Developing a Problem of Practice - Week 3 Discussion

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EdD Doctoral Program Manual

School of Education

Effective July 2019 v.1

Capella University

225 South Sixth Street

Ninth Floor

Minneapolis, MN 55402

EdD DOCTORAL PROGRAM MANUAL

TABLE OF CONTENTS

INTRODUCTION TO THE EDD DOCTORAL PROGRAM MANUAL ....................................... 4

Purpose ............................................................................................................. 4

SECTION 1. OVERVIEW OF THE DOCTORAL PROJECT PROCESS .................................... 4

Introduction to the Doctoral Project ...................................................................... 4

Doctoral Project Courses ..................................................................................... 4

Signature Assignments ........................................................................................ 5

Communication Within the Courseroom ................................................................. 5

Course Participation ............................................................................................ 5

Minimum Expectations for the Doctoral Project Course and Academic Standing .......... 5

SECTION 2. UNDERSTANDING THE DOCTORAL PROJECT ............................................. 6

Doctoral Project: Applied Improvement Project ...................................................... 6

Guiding Principles for the Doctoral Project ............................................................. 7

SECTION 3. ADVANCED DOCTORAL INSTRUCTOR AND DOCTORAL LEARNER ROLES AND RESPONSIBILITIES .................................................. 7

Role of the Doctoral Learner ................................................................................ 8

Role of the Advanced Doctoral Instructor ............................................................... 9

General Advanced Doctoral Instructor Expectations in the Courseroom ..................... 9

Advanced Doctoral Instructor–Doctoral Learner Relationship .................................... 9

Managing Your Journey ..................................................................................... 10

SECTION 4. UNDERSTANDING THE SIGNATURE ASSIGNMENT REQUIREMENTS ............ 10

Overview ......................................................................................................... 10

Signature Assignment ....................................................................................... 10

Secondary Reviewer ......................................................................................... 11

Signature Assignment 1: Needs Assessment .................................................... 11

Signature Assignment 2: Literature Review ..................................................... 11

Signature Assignment 3: Action Plan .............................................................. 11

Signature Assignment 4: Doctoral Project Monograph ....................................... 12

Signature Assignment 5: Doctoral Presentation and Portfolio ............................. 12

SECTION 5. ADDITIONAL RESOURCES ..................................................................... 12

Advisors .......................................................................................................... 12

APA Style ........................................................................................................ 12

Library ............................................................................................................ 12

SafeAssign ....................................................................................................... 13

Research Ethics and Compliance ......................................................................... 13

EdD DOCTORAL PROGRAM MANUAL

School Review Criteria....................................................................................... 13

Smarthinking ................................................................................................... 13

Writing Center .................................................................................................. 13

EdD DOCTORAL PROGRAM MANUAL

INTRODUCTION TO THE EDD DOCTORAL PROGRAM MANUAL

Purpose The purpose of the EdD Doctoral Program Manual is to provide support to doctoral learners and faculty at Capella University in understanding the professional doctorate capstone process for a doctoral project. It provides an overview of the doctoral process and outlines steps by which doctoral learners fulfill the academic and administrative requirements for their doctoral degree at Capella University and describes the roles and responsibilities of the doctoral learner, the advanced doctoral instructor, and the university support staff.

SECTION 1. OVERVIEW OF THE DOCTORAL PROJECT PROCESS

Introduction to the Doctoral Project

The School of Education’s (SOE’s) EdD program delivers a doctoral learning experience that culminates in an applied improvement project for your doctoral project. The doctoral project is a type of capstone and is intended to provide an experience that is distinctive, problem-based, and integrative with specific coursework and that leads to a showcase outcome for your career portfolio. It is based in a field of specialization that leads to organizational improvement.

The doctoral project serves as a culmination of your doctoral efforts to apply the skills of an independent researcher to solve a problem of practice and connect theory to practice within your chosen field and organization. Completion of the doctoral project serves as a public confirmation that you possess the ability to understand the literature in your field, engage in critical analysis, communicate effectively, and complete a scholarly project by following through on tasks and meeting deadlines as expected of a doctoral graduate.

By the completion of the doctoral project, you are positioned to have an effect and make potentially significant contributions within your organization. At the same time, you develop an applied improvement project that meets the doctoral expectations for writing, content, connection to the specialization, quality, integrity, and ethical compliance of a Doctor of Education.

Doctoral Project Courses After doctoral learners such as you complete their required didactic courses, they move to an advanced doctoral course with an advanced doctoral instructor to complete the doctoral project. The doctoral project is completed in six discrete four- credit courses. Doctoral project courses are organized similarly to didactic courses. They include discussions, assignments, and resources. The doctoral project courses include the following:

• EDD9951: Doctoral Project 1.

• EDD9952: Doctoral Project 2.

• EDD9953: Doctoral Project 3.

• EDD9954: Doctoral Project 4.

• EDD9955: Doctoral Project 5.

• EDD9956: Doctoral Project 6.

EdD DOCTORAL PROGRAM MANUAL

Signature Assignments Throughout the required courses of this academic program, learners must complete a series of program-specific requirements called Signature Assignments. A signature assignment is a critical part or component of the doctoral project that you must successfully complete to pass the course. Signature assignments build on each other as you make progress, and the assignments result in a final doctoral project at the end of the program. A signature assignment may also need a secondary review to ensure quality. If you do not earn a passing grade on a signature assignment, you will not pass the course and will not be allowed to progress to later stages of the doctoral project. The signature assignments are as follows:

• Needs Assessment.

• Literature Review.

• Action Plan.

• Doctoral Project Monograph.

• Doctoral Presentation and Portfolio.

Communication Within the Courseroom Primary interaction with your advanced doctoral instructor should occur within the courseroom. All work related to the doctoral course must be submitted in the courseroom. You are expected to log in to the course each week to ensure you stay current with course expectations and deadlines.

Course Participation According to Capella University Policy 2.02.02, initial course participation refers to the “submission of grade-eligible courseroom activities before the end of course census day,” and ongoing course participation refers to the “submission and completion of grade-eligible courseroom activities throughout the duration of the course.” In the advanced doctoral courses, initial course participation involves the completion of a discussion or assignment before the end of the first Friday of the course.

Minimum Expectations for the Doctoral Project Course and Academic Standing Grading for this course is satisfactory (S) or not satisfactory (NS). Your course grade is based on your advanced doctoral instructor’s assessment of your progress in completing the assignments outlined in your doctoral course.

Failure to pass course assignments including signature assignments may result in a grade of NS for the doctoral project course. By receiving an NS grade, you will receive an academic standing warning notification. If you receive a second consecutive NS grade, you will be notified that you will be withdrawn due to failure to maintain satisfactory academic standing and will be given the option to appeal. According to University Policy 3.01.04 Academic Standing, administrative withdrawal from the university results from failing to meet program-specific requirements causes ineligibility for readmission to that program or admission to

EdD DOCTORAL PROGRAM MANUAL

any doctoral program at Capella University. Doctoral learners who have their appeal granted will be allowed to register for one additional quarter. Doctoral learners who receive an NS grade in the third consecutive quarter will be administratively withdrawn with no other options for appeal. Doctoral learners who earn an S grade at any point in this process will return to good academic standing.

SECTION 2. UNDERSTANDING THE DOCTORAL PROJECT

Doctoral Project: Applied Improvement Project The doctoral project for the EdD program is an Applied Improvement Project (AIP) that follows a Plan, Implement, and Evaluate sequence. It is defined as a structured, applied inquiry process that is characterized by a set of design components that reflect competencies and program outcomes that doctoral learners should demonstrate. The aim of the project is organizational improvement. You will implement the improvement plan; the resultant project is an AIP.

The AIP components are aligned with the following EdD program outcomes.

1. Use research skills and evidence-based reasoning to lead action improvement cycles and address problems of practice.

2. Assess complex organizational situations using the concepts and principles of systems thinking.

3. Communicate effectively with varied and diverse audiences.

4. Demonstrate cultural competence, value diverse perspectives, and engage in equitable practices.

5. Apply technology and information literacy skills to professional practice and organizational improvement.

6. Apply reflective practice and critical thinking skills.

7. Collaborate to lead change and improve practice.

The AIP will be designed in collaboration with stakeholders at a specific project site to address a problem of practice that will be framed in terms of a performance gap; that is, the gap between the current state and the envisioned state. A root cause analysis of the gap, based on evidence and data, will contribute to an informed decision about the type of project most likely to impact the root causes and lead to improvement. The components of the AIP will be included in a portfolio.

The AIP framework comprises three phases that include Plan, Implement, Evaluate.

• Phase I. Plan Doctoral Project. Phase 1 is composed of a formal needs assessment, a literature review, and an action plan. The deliverable for this phase is a formal needs assessment portfolio that may include some or all of the following: A formal needs assessment report that includes a performance gap and root cause analysis, presentation deck and video, working literature review, stakeholder team meeting minutes, organization

EdD DOCTORAL PROGRAM MANUAL

verification that next steps can be engaged, and plan of action or project management document.

• Phase II. Implement Doctoral Project. During Phase 2, the IRB application is completed and approved. After IRB approval, the project is implemented and data are collected and analyzed. A write-up of data collection procedures and analysis of data sources is drafted.

• Phase III. Evaluate Doctoral Project. Add to your narrative by evaluating findings, including discussion of each research question. Reflect on the extent to which the project made a difference, and present your results to stakeholders and elicit input and feedback about next steps.

Guiding Principles for the Doctoral Project In collaboration with key stakeholders within an organization, complete the following:

• Examine a problematic process or problem within an organization that could be improved through the implementation of a doctoral project.

• Identify the specific evidence and data that serve to define the need or opportunity and the potential impact on the organization.

• Include a sound and relevant theoretical and scholarly foundation from articles published in academic and practitioner journals and other resources.

• Determine a potential action or intervention to bring about an organizational improvement. Consider the linkage of the intervention to organizational goals and objectives, stakeholder interest in the intervention, cost, and visibility.

• Review your role within your organization and determine whether you can acquire the appropriate permissions to develop your deliverable to address the problem.

• Communicate with clarity and structure and reflect appropriate doctoral-level conceptualization, critical thinking, and writing.

• Ensure the highest standards of ethical conduct in research and the protection of the rights and welfare of human research participants in accordance with University Policy 3.03.01 Human Research Protections.

• Act with integrity and honesty in all interactions associated with your academic endeavors pursuant to University Policy 3.01.01 Academic Integrity and Honesty.

Note about the research site: The doctoral project must be a problem supported by sound data and relevant literature with an organization that has provided you site permission that must be accessible throughout your project. It cannot be a literature-based or conceptual idea.

SECTION 3. ADVANCED DOCTORAL INSTRUCTOR AND DOCTORAL LEARNER ROLES AND RESPONSIBILITIES

The development and implementation of a doctoral project is not an independent effort. You will work under the supervision of an advanced doctoral instructor. You

EdD DOCTORAL PROGRAM MANUAL

are solely responsible for the quality and integrity of all aspects of the doctoral project and portfolio.

You will complete your advance doctoral courses sequentially. Work is expected to be consistent and progress tracked in the courseroom. Remember that some signature assignments are iterative (meaning you may be asked to revise the signature assignment based on feedback).

Role of the Doctoral Learner Upon entering the advanced doctoral phase of the program, you should be fully engaged in professional scholarly inquiry and work with the advanced doctoral instructor to complete each signature assignment.

You are expected to:

• Apply an understanding about the process in the completion of each doctoral project signature assignment.

• Use Capella doctoral project resources to develop a project document that aligns with school and university requirements.

• Dive deeply into the study of the literature, applying the skills and competencies gained as a doctoral project learner.

• Keep the principles of ethical conduct and human subject protection at the forefront of project design and implementation.

• Submit original work. No third parties, including advanced doctoral instructors, secondary reviewers, or school reviewers, can write any part of the doctoral project for you nor conduct the research or analyze the results. All work done must be by you, the doctoral learner.

• Avoid misconduct and academic dishonesty by ensuring the integrity of the data collection process and avoiding plagiarism.

• Assess personal understanding of the process and discuss areas of concern, as well as individual strengths, with the advanced doctoral instructor.

• Proactively request information from the advanced doctoral instructor and other academic support experts to address gaps in knowledge and understanding.

• Actively engage in seeking information about the doctoral project process, learn about the signature assignment sequence, and develop a personal plan for completing all required tasks and activities.

• Communicate regularly with the advanced doctoral instructor in the courseroom and adhere to the stated expectations regarding the frequency of communication and the timelines for discussions and assignments.

• Engage with the advanced doctoral instructor, reviewers, and staff respectfully and professionally.

• Appropriately receive and act on any feedback provided by the advanced doctoral instructor or reviewers.

• Ensure that the quality and writing level of any submission meets or exceeds program, school, and university standards.

EdD DOCTORAL PROGRAM MANUAL

• Ensure that all project submissions align with corresponding rubrics at the proficient level or higher.

Role of the Advanced Doctoral Instructor Each doctoral learner works with an advanced doctoral instructor to progress through the doctoral project completion process. The advanced doctoral instructor’s role is a combination of leader and collaborator, director and facilitator, coach, and challenger. The advanced doctoral instructor provides the guidance and support that allows you to progress toward project completion.

General Advanced Doctoral Instructor Expectations in the Courseroom Advanced doctoral instructors complete the following:

• Establish expectations regarding frequency of communication, regular check-ins, and instructor-initiated contact to evaluate progress, provide feedback, and offer supportive guidance.

• Engage regularly in the courseroom.

• Provide doctoral project guidance and direction throughout the course.

• Highlight Capella resources to the doctoral learner. Referrals may include university resources found on Campus, signature assignment resources, and school-specific resources.

• Collaborate with doctoral learners to promote consistent progress in the course. For example, many external factors can influence how a doctoral learner progresses toward course completion. The advanced doctoral instructor, however, consistently follows up with doctoral learners to assess progress, help redirect learners’ focus, or reinforce due dates.

• Advise doctoral learners about project plan requirements that ensure alignment with ethical conduct and school requirements. When necessary, advanced doctoral instructors will require changes to a project to ensure that tenets of ethical conduct are honored.

• Respectfully, yet directly, provide critical feedback on work.

Advanced Doctoral Instructor–Doctoral Learner Relationship You complete the doctoral project with the guidance, support, and direction of the advanced doctoral instructor. The working relationship between you and the advanced doctoral instructor focuses on one goal: completion of the doctoral project. At each step in the process, you complete components of the doctoral project for review, critique, and grading. You will use the advanced doctoral instructor’s feedback to clarify, revise, strengthen, and complete components of the project.

The following assumptions form the infrastructure for this crucial working relationship between you and the advanced doctoral instructor:

• Both commit yourselves to upholding ethical principles as integral to the doctoral project process. This includes discussions about ensuring participant protections and avoiding misconduct and academic dishonesty

EdD DOCTORAL PROGRAM MANUAL

as the plan is developed or as part of the implementation stage of the project.

• Both bring specific competencies, skills, and knowledge to your collaboration. For example, doctoral learners focus on problem of practice, while advanced doctoral instructors provide guidance and direction to develop the plan and final doctoral project.

• You acknowledge that the advanced doctoral instructor has experience in doctoral project completion and has expertise that you can benefit from; based on this, value and use the advice provided.

• Advanced doctoral instructors acknowledge that you are engaged in a learning process and you can benefit from guidance and direction from the advanced doctoral instructor while exercising independent decision making and personal accountability for the project.

• You are an independent project manager who accepts the guidance, coaching, direction, and support provided by the advanced doctoral instructor to complete the doctoral project.

• Each advanced doctoral instructor-doctoral learner relationship has unique interpersonal dynamics. As the relationship moves forward, its effectiveness and maintenance require that both you and the advanced doctoral instructor engage in objective, respectful, and consistent communication.

• Advanced doctoral instructors work together with you to ensure that communication channels are used and kept in good working order. For example, advanced doctoral instructors or doctoral learners who are confused or lack clarity about expectations must discuss solutions in an open and timely manner.

Managing Your Journey Success at each stage of your doctoral journey depends on your management skills: How you manage your research project, your relationships, yourself, and your time. Please see Managing Your Journey on Campus for assistance in self- management, organization, time management, communications and relationship management, and developing doctoral competence.

SECTION 4. UNDERSTANDING THE SIGNATURE ASSIGNMENT REQUIREMENTS

Overview The signature assignments for the doctoral project are the same for all doctoral learners in the new EdD programs. This section contains information about each signature assignment.

Signature Assignment This assignment has been identified as a Signature Assignment. Signature assignments both fulfill competencies and affect the demonstration of other competencies specific to the completion of the doctoral project. Learners must successfully meet the established criteria for demonstrating competence on this assignment in order to successfully complete the course (see University Policy 3.04.07 Grading). Successfully completing this course is a program-specific

EdD DOCTORAL PROGRAM MANUAL

requirement, as such, learners must pass this course in order to remain in good academic standing (see University Policy 3.01.04 Academic Standing).

Secondary Reviewer Select signature assignments include review by a secondary reviewer to ensure that the work meets expectations for writing, content, connection to the specialization, quality, integrity, and ethical compliance. It is important to note that at each stage of development, the doctoral project is viewed from a variety of perspectives. A hallmark of scholarly work and writing, particularly doctoral academic pursuit, is openness to continued refinement and responsiveness to feedback. As learners advance through the program, they may reasonably expect ongoing revisions and refinement to earlier completed signature assignments in order to align the components of the end product. A doctoral-level project should be viewed as a work in progress that is not completed until the final dean’s review and approval is issued.

Signature Assignment 1: Needs Assessment

The goal for Signature Assessment 1 is to complete a needs assessment to determine a problem of practice for an organization that aligns with your specialization. You will use specific evidence or data that serve to define the problem or issue and the potential impact on the organization. Your advanced doctoral instructor and a secondary reviewer will evaluate your needs assessment and include constructive feedback for improvement.

Signature Assignment 2: Literature Review

The goal for Signature Assessment 2 is to review literature about the problem of practice and continue to do so during and after conducting the needs assessment. You also review literature about the proposed course of action you and project participants at the site will implement. Specifically, a theoretical framework is developed that includes theoretical underpinnings of the problem of practice and the proposed solution or intervention, as well as theories related to change management and systems theory, organizational development, leadership, and others depending on your specialization and the identified problem of practice. You will examine scholarly and professional literature that illuminates the problem of practice and ways it has been addressed in the past, in other settings, and at other sites.

Signature Assignment 3: Action Plan

The goal for Signature Assessment 3 is to build on the needs assessment and the literature review you completed to develop an action plan for approval. The action plan contains pertinent information about all of the steps and dimensions of implementation, including a complete description of the intervention, evaluation, or solution to be implemented; guiding, research, or evaluation questions; success factors to be measured; participant roles and responsibilities; timeline; data collection and procedures; and expected outcomes. An important aspect of the plan is the collaboration with the site. The advanced doctoral instructor and a secondary reviewer will evaluate the action plan and include constructive feedback for improvement.

EdD DOCTORAL PROGRAM MANUAL

Signature Assignment 4: Doctoral Project Monograph

The goal for Signature Assessment 4 is for you to complete a monograph or written report of the project that includes a cogent narrative of the three phases (plan, implement, evaluate) of the applied improvement project. Included is a narrative about the phases, reflections and recommendations for further action that draws from the literature review, data collection, and analysis narrative previously completed.

Signature Assignment 5: Doctoral Presentation and Portfolio

The goal for Signature Assessment 5 is to develop a presentation that articulates the results of your project, to be delivered to identified stakeholders. The presentation should be designed to engage stakeholders in a dialogue and reflection on the results and the next steps in the course of action for continuous improvement.

Additionally, a portfolio will be developed that captures all signature assignments completed for the doctoral project. The doctoral presentation and portfolio will be evaluated by the advanced doctoral instructor and submitted for school and dean approval.

SECTION 5. ADDITIONAL RESOURCES

The courseroom and Campus are further resources for you. Campus holds a wealth of helpful resources. Some key resources are summarized below.

Advisors Doctoral advisors provide learners with support in navigating their program. The best way for you and advanced doctoral instructors to contact the doctoral advising team or an individual advisor is by emailing [email protected]. You and advanced doctoral instructors may also phone 1-888-CAPELLA (1-888-227-3552), option 2. Be prepared to schedule an appointment outside of quarter start to address complex issues.

APA Style Familiarity and proficiency with the Publication Manual of the American Psychological Association (6th ed.), typically referred to as APA or APA 6, is assumed. Capella also provides Academic Honesty resources, Additional APA Resources, the APA Style and Format, and APA Style Central.

Library The Capella University Library has a large database of journal subscriptions, e-books, and dissertations, along with access to the interlibrary loan service. The library's knowledgeable staff are on call for search strategy discussions and discipline-specific consultations. Information is available on Campus at Library. The Capella Library also has created Skill Development Tutorials, which are animated tutorials to help with writing and research. The librarians have compiled Library Guides that contain research assistance, subject resources, and other useful resources.

EdD DOCTORAL PROGRAM MANUAL

SafeAssign SafeAssign is a source matching tool that compares submitted assignments against a database of journals and academic papers to identify areas of overlap between the submitted assignment and existing works.

Research Ethics and Compliance These resources will help you design and conduct research and scholarship in accordance with ethical requirements and best practices. See the Campus Research and Compliance Web page.

School Review Criteria There are four decision categories for SOE review, as follows:

• Approved. The document meets requirements. • Approved with Changes. Requires minor changes in APA alignment

requirements, doctoral project document requirements, or writing-related issues. (Instructors can approve the changes by their learners. The document does not require resubmission for review.)

• Deferred. The document does not meet APA alignment requirements, doctoral project document requirements, or writing-related requirements. (Once changes are completed, the document is resubmitted for review.)

• Not Ready for Review. The document does not meet ethical and legal standards: failure to deidentify the population or site, inclusion of plagiarism, or both. (Once changes are completed, the document is resubmitted for review.)

Smarthinking Smarthinking is a valuable online tutoring service available to all Capella learners. More than 160 minutes is available each quarter for you to use toward tutoring. Thousands of Capella learners use Smarthinking every year. You may submit discussion postings and course papers to Smarthinking tutors, who provide individual writing feedback, usually within 24 hours. Drop-in tutoring, live chat, and offline questions are also available. Many faculty members require learners to submit writing pieces to Smarthinking for feedback as part of the course curriculum. Information is available through the Smarthinking Tutoring page on Campus.

Writing Center The Writing Center has hands-on writing practice. You are guided to evaluate and improve your writing. One of the services at the Writing Center is a Writing Self-Assessment, which includes a personalized assessment to improve writing. If you have questions about anything in this self-assessment, please confer with your advanced doctoral instructor.

Right to Change Requirements

Neither the doctoral project courseroom, nor any of the information and requirements contained herein, constitute a contract or create any contractual commitments between Capella University and any student, any prospective

EdD DOCTORAL PROGRAM MANUAL

student, or any third party. The information and requirements contained in this document and the courseroom are regularly updated and are subject to change without notice at Capella' University's discretion.