Kent State University

Name of CPED-Influenced Program: College wide EDD
Program Description:

The PHD program in Special Education has been around for more than 30 years.  The program requires 45 semester hours of coursework before comprehensive exams (done in a variety of ways) followed by the dissertation.  Classes consist of discipline specific coursework and a substantial number of research and statistics coursework.  Classes are delivered in traditional face-to-face format as well as hybrid and distance learning.  Our current program accommodates full and part-time students.  Residency requirements can be met in several ways but generally the student chooses 18 semester hours of coursework within 12 months as well as a list of additional activities (e.g., submit 2 articles for review, present at 2 national conferences).

Stage in Redesign Process:  Design & Development

 

Laboratories of Practice: 

Since a large proportion of our past and present doctoral students are practitioners, who remain in practice even after earning the doctoral degree, we believe that this degree will be especially attractive.  Many of our doctoral program applicants would benefit from the EdD experience since they have little interest in preparing for the professoriate.  They are interested in studying leadership; and, the multi-professional nature of the proposed degree would prepare them to work interprofessionally with community schools, agencies, not-for-profits, museums, and health care institutions, something that is highly desirable for community welfare.  Based on a recent review of applications and enrollment, we would anticipate a first EdD cohort of 15-20 students.

Capstone:
 Our capstone is the dissertation in its traditional sense.  The dissertation begins after the student has passed their oral comps.  They generally form a Dissertation Phase Advisory Committee and present the committee with a dissertation proposal consisting of the lit review and method section of the document.  After the proposal editing approval is reached and the candidate writes, submits and achieves IRB approval for the research.  Following that data is collected, the draft of the method and results is circulated through the editorial process and, finally, there is an oral defense.
 
Description of each year of the Program: 

Description of the proposed curriculum.

The Interprofessional EdD will consist of five core courses in which all students will participate. They are:

Integration, Collaboration, and Negotiation in Complex Organizations

Students will explore organizations and their structures through the lens of organizational theory, systems theory, change theory, and appreciative inquiry.  The students will study the particular dynamics of organizational power and politics for analysis of cultures and diagnosis of organizational states.  Students will examine the organization’s responsibilities to societies.

Culture, Politics, and the Exercise of Power

Students will study the complex and controversial world of US culture and politics and how it influences the development of federal, state, and local culture of education.    Study will focus on examination of current events affecting societal l issues and reform attempts.  Students will investigate a particular social, economic, or academic issue in depth.  Special attention will be given to the reasons behind the need for reform in the US and abroad: de facto and de jure inequalities and how they are predicting the future of the planet.

Inter-professional Studies

This course is thus best understood as an exploration of the causes and consequences of specialization in the field of education and as an inquiry into the challenges and the potential of inter-professional collaboration to contribute to societal well-being. 

Generally speaking, inter-professional study aims develop strategies and institutional structures that can foster inter-professional practice. This begs the question of how professionals in seemingly holistic fields such as education have come to be as specialized as they are. This course will explore the many factors that have contributed to fragmentation, will examine the pros and cons of specialization, and will inquire into the institutional and ideational conditions for genuine collaboration among professional  entities.  

Ethics and Leadership

This course will explore ethical practice in professional contexts in education and human services with a view to helping future and current practitioners to reflect upon, refine and re-evaluate the ethical dimensions of their work. 

The course will begin with an exploration of the idea of professional ethics in relation to personal commitments. How do practitioners "profess" the ethical ideals of a particular profession?  Among the questions we'll consider are: how does one ascertain what these ideals are? Is there consensus about these ideals, or is there a plurality of ideals in a given profession?   Just as Aristotle provided a helpful way of thinking about how to “hit the mark” in relation to the cultivation of ethical character, so we will develop criteria for navigating ethically ambiguous practices. 

Action Research

This course will introduce students to action research, a form of systematic inquiry conducted by practitioners on their own practice or on that of their organizations. The goals of action research are the improvement of practice, a better understanding of that practice, and an improvement in the situation in which the practice is carried out. The learning objectives of the course will be students’ ability to conduct action research in education-related organizations.  Topical learning will include:  research philosophy and methodology, identification and exploration of conceptual  frameworks through searches  of related literature, data analysis and interpretation, and the development of community and collegiality. The major assessment of the course will be the completion of the capstone project undertaken in a setting in which the student is engaged in professional practice

Summer 1                 Fall 1                         Spring 1                     Summer 2                 Fall 2                          Spring 2                       Sum 3        

 

 

 

Intensive on- campus Meeting

 

Ethics and leadership-  

Integration, collaboration, and negotiation in complex organizations

 

International themes in education-  from local to global

Online/Distance communication

Coursework in discipline

 

Weekend on- campus Meeting

 

Ethics and leadership-  

Integration, collaboration, and negotiation in complex organizations

 

International themes in education-  from local to global

Online/Distance.   communication

Coursework in discipline

 

Weekend on- campus Meeting

 

Ethics and leadership-  

Integration, collaboration, and negotiation in complex organizations

 

International themes in education-  from local to global

Online/Distance

communication

Coursework in discipline

Intensive on- campus Meeting

Culture, politics, and the exercise of power

Action research 

for culminating capstone project

Online/Distance communication

 Coursework in discipline

Weekend on- campus Meeting

Culture, politics, and the exercise of power

Action research

for culminating capstone

project

Online/Distance communication

 

Coursework in discipline

Weekend on- campus Meeting

Culture, politics, and the exercise of power

Action research

for culminating capstone project

Online/Distance communication

 

 Coursework in discipline

 

 

 

 

Action research

for culminating

capstone project

OnlineDistance

communication

Program Milestones: 

Advisory phase committees are formed and coursework is mapped as a prospectus and filed. Coursework is followed by a comprehensive exam followed by an oral exam of the comps.  Dissertation phase committees are formed and receive and review and shape a dissertation proposal.  IRBs are completed and approved.  Data is collected followed by the writing of the results and discussion sections.  There is an oral defense.

Admission Requirements:

There are GPA and GRE requirements, along with letters of reference, and a personal philosophy and goals statement.

General Information:
Program Delivery: Hybrid
Admissions Cycle: Two year cycles.

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