Innovation and Impact

“In an era of much conversation about how to improve the Ed.D. in school leadership, the authors throughout this book provides a rare opportunity to look inside innovation within current Ed.D. programs, including initiation and implementation, through to the elements that garner innovation awards for such programs. The Ed.D. programs discussed throughout this volume provide a unique set of perspectives of how to include stakeholders and the community in the innovation process, while also providing a wealth of examples of recovering from mistaken assumptions and directions while building programs that thrive and ultimately serve students and their communities.”

Alex J. Bowers, Ph.D., Professor, Teachers College, Columbia University

“I was delighted to preview the book Innovations and Impact edited by W. Kyle Ingle and Harriette T. Rasmussen. As the Coordinator of an Ed.D. program that is not a part of the Carnegie Project, I found this book offered incredible insights into what it means to establish an Ed.D. and then improve continuously. The chapters focus on seven award winning programs and a description of their journey was very helpful in rethinking the Ed.D. This book will definitely be a guide as we move forward in refreshing our current Ed.D. and also in pursuing a new Ed.D. in the future. When the book is available, it will have a prominent place on my bookshelf and be used as a guide to support the development of a quality program and scholarly practitioners.”

Mary Lynne Derrington, Associate Professor, Ed.D. Coordinator, University of Tennessee, Knoxville

“Some may think the phrase ‘innovative doctoral program’ is an oxymoron, as the structure and deliverables of this terminal degree have endured for hundreds of years. But, through the work of W. Kyle Ingle and Harriette T. Rasmussen, in Innovation and Impact: The Origins and Elements of Ed.D. Program Excellence, that thought is proven false. In a series of chapters that build from the work of Lee Shulman and a set of guidelines that form the backbone of the Carnegie Project on the Education Doctorate organization, the collective wisdom of prize-winning pacesetters is shared. Each contribution, in this amazing compendium, reflects an exceptional program ranging from a private urban university to a collaborative group of five state institutions. By describing these compelling redesigns, readers will be privy to what is sometimes hidden from competitors—the “secret sauce” that makes the program attractive to applicants and produces the most outstanding Ed.D. students. In this compilation there are powerful examples of self-study strategies, ways to center doctoral candidates in the trialing of new programmatic ideas, unique advising models, and frank descriptions of challenges and rethinking even after being declared a winning The Origins and Elements of Ed.D. Program Excellence program. For longstanding programs, newly established Ed.D. degrees, and future award applicants, this resource is a must read!”

Karen S. Karp, Professor, Johns Hopkins University

“This helpful, clearly-written, and timely volume highlights the recent work of winners of the CPED program of the year, offering useful real-world examples of how to design an education doctorate for scholar-practitioners. These programs all focus on the contemporary needs of students rather than existing traditions. The book thus informs other aspiring programs as well as scholars of change and scholars of higher education, as it emphasizes the successes and frustrations of innovating within highly structured and often inflexible university contexts.”

Joanne M. Marshall, Ed.D., Professor, Educational Leadership, Organizations, and Policy School of Education, Iowa State University, US Fulbright Scholar to University of Namibia, 2022

“Innovation and Impact is a valuable resource for Ed.D. coordinators and faculty committed to excellence and driving social justice in higher education. Through real accounts of exemplary programs’ growth and triumph over significant challenges, this book offers practical insights for improvement and sustainability. This book serves as a compass for navigating Ed.D. program success in today’s higher education landscape.”

Frank Perrone, Assistant Professor and Ed.D. Program Coordinator, Educational Leadership, Indiana University-Bloomington

Acknowledgments

Foreword

Chapter 1. Framing and Featuring Innovative Ed.D. Programs
W. Kyle Ingle and Harriette Thurber Rasmussen

Chapter 2. The Ed.D. Program and Cycles of Innovation at the University of Missouri
Jennifer Fellabaum-Toston, Casandra Harper, and Bradley R. Curs

Chapter 3. Arizona State University’s Ed.D. in Leadership and Innovation—An Award-Winning Ed.D. Program at Scale
Ray R. Buss and Josephine P. Marsh

Chapter 4. The University of Hawa‘i’s Ed.D. Program in Professional Educational Practice—Voyages of Discovery, Service, and Continuous Improvement
Walter Kahumoku III and Lori Ideta

Chapter 5. Drexel University’s Ed.D. in Leadership and Management—Ensuring Program Quality in the Face of High Enrollments
Harriette Thurber Rasmussen and Deanna Hill

Chapter 6. Shaping, Scaffolding, and Structuring Practitioner Scholars’ Research Preparation: An Inside-Out, Justice-Oriented Programmatic Innovation at the University of Florida
Alyson Adams, Nancy Fichtman Dana, and Gage Jeter

Chapter 7. Innovation and Excellence in Baylor University’s Ed.D. in Learning and Organizational Change
Nicholas R. Werse, Elizabeth Anne Murray, Sandi Cooper, Laila Sanguras, and Lacy Crocker Papadakis

Chapter 8. And the Winner Is . . . All of Us (?)
W. Kyle Ingle and Harriette Thurber Rasmussen

About the Authors

Index

W. Kyle Ingle

William Kyle Ingle (Ph.D., Florida State University) is Professor of P-12 Educational Leadership in the Department of Educational Leadership, Evaluation, and Organizational Development at the University of Louisville. Prior to his academic appointment at the University of Louisville, Dr. Ingle served as Associate Professor and Program Coordinator for the Master’s program in Educational Administration and Supervision at Bowling Green State University in Ohio. Before beginning his doctoral studies, Dr. Ingle was employed by the Jackson County (Mississippi) School District. His research interests include human resource functions in education, the politics of education, and economic evaluations of education programs. His research has been published in journals, including: American Educational Research Journal, American Journal of Education, Educational Administration Quarterly, Education and Urban Society, Education Finance and Policy, Educational Policy, Frontiers: The Interdisciplinary Journal of Study Abroad, Leadership and Policy in Schools, Midwestern Educational Researcher, Policy Studies Journal, the Journal of Educational Administration, the Journal of Education Finance, the Journal of Education Policy, Journal of Psychoeducational Assessment, and the Journal of School Leadership.

Harriette Thurber Rasmussen

Harriette Thurber Rasmussen is an Assistant Clinical Professor in the Ed.D. program in Educational Leadership and Management at Drexel University. Her research focuses on online teaching and learning, adult development, organizations, adaptive capacity, organizational effectiveness, teacher efficacy, and accountability in education systems.