Doctoral Program in Educational Leadership
the
LEADINGEDGE
Cor ad cor loquitur | Contemplare et contemplata aliis tradere
Fall 2017
CONGRATULATIONS GRADUATES OF DECEMBER 2016 & MAY 2017 A Letter from the Editor: As we enter into this beautiful season of fall, I am reminded of our continual transitions and all of the education-related changes that fall entails. For this issue, we would like to celebrate the vividness of the great talents of our students and our faculty and staff. Fall has brought numerous changes to the program. We said goodbye to longtime faculty Drs. Linda and Dick Barrows and Dr. Chuck Taylor. We will surely miss them and their valuable expertise. At the same time, we welcome with great enthusiasm our new community members: Graduate Assistant, Kathryn O’Connell, editor and liaison Mankah Mitchell, editor Elise Ahn, in addition to new faculty members. During this season we also said goodbye to many wonderful students who have successfully completed their dissertations. This edition of the Leading Edge highlights some, but not all, of the best dissertations our advising community read. Many of our graduates have made their own transitions to Presidencies, VicePresidencies, Superintendents, along with many other promotions and changes. We applaud their hard work and dedication. Enjoy this edition of the Leading Edge, Dr. Suzanne Otte Editor, Leading Edge
December 2016: Brittany Bell, Mei Reeder, Kelly Rieckmann, Sarah Chaja
May 2017: Sara Al-Assaf, Hamad Alghamdi, Rema Alghamdi, Sara Andrus, Laura Bell, Jeneise Briggs, Joseph Cooper, Roberta Damrow, Melissa Deutsch, Sarah Dillon, Bethine Ellie, Lisa Greenwood, Jeffrey Haverland, Kerri Kliminski, Trisha Lamers, Shannon Livingston, Leah McSorley, Tina Root, Robert Sailer, Darian SennCarter, Angela Servi, Christopher Severson, Lorraine Zoromski
WELCOME TO 2017 HIGHER ED AND K12 COHORTS
Higher Ed (left): Daniel Bennett, Brandy Breuckman, Mark Chock, Hicham El Majdi, Amy Gaffney, Kaili Lee, Janet Neitzel Knox, Kathryn O’Connell,Theresa Oppermann, Grant Pieters, Karsten K. Powell, Jaime Rannow, Brooke Schindler, Sarah Suter, Tim Swenson, Tim Trenkle, JP Villavicencio, Matt Young, Christine Zerbst K12(right): Andrew Bake, Margery Brutscher, Heather Fish, Patrick Galligan, Patricia Hernandez, Jean Hoffmann, Celeste Luzzio, Nicole May, Erica Ringelspaugh, Kurt Weyers, Emily Zoeller
WELCOME TO NEW FACULTY/STAFF Kirsten Brown, Ph.D., Assistant Professor What do you appreciate most about Edgewood College?
There are a lot of things I appreciate about Edgewood College-- two that stand out are the students and the sense of community. Students in the doctoral program are thoughtful, engaged learners with a strong commitment to improving their educational communities. The connection between students’ dissertation research and their daily work as teachers, administrators, or practitioners is imperative for social justice. I also really appreciate that Edgewood intentionally invests in creating and fostering community among students, staff, and faculty.
How do you like to spend your time outside of work?
My answer to this question changed drastically about 3 weeks ago with the birth of our first child. Prior to her arrival, I spent my time outside of work writing, practicing yoga, backpacking with my partner, and taking my grandma shopping at Macy’s. Now, most of my time is spent figuring out the best method to put a diaper on a squirming infant at 4:30am. I am sure this will swing back into balance over the next several months but for right now I welcome advice on parenting tips and tricks.
Mankah Mitchell, J.D., Ph.D, Advising Community Liaison/Editor What do you appreciate most about Edgewood College?
What I appreciate most about Edgewood College is the wrap around support offered to students and staff. Regard for personal wellness and professional/academic success is extended to each person. Whether it is hearing through email that one of our colleagues has lost a loved one, to celebrating milestones, I can identify ways in which the College is intentional about making each member of our community feel valued.
How do you like to spend your time outside of work?
Outside of the workday, I enjoy spending time with my husband and two young children. We love traveling, playing outside in all four seasons, and trying new restaurants. My latest hobby that I have introduced to my apprehensive family is making kombucha. My brewing skills continue to improve with each batch!
NOTABLE DISSERTATIONS The Advising Community nominated some of the outstanding dissertations they encountered over the semester. Some of their suggestions are highlighted here as notable dissertations. Search ProQuest or request a copy of the full dissertation from the Oscar Rennebohm Library.
Winter 2016 Higher Ed- Dr. Reeder What was the most memorable experience about completing your dissertation?
My experience was to find a balance among factors such as a full-time job, family, studies, writing, chores, social, and so forth. The more important aspect of it was to keep perspective. The challenge was after receiving comments from the advisor, editor, academic writer, and others, I felt deflated and wondered would I have the energy and strength to go on. However, with a great advisor, cohort colleagues, and family support, I completed it. We must keep the momentum going to see the light at the end of the tunnel.
Abstract
Despite the increase of foreign-born faculty in U.S. higher educational institutions, studies of the factors that challenge foreign-born faculty at higher educational institutions in the U.S. remain scarce. This study examined how demographics and job environmental characteristics influence foreign-born faculty who teach across all undergraduate disciplines at a Midwestern university. The participants were recruited from the business, industry, life science, agriculture, engineering, mathematics, sciences, liberal arts, and education departments. The finding indicated no significant relationship existed between foreign-born faculty’s job satisfaction and demographic characteristics. However, the data analyses revealed that job environmental characteristics were found to have influences on foreign-born faculty’s job satisfaction. The evidence from this study showed that job compensation or salary, receiving feedback from supervisor, and socializing with coworkers predicted job satisfaction of foreign-born faculty. The study recommends that institutional leaders review studies on the needs of foreign-born faculty members in order to recruit and retain them at their universities.
Spring 2017 Higher EdDr. Briggs How have you or others used your research? My research is timely and relevant as I have used various aspects of it
to inform my work at Marian University in developing an institutionalized strategic diversity and inclusion plan for the campus.
Abstract
The purpose of this qualitative case study was to explore the perceptions of African-American faculty at a predominantly white institution (PWI), who have served on their institution’s search committees, about the effectiveness of the hiring process in hiring African-American faculty. Participants in this study included seven African-American faculty members. Six major themes emerged from the data. The themes ranged from participants reporting that African-American faculty benefit the institution, to participants identifying barriers in the hiring process that have resulted in the low number of African-American faculty representation on campus. Overall these findings suggest that African-American participants felt there was room for improvement regarding the institution’s commitment to recruiting African-American faculty members. Recommendations were made for each theme to make the hiring process more equitable. These recommendations covered specific areas of the hiring process such as job advertisement, networking with the Black community and professional organizations of color to yield a diverse pool of candidates to be considered for vacant positions.
Spring 2017 K-12Dr. Haverland How have you changed your perspective on leadership as a result of your studies?
Completing my dissertation was accompanied by a move from K-12 administration to an assistant professorship at the University of Dubuque. I loved working as an administrator, but my dissertation called me to a different path so that I could work with pre-service teachers. It is in this current leadership role that I am able to focus on preparing future teachers to be ethical decision-makers who are truly aware of the profound impact they can and will have on youth. I have always believed that I have a responsibility to better the teaching profession through positive, empathetic, collaborative, and purposeful leadership, and now I feel as if I am positioned to make the greatest impact on education. In short, my perspective on the world has both
NOTABLE DISSERTATIONS
broadened and deepened, and I believe that I am a better leader because of it.
Abstract
Using a quantitative research model, this study explored variables affecting pre-service teacher candidate identification of teacher sexual misconduct through a scenario-based survey instrument. Results indicated that pre-service teacher candidates may use a social or cultural lens to consider and judge a sexual relationship between a teacher and a student instead of viewing the sexual relationship from a legal and professional context. The study also showed a tendency for female respondents to be more critical of female teachers. Finally, the study showed that although the respondents had received and internalized preservice training in the protection of children, they may have a gap in knowledge regarding how to identify teacher sexual misconduct. This study provides a basis for exploring ambiguity associated with age and consent, as well as a foundation for a comprehensive study regarding the presence, role, and impact of pre-service training for teacher candidates.
Spring 2017 Higher EdDr. Damrow What was the most memorable experience about completing your dissertation?
The most memorable experience about completing my dissertation was finding significance in the “statistically insignificant finding� of my work. The guided dissertation process offered by Edgewood provided continuous professional and thoughtful inquiry into my study which made the process very real and meaningful.
Abstract
This quantitative study examined college enrollment considerations of dual-enrollment students enrolling at one Wisconsin credit-granting technical college. A combined college-choice theoretical framework guided this quantitative study that addressed two research questions: To what extent, if any, did the number of dual credits predict likelihood of enrollment for degree completion the semester after high school graduation? Among those students who enrolled in dual enrollment programming, and who went on to enroll at the credit-granting institution the semester after high school graduation, what levels of importance were placed on cost; financial assistance; future career opportunities; and academic reputation? Findings based on analysis of 1,498 dual-enrollment
(CONT.)
student transcripts and a follow-up survey to 257 transitioning college students showed that quantity of dual credits attained by the students did not predict likelihood of enrolling at the credit-granting college one semester after high school graduation. Participants ranked four enrollment considerations at varying levels of importance with only future career opportunities ranking as high as in past student-body surveys. Cost, financial assistance, and academic reputation all ranked lower than in past student-body surveys. This study offers information to college leaders, dual-enrollment directors, and marketing professionals involved with dual-enrollment program development and decision making.
Spring 2017 Higher EdDr. Severson How have you changed your perspective on leadership as a result of your studies?
In regards to my perspective on leadership, the doctoral program at Edgewood College has allowed me to see strategies through a more inclusive lens. Leadership is found in various forms and I appreciated learning through the experience of others and purposeful reflection.
Abstract
This mixed-methods study analyzed data from 906 Ruffalo Noel Levitz Student Satisfaction Surveys (RNLSSS) at a twoyear technical college in Wisconsin, to determine influences on participants’ choices of programs in information technology (IT). Quantitative results showed that none of eight variables (i.e., cost, financial assistance, academic reputation, future career opportunities, personal recommendations, distance from campus, information on the college website, campus visits) showed statistical significance. In addition, a focus group of IT students explored their student college choices, IT program choices, and IT career choices. Focus group data showed five themes (i.e., marketing, jobs, self-gratification, college staff and faculty, facilities, and location). Although quantitative findings were that five hypotheses were rejected, and qualitative findings were limited, six conclusions were drawn and ten recommendations were made for review by NTC administrators to improve curricula, faculty support, marketing, and outreach.
FACULTY ACCOMPLISHMENTS
In June 2017, Dr. MJ Best and Dr. Suzanne Otte traveled to Zhaoqing University in Guangdong Province, China on behalf of Edgewood College. Here is a Q&A regarding their experience there:
What brought you to China?
Dr. Otte: The visit was intended to build the relationship and facilitate the exchange of expertise between Zhaoqing University and Edgewood College. We were there delivering lectures to elementary school principals, middle school teachers, and high school teachers.
What did you present when you were there? Dr. Otte: I presented a qualitative study
on what is meaningful about professional development for teachers and leaders. Dr. Best: I spoke about the educator licensing system in Wisconsin in an effort to provide Chinese leaders with ideas for further developing their own processes.
What did you learn?
Dr. Otte: I had been to China once before on a Fulbright Scholarship. Meeting the people and recognizing how communal they are, was a great learning experience. Observing how everyone takes care of one another, and being a recipient of that care, increased my appreciation of the Chinese culture. Also, the people we met were very funny and personable.
Dr. Best: It was interesting to observe how our cultures are different, yet that the questions about how to best serve students are very much the same.
What was the highlight of your trip? Dr. Otte: Getting to know the University’s leadership, visiting the mountains, and touring the city.
Dr. Best: It’s always interesting to experience a new culture, and to be immersed in their traditions. Photos: Scene from Zhaoqing (shown behind text), Abby- student tour guide, and Binbin Fu- Associate Professor in the School of Integrative Studies along with Suzanne Otte, MJ Best, and other members of the Zhaoqing community.
The Association of Wisconsin School Administrators (AWSA) has announced that Steve Schroeder will serve as the organization’s coordinator of administration and analysis effective July 1. Schroeder has demonstrated a commitment to education in Wisconsin throughout his career, which includes a decade spent as an assistant dean at the University of Wisconsin-Madison. With AWSA, he will provide oversight for budgeting, personnel management and the continuous improvement of strategic processes. He is currently an advisor and adjunct faculty member in the educational leadership doctoral program at Edgewood College.
GRADUATE/STUDENT ACCOMPLISHMENTS During Nichole North-Hester's defense on Friday, July 14th, she gave us the great news that she will be presenting her dissertation findings in Orlando, Florida at the Learning Forward conference being held December 2-6, 2017. The title of her dissertation is Yoga and Teacher Stress: An Examination of a Work-based Yoga Practice on the Perceived Stress of Elementary School Teachers. Dissertation Abstract Teachers report five identified groupings of work related stressors cause their jobs to be stressful. Teacher stress has negative effects on teachers personally, professionally, and on the students they teach. Research has shown participation in yoga classes may reduce the negative effects of stress in many populations. This mixed methods study examined the effect of participation in yoga classes on the perceived stress of elementary school teachers. Ten elementary school teachers participated in weekly yoga classes; teachers completed a questionnaire prior to taking part in the yoga and again at the end of the 10-class yoga session. Eight of the yoga participants were interviewed following the yoga classes. Quantitative findings showed among participants, there were consistent decreases in perceived stress; however, not all of the decreases were statistically significant. Results from analyzing the interviews showed that, without exception, teachers found participating in the yoga classes improved their lives physically, mentally, or emotionally. These results indicate that there may be benefits to participating in (or providing) a workplace-based yoga class to help reduce teacher stress. Based on these findings, district administrators should consider providing no cost yoga classes to teachers whom they employ, as well as providing information to teachers regarding the benefits of yoga as a stress management tool.
CONNECTIONS Please visit our Facebook page! It is a great place to connect with alumni and engage in significant conversations regarding the world of education. Our LinkedIn page gives you an opportunity to network and find out what’s happening in the Ed.D. program.
Dr. Heather Harbach joined
Edgewood College as the interim Dean of Students on August 7th. She recently defended her dissertation on Parents as Stakeholders in the Student Conduct Process. Dr. Harbach was formerly the Associate Dean of Students at the University of Wisconsin-Milwaukee. Congratulations and welcome, Heather! Dissertation Abstract The purpose of this case study was to explore the needs of parents when discussing alcohol use behavior with their student, related to the notification of a campus conduct code violation by a Dean of Students Office. This study sought to address the research question: What assistance do parents report needing from student conduct professionals to address their student’s behavior, specifically related to alcohol use in a university setting? Participants were parents of students at a four-year, public university located in a large, urban Midwestern city. The sample included two groups: those who received parental notification letters from the Dean of Students Office, referred to as “letter parents,” and parents of students who did not receive notification letters, may or may not have experiences with student conduct, but were interested in participating in the study, referred to as “non-letter parents.” Data were collected via interviews, which allowed participants to share information with the researcher in a natural setting. Five themes emerged from data analysis, which included parent experiences, communication concerns, details for professionals to examine in the notification process, implications of behavior and sanctions, and finally how FERPA intersected with all of these topics. Five recommendations for practitioners were provided as a result of this study, including those focused on notification letter and process evaluation, support services for parents on campuses, and communication strategies. Four recommendations were provided for researchers.
Publication Note: The Leading Edge is a publication of the Educational Leadership Program within the School of Education at Edgewood College, Madison, Wisconsin. Dr. Suzanne Otte, Editor Comments and Inquiries: Please respond to: Dr. Peter Burke, Director, Doctoral Program Edgewood College, School of Education 1255 Deming Way, Madison, WI 53717 pburke@edgewood.edu • 608-663-2351