Doctorate in Learning and Leadership
Comprehensive Assessment:
Individualized Learning and Leadership Program (ILLP)
In the UTC Doctoral Program in Learning and Leadership, the Individualized Learning and Leadership Program (ILLP) represents the blueprint for the evaluation of progress in and completion of the program. The ILLP is a work-in-progress that culminates in a portfolio of demonstrated competence in seven areas along with a detailed Critical Synthesis Paper (CSP). The presentation of the ILLP and the CSP will serve as comprehensive assessment n the program, prior to moving on to the dissertation. Consequently, it is imperative that each participant’s ILLP and CSP demonstrate evidence of competency which weaves theoretical understanding and fluency together with knowledge of and reflection on the seminal works (primary literature associated with the competency), specific experiential learning, best practices and practical application in each of the competency areas.
The ILLP will evolve in quality and quantity during the program.
At a minimum, each participant’s ILLP will contain the following items:
A narrative statement indicating where the person was at the outset of the program and the projected plan for personal and professional growth. The Vision Statement should be 1500 words (minimum) in length and adhere to APA formatting guidelines. The formatting should include 12 point type, double-spacing, and 1 inch margins. This document will specifically include:
- What are my long-term goals and objectives? What values and ideals serve as the basis for my plan?
- What is my definition of “leadership” with supporting arguments/literature? Participants may simply adopt one from the literature, or adapt their own definition (preferable). What is my definition of “learning” with supporting arguments/literature? Participants may simply adopt one from the literature, or adapt their own definition (preferable).
Competency Plan:
While the core competencies of the doctoral program are Learning and Leadership, all seven of the competencies are important. To best understand and articulate the integrated nature of the competencies, it is often easier to first separate the different competencies and view them in isolation and then put them together in a final synthesis as the program unfolds. With that thought in mind, one way to develop the plan would be to take each of the seven competency areas and develop responses to the following themes
- What is my background/history relative to this competency area? Experience in the area, courses related to the area, and reflections on my current competence in this area?
- What level of competence do I want to achieve in this competency area? Published, scholarly, and leading-edge competence? Professional-practice competence?
- What is my plan to achieve the desired level of competence in this area? Academic plans, professional plans, collaborative plans, personal plans?
- How do I intend to integrate each of the program’s required courses into my overall plan?
Critical Reflections:
Critical Reflection papers for each of the seven competency areas. The purpose of a Critical Reflection paper is to demonstrate competency and ultimately mastery of a specific program competency area including what you have learned about various theories and concepts. These “cover documents” for each competency will weave theoretical understanding and fluency together with knowledge of and reflection on the seminal works (primary literature associated with the specific competency), and the participant’s specific experiential learning, and practical application in each specific competency areas. Critical reflection papers should be 1500 words (minimum) in length. A Critical Reflection paper typically has three elements.
Critical Synthesis Paper (CSP):
The Critical Synthesis Paper is the culminating manuscript demonstrating the participant’s knowledge and understanding and a complete synthesis of all seven competency areas. Its purpose is to exhibit knowledge of the academic discipline associated with the competencies and confirm effective analytical abilities and writing proficiency in a holistic fashion, not just a paper that bolts seven competencies together or is merely a report on each competency area. The Critical Synthesis Paper reflects the participant’s personal journey in the Learning and Leadership program.
The Critical Synthesis Paper should be 4000 words (minimum) in length, excluding title page and reference list. The CSP should adhere to APA formatting guidelines. The formatting should include 12 point type, double-spacing, and 1 inch margins. The Critical Synthesis Paper is due, as part of the ILLP, at the time of the ILLP/portfolio presentation.
The Critical Synthesis Paper (CSP) must contain the following elements:
- A personal reflection on the subject of learning and leadership: What your definition of learning and leadership was in the beginning, what it is now, and how it has changed.
- Relative to “learning” and “leadership,” who you were as you began the program (at Induction), how you have changed, and who you are now.
Comprehensive Assessment:
The culminating evaluation of the ILLP and the CSP takes place after successful completion of the participant’s coursework, prior to beginning the dissertation process. Faculty will approve the ILLP and CSP when they are satisfied that the ILLP and CSP present the specifics of what is being delivered as evidence of competence in the presentation. At the time of the comprehensive assessment a copy of the participant’s dissertation topic abstract (or prospectus) will be presented with the ILLP.
