DOCSLIB.ORG

Doctor of Education (Ed.D.) Education Leadership (EDL) Higher Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Doctor of Education (Ed.D.) Education Leadership (EDL) Higher Education ORU Graduate School of Education 2019-2020 Doctor of Education (Ed.D.) Education Leadership (EDL) Higher Education Teaching (HETC) Advisement/Degree Plan (The course sequencing on the reverse side is recommended. Consult your faculty advisor) Student Name:______________________________ ID:__________________ Advisor:________________________ Address:__________________________________ Ph:__________________ Email:___________________________ City:_________________________ State:________ Zip:_____________ Current GPA:__________ Directions: Write the grades you earned on the lines preceding the courses you have completed. Indicate with a “” courses in which you are currently enrolled. Hours required for graduation: 54/54.5 + prerequisite Assessments (0 cr. hour required) ___GPED 1001 Disposition Self-Assessment (0 cr.) ___GPED 100 Qualifying Task: Autoethnografy (0 cr.) ___GPED 100 Defense of Proposal (0 cr.) ___GPED 100 Defense of Dissertation (0 cr.) Prerequisite (0.5 hours if required) ___MED 5992 Educational Concepts (0.5 cr.) Doctoral Core (21 hours required) ___GHED 6003 Fundamentals of Scholarly Writing (3 cr.) ___GHED 601 Philosophy of Education (3 cr.) ___GHED 602 Scholarship and Transformation: Intro to Culturally Responsive Edu (3 cr.) ___GHED 700 Doctoral Studies (3 cr.) ___GHED 701 Strategically Leading Organizations Effective Leadership (3 cr.) ___GHED 702 (3 cr.) ___GHED 704 Effective Communication Strategies for Edu Leaders (3 cr.) Research/Dissertation (16 hours required) ___GHED 603 Research I: Systematic Inquiry (3 cr.) ___GHED 703 Research II: Edu Research Methods (3 cr.) ___GHED 803 Research III: Prog. Evaluation (3 cr.) ___GHED 903 Research IV: Capstone Seminar (3 cr.) ___GHED 905 Dissertation/Capstone I. (2 cr.) ___GHED 905 Dissertation/Capstone II. (2 cr.) Higher Education Teaching (15 hours required) ___GHED 805 Teaching and Learning in Higher Edu (3 cr.) ___GHED 806 History and Future of Higher Edu (3 cr.) ___GHED 809 The College Student (3 cr.) ___GHED 810 Teaching with Technology (3 cr.) ___GHED 811 Curriculum Design in Higher Edu (3 cr.) ORU Distinctive Courses (1.5 hours required) ___ GHPE 5034 Grad. Health Fitness (1 cr.) HPE____ HPE Elective (0.5 cr.)____ 1 Candidates must enroll in GPED 100 the first semester in the program and then again every semester while in dissertation phase. GPED 100 is 0 credit and 0 tuition, but does have fees. 2. Candidates without professional educational experience or a B.A. or B.S.E. in Education will be required to take MED 599 Educational Concepts within the first 9 credit hours of their studies. MED 599 is a .5 credit course and will add to the total number of credits required for the program. 3 Advanced Standing for those with a score of Exemplary on admissions writing rubric. 4 Students who have completed Health Fitness I and II as undergraduates need to substitute an activities course (0.5 or 1 hour) for GHPE 503. Graduate School of Education Doctor of Education (Ed.D.) Recommended Course Sequencing (2019-2020) Education Leadership (EDL) Higher Education Teaching (HETC) Total Required Hours 54/54.5+Prerequisite (Suggested course load with prerequisite) Name_________________________________________________ Date_____/_____/_____ YEAR ONE Fall Mods Spring Mods Course Code Course Title Credit Course Code Course Title Credit Hours Hours GHED 600 Fundamentals of Scholarly 3 GHED 805 Teaching and Learning in Higher 3 Writing Education GHED 700 Scholarship and 3 GHED 703 Research II-Educational 3 Transformation: Introduction Research Methods to Doctoral Studies GHED 809 The College Student 3 Total 6-9 Total 6 Summer Institute Session 1 Summer Institute Session 2 GHED 601 Philosophy of Education 3 GHED 603 Research I-Systematic Inquiry 3 GHPE 503 Grad Health Fitness 1 Total 4 Total 3 YEAR TWO Fall Mods Spring Mods Course Code Course Title Credit Course Code Course Title Credit Hours Hours GHED 806 History and Future of Higher 3 GHED 903 Research IV-Capstone Seminar 3 Education GHED 803 Research III-Program 3 GHED 602 Culturally Responsive Education 3 Evaluation Total 6 Total 6 Summer Institute Session 1 Summer Institute Session 2 GHED 810 Teaching with Technology 3 GHED 704 Effective Communication 3 Strategies for Edu. Leaders HPE Activity 1 Total 4 Total 3 Summer Online 1, 2 Summer Online 4, 5 GHED 905 Doctoral Capstone/Dissertation 2 Total 2 YEAR THREE Fall Mods Spring Mods Course Code Course Title Credit Course Code Course Title Credit Hours Hours GHED 702 Strategically Leading 3 GHED 811 Curriculum Design in Higher 3 Organizations Education GHED 701 Effective Leadership 3 GHED 905 Doctoral Capstone/Dissertation 2 Total 6 Total 5 .
Load more

Recommended publications
  • Doctor of Education in Organizational Leadership
    Doctor of Education in Organizational Leadership for change DR. JUNE SCHMIEDER-RAMIREZ Program Director, Doctor of Education in Organizational Leadership “The Doctor of Education in Organizational Leadership program provides more than a degree; it imparts a new way of seeing, of analyzing, of interacting. Our graduates have the strong personal, technical, and conceptual tools necessary in a constantly changing global environment. They also have the ethical framework that goes hand in hand with the Pepperdine mission.” Doctor of Education in Organizational Leadership (EDOL) Organizational Leadership is a values-based doctoral program designed to strengthen and develop leadership skills while preparing students to work in a wide range of settings. Doctoral students are equipped with the knowledge and ability to recognize, harness, and channel forces of change to transform organizations for optimal success and growth. EDOL is ideal for current leaders who are looking for relevant skills to expand their career path; it is also designed for rising executives who would like a doctoral degree to advance their academic and professional goals. “The Doctor of Education in Organizational Leadership program provides more than a degree; it imparts a new way of seeing, of analyzing, of interacting. Our graduates have the strong personal, technical, and conceptual tools necessary in a constantly changing global environment. They also have the ethical framework that goes hand in hand with the Pepperdine mission.” INSPIRATION for change Page 1 Courses/Curriculum Scholar-Practitioner Model The Organizational Leadership doctoral program embodies the scholar-practitioner model of professional training and prepares students to take on leadership roles in a variety of professional settings.
    [Show full text]
  • School of Education & Human Sciences Student Teaching Handbook
    School of Education & Human Sciences Student Teaching Handbook Handbook for Teacher Education Candidates, Clinical Supervisors and University Supervisors. Revised July 2018 --Forward-- The capstone learning experience and opportunity for continued professional growth occurs during this important phase of teacher preparation. To ensure that these experiences are effective in the leadership development of our future educators, each teacher candidate needs the assistance of three key individuals – the Clinical Supervisor (also termed cooperating teacher) in the schools, the University Supervisor, and the Director of Student Teaching/Internship. The Clinical Supervisors in the schools provide critical modeling and mentoring for our students. The clinical experience blends the research basis of education theories into daily practice within the context of the classroom. Clinical Supervisors’ roles and responsibilities are, in part, to assist our candidates in learning how to create a classroom culture for learning, be responsive to individual students’ needs, manage student behaviors, and plan for and deliver instruction that is appropriate for all students. In addition, Clinical Supervisors nurture our candidates to help them grow and develop as professionals in an environment of respect and rapport. They help our candidates understand how schools are organized and how to work with parents, the community, and other school colleagues and staff. The University Supervisor is an extension of the program advisor. This individual represents the School of Education & Human Sciences and ensures that each teacher candidate is making significant progress in becoming a competent educator and leader. The University Supervisor schedules regular visits to classrooms, observes the instruction implemented by the teacher education candidate, and provides timely and constructive feedback.
    [Show full text]
  • Transfer Program to the University of Kansas Elementary Teacher Education
    Johnson County Community College CONTACT: Kim Beets Transfer Program to the University of Kansas PHONE: 785-864-1964 School of Education and Human Sciences EMAIL: [email protected] HOME PAGE: https://soehs.ku.edu Elementary Teacher Education (B.S.E.) 2021-2022 Catalog The Associate of Arts degree (A.A.) at JCCC is a general transfer degree and partners well with the first two years of most bachelor degree programs. Students pursuing the A.A. may select courses that satisfy both the A.A. degree requirements and lower division requirements for a bachelor’s degree at four-year institutions. The 30-33 hours of electives within the A.A. allow students to complete additional general education and lower division courses required for specific majors. The A.A. degree requires completion of 60 credit hours. The maximum number of hours from a community college that will be applied toward a bachelor’s degree at KU is 64. Meeting with a JCCC counselor is strongly recommended for selection of appropriate courses. • The Elementary Education program prepares individuals to become teachers in kindergarten through 6th grade classrooms. • Deadline to apply for this major is September 14. Check www.soehs.ku.edu for more information. Spring is the only time of year to start in the School of Education and Human Sciences so please plan accordingly. Completion of minimum requirements does not guarantee admission. • Sixty-four credits may be transferred to KU from community colleges. Students should be aware that 45 junior/senior credit hours are required for completion of the bachelor’s degree; 30 of those hours must be at KU; and community college courses do not transfer as junior/senior hours.
    [Show full text]
  • The Future of Education Research at the Institute of Education Sciences in the U.S
    The Future of Education Research at the Institute of Education Sciences in the U.S. Department of Education June 29, 2021 Speaker Bios – Meeting #2, Day 1 Updates from Study Sponsor ELIZABETH ALBRO is the Commissioner of the Institute of Education Sciences National Center for Education Research (NCER). Dr. Albro's career has been dedicated to building bridges between the basic sciences of learning and education practice. Trained in the behavioral and social sciences, cognition, and communication, she received her Ph.D. in Psychology from the University of Chicago. Her research expertise includes understanding the role of memory in reading comprehension; examining how peer relationships shape conflict and conflict resolution in young children; and designing small-scale experimental research. Since coming to IES in 2002, she has sought to integrate basic and applied work. As a program officer, she oversaw multiple research grant portfolios, helping to build the Cognition and Student Learning, and Reading and Writing research portfolios. In her roles as Associate Commissioner of Teaching and Learning and as Acting Commissioner of Education Research, she played a pivotal role in launching several large-scale research efforts, including the Reading for Understanding Research Initiative, the National Research and Development Center on Cognition and Mathematics Instruction, and the Early Learning Network. Dr. Albro also identified and worked closely with the expert panel who wrote one of the first IES Practice Guides, Organizing Instruction to Support Study and Learning. Throughout her career, she has been committed to ensuring that the findings from federally funded research are shared widely with the public and currently serves as the Department's lead on public access and open science.
    [Show full text]
  • School of Education Conceptual Framework PREPARING EFFECTIVE TEACHERS for DIVERSE LEARNERS
    School of Education Conceptual Framework PREPARING EFFECTIVE TEACHERS FOR DIVERSE LEARNERS The conceptual framework of Dalton State College’s School of Education (hereinafter referred to as the “unit”) consists of its vision, mission, philosophy, and commitment to the preparation of effective teachers for diverse learners. The unit’s framework serves as a blueprint for the development of future teachers, providing the foundation for the knowledge, skills, and dispositions which we believe are integral to the achievement of our mission and outcomes. The Dalton State College faculty, along with public school partners, work collaboratively to prepare teachers to effectively teach students from diverse populations. HISTORY A partnership was initiated in 1983 between West Georgia College (now the University of West Georgia) and Dalton Junior College (now Dalton State College) to offer a teacher education program in Early Childhood Education designated as the Dalton External Degree Program. In September 1998, Dalton State College was authorized to begin developing its first bachelor’s degrees, and in November the institution’s name was changed to Dalton State College. The conceptual framework model that was adopted and implemented in fall 1998 for both the University of West Georgia in Carrollton and the Dalton program was reviewed by the Education faculty. In order to adjust to the difference in governance, the Education faculty refined the conceptual framework. In 2006, recognizing that the framework guides the assessment system, the faculty reviewed assessments to ensure alignment with the framework and agreed to modification and refinement in the design of the assessment system. The faculty continually evaluates and assesses the conceptual framework and the assessment system.
    [Show full text]
  • School of Education Handbook Table of Contents
    “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” ~ John Dewey School of Education Handbook 1 School of Education Handbook Table of Contents SECTION 1 ..................................................................................................................................... 5 Welcome to the School of Education.............................................................................................. 5 Introduction ................................................................................................................................. 6 General Overview of Teacher Education at Millikin University ................................................ 7 SECTION 2 ................................................................................................................................... 10 Professional Expectations ............................................................................................................. 10 Conceptual Framework of the School of Education ................................................................. 11 Standards of Excellence: ........................................................................................................... 13 Millikin Teaching Standards ..................................................................................................... 13 Other Standards of Excellence .................................................................................................. 14 LiveText and Embedded Signature Assessments ....................................................................
    [Show full text]
  • Social Science Involves the Study of People and Their Interactions with Each Other, with Their Social and Political Institutions and with Their Environments
    Social science involves the study of people and their interactions with each other, with their social and political institutions and with their environments. Accordingly, the social science education major includes a broad range of courses and subjects. Students are expected to demonstrate both breadth and depth of understanding in the academic disciplines that make up the social sciences. Candidates in the social science education major are prepared to teach a diverse curriculum to a diverse student population. The social science education student should work closely with an advisor to be sure that the general education courses taken will provide a strong foundation for the advanced courses in the major. Students may enroll in the 300-level professional education courses before being formally admitted to the School of Education (SOE). Prior to enrolling in the 400-level courses, students must complete the application for admission to the SOE; attain a minimum of a 2.75 grade point average overall in their course work and education courses; and pass the Praxis Core Academic Skills for Educators exam(s). Requirements for admission can be found on the School of Education website at www.ndsu.edu/education/. Student teaching is the culmination of the teaching program. Students have the opportunity to apply skills acquired in college courses under the supervision of an experienced social science educator. Students will be assigned individual advisors who will work closely in program planning and in other ways to advise and assist them. Students are encouraged to seek their advisor’s help whenever needed. Upon completing this program, students are eligible for certification to teach social science in most states.
    [Show full text]
  • Educational Studies & Teacher
    EDUCATIONAL STUDIES & TEACHER CERTIFICATION The Educational Studies and Teacher Preparation Department, located in the Graduate School of Education and Allied Professions, in close collaboration with the College of Arts and Sciences, offers: • A 15-credit minor in educational studies open to all interested undergraduates • A Five Year Integrated Bachelor of Arts-Master of Arts Degree Teacher Certification Program in: a. Secondary Education (with concentrations in science, math, English, social studies, and world languages) b. Elementary Education • A Four Year Bachelor of Arts Degree with Teacher Certification program in P-12 Music Education Our programs are organized around reflective inquiry and socially responsible professional practice. We are committed to educating scholar-practitioners who have the knowledge, skills, and dispositions to enact meaningful connections between theory and practice, promote a developmental model of human growth and learning, exercise ethical professional judgment and leadership, and advocate for quality education for all learners. Faculty of the Educational Studies and Teacher Preparation Department are available for individual advising by appointment throughout the year. THE MINOR IN EDUCATIONAL STUDIES TEACHER EDUCATION The minor in educational studies is designed to meet the Our teacher preparation programs are accredited by needs of all interested students who wish to deepen their the State of Connecticut and nationally recognized understanding of education, teaching and learning in by the National Council for Accreditation of Teacher preparation for a variety of careers, including, but not Education/Council for the Accreditation of Educator limited to, careers as classroom teachers. The minor Preparation and by their respective national professional in educational studies is open to all undergraduates organizations.
    [Show full text]
  • Undergraduate Education Handbook
    University of the Cumberlands School of Education Undergraduate Handbook 2018 - 2019 Think for Tomorrow: Preparing for Tomorrow Today 1 Accreditation The Commission on Colleges of the Southern Association of Colleges and Schools (SACS) has accredited University of the Cumberlands to award the Bachelor of General Studies, Bachelor of Science, Bachelor of Arts, Bachelor of Music, and the Master of Education Degrees. Additionally, the Kentucky Education Professional Standards Board for Teacher Education and Certification has approved all aforementioned degree programs, and has certified that these degree programs may lead to appropriate teacher licenses based on the National Council of Accreditation for Teacher Education (NCATE) standards. University of the Cumberlands complies with all applicable federal and state non- discrimination statutes and does not engage in prohibited discrimination on the basis of race, color, nationality, ethnic origin, sex, age, or disability. The University may distinguish on the basis of religion in any position of employment in order to fulfill its purpose. Member American Association of Colleges of Teacher Education American Council of Education College Entrance Examination Board Council of Independent Colleges and Universities -- Council of Independent Colleges Council of Kentucky Independent Colleges and Universities -- Association of Independent Kentucky Colleges and Universities Kentucky Independent College Fund Southern Association of Baptist Colleges and Schools -- International Association of Baptist Colleges and Universities University of the Cumberlands is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools The word "candidate" in any official University of the Cumberlands publication is defined to be all persons enrolled full- or part-time in any educator preparation course or program.
    [Show full text]
  • Directory of Seventh-Day Adventist Colleges and Universities
    DIRECTORY OF SEVENTH-DAY ADVENTIST COLLEGES AND UNIVERSITIES ADVENTIST ACCREDITING ASSOCIATION Accrediting Association of Seventh-day Adventist Schools, Colleges, and Universities 12501 Old Columbia Pike, Silver Spring, Maryland 20904 USA 2018-2019 1 CONTENTS Preface ........................................................................................................................................................................ 5 Board of Directors ...................................................................................................................................................... 6 Adventist Colleges and Universities Listed by Country ............................................................................................. 7 Adventist Education World Statistics ......................................................................................................................... 9 Adriatic Union College ............................................................................................................................... 10 AdventHealth University ........................................................................................................................... 11 Adventist College of Nursing and Health Sciences .................................................................................... 13 Adventist International Institute of Advanced Studies ............................................................................... 14 Adventist University Cosendai ..................................................................................................................
    [Show full text]
  • Master of Education (Med) Certified Teacher Add-On Programs
    School of Education Master of Education (MEd) Certified Teacher Add-On Programs This Rapid Degree Program is designed for professional educators who are lifelong learners, respectful of all individuals, dedicated to social justice, knowledgeable about current legal, social, and political issues, effective communicators, and skilled in understanding, interpreting, and applying research findings. Master of Education Degree Graduates of Holy Family University For individuals seeking an opportunity to study new areas of education and Education programs are expected to: areas of special interest. This program does not lead to Level I (PK – 4) • Commit to lifelong intellectual growth teacher certification. Classes are offered in both a blended and online format, by demonstrating initiative as a learner as 8-week courses. and providing evidence of vibrant MEd with add-on concentration: intellectual life • Apply University core values and Special Education – For those with prior teaching certification in ethical principles Pennsylvania seeking an additional certificate in Special Education PK – 8 or in Special Education 7 – 12. • Collaborate with colleagues in professional education communities Special Education—Advanced Practice – For students who have certification in Special Education and wish to complete a graduate degree • Demonstrate content knowledge in that includes advanced courses in Special Education. You will also complete their field of study and the effective use the Autism Endorsement within this program. of technology for learning and teaching • Meet the standards of the profession Education Leadership – For those with a valid teaching certificate and at and continually improve their least three years of professional school experience, and who wish to pursue performance of professional principal certification.
    [Show full text]
  • LTP Handbook
    School Of Education http://www.education.duq.edu The Leading Teacher Program Handbook The Leading Teacher Program Handbook is an official publication of the School of Education. The purpose of the Leading Teacher Program Handbook is to inform teacher candidates of the policies, procedures, and requirements for the Leading Teacher Program (LTP). The contents of the handbook follow the policies, guidelines and regulations as outlined by the Undergraduate Course Catalog and Student Handbook. Specific policies of the School of Education are stipulated in the LTP Handbook. Teacher candidates are responsible for knowing the contents of the LTP Handbook, including program, degree, and certification requirements. Please see the Leading Teacher Program Student Teaching Handbook for information specifically related to the student teaching experience. In addition to the descriptions in this Handbook, teacher candidates should be familiar with the Undergraduate Course Catalog, Student Handbook the Class Schedule , and similar official University documents. Handbook Revised August 2012 i | Page TABLE OF CONTENTS SECTION PAGE FOREWARD 2 HISTORY OF THE SCHOOL OF EDUCATION 2 University Mission Statement 2 School of Education Mission Statement 2 School of Education Identity Statement and Beliefs 3 Conceptual Framework of the Leading Teacher Program – Domains and Themes 4 ORGANIZATION OF THE SCHOOL OF EDUCATION 5 Dean’s Office 5 Department of Counseling, Psychology, and Special Education 5 Department of Foundations and Leadership 6 Department of Instruction and Leadership in Education 6 Student and Academic Services 6 Undergraduate Advising 6 IMPORTANT CONTACTS UNDERGRADUATE PROGRAMS 8 IMPORTANT CONTACTS GRADUATE PROGRAMS 9 STRUCTURE OF THE LTP 11 Undergraduate Programs 11 Special Education 11 Instructional Technology 11 Field Experiences 12 LTP in Urban Education 12 Degree 12 Curriculum 13 University Core/General Education 13 Foundations of the Leading Teacher Program.
    [Show full text]