful completion of the proposal defense,
students should apply for IRB approval through the UB Office of Human Subjects.
16
Dissertation in Practice Defense
Click here for the DiP Form (i.e., M-Form) to be completed after the defense.
The final exam stage of the EdD program is the Dissertation in Practice defense.
Part 1: Content & Format
There are four components to the DiP defense:
1. a full draft of DiP Chapter 4
2. a pre-recorded presentation (~20 minutes) highlighting the major components of DiP
Chapter 4
3. a 4-page executive summary of the DiP, suitable for sharing with key stakeholders
4. a synchronous oral defense of components 1-3
Part 2: Evaluation
The full DiP committee (at least 3, continuing from the proposal defense) will receive
components 1-3 at least 2 weeks before the synchronous DiP defense. During the defense, the full
DiP committee will determine the extent to which students have adequately met the
requirements as specified in this document.
Students will either receive a pass on their first attempt of the DiP defense or will be required to
revise and re-defend at a later date. The full DiP committee, led by the primary advisor, has final
discretion on this matter and the associated timeline for any re-defense. Students receiving a
pass may still be required to revise the DiP based on the committee’s feedback.
Part 3: Process
The timeline for the DiP defense is determined by the student and primary advisor; other
faculty members of the DiP committee may be consulted about the timeline. Students are
advised to adhere to any deadlines specified by the Graduate School, including deadlines to
submit the pre-defense DiP draft for initial formatting review, and the post-defense, fully revised
DiP for final review. Students should review The Graduate School’s Doctoral Student
Graduation Requirements and Deadlines.
17
Dissertation in Practice: Overview
A doctoral dissertation in practice must be completed on a Problem of Practice relevant to the
area of major. To be acceptable it must be an achievement in original research constituting a
significant contribution to knowledge and represent a substantial scholarly effort on the part of
the student.
The dissertation in practice represents a public statement of doctoral quality research. Its
designation as a dissertation in practice report emphasizes its practitioner-based research focus.
Unlike a traditional Ph.D. dissertation that is often written for a restricted community of
scholars, the DiP is directed at a wider audience that is focused on practitioners. In other words,
your findings will have real world applicability for professional working in varied educational
settings. As a scholar practitioner, you will produce a report that demonstrates both scholarly
rigor and practitioner relevance. Therefore, the DiP adheres to specific research standards and
protocols that ensure the integrity of your work and the reputation of University at Buffalo.
Components of the Dissertation in Practice:
Chapter
1
• Problem of Practice
• Purpose
• Research Questions
Chapter
2
• Background Analysis
Chapter
3
• Investigative Approach
Chapter
4
• Findings
•
Implications
•
Recommendations
•
Dissemination Plan
18
Dissertation in Practice: What is it?
What is a Dissertation in Practice?
Focused by a lens of justice on a Problem
of Practice, a Dissertation in Practice is the
scholarship that yields generative impacts
on the practice of educational leadership
and the aims of educational improvement.
Unlike a traditional Ph.D. dissertation that
is often written for a restricted community
of scholars, the DiP is directed at a wider
audience, one that is focused on
practitioners. In other words, your
findings will have real-world applicability
for professional working in varied
educational settings.
As a scholar practitioner, you will produce
a report that demonstrates both scholarly
rigor and practitioner relevance.
Therefore, the DiP adheres to specific
research standards and protocols that
ensure the integrity of your work and the
reputation of University at Buffalo.
Click here to access CPED’s Dissertation in Practice resource center and view sample DiPs.
19
Dissertation in Practice:
Theories of Change and Action
What is a Theory of Change?
A Theory of Change has been defined as the hypothesis about the way that a program brings
about its effects (Scriven, 1991). It causally links inputs and activities to a chain of intended,
observable outcomes (Rogers, 2008). It helps the organization identify the assumptions that
underlie the hypothesis and track the intermediate outcomes that the organization expects to see
as it implements its plan toward achieving its long-term goal (Weiss, 1995).
What is a Theory of Action?
A theory of action can be thought of as a story line that makes a vision and a strategy concrete. It
provides a line of narrative that leads people through the daily complexity and distractions that
compete with the main work of the instructional core. The theory of action provides a map that
carries the vision through the organization. It provides a way of testing the assumptions and
suppositions of the vision against the unfolding realities of the work in actual organizations with
actual people. -UC Davis
20
Dissertation in Practice: Problem of Practice
What is a Problem of Practice?
A Problem of Practice is directly observable in its
local setting and is malleable and actionable. There
should be some form of evidence to demonstrate
that the Problem of Practice exists, and there should
be a plausible way of addressing this problem based
on existing research.
Defining a Problem of Practice can often be as
straightforward as demonstrating a disparity in
educational access or outcomes for a group of
students, educators, or others involved in
educational settings.
Depending on the context, defining the Problem of
Practice may be more nuanced; however, every
Dissertation in Practice should contain a clear
Problem of Practice statement.
Click here for UC Davis’ guide to developing a PoP and applying a Theory of Action.
To address our Problem of Practice…
In the short-
term, we need
to...
We will do
this by...
So that in the
medium
term...
Which will
lead to...
So that in the
long term...
21
Dissertation in Practice: Problematization
What is Problematization?
Reeves, S. The need to problematize interprofessional education and practice activities. (2010).
Journal of Interprofessional Care, 24(4), 333-335. doi:10.3109/13561820.2010.492748
22
Dissertation in Practice: Options
Adapted from Florida State University’s Dissertation in Practice
What are my options?
At its core, the Dissertation in Practice
is original research that investigates a
Problem of Practice specific to its local
educational context by utilizing one of
three types of studies:
1. An exploration study to better
understand the factors contributing
to a Problem of Practice and offer
potential solutions to address them,
2. An intervention/innovation study
to design, implement, and analyze
an improvement initiative designed
to address a Problem of Practice, or
3. An outcomes study to analyze and
interpret the outcomes of existing
programs or policies designed to
address a Problem of Practice.
Additional studies may be considered in consultation with the supervisory committee.
Regardless of the type of study, the Dissertation in Practice consists of four chapters:
(1) Problem of Practice, Purpose of the Study, and Research Questions
(2) Background Analysis
(3) Investigative Approach
(4) Findings, Implications, Recommendations, and Dissemination Plan
23
Dissertation in Practice: Outline Checklist
*This resource is a guide; criteria specific to your DiP should be discussed in consultation with your advisor.
Criteria
Page #
Complete?
CHAPTER 1: PoP, Purpose, Research Questions
*Note that a draft of Chapter 1 is considered part of the Qualifying Paper due Fall 2 Week
4
Problem of Practice Statement
Purpose, Research Questions, & Study Design Overview
Study Site Overview & Feasibility
Significance
Conclusion
CHAPTER 2: Background Analysis
*Note that a draft of Chapter 2 is considered part of the Qualifying Paper due Fall 2 Week
4
Introduction
Orientation within the Larger Educational Landscape
Previous Studies on <PoP topic>
Description of the Local Context
Summary and Contributions of this DiP
CHAPTER 3: Investigative Approach
*Note that a draft of Chapter 3 is considered the Proposal Defense due end of Year 2
(Spring)
Introduction and Study Type Description/Rationale
Research Design
Limitations
Summary
CHAPTER 4: Findings, Implications, Recommendations, Dissemination Plan
*Note that a draft of Chapter 4 is considered the full DiP; determine Year 3 defense date
Study Summary
Findings
Implications
Recommendations
Conclusion
Dissemination Plan
24
Dissertation in Practice: Evaluation Checklist
*This resource is a guide; criteria specific to your DiP should be discussed in consultation with your advisor.
Criteria
Page #
Line #
Have you provided an introduction for the DiP that…
prepares readers for and encourages engagement in the discourse?
uses a lens of social justice to explicate a PoP and design for action?
informs the reader how argumentation will guide the discourse?
introduces the guiding claims?
situates claims in the context of practice?
provides a roadmap for how the arguments will be organized?
Have you argued compellingly that the PoP…
introduces a high leverage problem likely to yield improvement?
defines the PoP through the process of systematic inquiry?
is informed by critical review of data across community boundaries?
is informed by critical review of data through multi-disciplinary lenses?
is informed by critical social theories and epistemological frameworks?
is situated in relation to institutional networks of power?
recognizes inequitable structures of power between communities?
addresses one or more cultural dimensions of power?
Have you argued compellingly that the design for action…
is situated within relevant theoretical and empirical antecedents?
fits the context in which it will be implemented?
seeks to challenge and transform status quo practices in education?
is informed, understood, and supported by design stakeholders?
yields or will yield assessment data that test the claims of the design?
includes the processes by which data are rendered into evidence?
places value ethically and in service of learners?
provides for continuous cycles of improvement?
is or will be usable in the field?
will serve as the basis for effective advocacy for educational equity?
Have you argued compellingly that the generative impacts…
can be measured?
can leverage change in the practice of educational leadership?
support the establishment of networked improvement communities?
addresses a moral, ethical, and political vision for socially just schools?
includes products that serve leaders and marginalized communities?
account for the aims of educational improvement?
CHAPTER 1 - OVERVIEW
Problem of Practice Statement, Purpose, and Research Questions
The purpose of chapter one is twofold. First, the chapter narrows the dissertation’s focus from a larger problem to illuminate the specific
problem of practice that the candidate seeks to improve through evidence-based improvement. Problems of practice reside in complex
contexts with multiple, uncertain causes and various interpretations determined by the beliefs and assumptions of a variety of
stakeholders. The second purpose is to persuade others that a problem exists within the candidate’s sphere of influence. In mounting this
persuasive argument, the candidate must describe the current gap between the existing state and the preferred or goal state within the
candidate’s organizational context.
The chapter should answer the overall question:
What is the specific problem of practice, why does it need to be addressed, and what is the
candidate’s position on the problem?
Chapter 1 Overview
Chapter 1 Purpose
Chapter 1 Critical Questions
1. Social, cultural and historical perspectives
on the problem
2. Local contextual perspectives on the
problem
3. The candidate’s leadership perspectives
on the problem
4. The specific problem of practice within the
candidate’s sphere of influence that this
DiP addresses
5. Central research questions
1. To frame the larger conceptual problem
and introduce your audience to a) this
problem exists and b) there are
important equity and justice
implications if we do not do something
to improve the situation.
2. To narrow from the larger conceptual
problem to how this problem presents
itself in your local context. It is
important to provide the audience with
a) rich description of your local setting
and b) the specific equity and justice
implications for the people that your
organization serves.
3. To narrow further from the local
perspective to your area of expertise to
lead improvement.
4. To identify the targeted practices of
your improvement efforts. This
description must “connect the dots” to
show how you have narrowed the larger
problem to a tightly focused problem of
practice.
5.
To present the research questions that
will guide your inquiry into how to
• Why is the problem important to the
education of the people your
organization serves?
• What are the perspectives on the
problem across relevant stakeholders?
• What attempts have been made to
address the problem within your
organization?
• Have others in your community tried to
address the problem?
• What practices have you observed
within your local context?
• What previous and current experiences
lead you to your framing of the specific
problem of practice?
• What specific practices are the foci of
your study and why?
• How should the gap between the
current state of practice and the
preferred state of practice be defined?
• What social justice issues are directly
related to the current set of practices?
• What political, policy, and/or public
relations issues are connected to the
current practices?
improve the specific problem of
practice. Problems in organizations are
not reducible to a single proposition
about causes and consequences. A core
problem of practice necessitates
multiple lines of inquiry, examinations
of various causes and consequences, and
identification alternative solutions and
designs for improvement. The research
question or questions follow from that
focused problem of practice are
presented at the end of Chapter 1. The
tight focus and research questions that
emanate from that focus frame the
actionable knowledge examined in
Chapter 2.
• What issues might arise during an
improvement effort and how might they
be handled?
CHAPTER 1 – DEVELOPING AN OUTLINE
Problem of Practice Statement, Purpose, and Research Questions
Problem of
Practice
Statement
Establishing an appropriate PoP statement that will support feasible and rigorous research is an important first step
towards the DiP. PoP statements should be series of four paragraphs that delineate the broad problem in society,
some evidence of this broad problem within the research literature, and how this problem manifests itself in the
candidate’s context. Guiding questions:
• What are the urgent problems in our organization?
• What are our spheres of influence within the organization, and which problems are within that sphere?
• Which problems can be addressed within a specified time frame of a design development study and within the
resource and capacity limitations of our organization?
• Which problems are strategically connected to the goals of the larger organization or administrative unit (such
as a school district)?
• Which particular practices happening in the organization are indicators of this problem?
More explicitly the following paragraph guide can be used to state the PoP (note: this paragraph guide is adapted and
expanded from Johns Hopkins University and Florida State University):
Paragraph 1: State the broad problem in society. You may want to begin with an introductory or explanatory
sentence.
Paragraph 2: Provide at least three evidential statements of the problem including citations. These are
statements that provide evidence that the problem exists in various forms.
Paragraph 3: State how this big problem manifests itself in your professional context.
Paragraph 4: Discuss the purpose of the study, its significance, and how it addresses the problem of practice.
Example: Achievement Disparities among Traditionally Underserved Students
Paragraph 1: A snapshot of the American educational landscape in 2011 reflects a strikingly similar portrait of
the K-12 environment 30 years ago. From A Nation at Risk (Gardner, 1983) to the No Child Left Behind (NCLB,
Act of 2001), the state of education remains distressed, particularly for traditionally underserved students.
Paragraph 2: Stagnant academic performance persists among low-socioeconomic and minority students (Lee,
2006), and National Assessment Education Statistics data analyses delineate how achievement gaps have
remained relatively stable between different groups of students (Lee, 2006; Rampey, Dion, & Donahue, 2009).
High school dropout rates have risen in some groups of traditionally underserved populations (Balfanz &
Letgers, 2006; Barton, 2000; Greene, 2002; Greene & Winters, 2005; Sum & Harrington, 2003, Swanson &
Chaplin, 2003). Further, school failures within our most needy districts in urban and rural locales leave
underserved populations without access to educational resources. NCLB (2001) was passed to ameliorate the
persistent performance differences, yet the result in many places has been to widen already existing gaps in
achievement and access to educational resources.
Paragraph 3: The persistent low levels of achievement and unequal access continue to frustrate practitioners
and researchers. In Green High School (GHS), student success records mirror the US national patterns:
traditionally underserved minority students graduate at lower rates than their privileged counterparts, gaps
exist between many groups, fewer of these students are represented in AP courses, resources have been
withdrawn from the school as a result of NCLB policies, and dropout rates at GHS have not abated (CITATION
to school records).
Paragraph 4: The purpose of this Dissertation in Practice (DiP) is examine the factors that contribute to the
low levels of achievement at GHS for traditionally underserved minority students. This exploratory study will
utilize existing student records as well as data obtained via interviews with students and teachers to help shed
important light on the factors driving the low levels of academic achievement. The ultimate goal of this study is
to offer a set of specific policy recommendations that may improve the achievement of traditionally
underserved minority students at GHS. The findings of this study stand to make an important contribution to
the future of these students at GHS and will be of great benefit to several key stakeholders: teachers,
administrators, as well as the students themselves and their families.
Explanation:
In this example, the POP statement remains broad and focused on the outcome problem:
achievement disparities among traditional underserved students. This statement provides evidence that the
problem exists: NAEP data, graduation rates, drop-out rates, school failures, and diminished access to
educational resources. Lastly, it describes how the problem within the context of professional practice reflects
the national problem.
Purpose,
Research
Questions, and
Study Design
Overview
The purpose statement of a Dissertation in Practice explains why a researcher’s study will be conducted and what the
study will accomplish. It guides the research, describes the expected outcomes, and explains the means for collecting
data. If we think of the problem statement as the heart of the study, then we can think of the purpose statement as the
brains of the study. The purpose statement tells your reader what the primary goal of the research is/was. In addition
to stating the objective of the research, the purpose statement informs the reader of: the method of research,
population under investigation, the setting, and includes the phenomena or variables being studied.
• Example: The purpose of this qualitative correlational study was to determine the relationship between
teacher job satisfaction and the teacher-perceived leadership traits of principals within public schools (K-12) in
the coastal region of Virginia. The significance of the relationship is that it may inform an understanding of how
teacher leadership influences teacher retention, which has been correlated to satisfaction (Johnson, 2004). The
study used validated and reliable attitudinal measures to assess the variables under investigation.
Proper research questions should be:
• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
•
Specific enough to answer thoroughly
• Relevant to your field of study and the context in which you identify the PoP
Study Site
Overview and
Feasibility
This section should contain sufficient detail about your local context so as to allow the reader to understand how the
study focus is appropriate for the local context. This section should also include a note about the feasibility of the
study.
Significance
This section should discuss the importance of the study in relation to the PoP and the stakeholders who will benefit
from learning its findings.
Conclusion
This section should summarize the purpose and investigative approach of the DiP. This section should also contain a
roadmap for the reader about the following sections (note: this will likely need to be revised once the full DiP is
completed).
CHAPTER 2 - OVERVIEW
Background Analysis (Review of Literature and Knowledge for Action)
The background analysis, or review of literature and knowledge for action, moves away from the theoretical and towards a conceptual
framework. It provides the reader with sufficient background information to understand how the PoP is situated within the broader
educational landscape as well as detailed information on the local context/study site where the PoP is observed. The EdD has a particular
focus on practice; for this reason, Chapter 2 is not termed a “literature review,” but a “background analysis” that while drawing from
existing literature, also focuses the reader on the local context. One way to think about Chapter 2 is as a funnel, or inverted pyramid. The
Chapter begins broadly by orienting the reader to how the PoP being studied is situated within the larger educational landscape, often
through a series of facts. From there, the chapter continues to sharpen its focus by presenting the reader with information related to
previous studies that have investigated similar issues as the PoP, providing more details about the PoP itself and the local context in which
it is observed, and concluding with brief summary and a statement on the contribution of the DiP. How does the literature frame your
problem of practice and suggest ideas for how to address it? This is a process of naming and framing what you’re trying to study.
• Demonstrates knowledge of the topic as it relates to the PoP
• Reveals influential researchers and practitioners who have studied the topic
• Identifies why the PoP is an issue with support from prior literature
• Moves away from a broad review of the literature towards a focus on what’s going on in the researcher’s local context as it relates
to the broader literature
• Demonstrates acquisition of the PoP vocabulary
• Defends the PoP, why it’s an issue, and identifies contextual factors that influence it
At the broadest level, Chapter 2 can be understood as a rationale/justification for the study. In many ways, Chapter 2 elaborates on ideas
originally introduced in Chapter 1. The chapter should answer the overall question:
What should we do to improve the situation relative to
the problem of practice?
Chapter 2 Overview
Chapter 2 Purpose
Chapter 2 Critical Questions
1. Review of the educational research
literature: theoretical sources
2. Review of the educational research
literature: empirical sources
3. Data from relevant stakeholders
4. Extant data from the organization
5. Summary
1. To review the specific theories that
provide a conceptual basis for
understanding, analyzing, and designing
ways to investigate and improve specific
educational practices operating within
context and social systems of your
problem of practice. You might be able
to do this by rooting your study in one
theory or by connecting several
important theories to form a theoretical
framework.
2. To review the important research
studies most closely to your problem of
practice. Empirical research is based on
observed and measured phenomena and
derives knowledge from actual
experience rather than from theory or
• How does theory connect to your
problem of practice?
• How do the theoretical sources justify
the research question(s)?
• How does theory guide and inform
improvement efforts and improved
practices?
• How does theory support the
arguments you make for improvement
efforts?
• How does theory justify the need for
improvement and the specific practices
that will make up your improvement?
• How does theory help you evaluate
(monitor and adjust) your leadership
impact on the problem of practice?
•
What is the validity and reliability of the
study?
belief. These studies share the following
key characteristics. They:
• Answer specific research questions.
• Define the population, behavior, or
phenomena being studied.
• Describe the process used to study
the population or phenomena,
including selection criteria, controls,
and instruments (such as surveys).
• Appear in research journals and
usually have the following four
components: 1) Literature Review,
2) Methods, 3) Findings/Results, and
4) Discussion/Conclusions.
3. To present existing data from relevant
stakeholders that relate to and explain
the current state of the problem of
practice and perspectives on the gap
between the current and ideal state.
4. To present extant data that inform,
explain, and justify the problem of
practice and the leadership initiative
designed to improve it.
5. To summarize the connections among
the sources of actionable knowledge
reviewed.
• What specific theory or theories does
the study apply?
• How do the empirical sources justify
the research question(s)?
• Are there studies that point to
alternative approaches to the specific
problem of practice?
• How does the empirical study relate to
your problem of practice?
• How do the results of the study support
your argument for the improvement
effort?
• How does the study justify the specific
practices that will be part of your
improvement effort?
• What are the perspectives, beliefs,
levels of expertise that are supported
by existing stakeholder data?
• What are the challenges and
opportunities that stakeholders that
must be considered based on existing
stakeholder data?
• Is there documented evidence from
your organization that informs your
problem of practice?
• Is there documented evidence that
shows the impact of past or current
initiatives designed to address the
problem?
• How do the extant data sources justify
the research question(s)?
• How can you summarize the ways that
the sources of actionable knowledge
that you reviewed warrant your claims
about the specific nature of the problem
of practice?
• How can you summarize the way the
sources reviewed justify the problem’s
significance to the organization?
• How do the sources reviewed work
together to point toward a reasoned
approach to addressing the specific
problem of practice?
CHAPTER 2 – DEVELOPING AN OUTLINE
Background Analysis (Review of Literature and Knowledge for Action)
Introduction
This section provides context and sets the dimensions of the PoP. This is an overview of the chapter and should
provide a roadmap for the rationale/justification for the study. The study rationale is built by laying out a series of
claims in a thoughtful way. This can include claims of concept, fact, worth, policy, or interpretation. The candidate
should remember that each claim made needs to be backed by evidence. The evidence presented consists of individual
pieces of data, which are the individual citations. This introduction lays out the candidate’s argument and offers a
general statement regarding how the chapter is structured and is relevant to the candidate’s research topic/questions.
Orientation
within the
Larger
Educational
Landscape
This section should elaborate on the PoP statement. Specifically, the candidate should state the problem in society
and provide evidence statements of how the selected PoP exists in various forms and at different levels within the
educational landscape.
Previous Studies
on <PoP Topic>
This section should present findings from existing studies that are related to the PoP. What have other studies found
that have investigated a similar PoP? What are the shortcomings of existing studies? How might the candidate
improve upon these studies as they investigate their specific PoP? The candidate should use subheadings throughout
this section to help guide the reader. It is also helpful to briefly discuss the methods used by previous studies,
particularly for those studies that used methods similar to what you intend to utilize.
Description of
the Local
Context
This section should elaborate on the PoP statement. Candidates should not merely repeat what has already been
written in, but rather extend the writing. The candidate should provide the reader with sufficient information to
understand the PoP and how it is situated within the local context. For example, a DiP exploring why uptake rates of
an after-school tutoring program are low will need to explain the various components of tutoring program, how
candidates/families are currently made aware of the program, and whether there have been any previous attempts at
increasing attendance at the program.
Summary and
Contributions of
this DiP
This section should include two subsections. The first should summarize the chapter. The second should clearly
indicate how this DiP will make a unique contribution and will specifically address the PoP. In other words, this
section should “seal the deal” with the reader that your study is important, timely, and relevant.
CHAPTER 3 – OVERVIEW
Investigative Approach (Methods and Design for Action)
Chapter 3 provides sufficient detail on the investigative approach such that the reader is able to fully understand the procedures and can
clearly see how the proposed approach will answer the research question(s). One way to approach Chapter 3 is to think of it as a recipe
and/or instructional sheet—it must contain all of the information necessary to conduct the study and interpret the results. In other words,
someone should be able to read Chapter 3 and conduct the same study. For example, if the candidate intends to use a survey to collect
data points, they must include (as an appendix) the full survey instrument you intend to utilize.
This chapter answers the overall question:
How do the research question(s), theoretical framework, research studies, stakeholder data, and
existing documents reviewed in Chapter 2 lead to a design for rigorous lines of inquiry and action?
Chapter 3 Overview
Chapter 3 Purpose
Chapter 3 Critical Questions
1. Participants in the study
2.
Specific practices that are components of
the improvement effort
3. Targets and benchmarks used to monitor
and evaluate improvement progress
1. To describe all those who participated
in the study.
2. To describe exactly how the
improvement effort rolled out with a
focus on exactly what was done, by who,
with whom, and why.
3. To make public exactly how
improvement is defined, monitored, and
evaluated across stakeholders and
practices.
• Who was recruited, engaged,
collaborated with, observed,
interviewed, surveyed, etc.?
• Why were these specific stakeholders
and/or groups of stakeholders part of
the design for improvement?
• How and when did this take place?
• What data collection and record
keeping systems were created/used to
do this?
• Why were these specific data collection
processes used with these
stakeholders?
• To whom do you wish to generalize
your results?
• What specific practices were selected
and why?
• How were they monitored?
• How were data analyzed?
• In what order were things done and
why?
• What was the timeline and why was it
reasonable?
• What publicly stated criteria were used
to define and measure improvement?
•
How were the criteria used by
stakeholders to set goals, self-assess,
and self-regulate during the
improvement effort?
• How were the criteria used by specific
stakeholders?
• Who was responsible for applying the
criteria?
•
What steps were taken to eliminate
bias?
CHAPTER 3 – DEVELOPING AN OUTLINE
Investigative Approach (Methods and Design for Action)
Introduction
and Study Type
Description and
Rationale
This section should restate the type of study to be conducted (exploratory, implementation, outcomes, or an
alternative study discussed in consultation with the advisor) and provide a clear rationale for the type of study
selected. This section should also provide a general overview of the chapter and end with a roadmap for the research
design.
Research Design
This section should be organized by research question and will vary to a certain extent depending on the type of study
being conducted, the methods utilized, and the research questions themselves. At minimum, this section should
contain details on (1) the sample(s) and sample selection procedures (as appropriate); (2) the data source(s) and/or
data collection procedures; and (3) analytic approach(es). For some candidates, the research questions may utilize
the same (or very similar) sample, data, and analytic approach. For other candidates, more than one sample, data
source, and/or analytic approach. In this case, it is often the most straightforward to include a separate write-up of
the sample, data, and analytic approach for each research question.
Often, the most difficult part of this section to write is the analytic approach. It is not sufficient to simply say that
candidates will “analyze the data in SPSS.” Candidates must specify the exact procedures they will follow. Similarly,
for those conducting qualitative studies, the interview protocols must be specified, as well as any a-priori codes that
will be utilized.
Limitations
Even the best designed studies will have limitations. This section should mention these limitations and then discuss
any implications the limitations may have on the study.
Summary
This final section should summarize Chapter 3.
CHAPTER 4 - OVERVIEW
Findings, Implications, Recommendations, and Dissemination Plan
This chapter describes the principal outcomes of the improvement research project from each line of inquiry and all data sources. All data
are richly described, and the chapter presents appropriate analyses to answer the research questions. Chapter 4 also describes and
discusses the implications of the data and analyses described to determine the impact of the implementation of improvement effort across
stakeholders. The discussion also draws conclusions from the findings and results to determine recommendations and leadership lessons
that emerged from the initiative.
This chapter answers the overall questions:
What information was gathered that supports or fails to support the improvement effort and
provides contexts for your leadership decisions? What was learned from the improvement effort and how do these understandings inform
current and future efforts related to the problem of practice?
Chapter 4 Overview
Chapter 4 Purpose
Chapter 4 Critical Questions
1. Discussion of the findings
2.
Contributions to the educational field
3. Recommendations and implications for
equity, justice, and teaching and learning
in social contexts
4. Limitations
5. Implications for your leadership agenda
and growth
1. To describe how your study contributed
to improving your specific problem of
practice and explain/discuss the
contribution using the actionable
knowledge that framed your
improvement inquiry.
2. To describe the contribution of your
inquiry to the larger understanding of
the problem and potential solutions.
3. To place what you learned in the hands
of other practitioners who are
interested to advance similar
improvement initiatives for equity and
justice.
4. To make public the shortcomings,
conditions, or influences that you could
not control or that placed restrictions on
your methods or findings.
5. To describe the lessons you learned
from leading this improvement
initiative.
• What information did you gather or
learn about the people who were
recruited, engaged, collaborated with,
observed, interviewed or surveyed?
What does the reader need to know
about the people in order to understand
the findings?
• What data sources did you gather?
What does the reader need to know
about these data sources to understand
the analysis?
• What analyses did you do with your
data sources? What do the analyses
mean? How do the analyses answer the
research questions?
• Do you have any additional data that
you gathered from the process (e.g.,
information about how the study was
run or any issues that arose)? What
does this information add to
understanding the model?
• What guidelines, action steps, and
strategies can you recommend?
• How have you shown that your
leadership efforts contributed to the
capacity of the stakeholders to improve
specific practices that led to
improvement?
• What are the implications for the
theories and scholarly constructs you
used to frame your model for
improvement?
• What are the implications for the
empirical studies you used to frame
your study—where is there agreement
and support? Where is the
disagreement?
• What might other scholar practitioners
learn from this work?
• How have you shown that your
leadership contributed to the capacity
of stakeholders to improve specific
practices that led to improvement?
• What recommendations would you give
regarding the lines of inquiry you used?
• What should other scholar practitioners
know before they attempt to use similar
methods?
• What questions would you suggest that
other leaders who are facing a need or
desire to undertake a project like this
consider?
• What are the criteria you used to gauge
impact and success and how might
other leaders use similar criteria to
hold their own improvement initiatives
and themselves accountable?
• What useful readings would you
recommend to other leaders who are
thinking of leading a similar
improvement effort?
• What could you have done better?
• What unexpected barriers or challenges
occurred and how would you address
them proactively in the future?
•
What could you have learned given
more time?
• What are several key lessons that
emerged from your experience leading
this improvement?
• Why did certain choices work, and
others did not?
• What did you learn about yourself as an
educational leader? Where were you
the most/least effective?
• What is your next level of work: What
must you learn more about through
educational literature, collaborating
with stakeholders, and gathering data
to improve your understanding of the
problem of practice and skill in leading
improvement in this area?
CHAPTER 4 – DEVELOPING AN OUTLINE
Findings, Implications, Recommendations, and Dissemination Plan
Study Summary
This section should summarize the entire DiP. In other words, Chapter 4 should be a standalone document, with the
study summary providing sufficient detail for the reader to grasp the PoP, the purpose of the study, its context, and
the methodological approach.
Findings
This section should be organized by research question. For each question, candidates should lay out the major
findings from their analysis. Tables are typically very helpful here, but the narrative is perhaps even more
important as it gives the reader a sense of the research findings.
Implications
This section should interpret the findings and connect back to Chapter 2, discussing how the findings relate to
previous studies.
Recommendations
This section should provide a specific set of recommendations for the local context and/or the larger educational
landscape on how to address/remedy the PoP, based on the research findings. Keep in mind that each
recommendation must stem directly from the findings of the study and be actionable/feasible. This section should
conclude with a set of recommendations for future studies on the PoP.
Conclusion
This section should offer a few comments on the impact this study might have and its significance/importance to
the PoP and the larger educational landscape.
Dissemination
Plan
Finally, the DiP is meant to be a living document—not one that lives on a shelf. This final section should provide a
high-level dissemination plan that describes how (and in what format) the candidate will share their findings and
implications with the key stakeholders identified earlier in the DiP.
LTSC EdD Program Milestone Checklist & Forms
Year
EdD Milestones & Procedures
1
(Summer 1, Fall 1, Spring 1)
1. Student completes ~15 credits
2. Student completes the Prequalifying Paper by end of
Spring 1 (includes defense to be completed by Summer
2 Week 4)
3. Student completes the EdD ICPS Form, Prequalifying
Paper Form, and master’s credit transfer information (if
applicable) to the EdD Program Director
a. Transfer form for master’s credits completed
within the last 10 years
b. Transfer form for master’s credits completed more
than 10 years ago
2
(Summer 2, Fall 2, Spring 2)
4. Student continues taking courses and completes ~32
credits
5. Student completes the Qualifying Paper by Fall 2 Week 4
6. Student sends the Qualifying Paper Form to the EdD
Program Director
7. Student forms a DiP committee, completes the
ATC
Form, and sends the form to the EdD Program Director
3
(Summer 3, Fall 3, Spring 3)
8. Student continues taking courses and completes ~40
credits
9. Student completes the DiP Proposal by end of Spring 2
(includes defense to be completed by end of Spring 2)
10. Student completes and sends the DiP Proposal Form
to
the EdD Program Director
11. Student continues work on the culminating DiP, which is
to be completed and defended by the end of Spring 3
12. Student completes and sends the M-Form to the EdD
Program Director
13. Student completes remaining items on The Graduate
School’s Doctoral Student Graduation Requirements and
Deadlines.
1
Department of Learning and Instruction
Initial Course Plan Statement (ICPS)
This form is for students in the Learning and Teaching in Social Contexts EdD program.
Student Information
Name ______________________________________________________
Person # ______________________________________________________
Address ______________________________________________________
Phone ______________________________________________________
Email ______________________________________________________
Program Milestone Information
Semester of Acceptance Summer ________ Fall ________ Spring ________
Prequalifying Paper Date Semester _________ Date (MM/DD/YY) _________
Qualifying Paper Date Semester _________ Date (MM/DD/YY) _________
Proposal Defense Date Semester _________ Date (MM/DD/YY) _________
DiP Defense Date Semester _________ Date (MM/DD/YY) _________
Program Credit Hours Information
Stage & Required Credits
# of Credits Based on Information
Provided on pp. 2-3
Coursework Centering on a Problem of Practice (cc-PoP)
24 credits required
• LAI 613 Curriculum Theory (3 credits)
• 21 elective credits selected in consultation with Advisor
Design and Research Methods for Improving Education (DRM)
18 credits required
• LAI 515 Action Research (3 credits)
• 15 elective credits selected in consultation with Advisor
Dissertation in Practice (DiP)
18 credits required
• LAI 621 Critical Interpretations of Research (3 credits)
• LAI 644 EdD Inquiry Practicum (6 credits)
• LAI 702 Dissertation (9 credits)
Masters Credits
10 credits optional
Total Credits
70 credits required
2
List Doctoral Courses to be Counted Toward the 70-Hour Minimum EdD Degree
Coursework Centering on a Problem of Practice (cc-PoP)
24 credits required
Dept. Abbreviation
& Course Number
Course Title
Credit
Hours
Grade
Instructor
Semester &
Year to be
Registered
1. LAI 613
Curriculum Theory
3
2.
3.
4.
5.
6.
7.
8.
9.
10.
TOTAL HOURS IN CC-POP
Design and Research Methods for Improving Education (DRM)
18 credits required
Dept. Abbreviation
& Course Number
Course Title
Credit
Hours
Grade
Instructor
Semester &
Year to be
Registered
1. LAI 515
Action Research
3
2.
3.
4.
5.
6.
7.
8.
9.
10.
TOTAL HOURS IN DRM
Dissertation in Practice (DiP)
18 credits required
Dept. Abbreviation
& Course Number
Course Title
Credit
Hours
Grade
Instructor
Semester &
Year to be
Registered
1. LAI 621
Critical Interpretations of Research
3
2.
3.
4.
5.
6.
7.
8.
9.
10.
TOTAL HOURS IN DiP
3
List Masters Courses to be Counted Toward the 70-Hour Minimum EdD Degree
Masters Level Coursework for Inclusion in Program
10 credits optional
Dept. Abbreviation
& Course Number
Course Title
Credit
Hours
Grade
Instructor
Semester &
Year of
Registration
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
TOTAL HOURS IN MASTERS LEVEL COURSEWORK
Note: A minimum of 70 credit hours are required in the Learning and Teaching in Social Contexts EdD program. The
Department of Learning and Instruction requires that a minimum of 60 credits are doctoral level coursework. Students
may then add credits from their related master’s degree toward the 70 credit hour minimum.
Note: If master’s degree coursework was completed within 10 years of the student’s date of admission to the
program, a Petition for Approval of Non-UB Transfer Credits
must be submitted with the completed ICPS.
Note: If master’s degree coursework is older than 10 years from the student’s date of admission to the program,
a Petition for Use of Historical Coursework
(signed by the student’s faculty advisor and department chair) must be
submitted with the completed ICPS.
Signatures
It is
anticipated that the courses listed on this ICPS will not vary significantly in form and number
from the courses to be listed later in doctoral study on the Application to Candidacy. All
deviations on the Application to Candidacy from courses listed here must be explained at the
time the Application to Candidacy is filed. To do so, show changes on the following page and
submit when you file the Application to Candidacy.
_________________________ _________________
Student’s Name (Printed)
_________________________
Student’s Signature
Date
_________________________ _________________
Advisor’s Name (Printed)
_________________________
Advisor’s Signature
Date
_________________________ _________________
Program Director’s Name (Printed)
_________________________
Program Director's Signature
Date
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Completed 9 September 2021

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