University of Colorado Denver

CPED-Influenced Program

Doctorate of Education in Leadership for Educational Equity

School/Department where the Program is Housed

School of Education and Human Development, University of Colorado Denver

Program Description

This doctor of education degree was developed specifically to meet the needs of practicing professionals who intend to assume leadership roles in P-12, community/ teaching colleges or community-based educational contexts and want to gain a greater understanding of human learning, educational leadership, and the means by which research can be conducted and successfully applied in urban and diverse communities.

To meet the needs of the targeted student population, this EdD degree was built with the understanding that (a) students move through the program in a cohort of about twenty students completing their coursework in three years (b) core and concentration curricula have common syllabi, developed collaboratively by teams of faculty and field-based experts, and with students taking the courses in a specified sequence; (c) courses are offered primarily in weekend, hybrid (part face-to-face and part online instruction), online and summer intensive formats designed for working adults; (d) instructional processes focus on problems of practice in education and community based contexts, problem solving, discussion and small-group work; (e) concentration courses build on and integrate the interdisciplinary knowledge gained from core courses; and (f) students participate in thematic dissertations with each student writing his or her own unique dissertation while working on common themes or education issues and challenges with small groups of students directed by one or two faculty advisors.

Philosophy and Mission

The goal of this practice-based program is to prepare future leaders for P-12, community/ teaching colleges, and community-based education contexts who can effectively translate research into practice, influence policy, use data effectively in decision-making and organize individuals and groups to address challenges collaboratively. In addition, a focus of this degree program is to prepare leaders who have a greater understanding of and who develop the knowledge and skills necessary to support diversity and equity for all students in these environments.

Through our focus on equity, we intend to prepare educational leaders to critically examine the ways in which socio-cultural and political histories of individuals and systems interact to privilege some and marginalize others, resulting in disparate educational opportunities and outcomes for students. Our equity focus equips educational leaders to recognize, identify, and eliminate those systems that create areas of marginality, and improve policy, structures and practices to ensure opportunities and participation for all individuals.

Outcomes for Ed.D. students:

• Reflect and act on the intersection of personal, inter-personal and organizational influences on beliefs, values, policies, practices and structures that prohibit or advantage educational equity and opportunities for all individuals.
• Demonstrate leadership that promotes equitable policies, procedures, and systems that enhance learning within P-12, community/teaching colleges or community-based education organizations.
• Demonstrate effective collaboration and the ability to lead others to achieve greater levels of collaboration in order to achieve diversity and equity for students.
• Develop expertise in a primary concentration area.
• Demonstrate research literacy skills to address contemporary education challenges.

Admissions Requirements

Admissions requirements

1. Master’s degree in education or related field, with a minimum 3.2 GPA. Students without appropriate master’s level coursework in education fields will be required to complete additional, appropriate coursework; this will vary by concentration area;
2. A 3-5 page essay describing the applicant’s background, career goals and reasons for applying to the program. Relevant educational experiences are an important factor when considering applicants;
3. Three professional letters of recommendation;
4. One official copy of all academic transcripts;
5. Evidence that documents a minimum of 5 years experience in an appropriate educational context, with leadership experience;
6. Reports of Graduate Record Examination (GRE) scores taken within the last five years; at a minimum, candidates should have a combined quantitative and verbal score of 1000.
7. Foreign applicants from non-English speaking countries must also submit scores of the Test of English as a Foreign Language (TOEFL) and a financial statement demonstrating support for at least three years of study; with a minimum score of 550;
8. Completion of the Intercultural Development Inventory (IDI);
9. 2-3 artifacts that clearly demonstrate an applicant’s leadership potential within his/her most current position;
10. Completion of a Basic Statistics course with a grade of B or better in the last five years or successful completion of an on-site test and,
11. The doctoral faculty may request a personal interview to complement the information provided in the application materials.

Description of each year of the Program — number of courses, credits, time frame; core, specializations, dissertation/capstone

Coursework – 69 Credit Hours

Equity and Diversity Core (9 hours)
Leadership and Learning Core (12 hours)
Research Methods Core (12 hours)
Concentration Area Core (9 hours)
Culminating Experiences: Concentration Area Internship (two, 3-credit experiences)
Dissertation Credits (21 credits)

Concentration Areas

Executive Leadership: to deepen individuals’ skills in policy analysis, development and research; personnel management; finance; accountability systems and evaluation; and community relations. Supports individuals who hold or seek to move into senior management positions inside school districts, community colleges, higher education policy or community based education organizations. Roles may include that of a director, deputy, superintendent or president.

Instructional Leadership: Designed for individuals who want to hone their skills through inquiry in the areas of adult learning, professional development, mentoring/coaching, teaching, assessment and accountability, technology, and policy analysis and application. This concentration area targets professionals who hold or seek to move into positions such as teacher leaders, coaches/mentors, program coordinators, curriculum directors, or instructors at teaching or community colleges.

Milestones Employed in the Program — comprehensive/qualifying exams, papers, or products necessary for graduation

Students complete two comprehensive exams; one each at the completion of years 1 & 2. In the first exam, students are expected to synthesize information across their equity, learning and leadership, and inquiry domain courses. Students must pass this exam in order to continue in the program. In the second exam, students expound upon and synthesize knowledge and skills related to their chosen concentration area. All students complete a dissertation in order to graduate from the program.

Program's Support Structure

Forthcoming

Signature Pedagogy

Forthcoming

Laboratories of Practice

Student complete two internships, one with an aspiring peer and one in a complementary context. For each internship students 1) spend a minimum of 80 contact hours in the host context across a semester and 2) complete an individually negotiated product that contributes substantially to the host context. Internships are meant to deepen the individual’s knowledge and skills in her respective concentration area.

Inquiry Courses

Students take four, 3-credit hour, inquiry courses. The first course is an introduction to inquiry and research literacy. The second course focuses on assessment and accountability at multiple, context levels (e.g. state, district, organizational, school, classroom levels). The third and fourth courses focus on conducting research in practice-based settings with a major focus on program evaluation.

Capstone

This program incorporates a thematic dissertation as the final capstone project. The dissertation is completed within the context of a small group of students who exam an over-arching question from individual lenses. The dissertation project takes place across the last year of a student’s program.

Syllabi

• Foundations of Education in Urban and Diverse Communities
• Seminar on Learning and Learners

Key Contact Person

Dr. Deanna Iceman Sands, Associate Dean for Research
Email: Deanna.sands@ucdenver.edu

Cost Structure

Varies – about $300 per credit hour

Program Handbook

In progress.

Program Link

http://www.ucdenver.edu/academics/colleges/SchoolOfEducation/Academics/Doctorate/Pages/EdD.aspx