Online/Hybrid CIG

Student working on a laptopAbout

CPED is a member-led institution and the Online/Hybrid CIG is shaped by the interests, practices, and vision of its members. Through knowledge sharing and collaborative investigation, members of this CIG will share resources, challenges, and interests through synchronous and asynchronous platforms. The goal of this CIG is to meet your needs – so over time we will try a lot of things and learn what works together.

The content for our learning – at least initially - will be organized around Garrison et al.’s (2000) Community of Inquiry framework (see figure below), a tool that organizes essential elements of computer-mediated learning, geared toward higher education. Our hope is that this keeps us grounded in the research and that each year we will take deep dives into three or four areas of interest that fit within the community of inquiry framing.

Leadership

Joy Phillips (Drexel), Monica Martens (Midland), and Peggy Kong (Utah)

 Interested in joining this CIG? CPED members can contact us here.

Online/Hybrid CIG Resources

Explore CIG Resources

Leadership Bios

Joy C. Phillips, PhD is an associate clinical professor in the School of Education at Drexel University in Philadelphia, PA. Her research focuses on educational leadership, policy development and implementation, and school reform with emphasis on investigating the intended and unintended consequences of educational policy implementation. She has a record of examining qualitatively intractable educational issues by redefining the problem, exploring underlying roots, experimenting with original teaching and research strategies, and building genuine university/public school partners. She has taught in face-to-face, hybrid, and online formats for 20 years. She has served as EdD Dissertation Supervising Professor at three universities; she has graduated 40+ Drexel EdD students. She has conducted graduate-level program assessment reviews and training at three universities. She is excited about collectively taking on the leadership of the CPED Online/Hybrid CIG with an amazing team.  

Her work has been published in the Carnegie Project on the Education Doctorate journal, Impacting Education: Journal on Transforming Professional Practice, the Journal of School Leadership, Journal of Research on Leadership Education, International Journal of Leadership in Education, Torrance Journal for Applied Creativity, Journal of Curriculum and Supervision, and UCEA Review. Previously, she was an associate professor at East Carolina University, Greenville, NC; and an assistant professor at the University of Houston, Houston, TX. Her PhD is from the University of Texas at Austin.  

Monica Martens, EdD, program initiatives manager, has worked in education and research for nearly 20 years, most recently for the Ed. D. Professional Leadership—Special Populations program at the University of Houston. Her career experiences have been situated within community colleges, universities, public schools, early childhood centers, community organizations, and non-profits.  While completing her doctorate she engaged with Improvement Science (IS). She brings a sociological perspective to the application of IS for teamwork. She is co-author of a chapter in Teaching Improvement Science in Educational Leadership (2021), called “Empowering Incremental Change Within a Complex System: How to Support Educators to Integrate Improvement Science Principles Across Organizational Levels.” Presently she translates IS to the development of higher education curriculum for pre-service and in-service educators and administrators. She also teaches professional and academic writing and communication to doctoral students. Finally, she is an alumnus of two graduate-level programs (spaced 20 years apart) that were organized for a hybrid/online learning environment. She is excited to co-lead the online/hybrid special interest section of CPED to support faculty, now and into the future, whose programs engage with learners virtually. 

Peggy A. Kong (she/her) is a clinical associate professor with expertise in educational policy and comparative education at the University of Utah. Dr. Kong brings an interdisciplinary approach to her research on immigrant families, rural education, and family and school relationships. She has been working in rural China for two decades on a large survey project. Building on her research in China and East Asia, her work has expanded to include a transnational focus. She has been awarded research grants to investigate the parent-school relationship for immigrant and non-immigrant parents regarding kindergarten transition and school readiness. She is developing a more complete and complex model of the immigrant experience including a focus on race and racism. 

Dr. Kong has taught courses in educational policy, comparative and international education, program evaluation, Chinese education and society, globalization and education, gender and development, and quantitative and qualitative research methods. 

Dr. Kong is a board member of the Comparative and International Education Society (CIES) and co-chair of The Carnegie Project for the Education Doctorate (CPED) Online/Hybrid CIG. She is past chair of the CIES East Asia SIG and past president of the Mid-Atlantic Association for Asian Studies (MARAAS). She serves on the editorial boards of Cogent Education and Chinese Education and Society. Dr. Kong earned her master’s and doctoral degrees from Harvard University and her bachelor’s degree from the University of Texas at Austin.