A doctoral program includes more than just attending and passing courses. As the highest level of formal learning, it is important to develop skills in scholarly writing, literature reviews, critical analysis, and making recommendations. These skills transfer to the dissertation process and the colloquium provides a strong foundation upon which to build.
After completing the core foundations and research courses, doctoral students are asked to begin to explore the literature about a chosen topic which will eventually lead to a dissertation topic. According to our doctoral handbook,
“This requires the student to write a scholarly paper and to present that paper in a formal, public seminar to the educational community. Presentations are scheduled each summer. The scholarly expectation is that the paper will not be simply descriptive, but will also include (the student’s and not someone else’s) analysis and evaluation. This will generally require the student to state and defend his/her own thesis about the topic.”
After multiple edited drafts of the paper, the students present their papers in formal and public forums which are held each summer. Students present their papers in a research presentation format. They are limited to 20 minutes which is followed by a question and answer period. This format is modeled after the format of a research conference.
Below is a list of the 2013 Colloquium papers being presented this year. There are a wide variety of educational topics which reflect the varied professional and personal interests of the students.
School Board Impact on Student Achievement: A Review of the Research on the Influence of Locally Elected School Boards, by Jon Holmen
Computer Algebra Systems (CAS) Use and Students’ CAS Self-Efficacy in Undergraduate College Mathematics Classes, by Daphne Sluys
Service-Learning and Character Development, by Owen Sallee
Discipline-Based Art Education K-8 and Student Achievement, by Patti Hayes
Passive Recipients or Active Participants: Exploring Views of Children in the Christian Church, by Heather Ingersoll
Principal Technology Leadership Attributes for Effective Integration of Information and Communication Technology in Schools, by Jon Tienhaara
Toward a Transformative History Education: Project- and Problem-based Learning, Reflective Assessment, and Academic Discussion, by Kimberly Jensen
Principal Instructional Leadership and Improved Student Growth, by Alison Brynelson
The Role of Resilience among High School Principals Leading Change, by Paige Wescott
An Application of Jerome Bruner’s Cultural Psychology Theory to Teaching and Learning in the History Classroom, by Eric Boyer
Pedagogical Reform in Tanzania: Issues Raised When Adopting a Learner-Centered Instructional Approach for Implementing the Competency-Based Curriculum of the Tanzanian Primary Schools, by Michael Msendekwa
Supporting Preservice Teachers in Preparation of Teacher Performance Assessment through Facilitating Reflective Writing in E-portfolios, by Daihong Chen
The Relationship Between Leaders’ Supervisory Behavior and Teacher Reflective Practice, by Lisa Truemper