This paper describes the redesign of a community college executive leadership doctoral program that seeks to develop senior-level leaders.  The paper provides how the redesign was intentionally aligned with the CPED principles and specifically the sixth principle. The paper sought data from students, faculty and other documents to gain an insight into the impact of aligning the program with principles and design concepts.  The paper suggests that it is important for this program to integrate examples from practice and practitioners, include job shadowing experiences for students and faculty, and ensure there are active learning activities that are relevant to the students.  The paper includes an overview of the program redesign as well as reflection on the first iteration of the new coursework through student's voice, faculty feedback, and a discussion of lessons learned.

This essay describes an online writing group introduced to a CPED EdD program at a research-intensive, land-grant university during the summer of 2020 when the existing face-to-face program shifted to fully online delivery. The purpose of the writing sessions was to support EdD student practitioners with dissertation writing productivity by offering multiple weekly opportunities for synchronous writing sessions via Zoom online video conferencing. Although this new program is still in development, initial student feedback suggests that the writing sessions not only supported students’ dissertation progression, but it also established a sense of community and social support in an online environment. Lessons learned are shared, and we argue that this could be an ideal time to offer online writing sessions, especially since the pandemic will continue into the coming months.

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This embedded case study focused on the experiences of coaches and community college faculty who participated in the coaching portion of an emergency remote transition project. The transition project was holistically designed to support community college faculty who had prepped for face-to-face courses and were shifting to remote teaching in a short period of time. Coaching services were one element of the project that also offered webinars, creation of short tutorial videos, and other support services. Qualitative and quantitative data were analyzed. Coaching was successful in helping community college faculty transition from teaching in-person courses to fully online courses quickly. Community college faculty showed determination, resilience, and remained dedicated to their students' successful completion of the semester despite the worldwide pandemic.

This embedded case study focused on the experiences of coaches and community college faculty who participated in the coaching portion of an emergency remote transition project. The transition project was holistically designed to support community college faculty who had prepped for face-to-face courses and were shifting to remote teaching in a short period of time. Coaching services were one element of the project that also offered webinars, creation of short tutorial videos, and other support services. Qualitative and quantitative data were analyzed. Coaching was successful in helping community college faculty transition from teaching in-person courses to fully online courses quickly. Community college faculty showed determination, resilience, and remained dedicated to their students' successful completion of the semester despite the worldwide pandemic.