Transcript KAMs - Walden University

Demystifying the KAM
What is it?
What good is it?
How is it done?
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 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 Change
KAM 2: Principles of Human Development
KAM 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
Courses
KAM 1
KAM 2
KAM 3
KAM 5
KAM 6
KAM 7
Foundations
Research Course 1
Research Course 2
Research Course 3
Dissertation
E.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 Governance
KAM 5: Deterministic Operations Research
Techniques
KAM 6: Investment and International Finance
KAM 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
– Depth
where current Research around a sub-theme is
analyzed in depth
– Application
where 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”
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kws
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. 19
Goal: “making sense out of current knowledge by
integrating and summarizing this knowledge.” - p. 58
Tool: “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
•
•
•
•
•
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Investigation
Exploration
Inquiry
Empirical work
Collecting and analyzing data
Inside a KAM
Breadth
where Theory around a
broad theme is explored
Depth
where current Research
around a sub-theme is
analyzed in depth
Application
where a Project is
developed to apply the
theory and research to the
real world
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So a KAM takes you from
Theory
and Research
to
Practice
(Deductive)
How else could you describe this progression
from Breadth through Depth to Application?
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A possible answer
Breadth
where Theory around a
broad theme is explored
Depth
where current Research
around a sub-theme is
analyzed in depth
Application
where a Project is
developed to apply the
theory and research to the
real world
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So a KAM takes you from
GENERAL
to
PARTICULAR
Another possible answer
Breadth
where Theory around a
broad theme is explored
Depth
where current Research
around a sub-theme is
analyzed in depth
Application
where a Project is
developed to apply the
theory and research to the
real world
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So a KAM takes you from
ABSTRACT
to
CONCRETE
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 quarterlong 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 Change
SBSF 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 Development
SBSF 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 Systems
SBSF 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
In a KAM
– The teacher designs the
study, chooses the topics,
and selects the texts.
– The student designs the
study, chooses the topics,
and selects the texts guided
by the teacher
– Students are part of a larger
group
– Students work as
individuals mentored by the
teacher
– Students are assessed by
their assignments and often
by an exam
– 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
–
–
–
–
–
–
–
–
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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
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.
APPLICATION
DEPTH
BREADTH
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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:
Breadth
Examine theories about poverty: its causes and effects
on society
Depth
Analyze research that connects poverty and
unemployment
Application
Design 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:
Depth:
Application:
Examines theory
Analyzes research
Designs a project
Core KAMs
1. Social change
governance
2. Human development
leadership and change
3. Systems and organizations
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KAMs for SPPA
5. Democratic
6. Organizational
The Learning Agreement
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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Did you get them right?
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.
2.
3.
4.
5.
6.
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Compare Gilligan’s and Kohlberg’s theories of moral
development.
Discuss Kohlberg’s theory of moral development.
Analyze Kohlberg’s theory of moral development
using Plato’s concepts of the good, the true, and the
beautiful.
Examine research about Kohlberg’s theory of moral
development.
Summarize Kohlberg’s theory of moral development.
Assess Kohlberg’s theory in terms of the ideals of
justice and care.
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 selfefficacy.
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Specific and detailed?
1.
2.
3.
4.
5.
6.
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Evaluate Kohlberg’s theory of moral development.
Evaluate Kohlberg’s theory of moral development
against Plato’s notions of the good, the true, and
the beautiful.
Compare and contrast Gilligan’s theory of caring
with Kohlberg’s theory of justice.
Compare Gilligan and Kohlberg.
Analyze Kohlberg’s theory of moral development.
Critically analyze Kohlberg’s theory of moral
development in terms of justice, caring, and selfefficacy.
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.
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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).
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Writing a KAM
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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Did you get them right?
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.
Critically analyze Kohlberg’s theory of moral development
in terms of justice, caring, and self-efficacy.
Paper outline
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Introduction
Justice
Caring
Self-efficacy
Conclusion
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
Introduction
Grounding Values
Stages of Development
Culture and Gender
Conclusion
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#2
Introduction
Lawrence Kohlberg
Abraham Maslow
Carol Gilligan
Conclusion
#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.
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Remember
Grounding
Values
Maslow
Culture and
Gender
Make your study notes across the rows
Write
Kohlberg your
paper
down
the
Gilligan
columns
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Stages
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
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Annotated bibliography
Write a one-page annotation each for about 15
research articles in three paragraphs.
1.
2.
3.
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Summarizes the article, its research, and findings.
Analyses and critiques the assumptions, research
method, and conclusions
Suggests how the article contributes to your overall
“passion” and interests.
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.
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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
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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
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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.
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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.
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Being an independent learner
does not mean
being alone
unaided
disconnected from the Walden community
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
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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.
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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.
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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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Supportive materials for KAM students
A Guide to the KAMs: a manual of
explanations, tips, and answers to frequently
asked questions.
KAM curriculum: for every KAM and every
specialization, giving objectives, a summary
of the content, suggestions for themes, subthemes, and projects, and reference lists.
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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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Supportive materials for KAM students
A Guide to the KAMs: a manual of explanations,
tips, and answers to frequently asked questions.
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.
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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Supportive materials for KAM students
A Guide to the KAMs: a manual of explanations,
tips, and answers to frequently asked questions.
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.
Writing templates: for formatting and presenting
completed KAMs
Rubrics: an outline of what the assessor will be
looking for in a KAM
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Rubric
I. 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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Supportive materials for KAM students
A Guide to the KAMs: a manual of explanations, tips, and
answers to frequently asked questions.
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.
Writing templates: for formatting and presenting completed
KAMs
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
1
Topic
Getting
ready
Preparation
* View “Demystifying KAM”
PowerPoint
* Read Guide to the KAMs,
sections
“The Basics”
“Guiding Principles”
“The Learning Agreement”
“Frequently Asked Questions”
“Useful Web Sites”
Assignment
* 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
* Read KAM curriculum for KAM yet completed. In later assignments
of choice for your specialization
you will return to the template and
complete these sections.)
* Read sample Learning
Agreements
* Download LA writing template
and read instructions for using
writing templates
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.
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* List of possible references for
Breadth
* List of possible themes
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:
In Dissertations:
•
•
•
•
•
•
•
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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.
•
•
•
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
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 Questions
Which 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
agree it is finished.
118
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!
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