Abstract:A year after embarking on program redesign to align with CPED principles and practices, faculty from a small doctoral program at a private university assessed their work. Specific initiatives such as embedding social justice principles into program components and revising admissions strategies were largely successful. Conversely, attempts to re-conceptualize the Dissertation in Practice met with resistance from numerous stakeholders. The challenges and opportunities of substantively changing a long-standing pr… Show more
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