1. Voices from Students in
the UMSL Ed.D. Learning
Communities
Virginia Navarro
Kathleen Haywood

2. Overview
• Thematic Learning Community information
• Program components
• Voice of students
• Themes from Initial letter to instructor
(Sept, 2013)
• Qualtrics survey (Oct, 2013)
• Likert items
• Open-ended Questions on Program
• Positive aspects
• Challenges / Issues
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3. Thematic Learning Communities
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4. LC Program Components
• Learning Community of Practice Mentor Teams
screened applicants who met Ed. D. requirements
for fit and to manage size of groups.
• The Mentor Team stays with the community
throughout its 3-year journey.
• Target program completion for the Ed. D. is 3 to 3.5
years.
• Mentor Teams administer qualifying and
comprehensive exams and serve on the dissertation
in practice committees.
• Curriculum includes both required and choice
components – community makes choices for the
community
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5. LC Mentor Teams
• Mentor Teams can include:
• Experts in the
community theme
• Regular faculty in
education
• Regular faculty from
other university units
• Practitioners in the
theme with a terminal
degree
• Adjunct faculty
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6. Origin of Themes
• Reflect faculty expertise
• Reflect student interest
• Reflect areas of practice
Note that themes can be identified and
offered as practice evolves and changes –
can be on the cutting edge – and don‟t require
a University approval process
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7. The
2013 Themes
• Language, Literacy and Culture (LLC) (n = 15)
• Character Education and Democratic School
Governance (CEDSG) (n = 13)
• Education Policy and Comparative Education
(EPCE) (n = 13)
• Higher Education Student Services (HESS) (n = 10)
Tentative plans are to begin two additional
communities next year led by STEM and curriculum
and instruction faculty.
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8. The Students
• All (N = 50) had at least one advanced degree in hand
• 1 Juris Doctor Degree
• 3 Education Specialist Degrees
• 46 Master‟s Degrees
•
•
•
•
•
2 M.B.A.s
2 M.F.A.s
Others in Education
10 had two Master‟s Degrees
1 had three Master‟s Degrees
• 16 earned most recent degree between 2009 and 2013
• 12 earned most recent degree between 2004 and 2008
• 21 earned most recent degree before 2004
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9. The Students
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10. The Students
SoTL Class
Exercise:
Metaforms
Tree of
Transformational
Teaching and Learning
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11. Group Activity in
Scholarship of Teaching
& Learning class.
Transformational Learning
Artifact #1
“Out of the gloomy, dismal, mediocre
forest of traditional teaching, bursts
the tree of transformational teaching
and learning. Teachers and students
are discovering ways to enable
learning, sharing and discussing
frames of reference, engaging in
effective discourse and challenging
the habits of mind. Teachers are
branching out from the old pedestrian
pedagogy as the "Sage in the Stage"
and students are facilitating their
learning by "The Guide on the Side."
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12. The Students
• Employment information on 42/50 students
• 64% are employed in K-12 schools
• 85% of those are in public schools
• 44% of those are in a “struggling” district
• 26% are employed in higher education
• 4% are employed in agencies
• School roles include administrators (9), teachers
(10), coordinators/directors/specialists (6)
• Those in higher education are advisors (4) or in
student services (6)
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13. Students with Lee Shulman
Many students were able to attend the 2013 Scholarship of Teaching & Learning
Conference to hear and meet Lee Shulman.
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14. Learning Community Curricula
1.
Learning Community (3 hrs. each semester/summer)
2.
Four Core Courses (2 hrs each)
•Scholarship of teaching and learning
•Evaluation of educational programs
•Building socially just learning communities
•Ethical and legal issues in educational practice
3. Selected Tool and Inquiry Courses
4. Required Practica
•Laboratory of practice (6 hrs)
•Dissertation in practice (8 hrs)
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15. Sample Inquiry & Tool Courses (1 hr.)
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16. LLC group discussing Bazerman's piece on genre
and cognitive development in the literacy studies
doctoral seminar
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17. Voices from Class Activity
Questions posed in a class exit letter in
Scholarship of Teaching & Learning
Course:
• How do you believe you have approached
your practice in scholarly ways?
• How do you hope engaging in the
Scholarship of Teaching & Learning will
affect your practice?
• After today's discussion, why do you
believe it is important?
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18. Appreciation for being in the course
and its opportunities
#19 S227-228
• “I hope the class will provide me with innovative tools that I can
use and implement in the district and community in which I
currently serve. I also hope to gain a deeper understanding of
transformation and innovation teaching practices.”
#31 S347-48
•“I interpreted scholarship as scholarly knowledge - being well
versed in your subject matter, etc. Now, my interpretation is
scholarship being tied to innovation, best practices,
transformational teaching/learning. New words which as having
been an educator in years past, were not spoken of in the
institutions I worked for. I initially interpreted scholarship as
scholarly knowledge, well versed in one‟s subject matter.”
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19. Motives and goals for Ed.D. work
# 45 IC488
•“I applied to the CPED program for two primary reasons: I love to
learn and I want to be effective in my role as an educator . When I
attended the information sessions regarding the CPED, I was
convinced of the potential of the program because I could feel the
excitement from the university leaders. This sort of energy and
motivation towards learning and the power of education is
something I realize has not been overtly present in most of my
recent daily professional life.”
# 35 S385
•“My goal for the scholarship of teaching and learning is to refine
my critical thinking skills and apply them to my efforts to impact
positive change. My goal for the scholarship of teaching and
learning class is to refine critical thinking skills and apply to impact
positive change.”
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20. Motives and goals for Ed.D. work
(cont.)
# 44 C484-85
•“I hope that engaging in this Scholarship of Teaching and
Learning Seminar will help guide me in becoming a more
global thinker in terms of what teaching and learning truly
means. Instead of getting caught up in the "latest and
greatest trend", I want to be able to understand my role in
the larger picture . I want to be a voice for teachers,
learners, innovators, practitioners, legislators, and
entrepreneurs who shape the lives of our children.”
# 40 C431-42
•“My hope is that my participation in this course and
program will enable me to refine my instruction to the
benefit of my diverse student population, as well as equip
me to advocate for and implement change in my school and
district.”
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21. Literacy Studies Doctoral Seminar
Workshop on Nonfiction Texts
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22. Change agents to promote educational
reform within schools and community
#6 C85-86
•“Our education system is flawed (not broken); and
as people currently working in the system, it is our
responsibility to be working towards repair and
progression.”
# 19 S225-226
• “As a scholar of teaching and learning, I
understand that there are various ways to make
change in order to prepare students for success.
Oftentimes, policy makers implement or develop
policy without fully understanding the teaching and
learning process.”
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23. Role of student – in activity
#11 S137
• “I like the idea of learning to move mountains
or at least shifting the route from up-hill to
down-hill.”
#16 S181
• “Being a scholar of teaching and learning
allows me to be a student of the profession,
constantly evaluating my practice and
approach.”
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24. Diversity and gifts of learners
#3
C50-52
• “I am blown away by the people that I‟ve met already
and the diversity of occupations and roles and all in the
educational system! Who knew? So interesting! Being
around such amazing people reinvigorates my sense of
pride in being an educator for over 30 years. Certainly,
if we all work together we should be able to make the
world a better place for children.”
#41 C452-55
• “To summarize, I am excited about working with a great
group of diverse individuals who have various
perspectives and insights to bring to the table . The idea
of innovation, case-busting, and collaboration are
exciting terms to me . excited about working with
diverse individuals with a variety of perspectives and
insights.”
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25. Student Voices/Survey Results
1.14 Likert scale items –
Means and s.d./ percents for SA & A – N – D & SD
2. Themes in response to question: Please share one
or two aspects of the Ed. D. program that you feel
positive about.
3. Themes in response to question: Please share
one or two ideas for improving the Ed. D.
program.
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26. Demographics
Identify your current
role in your practice
setting.
1 Teacher 8 24%
2 Administrator 13 39%
3 Specialist 1 3%
4 Professional Staff 5 15%
5 Other 6 18%
Total 33
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What level of student do
you work with?
1 Early Childhood 3 9%
2 Elementary 8 24%
3 Middle School 6-8 8 24%
4 High School 9-12 7 21%
5 Higher Education 8 24%
Total 34
26

27. CPED survey F’13 N-34, 5 point Likert scale
strongly agree-agree-neutral-disagree-strongly disagree
Survey Question
Mean
1. Working with a Cohort group on a doctoral degree will strengthen my desire
to persist to completion.
2. The thematic organization of Cohorts was a significant factor in my choosing
this program.
3. Having some core courses across Cohort groups is valuable to my learning.
4. The workload for 6 graduate credits per semester has been reasonable.
5. Professors are accessible for questions / concerns.
6. I would recommend this program to a colleague.
7. Cohort members bring helpful expertise to group.
8. Program components were articulated clearly.
9. Communication of expectations has been clear in coursework.
10. At this time plan to complete the program on time with Cohort members.
11. The plan of study for the Ed. D. is practitioner centered.
12. I believe that problems of practice in education can be creatively solved in
collaboration with those with varying perspectives.
13. My strengths and experience are valued in the group.
14. I am satisfied with what I am learning to date.
4.50
.63
4.56
.51
4.69
2.94
.48
1.69
4.19
3.69
4.56
3.73
3.56
4.50
3.31
4.79
.83
1.08
.63
1.03
.96
.82
1.45
.43
4.13
4.07
.81
1.03
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sd

28. Agree/
Strongly
Agree
(%)
Survey Question
1. Working with a Cohort group on a doctoral degree will strengthen my desire to
persist to completion.
2. The thematic organization of Cohorts was a significant factor in my choosing
this program.
3. Having some core courses across Cohort groups is valuable to my learning.
4. The workload for 6 graduate credits per semester has been reasonable.
5. Professors are accessible for questions / concerns.
6. I would recommend this program to a colleague.
7. Cohort members bring helpful expertise to group.
8. Program components were articulated clearly.
9. Communication of expectations has been clear in coursework.
10. At this time plan to complete the program on time with Cohort members.
11. The plan of study for the Ed. D. is practitioner centered.
12. I believe that problems of practice in education can be creatively solved in
collaboration with those with varying perspectives.
13. My strengths and experience are valued in the group.
14. I am satisfied with what I am learning to date.
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Disagree/
Strongly Neutral
Disagree (%)
(%)
94
0
6
94
0
6
97
62
82
74
92
63
70
89
79
3
33
3
3
3
15
15
0
18
0
6
15
24
6
21
15
12
3
97
0
3
82
88
3
9
15
3

29. LC +…Connected to Practice
• “Relevant information pertaining to current
work issues is discussed allowing for
implementation to practice.”
• “In-depth discussions that combine realworld experience with theory.”
• “Intentional practitioner focus with multiperspective interaction/engagement.”
• “The real-life experiences shared by the
students as we discuss educational issues”
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30. LC +…Identity and Relationships
• “I love the cohort group & the strength of
having a mentor team. It is an amazing
experience so far!”
• “A cohort of peers allows for a learning
community that will enhance my
learning.”
• “Discussion in class with the instructors
is valuable in gaining insight as to how to
"think" like a „Doctor.‟”
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31. LC +…Course Content and
Professors
• “Professors are respectful of our time while also pushing us to
think differently, reflect and analyze our readings or discussions.
Class time is well spent, assignments are reasonable.”
• “The content of the Literacy Research class is wonderfully
challenging, and extremely thought provoking.”
• “I am thrilled with the opportunity to study, learn, and apply
relevant research and educational applications for the
improvement of my professional practice. I have also been
grateful for the discourse with the instructors, as well as their
investment in our success.”
• “The learning that we do around the scholarship of teaching and
learning has inspired me to think about my craft and work as an
administrator.”
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32. LC Improvement Ideas
• “We can improve the Ed. D. program by undertaking
small projects that give us the opportunity to apply
principles we are studying, serve the schools where we
work, gather data on the impact of these small projects,
report the findings to the learning community, and
analyze the process of service learning. These service
learning projects can be pilot work – action research
with a few students or in a few classrooms or with a few
colleagues. Small projects will help us prepare for the
dissertation research we will be doing later. In other
words, we will understand the concepts better if we do
something with them outside of the university and share
our findings -- including the false starts and mistakes -in the university.”
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33. LC Improvement Ideas
• “The amount of course work outside of the classroom
is overwhelming to a practitioner in the field.”
•“One of our first courses should have been an
introduction to research practices and graduate
studies. This class would not only help students
navigate the realm of research but also acquaint
students with habits of graduate studies.”
•“Would like to see more involvement from Ed.D. faculty
or guest presenters. Practice centered around theory
is okay to an extent but if all the faculty involved are
Ph.D.'s whose focus is research and theory, then we
will not have exposure to those who are practice
focused and therefore will not have "real world"
influence to enrich our learning.”
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34. Next Steps
• Planning out courses so scheduling can be done
more systematically.
• Standing sub-committee of Graduate Education
Council in the COE with representatives from all
thematic LC to discuss problems, share ideas and
strategies.
• Qualifying experience and comprehensive exam
format and preparation
• Coordinate courses and learn from each other
•Identify more practitioner allies as expert resources
•Negotiate with students on inquiry topics so working
groups can be formed.
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35. Please Contact US
• Kathie Haywood
• haywoodk@umsl.edu
• Virginia Navarro
• virginia.navarro@umsl.edu
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