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Rossier School of Rossier School of EducationEducation

Defining Excellence in Urban EducationDefining Excellence in Urban Education

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Planning Context:Planning Context:Ph.D. vs Ed.D. DistinctionPh.D. vs Ed.D. Distinction

Ph.D.Ph.D. Ed.D.Ed.D.Preparation for career Preparation for career generating researchgenerating research

Development of Development of specialized practitioner specialized practitioner skillsskills

Program emphasizes Program emphasizes theory, tools and theory, tools and apprenticeshipsapprenticeships

Program emphasizes Program emphasizes problem analysis and problem analysis and integration of ideasintegration of ideas

Research which is Research which is directed toward theory directed toward theory buildingbuilding

Applied inquiry which Applied inquiry which primarily addresses primarily addresses localized practitioner localized practitioner problemsproblems

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Ed.D. ProgramEd.D. ProgramConceptual ApproachConceptual Approach

The Ed.D. Program concentrates on The Ed.D. Program concentrates on “leaders of practice” with a focus on “leaders of practice” with a focus on how to provide inquiry skills so they how to provide inquiry skills so they can solve problems and implement can solve problems and implement more successful educational more successful educational programs.programs.

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Ed.D. Program Components

Inquiry focus in all course work Four core courses Concentration courses Inquiry courses based on tasks that

leaders must perform in their positions

Cohorts of 20-25 students Thematic dissertations

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Challenges for the Ed.D.Challenges for the Ed.D.Capstone EffortCapstone Effort

Currently utilize a thematic dissertation Currently utilize a thematic dissertation approach, but considerations include:approach, but considerations include:

What makes the most sense from a What makes the most sense from a professional leadership enhancement professional leadership enhancement perspectiveperspective

What is feasible/desirable from a What is feasible/desirable from a program size perspectiveprogram size perspective

What is best from our view of program What is best from our view of program quality perspectivequality perspective

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Challenges for the Ed.D.Challenges for the Ed.D.Core CurriculumCore Curriculum

4 core courses are due for revisions4 core courses are due for revisions How do they contribute to the overall How do they contribute to the overall

goal of creating leaders in urban goal of creating leaders in urban education?education?

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Challenges for the Ed.D.Challenges for the Ed.D.Signature PedagogySignature Pedagogy

Use of the “gap analysis” model. Further work Use of the “gap analysis” model. Further work is needed to:is needed to:

Arrive at faculty-wide agreement on the role Arrive at faculty-wide agreement on the role of the modelof the model

Investigate ways to more fully utilize the Investigate ways to more fully utilize the model in the inquiry and concentration model in the inquiry and concentration coursescourses

Determine how it can serve as a required Determine how it can serve as a required central feature of the new capstone processcentral feature of the new capstone process

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Challenges for the Ed.D.Challenges for the Ed.D.Focus of the ConcentrationsFocus of the Concentrations

Currently there are four concentrations – K-Currently there are four concentrations – K-12, Higher Education, Teacher Education 12, Higher Education, Teacher Education in a Multicultural Society, and Educational in a Multicultural Society, and Educational

Psychology. More work is needed to:Psychology. More work is needed to:

More clearly define the focus of each More clearly define the focus of each concentrationconcentration

Ensure that each concentration is Ensure that each concentration is effective in achieving its goalseffective in achieving its goals

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Challenges for the Ed.D.Challenges for the Ed.D.Program SizeProgram Size

Each year, the program enrolls Each year, the program enrolls approximately 150 new students. approximately 150 new students. Issues of program size need to be Issues of program size need to be

addressed in relation to:addressed in relation to: Program qualityProgram quality Program effectivenessProgram effectiveness FeasibilityFeasibility SupportSupport

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Challenges for the Ed.D.Challenges for the Ed.D.Differential Engagement of Differential Engagement of

FacultyFacultyAll faculty are Ed.D. program faculty and all were All faculty are Ed.D. program faculty and all were consulted and offered participatory opportunities consulted and offered participatory opportunities

during program conception. Issues include:during program conception. Issues include: Uneven participation in courses and Uneven participation in courses and

dissertation groupsdissertation groups Different opinions on how the program has Different opinions on how the program has

fared to datefared to date Different perspectives on what direction Different perspectives on what direction

the program should take in the next few the program should take in the next few yearsyears

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Challenges for the Ed.D.Challenges for the Ed.D.Developing Inquiry Courses for Developing Inquiry Courses for

Educational LeadersEducational Leaders What research and inquiry content What research and inquiry content

should be presented?should be presented? How should inquiry courses be taught? How should inquiry courses be taught?

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Integral Parts of the Evaluation

Recent Academic Program Review and forthcoming report

Ed.D. Governance Committee Planned external review of program

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Evaluation Design Components

1) Program Design 2) Program in Practice 3) Indicators and Outcomes 4) Predictors of Success 5) Sustainability/New Directions

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Ed.D. Program Evaluation

1) Program Design– Stakeholder perceptions of quality– Comparison of design to

Views of professional doctorates Urban mission Professional doctorates in other USC schools Professional doctorates in other universities.

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Ed.D. Program Evaluation

2) Program in Practice– Extent that design is implemented– Analysis of quality of the current program

Academic areas: core courses, preliminary review, concentration courses, thematic dissertations, qualifying exams, and defenses

Managerial areas: support, course management indicators, student satisfaction

– Stakeholder perceptions

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Ed.D. Program Evaluation

3) Indicators and Outcomes– Indicators of competence in regards to

goals of professional doctorate– Completion rates by gender/ethnicity– Job attainment in contrast to pre-

program goals– Graduate perceptions of the program

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Ed.D. Program Evaluation

4) Predictors of Success– Predictors of program completion – Predictors of job attainment and

professional growth– Predictors of student satisfaction with

program

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Ed.D. Program Evaluation

5) Sustainability/New Directions– Faculty work load – Program size/quality– Faculty engagement and agreement in

practice– Continued innovation

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A paper describing the development of our new Ed.D program, online at:

www.usc.edu/education/up_files/edd/developprogr.pdf