The Relationship between the Doctoral Plan of Study and the Department s Mission and Program Objectives

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1 The Relationship between the Doctoral Plan of Study and the Department s Mission and Program Objectives The Mission of the EAF Department The mission of the Department of Educational Administration and Foundations is to prepare people of diverse backgrounds for leadership roles in education. The academic programs in the department are based on the assumption that leadership in educational systems is essential for the society successfully to produce an enlightened citizenry. The programs and degrees are grounded in the belief that educational leaders require knowledge, skills, values, and commitment appropriate for administrative, policy, instructional, and research roles in societies striving to realize the democratic ideal. (EAF Department: passed 10/23/01). The Doctoral Programs The doctoral programs with concentrations in P-12 and Higher Education Administration at Illinois State University are focused on the preparation of individuals for leadership positions. International educational administrators are a welcome part of the program. Required courses in educational finance, education law, organizational planning, foundations, and research provide experiences that are oriented to students gaining critical understanding and multiple perspectives about educational organizations. With this expertise, graduates are prepared for leadership positions in colleges, universities, higher education organizations, P-12 schools and districts, educational associations, and agencies. The Department has designed two complementary doctoral programs (Ph.D. and Ed.D.). The Ph.D. and Ed.D. programs have two major common goals: 1. A doctoral graduate will have acquired the skills, knowledge, values, and commitment necessary to lead educational organizations and institutions. 2. A doctoral graduate will develop and demonstrate understanding, appreciation, and application of appropriate knowledge, skills, values, and commitment within the respective administrative, policy, instructional, and research roles identified for educational leadership.. Although many courses, procedures, and objectives overlap, two major distinctions exist between the programs. The Ed.D. program is designed for individuals who want to focus on the practice of educational administration at the P-12 and higher education levels. These individuals wish to improve and expand their skills as they strive to lead educational organizations and agencies. Due to this focus on practice, all Ed.D. students are required to complete a 6-hour field-based professional practice (that may or may not lead to certification) that helps them meet their goals of improving the practice of educational administration. In addition, Ed.D. candidates focus more on how to use and interpret research rather than developing an expertise in some research methodology. The Ph.D. program is designed for individuals who want to focus on the critical examination and study of educational organizations and practices. These individuals will focus on expanding their knowledge of theory, educational practices, social/philosophical/historical/political/economic influences, and analytical skills. The program is structured around these areas, but allows flexibility for students to focus on breadth of knowledge across areas or depth of knowledge within particular areas. In addition, Ph.D. candidates focus on developing an in-depth knowledge of selected research methodologies so they can conduct research. Both of the following two concentrations are offered within the Ed.D. and Ph.D. programs. Both programs are subject to the 8-year maximum limit between the first course that counts toward the doctorate and the date of the dissertation defense. 1

2 Program Concentrations P-12 Doctoral Concentration within the Ed.D. and Ph.D. programs A doctoral degree graduate with the P-12 concentration will have developed the ability to approach challenges and opportunities in schools using multiple perspectives and leadership skills in order to: 1. Develop, articulate, implement, administer and share with the district s community a vision focused on learning. 2. Develop and sustain a district instruction program that promotes student learning and staff professional growth at the district level. 3. Manage a district s organization, operation and resources to produce a safe, efficient, and effective learning environment. 4. Work positively with families and community members by identifying and responding to diverse community interests and needs, and mobilizing community resources. 5. Promote the success of all students in a school district by acting with integrity, fairness, and in an ethical manner. 6. Understand and respond to the political, social, economic, legal and cultural context of the school district, the community, the state, and the nation. 7. Conduct research that contributes to an understanding of administrative practice and/or theory and disseminate the results of that research to relevant audiences. Higher Education Doctoral Concentration within the Ed.D. and Ph.D. programs A doctoral degree graduate with the higher education concentration will have the knowledge and skills necessary to: 1. Advance and apply scholarship on higher education administration to the leadership of higher educational institutions and organizations. In particular, graduates will be well-versed in the following areas, which are essential to understanding and articulating the educational roles of colleges and universities: Cultural, ethical, and societal issues that affect higher education Economic, legal, and political issues that affect higher education Organization, governance, leadership, and administrative theories Higher education finance, law, and planning History of higher education 2. Understand and utilize design and analysis factors when interpreting research literature and when conducting research and evaluation studies. 3. Identify and utilize appropriate instructional and administrative technologies 4. Understanding the roles, functions, and interrelationships among a college s or university s major constituents, including students, faculty, staff, alumni, and trustees. 5. Promote diversity initiatives within higher education settings 6.Conduct research that contributes to an understanding of administrative practice and/or theory and disseminate the results of that research to relevant audiences 2

3 Ed.D. Program and Plan of Study 1. Administration Component The Ed.D. focuses on preparing for the understanding of and the practice of P-12 and higher education administration. The heart of the program is the Administrative component that combines content knowledge with practical experiences. Students select ONE area (column) of specialization in this section, and all students must complete six hours of professional practice in the field (whether or not students want certification). Students who select the P-12 Administrative concentration must start their portfolios as soon as they begin the first class. See Professional practice hours should be taken at two different points in the program: Students follow the recommended sequence of courses in this component (A, B, C). The first professional practice experiences should be taken after one completes 15 hours of Administrative Component courses. The second 3-hour experience should be taken after one completes 30 hours. Students seeking superintendent s endorsement need to pass the state content exam prior to enrolling in the last three 598 hours. In addition, upon completion of 598, they must submit their portfolio for faculty review to assure that they have met all the standards. Students will receive an incomplete in 598 if their portfolios fail to meet ELCC standards. The purpose of this component of the Ed.D. program is to allow students the opportunity to see how theory and practice interrelate and to allow time for reflection on practice. 2. Doctoral Research Component The Research component combines knowledge in quantitative and qualitative methods to assist students in databased decision making as well as to prepare them for dissertation work. The knowledge from these two classes and EAF 508 will be complemented by actual practice in the EAF 594 and EAF 599 hours. As in the Administrative Component, the program allows students to experience the interplay of research theories with actual practice. 3. Complementary Electives Component The Complementary electives component allows students to select one or two strands that relate to their individual interests related to the practice of educational administration. One course (3 hours) must be outside of the College of Education. Sample strands with potential courses or departments are listed on the plan of study. 4. Doctoral Exams A key component of doctoral studies is the doctoral examination. This examination is individualized for each student. The student and three faculty members work together focusing on several areas that tie administrative issues to practice and to course content and inform the student s proposed dissertation topic. At least one question should relate directly to the student s dissertation proposal. Students should start preparing for doctoral exams at the beginning of the program. Students should make an effort to organize and reflect on major researchers, theories, seminal texts, and major issues as they progress through the program. Many students organize databases or bibliographies of topics as they progress. While no standard time period is required, students generally have a week or two to complete the doctoral examinations. Once students have passed the doctoral examination, they can hold a Proposal Hearing. 5. Dissertation Proposal Hearing The next milestone in doctoral studies is writing the dissertation. The distinguishing feature of the Ed.D. dissertation is that it focus on local education problems or issues. At the proposal hearing the committee must have at least four members: a dissertation chair (who does not have to be the advisor, but may be), at least two EAF faculty members, and one member who has a terminal degree and meets the graduate school guidelines for committee members. Generally students complete at least one chapter (the introduction) that includes a shortened version of the literature review and the method section. Some proposals contain full versions of the 3

4 first two chapters (introduction, literature review) or first three chapters (introduction, literature review, method) depending on the preference of the committee. Students must have Human Subjects Approval (IRB) to begin their study once the proposal is approved and submitted to the Graduate School 6. Dissertation Defense The general outline that most dissertations follow is: a) introduction to problem b) critical review of the literature that helps one understand the problem c) method d) results, e) discussion of results and conclusion. Once that committee has read all the chapters and the student has made all suggested changes, a final oral hearing is scheduled. The public oral defense consists of two parts: a. The candidate prepares a 15-minute presentation (with appropriate handouts or visual aids) that simulates a presentation to practitioners. b. The committee holds a question-and-answer session. Once the two parts are complete, the committee meets privately and votes on whether the student passes the oral defense and whether the written product meets the standards for a doctoral dissertation. 7. Graduation After the Graduate school checks that students transcripts to assure that all course and residency requirements have been met, and that the dissertation meets ISU format standards, the student may graduate. Ph.D. Program and Plan of Study Add Intro about plan of study, working with advisor, residency, and 8 year rule. 1. Leadership Component The Ph.D. program focuses on the critical examination and in-depth study of educational administration and organizations. To meet this program goal, students complete courses that provide them with the theoretical underpinning of the profession by providing an overview of leadership and administrative theories. (6-hour minimum) 2.. Administration Component The Ph.D. program allows students to study one area in depth (column) for a specialization in a level of education. One s selection should be based on future research, teaching, or administrative career goals. (15-hour minimum) *NOTE Ph.D. students who seek Superintendent s certification must meet additional course requirements and professional practice experiences with their doctoral plan of study. See Ed.D. 1. Administration Component section of this document for details. 3. Foundations Component As seen in the mission statement, students should understand the historical, political, philosophical, ethical, social or economic forces that affect educational administration. The purpose of this component is to provide students with some background in this area. (6-hour minimum) 4. Doctoral Research Component The Research component contains two tools and dissertation hours (15). First students learn about the two major analytical approaches to research in education: quantitative and qualitative methods. Once students take these, they must select a second tool. This tool can be a mixed methods specialization (with 6 hours in two research areas) or an in-depth specialization in one area (12 hours). The plan of study provides sample classes in the following categories: quantitative, qualitative, technology. (30-hour minimum) 4

5 5. Complementary Electives Component The Complementary electives component allows students to select areas that relate to their individual interests related to the critical examination of educational administration. One course (3 hours) must be outside of the College of Education. (3-hour minimum) 6. Doctoral Exams A key component of doctoral studies is the doctoral examination. This examination is individualized for each student. The student and three faculty members work together focusing on several areas that tie administrative issues to practice and to course content and inform the student s proposed dissertation topic. At least one question should relate directly to the student s dissertation proposal. Students should start preparing for doctoral exams at the beginning of the program. Students should make an effort to organize and reflect on major researchers, theories, seminal texts, and major issues as they progress through the program. Many students organize databases or bibliographies of topics as they progress. While no standard time period is required, students generally have a week or two to complete the doctoral examinations. Once students have passed the doctoral examination, they can hold a Proposal Hearing. 7. Dissertation Proposal Hearing The next milestone in doctoral studies is writing the dissertation. The distinguishing feature of the Ph.D. dissertation is that it focuses on the way theories or conceptual frameworks help us understand educational issues or problems. At the Proposal hearing the committee must have at least four members: a dissertation chair (who does not have to be the advisor, but may be), at least two EAF faculty members, and one member who has a terminal degree and meets the graduate school guidelines for committee members. Generally students complete at least one chapter (the introduction) that includes a shortened version of the literature review and the method section. Some proposals contain full versions of the first two chapters (introduction, literature review) or first three chapters (introduction, literature review, method) depending on the preference of the committee. Students must have Human Subjects Approval (IRB) to begin their study once the proposal is approved and submitted to the Graduate School 8. Dissertation Defense The general outline that most dissertations follow is: a) introduction problem b) critical review of the literature that helps one understand the problem c) method d) results, e) discussion of results and conclusion. Once that committee has read all the chapters and the student has made all suggested changes, a final oral hearing is scheduled. The public oral defense consists of two parts: a. The candidate prepares a 15-minute presentation (with appropriate handouts or visual aids). b. The committee holds a question-and-answer session. Once the two parts are complete, the committee meets privately and votes on whether the student passes the oral defense and whether the written product meets the standards for a doctoral dissertation. 9. Graduation After the Graduate school checks the student s transcript to assure that all course and residency requirements have been met, and that the dissertation meets ISU format standards, the student may graduate. 5

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