University of Northern Iowa

Name of CPED-Influenced Program: Doctor of Education

Program Description: 

The University of Northern Iowa’s Doctorate of Education is intended to provide practicing educators, in formal and nonformal settings, the opportunity to continue their study and earn the terminal professional degree in their field. The Ed.D. degree requires a minimum of 60 semester hours of credit beyond the master's degree. There are three components to the program:

Allied Health, Recreation, and Community Services ISA

This area of intensive study is designed to provide students with advanced planning, management, supervision and evaluation of programs in the community and its institutions. The combined areas of allied health, recreation and community services are diverse professional areas knitted together by a unified commitment to enhancing, enriching and sustaining individual well-being and quality of life. Each of these areas contributes unique and different professional perspectives, yet, at the same time, focus on the individual and collective well-being of people, communities and society as a whole. Graduates are prepared for careers as applied scholars, evaluators, athletic administration, administrators of community nonprofit organizations, youth serving agencies, public parks and recreation agencies, foundations, and government agencies. The program of study will be based upon student's needs, interests, and upon approval by an academic advisor and program of study committee.

Curriculum and Instruction ISA

This area of intensive study is designed to prepare scholar practitioners to plan, implement, evaluate, and supervise educational programs for children, from infancy through adolescence, and adult learners, inclusive of a wide variety of diversity. Faculty in this intensive study area come from many departments and disciplines, including but not limited to prekindergarten through tertiary curriculum and pedagogy; foundations of education in psychology, philosophy, social sciences; disability studies, gifted and talented, and multicultural education; literacy education; instructional technology, school library studies; and P-12 content areas such as mathematics, physical education, science, social studies, and language arts.

Educational Leadership/Special Education Director ISA

This area of intensive study in education administration, prepares personnel for leadership positions in PK-12 schools, post-secondary institutions, and other educational services or settings. Typical positions held by educators with the terminal degree focused on educational leadership include principals, superintendents, school district central office administrators, professors of educational leadership, special education directors at the Area Education Agency level or Department of Education administrators and consultants.

Stage in Redesign Process: Implementation
 
Signature Pedagogy:

The goal of the EdD program at the University of Northern Iowa is to prepare scholars and leaders in teaching, policy construction and professional practice. EdD graduates have the knowledge and advanced research skills to make positive impacts on the delivery and quality of educational programs. In other words, UNI wants to graduate research practitioners who can better educate, serve and lead.

Capstone: 

Doctoral students at the University of Northern Iowa must complete a comprehensive requirement and dissertation to graduate.


Admission Requirements: 

Formal application to doctoral study should be made to the appropriate intensive study area office, where descriptive materials and application packets may be obtained. Application for graduate admission can be found at www.grad.uni.edu/admission.

Admission to the program will be granted to those applicants who provide evidence of prior academic success; successful and appropriate professional experience; effective oral, written, and interpersonal communication skills; and professional and academic goals that may be effectively served by the degree program offered. Additional criteria may be established by an area of intensive study since some previous specialization work is presumed.

  1. The applicant must hold a master's degree from a regionally accredited institution of higher education.

  2. Each applicant must submit transcripts of all previous academic work. Applicants with a grade point average of less than 3.50 for all prior graduate work will not usually be considered for unconditional admission.

  3. The Graduate Record Examination (GRE) is required for admission. Students applying for admission to the EdD degree program must have their verbal, analytical writing, and quantitative scores on the Graduate Record Examination forwarded directly to the Office of Admissions in order to be considered for degree status admission.

  4. The applicant must have a minimum of three years of professional educational experience.

  5. Three letters of recommendation must be submitted from individuals familiar with the applicant's potential for advanced professional study, at least one from a professor familiar with the applicant as a student and at least one from an educational employer/supervisor.

  6. Scores on the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) are required from applicants whose first language is not English. The minimum required scores for unconditional admission are 550 (paper) / 79-80 (Internet) on the TOEFL or 6.5 on the IELTS.  The requirement to submit these scores may be waived only by the Graduate College through a direct request from a graduate program (not from a prospective student). A typical circumstance in which a waiver may be granted is that the student has completed a bachelor's or graduate degree at an accredited English-speaking institution.

  7. Some intensive study areas require a written statement from each applicant as part of the total application packet. The written statement should articulate the applicant’s professional background, reasons for seeking the doctoral degree and a statement of career goals. A sample of professional writing that will be formally assessed may also be required. The professional writing sample may consist of a master’s research paper or thesis, published article, a paper prepared for presentation at a professional conference, or similar document. Contact the appropriate Intensive Study Area for complete application requirements.

  8. Provisional degree status may be recommended for an applicant who does not meet all of the requirements or for whom it is felt that further graduate coursework or professional experience would be useful in making the admission decision. Provisional degree status will not be considered for applicants whose admission files are incomplete. An individual admitted to provisional degree status must be formally reconsidered for unconditional admission, and course work completed during that time must be subsequently approved by an appropriate faculty committee before it may be applied to a degree.

  9. Soon after admission, an advisor will be appointed for each student. In most instances, the advisor will be from the student's area of intensive study. The student should meet with the advisor to discuss the coursework to be submitted for approval for application to their 27-hour intensive study area
 
General Information:
 
  • Program Delivery: Hybrid
  • Number of credits in the program (beyond the Masters): 60
  • Professional qualifications required of prospective students: 
  1. The applicant must hold a master's degree from a regionally accredited institution of higher education.
  2. The applicant must have a minimum of three years of professional educational experience, preferably post-master's.
  • Length of Program: Less than 4 years
  • Admissions Cycle: Applications are accepted continuously through February 1.  Coursework begins in the fall after acceptance.
  • Financial aid available to students: Various scholarships and graduate assistantships are available to students enrolled in the EdD program at the University of Northern Iowa.  They are available through the Graduate College, the College of Education, the Curriculum and Instruction ISA, the Educational Leadership ISA, and the Allied Health, Recreation and Community Services ISA.  Information is available on the University of Northern Iowa’s website.

Core Courses:
 

The 27 hours EdD professional common core for all intensive study areas consists of two components: the substantive component and research methods.

Substantive Component:

18 credit hours (3 credits per course)

18

INTDEPED 7303 (190:303)

Foundations of Inquiry

 

INTDEPED 7318

Evidence-Based Practices, Assessment, Accountability, and Program Evaluation

 

INTDEPED 7320

Leadership in Formal and Informal Learning Environments (OR EDLEAD 7311 or EDLEAD 6245 if taken for an Advanced Studies Certificate in Educational Leadership/Special Education Director)

 

INTDEPED 7322

Organizational and Community Transformation (OR EDLEAD 7325 or EDLEAD 6247 if taken for an Advanced Studies Certificate in Educational Leadership/Special Education Director)

 

INTDEPED 7324

Critical Analysis of Social and Cultural Contexts in Education

 

INTDEPED 7389 (190:389)

Doctoral Seminar

 

Research Methods

9 credit hours (3 credits per course)

9

INTDEPED 7314

Inquiry I

 

INTDEPED 7316

Inquiry II

 

Advanced Methods

3 credit hours (Course choice)

3

Choose one or more

of the following 3-credit-hour courses:

 

MEASRES 6270 (250:270)

Educational Program Evaluation

 

MEASRES 7300 (250:300)

Descriptive Educational Research

 

MEASRES 7301 (250:301)

Advanced Experimental Research in Education

 

MEASRES 7310 (250:310)

Advanced Qualitative Methods in Educational Research

 

Total hours

Professional Common Core

27

Content Courses:

Research threads are areas of expertise to create thematic communities of practice for faculty and student research endeavors. These themes will help you identify potential ongoing research areas to work with faculty for interdisciplinary and/or increased scholarship. Each ISA has its own research threads. Listed below are the major research threads from each ISA. Students will have the opportunity to individualize within the Intensive Study Areas. For further information, please contact the ISA coordinator in your intensive area of study.

Allied Health, Recreation and Community Services Research Threads

Thread: Community Engagement in Health, Physical Education and Leisure Services

Research topics include experiential learning, service learning, higher education outcomes and standards, integrating theory and practice, reflective thinking, student competencies and development, and engaged campus.

Thread: Healthy Communities and Active Lifestyles

Research topics include policies that spur an increase in active transportation, the role of municipal management in creating healthy communities, barriers to building infrastructure enabling healthy behaviors, impacts if tourism-oriented active transport on community health and leisure, impact of active transport on disease incidence, and the impact of living in area with active transportation on leisure time.

Thread: Consumer Behavior and Service Delivery

Research topics include participation constraints of adults in recreational sports, constraints to participation in leisure within diverse ethnic minorities, motivation to participation in leisure: dominant culture vs. minority cultures, motivating high school students to participate in leisure activities, and examining constraints of ethnic (non-Caucasian) women to participate in recreational activities.

Thread: Efficacy, Coaching, and Youth Leadership

Research topics include coaching efficacy, youth leadership efficacy, efficacy perception, coaching competency, coaching effectiveness, youth leadership efficacy demographics, youth leadership efficiency psychometrics, other efficacy beliefs, and relation inferred self-efficacy.

Curriculum and Instruction Research Threads

Thread: Prekindergarten through Tertiary Curriculum and Pedagogy

Research topics include but not limited to issues and trends in curriculum, analysis and design of curriculum, methods and materials, incorporating technology, assessment, disability studies, gifted and talented, and multicultural education. We have faculty whose scholarly work and teaching relate to teacher education and to the preparation of teacher educators for tertiary and inservice settings.

Thread: Foundations of Education in Psychology, Philosophy, Social Sciences

Research topics include but not limited to philosophy of education, instructional psychology, and educational research.

Thread: Literacy Education

Research topics include but not limited to assessment and evaluation of literacy, children’s literature, methods of teaching literacy, and language development and emergent literacy.

Thread: Instructional Technology

Research topics include but not limited to educational technology and design, creating technology-enhanced learning environments, developing and directing online learning, issues and trends in instructional technology, visual literacy, and planning and producing instructional media.

Thread: School Library Studies

Research topics include but not limited to school library curriculum, library resources, administration of the school library program, reference services and information retrieval, and technologies for libraries.

Thread: P-12 Content Areas

Research topics include but not limited to mathematics, physical education, science, social studies, and language arts.

Educational Leadership/Special Education Director Research Threads

Thread: Principalship

Research topics will be grounded to the Department’s mission of promoting Leader of Learning, Leader of Service, and Leader of Change.  Inquiry will be encouraged on the principalship and the effective use of technology; social justice; continuous improvement of the educational experience; process collaboration with stakeholders; cultural competency and appreciation of diversity; fostering culture of high expectations; effective use of data; and personal and professional growth of self, educators, and students.

Thread: Special Education Director

Research topics will emphasize inquiry on evidence-based pedagogy; administrative and organizational practices; special education administration skills and dispositions; special education law; inclusion; research/evaluation methodologies; improving the academic and functional outcomes for children with disabilities; and improving the productivity and outcomes from local education agencies. 

Thread: Superintendency

Research topics will be grounded to the Department’s mission of promoting Leader of Learning, Leader of Service, and Leader of Change.  Inquiry will be encouraged on uncovering long-term organizational practices within districts; promoting systemic change to improve student achievement; historical and current issues surrounding district financial practices; the superintendency and power, politics, and ethics;  human resource management; cultural competency and appreciation of diversity; effective use of data; and personal and professional growth of self, educators, and students.

Thread: Teacher Leadership

Research topics will be grounded to the Department’s mission of promoting Leader of Learning, Leader of Service, and Leader of Change.  Inquiry will be framed around the Teacher Leader Model Standards that encourages a collaborative culture to support educator development and student learning; systemic efforts to improve practice and student learning; promoting professional learning communities for continuous improvement; facilitating improvement in instruction and student learning; promoting the use of assessments and data for school improvement; improving outreach and collaboration with families and community; and advocating for student learning and the profession.

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