Purpose and Approach - University of Phoenix



-66675000School of Advanced Studies Purpose & ApproachDOC/705R Version 3Creative and Critical ThinkingPurpose of this CourseDOC/705R is an integral step in the ACCESS (Advancing Community, Critical Thought, Engagement, Scholarship, and Success) sequence and the first residency course in the School of Advanced Studies doctoral curriculum. The purpose of the course is to establish a theoretical and practical framework for students to become creative scholar-practitioner-leaders and to continue the process of personal and professional transformation. The purpose of ongoing adult transformation is to be prepared for the unknown, unexpected, and ambiguous in leadership challenges (Heifetz 2009, Martin, 2010). Through face-to-face interaction with faculty and peers, students engage in a rare opportunity to respectfully experience and explore many different perspectives (epistemological and ontological positions) and collaborate in questioning habitual patterns of thinking and meaning-making that arise from individual socialization. Understanding different perspectives leads to deep exploration of native egocentrism, sociocentrism, individual situatedness, meaning-making, interaction patterns, and personal goals for transforming self and world. Exploring the strengths and limitations of individual and group perspectives prepares students for the design lab portion of the residency. During the design lab, students integrate critical and creative thinking by exploring the principles and practices of design thinking. An in-depth application of design thinking will equip students with knowledge and skills that can be applied to their critical inquiry skills as part of all their future research endeavors.APPROACH TO this CourseThis course was designed using Pfeiffer and Jones’ (1985) adaptation of the Kolb experiential learning model:center11493500Each experience or activity (phase and Step 1) is followed by a debriefing period of discussion that addresses the “Reflect” and “Apply” phases (Steps 2 through 5) in the model. In addition, each day includes at least one period for individual journaling. Student journaling provides a tailor-made opportunity to reflect and generalize (the Process and Generalize steps in the model) and is indispensable preparation for writing the final paper.STRUCTURE OF thE CourseThe 5-day structure represents a developmental approach to the concepts of adult transformational learning, a review of the critical thinking skills of analysis and evaluation and their application to critical reading and writing, and the creative skill of synthesis. The structure also presents opportunities for scholarly community-building, praxis, and contribution to a field or discipline. Each day’s readings, activities, and assignments lay the foundation for the following day, culminating in a final assignment that integrates the course learning into a personal strategy for developing one’s identity as a scholar, practitioner, and leader.Day 1 begins with a focus on critical reflection, inviting students to become aware of their situatedness and historicity as they define their purpose in the doctoral program and their goals for lifelong personal and professional development. On Day 2, the focus shifts to critical thinking, reading, and writing, challenging students to identify how assumptions and belief systems influence the interpretive process. Through close textual analysis, students gain a greater awareness of how their situatedness influences thinking and feeling in response to knowledge.The emphasis in Day 3 is on increasing individual involvement in the doctoral community through collaborative interaction and peer feedback. Students practice their listening and cognitive empathy as part of a team design experience, positioning themselves increasingly as members of the doctoral community and active co-creators of the SAS culture. Students continue to refine their critical dispositions through self-reflection and dialogue.On Day 4, students continue their design lab experience by incorporating individual and group creative thinking. Students use leadership and teamwork skills to develop physical prototypes that respond to the design brief and imperatives.On Day 5, students translate skills used in the design lab to broader contexts of critical inquiry and leadership. Students also broaden their perspectives of the scholarly community to include the larger professional context of their chosen disciplines, and identify strategies for positioning themselves as scholars, practitioners, and leaders.CONCEPTUAL FRAMEWORKThe conceptual framework for the course is the scholar-practitioner-leader model that distinguishes the School of Advanced Studies curriculum from traditional doctoral learning models where students engage primarily in research-oriented scholarship. In the School of Advanced Studies, students integrate scholarship, professional practice, and leadership strategies to develop comprehensive capacities for creative action and strategic decision making in their disciplines.This Course’s Fit in the ProgramDOC/705R is the third course in the ACCESS sequence. The first course, DOC/700, promotes active doctoral-level inquiry through analysis, evaluation, and synthesis (AES), and establishes the School of Advanced Studies' integrated Scholar, Practitioner, Leader (SPL) model. In the second course, LDR/711A, students analyze, evaluate, and synthesize leadership models from various theoretical perspectives. An emphasis is placed on how these models translate to ethical, effective practice and personal leadership identity. As the cornerstone of the ACCESS sequence, DOC/705R was designed to emphasize awareness of personal epistemology and ontology, doctoral-level critical analysis, and creative thinking, and provide a design lab experience for application of this knowledge. Activities are designed for students to demonstrate competence in all aspects of the AES model. Competencies developed in this course provide a foundation from which students develop content knowledge, critical inquiry and analytical abilities, and leadership skills within RES/709, throughout their doctoral coursework, and beyond. How This Course’s Outcomes Are Utilized in the ProgramThe primary outcome of the course is for students to create strategies for integrating their learning into subsequent coursework, critical inquiry, professional practice, and lifelong learning. In addition, students accelerate the creation of supportive networks of peers, mentors, and professional associates to serve as resources for ongoing personal and professional development.Strategies for Handling Course Assignments and ReadingsEach day’s readings represent a compilation of diverse yet complementary perspectives on the daily topics, providing a context for students to engage in the activities and assignments. Students need to approach the readings for each day as a whole, viewing the texts as in dialogue with one another, each contributing to the polyphony of voices that constitutes the scholarly discourse on the daily topics. Approaching the texts as components of the larger scholarly context—rather than as isolated sources of authority—allows students to develop a conceptual framework in which to position their thinking and writing in the broader discourse.Because each day’s topics and activities lay the foundation for subsequent days, students should follow the daily sequence, starting with the Day 1 readings and proceeding sequentially. Within each group of resources, the order of readings is not important, nor is an expert-level understanding of each required text. Rather, students should familiarize themselves with the general concepts presented in each group of readings to prepare for each day’s activities and assignments. A three-step approach to the readings is recommended: Skim all the readings for each day to gain a preliminary understanding of the topics.Re-skim the readings, taking notes about key concepts and questions that arise.Read each text more in-depth, focusing on the key concepts and questions to gain a deeper appreciation of the topics’ complexities.During the skimming phase, students should focus on key components that facilitate overall comprehension of each text, such as the abstract, the description of the text’s purpose and method, and the conclusion. Textual signposts, such as content headings, tables, figures, and graphics, aid students in developing a preliminary understanding of the reading.Ideally, students complete the three-step process for each day’s readings in advance. At a minimum, students should try to complete the skimming phases for all course readings prior to the beginning of the course, as there will be limited opportunity for extensive reading once the course begins. Students are encouraged to revisit the readings in a targeted, focused manner throughout the course to deepen their understanding of key concepts in relation to the activities and assignments. Students will draw on several of the texts as research sources for the assignments.In preparation for Day 1, students must complete the pre-course assignment prior to residency. Once the course begins, students receive instructions and tools for the remaining assignments. Students attending residencies may have evening assignments or other tasks to complete after the day’s session. Such assignments are necessary to fulfill various course components. As part of the residency experience, students are expected to complete those assignments for the next day’s session. Failure to complete these assignments may have an effect on the student’s grade. A lessons learned assignment is due on the final day of class. Students are encouraged to work on this assignment cumulatively throughout the duration of the residency, leaving final reflections for Day 5.Implications for LeadershipAll School of Advanced Studies programs emphasize the interrelated competencies of the scholar-practitioner-leader model and challenge students to use knowledge of theory and scholarly inquiry to critically assess their leadership effectiveness. Cunliffe (2004) and Copland (2007) highlight fundamental principles relevant to contemporary leadership, including reflexive practice and inquiry, collaboration, continuous professional growth, and ethical influence. This course promotes these fundamental leadership principles through critical reflection, dialogic inquiry, epistemic agility (Joiner & Stevens, 2006), collaborative design thinking (Martin, 2010), and professional development strategies. As beginning students gain competence and confidence in their doctoral pursuits, they develop the skills needed to position themselves as leaders in their fields. By refining their critical awareness, scholarly expertise, and ethical sensibilities, students enhance their ability to generate positive influences on their personal, academic, and professional communities. Reflections and InsightsStudents will be asked to reflect on critical and creative thinking abilities and content application over each day of the residency. Students are encouraged to include their reflections on these questions in their reflective journal and their ACCESS learning portfolio. In addition, students may reflect on these questions at the end of the course and as they prepare for RES709: How have your thoughts, attitudes, and beliefs evolved in this course?What types of strategies will you implement to continue to develop your cognitive (epistemic, ontologic) agility?How can I continue to explore my own explicit bias? What questions do I need to ask myself to understand my own bias?In what ways has my professional voice increased and decreased my world view?How do you see yourself in relation to the greater doctoral learning community?How will you be more conscious of using cognitive empathy to engage in fair, equitable, empathic, and real dialogue?What frames do I carry that serve/don’t serve me? What reframes are going to be most important for me as I move forward in this doctoral community?How can you use design thinking tools in the practice of critical inquiry?What issues, questions, and dilemmas will you explore further after completing this course?References:Copland, M. (2007). Tackling problems of practice in the Ed.D. The School Administrator, 64(7). Retrieved from , A. L. (2004). On becoming a critically reflexive practitioner. Journal of Management Education, 28(4), 407–426. , R. A., Linsky, M., & Grashow, A. (2009). The practice of adaptive leadership. Boston, MA: Harvard University Press.Joiner, W. & Stephens, S. (2006). Leadership agility. San Francisco, CA, Jossey-Bass.Martin, R. (2010). Design thinking: Achieving insights via the "knowledge funnel". Strategy & Leadership 38(2): 37–41.Pfeiffer, J. W., & Jones, J. E. (1985). The reference guide to handbooks and annuals, Vol. 1-10, 1972 - 1985. San Diego, CA: University Associates Publishers and Consultants. ................
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