EdD in Educational Leadership

Spring 2024 Newsletter

Current Student Spotlight

Alumni Spotlight

Faculty Spotlight

Leadership Profile

CHELIP & IngenioUs

From the archieve...

Final year 54 credit EdD students at Immersive Weekend 2023

Spring 2023 Newsletter

Bay Path’s online EdD in Educational Leadership is at the forefront of preparing educational professionals for the 21st Century. In an era of heightened disruption and revolutionary challenges, many education experts have called for a new kind of leadership. The program meets this need by teaching students how to re-imagine organizations, institutions, and schools, make tough decisions, re-examine traditional ways of doing business, and adopt an adaptive leadership approach.

Fall 2023 Newsletter

Immersive Weekend Fall 2023

From left to right: Melissa Morriss-Olson, Founding Director, EdD; Ruth Lahti, Dean SEPH; Liz Fleming, TSL concentration program coordinator, EdD; and Mela Dutka, HELOS concentration program coordinator, EdD.

Hello to all our EdD Innovators and Leaders!

Spring has sprung, and it’s amazing to see how much we've accomplished together this year! We kicked off the academic season by welcoming our largest group of passionate learners in Fall 2023 – a vibrant cohort that's already making waves. And now, we're gearing up for a bittersweet moment as we prepare to bid farewell to another outstanding cohort. They're ready to cross that stage after experiencing a journey of profound growth and transformation within our program.

In this edition, you’ll get the inside scoop on the incredible journeys of our current students, the achievements of our alumni, and the inspiring stories of our dedicated faculty. We shine a spotlight on a cornerstone feature of our program – the action research dissertation – a testament to our commitment to real-world impact and innovation.

Plus, we’ve got all the latest from CHELIP and IngenioUs, keeping you in the loop with the new and exciting developments that are on the horizon.

So let’s dive into the stories that make our EdD community truly special. Enjoy the read, and here's to continuing our journey of learning and leading together!

Current Student Spotlight

Este Pope

Manager of Digital Scholarly Software & Systems Dartmouth Libraries

1st year in the 54 credit HELOS track

I wanted an online doctoral program in higher education leadership focused on change and innovation that would give me a broad understanding of the challenges and opportunities in the higher education landscape. The cohort model, the support, and the connected feeling among faculty and students were also important to me, as I knew that doing an online program and being a busy professional would require other motivating factors like being part of a community. I also listened to several episodes of the IngenioUs podcasts and was excited and impressed by the conversations.

The immersion weekend was such an amazing way to begin this program. I felt part of a welcoming learning community from the first moment of immersion weekend, and that feeling continues. I also find the coursework excellent and engaging, and I have used much of my learning in my job almost immediately. I am looking forward to doing action research for my dissertation and can see practical ways I might use this approach in my work beyond my degree.

The reflective practice I am learning has changed how I approach my work. I have become more self-aware of my role as a leader and collaborator. I see things differently in the workplace now that I am beginning to have a deeper framework for understanding organizational behavior and leadership through learning about theories and research in the higher education disciplines. I am also more confident because I am coming to understand myself better, and I feel a sense of opportunity in my work and professional life.

Being part of this program is one of the best things I've done for my career and personal growth. While it is rigorous and requires significant time commitment, faculty and staff in the BPU EdD program are committed to helping students succeed and achieve their goals. The learning community is expanding my awareness of issues in higher education and education more generally, and it was just what I needed to expand and enhance my professional career as an academic librarian.

Watch what students have

to say about the EdD program

Gina Moore

Director of Development

Western New England University

2nd year in the 54 credit HELOS track

I am in my second year of Bay Path’s Ed.D. program. I have always been passionate about continuous learning and knew I would pursue a doctoral degree. I was fortunate enough to develop my leadership skills over the course of my career in corporate America; however, I always knew I wanted to work in higher education. I received both my bachelor’s degree and master’s degree from Bay Path, and the quality of the programs here are exceptional. I chose this specific program because it would allow me to grow my knowledge about the industry and best prepare me to become an adaptive leader focused on the future of higher education.

My favorite things about this program are the opportunities to apply what we are learning to the very important challenges that face higher education today and the opportunities to continuously reflect on our own personal growth along the way. This program has allowed me to increase my level of self-awareness. Since the start of this program one year ago, I have become more confident, been able to set better boundaries personally and professionally, and become much more resilient. I would offer prospective students considering Bay Path’s Ed.D. program the following advice:

• It is hard work, but if it was easy, everyone would do it
  
• Enjoy the journey as you will grow and develop so much along the way
  
• Keep your eye on the end goal
  

Maureen Vanscoy

Middle and Upper School English Teacher

Cape Fear Academy

1st Year, ABD track, HELOS Program

During the process of researching different accelerated EdD programs, I attended several online sessions, and right away, I was impressed by BPU's EdD program because of the people I met. In our very first conversation, Dr. Morriss-Olson and Dr. Dutka welcomed me and began engaging me in thinking about my educational leadership path. That process of reflecting on where I had been and where I wanted to go in personal and professional ways, appealed to me. Here was a program that really cared about my growth. In both that initial and subsequent conversations, I was impressed by the rigor, pragmatism, and efficiency of BPU's advanced degree. I wanted a leadership program in which I could combine research and entrepreneurial skills to my professional life. Conducting an action research dissertation study also interested me as it would engage me in learning and collaborating to affect organizational change. Ultimately, BPU's reputation for delivering a challenging and supportive educational process aligned with my professional goals, and the accelerated pace provided acf faster pathway to enhance my skills and professional credentials.

What I searched for, I found in BPU's EdD program. And that's a group of wonderful individuals--colleagues and professors alike--who extend so much care and interest in our lives and in our academic progress. It's awesome. I never imagined that I would have such great friends and mentors in an online program. That's how BPU's program is unique. The supportive faculty and diverse cohort create this dynamic and enriching learning experience. Additionally, synchronous and asynchronous coursework allows the flexibility that I needed as a working professional. I also really appreciate the EdD program's focused curriculum which emphasizes practical application of conceptual learning. The program integrates real-world case studies and collaborative action research, allowing me to apply theoretical knowledge to my own organization.

Since starting the EdD accelerated program, I have experienced significant personal and professional growth. The fast-paced nature of the program has honed my time management and multitasking skills. The curricula has deepened my understanding of transformative leadership, action research methodologies, and organizational change. Moreover, collaborative discussions with BPU cohorts and classmates have enriched my perspectives and improved my ability to apply entrepreneurial thinking to my daily practice as an educator.

For prospective students considering the BPU EdD's program, my advice is to embrace the intensity of the program and open yourself to the process of discovering more about leadership, about your organization, about your concept of a dissertation process, about your colleagues, and about yourself. Pursuing a doctoral degree will be the most fantastic and challenging process of your professional life. It is and should be. And because it is so, my advice is to use the support and resources that BPU offers. The faculty provides so much coaching and guidance, and the collaboration with your peers will help you leap each hurdle with humor and empathy. The great gift of this program is in the possibility of your own transformation as a leader, so be sure to leverage the program's resources for networking and practical application of knowledge to enhance your leadership skills.

Kemesha Wilmot

Dean of Students

Eastern Connecticut State University

3rd year, 54 credit track HELOS Program

Alumni Spotlight

Christine Meissner, EdD, RD

Clinical Faculty

Saint Elizabeth University

My career path has been circuitous. I began doctoral work as a clinical dietitian working in a hospital setting. After several years, I changed my work setting to become a clinical faculty member at a local university, training future dietitians. I realized I needed training and skills in higher education in order to improve my work in clinical education. This led me to change doctoral programs and enroll in Bay Path’s HELOS program to pursue a doctor of education degree. Due to my previous coursework and research, I was accepted into the ABD tract.

This program was immediately beneficial in providing me with coursework that directly applied to my work as a clinical educator. The courses helped me to enhance my understanding of my role in higher education and improved my competence as an educator. The leadership coursework empowered me to lead others using expert power. I also gained a better understanding of the cultural context and financial mechanisms within the university setting.

This program gave me the skills and confidence to take on additional responsibilities and enhance my impact in the workplace and within my profession. The pursuit of a doctoral degree is also a personal challenge to explore new ideas and concepts and place yourself outside of your comfort zone in order to achieve personal growth. The attainment of the degree was very satisfying professionally and personally.

When considering a higher degree, it is important that you have a clearly defined personal and career direction. It is a large undertaking and will require major time commitments and certain levels of expertise and skills. It is important to take the time to meet with the program faculty as well as current and former students to ensure that the program fits your needs and personality. I found the Bay Path program to be challenging, but the faculty support helped me work through the demands of the coursework. There is also a supportive community of practice with fellow classmates.

My action research project focused on exploring clinical faculty’s understanding of student competence in the achievement of entry level practice competencies in the nutrition and dietetics field. I learned that clinicians in the health professions are experts in clinical care but lack training as educators. The project allowed our faculty to explore together our individual perspectives and generate collective knowledge to better address the needs of our students.

The attainment of this degree has provided numerous opportunities within my workplace and within my network of professional organizations. At work I was able to take on coursework responsibilities for master’s level courses. Within the profession, I was accepted on the editorial board for a new journal in the dietetics’ field. I also have been accepted as a Distinguished Fellow in the National Academies of Practice in Nutrition and Dietetics. Additionally, I find that the research expertise is needed to enhance the outcomes of our profession. I am currently working with dietitians in the outpatient and inpatient setting to develop research studies that will contribute to our profession’s body of knowledge.

Dr. Kent Mathisen

Associate Dean for Clinical Operations

Rutgers New Jersey Medical School

I chose the Bay Path University (BPU) EdD program for a combination of strategic reasons that align with my educational and professional goals. The program's unique feature of having an "ABD" (All But Dissertation) cohort particularly appealed to me, providing a structured pathway to complete the doctoral program in just two years. This accelerated timeline suits my ambitions and allows for a more efficient and focused approach to completing the dissertation phase. Additionally, the program's online format offers unparalleled convenience, allowing me to balance my academic pursuits with my current professional commitments. The distinguished and excellent faculty members further convinced me that I would be learning from the best in the field, ensuring a high-quality and enriching educational experience. In sum, the BPU EdD program encompasses the ideal combination of an accelerated timeline, online flexibility, and top-notch faculty, making it the perfect fit for my academic and professional journey.

One of the standout aspects of the BPU EdD program that I truly value is the enriching interactions I have experienced with both my cohort and fellow students. The collaborative atmosphere within the cohort fosters a sense of community and shared learning, allowing us to exchange diverse perspectives and insights. These interactions have not only enhanced my understanding of the coursework but have also created a supportive network of like-minded individuals. In addition, the engagement with professors has been a highlight of my academic journey. The faculty's commitment to student success is evident through their approachability, mentorship, and the wealth of knowledge they bring to the table. Furthermore, the guidance and support from the chair of the dissertation committee have been instrumental in shaping my research endeavors. The personalized attention and expertise provided by the committee chair have been invaluable, ensuring that my academic journey is both challenging and rewarding. Together, these elements contribute to a dynamic and collaborative learning environment that makes the BPU EdD program truly exceptional.

Embarking on the BPU EdD program marked the beginning of an incredibly transformative academic journey, and I am thrilled to reflect on the substantial growth I have experienced since its commencement. Completing the program and earning my EdD stands as a testament to my perseverance, dedication, and the invaluable skills and knowledge acquired throughout the coursework. The rigorous academic challenges, coupled with the supportive interactions within my cohort, have shaped me into a more insightful and resilient individual. The mentorship from professors and the chair of the dissertation committee has not only honed my research and analytical abilities but has also instilled a profound sense of confidence in my academic pursuits. Graduating with my EdD is the realization of a longtime goal, and I am proud to have reached this milestone. This journey has not only broadened my academic horizons but has also equipped me with the tools to contribute meaningfully to my field. I am grateful for the personal and professional growth fostered by the BPU EdD program, and I look forward to applying these newfound skills in my future endeavors.

To prospective students contemplating the BPU EdD program, my advice is to embrace the collaborative spirit and connections within the cohort and with fellow students. The shared experiences and diverse perspectives create a dynamic learning environment, fostering a sense of community that significantly enhances the educational journey. Additionally, actively engage with the distinguished professors and the chair of the dissertation committee. Their mentorship and guidance are invaluable assets, providing not only academic support but also insights that can shape your professional trajectory. Be proactive in seeking feedback and utilize the resources available to refine your research and analytical skills. Embrace the online format for its flexibility, allowing you to balance academic pursuits with existing commitments. Lastly, stay committed to your goals, approach challenges with resilience, and savor the journey – for in the culmination of this program, you will not only attain your EdD but also emerge as a more accomplished and enlightened professional.

The EdD program has been instrumental in enhancing my effectiveness as the Associate Dean of Clinical Operations at Rutgers New Jersey Medical School. The program's comprehensive curriculum provided me with advanced insights into educational leadership, strategic planning, and organizational dynamics. The knowledge gained in courses such as educational policy and administration has been directly applicable to my role, enabling me to navigate complex institutional structures and advocate for innovative approaches to clinical operations. The emphasis on collaborative learning within the cohort and interactions with esteemed professors sharpened my leadership and communication skills, crucial in fostering positive relationships with clinical faculty and staff. Furthermore, the research and analytical skills honed during the program empowered me to critically assess and implement evidence-based initiatives in clinical operations. Overall, the EdD program has been a transformative experience, equipping me with the expertise and confidence needed to lead effectively in my role, contributing to the advancement of clinical operations within the academic institution.

Dr. Jennifer McNeill

Senior Program Officer for Education and Economic Mobility

Community Foundation of Western Massachusetts

I pursued a terminal degree for both personal and professional opportunities. I wanted a well-known, reputable degree that aligned with my interests in educational access and strategic thinking. After several years in a corporate environment, deciding to change direction toward education was an important and challenging decision. However, I knew I needed to follow my passion and wanted a degree that aligned with my goals. I wanted to ensure I gained valuable skills used by many educational leaders. Bay Path University was familiar, having already completed a master-level degree at the institution. When looking at doctoral programs, I needed a program that worked alongside my full-time commitments but challenged me to evolve. Bay Path University’s Ed.D. program provided a well-structured, flexible, and trusting environment for me to thrive.

With a great deal of intention, I sought out a doctoral program that provided a cohort learning experience. I wanted to learn in collaboration with other professionals, not only learning from their experiences but by connecting outside of my everyday common practices.The people, flexibility, and diversity of lived professional experience hit home and made my learning experience 2nd to none. My cohort ROCKED!!! Additionally, faculty support throughout the challenging times strengthened my resolve to stay the course. At times, I wasn’t sure if I was going to stay the course, but the faculty was readily available to provide support.

The program allowed me to settle into my strengths and better understand how I approach decision-making and collaborative work with others. I’ve learned to lean in with calmness when faced with challenges and uncertainties. The Ed.D. curriculum challenged me to become more of a reflective person and tap into opportunities with a better understanding of different viewpoints.

While a doctoral degree requires a great deal of time & dedication, Bay Path University’s Ed.D. program provides students with an opportunity to work full-time and pursue educational goals. You will be challenged but you will be working towards a goal that no one can take away from you. You will have earned it; so, don’t be afraid to step into this space to claim it. You will not be on this journey by yourself. To quote a former Bay Path University Ed.D. Professor, “ If it were easy, everyone would do it.” In the end, you will walk away from this program, having a better understanding of educational systems and how your unique qualities fit within that framework.

Additionally, understand the goal is to cross the finish line. Pace yourself and embrace your process. There isn’t a special award for the student who finishes first. Ultimately, the student who finishes the program will have earned the title of Doctor. Stay the course, with the understanding that there will be several challenges, which strengthen your resolve and ask for your continued commitment.

My dissertation focused on open-enrollment institutions & barriers for incoming students completing their initial enrollment. My study utilized more of a 360 approach where I examined the student experience while using existing onboarding resources, while also exploring student affairs professionals' day-to-day practices in supporting incoming students. In the end, I recommended changes to the initial enrollment experience for incoming students and the implementation of a collaborative, cross-functional training experience for student affairs professionals, tasked with supporting incoming students.

This program allowed me to leverage my key strengths and better understand how to work in collaboration with differing viewpoints. I have become much more conscientious of the bigger picture and my contributions within this space. Through Bay Path University’s coursework, faculty engagement and cohort learning experiences, I am much more aware and purposeful in my leadership approach and career aspirations.

Faculty Spotlight

Dr. Adam Hiebel

Dissertation Chair, Bay Path University

Dr. Adam Hiebel was born and raised in Ohio and prior to accepting positions at the college level, was an educator and school administrator for over eight years. He is licensed to teach high school science and middle school science and math. That career allowed him to pursue an interest in learning, cognition, and psychology and he continues to combine law, education, and psychology. He received a bachelor’s and master’s degree in education (M.Ed) from The Ohio State University and continued his education at Ohio University where he earned a Doctorate in Education (Ed.D). Additionally, he earned a Master’s in forensic psychology from Capella University and a Master’s in clinical psychology from Adler University. He holds a Doctorate in Psychology (Psy.D) from Adler University and a Juris Doctorate (JD) Degree from Purdue Global. He is most honored to continue his scholarly and academic work with doctoral students and has served as dissertation chair for many years.

Teaching in the EdD program is an immensely rewarding experience that is filled with empowerment. The program offers a unique opportunity to guide students through the intricacies of action research, enabling them to drive genuine systematic change in the field of education. The prospect of assisting individuals in their exploration of innovative research methodologies, coupled with the potential to witness tangible impacts, is truly gratifying. The EdD at Bay Path fosters a high level of collaboration, creating a dynamic learning environment. Personally, I relish the collaborative spirit and the rich learning opportunities that arise from engaging with Bay Path students. The collective pursuit of knowledge and the shared commitment to making a meaningful impact on education make teaching in the EdD program a fulfilling and enlightening endeavor.

The EdD program at Bay Path distinguishes itself from other doctoral programs through its innovative and highly effective cohort model. Combining live classes with an online learning platform, this program provides candidates with a comprehensive and flexible learning experience. What sets it apart is the emphasis on action research, enabling candidates to delve into real-world organizational problems and navigate an action research process to develop solutions that drive systematic change. This hands-on approach not only sets the program apart but also equips candidates with practical skills that extend beyond theoretical knowledge. The hallmark of Bay Path's EdD program lies in its commitment to fostering a highly collaborative environment. Students engage in collective learning experiences, contributing to a rich educational journey that transforms them into experts in their field. This collaborative and experiential approach makes the EdD program at Bay Path a unique and impactful choice for those seeking to become knowledgeable leaders in education.

Dr. Makena Stewart

Dissertation Chair

EdD in Educational Leadership, Bay Path University

Vice President, Strategic Excellence, South Piedmont Community College (NC)

Teaching in the EdD program is truly a rewarding experience. I enjoy teaching students who are change agents in their organizations. The organizational changes that are being accomplished through action research have a long term impact on improving the education experience for the next generation of students, creating a ripple effect. Students engage in rich discussion and bring diversity of thought and experiences that add to the collective understanding. I also enjoy the strong support that is in place throughout the program and the ability to walk alongside a student in their educational journey.

This program differs in that it is truly applied in nature. The focus on the application of knowledge empowers students to think as leaders and apply what they have learned to address real world organizational problems of practice. The cohort model provides built-in support for students and creates a strong sense of community. The combination of synchronous and asynchronous learning with the annual immersive experience fosters the right environment for flexible yet effective learning for the working professional. Along with the distinct learning environment, the high touch points through one-on-one and group sessions provides a structured and supportive approach to help students reach their goals.

Click here to learn more about Dr. Stewart

Dr. Neil Gile

Adjunct Faculty, Bay Path University

Director of Curriculum, Instruction, and Assessment

West Springfield Public Schools

Dr. Neil Gile (he/him/his) is the Director of Curriculum, Instruction, and Assessment for the West Springfield Public Schools, earned his Ed.D. in educational leadership and supervision from American International College and M.Ed. in educational leadership from Springfield College. A highlight to his career came in 2013 when he traveled to Kabul, Afghanistan to collaborate with educators at Bakhtar University. He has served on the board of the Massachusetts Elementary School Principals’ Association, was the Ambassador for Critical Connections, which is an organization based in western Massachusetts committed to building resilient communitie, and published pieces and presented at conferences about building partnerships and relationships between the school and community. Within higher education, he has taught at BPU for several years at both the undergraduate and graduate levels. His passion and interest is in educational innovation and transformation.

What do you most enjoy about teaching in the EdD program?

Working with amazing educators, who aspire to be change agents in the field is a privilege and by far the most enjoyable experience of my experience while working at Bay Path. This journey that they are embarking on is a reflection of their evolution in the field and as educational leaders. To be able to support them is incredibly fulfilling and allows me to give back to a profession that has provided me with so many incredible experiences.

How is this program different from other doctoral programs?

The challenges that educators are faced with in schools today are extreme and overwhelming at times, and we need leaders who have the necessary skills to explore and implement meaningful change. This is where BPU excels and is different from other EdD programs. Through the action research lens, scholars are provided with opportunities to engage in meaningful research that is immediately applicable to their profession. The scholars, through this experiences, are able to engage in meaningful discourse, research, and reflection that further develops their leadership skills.

Leadership Profile

Dr. Mela Dutka

PROGRAM COORDINATOR, EDD IN EDUCATIONAL LEADERSHIP:

HIGHER EDUCATION LEADERSHIP AND ORGANIZATIONAL STUDIES CONCENTRATION

What makes the EdD in Educational Leadership at Bay Path unique?

It’s easy to list the many features of the program that make it unique. Yet, it’s how these features interact to support students, to support their personal and professional growth during the doctoral journey that is key to the uniqueness of this program. Let me give an example. We are a cohort program, and students entering in a given year experience all the benefits of getting to know and work with their cohort peers throughout the program. There’s a strong sense of community, of being a part of a shared experience that’s stretching you. That sense of cohort community feeds students in meaningful ways as they grow. And just knowing you’re not alone on this journey and have someone close at hand to turn to matters.

We’ve very intentionally designed the program and approach to courses and doctoral work to foster and make good use of the sense of community through each year of the program. However, that’s not enough in our minds to support students in ways that are critical for their understanding and success. We also use a community of practice model where each student joins a small group of 4-7 students, along with a faculty-mentor, in a semester-long seminar-style course. While 3-credit EdD courses are online and asynchronous, the community of practice seminars, CoP for short, meet once a month virtually. In the small CoP group, the work and real-time conversations students have about their own professional lives and the thinking and practice of leadership, innovation, and how this improves their own effectiveness is extraordinary. The bonds students and faculty build in these CoP groups are strong and sustaining. As students move into their own doctoral research and writing, and just the normal ups and downs of that doctoral work, it’s the CoP group - the work that students do together and the support they receive and give each other - that makes the difference. We hear over and over from students about the value of the group and individual bonds they’ve formed with members of their CoP and how their CoP group has supported them at critical stages academically, personally, and professionally. The use of the cohort model, along with the CoP experience, is a great example of the interaction of EdD program features that genuinely distinguish our program.

The students study transformational leadership and change, but how would you describe their transformation as students and leaders throughout the program?

As faculty, we talk about this lot! The work of the Leading Change Seminars, which students take primarily in their first year, starts this study for students. As an EdD program, of course, we dig into theories and models of leadership, organizational and educational change, and innovation. We go further, however, to develop an understanding of practice and tools that are usable in students' professional lives immediately. This combination of study and immediate use, applied to professional practice, produces insight and many “aha” moments for students. And we get to see in the courses that students take with us and hear in our conversations. We also have the privilege of guiding and applauding students in their transformation along the way. (It’s why we do what we do.).

Personally, I see it in one of the courses I teach that involves organizational capacity building, the final course in the Leading Change Seminars sequence. It builds on work done earlier that involves systems thinking but helps bring that together with other essential concepts and practices needed to understand, and change, how organizations work to increase innovation and impact. While I can certainly see and hear students' more advanced and sophisticated thinking and insights in this course, importantly, students can, too. They are quite literally seeing and thinking about their organizations and professional settings differently, applying this thinking to their work, and seeing changes in the results of this work. As one student wrote in the final course discussion at the end of the first year, “ I see, now, how effective leaders need to be highly reflective and possess an accurate yet ever-evolving understanding about personal leadership capacity, effectiveness, potential and impact on others. This is a powerful concept I will bring forward with my throughout my career.”

Program Highlight:

The Action Research Dissertation

The Educational Leadership doctorate prepares students to solve and analyze problems of practice and create innovative approaches, and who, as a result, can transform educational institutions. Supporting this goal, students conduct action-focused research in their own organization. Using action research principles and methods, students collect and analyze empirical data and apply concepts and theories to real-world problems facing leaders in education.

Action research takes a hands-on approach to solving real-world problems by combining action with reflection. Action research seeks to directly impact practice and improve a specific situation in a particular context. This differs from traditional research which aims to generate generalizable knowledge to answer a research question or test a hypothesis. Another significant difference between action research and traditional research is the role of the researcher. With action research, the researcher is an active participant of the research, reflecting on their biases and role in the situation. Being actively involved in the research allows the researcher to gain firsthand experience and learn by doing. Key ideas of action research include identifying a problem in which you are directly involved, taking action, observing and reflecting on your action, and then refining, adjusting, and repeating your approach. Action research is a cyclic process of continuous change, improvement, and learning rather than the linear process of traditional research. Remember, action research is all about learning through doing and improving your specific situation. It's a powerful tool for anyone who wants to be proactive, solve problems, and grow from their experiences.

CHELIP exists as Bay Path University’s living laboratory and learning hub for higher education innovation, inviting research, scholarship, collaboration and the incubation of bold ideas. Click here to learn more about CHELIP and be sure to follow us on LinkedIn.

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Register for these upcoming FREE Leading Edge Thinking in Higher Education webinars! Even if you can’t make it, we’ll send you the recording.

Watch this preview of the March webinar

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In the Leadership Impact video series, learn how Dr. Melissa Morriss-Olson incorporates insights from her IngenioUs podcast conversations with successful higher education leaders in discussing the value and uniqueness of our EdD in Educational Leadership doctoral program.

Click here to check out more videos from the Impact Series

with Melissa Morriss-Olson

From the archives . . ..