Using CPED Design Concepts to Build the Ed.D. Brand: Doctoral Student Insights
Document Type
Conference Session
Publication Date
6-11-2019
Abstract
This session will justify how improvement science methodologies help to transform and brand in CPED-influenced EdD Programs during Phase I and Phase II interviews. Reframe and develop solutions to problems of practice during admission protocols by collaborating in a roundtable environment that supports both practitioner and CPED guiding principles. Brainstorm and build the EdD program name through DiPs that will prepare leaders who can establish and grow intra- and inter-institutional.
Conference/Symposium
Carnegie Project on the Education Doctorate (CPED) Convening
City/State
Lincoln, NE
Department
College of Education
Recommended Citation
Burlison, K. A., & Lesh, J. J. (2019, June 11). Using CPED design concepts to build the Ed.D. brand: Doctoral student insights [Conference session]. Carnegie Project on the Education Doctorate (CPED) Convening, University of Nebraska-Lincoln, Lincoln, NE, United States.
Comments
June 2019 Carnegie Project on the Education Doctorate (CPED) Convening, "Assuring Quality, Transformation, and Brand in CPED-Influenced Ed.D. Programs: Envisioning Quality Standards While Meeting the Needs of Scholarly Practitioners." The convening was held at the University of Nebraska-Lincoln June 10–12, 2019.
Lesh and Burlison presented with post-doctoral students on Using CPED Design Concepts to Build the Ed.D. Brand: Doctoral Student Insights. Their presentation discussed how improved science methodologies help transform and brand CPED-influenced Ed.D. programs during phase one and two interviews. Lynn's Ed.D. students shared their Dissertation in Practice and final product that supports both practitioner and CPED guiding principles and design concepts.