The Carnegie Project on the Education Doctorate

Name of institution: University of Colorado Denver 

School of Education and Human Development

Key Institutional Characteristics: Urban institution with combined health sciences center, with strong service orientation to the Denver metropolitan area. Large graduate programs with increasing emphasis on developing an undergraduate base.

Traditional Programs: Teacher Education (Elementary, Secondary, Special Education [with dual option]) with masters degree options in math, science, literacy, linguistically diverse education, instructional technology, educational pyschology and special education. Additional programs include principal preparation, counseling psychology, school psychology, and school library. One, school-wide Ph.D. program in Educational Research Studies.

Foci: Leadership for Educational Equity

Pilot Project Description: The Doctor of Education Degree (EdD) in Leadership for Educational Equity  is a practice-based, doctoral level program for professional leadership in P-20 or community-based educational contexts. The EdD will prepare leaders within the profession to address complex educational challenges by combining decision-focused analytic and research skills with a broad-based understanding of systems anchored in principles of equity and access to public education.

Purpose/Goals: Prepare future leaders for equity in P-20 and community-based education contexts who can effectively translate research into practice, influence policy, use data effectively in decision making, and organize individuals and groups to address challenges collaboratively and successfully. Through our focus on equity, we intend to prepare educational leaders to critically examine the ways in which socio-cultural and political histories of individuals and systems interact to privilege some and marginalize others, resulting in disparate educational opportunities and outcomes for students. Our equity focus will equip educational leaders to recognize, identify, and eliminate those systems that create areas of marginality, and improve policy, structures and practices to ensure opportunities and participation for all individuals.

Key Characteristics: Cohort based, three year program, coursework offered in weekend, hybrid, online and/or summer intensive formats.

Student profile: This proposed doctorate of education degree has been developed specifically to meet the needs of practicing professionals who intend to assume leadership roles in P-20 or community-based educational contexts and want to gain a greater understanding of human learning, educational leadership, and the means by which research can be conducted and successfully applied in urban and diverse communities.

Admissions:

1. Master’s degree in education or related field, with a minimum 3.2 GPA. Students without appropriate master’s level coursework in P-20 or community-based education fields will be required to complete additional, appropriate coursework; this will vary by concentration area;
2. A 3-5 page essay describing the applicant’s background, career goals and reasons for applying to the program. Relevant P-20 or community-based educational experiences are an important factor when considering applicants;
3. Three professional letters of recommendation;
4. One official copy of all academic transcripts;
5. Evidence that documents a minimum of 5 years experience in an appropriate P-20 or community-based educational context;
6. Reports of Graduate Record Examination (GRE) scores taken within the last five years; at a minimum, candidates should have a combined quantitative and verbal score of 1000;
7. Foreign applicants from non-English speaking countries must also submit scores of the Test of English as a Foreign Language (TOEFL) and a financial statement demonstrating support for at least three years of study; with a minimum score of 550;
8. Completion of the first SEHD Diversity Assessment essay at the Developing Level or higher;
9. 2-3 artifacts that clearly demonstrate an applicant’s leadership potential within his/her most current position;
10. Upon examination of an applicant’s materials, the admission committee will have the prerogative to require additional courses or experiences to ensure that an individual’s prior experiences provide the necessary background to move successfully into the program requirements for the EdD.
11. Completion of a Basic Statistics course with a grade of B or better in the last five years or successful completion of a test and,
12. The doctoral faculty may request a personal interview to complement the information provided in the application materials.

Core Courses: Equity and Access (3 courses); Leadership (3 courses); Learning (1 course) and Inquiry (3 courses)

Action steps: We are currently refining our program plans and implementation activities by drawing from the expertise of colleagues in practice-based settings as well as from other schools and colleges in the university.  In addition, we are seeking the approval of this new degree from the Regents of the University of Colorado

Evaluation steps:

Progress toward design concepts: We are continuing to refine our plans based on the experiences and lessson learned from other CPED member institutions.

Challenges: Creating a climate among faculty wherein an EdD is perceived not only as an important contribution to our constituents' needs but as a degree program that is rigorous and deserving of high status.