Educational Practice and Innovation, Ed.D.
The Doctorate in Education (Ed.D.) in Educational Practice and Innovation bridges the gaps among theory, research, and practice to promote excellence and innovation in teaching, learning, and leadership within and across educational contexts, while stressing the importance of diversity within those contexts. Students must complete a concentration in Curriculum Studies, Education Systems Improvement, Learning Design and Technologies, or STEM Education.
The Curriculum Studies concentration emphasizes concerns for equity and social justice, self-knowledge, cultural issues, and human growth and development through a balanced approach to diversity education consisting of theory and practice. This concentration provides an in-depth understanding of the theory, history, concepts, current techniques, strategies, and issues of diversity in schools, as well as other social institutions and community settings; and facilitates self-reflection for engaging in social justice education.
The Education Systems Improvement concentration develops capacity for school and district improvement with capabilities that include advanced understandings of inquiry and improvement science, organizational culture and change, transforming schools, districts and communities, economics and district finance, education policy and reform, school board relations, and systemic challenges and problems in urban and rural contexts. This concentration:
- prepares practitioners with a strong foundation and strategies for systems improvement;
- prepares practitioners with advanced understandings of district, state and national policies; and
- develops scholarly practitioners to use principles of improvement science to solve systemic problems of practice in their contexts.
The Learning Design and Technologies concentration develops capabilities essential to the design, development, implementation, evaluation, and research of technology-based learning, instruction, and training (e.g., computer-based training, multimedia development, technology integration, assistive technology modifications, online education, and distance learning). This concentration:
- prepares practitioners with sound principles and techniques of instructional systems design plus leading-edge technological competency;
- prepares leaders for the meaningful integration of educational technology in teaching, learning, and performance environments; and
- develops scholarly practitioners to solve significant problems of practice within their respective contexts.
The STEM Education concentration of the Ed.D. emphasizes content and pedagogy related to integrated approaches to STEM (Science, Technology, Engineering and Mathematics) instruction in PK-12 settings. Through the use of instructional methods, such as project-based learning, the STEM Education concentration provides in-depth instruction related to the integration of science, technology, and engineering and mathematics practices. The STEM Education concentration prepares practitioners and instructional leaders to:
- engage with and solve significant problems of practice within education settings related to STEM fields;
- develop, integrate, and evaluate integrated STEM instruction; and
- leverage project-based learning as a model for STEM practices.
- Cultural Competence. Advanced program candidates demonstrate a high level of competence in understanding and responding to diversity of culture, language, and ethnicity.
- Knowledge and Application of Ethical Principles. Advanced program candidates demonstrate in-depth knowledge and thoughtful application of the Code of Ethical Conduct and other guidelines relevant to their professional role.
- Communication Skills. Advanced program candidates possess a high level of oral, written, and technological communication skills, with specialization for the specific professional role(s) emphasized in the program. For doctoral programs, candidates are prepared to publish and present at conferences.
- Mastery of Relevant Theory and Research. Advanced program candidates demonstrate in-depth, critical knowledge of the theory and research relevant to the professional role(s) and focus area(s) emphasized in the program.
- Skills in Identifying and Using Professional Resources. Advanced program candidates demonstrate a high level of skill in identifying and using the human, material, and technological resources needed to perform their professional roles and to keep abreast of the field’s changing knowledge base.
- Inquiry Skills and Knowledge of Research Methods. Using systematic and professionally accepted approaches, advanced program candidates demonstrate inquiry skills, showing their ability to investigate questions relevant to their practice and professional goals.
- Skills in Collaborating, Teaching, and/or Mentoring. Advanced program candidates demonstrate the flexible, varied skills needed to work collaboratively and effectively with other adults in professional roles.
- Advocacy Skills. Advanced program candidates demonstrate competence in articulating and advocating for sound professional practices and public policies for the positive development and learning of all students.
- Leadership Skills. Advanced program candidates reflect on and use their abilities and opportunities to think strategically, build consensus, create change, and influence better outcomes for students, families, and the profession.
- Curriculum/Instruction Skills. Advanced program candidates demonstrate competence in designing, developing, implementing and evaluating school based and other organizational curricula.
- Curriculum/Diversity Skills. Advanced program candidates demonstrate competence in the formulation and use of interpretive frameworks to study and understand the relationships among human diversity, school structures, and the curriculum.
- Human Growth and Development Skills: Advanced program candidates demonstrate the vast array of differences among children, youth, and adults, and the impact of these differences on the curriculum, their learning, and their social and emotional development.
Minimum of 60 hours beyond the master’s degree; or minimum of 39 hours beyond the Ed.S. in Education Administration for students selecting the Education Systems Improvement Concentration. Students must have completed an Ed.S. that leads to Superintendency Certification to be eligible to complete the program in 39 hours.
Note: Students entering with the Ed.S. in Education Administration will have their transcripts reviewed by an advisor to determine courses and credit hours needed to complete the Ed.D. program, but they must complete a minimum of 39 hours in the Ed.D. Students entering with the Ed.S. in Education Administration will typically take:
- 9 hours from the Core (EDCS 720, EDCS 820, and EDET 709)
- 9 hours in the concentration
- 9 hours in research
- 12 hours of dissertation preparation.
Submission and approval of Doctoral Program of Study and passing written exam.
Program of Study
The student’s program advisory committee will evaluate previous course work and experiences and recommend appropriate courses to ensure that at the completion of the program the student can demonstrate the knowledge, skills, and dispositions typically developed in the following course work:
Required for all concentrations.
|EDCS 720||Introduction to Diversity and the Curriculum||3|
|EDCS 820||Advanced Study of Diversity and Curriculum||3|
|EDET 709||Applications of Learning Principles||3|
|EDLP 755||Educational Policy Analysis||3|
|Total Credit Hours||12|
Concentration (15 Hours)
|Select one of the following:||15|
Curriculum Studies Concentration
Complete 15 hours of Curriculum Studies courses as approved by advisor
Education Systems Improvement Concentration
Complete 15 hours of Education Systems Improvement courses as approved by advisor.
Learning Design and Technologies Concentration
Complete 15 hours of Learning Design and Technologies courses as approved by advisor
STEM Education Concentration
Complete 15 hours of STEM Education courses as approved by advisor
|Total Credit Hours||15|
Cognate (9 Hours minimum)
As approved by advisor.
Research (12 Hours)
As approved by advisor.
Dissertation Preparation (12 Hours)
|Select one of the following depending on concentration and as advised:||12|
|Total Credit Hours||12|
Written examination and oral examination