The world of education is caught up in trends that affect all corners of contemporary society. Those who are working in the sciences have to help students learn in this new environment of fast-paced expectations and information overload. The intention of this chapter is to present a set of principles—or axioms—about learning that have direct bearing on instructional utilization of technology in the classroom. This will, in turn, provide a guide to an effective integration of technology that promotes learning that lasts within the sciences. The principles introduced herein balance knowledge of cognition as well as application in K12 science classrooms. The principles range from moderation to when to appropriately utilize technology for enhancing science learning to precision and extension in which emphasis is placed upon in what manner to focus technology integration to enhance science learning and also a principle of timely application that clarifies not just ‘when' in terms of content but also in terms of what skills and knowledge are in place among the students.
Institutions of higher education have long been plagued with difficulty in overcoming the high rates of incompletion of candidates who enroll in doctoral programs. As we continue to move through the post-pandemic era, online course delivery in doctoral programs continues to rise which brings an added layer of difficulty for EdD students to persist beyond their required coursework in the online environment (Rockinson-Szapkiw et al., 2019). As a result, it is incumbent upon online EdD program directors and faculty to not only identify barriers to online doctoral student success, but to also find solutions. In summer of 2020, a regional state university in the southeast accepted its inaugural class of doctoral students into a new higher education concentration of their existing on-ground K-12 EdD program. During the past few years between the program’s original design and inception, faculty have been examining factors related to doctoral student belongingness, from initial coursework through dissertation completion. Moreover, in 2021, the institution was fortunate to be admitted into the Carnegie Program on the Education Doctorate (CPED) consortium and as a result, has worked to adopt the CPED framework for EdD program design and application. It is through this new lens that the faculty at this institution have identified some lessons to share in pursuit of high rates of success while maintaining a demand of excellence in their work. Therefore, the purpose of this article is to use the newly designed Higher Education EdD program as a baseline case study towards improved online program student success.
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