2. Demystifying the KAM What is it? What good is it? How is it done?

3. 2 Objectives Explain the role and function of KAMS in the Ph.D. program Outline processes for successful completion Apply the KAM process to the development of a KAM that reflects your professional interests Express the value of KAMs for your development as a scholar-practitioner. A Learning AgreementA Learning Agreement

4. 3 Before you begin When you see this symbol, there will be an answer needed before proceeding. This symbol draws attention to an important point. Here you will find an example.

5. 4 KAMs are one of Walden University’s signature approaches to doctoral level learning

6. 5 The signature? How come? KAMs were an early approach to doctoral study employed at Walden— before courses, before e-classrooms, before multiple degrees and specializations KAMs are distinctive--they set us apart from traditional institutions KAMs are unique—a blend of features found nowhere else in exactly this form KAMs reflect the personality of Walden—the university’s mission and values

7. 6 KAMs are K nowledge A rea M odules

8. 7 So what is a Knowledge Area Module? A knowledge area is a discipline within the social sciences such as psychology, sociology, behavioral science, anthropology, political science...... these are foundational knowledge for many professional degrees. These knowledge areas are presented as a series of modules, each one a unit of many Ph.D. programs at Walden...... with these units along with some courses students build their degree programs. So KAMs are units of study in the social sciences out of which a Ph.D. program is built

9. 8 Some more about the knowledge areas... Walden has drawn out of the social sciences specific topics that are relevant to your profession. In most Ph.D. programs the Core KAMs are: KAM 1: Principles of Social Change KAM 2: Principles of Human Development KAM 3: Principles of Organizational and Social Systems

10. 9 Advanced KAMs Building on the Core KAMs 1, 2, 3 many programs add Advanced KAMs 5, 6, and possibly 7 as well. Advanced KAMs are specifically related to the degree specialization.

11. 10 Some more definitions Core KAMs: the first three KAMs which are common to all Ph.D. programs (except SPPA) Advanced or specialization KAMs: two or three additional KAMs designed for specific specializations KAM-based programs: strictly speaking, any Ph.D. program that is built in part by KAMs; commonly used just for programs that have both Core and Advanced KAMs Mixed model programs: Ph.D. programs that combine KAMs and specialization courses

12. 11 KAMs and the curriculum Following are a number of different curricular plans showing different combinations of KAMs and courses. These are just five of many other options currently in use. Decisions about which curricular plan to use are made by Colleges to provide the best learning experiences for the specialization and certification requirements.

13. 12 Curriculum Plan #1 Maximum KAMs KAMs KAM 1 KAM 2 KAM 3 KAM 5 KAM 6 KAM 7 Courses Foundations Research Course 1 Research Course 2 Research Course 3 Dissertation E.g., Ph.D. in Health Services, Ph.D. in Human Services, Ph.D. in Applied Management and Decision Sciences

14. 13 Which KAM is missing? Did you notice which KAM no longer belongs to any Ph.D. Program? Where did it go? Why did it go?

15. 14 KAM 4 no longer exists It was replaced with three research courses to prepare students better for their dissertation research. Did you notice that KAM 7 is missing from some programs too? It is also being replaced by additional research courses or a practicum in some programs.

16. 15 Do you recognize an advanced KAM for your specialization? KAM 6: Effectiveness of Higher Education Organizations KAM 6: Contemporary Issues and the Ethical Delivery of Health Services KAM 5: Democratic Governance KAM 5: Deterministic Operations Research Techniques KAM 6: Investment and International Finance KAM 6: Theories of Intelligence, Learning, and Motivation KAM 6: Intervention Strategies in Human Services

17. 16 Did you get them right? KAM 6: Effectiveness of Higher Education Organizations? Answer: Ph.D. in Education, Higher Education specialization KAM 6: Contemporary Issues and the Ethical Delivery of Health Services? Answer: Ph.D. in Health Services, Health Management and Policy specialization KAM 5 Democratic Governance? Answer: Ph.D. in Public Policy and Administration. KAM 5: Deterministic Operations Research Techniques? Answer: Ph.D. in App Mgt and Dec Sci, Operations Research specialization KAM 6: Investment and International Finance? Answer: Ph.D. in App Mgt and Dec Scis, Finance specialization KAM 5: Theories of Intelligence, Learning, and Motivation? Answer: Ph.D. in Education, General program. KAM 6: Intervention Strategies in Human Services Answer: Ph.D. in Human Services, all specializations

18. 17 Getting inside a KAM A KAM is made up of three parts: –Breadth where Theory around a broad theme is explored –Depth where current Research around a sub-theme is analyzed in depth –Application where a Project is developed to apply the theory and research to the real world

19. 18 Group Work Define “theory” –In your discussion, consider the following:following –“I'm posting this response a little late and you'll probably not get a chance to see it, as a result of my inability to post in a timelier manner, but at the risk of sounding, well, "a little off", why is it that you say we don't want things to appear to "stand on its own"? I'm not understanding why it is so important to pay such credence to someone else's theory? Particularly theories that were developed soooooo long ago. Somewhere, somehow, something had to " stand on its own". Does not this constant referral to "what was" stifle our growth somehow?” Define “research” kws

20. 19 Theory Colloquial use: “it’s going to rain today” Academic use: Marx, Piaget, Senge “An explanation... that discusses how a phenomenon operates and why it operates the way it does.” – p. 19 Goal: “making sense out of current knowledge by integrating and summarizing this knowledge.” - p. 58 Tool: “guides research by making predictions” – p. 58 Johnson, B. & Christensen, L. (2004). Educational Research. Boston: Pearson.

21. 20 Theory – Malcolm Knowles “A theory is a comprehensive, coherent, and internally consistent system of ideas about a set of phenomena.” Knowles, p. 10 “A good theory should provide explanations of phenomena as well as guidelines for action.” Knowles, p. 8 Knowles, M, Holton, E., & Swanson, R. (2005). The Adult Learner. Burlington, MA: Elsevier.

22. 21 Theory – Lewin “There is nothing so practical as a good theory.” p. 169 Lewin, K. (1951) Field theory in social science; selected theoretical papers. D. Cartwright (ed.). New York: Harper & Row.

23. 22 Research Investigation Exploration Inquiry Empirical work Collecting and analyzing data

24. 23 Inside a KAM Breadth where Theory around a broad theme is explored Depth where current Research around a sub-theme is analyzed in depth Application where a Project is developed to apply the theory and research to the real world So a KAM takes you from Theory and Research to Practice (Deductive)

25. 24 How else could you describe this progression from Breadth through Depth to Application?

26. 25 A possible answer Breadth where Theory around a broad theme is explored Depth where current Research around a sub-theme is analyzed in depth Application where a Project is developed to apply the theory and research to the real world So a KAM takes you from GENERAL to PARTICULAR

27. 26 Another possible answer Breadth where Theory around a broad theme is explored Depth where current Research around a sub-theme is analyzed in depth Application where a Project is developed to apply the theory and research to the real world So a KAM takes you from ABSTRACT to CONCRETE

28. 27 KAMs and Credits A KAM has parts but the parts are connected to make a whole. The Breadth is 4 quarter credit hours; the Depth 4 credits and the Application 4 credits, making a total of 12 credit hours per KAM. A KAM is equivalent to approximately three quarter- long courses.

29. 28 Identifying the parts of a KAM Each of the parts of a KAM has its own course code and title for your transcript. For instance, in the Ph.D. in Education, Educational Technology Specialization, the Core KAMs are identified this way: KAM 1 Principles of Social Change SBSF 8110 Theories of Social Change (Breadth) EDUC 8125 Current Research in Social Change and Educational Technology (Depth) EDUC 8135 Professional Practice, Social Change, and Educational Technology (Application) KAM 2 Principles of Human Development SBSF 8210 Theories of Human Development (Breadth) EDUC 8225 Current Research in Human Development and Ed Technology (Depth) EDUC 8235 Professional Practice, Human Development, and Ed Technology (Application) KAM 3 Principles of Organizational and Social Systems SBSF 8310 Theories of Organizational and Social Systems (Breadth) EDUC 8325 Current Research on Org and Social Systems and Ed Technology (Depth) EDUC 8335 Professional Practice, Org and Social Systems, and Ed Technology (Application)

30. 29 Difference between a KAM and a Course In a Course –The teacher designs the study, chooses the topics, and selects the texts. –Students are part of a larger group –Students are assessed by their assignments and often by an exam In a KAM –The student designs the study, chooses the topics, and selects the texts guided by the teacher –Students work as individuals mentored by the teacher –Students are assessed by the completed KAM they plan and present Both KAMs and courses are important in doctoral programs

31. 30 Basic Assumptions Ph.D. students at Walden –are adult learners –are practicing professionals –come to their studies with a wealth of experience –have a Master’s degree and a foundation of professional knowledge –know what they want, or at least, have a sense of the issues and concerns they want to study –do not want to spend time on topics that are irrelevant to them –are busy people and must have a flexible, customized study schedule –plan to use their studies to make a difference

32. 31 So KAMs are made to fit the learner KAMs allow you as an adult learner to take charge of your own learning. KAMs allow you to build your studies on your own past experiences and present questions and concerns. KAMs are the next logical step toward becoming a lifelong contributor to learning in your educational development after a Master’s degree. KAMs develop critical thinkers. KAMs are not tied to quarter schedules and deadlines. KAMs provide a way to make informed changes in the real world where there is need. Let’s look at these a little more closely....

33. 32... take charge of your own learning... Within each of the knowledge areas, there are many different themes and possibilities. You will draw up a plan of what themes, sub-themes, and projects you will pursue. Being an independent learner means you are more likely to study what is important and relevant to you.

34. 33... build your studies on your experiences... You can take your past and present professional experience with you into your Ph.D. studies. In fact, KAMs can only work well for students with experience to call on. They are not a place for novices. Out of that experience will come all kinds of questions and issues that are demanding attention. Those questions and issues help you design the KAM so that you can find answers and possible solutions.

35. 34... a lifelong contributor to learning... KAMs are a step towards more independence in learning and in the direction of self-designed learning that characterizes the doctoral graduate. The skills, knowledge, and confidence to create new knowledge are practiced in the KAM process.

36. 35... develop critical thinkers... Writing a KAM gets you to ask questions: How can my profession be improved? How can my work as a professional be improved? Is this document sensitive to cultural and individual differences? What is strong about this writer’s arguments? Is this conclusion based on evidence? What is missing from this research? What does this paper really mean? How could I do this assignment better? And these questions are critical thinking at work! what is critical thinking? why is it important?

37. 36... not tied to schedules and deadlines... Each KAM begins when you are ready to begin and ends when the KAM is completed. It does not begin at the start of a school term or end when the term ends. As a general rule, the first KAM takes 20-25 weeks and future KAMs take 10-15 weeks and in both cases take part or all and more of a quarter. The length of time to do a KAM depends primarily on the number of hours per week you have to devote to it. 10-20 hours a week is recommended. This provides maximum flexibility for otherwise busy professionals. Note: Since there is a time limit on the time to completion of the degree, a KAM needs to be completed each year of enrollment.

38. 37... make informed changes in the real world... Because KAMs take you through a process of studies from theory through research to practice, they provide both deep groundings in a field and up-to-the-minute findings. Then in the Application section of the KAM you design a project that immediately puts that knowledge to work in a real situation in your professional world. In this way the KAMs enact the Walden mission of contributing to positive social change.

39. 38 Extending the definition of KAMs KAMs are units of independent study in the social sciences out of which a Ph.D. program is built

40. 39 So, what is your passion? What contribution(s) would you like to make to your profession? What is it you passionately want to dig into during your studies? What problem area(s) in your professional life would you like to address? This is what you will bring to the KAM curriculum!

41. 40 Some students are specific and detailed about their areas of interest I administer a drug addiction center and I am excited about the possibilities of the holistic approaches I have been trying out with teenage drug addicts. I want to help non-profit organizations working in Zimbabwe develop appropriate strategic plans for budgeting and finance. I want to improve pre-reading programs in rural area kindergartens. If this is you, you are good to go on your KAM!

42. 41 Some students have a general idea of their area of interest I am operating a small business and want to study about that. I love teaching music. I think the future is all about the internet. Health-care is my profession. If this is you, write another statement that isolates one aspect of this general field that you could focus your KAM on. In other KAMs you can focus on other aspects until you have narrowed your interest for your dissertation.

43. 42 Some students have lots of ideas I love working with people; I worry about how to make our sales grow; knowing how to work with foreign clients is important; “greening” our business is a priority; and I want our business to be better at philanthropy. We have so many ethnic groups in our school all needing appropriate learning; charter schools really interest me; I have been working on improving home-school relationships; how do I motivate adolescents to learn; I have just been made the coordinator of the math program. If this is you, write another statement that selects one interest from the many that you could focus your KAM on. In other KAMs you can focus on other interests until you have narrowed your focus for your dissertation.

44. 43 Connections Each part builds on the next to make a whole KAM. BREADTH DEPTH APPLICATION

45. 44 For example: I am a student in the Ph.D. in Applied Management and Decision Sciences and I am working on KAM 1: Principles of Social Change. Here is what I might do in this KAM: Breadth Examine theories about poverty: its causes and effects on society Depth Analyze research that connects poverty and unemployment Application Design a job training project for unemployed teenagers

46. 45 Another example: I am a student in the Ph.D. in Education, Early Childhood Education specialization and I am working on KAM 2: Principles of Human Development. Here is what I might do in this KAM: Breadth –Examine theories about physical, cognitive, and psychosocial development in the preschool years. Depth –Analyze research on the factors that support normal development in young children. Application –Design a workshop for parents of young children wanting to support their child’s growth and development.

47. 46 What could you do? Go back to your “passion” statement and write a similar outline for one of your KAMs. Remember: Breadth: Examines theory Depth: Analyzes research Application: Designs a project Core KAMs KAMs for SPPA 1. Social change 5. Democratic governance 2. Human development 6. Organizational leadership and change 3. Systems and organizations

48. The Learning Agreement

49. 48 A good Learning Agreement makes your KAM writing easier.

50. 49 What is a Learning Agreement? Is it a “contract”? Yes, between you and your KAM assessor about what you intend to accomplish in the KAM. Is it a “plan of action”? Yes, it lays out your objectives and how you will accomplish those objectives.

51. 50 What goes into an LA? Three things: 1.Objectives: usually 2-4 per KAM component. 2.Resources: books, articles, manuals, etc. that you will study and consult. 3.Demonstration: how you will show that you have met your objectives for each of the three parts of the KAM: Breadth, Depth, and Application.

52. 51 Objectives: Rule #1 Begin each one with an action verb because –It shows what you actually plan to do with the information you are studying. –It focuses on the learning process and not just the product.

53. 52 Action verbs So which ones of these are correct? 1.The purpose of the Breadth has to do with poverty. 2.Analyze current research on poverty and its effects on child development. 3.Compare Maslow’s hierarchy of needs with Erikson’s stages of psycho-social development. 4.Bertalanffly’s systems theory and business organizational practices.

54. 53 Did you get them right? 1.The purpose of the Breadth has to do with poverty. 2. Analyze current research on poverty and its effects on child development. 3. Compare Maslow’s hierarchy of needs with Erikson’s stages of psycho-social development. 4. Bertalanffly’s systems theory and business organizational practices.

55. 54 Objectives: Rule #2 The action verb should be a higher order cognitive action because as a doctoral student you are not just absorbing the ideas of others but you are doing something with those ideas— creatively and critically!! Your KAM will be different from all other KAMs ever written if you are using higher order thinking.

56. 55 Bloom’s Taxonomy Higher Order Lower Order

57. 56 Which ones show higher order thinking? 1.Compare Gilligan’s and Kohlberg’s theories of moral development. 2.Discuss Kohlberg’s theory of moral development. 3.Analyze Kohlberg’s theory of moral development using Plato’s concepts of the good, the true, and the beautiful. 4.Examine research about Kohlberg’s theory of moral development. 5.Summarize Kohlberg’s theory of moral development. 6.Assess Kohlberg’s theory in terms of the ideals of justice and care.

58. 57 Which verbs guarantee higher order thinking? 1.Compare Gilligan’s and Kohlberg’s theories of moral development. 2.Discuss Kohlberg’s theory of moral development. 3.Analyze Kohlberg’s theory of moral development using Plato’s concepts of the good, the true, and the beautiful. 4.Examine research about Kohlberg’s theory of moral development. 5.Summarize Kohlberg’s theory of moral development. 6.Assess Kohlberg’s theory in terms of the ideals of justice and care.

59. 58 Objectives: Rule #3 The objectives should be specific and detailed because: You need to know exactly what to focus on when you study for and write the KAM. Your assessor needs to know that your plan is worthy and what to look for when assessing the KAM.

60. 59 Which ones are specific and detailed 1.Evaluate Kohlberg’s theory of moral development. 2.Evaluate Kohlberg’s theory of moral development against Plato’s notions of the good, the true, and the beautiful. 3.Compare and contrast Gilligan’s theory of caring with Kohlberg’s theory of justice. 4.Compare Gilligan and Kohlberg. 5.Analyze Kohlberg’s theory of moral development. 6.Critically analyze Kohlberg’s theory of moral development in terms of justice, caring, and self- efficacy.

61. 60 Specific and detailed? 1.Evaluate Kohlberg’s theory of moral development. 2.Evaluate Kohlberg’s theory of moral development against Plato’s notions of the good, the true, and the beautiful. 3.Compare and contrast Gilligan’s theory of caring with Kohlberg’s theory of justice. 4.Compare Gilligan and Kohlberg. 5.Analyze Kohlberg’s theory of moral development. 6.Critically analyze Kohlberg’s theory of moral development in terms of justice, caring, and self- efficacy.

62. 61 Try this yourself Go back to your KAM outline and try writing one objective for each of the Breadth, Depth, and Application components keeping in mind that 1.the objectives should begin with an action verb 2.the action verb should be higher order thinking 3.the objective should be specific and detailed You have probably not browsed the texts yet, so look on this as a purely imaginative exercise. The important thing here is to write a good looking objective.

63. 62 Learning Resources for the Breadth These are the references you will consult before you begin to write. In the Breadth (for theory) You will likely consult books. It is common to choose about three theorists but you may choose more and focus narrowly on a few themes in them, or choose fewer but treat them more comprehensively. Look for primary sources to study the actual words and ideas of the theorists.

64. 63 Learning Resources for the Depth For the Depth (for research) you will likely consult journals The articles you choose should be current since research is continually changing what we know, so look for research articles written within the past five years. An occasional foundational article written more than five years ago can be used. Avoid non-research articles such as op-ed pieces and descriptions of projects that involve no research procedures. Historical and philosophical studies may be considered research.

65. 64 Learning Resources for the Application For the Application (a project) You may consult manuals, curricula, policy documents, handbooks, and so on. Your project will be guided by the theoretical and research writings you have studied earlier, but you do not have to list them again.

66. 65

67. 66 Why not Wikipedia and Encyclopedias? Entries may not have been vetted by experts in the field. Need to study and respond to original sources, not summaries or interpretations by others. But may be useful for initial orientation to theories, theorists, knowledge in a field.

68. 67 Demonstrations A Demonstration is what you will submit as a demonstration that you have successfully fulfilled your objectives. In the Breadth, the demonstration is a paper of about 30 pages. In the Depth, the demonstration is a) an annotated bibliography of about 15 research articles and b) a literature review essay of about 25 pages. In the Application, the demonstration is a) the project itself and b) a reflection paper of about 10 pages which shows the link between the theory and research of the KAM and the project.

69. 68 Did you do the math? A completed KAM is a hundred pages long, (more or less and usually more).

70. Writing a KAM

71. 70 Writing a good KAM easily depends on making good notes

72. 71 Writing the Breadth BREADTH

73. 72 Finding your themes The themes for the Breadth demonstration are suggested in the objectives. For example, what themes are suggested by this objective? Critically analyze Kohlberg’s theory of moral development in terms of justice, caring, and self-efficacy.

74. 73 Did you get them right? Critically analyze Kohlberg’s theory of moral development in terms of justice, caring, and self-efficacy.

75. 74 What are your themes? Return to the practice Breadth objective you wrote earlier. What are your themes?

76. 75 Trouble shooting What to do if you cannot find any themes in your objectives?

77. 76 No themes?? The simplest (wisest) solution? Rewrite the objectives after you have re-consulted the learning resources!

78. 77 The themes and your paper The themes suggest the section headings in your paper. Critically analyze Kohlberg’s theory of moral development in terms of justice, caring, and self-efficacy. Paper outline Introduction Justice Caring Self-efficacy Conclusion

79. 78 Which Breadth outline is better? Objective: Compare and contrast Kohlberg, Maslow, and Gilligan’s theories of moral development in terms of their grounding values, stages of development, and cultural and gender applicability. #1#2Introduction Grounding ValuesLawrence Kohlberg Stages of Development Abraham Maslow Culture and GenderCarol GilliganConclusion

80. 79 #1 Yes!#2 No!Introduction Grounding ValuesLawrence Kohlberg Stages of DevelopmentAbraham Maslow Culture and GenderCarol GilliganConclusion

81. 80 The Breadth is usually best written around themes and not around theorists.

82. 81 Here is an idea The most popular objective for the Breadth begins with “Compare and contrast …” On the next slide is a conceptual map to guide your note-taking and writing for this kind of objective. You make your study notes across the rows and you write your paper down the columns.

83. 82 Remember Grounding Values StagesCulture and Gender Maslow Kohlberg Gilligan Make your study notes across the rows Write your paper down the columns

84. 83 The themes and the outline...... guide your note taking

85. 84 Keep your eye on the ball. If your objective is: Compare and contrast Kohlberg, Maslow, and Gilligan’s theories of moral development in terms of their grounding values, stages of development, and cultural and gender applicability, then do not write about where Maslow was born, what Gilligan says about abortion, or who Kohlberg’s parents were unless they contribute to what you are saying about “grounding values, stages of development, and cultural and gender applicability”.

86. 85 Writing the Depth DEPTH

87. 86 Annotated bibliography Write a one-page annotation each for about 15 research articles in three paragraphs. 1.Summarizes the article, its research, and findings. 2.Analyses and critiques the assumptions, research method, and conclusions 3.Suggests how the article contributes to your overall “passion” and interests.

88. 87 In that last paragraph make a special note of any questions unanswered or gaps left unfilled that might be taken up by your dissertation study.

89. 88 Research Literature Review essay Writing by themes again! Look at your annotations and see what patterns emerge around your topic in the kinds of: –research questions asked –research methods employed –subjects or populations studied –conclusions reached Summarize those themes and evaluate them (always looking for the gaps).

90. 89 Writing the Application APPLICATION

91. 90 The Project Consider including –Justification for the project. –Objectives for the project. –Description of the project. –Assessment plan for project’s success. –Follow-up plan for the project. –Any support materials you developed for the project. –Report on implementation of the project. The project can be planned or planned and implemented

92. 91 Institutional Review Board If your assessor approves a minor research study for the Application and if your research study involves human subjects then you must complete an IRB application and have your study approved before you collect data.

93. 92 Reflection Paper How does the project use the theories of the Breadth and the research of the Depth in ten pages of reflective writing. This is the capstone for the KAM bringing all the parts together to meet a need.

94. 93 The finished product The KAM demonstration will include a cover page, abstracts for each of the components, a table of contents, the Breadth, Depth, and Application sections, and a reference list. The Writing Templates will give you the pattern for laying our your LA and KAM It will be assessed and recorded on your transcript. The rubrics for your LA and KAM give you the criteria by which your work will be evaluated.

95. 94

96. Being an independent learner does not mean being alone unaided disconnected from the Walden community

97. 96 Supportive people for you your own faculty mentor, someone specially chosen for having common interests KAM assessors, who are faculty members you choose to guide you through a particular KAM residency faculty members you will meet who will talk over ideas, give suggestions, provide feedback librarians who can help in searching for literature academic advisors who will keep an eye on your progress

98. 97 The Faculty Mentor is someone who... shares your interests. is appointed when you begin your first KAM. guides you throughout the program. engages with you in your section of the KAM support course, SBSF 7100 Research Forum. assesses a couple of your KAMs, including the first one. usually serves on your dissertation committee.

99. 98 The KAM Assessor is the person who... you invite to work with you on your individual KAMs (except the first one). guides you in formulating your plan for your KAM and developing the final product. submits an assessment of the LA and KAM (the rubric) to the Registrar. Note 1: Students are encouraged to work with different faculty members for their KAMs. Note 2: Your mentor will also be your KAM assessor for some KAMs.

100. 99 Residency Faculty Members... are appointed to serve at one of the face-to-face residencies are experienced faculty mentors and KAM assessors conduct group seminars hold one-on-one advising sessions

101. 100 Profile of a typical faculty member experienced university professor active researcher and publisher subject area specialist trained in the KAM processes sensitive to cultural and individual diversity

102. 101 Supportive materials for KAM students A Guide to the KAMs: a manual of explanations, tips, and answers to frequently asked questions.

103. 102 A Guide to the KAMs

104. 103 Supportive materials for KAM students A Guide to the KAMs: a manual of explanations, tips, and answers to frequently asked questions. KAM curriculum: for every KAM and every specialization, giving objectives, a summary of the content, suggestions for themes, sub- themes, and projects, and reference lists.

105. 104 A KAM Curriculum

106. 105 Supportive materials for KAM students A Guide to the KAMs: a manual of explanations, tips, and answers to frequently asked questions. KAM curriculum: for every KAM and every specialization, giving objectives, a summary of the content, suggestions for themes, sub-themes, and projects, and reference lists. Writing templates: for formatting and presenting completed KAMs

107. 106 Writing Templates

108. 107 Supportive materials for KAM students A Guide to the KAMs: a manual of explanations, tips, and answers to frequently asked questions. KAM curriculum: for every KAM and every specialization, giving objectives, a summary of the content, suggestions for themes, sub-themes, and projects, and reference lists. Writing templates: for formatting and presenting completed KAMs Rubrics: an outline of what the assessor will be looking for in a KAM

109. 108 Rubric

110. 109 Supportive materials for KAM students A Guide to the KAMs: a manual of explanations, tips, and answers to frequently asked questions. KAM curriculum: for every KAM and every specialization, giving objectives, a summary of the content, suggestions for themes, sub-themes, and projects, and reference lists. Writing templates: for formatting and presenting completed KAMs Rubrics: an outline of what the assessor will be looking for in a KAM Sample KAMs: displaying the work of students who have gone before, for inspiration.

111. 110 Putting it all together Step by StepStep by Step: a worksheet that brings together all the necessary resources for each step along the way and tells you what to do next. If you follow the Step by Step you will complete a KAM in six months.

112. 111 Step by Step

113. 112 Supportive places for KAM students SBSF 8008 or EDUC 8110 Foundations for Doctoral Studies: an orientation course before you begin the first KAM to prepare you with an understanding of KAMs and give you the necessary skills to be successful. SBSF 7100 Research Forum: an online classroom where you meet with your faculty mentor (in online discussions and live chats), have access to all the KAM resources, engage in discussions with other KAM students, ask questions, chat with others, submit work for review, receive feedback. Residencies: sixteen days of developmental, face-to-face meetings at various times and places across the country and around the world, to meet faculty members, staff people, and other students, share ideas, ask questions, get directions and suggestions, network.

114. 113 More about SBSF 7100, Research Forum You are automatically enrolled each quarter. By the end of the first week submit your quarter plan to remain enrolled at Walden. Participate in the community forum discussions with your mentor and class mates. At the end of the quarter submit your final report. Your final report includes describing what was completed and checking off on your POS any additional graduation requirements met during the quarter. Each quarter 7100 earns 6 credit points. The credit points do not count towards the points needed for graduation, but do appear on your transcript. The 7100 grade is either S or U.

115. 114 KAMs prepare for the dissertation In KAMs: The Breadth sections examine many theories. The Depth sections analyze a lot of current research. The Application sections develop projects to meet a need. Doing a KAM strengthens your confidence, skills, and knowledge to be independent learners. Working through the KAMs helps you focus and refine your own research interest. Every KAM is unique and original. In Dissertations: All dissertations have a theoretical framework. All dissertations have a review of current research literature. All Walden dissertations make a significant contribution to social change. A dissertation is the capstone independent research study of a Ph.D. program. A dissertation is a narrowly focused research study. Every dissertation must make a unique and original contribution to the body of knowledge

116. 115 KAM Rules Core KAMs 1, 2, and 3 can be done in any order. You may have two approved LAs at a time. In programs with core KAMs you must complete a KAM within the first 9 months from enrollment. Once you begin your KAMs, you should complete at least one KAM each year. For specialization KAMs your assessor must be from your program. Education students must have their faculty mentor assess two KAMs. All KAM students should try to work with three different KAM assessors.

117. 116 Frequently Asked Questions Which KAM do I begin with? Core KAMs can be written in any order You might choose the one that has content you are most familiar with. Students often write the KAMs sequentially, but that isn’t necessary. This is a good place to begin a conversation with your mentor. Core KAMs must be completed before Advanced KAMs

118. 117 Do I submit each part to my Assessor as I write or wait to the end? Some assessors want each section of the KAM to be completed before they read it; others like to read sections as they are written. Avoid problems by asking your assessor first. Don’t wait until the entire KAM is written to submit it to your assessor. In an early KAM you will likely submit pieces as you are done or when you come to a question/concern

119. 118 How do I know when my KAM is finished? When you and your assessor agree it is finished.

120. 119 Recap! Why does Walden use KAMs in its Ph.D. programs?

121. 120 So why KAMs? Some of the many answers KAMs are one of the unique, branding features of Walden’s degree programs. KAMs are designed for adult learners. KAMs allow you to shape your programs of study according to your own interests and concerns. Every KAM from every student is one of a kind. KAMs set you on the road to lifelong learning by practicing the confidence, skills, and knowledge to be independent learners. KAMs include theory, research, and practice. KAMs are a good preparation for the dissertation. KAMs begin the process of contributing to social change.

122. 121 Some warnings! At first it can be harder to design your own work even around your own interests than having the instructor tell you what to study... but then, independence grows with practice! Designing and writing a KAM is often a challenge and usually assessors require more than one draft of the work before they approve it...... but then, that is what encourages better writing and thinking! It is easy to get bogged down in the first KAM...... but then, there is help available—from faculty, fellow students, librarians, writing instructors, and advisors!

123. 122 Keys to success From what you have learned about KAMs, what do you think are the keys to being successful as a KAM student? Compare your list with the one on the next slide.

124. 123 Successful KAM students are passionate about their profession ask for help when in difficulty do not take criticism of their work personally set aside regular hours for undisturbed study per week read extensively write well are self-starters enjoy a challenge and more!

125. 124... and they graduate The chances are very high that you will complete the program if you successfully complete the first KAM!

126. 125