demystifying the kam what is it? what good is it? how is it done?

Demystifying the KAM

What is it?What good is it?How is it done?

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Objectives

• Explain the role and function of KAMS in the Ph.D. program

• Outline processes for successful completion• Apply the KAM process to the development

of a KAM that reflects your professional interests

• Express the value of KAMs for your development as a scholar-practitioner.

• A Learning AgreementA Learning Agreement

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Before you begin

When you see this symbol, there will be an answer needed before proceeding.

This symbol draws attention to an important point.

Here you will find an example.

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KAMs are

one of Walden University’s

signature

approaches to doctoral level learning

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The signature? How come?

• KAMs were an early approach to doctoral study employed at Walden—before courses, before e-classrooms, before multiple degrees and specializations

• KAMs are distinctive--they set us apart from traditional institutions

• KAMs are unique—a blend of features found nowhere else in exactly this form

• KAMs reflect the personality of Walden—the university’s mission and values

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KAMs are

Knowledge

Area

Modules

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So what is a Knowledge Area Module?

• A knowledge area is a discipline within the social sciences such as psychology, sociology, behavioral science, anthropology, political science . . .

. . . these are foundational knowledge for many professional degrees.

• These knowledge areas are presented as a series of modules, each one a unit of many Ph.D. programs at Walden . . .

. . . with these units along with some courses students build their degree programs.

So KAMs are units of study in the social sciences out of which a Ph.D. program is built

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Some more about the knowledge areas . . .

• Walden has drawn out of the social sciences specific topics that are relevant to your profession. In most Ph.D. programs the Core KAMs are:

KAM 1: Principles of Social ChangeKAM 2: Principles of Human

DevelopmentKAM 3: Principles of

Organizational and Social Systems

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Advanced KAMs

• Building on the Core KAMs 1, 2, 3 many programs add Advanced KAMs 5, 6, and possibly 7 as well.

• Advanced KAMs are specifically related to the degree specialization.

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Some more definitions

Core KAMs: the first three KAMs which are common to all Ph.D. programs (except SPPA)

Advanced or specialization KAMs: two or three additional KAMs designed for specific specializations

KAM-based programs: strictly speaking, any Ph.D. program that is built in part by KAMs; commonly used just for programs that have both Core and Advanced KAMs

Mixed model programs: Ph.D. programs that combine KAMs and specialization courses

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KAMs and the curriculum

Following are a number of different curricular plans showing different combinations of KAMs and courses.

These are just five of many other options currently in use.

Decisions about which curricular plan to use are made by Colleges to provide the best learning experiences for the specialization and certification requirements.

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Curriculum Plan #1 Maximum KAMs

KAMs

KAM 1

KAM 2

KAM 3

KAM 5

KAM 6

KAM 7

Courses

Foundations

Research Course 1

Research Course 2

Research Course 3

DissertationE.g., Ph.D. in Health Services, Ph.D. in Human Services, Ph.D. in Applied Management and Decision Sciences

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Which KAM is missing?

Did you notice which KAM no longer belongs to any Ph.D. Program?

Where did it go?

Why did it go?

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KAM 4 no longer exists

It was replaced with three research courses to prepare students better for their dissertation research.

Did you notice that KAM 7 is missing from some programs too?

It is also being replaced by additional research courses or a practicum in some programs.

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Do you recognize an advanced KAM for your specialization?

KAM 6: Effectiveness of Higher Education Organizations

KAM 6: Contemporary Issues and the Ethical Delivery of Health Services

KAM 5: Democratic GovernanceKAM 5: Deterministic Operations Research

TechniquesKAM 6: Investment and International FinanceKAM 6: Theories of Intelligence, Learning, and

Motivation KAM 6: Intervention Strategies in Human Services

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Did you get them right?

• KAM 6: Effectiveness of Higher Education Organizations? Answer: Ph.D. in Education, Higher Education specialization

• KAM 6: Contemporary Issues and the Ethical Delivery of Health Services? Answer: Ph.D. in Health Services, Health Management and Policy specialization

• KAM 5 Democratic Governance? Answer: Ph.D. in Public Policy and Administration.

• KAM 5: Deterministic Operations Research Techniques? Answer: Ph.D. in App Mgt and Dec Sci, Operations Research specialization

• KAM 6: Investment and International Finance? Answer: Ph.D. in App Mgt and Dec Scis, Finance specialization

• KAM 5: Theories of Intelligence, Learning, and Motivation? Answer: Ph.D. in Education, General program.

• KAM 6: Intervention Strategies in Human Services Answer: Ph.D. in Human Services, all specializations

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Getting inside a KAM

A KAM is made up of three parts:– Breadth

where Theory around a broad theme is explored

– Depthwhere current Research around a sub-theme is

analyzed in depth

– Applicationwhere a Project is developed to apply the theory and

research to the real world

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Group Work

• Define “theory”– In your discussion, consider the following:– “I'm posting this response a little late and you'll probably not get a

chance to see it, as a result of my inability to post in a timelier manner, but at the risk of sounding, well, "a little off", why is it that you say we don't want things to appear to "stand on its own"? I'm not understanding why it is so important to pay such credence to someone else's theory? Particularly theories that were developed soooooo long ago. Somewhere, somehow , something had to " stand on its own". Does not this constant referral to "what was" stifle our growth somehow?”

• Define “research”

kws

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Theory

Colloquial use: “it’s going to rain today”Academic use: Marx, Piaget, Senge

“An explanation . . . that discusses how a phenomenon operates and why it operates the way it does.” – p. 19Goal: “making sense out of current knowledge by integrating and summarizing this knowledge.” - p. 58Tool: “guides research by making predictions” – p. 58

Johnson, B. & Christensen, L. (2004). Educational Research. Boston: Pearson.

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Theory – Malcolm Knowles

“A theory is a comprehensive, coherent, and internally consistent system of ideas about a set of phenomena.” Knowles, p. 10

“A good theory should provide explanations of phenomena as well as guidelines for action.” Knowles, p. 8

Knowles, M, Holton, E., & Swanson, R. (2005). The Adult Learner. Burlington, MA: Elsevier.

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Theory – Lewin

“There is nothing so practical as a good theory.” p. 169

Lewin, K. (1951) Field theory in social science; selected theoretical papers. D. Cartwright (ed.). New York: Harper & Row.

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Research

• Investigation• Exploration• Inquiry• Empirical work• Collecting and analyzing data

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Inside a KAM

Breadthwhere Theory around a

broad theme is explored

Depthwhere current Research

around a sub-theme is

analyzed in depth

Applicationwhere a Project is

developed to apply the

theory and research to the

real world

So a KAM takes you from

Theory

and Research

to

Practice

(Deductive)

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How else could you describe this progression from Breadth through Depth to Application?

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A possible answer





analyzed in depth




real world


GENERAL

to

PARTICULAR

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Another possible answer





analyzed in depth




real world


ABSTRACT

to

CONCRETE

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KAMs and Credits

A KAM has parts but the parts are connected to make a whole.

The Breadth is 4 quarter credit hours; the Depth 4 credits and the Application 4 credits, making a total of 12 credit hours per KAM.

A KAM is equivalent to approximately three quarter-long courses.

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Identifying the parts of a KAM

Each of the parts of a KAM has its own course code and title for your transcript. For instance, in the Ph.D. in Education, Educational Technology Specialization, the Core

KAMs are identified this way:

KAM 1 Principles of Social ChangeSBSF 8110 Theories of Social Change (Breadth)EDUC 8125 Current Research in Social Change and Educational Technology (Depth)EDUC 8135 Professional Practice, Social Change, and Educational Technology (Application)

KAM 2 Principles of Human DevelopmentSBSF 8210 Theories of Human Development (Breadth)EDUC 8225 Current Research in Human Development and Ed Technology (Depth)EDUC 8235 Professional Practice, Human Development, and Ed Technology (Application)

KAM 3 Principles of Organizational and Social SystemsSBSF 8310 Theories of Organizational and Social Systems (Breadth)EDUC 8325 Current Research on Org and Social Systems and Ed Technology (Depth)EDUC 8335 Professional Practice, Org and Social Systems, and Ed Technology (Application)

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Difference between a KAM and a Course

In a Course– The teacher designs the

study, chooses the topics, and selects the texts.

– Students are part of a larger group

– Students are assessed by their assignments and often by an exam

In a KAM– The student designs the

study, chooses the topics, and selects the texts guided by the teacher

– Students work as individuals mentored by the teacher

– Students are assessed by the completed KAM they plan and present

Both KAMs and courses are important in doctoral programs

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Basic Assumptions

Ph.D. students at Walden – are adult learners– are practicing professionals– come to their studies with a wealth of experience– have a Master’s degree and a foundation of professional

knowledge– know what they want, or at least, have a sense of the

issues and concerns they want to study– do not want to spend time on topics that are

irrelevant to them– are busy people and must have a flexible, customized

study schedule– plan to use their studies to make a difference

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So KAMs are made to fit the learner

• KAMs allow you as an adult learner to take charge of your own learning.

• KAMs allow you to build your studies on your own past experiences and present questions and concerns.

• KAMs are the next logical step toward becoming a lifelong contributor to learning in your educational development after a Master’s degree.

• KAMs develop critical thinkers.• KAMs are not tied to quarter schedules and deadlines.• KAMs provide a way to make informed changes in the real

world where there is need.

Let’s look at these a little more closely . . . .

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. . . take charge of your own learning . . .

Within each of the knowledge areas, there are many different themes and possibilities. You will draw up a plan of what themes, sub-themes, and projects you will pursue.

Being an independent learner means you are more likely to study what is important and relevant to you.

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. . . build your studies on your experiences . . .

You can take your past and present professional experience with you into your Ph.D. studies. In fact, KAMs can only work well for students with experience to call on. They are not a place for novices.

Out of that experience will come all kinds of questions and issues that are demanding attention. Those questions and issues help you design the KAM so that you can find answers and possible solutions.

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. . . a lifelong contributor to learning . . .

KAMs are a step towards more independence in learning and in the direction of self-designed learning that characterizes the doctoral graduate.

The skills, knowledge, and confidence to create new knowledge are practiced in the KAM process.

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. . . develop critical thinkers . . .

Writing a KAM gets you to ask questions:How can my profession be improved?How can my work as a professional be improved?Is this document sensitive to cultural and individual differences?What is strong about this writer’s arguments?Is this conclusion based on evidence?What is missing from this research?What does this paper really mean?How could I do this assignment better?

And these questions are critical thinking at work!what is critical thinking?why is it important?

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. . . not tied to schedules and deadlines . . .

• Each KAM begins when you are ready to begin and ends when the KAM is completed. It does not begin at the start of a school term or end when the term ends.

• As a general rule, the first KAM takes 20-25 weeks and future KAMs take 10-15 weeks and in both cases take part or all and more of a quarter.

• The length of time to do a KAM depends primarily on the number of hours per week you have to devote to it. 10-20 hours a week is recommended.

• This provides maximum flexibility for otherwise busy professionals.

Note: Since there is a time limit on the time to completion of the degree, a KAM needs to be completed each year of enrollment.

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. . . make informed changes in the real world . . .

Because KAMs take you through a process of studies from theory through research to practice, they provide both deep groundings in a field and up-to-the-minute findings.

Then in the Application section of the KAM you design a project that immediately puts that knowledge to work in a real situation in your professional world.

In this way the KAMs enact the Walden mission of contributing to positive social change.

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Extending the definition of KAMs

KAMs are units of

independent

study in the social sciences out of which a Ph.D.

program is built

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So, what is your passion?

• What contribution(s) would you like to make to your profession?

• What is it you passionately want to dig into during your studies?

• What problem area(s) in your professional life would you like to address?

This is what you will bring to the KAM curriculum!

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Some students are specific and detailed about their areas of interest

I administer a drug addiction center and I am excited about the possibilities of the holistic approaches I have been trying out with teenage drug addicts.

I want to help non-profit organizations working in Zimbabwe develop appropriate strategic plans for budgeting and finance.

I want to improve pre-reading programs in rural area kindergartens.

If this is you, you are good to go on your KAM!

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Some students have a general idea of their area of interest

I am operating a small business and want to study about that.

I love teaching music.

I think the future is all about the internet.

Health-care is my profession.

If this is you, write another statement that isolates one aspect of this general field that you could focus your KAM on. In other KAMs you can focus on other aspects until you have narrowed your interest for your dissertation.

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Some students have lots of ideas

I love working with people; I worry about how to make our sales grow; knowing how to work with foreign clients is important; “greening” our business is a priority; and I want our business to be better at philanthropy.

We have so many ethnic groups in our school all needing appropriate learning; charter schools really interest me; I have been working on improving home-school relationships; how do I motivate adolescents to learn; I have just been made the coordinator of the math program.

If this is you, write another statement that selects one interest from the many that you could focus your KAM on. In other KAMs you can focus on other interests until you have narrowed your focus for your dissertation.

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Connections

Each part builds on the next to make a whole KAM.

BREADTH

DEPTH

APPLICATION

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For example:

I am a student in the Ph.D. in Applied Management and Decision Sciences and I am working on KAM 1: Principles of Social Change. Here is what I might do in this KAM:

BreadthExamine theories about poverty: its causes and effects

on society

DepthAnalyze research that connects poverty and

unemployment

ApplicationDesign a job training project for unemployed teenagers

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Another example:

I am a student in the Ph.D. in Education, Early Childhood Education specialization and I am working on KAM 2: Principles of Human Development. Here is what I might do in this KAM:

Breadth– Examine theories about physical, cognitive, and

psychosocial development in the preschool years.

Depth– Analyze research on the factors that support normal

development in young children.

Application– Design a workshop for parents of young children wanting

to support their child’s growth and development.

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What could you do?

Go back to your “passion” statement and write a similar outline for one of your KAMs.

Remember:Breadth: Examines theoryDepth: Analyzes researchApplication: Designs a project

Core KAMs KAMs for SPPA 1. Social change 5. Democratic

governance 2. Human development 6. Organizational

leadership and change 3. Systems and organizations

The Learning Agreement

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A good Learning Agreement makes your KAM writing easier.

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What is a Learning Agreement?

Is it a “contract”? Yes, between you and your

KAM assessor about what you

intend to accomplish in the KAM.

Is it a “plan of action”?

Yes, it lays out your

objectives and how you

will accomplish those

objectives.

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What goes into an LA?

Three things:1. Objectives: usually 2-4 per KAM component.

2. Resources: books, articles, manuals, etc. that you will study and consult.

3. Demonstration: how you will show that you have met your objectives

for each of the three parts of the KAM: Breadth, Depth, and Application.

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Objectives: Rule #1

Begin each one with an action verb

because

– It shows what you actually plan to do with the information you are studying.

– It focuses on the learning process and not just the product.

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Action verbs

So which ones of these are correct?

1. The purpose of the Breadth has to do with poverty.

2. Analyze current research on poverty and its effects on child development.

3. Compare Maslow’s hierarchy of needs with Erikson’s stages of psycho-social development.

4. Bertalanffly’s systems theory and business organizational practices.

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1. The purpose of the Breadth has to do with poverty.

2. Analyze current research on poverty and its effects on child development.

3. Compare Maslow’s hierarchy of needs with Erikson’s stages of psycho-social development.

4. Bertalanffly’s systems theory and business organizational practices.

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Objectives: Rule #2

The action verb should be a higher order cognitive action

because as a doctoral student

you are not just absorbing the ideas of others but you are doing something with those ideas—creatively and critically!!

Your KAM will be different from all other KAMs ever written if you are using higher order thinking.

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Bloom’s Taxonomy

Higher Order

Lower Order

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Which ones show higher order thinking?

1. Compare Gilligan’s and Kohlberg’s theories of moral development.

2. Discuss Kohlberg’s theory of moral development.

3. Analyze Kohlberg’s theory of moral development using Plato’s concepts of the good, the true, and the beautiful.

4. Examine research about Kohlberg’s theory of moral development.

5. Summarize Kohlberg’s theory of moral development.

6. Assess Kohlberg’s theory in terms of the ideals of justice and care.

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Which verbs guarantee higher order thinking?

1. Compare Gilligan’s and Kohlberg’s theories of moral development.

2. Discuss Kohlberg’s theory of moral development.

3. Analyze Kohlberg’s theory of moral development using Plato’s concepts of the good, the true, and the beautiful.

4. Examine research about Kohlberg’s theory of moral development.

5. Summarize Kohlberg’s theory of moral development.

6. Assess Kohlberg’s theory in terms of the ideals of justice and care.

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Objectives: Rule #3

The objectives should be specific and detailed

because:

• You need to know exactly what to focus on when you study for and write the KAM.

• Your assessor needs to know that your plan is worthy and what to look for when assessing the KAM.

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Which ones are specific and detailed

1. Evaluate Kohlberg’s theory of moral development.

2. Evaluate Kohlberg’s theory of moral development against Plato’s notions of the good, the true, and the beautiful.

3. Compare and contrast Gilligan’s theory of caring with Kohlberg’s theory of justice.

4. Compare Gilligan and Kohlberg.

5. Analyze Kohlberg’s theory of moral development.

6. Critically analyze Kohlberg’s theory of moral development in terms of justice, caring, and self-efficacy.

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Specific and detailed?

1. Evaluate Kohlberg’s theory of moral development.

2. Evaluate Kohlberg’s theory of moral development against Plato’s notions of the good, the true, and the beautiful.

3. Compare and contrast Gilligan’s theory of caring with Kohlberg’s theory of justice.

4. Compare Gilligan and Kohlberg.

5. Analyze Kohlberg’s theory of moral development.

6. Critically analyze Kohlberg’s theory of moral development in terms of justice, caring, and self-efficacy.

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Try this yourself

Go back to your KAM outline and try writing one objective for each of the Breadth, Depth, and Application components keeping in mind that

1. the objectives should begin with an action verb

2. the action verb should be higher order thinking

3. the objective should be specific and detailed

You have probably not browsed the texts yet, so look on this as a purely imaginative exercise. The important thing here is to write a good looking objective.

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Learning Resources for the Breadth

These are the references you will consult before you begin to write.

In the Breadth (for theory)

• You will likely consult books.

• It is common to choose about three theorists but you may choose more and focus narrowly on a few themes in them, or choose fewer but treat them more comprehensively.

• Look for primary sources to study the actual words and ideas of the theorists.

63

Learning Resources for the Depth

For the Depth (for research) • you will likely consult journals • The articles you choose should be current since research is

continually changing what we know, so look for research articles written within the past five years.

• An occasional foundational article written more than five years ago can be used.

• Avoid non-research articles such as op-ed pieces and descriptions of projects that involve no research procedures.

• Historical and philosophical studies may be considered research.

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Learning Resources for the Application

For the Application (a project)

• You may consult manuals, curricula, policy documents, handbooks, and so on.

• Your project will be guided by the theoretical and research writings you have studied earlier, but you do not have to list them again.

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Why not Wikipedia and Encyclopedias?

• Entries may not have been vetted by experts in the field.

• Need to study and respond to original sources, not summaries or interpretations by others.

• But may be useful for initial orientation to theories, theorists, knowledge in a field.

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Demonstrations

A Demonstration is what you will submit as a demonstration that you have successfully fulfilled your objectives.

• In the Breadth, the demonstration is a paper of about 30 pages.

• In the Depth, the demonstration is a) an annotated bibliography of about 15 research articles and b) a literature review essay of about 25 pages.

• In the Application, the demonstration is a) the project itself and b) a reflection paper of about 10 pages which shows the link between the theory and research of the KAM and the project.

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Did you do the math?

A completed KAM is a hundred pages long,

(more or less and usually more).

Writing a KAM

70

Writing a good KAM

easily depends on

making good notes

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Writing the Breadth

BREADTH

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Finding your themes

The themes for the Breadth demonstration are suggested in the objectives. For example, what themes are suggested by this objective?

Critically analyze Kohlberg’s theory of moral development in terms of justice, caring, and self-efficacy.

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What are your themes?

Return to the practice Breadth objective you wrote earlier.

What are your themes?

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Trouble shooting

What to do if you cannot find any themes in your objectives?

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No themes??

The simplest (wisest) solution?

Rewrite the objectives after you have

re-consulted the learning resources!

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The themes and your paper

The themes suggest the section headings in your paper.


Paper outline Introduction

Justice

Caring

Self-efficacy

Conclusion

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Which Breadth outline is better?

Objective: Compare and contrast Kohlberg, Maslow, and Gilligan’s theories of moral development in terms of their grounding values, stages of development, and

cultural and gender applicability.

#1 #2

Introduction Introduction

Grounding Values Lawrence Kohlberg

Stages of Development Abraham Maslow

Culture and Gender Carol Gilligan

Conclusion Conclusion

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#1 Yes! #2 No!

Introduction Introduction

Grounding Values Lawrence Kohlberg

Stages of Development Abraham Maslow

Culture and Gender Carol Gilligan

Conclusion Conclusion

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The Breadth is usually best written around themes and not around theorists.

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Here is an idea

• The most popular objective for the Breadth begins with “Compare and contrast …”

• On the next slide is a conceptual map to guide your note-taking and writing for this kind of objective.

• You make your study notes across the rows and you write your paper down the columns.

82

Remember

Grounding Values

Stages Culture and Gender

Maslow

Kohlberg

Gilligan

Make your study notes across the rowsWriteyour paper down the columns

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The themes and the outline . . .

. . . guide

your

note taking

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Keep your eye on the ball.

If your objective is: Compare and contrast Kohlberg, Maslow, and Gilligan’s theories of moral development in terms of their grounding values, stages of development, and cultural and gender applicability, then

do not write about where Maslow was born, what Gilligan says about abortion, or who Kohlberg’s parents were

unless they contribute to what you are saying about “grounding values, stages of development, and cultural and gender applicability”.

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Writing the Depth

DEPTH

86

Annotated bibliography

Write a one-page annotation each for about 15 research articles in three paragraphs.

1. Summarizes the article, its research, and findings.

2. Analyses and critiques the assumptions, research method, and conclusions

3. Suggests how the article contributes to your overall “passion” and interests.

87

In that last paragraph make a special note of any questions unanswered or gaps left unfilled that might be taken up by your dissertation study.

88

Research Literature Review essay

Writing by themes again!

Look at your annotations and see what patterns emerge around your topic in the kinds of:– research questions asked– research methods employed– subjects or populations studied– conclusions reached

Summarize those themes and evaluate them (always looking for the gaps).

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Writing the Application

APPLICATION

90

The Project

Consider including– Justification for the project.– Objectives for the project.– Description of the project.– Assessment plan for project’s success.– Follow-up plan for the project.– Any support materials you developed for the project.– Report on implementation of the project.

The project can be planned or

planned and implemented

91

Institutional Review Board

If your assessor approves a minor research study for the Application

and

if your research study involves human subjects

then

you must complete an IRB application and have your study approved before you collect data.

92

Reflection Paper

How does the project use the theories of the Breadth

and the research of the Depth in

ten pages of reflective writing.

This is the capstone for the KAM bringing all the parts together

to meet a need.

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The finished product

The KAM demonstration will include a cover page, abstracts for each of the components, a table of contents, the Breadth, Depth, and Application sections, and a reference list.

The Writing Templates will give you the pattern for laying our your LA and KAM

It will be assessed and recorded on your transcript.The rubrics for your LA and KAM give you the criteria

by which your work will be evaluated.

Being an independent learnerdoes not mean

being aloneunaided

disconnected from the Walden community

96

Supportive people for you

your own faculty mentor, someone specially chosen for having common interests

KAM assessors, who are faculty members you choose to guide you through a particular KAM

residency faculty members you will meet who will talk over ideas, give suggestions, provide feedback

librarians who can help in searching for literature

academic advisors who will keep an eye on your progress

97

The Faculty Mentor is someone who . . .

• shares your interests.• is appointed when you begin your first

KAM.• guides you throughout the program.• engages with you in your section of

the KAM support course, SBSF 7100 Research Forum.

• assesses a couple of your KAMs, including the first one.

• usually serves on your dissertation committee.

98

The KAM Assessor is the person who . . .

• you invite to work with you on your individual KAMs (except the first one).

• guides you in formulating your plan for your KAM and developing the final product.

• submits an assessment of the LA and KAM (the rubric) to the Registrar.

Note 1: Students are encouraged to work with different faculty members for their KAMs.

Note 2: Your mentor will also be your KAM assessor for some KAMs.

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Residency Faculty Members . . .

• are appointed to serve at one of the face-to-face residencies

• are experienced faculty mentors and KAM assessors

• conduct group seminars

• hold one-on-one advising sessions

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Profile of a typical faculty member

• experienced university professor

• active researcher and publisher

• subject area specialist

• trained in the KAM processes

• sensitive to cultural and individual diversity

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Supportive materials for KAM students

A Guide to the KAMs: a manual of explanations, tips, and answers to frequently asked questions.

102

A Guide to the KAMs

TABLE OF CONTENTS

The Basics .................................................................................................................5

Guiding Principles ...................................................................................................9

The Learning Agreement ......................................................................................16

The Breadth............................................................................................................22

The Depth ...............................................................................................................29

The Application......................................................................................................34

Writing and Formatting Tips ...............................................................................36

Frequently Asked Questions.................................................................................39

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KAM curriculum: for every KAM and every specialization, giving objectives, a summary of the content, suggestions for themes, sub-themes, and projects, and reference lists.

104

A KAM Curriculum

CURRICULUM FOR GENERAL PROGRAM CORE KNOWLEDGE AREA MODULE 1

PRINCIPLES OF SOCIAL CHANGE

Introduction

Development and change permeate society in all its facets: history, culture, ecology, economy, politics, science and

technology, social groupings, and a society’s place in the world, to name a few. As individuals and professionals who face

contemporary societal challenges, we need to understand the context in which change takes place, the variety of forces that operate to

bring about a myriad of changes in different spheres, the consequences of change at different levels, and our own role and how we

might be effective as agents of positive social change.

The world we know and occupy is not the same as the world our recent forebears occupied, and it will not be the same as the

one our children or children’s children will inhabit. All that we know as our reality has been shaped by forces from the past and will

in turn give rise to new forces that will mold the future. Some of these forces have been quite intentional: One thinks here of

deliberative democracy and the civil rights and women’s movements as purposeful forces that have shaped societies. Other forces

have come about as a consequence of natural developments: changes in a society’s demographics are somewhat predictable and not

always under our control. Still other changes have come about as a direct result of human intervention, planned or otherwise:

globalization, first the industrial and then the technological revolution, the distribution of wealth within a society, multiculturalism and

ethnic and religious diversity, changes in the environment, communications between groups of people, and the development of new

domains of knowledge.

Clearly change has brought both greater happiness and greater threats to happiness, improved conditions for many and the potential for diminished lifestyles for too many, new

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Writing templates: for formatting and presenting completed KAMs

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Writing Templates

Knowledge Area Module 3:

Principles of Organizational and Social Systems

Student: Maxine Roberts [email protected] Student ID # 123456789

Program: PhD in Applied Management and Decision Sciences Specialization: General

KAM Assessor: Joe Knight [email protected] Faculty Mentor: Rosalind Green [email protected]

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Rubrics: an outline of what the assessor will be looking for in a KAM

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RubricI. OVERALL ORGANIZATION OF KAM

1. Title Page: Identifying information is correct (i.e., the title page for the entire KAM contains the KAM number and title; student’s name, ID#, program, and specialization/concentration; assessor’s name; faculty mentor’s name, email addresses, and date). Comment:

2. KAM layout (in this order): Abstracts for each component appear on separate pages after the title page. Each Abstract no more than 120 words, single paragraph, with no paragraph indentation. No pagination. Table of Contents numbered ii at bottom center of the page, with pagination continuous from the beginning of the Breadth section. Each component of the KAM (Breadth, Depth, Application) begins on a new page, no page numbering showing on this page but counted continuously from the beginning of the Breadth. Identifying information is accurately provided in the heading for each component of the KAM including:

KAM component: Breadth, Depth, Application in caps, centered. Walden course prefix, number, and title in caps, centered.

Headings are correctly displayed according to the writing template for KAMs. Combined reference list for each component appears at the end of the document. Comment:

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Rubrics: an outline of what the assessor will be looking for in a KAM

Sample KAMs: displaying the work of students who have gone before, for inspiration.

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Putting it all together

Step by Step: a worksheet that brings together all the necessary resources for each step along the way and tells you what to do next.

If you follow the Step by Step you will complete a KAM in six months.

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Step by Step Week Topic Preparation Assignment 1 Getting

ready * View “Demystifying KAM” PowerPoint * Read Guide to the KAMs, sections “The Basics” “Guiding Principles” “The Learning Agreement” “Frequently Asked Questions” “Useful Web Sites” * Read KAM curriculum for KAM of choice for your specialization * Read sample Learning Agreements * Download LA writing template and read instructions for using writing templates

* Three-sentence summary of proposed KAM, one sentence for each of Breadth, Depth and Application * Cover page for Learning Agreement using LA Writing Template. (Note: Do not remove from the Writing Template any sections not yet completed. In later assignments you will return to the template and complete these sections.)

2 Learning Agreement

* Read Guide, section “The Breadth” * Search various sources, particularly the library link from the Breadth section of the selected curriculum to locate some possible theoretical references you could use for the Breadth. * Browse references identified above and note some of the major themes in the theories that relate to the curriculum for this KAM.

* List of possible references for Breadth * List of possible themes

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Supportive places for KAM students

• SBSF 8008 or EDUC 8110 Foundations for Doctoral Studies: an orientation course before you begin the first KAM to prepare you with an understanding of KAMs and give you the necessary skills to be successful.

• SBSF 7100 Research Forum: an online classroom where you meet with your faculty mentor (in online discussions and live chats), have access to all the KAM resources, engage in discussions with other KAM students, ask questions, chat with others, submit work for review, receive feedback.

• Residencies: sixteen days of developmental, face-to-face meetings at various times and places across the country and around the world, to meet faculty members, staff people, and other students, share ideas, ask questions, get directions and suggestions, network.

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More about SBSF 7100, Research Forum

• You are automatically enrolled each quarter.• By the end of the first week submit your quarter plan to remain enrolled

at Walden.• Participate in the community forum discussions with your mentor and

class mates.• At the end of the quarter submit your final report.• Your final report includes describing what was completed and checking

off on your POS any additional graduation requirements met during the quarter.

• Each quarter 7100 earns 6 credit points.• The credit points do not count towards the points needed for graduation,

but do appear on your transcript.• The 7100 grade is either S or U.

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KAMs prepare for the dissertation

In KAMs:• The Breadth sections examine many

theories.

• The Depth sections analyze a lot of current research.

• The Application sections develop projects to meet a need.

• Doing a KAM strengthens your confidence, skills, and knowledge to be independent learners.

• Working through the KAMs helps you focus and refine your own research interest.

• Every KAM is unique and original.

In Dissertations:• All dissertations have a theoretical

framework.• All dissertations have a review of

current research literature.• All Walden dissertations make a

significant contribution to social change.

• A dissertation is the capstone independent research study of a Ph.D. program.

• A dissertation is a narrowly focused research study.

• Every dissertation must make a unique and original contribution to the body of knowledge

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KAM Rules

Core KAMs 1, 2, and 3 can be done in any order.

You may have two approved LAs at a time.

In programs with core KAMs you must complete a KAM within the first 9 months from enrollment.

Once you begin your KAMs, you should complete at least one KAM each year.

For specialization KAMs your assessor must be from your program.

Education students must have their faculty mentor assess two KAMs.

All KAM students should try to work with three different KAM assessors.

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Frequently Asked QuestionsWhich KAM do I begin with?

Core KAMs can be written in any order

You might choose the one that has content you are most familiar with.

Students often write the KAMs sequentially, but that isn’t necessary.

This is a good place to begin a conversation with your mentor.

Core KAMs must be completed before Advanced KAMs

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Do I submit each part to my Assessor as I write or wait to the end?

Some assessors want each section of the KAM to be completed before they read it; others like to read sections as they are written. Avoid problems by asking your assessor first.

Don’t wait until the entire KAM is written to submit it to your assessor.

In an early KAM you will likely submit pieces as you are done or when you come to a question/concern

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How do I know when my KAM is finished?

When you and your assessor When you and your assessor agree it is finished.agree it is finished.

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Recap!

Why does Walden use KAMs in its Ph.D. programs?

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So why KAMs? Some of the many answers

KAMs are one of the unique, branding features of Walden’s degree programs.

KAMs are designed for adult learners.

KAMs allow you to shape your programs of study according to your own interests and concerns.

Every KAM from every student is one of a kind.

KAMs set you on the road to lifelong learning by practicing the confidence, skills, and knowledge to be independent learners.

KAMs include theory, research, and practice.

KAMs are a good preparation for the dissertation.

KAMs begin the process of contributing to social change.

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Some warnings!

At first it can be harder to design your own work even around your own interests than having the instructor tell you what to study

. . . but then, independence grows with practice!

Designing and writing a KAM is often a challenge and usually assessors require more than one draft of the work before they approve it . . .

. . . but then, that is what encourages better writing and thinking!

It is easy to get bogged down in the first KAM . . .

. . . but then, there is help available—from faculty, fellow students, librarians, writing instructors, and advisors!

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Keys to success

From what you have learned about KAMs, what do you think are the keys to being successful as a KAM student?

Compare your list with the one on the next slide.

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Successful KAM students

are passionate about their profession

ask for help when in difficulty do not take criticism of their

work personally set aside regular hours for

undisturbed study per week read extensively write well are self-starters enjoy a challenge and more!

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. . . and they graduate

The chances are very high that you will complete the program if you successfully

complete the first KAM!

demystifying the kam what is it? what good is it? how is it done?

Documents