This symposium will join a conversation about a much debated feature of Ed. D. doctoral education: the culminating demonstration of learning in these degree programs. Two contrasting forms (the capstone project and culminating portfolio) raise questions about the meaning, rigor, and relevance of practice-focused doctoral-level education, and its actual impact on practice. The session addresses these questions by comparing and analyzing examples of the two approaches, in Ed.D. programs located in leading research universities.
Participants:
A Client-Oriented, Team-Based Capstone Project as Preparation for Leadership Practice: Conceptual Analysis and Evidence from a Longitudinal Follow-Up. Claire Smrekar, Vanderbilt University; Joseph Murphy, Vanderbilt University
A Practice-Focused Capstone Portfolio Process That Connects Doctoral Learning With Preparation for Instructional Leadership: Conceptual Analysis and Evidence From Student Work. Margery B. Ginsberg, University of Washington; Michael S. Knapp, University of Washington
Chair/Discussant: Mark A. Smylie, University of Illinois at Chicago