1. Maida Finch Judith Franzak Jon-Philip Imbrenda Koomi Kim
Designing for Inquiry across the Ed.D. Program CPED Convening October 2016
Maida Finch
Judith Franzak
Jon-Philip Imbrenda
Koomi Kim

2. Inquiry as Practice
Inquiry as Practice is the process of posing significant questions that focus on complex problems of practice. By using various research, theories, and professional wisdom, scholarly practitioners design innovative solutions to address the problems of practice. At the center of Inquiry of Practice is the ability to use data to understand the effects of innovation. As such, Inquiry of Practice requires the ability to gather, organize, judge, aggregate, and analyze situations, literature, and data with a critical lens.
CPED definition

3. Contemporary Curriculum Theory & Instruction: Literacy
Salisbury University is located on the Eastern Shore of Maryland
Ed.D. program is the second doctoral program on campus
First cohort admitted in 2014
Hybrid format
Courses offered in fall, spring and summer
34 current students across 3 cohorts (FT & PT)
7 students beginning dissertations in 2017

4. Collaborations beyond the classroom Preparing for the dissertation
Program structure
Inquiry in our courses
Collaborations beyond the classroom
Preparing for the dissertation
Inquiry as Practice
Explain organization of session: sharing our work, scenarios activity, and application to your program
Explain graphic organizer as our way of conceptualizing the work we are doing

5. Program structure Affordances in creating a new program
First doctoral program in education so not constrained by trying to differentiate from PhD program;
History of teacher ed at university developed a strong cultural value for teaching;
Strong relationships with local school districts through PDS
Challenges in creating a new program
Building structure to support research in addition to teaching
Defining and operationalizing what we mean by inquiry as practice
Communicating to students our conception of inquiry as practice
Identifying avenues for dissemination of inquiry
Recent impact of structural work
Recruitment of new faculty
Supporting student inquiry with curriculum redesign
Transitioning first cohort to dissertation work

6. Conceptual Foundations
Inquiry in our courses
Apprenticeship Model
Conceptual Foundations
Design
Developmental
Emphasis on tasks
Thresholds
Forms of participation
Literature reviews
Pilot study
Our courses aim to apprentice students into the habits of mind, epistemological values, and professional practices expected by communities of educational scholars. By emphasizing the tasks we ask students to do they develop procedural strategies for taking on a wide range of problems and dilemmas. Identifying authentic problems of practice and designing ways to address them involves progressing through key developmental thresholds. These thresholds inform the structure of courses that take up enduring themes such as definitional controversies around the nature of literacy and differences among researchers as to what counts as data and what counts as a warrantable conclusion. By emphasizing aspects of design, students get facilitated practice in carrying out key tasks such as generating comprehensive literature and reviews and conducting and reflecting on an original study of their own design.

7. Collaborations beyond the Classroom
May Literacy Center
We are in a planning stage:
Doctoral students to teach reading assessment courses in the MLC.
Doctoral Students to mentor pre-service teachers who are tutoring at the MLC.
EMMA (Eye Movement and Miscue Analysis) Lab
EMMA Lab is situated in the MLC
Planning two collaborative research projects involving our doc. Students:
Working with young readers to explore how they construct meaning of multi-genre texts
Self study of doctoral students’ own meaning-making processes as teacher-researchers.

8. Preparing for the dissertation
Research Seminar I: Writing the Literature Review
Research Seminar II: Conducting a Pilot Project
Comprehensive Exams: Reflection of the Pilot Project
Methodology
Findings
Applied contributions to their field

9. Applications to your program
How is inquiry as practice defined or conceptualized in your program?
How is it operationalized?
Join us in sharing affordances, challenges, and possibilities.

10. Thank you and contact information
Maida Finch,
Judith Franzak,
Jon-Philip Imbrenda,
Koomi Kim,