Date of Award

10-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Administration and Supervision

First Advisor

Dr. Tamara J. Williams

Second Advisor

Dr. C. Elliott Ostler

Abstract

There is a national shortage of court reporters. This study investigates which elements and essential factors, according to industry criteria and stakeholder feedback, should form the foundation of a community college court reporting program. The research question was decomposed into two components: examining key elements from existing programs; and identifying best practices from judge surveys and essential program components from court reporter interviews.

A mixed analysis included National Court Reporters Association (NCRA)–approved program document review, quantitative surveys of Nebraska judges, and qualitative interviews with Nebraska court reporters. The survey evaluated judicial perspectives on fundamental program components. Semi-structured interviews gathered information about court reporter abilities, technology needs, training, certification, and program structure. Document analysis identified commonalities among the NCRA-approved programs.

The mixed analysis revealed eight core themes: essential academic abilities, speedbuilding, technological deployment, ethical teaching, practical learning, certification protocols, program length, and financial backing. These themes presented shared elements and shortcomings, leading to recommendations for program development. The research identified 11 essential factors: NCRA approval, complete curriculum structure, technology integration, qualified faculty, industry partnerships, sufficient funding, extensive student support, industry participation, performance evaluation systems, ongoing program assessment, and student achievement programs. Four essential findings guide the proposed court reporting program: stackable credentials enabling students to enter the program at different points; hybrid learning that combines online theory with in-person labs and speedbuilding; technology support for students; and programs promoting equity through mentorship and financial assistance to improve access for students from various backgrounds.

The proposed program features a logic model that connects resources to outcomes, a curriculum map, and a continuous evaluation process. Built through systematic program review, direct stakeholder engagement, and mixed analytic synthesis, the blueprint is a clear, evidence-based foundation for program design. It supports a sustainable, workforce-aligned court reporting program that equips graduates for immediate entry into the court reporting profession while promoting long-term career growth.

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