California State University - San Bernardino


Name of CPED-Influenced EdD Program: EdD in Educational Leadership 

Program Description:

Context

The Inland Empire region, comprised of San Bernardino and Riverside counties, faces considerable social, political, and economic challenges.  These contextual challenges have a direct impact on the quality of education across the PK-20 educational pipeline.  Low-income children, students of color, English learners, students with disabilities and many others face resource deficiencies and inequitable opportunities to learn, resulting in achievement/opportunity gaps.  Educational institutions must effectively respond to these disparities by engaging parents and communities to establish deliberate, co-equal partnerships that result in high-quality centers of educational excellence for the 21st century.

Mission

The mission of the CSU, San Bernardino Ed.D. Program in Educational Leadership is to develop scholar-practitioner-leaders who respond to 21st century challenges by promoting practices, policies, and programs committed to equity, social justice, and transformation.

Commitments

We believe 21st century leaders must develop cultures of excellence in their respective institutions and communities where educators and community stakeholders support, inspire, and effectively communicate with one another; establish and maintain a culture of high expectations; celebrate and cherish human relationships; and communicate these values clearly and respectfully with all communities and stakeholders.  Our leaders must also become visionary agents of change who can solve pressing problems, are committed to lifelong learning, are innovative, and are technologically savvy.  Finally, our leaders must demonstrate integrity, practice self-reflection, and strive towards in-depth knowledge of local cultures and communities.

Through the coursework and design of the program, we will focus on equity, social justice, and transformation, through the following commitments:

  1. Inclusivity:  Inclusivity of people, perspectives, and purpose when working with students, families, and communities to shape goals and outcomes;
  2. Student Success: Relentless promotion of and creation of environments that promote student success readiness at all levels of education;
  3. Excellence:  Commitment to learning from models of excellence and transforming institutions, when necessary, to demand excellence, opportunity, and equitable outcomes.
  4. Leadership Development: Equipping well-prepared educational leaders with the knowledge, skills and dispositions to lead and guide communities in positive change in California's PK-12 and college/university systems.
  5. Commitment to Praxis: Building research collaboratives around “Community Problems of Practice” that focus on relevant challenges in the field to improve student achievement, opportunity and community well-being;
  6. Bridging the Pipeline:  Preparing a pipeline of PK-12 educators/leaders and community college leaders with continuous support for career and personal growth;
  7. Interdisciplinarity: Engaging distinguished faculty and community stakeholders with varied disciplinary perspectives in coursework examining research, theory, and significant challenges; and
  8. Community Engagement & Development: Including outstanding community/educational leaders in instructional roles, mentoring roles, and in curricular development as well as programmatic dialogue and decision-making;  Vision of stakeholders as partners for educational progress including students, parents, educators, leadership, business partners, non-profits, and others;

Graduate Competencies:
- Designers and users of quantitative and qualitative research to effectuate reform and increase student achievement
- Agents of change in education
- Leaders who recognize, celebrate, and acknowledge the contributions of all individuals

  • Earned baccalaureate and master's degrees in education or a related field from accredited institutions of higher education. A cumulative grade point average of 3.0 or higher in upper division and graduate study.
  • Demonstrated educational leadership and successful experiences in PreK-12 schools, postsecondary, and policy leadership.
  • Demonstrated academic excellence, problem-solving ability, technology proficiency, and interest in critically assessing and bringing about improvements in current educational policies and practices.
  • Evidence of educational leadership;
  • Commitment to educational transformation in immediate region;
  • Formal face-to-face interview process with all applicants who submit completed application;
  • Admission is only offered for the Fall of each academic year;

General Information:

  • Program Delivery:  On Campus
  • Average number of students admitted into the EdD program each year:   15
  • Types of employoment students hold upon entering the program: PK-12 educators and school/district leaders; Community college/higher education faculty, directors, and administrators; Non-profit/community work
  • Student:Faculty Ratio (Courses):  15:1
  • Student:Faculty Ratio (Advising):  2:1
  • Typical masters degrees held by students upon entering the program: Educational Administration, Business Administration, Special Education, Counseling, Curriculum and Instruction
  • Number of credits in the program (beyond the Masters):  94 units
  • Professional qualifications required of prospective students: 
  1. Earned baccalaureate and master's degrees in education or a related field from accredited institutions of higher education. A cumulative grade point average of 3.0 or higher in upper division and graduate study.
  2. Demonstrated educational leadership and successful experiences in PreK-12 schools, postsecondary, and policy leadership.
  3. Demonstrated academic excellence, problem-solving ability, technology proficiency, and interest in critically assessing and bringing about improvements in current educational policies and practices.
  • Length of Program: Less than 4 years
  • Are most students part time or full time?: full time
  • Admissions Cycle: Fall of each year (Cohort-based model)
  • Financial aid available to students: loans, internal university scholarships, external scholarships, external research/fellowship opportunities
  • Average number of students enrolled in each cohort: 15

Research Courses & Competencies: 

  • EDUC 700: Scientific Inquiry

Goal 1: Effective communicators and collaborators

1.5 Introduced: Candidate demonstrates high standards of written and oral communication skills and competencies commensurate of a professional leader and educator.

Goal 3: Designers and users of quantitative and qualitative research to effectuate reform and increase student achievement

3.1 Introduced: Comprehends the relationship and relevance of various theories of knowledge to the study and application of research methodologies in education.

3.2 Introduced: Knows the difference between quantitative and qualitative research design and how epistemological perspectives are reflected in those research methodologies.

3.3 Introduced: Comprehends how theoretical paradigms and perspective are reflected in those research methodologies.

3.4 Introduced: Recognizes the qualities of an effective research question that expresses a direction for inquiry in precise terms, that is based on a review of the pertinent literature, and that avoids the pitfalls of advocacy.

  • EDUC 712: Qualitative Methods

Goal 1: Effective communicators and collaborators

1.1 Developed: Demonstrates open communication with stake holders.

1.4 Developed: Develops positive, meaningful and sustaining relationships with all constituents.

Goal 3: Designers and users of quantitative and qualitative research to effectuate reform and increase student achievement

3.1 Developed: Comprehends the relationship and relevance of various theories of knowledge to the study and application of research methodologies in education.

3.2 Developed: Knows the difference between quantitative and qualitative research design and how epistemologies.

3.3 Developed: Comprehends how theoretical paradigms and perspective are reflected in those research methodologies.

3.4 Developed: Recognizes the qualities of an effective research question that expresses a direction for inquiry in precise terms, that is based on a review of the pertinent literature, and that avoids the pitfalls of advocacy.

3.5 Developed: Knows what are frequency distributions and their meaning.

3.6 Developed: Knows what contingency tables are and how to test variable relationships.

3.7 Developed: Knows the concepts of reliability and validity.

Goal 4: Ethical leaders and decision makers

4.2 Developed: Models ethical behavior.

4.3 Developed: Expects and reinforces ethical behavior.

4.4 Developed: Models decision making grounded in ethics.

Goal 6: Agents of change in education

6.4 Introduced: Maintains positive, meaningful, and sustaining relationships among colleagues and constituents to bring about positive changes.

Goal 7: Leaders who recognize, celebrate, and acknowledge the contributions of all individuals

7.4 Developed: Develops healthy organizational cultures in which all individuals are valued.

EDUC 707: Quantitative Methods

Goal 3: Designers and users of quantitative and qualitative research to effectuate reform and increase student achievement

3.2 Introduced: Knows the difference between quantitative and qualitative research design and how epistemologies.

3.3 Introduced: Comprehends how theoretical paradigms and perspective are reflected in those research methodologies.

3.4 Developed: Recognizes the qualities of an effective research question that expresses a direction for inquiry in precise terms, that is based on a review of the pertinent literature, and that avoids the pitfalls of advocacy.

3.5 Developed: Knows what are frequency distributions and their meaning.

3.6 Developed: Knows what contingency tables are and how to test variable relationships.

3.7 Developed: Knows the concepts of reliability and validity.

3.8 Developed: Knows what is central tendency, variability, standard normal distributions and the likelihood of getting an exact mean.

3.9 Developed: Knows what effect sizes are in evaluation studies and how to calculate them on SPSS.

3.10 Developed: Demonstrates the concept of hypothesis, the concepts of Type I and Type II errors, t-tests, analysis of variance (ANOVA), and procedures for running t-tests and ANOVA on SPSS or similar statistical software.

3.11 Demonstrates the ideas of predicting one variable from another (correlation/regression) and explanatory power versus reliability of findings when interpreting correlations and regressions.

EDUC 720: Advanced Quantitative Research Methods

Goal 3: Designers and users of quantitative and qualitative research to effectuate reform and increase student achievement

3.1 Developed: Comprehends the relationship and relevance of various theories of knowledge to the study and application of research methodologies in education.

3.2 Developed: Knows the difference between quantitative and qualitative research design and how epistemologies.

3.3 Developed: Comprehends how theoretical paradigms and perspective are reflected in those research methodologies.

3.4 Developed: Recognizes the qualities of an effective research question that expresses a direction for inquiry in precise terms, that is based on a review of the pertinent literature, and that avoids the pitfalls of advocacy.

3.5 Mastered: Knows what are frequency distributions and their meaning.

3.6 Mastered: Knows what contingency tables are and how to test variable relationships.

3.7 Developed: Knows the concepts of reliability and validity.

3.8 Mastered: Knows what is central tendency, variability, standard normal distributions and the likelihood of getting an exact mean.

3.9 Developed: Knows what effect sizes are in evaluation studies and how to calculate them on SPSS.

3.10 Developed: Demonstrates the concept of hypothesis, the concepts of Type I and Type II errors, t-tests, analysis of variance (ANOVA), and procedures for running t-tests and ANOVA on SPSS or similar statistical software.

3.11 Demonstrates the ideas of predicting one variable from another (correlation/regression) and explanatory power versus reliability of findings when interpreting correlations and regressions.

EDUC 722: Advanced Qualitative Research Methods

Goal 3: Designers and users of quantitative and qualitative research to effectuate reform and increase student achievement

3.1 Developed: Comprehends the relationship and relevance of various theories of knowledge to the study and application of research methodologies in education.

3.2 Developed: Knows the difference between quantitative and qualitative research design and how epistemologies.

3.3 Developed: Comprehends how theoretical paradigms and perspective are reflected in those research methodologies.

  • EDUC 790: Research Seminar 1
  • Goal 1: Effective communicators and collaborators

    1.5 Introduced: Candidate demonstrates high standards of written and oral communication skills and competencies commensurate of a professional leader and educator.

    Goal 3: Designers and users of quantitative and qualitative research to effectuate reform and increase student achievement

    3.4 Introduced: Recognizes the qualities of an effective research question that expresses a

    Goal 5: Instructional Leaders

    5.2 Introduced: Ensures that appropriate instructional materials and technology are available.

EDUC 790: Research Seminar 2

Goal 1: Effective communicators and collaborators

1.4 Developed: Develops positive, meaningful and sustaining relationships with all constituents.

1.5 Introduced: Candidate demonstrates high standards of written and oral communication skills and competencies commensurate of a professional leader and educator.

Goal 3: Designers and users of quantitative and qualitative research to effectuate reform and increase student achievement

3.1 Introduced: Comprehends the relationship and relevance of various theories of knowledge to the study and application of research methodologies in education.

3.4 Introduced: Recognizes the qualities of an effective research question that expresses a direction for inquiry in precise terms, that is based on a review of the pertinent literature, and that avoids the pitfalls of advocacy.

Goal 5: Instructional Leaders

5.2 Developed: Ensures that appropriate instructional materials and technology are available.

EDUC 790: Research Seminar 3

Goal 1: Effective communicators and collaborators

1.5 Developed: Candidate demonstrates high standards of written and oral communication skills and competencies commensurate of a professional leader and educator.

Goal 3: Designers and users of quantitative and qualitative research to effectuate reform and increase student achievement

3.1 Developed: Comprehends the relationship and relevance of various theories of knowledge to the study and application of research methodologies in education.

3.2 Developed: Knows the difference between quantitative and qualitative research design and how epistemologies.

3.3 Developed: Comprehends how theoretical paradigms and perspective are reflected in those research methodologies.

3.4 Developed: Recognizes the qualities of an effective research question that expresses a direction for inquiry in precise terms, that is based on a review of the pertinent literature, and that avoids the pitfalls of advocacy.

Goal 4: Ethical leaders and decision makers

4.4 Developed: Models decision making grounded in ethics.

EDUC 790: Research Seminar 4

Goal 1: Effective communicators and collaborators

1.5 Developed: Candidate demonstrates high standards of written and oral communication skills and competencies commensurate of a professional leader and educator.

Goal 3: Designers and users of quantitative and qualitative research to effectuate reform and increase student achievement

3.1 Developed: Comprehends the relationship and relevance of various theories of knowledge to the study and application of research methodologies in education.

3.2 Developed: Knows the difference between quantitative and qualitative research design and how epistemologies.

3.3 Developed: Comprehends how theoretical paradigms and perspective are reflected in those research methodologies.

3.4 Developed: Recognizes the qualities of an effective research question that expresses a direction for inquiry in precise terms, that is based on a review of the pertinent literature, and that avoids the pitfalls of advocacy.

EDUC 790: Research Seminar 5

Goal 1: Effective communicators and collaborators

1.4 Developed: Develops positive, meaningful and sustaining relationships with all constituents.

1.5 Mastered: Candidate demonstrates high standards of written and oral communication skills and competencies commensurate of a professional leader and educator.

Goal 2: Leaders dedicated to the premise that all students can learn

 2.4 Developed: Provide authentic learning experiences.

Goal 3: Designers and users of quantitative and qualitative research to effectuate reform and increase student achievement

3.1 Introduced: Comprehends the relationship and relevance of various theories of knowledge to the study and application of research methodologies in education.

Goal 5: Instructional Leaders

5.2 Developed: Ensures that appropriate instructional materials and technology are available.

Goal 7: Leaders who recognize, celebrate, and acknowledge the contributions of all individuals

7.1 Mastered: Is knowledgeable of their own mental models.


About the Design Process:    

Did practitioners advise on the program design process?

Yes.  During the initial development of the program, a committee of PK-12 and Community College/Higher Education Stakeholders were convened to develop the program.  Most recently, we were approved to formally begin the Community College/Higher Education specialization and a stakeholder committee was convened and involved in the entire process.  For the latter, this community stakeholder committee will be convened at least once per quarter in the future to dialogue, reflect, and continue to develop our program. 

What strategies were used to develop your program design?

-A committee of community stakeholders were convened to develop the program design and ongoing development efforts.  

-Stakeholders were identified based on current program partners, alumni contacts, networks via current and former faculty, and through the collective identification of key community to inform the design process.

Carnegie Project on the Education Doctorate (CPED)
Headquartered @ The University of Pittsburgh School of Education
4318 Posvar Hall - 230 S. Bouquet Street - Pittsburgh, PA 15260
info@cpedinitiative.org   +1 (412) 648-7428