Spring 2020 Newsletter

Webster University's EdD Newsletter Spring 2020 

Dear Readers,

The EdD newsletter is designed for current and prospective students, as well as our alumni. It will keep you up-to-date on Webster University's Doctor of Education program. This includes new graduate profiles, conference information, scholarship opportunities, updates to the program, and more! It is scheduled to be published once a year and it is available online.

Enjoy reading!

Dr. Lee-Johnson, Ph.D.

Director of Ed.D.


In This Issue 

Recent EdD Graduates 

The journey of pursuing doctoral studies is a long, challenging, and rewarding one. Once the dissertation journey comes to an end, what next? A couple of our recent graduates will tell you a little about their experience in Webster's EdD program and a little about the exciting ventures they're onto next. We highly value each and every student's experience in the Ed.D. program. Due to time constraints, only two recent graduates were interviewed for this first edition of the newsletter. If you are a recent graduate of the program and would like share your experience please contact us so we can share your experience with our readers.


Yupa Saisanan Na Ayudhya, Ed.D.

Dr. Saisanan is a media educator and researcher with a special focus on a qualitative approach to the critical analysis of messages contained in media communications. Her dissertation proposed an Oral Communication Approach to Media Literacy Analysis (2019). This approach is a qualitative content analysis designed to critically analyze digital communications such as Twitter messaging. Dr. Saisanan was a member of the first cohort in the EdD program at Webster. She has been a member of the Webster family for many years now as a professor, researcher, and as the Coordinator of Recruitment and Communication. She completed the EdD program in December 2019 and delved into the field of media literacy and media literacy education. The title of her dissertation, abstract, and interview are as follows:

An Oral Communication Approach to Media Literacy Analysis: President Trump Campaign Rallies and Speeches

Abstract

This dissertation is an interdisciplinary study that develops a new qualitative research approach designed to analyze digital media content, using: 1) the oral communication characteristics discussed in Ong’s (1982) Orality and Literacy: The Technologizing of the Word and; 2) media literacy concepts discussed in Silverblatt et al.’s (2014) Media Literacy: Keys to Interpreting Media Messages. First, the researcher employed a qualitative content analysis to develop an Oral Communication Approach to Media Literacy Analysis—a conceptual framework based on Ong (1982) and Silverblatt et al. (2014). The researcher has applied this methodology to a case study involving the digital communications of President Donald J. Trump’s speeches at campaign rallies and his tweets on the Twitter platform. It is my finding that Trump’s ability to exploit the characteristics of oral communications has contributed to his success in the digital age. Major conclusions are 1) Trump uses his campaign speeches to gauge the audiences’ buy-ins on important social and cultural issues in real-time and 2) Trump uses Twitter as an oral storyteller to comment on current events reported by the news media as being fake news. Thus, this methodology can help us to achieve a principle goal of Media Literacy education: to better understand the media messages contained in digital communications and to provide insights into Trump’s immediate and ongoing messaging as President of the U.S.


An interview with Dr. Saisanan:

January 26, 2020

Interviewer: Would you tell us about your journey as a graduate from our Ed.D.?

Dr. Saisanan:

I believe in continuing education to gain new knowledge and acquire new skills to stay relevant in my career. 

I was one of the ten Ed. D. students enrolled in the 2015 inaugural cohort. I decided to register in the program because I wanted to know how I could help people to make sense of digital media communications through education and research.  At that point, I was a full adjunct professor, teaching both undergraduate and graduate media communications courses and cultural related courses at Webster University in the Webster Groves campus for over ten years. 

I knew then that I needed to expand my media research to include educational research to teach students about the media. This is because advanced communications technology changes too quickly for anyone to make sense of the process or the message. 

I am a media communications specialist by profession. I am fascinated with the complexity of the media as a social system and the constant shift and change of digital technology. I think most of us access, engage, and use digital media without critically analyzing the message contained in the media. I know that I want to teach people about the ever-changing process of media communications and that I want people to think critically about the values embedded in the message. This means that I need to develop a teaching method to help people to learn about new media, especially social media.

Having been through the Ed. D. program, I learned that we do not teach about the media in public schools in the U.S.  In addition, I know that a lot of people think that adding technology in their practices means teaching students about the media.

Teaching about the media is beyond technology. It is within this context that my dissertation research proposed a new pedagogical instructional approach to teach people about the media with a special focus on digital media communications such as Twitter messaging.

Interviewer: What is the most important value of having this doctoral degree?

Dr. Saisanan:

It has prepared me to be a media educator and researcher through educational research and application of my research findings in the classroom setting. Having completed my dissertation study, I have the skills to find and identify connections between media communications and media education. This is because my dissertation research was an interdisciplinary study designed to develop a new qualitative research approach to critically analyze messages contained in digital media communications.

As a media researcher, I conduct qualitative content analysis of the media to find answers to a research problem by finding evidence in the media and connecting this evidence to support media theories/strategies to explain the problem.

As a media educator and researcher, I apply instructional approaches to help teachers/educators to teach about the media and to help students to learn about the media. This process is significantly important because media messages that we receive at a point in time are so heterogeneous. We need methodological approaches to break media contents into particular pieces and to connect them together to answer the research problem.

"Teaching students to access, reflect, create, and disseminate information on the Internet is not enough. We must teach students to critically analyze messages contained in the media..." 

Interviewer: What are your career aspirations?

Dr. Saisanan:

I want to be a media educator and researcher. I want to help educators and teachers to add media content analysis to their practices. Just adding digital technology in their practices is only part of media education.

We have invested a lot of money to increase access to technology in the classrooms. However, more work must be done to teach students to critically analyze media contents and to make sense of the messages that they receive from the media.

Teaching students to access, reflect, create, and disseminate information on the Internet is not enough. We must teach students to critically analyze messages contained in the media by 1) systematically asking questions, 2) finding the answers to the questions in the media, and 3) arriving at their own findings to their research problems.

These analytical skills are critical thinking skills, required to be a socially responsible citizen in the digital age. This means that students must understand the complexity of the media system. This also means that students must have the skills to deconstruct media contents: 1) to find the motive of the communicator, 2) to identify the techniques employed by the communicator to create and disseminate the message, and 3) to evaluate the audience’s emotional response as intended by the communicator. 

Interviewer: Is there anything you’re interested in telling our readers? Any new

projects you’re working on?

Dr. Saisanan:

I am currently involved in two major media education projects. One is a Digital International Media Literacy E-book http://www.dimle.org/ , which is an international project. Another one is a re-launch of Gateway Media Literacy Partners www.gmlp.org , which is a local project in the bi-state area.

Both organizations are dedicated to promoting cross-cultural understanding through media literacy education. These two projects allow me to work with educators, researchers, and scholars from around the world to promote the values of media education across multiple disciplines.



Mary Meadows, Ed.D.

Dr. Meadows was also a member of the first cohort of the EdD program. She completed the program in December 2019 and explored the topic of robotics and early childhood. Dr. Meadows is currently the Head of School at Andrews Academy. The following are her dissertation title, abstract, and a brief interview with her about her experience in the program and what she is doing now:

COGNITIVE DEVELOPMENT IMPLICATIONS OF PLAYFUL ROBOTICS INVESTIGATIONS IN KINDERGARTEN: CONSTRUCTING MICROWORLDS

ABSTRACT

This study explores the cognitive development implications of playful robotics investigations with kindergarten students. Social and emotional skills are considered as a necessary aspect of this research due to the value placed on collaboration with children and adults as co-researchers. The introduction of technology to young children requires an understanding of developmentally appropriate use. This research aims to better understand how young children learn with technology and interactive media. It presents a content analysis of video-recorded classroom interactions. The three-month investigation takes place in a kindergarten classroom. Video recordings capture student work at the beginning, middle, and end of the project. Evaluations by a team of educators following administrations of the Harvard Collaborative Assessment Conference Protocol are effectively combined with the investigator’s analysis as informed by the Structure of the Observed Learning Outcome Taxonomy to provide a thorough analysis. Implications of cognitive development as affected through play are described based on findings of this study.

An Interview with Dr. Mary Meadows:

January 26, 2020

Interviewer: Would you tell us about your journey as a graduate from our Ed.D.?

Dr. Meadows: My journey as a graduate from Webster’s Ed.D. program, Transformative Learning in the Global Community, began with my acceptance into the program in the first cohort. My history at Webster with earlier studies in the Human Resources Development and Management and Educational Technology Masters’ programs led me to further my education and pursue a doctorate. The research I completed for my dissertation is a culmination of many years of experience, with the inspirations beginnings in my childhood when I was grounded in curiosity and forming my path as a life-long learner.

Throughout my involvement in the first cohort of this program, I was engaged in work that expanded my thinking and encouraged critical dialogue and reflection. From the start, I was immersed in this learning community through involvement in a service learning component with my peers. This program was embedded with opportunities for research and discussion. Each course and experience throughout the duration of the program inspired my thinking, igniting interest in the transformation of education as technology becomes increasingly important both locally and globally.

The faculty I interacted with and learned from throughout the Ed.D. program were immensely knowledgeable, accessible, and supportive. These educators were committed to providing opportunities that challenged my ideas and expanded my thinking. 

Interviewer: What was the most important value of having the doctoral degree?

Dr. Meadows: The greatest value this program gave me was the knowledge gained and connections made as I explored education from a global perspective. These experiences expanded my vision beyond what I thought was possible in using technology to transform education. My research project was essential to the growth I experienced in understanding global issues as they related to early childhood education. Throughout the program, I benefited from many opportunities well beyond my expectations of the program. I attended and presented at conferences, shared and discussed ideas and theories, and gained new and global perspectives. I traveled to Reggio Emilia, Italy to study with educators from around the world. I gained insight into education policies and practices across the globe and ultimately learned that my contributions to education can be valuable and transformative.

"These educators were committed to providing opportunities that challenged my ideas and expanded my thinking". 

Interviewer: What are your career aspirations?

Dr. Meadows: I hope to continue making an impact on education for young children during their foundational years by empowering them to understand global and diverse perspectives. I plan to continue creating educational experiences and environments that support the innate curiosity of learners while leveraging technology in a meaningful way. As Head of School at Andrews Academy, I hope to use this knowledge to support educators, inspire learners, and foster a culture of curiosity in my expanding community.

Interviewer: Is there anything you're interested in telling our readers?  Any new projects you're working on?

Dr. Meadows: I am extremely grateful for the opportunity to participate in the Ed.D. program. I highly recommend the Ed.D. program for educators interested in a transformative learning opportunity.

I am continuing to explore ways to provide transformational educational experiences and opportunities that support the development of global competencies during the formative years. I am continuing to encourage interest, understanding, and participation in opportunities that support the global goals.

Upcoming Conferences 

A few conferences that may be of interest to current or prospective students. These conferences provide professional development and networking opportunities. Conferences are also a great opportunity for students to present their research. Please note that due to Covid-19, these conferences might have been cancelled or postponed.

TESOL International Convention & English Language Expo 2020

Denver, CO

March 31 - April 3, 2020

https://www.tesol.org/convention-2020

13th Annual Transformative Learning Conference

Theme: Foundations and Frontiers:Exploring, Embracing, and Advancing Transformative Learning

University of Central Oklahoma

April 8, 2020, Pre-Conference Institute, Edmond, OK

April 9-10, 2020, Downtown Oklahoma City, OK

http://sites.uco.edu/central/tl/conference/

AERA Annual Meeting 2020

Theme: The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate

San Francisco, CA

April 17–21, 2020

https://www.aera20.net/

NAFSA 2020 Annual Conference & Expo

St. Louis, MO

May 24-29, 2020

https://www.nafsa.org/conferences/nafsa-2020

Academic Journals 

A few academic journals that could be useful in your classes and/or your own research.

Transformative Learning in the Global Community:

TESL:

Educational Leadership:

Special Education:

Program Updates 

The Ed.D. is undergoing some exciting changes!

The program is adding on emphases! That's right, now students can choose from seven different emphases to allow for students to focus more on their area of expertise. The emphases are:

These emphases will begin for the Fall 2020 cohort. New cohorts will begin every even year.

The program will now require all students applying to the program to take the GRE. The test is offered year-round in a computer-based format, click here for more information: https://www.ets.org/gre/revised_general/register. Due to Covid-19, ETS allows test takers to take the test at home: https://www.ets.org/s/cv/gre/at-home/ If you have taken the GRE within the last five years, that score may be submitted. Prospective students will also need to have a masters degree that is closely related to the emphasis they are applying for. 

Contact Us 

Feel free to reach out to the Director of the EdD program or the Graduate Assistant if you have any questions.

EdD Director: Dr. Yin Lam Lee-Johnson

Webster University - Webster Groves Campus

314-246-7643

yleejohnson31@webster.edu

Executive Editor of the EdD Newsletter: Ms. Sarah Brown

Graduate Assistant: Sarah Brown

314-246-5954

sarahbrown35@webster.edu

*All photos (except the microworld model photo) are property of Webster University's Global Marketing & Communications Department's photo archive.