An Examination of Design Development as the Signature Pedagogy in a Practice-Oriented Doctoral Program

• In Event: Internship and Socialization Practices in Educational Leadership

Abstract

This study examines a practice-oriented doctoral program (EdD) that has adopted design development as its signature pedagogy. We draw from research on professional education and teacher preparation to understand the process of implementing this approach and to identify some of the mechanisms through which a design-based pedagogy influences the practical work of students. Findings include that most faculty were only familiar with the superficial features of design development, which initially impacted coherence across courses and between coursework and advising. The design development approach was not intuitive for students, and the complexity sometimes impacted the thoroughness of their studies. Students and alumni reported that they gained valuable professional skills from the program, especially regarding the role of research in decision making.

Authors

• John J. Hall, Temple University

• Rick Mintrop, University of California - Berkeley