Name of CPED-Influenced Program: EdD in Educational Leadership - P-12 or Higher Education Focus
Our EdD degree - both P-12 and Higher Education Leadership - is a 69 credit hour program of study. Tier 1 is 30 credit hours of course work that is offered completely online. Students can complete this at their own pace. Tier 2 is 30 credit hours. Tier 2 shifts to a cohort model with an Executive program structure. Students all begin Tier 2 at the same time and complete 2 prescribed classes per semester for 5 consecutive semesters. Each class is 3 weeks of online delivery with one Saturday per month of face to face classes offered on the Georgia Southern Campus. Tier 3 is the dissertation phase of the program and students are required to maintain continuous enrollment of at least 9 dissertation credit hours.
Building on this, the philosophical basis for our program is that:
We believe P-12 and Higher Education to be a valid field of study with unique theories where students and faculty can study and conduct research that generates new knowledge, understanding, and practice to solve the complex problems of practice that educational leaders face.
Our signature pedagogy derives from the understanding that our students enter the learning experience as a form of social intervention. As professional educators, our students come with a history, story, and life experience that drive them to desire to have a larger and more diversified impact on their educational communities. Some have seen ethical injustices. Some have seen social inequalities. Some have seen academic discrepancies. While others have seen professional inadequacies. It is these realities that drive our students to be scholarly practitioners who embody the 6 core principles of the CPED-influenced degree: 1) to ask questions about equity, ethics, and social justice in education; 2) to make a positive difference in the educational community; 3) to work with and build partnerships in diverse communities; 4) to analyze and solve the problems of educational practice; 5) to build a professional knowledge base that respects both practical and research knowledge; and 6) to transform our understanding of educational knowledge and practice.
The reality is the CPED-influenced degree is much more than a self-serving interest of the recognition that is directed to the individual for their scholastic accomplishments. This degree must strike a balance between meeting the needs of our learners and the more important needs of our society to have articulate and informed educational leaders. It is this multidirectional responsibility that guides the basis of our signature pedagogy. It is this lens that clearly positions our degree as a form of social intervention. It derives from the student who is academically motivated to be the first in their family to attain a terminal degree. It derives from the student who has seen a particular educational community marginalized and seeks to improve this inequality.
To begin, our signature pedagogy utilizes the methodology that all learning begins with experience and that through a critical reflection of our experience, we begin to transform our experiences into professional knowledge, skills, and dispositions (Jarvis, 1987). In the reflection process, our curriculum is designed to not only access and validate experience but to also challenge our students to problematize and interrogate the experience of educational leadership (Usher, Bryant, & Johnston, 1997). In this activity, students begin to develop the traits of a scholarly practitioner who can explore experience through personal meanings, while simultaneously connecting it with the meanings expressed through their peers, research, and different educational contexts. To this end, our students are engaged in instructional activities that challenge our students to: 1) problem find and problem solve; 2) make judgments about what actions to take; and 3) to take action on this new view of experience to solve the complex problems of practice. The culmination of this process is then expressed through the Dissertation in Practice document.
Our signature pedagogy is further connected with anchored instruction (Cognition and Technology Group of Vanderbilt, 1990). More specifically, our curricula are designed to create contexts where students can explore the contemporary challenges and opportunities inherent in educational leadership. As students read, study, and dialogue, they move to educational leaders who can articulate their profession using research, context, and multiple points of view.
The final component in our signature pedagogy is transformational learning (Mezirow, 1991), which is about how adults make meaning from life experiences. Mezirow (1997) stated that transformational learning involves three phases: “critical reflection on one’s assumptions, discourse to validate the critically reflective insight, and action” (p. 60). The end result of the transformative process can lead to the student affirming existing beliefs, or needing to shift existing beliefs so they are more consistent with contemporary social realities and needs.
It is the combination of these three pedagogies in concert with the six principles of CPED that make our signature pedagogy a model of social intervention.
Laboratories of Practice:
We currently do not have Laboratories of Practice built into our curriculum. We have many courses that use Case Studies to simulate decision making, research analysis, and problem solving in the local context.
The Capstone Project in our program is the Dissertation in Practice document. As a college of education, we have agreed to maintain the 5 Chapter structure as a required design for the dissertation document. To this end, we provide our students with these 5 options to align our efforts with the Dissertation in Practice.
1. Traditional Research Dissertation
This option is for Ed.D. students particularly interested in producing knowledge in response to a research problem from within a disciplinary or theoretical perspective. The quantitative research dissertation may seek to test or generate hypotheses or to establish generalizable propositions. The qualitative research dissertation may seek to explain phenomena or events by exploring the multiple meanings experienced by individuals, to explore and advance theory, or advance an argument. Mixed methods research dissertations involve both collecting and analyzing quantitative and qualitative data to provide a better understanding of a research problem through more comprehensive evidence than if either dataset had been used alone.
2. Program Evaluation Dissertation
This option is for Ed.D. students particularly interested in exploring the effectiveness of educational interventions and developing implications for practice. The Program Evaluation Dissertation will identify, clarify, and apply defensible criteria to determine the effectiveness of an educational program, project, process, policy, or product. The program evaluation is intended to improve student learning and achievement or institutional effectiveness. The program evaluation dissertation must address a significant program that involves sizeable budget expenditures and affects a substantial number of people. The program evaluation dissertation will use accepted evaluation models, methods, and accepted practices. When program evaluations are done well, they have the scope and depth of a traditional dissertation.
3. Policy Formation Dissertation
This option is for Ed.D. students interested in impacting education issues through the review, research, and development of educational policy. This option begins with the review of an educational issue ranging from federal involvement in public education to accountability and standards to something as specific as vouchers, charter schools, or safety on campus. Through this review, new or revised policy recommendations and implications are developed by considering internal requirements, external requirements, existing policy, and stakeholder recommendations. Methodologies for data collection and analysis most useful in completing a policy formation dissertation include quantitative methods, educational assessment, legal research, historiography, and document analysis. Policy formation dissertations can include implementation plans.
4. Organizational Problem Analysis Dissertation
This option is for Ed.D. students particularly interested in exploring an issue, problem, or need in a school, district, or postsecondary campus to develop and implement plans for improving organizational effectiveness. The focus is ultimately on improving student learning and achievement and institutional effectiveness. Tasks and skills used in an organizational problem analysis (OPA) dissertation include: understanding and using local data sources; using data to evaluate and document performance; using research to guide decisions; identifying/prioritizing organizational needs; understanding the structure and logic of problem definitions; establishing an improvement vision and performance goals; analyzing causes systemically and objectively; employing multiple perspectives in causal analyses; applying cost-benefit analyses, organizational values, and ethical criteria to solutions; and using appropriate technologies to support problem analysis, decision making, and communication. OPA dissertations will often require mixed quantitative and qualitative methodologies.
5. Systems Analysis Dissertation
This option is for Ed.D students particularly interested in exploring an educational concept based on order and the interdependence among phenomena within the system of education whether at the micro, macro, or supra level. The focus of the dissertation is using the study to break down existing wholes into their constituent parts or elements for the purpose of depicting the relationship of the parts to the whole and to each other. At its base level, the student will include an analysis of the purpose, the content, and the process of the system. Each system will have a purpose, the content is the sum of the operations and functions of the system, and the process is the operations and functions in which the content is engaged to accomplish the purpose of the system. Students will have developed a sound and relevant understanding of system’s theory to inform their research design. Methodologies for data collection and analysis include quantitative methods, historiography, document content analysis, and mixed method(ology) research.
Our program is designed around 3 Tiers. Tier 1 is 30 credit hours of online instruction that students can complete at their own pace. Tier 2 is also 30 credit hours. Tier 2 is a cohort structure based upon an executive model of delivery. Students take 2 prescribed courses over 5 consecutive semesters. There is 3 weeks of online instruction and then one Saturday per month of face to face instruction on the Georgia Southern University Campus. At the Tier 2 level, both the P-12 and Higher Education students begin at the same time. Within the program structure, there are classes specific to Higher Education or P-12 students. There are then classes where both groups come together and take the classes together. For instance, the research classes in Tier 2 are a combined class. Tier 3 is a minimum of 9 credit hours of dissertation classes.
Tier 1: Higher Education Leadership/Administration:
Tier I: Completion of the non-degree, non-certification track in Higher Education Administration program (30 graduate credit hours). This pathway will satisfy requirements of Tier I Candidates should follow the Program of Study as prescribed here:
Required Research Core (3 Courses or 9 Credit Hours)
EDUR 8131 - Educational Statistics I (3) (Pre-Requisite to EDUR 8434)
EDUR 8434 - Field-based Educational Research (3) (Pre-Requisite to EDLD 8839)
EDLD 8839 - Directed Research in Educational Leadership (3) (Taken in Final Semester of Tier 1 Program)
Leadership Core (3 Courses or 9 Credit Hours)
EDLD 8135 - Educational Planning (3)
EDLD 8436 - Grants Development/Administration (3)
ITEC 8435 – Program Evaluation (3) or EDLD 8439 – Politics of Higher Education (3)
Higher Education Professional Core (Select 4 Courses or 12 Credit Hours)
EDLD 7431 - Higher Education Administration (3)
EDLD 7432 – History of American Higher Education (3)
EDLD 8431 - Higher Education Law (3)
EDLD 8432 - Higher Education Finance (3)
EDLD 8433 - Higher Education Governance (3)
EDLD 8435 - Higher Education Policy (3)
Substitutions may be authorized with the advisor’s approval.
This is not a cohort model and you are free to take classes in any order and any amount per semester although most students do 2 classes per semester. The only caveat to this is the Required Research Core Component. Please note that EDLD 8839 is the last class you take in your overall Program of Study. Then EDUR 8434 is a Pre-requisite to EDLD 8839 and then EDUR 8131 is a Pre-requisite to EDUR 8434. As students complete their Program of Study, they should plan accordingly to complete these classes in the order indicated here.
Tier 2: Higher Education Leadership/Administration:
EDLD 9531: Leadership in Higher Education and EDLD 9631: Research Seminar 1
EDLD 9532: Higher Education Resource Allocation & Deployment and EDUR 9131: Doctoral Research Methods
EDLD 9533: Globalization in Higher Education and EDLD 9534: Cognitive Issues in Higher Education
EDLD 9432: Evaluation of Educational Programs and EDUR 9231: Qualitative Research Methods
EDLD 9535: Executive Leadership in Higher Education and EDLD 9632: Research Seminar 2
Tier 1: P-12 Leadership:
The majority of our students in the P-12 area come into our EdD program having completed their EdS degree which leads to Leadership Certification in the State of Georgia. As such, 99% of our P-12 focus students begin at the Tier 2 level in their program of studies.
Tier 2: P-12 Leadership:
EDLD 9331: Building Leadership Capacity and EDLD 9631: Research Seminar 1
EDLD 9332: Organizational Behavior in Education and EDUR 9131: Doctoral Research Methods
EDLD 9333: Ethics in Educational Leadership and EDLD 9434: Transformative Practice I
EDLD 9432: Evaluation in Educational Programs and EDUR 9231: Qualitative Research Methods
EDLD 9435: Transformative Practice II and EDLD 9632: Research Seminar II
Tier 3: Higher Education and P-12:
As a program we are currently going through a redesign of the dissertation process. We have many students who struggle with keeping a focus and graduating in a timely manner. This new proposed structure we hope will help with Retention, Progression, and Graduation.
EDLD 9999a: Preprospectus - this course has a syllabus where the final assignment is the defense of the preprospectus. Students can register for up to 6 credit hours on their own. If they haven't defended the preprospectus after this time, supervisor approval is required before the student can register again. This same procedure is applied to all the dissertation courses.
EDLD 9999b: Prospectus
EDLD 9999c: Final Dissertation
The Milestones in our EdD program are linked to Key Assessments that we must report on as it relates to SACS accredition.
Milestone 1: Entrance into the EdD program. Students must submit a writing sample along with a campus interview. Each are graded on a rubric and are used to assess the students merits to enter the program.
Milestone 2: Completion of Tier 1 program of study. Students must inform the program chair they have completed Tier 1 and will be ready to begin Tier 2 in the relevant fall semester.
Milestone 3: Completion of Tier 2 program of study.
Milestone 4: Candidacy exam. Students are required to write an exam. Students cannot advance to Tier 3 without passing the exam. As a program, we are currently assessing our candidacy exam to determine a new delivery approach that is more consistent with the CPED principles.
Milestone 5: Preprospectus Defense
Milestone 6: Prospectus Defense
Milestone 7: Final Dissertation Defense
The admissions process at Georgia Southern University has two stages. First, applicants must be accepted by the Jack N. Averitt College of Graduate Studies. Next, the applications are reviewed by the faculty of the Educational Leadership Program, who make the final decision for admission to the Ed.D. in Educational Leadership Program.
The first stage of admission to the program in Ed.D. in Educational Leadership must satisfactorily meet the following criteria:
Complete the Jack N. Averitt College of Graduate Studies admission requirements.
- Hold a master’s degree from an institution accredited by the appropriate regional accrediting association.
- Present a minimum Cumulative Graduate Grade Point Average of 3.50 (4.00 scale) in all previous graduate work attempted.
- Present current official test scores from the Graduate Record Examination (GRE) for Verbal Reasoning, Quantitative Reasoning, and Analytical Writing. Scores for the MAT or GMAT are NOT accepted for admission. GRE scores can be no more than 5 years old.
- Submit a brief (maximum of two pages) curriculum vitae (resume) which highlights personal and professional experience and accomplishments.
- Submit the “Disclosure and Affirmation Form” that addresses misconduct disclosure, Code of Ethics for Educators, and tort liability insurance.
- Complete the required criminal background check.
The second stage of the admission process includes the following procedures:
- Applicants’ credentials are evaluated by the Educational Leadership faculty.
- Educational Leadership faculty, acting as a committee-of-the-whole, prepares a list of applicants who are to be invited to the campus to interview with Educational Leadership faculty.
- At the time of the on-campus interview, applicants will be asked to complete a writing assessment activity.
- Following the interview and writing assessment, the Educational Leadership faculty, acting as a committee-of-the-whole, will make final decisions for admission to cohort for Higher Education Leadership and P – 12 Educational Leadership.
The admissions cycle is as follows:
1) Application Deadline: April 1 of each year
2) Admission Offered: May of each year
3) Program Start Date: Fall Semester of each year
EdD program only does Fall start dates.
- Program Delivery: Hybrid
Average number of students admitted into the EdD program each year: Tier 1: 10 students in the Higher Education Leadership focus Tier 2: 10 students Higher Education and 10 students P-12
Types of employment students hold upon entering the program: Higher Education Leadership backgrounds:Students in the Higher Education Leadership program have administrative backgrounds in Student Affairs, Enrollment Management, Admissions, Athletic Programs, and Academic Affairs. P-12 Leadership backgrounds:Students in the P-12 background have administrative backgrounds in Elementary, Middle School, and High School Principalship, Assistant Principals, Curriculum Directors, and administrative responsibilities in the Superintendent office.
Student : Faculty Ratio (Courses): Tier 1 - 18:1 Tier 2 - 10:1
Typical masters degrees held by students upon entering the program: Higher Education Leadership:Typical Masters Degrees are: Higher Education Administration/Leadership, Public Affairs, Education Leadership. P-12 Leadership:Typical Masters Degrees are: Curriculum Studies, Educational Leadership, Teaching and Learning, Special Education
Number of credits in the program (beyond the Masters): 69
Professional qualifications required of prospective students: Higher Education Leadership:The only professional qualifications that we require are at least 3 years of experience in a higher education setting.P-12 Leadership:Most students enter in at the Tier 2 level and so will hold PL-6 Leadership Certification in the state of Georgia. Other than that, we place precedence on students who currently hold leadership position within in P-12 educational settings.
Length of Program: 4-5 years
Are most students part time or full time?: part time
- Financial aid available to students: We do not have any specific financial aid opportunities available to our students as they are classified as part-time. Students are directed to the Financial Aid office to determine if any aid is available to them. The state of Georgia offers a Tuition Aid Program (TAP) for any employees of the Georgia University System. All tuition is covered under this program. Many of our Higher Education students qualify for TAP since they are working in the Georgia university system.
Average number of students enrolled in each cohort: 10 students in the Higher Education Leadership focus and 10 students in the P-12 focus
- Total number of faculty: 8 faculty spread between Higher Education and P-12
1) Committment to Knowledge, Skills, and Dispositions of the Profession
a) Candidate consistently uses and applies current educational research and theory to inform discipline specific educational practice.
b) Candidate consistently demonstrates professionalism in decision making, consistently uses input from others, and is consistently decisive when needed.
2) Committment to Diversity
a) Candidate consistently plans educational practices that demonstrate awareness, sensitivity, and expression of fairness related to the commitment that all students can learn regardless of differences (e.g. ethnicity, gender, race, socioeconomic status, exceptionalities, language, religion, sexual orientation, and geographic area.)
b) Candidate consistently implements educational practices that demonstrate awareness, sensitivity, and expression of fairness related to the commitment that all students can learn regardless of differences.
3) Committment to Technology
a) Candidate consistently integrates technologies as appropriate to maximize learning opportunities for all students.
4) Committment to the Practice of Continuous Reflection and Assessment
a) Candidate consistently engages in systematic self-assessment and reflection
b) Candidate consistently accepts and responds to feedback in a professional manner.
5) Committment to Professional Conduct
a) Candidate consistently honors academic and professional commitment (e.g., class meetings & assignments, advisement meetings, scheduled chats & discussion boards, field and/or clinical experiences).
b) Candidate consistently takes responsibility for his or her actions.
c) Candidate consistently acts professionally appropriate in all settings. (e.g. in person, email, phone calls, online). This includes communication, appearances, the sharing of personal information, and relationships within the professional environment.
d) Candidate consistently presents information that relates to the profession and individual actions in an honest and forthcoming manner
Using the work of the CPED as a model, faculty in the College of Education’s Educational Leadership program began a three-year project to redesign the EdD. The current result is a program that defines what the CPED calls a “Dissertation in Practice” as a project the exhibits a candidate’s ability to think, to perform, and to act with integrity through appropriate course work and a dissertation document. We have created innovative course content, blended delivery models, included a cohort experience, and created new options for completing the dissertation document. The newly redesigned program encourages doctoral candidates to serve as leaders of change and problem solvers in both P-12 and Higher Education settings.
Under the newly redesigned program, students have 5 options for the dissertation document: Traditional Dissertation, Organizational Problem Analysis Dissertation, Program Evaluation Dissertation, Policy Analysis Dissertation, and a Systems Analysis Dissertation.
It should be noted that the EdD program in P-12 and Higher Education leadership is heavily involved in a variety of methods of evaluation to ensure rigor, quality, and improvement. In terms of the current situation, the EdD program is in a focused implementation stage of our newly designed program and so data on this new program is not available. What is more relevant in terms of the comprehensive program review is to describe the rigorous and extensive research that was done by our program faculty to create a program that is contemporary and responsive to the latest research on what an EdD degree should be.
History of this change as it relates to program evaluation and the current context:
During the Spring semester of 2009, the faculty of educational leadership program decided to initiate a process for re-designing the EdD in Educational Administration for both the P-12 and Higher Education focus. Subsequently, in the fall of 2009, the EDLD program coordinator appointed an ad hoc committee to develop a proposal for consideration by the EDLD faculty by the end of the Spring 2010 semester. An initial meeting resulted in consensus that the project should focus on the re-design of the professional doctorate degree meaning the EdD. The committee met a total of 12 times from November through April of 2009-2010 to discuss the issues and trends pertaining to the future of the education doctorate considering the institutional, regional, and national context. Efforts were also made to assess the needs of the student candidates seeking to become leaders in educational organizations. The committee used the following resources to inform its decision:
· Averitt College of Graduate Studies Vision for Graduate Education
· College of Education Conceptual Framework
· Carnegie Project on the Educational Doctorate
· NCPEA Handbook of Doctoral Programs in Educational Leadership: Issues and Challenges (NCPEA, 2008)
· Standards for the Advanced Programs in Educational Leadership (NCATE/ELCC)
· Georgia Department of Education Leader Keys
· University System of Georgia Executive Leadership Institute
· The Bass Handbook on Leadership: Theory, Research, and Managerial Applications (4th Edition) (Bass & Bass, 2008)
· Curriculum documents from selected EdD programs – Harvard University, Vanderbilt University, California State University, Ball State University, Illinois State University, and the University of Maryland to name a few.
In addition, the committee sought input from the following constituent groups:
· Superintendents from the First District RESA
· Board of Directors, Georgia Association of Educational Leaders
· Current EdD Candidates – Focus groups from the Savannah, Augusta, and Statesboro cohorts in their last semester of coursework and one group in their first semester in the program.
· Individual interviews with candidates in the final stages of their dissertation
· GSU research methodology faculty
· College of Education administration
The committee also reported its progress to the EDLD faculty at two regularly scheduled meetings in January and April of 2010. From this evaluation of the context as it related to the redesign of our EdD, there were noted several challenges and opportunities for moving forward with the proposal based on the 2010 environment.
Contextual Challenges and Crosswalk programs:
· Kennesaw State University had recently launched it EdD in Educational Leadership for Learning during the 2010/11 academic year
· Augusta State University was moving forward with plans to begin an EdD in Educational Leadership
· UGA had revived its EdD in Educational Leadership in 2009 after a hiatus of three years
· Valdosta State University was offering it EdD in Educational Leadership to cohorts based in Macon, GA
· Forming sufficiently sized cohorts in Savannah with qualified candidates was a problematic issue for our program
· Growing presence of online programs. At the time, Georgia had more EDLD degrees earned online than from in-state programs
· The PSC had reported out-of-state inquires from the following institutions to do leadership certification in the state:
o Central Michigan University
o Lincoln Memorial University
o Nova Southeastern University
o Argosy University
o Capella University
o University of Phoenix
· The only other doctorate (EdD or PhD) in Georgia at the time with a specialization in Higher Education Leadership was located at UGA
· The Carnegie Foundation, through the Carnegie Project on the Educational Doctorate (CPED), and the National Council of Professors of Educational Administration (NCPEA) were encouraging institutions to re-envision doctoral programs in educational leadership giving explicit attention to both relevance and intellectual rigor.
From this assessment of the environment under which GSU operates, it was deemed essential to move forward with the redesign of the program to ensure its validity as a program of worth, quality, and innovation for the region. These assessments lead to the following program evaluation recommendations:
· We would continue with a proportion of the program being delivered under a cohort structure
· We would re-title the degree as EdD in Educational Leadership for both P-12 and Higher Education students
· We would reduce the number of credit hours beyond the masters degree from 75 to 69 credit hours – Tier I, 30 Credit Hours; Tier II, 30 Credit Hours, Tier III, 9 Dissertation Credit Hours
· We would offer two areas of specialization: 1) Higher Education Leadership, and 2) P-12 Leadership. The Tier I component will have individual program of studies for the P-12 and Higher Education students to allow students to have a detailed study specific to their content area. The Tier II component will have combined experiences plus 12 credit hours of coursework specific to that field of study. This will help us to utilize our resources most efficiently.
o The Higher Education focus is expected to capitalize on a market niche created by a scarcity of higher education leadership programs in this region
o The P-12 focus will address the growing movement toward performance-based curricula for elementary and secondary educational leadership programs
· Tier II will have instruction through a hybrid model of delivery comprised of approximately 1/4 on-campus (face to face) and 3/4 online.
· We would relocate all future cohorts to the GSU campus to optimize utilization of campus and human resources.
· We would re-design the sequence of research methods courses and the dissertation process to emphasize practical research skills that focus on the analysis and solution of organizational problems, policy issues, program evaluation concerns, and system issues.
· Raised expectations for quality of dissertation scholarship and broader distribution through instruction in writing for academic publication (to occur in Research Seminar II), requirement in Research Seminar II that the final manuscript (a comprehensive review of the literature) be submitted for editorial review and possible publication in a refereed venue, and presentation of dissertation research in a semi-annual symposium, in addition to the required defense with the dissertation committee.
· Development of a new dissertation protocol regarding the procedures for the dissertation defense.
· We would develop new protocols and options for the completion of the dissertation document in line with the dissertation in practice philosophy.
· The goals of the program would shift to:
o As scholar practitioners, GSU graduates earning the EdD in Educational Leadership will demonstrate knowledge, skills, and dispositions necessary for leading profound change in educational institutions. Specifically, graduates will be able to:
1. plan, implement, and evaluate systemic organizational change in collaboration with stakeholders and grounded in a shared vision;
2. lead the development of an organizational culture that supports the professional growth of faculty and staff and attainment of educational goals by students;
3. nurture the development of leadership capacities in others;
4. use data effectively to plan, implement, and evaluate the effectiveness of educational programs;
5. critically evaluate educational research for its application to practice and conduct action research to inform professional decisions;
6. champion policies and practices that recognize and value diversity, are grounded in principles of social justice, and that strive to achieve equity;
7. reflect upon the ethical dimension of policies, practices, programs, and decisions and to model ethical behavior in professional practice;
8. effectively manage the fiscal, physical, and human resources in support of the educational mission of the institution;
9. effectively integrate technology in the support of the educational mission of the institution;
10. foster partnerships with external constituencies, responding to diverse community interests and needs;
11. foster organizational awareness of the political, economic, and legal contexts of public educational policy and its implications for leading change; and
12. engage in continuing personal assessment and reflection on one’s growth as a transformational leader.
This program redesign went through a formal institutional and state-level review process and received approval. This program was implemented in the Fall Semester of 2013 with 17 total students at the Tier II level (8 higher education and 11 P-12 students). The projected enrollment numbers were between 15 and 20 students so this is right on enrollments targets set as a program. As part of our continual evaluation as it relates to programmatic goals, we have recently applied to join the Carnegie Project on the Educational Doctorate to be a member institution. Currently there are only 58 member institutions across the country. This involves a 3-year commitment from the University, College of Education, and the LTHD department with attendance at 2 national meetings per year, course release time (as appropriate) for our faculty representative, and contribution to the research and knowledge of the EdD degree. We hope involvement in the CPED will help our program to be more accountable to our goals and efforts to develop scholarly practitioners.