Doctorate in Education in Educational Leadership Ed.D CSUSB Doctorate in Educational Leadership • PK-12 school and district administrators • PK-12 educational leaders – Counselors – Psychologists – Social Workers – Health Educators • Community College administrators • Community College teachers • Educational Policy makers Doctoral Students and Graduates Say: 1. • • • • • The Doctoral Program at California State University, San Bernardino has given me new knowledge in the following areas: “Research, data analysis, organizational planning, and systems building.” “Diversity, Personnel issues, Educational Finance, Educational Leadership and the Doctoral process.” “Leadership, scholarship, research, presenting/sharing ideas and research, collaboration, the future of education, the history of education, the ways that education has been and is not equitable, quantitative/qualitative research designs, and designing a research project.” “Scientific research, educational challenges/issues in California/USA, testing and assessment.” “Educational theories and research, research methodologies and design, new ways of thinking and reframing the current state of education, multidisciplinary approach towards educational issues.” Doctoral Students and Graduates Say: 2. The Doctoral Program at California State University, San Bernardino has helped me in my educational practice in the following ways: • “Helped me to be scientific in my approach to problem solving issues in my organization.” • “Doctoral program helped me grow as a professional and as an individual. I have gained a tremendous insight on not only the organization, facilities, and educational process but also in the rarely exposed post modern philosophical trends. My exposure led me to further personal growth and trips to retrace French continental philosophical school through programs abroad at Sorbonne (summer course).” • “It has given me a broader lens. I see things from a broader perspective in the area of education.” • “I have gained confidence in my ability to lead from my current position and aspire to new challenges. I have readily applied many of my learnings to everyday work.” • “Enabling me to see the ways in which I can be a change agent, changing my views/understandings of education overall, understanding assessment and evaluation (school accountability in a more practical way.” Doctoral Students and Graduates Say: 3. The Doctoral Program at California State University, San Bernardino has helped me connect research/policy issues to problems of practice in the field through: • “First having a better grip on effective research practices, evaluating current studies for bias, evaluating areas of needed study.” • “Professionals in the field research journals, professional journals and the latest updates on research in my area of educational leadership.” • “My latest essay and observations on differences between Asian and Western models of education that I hope to publish derived directly from the experience of EdD program and its study abroad program at Xi’an, China.” • “My research for my dissertation topic covers higher education policies/practices/problems with regard to online education student support services.” • “Understanding how research designs can be used as a tool to effect changes in current policies and practices, theoretic approaches to understanding how student achievement can be improved.” Doctoral Students and Graduates Say: 4. Either during my participation in the program or after I graduated, I have received the following promotions: • During my ABD period I had been hired as a lecturer at the Antelope Valley College. Although the subject is history, the doctoral work helped me stand out in a crowd of numerous candidates.” • “I have just started the program. However, when I mention that I am a doctoral student at CSUSB, it has given me the opportunity to get job interviews.” • “Seeking to change positions at the end of the school year and move into a leadership roll – district administration (director/program specialist) and professorship opportunities in higher education.” Admission Requirements Evidence of leadership Evidence of tenacity and integrity Traditional evidence – GPA, GRE, MA with project or thesis Admission Requirements An earned baccalaureate and master’s degree in education or a related field from an accredited institution of higher education. A cumulative grade point average of 3.0 or higher in upper division and graduate study. Requirements Official transcripts from all higher education institutions attended. Check transcript for project or thesis reported. In application documents tell of major projects, internships, service learning or other accomplishments. Graduate Record Examination (GRE) taken within the last five years. Recommended score of 150 on the quantitative section and 150 on the verbal section. Analytical Writing 3.0 GRE Workshop Cost Approximate cost annually $15,750.00 per year 3 years Financial Aid is available Time Requirements Three year program – year round – including summers First two years classes on one week night and Saturday morning Third year – work on Dissertation Reading and writing required for the program is rigorous Course Work focus Educational Leadership Research methodology Scholarship in your area of interest Cohort Program Process Contact information or pre-application Request Ed.D. application packet from Catherine Farrington ([email protected], 909-537-5651) CSU mentor to register to university and Graduate School Complete Ed.D. application and return to Catherine Contact financial aid office Spring - Interviews Spring- acceptance to the program Deadline Application for September, 2013 Ed.D. • April 30 – Completed registration and Program application Deadline for First Round of Interviews for Ed.D. Program Cohort 7 Fall 2013 Size of Cohorts and Graduation Percentage Cohort 1 – 9 students (56%) Cohort 2- 14 students (64%) Cohort 3 – 8 students (Graduation date 2012) Cohort 4 – 8 students (Graduation date 2013) Cohort 5 – 14 students (Graduation date 2014) Cohort 6 – 14 students (Graduation date 2015) Why CSUSB Ed.D. Program CSU program developed as professional degree University wide faculty involvement and practitioners Dissertation support Can align with getting a K-12 administrative credential Cohorts Three years Cost International Study Tours Graduate December 2010 Graduate June 2011 Graduates December 2011 Graduates June 2012 –2 –3 –5 –5 Carnegie Project on the Education Doctorate Working Principles for the Professional Practice Doctorate in Education We, the members of CPED, believe “The professional doctorate in education prepares educators for the application of appropriate and specific practices, the generation of new knowledge, and for the stewardship of the profession.” With this understanding, we have identified the following statements that will focus a research and development agendas to test, refine, and validate principles for the professional doctorate in education. Carnegie Project on the Education Doctorate The Professional doctorate in education: 1. Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice. 2. Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities 3. Provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships. 4. Provides field-based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions. 5. Is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry. 6. Emphasizes the generation, transformation, and use of professional knowledge and practice.