1. Dallas Baptist University College of Education Graduate Programs
DEFENSE OF DEGREE
WORKSHOP
Dallas Baptist University College of Education Graduate Programs

2. Why a Defense of Degree?
Capstone collection of signature assessments and artifacts with reflections that demonstrate a candidate’s personal growth, development, and acquisition of knowledge, skills, and dispositions.

3. Why a Defense of Degree?
Desire for meaningful and authentic assessment
Candidates’ evidence of growth through the reflection/explanation of designated standards
Allows candidates to present information about themselves as learners and to document growth over time

4. Defense Of Degree Objectives
The College of Education program directors, faculty, and Educator Preparation Board members have determined three competencies in which candidates will demonstrate their knowledge, skills, and dispositions.
Candidate demonstrates expertise/experience in three competencies:
(1) College of Education – Diversity
(2) Program Specific – (see program director)
(3) Candidate Choice – (refer to Standards)

5. Objectives Candidates:
take an active role in shaping their learning process
reflect on their learning process and become evaluators of their own work and performance
set goals for their progress and feel comfortable in taking risks in achieving those goals

6. Objectives CONTINUED
Candidates have the opportunity to actively engage in an exchange of ideas and feedback with their peers and advisors as a collaborative team
Candidates takes a role in setting the standards for accountability
Candidates incorporate service learning into the defense that enhances student learning, fosters civic responsibility, and develops servant leaders

7. Competencies
Contact your program director regarding competencies that need to be addressed in your defense of degree.

8. Defense of Degree Development
Initial Advising Session--defense of degree guidelines and components will be discussed and disseminated by program director.
Workshop Sessions (offered during Fall, Spring and Summer)--includes an overview of defense of degree/development/presentation
Ongoing Evaluation—candidates are responsible for making appointment(s) with their designated Program Director to discuss progress.
Pre-presentation Evaluation—candidates are responsible for scheduling a meeting with their Program Director at least two weeks before the final presentation for feedback and approval
Final Evaluation—candidates will present their defense of degree to the Educator Preparation Board for final approval during their last semester of program of study.
ATOMIC LEARNING – available on Blackboard for assistance on how to use various presentation types for digital presentation.

9. Defense of Degree Process
Candidates will utilize their choice of technology in presenting their defense of degree
Candidates may choose to select an organized thematic portfolio that reflects what was written in personal philosophy.
Candidates will write a comprehensively developed philosophy in relation to program of study.
Show originality; do not create an assemblage of packaged materials. Plagiarized work automatically disqualifies your portfolio.

10. Philosophy of Education
3 to 5 page paper describing “Who are you as a professional educator in your program of study?”
Include:
What you think is important
Beliefs and/or theories which guide your professional practice
Goals for what you want to accomplish
On-going piece of work

11. Service Learning
Service Learning is a teaching and learning strategy that integrates academic instruction, community service, and guided reflection from a Christ-centered, faith-based perspective:
Goal 1: Enhance Student Learning
Goal 2: Foster Civic Responsibility
Goal 3: Develop Servant Leaders

12. Service Learning
How have you incorporated service learning in your program of study that fostered civic responsibility, enhanced your learning, and enhanced your servant leadership skills?

13. What is an artifact?
Tangible evidence of knowledge that is gained, skills that are mastered, values that are clarified, or dispositions and attitudes that are characteristic of you.

14. Artifacts Anecdotal records Article summaries Assessments Awards
Bulletin Board Ideas
Case Studies
Classroom Management Philosophy
Essays/ Book Review
Evaluations
Floor Plans
Goal Statements
Individualized Plans
Conferences Presentations or Attendance
Journals
Letters

15. Artifacts Management Strategies Media Experiences Workshop Agendas
Observation Reports
Pictures
Planning Documents
Professional Development Activities
Staff Development Plans/ Activities
Professional Organizations
Projects
Research Papers
Rules and Procedures
Schedules
Self-Assessment Instruments
Developed materials

16. What are reflections?
Artifacts, that reflect the modeling of the individual’s Personal Philosophy of Education throughout their graduate program. This can be in the form of a “Reflective Journal” or “Reflections” within the portfolio.

17. Digital Format
Utilize technology for talking points to enhance presentation
Refer to defense of degree rubric
Show growth and transformation
Justify why degree should be awarded
COLLECTION
REFLECTION
SELECTION
PRESENTATION
EVALUATION

18. Short reflective essay
Closing Statement
Short reflective essay
Describes growth
Self-assessment
Draws conclusions
Makes inferences
Analyzes learning

19. Defense of Degree Presentation
Arrive approximately 30 minutes prior to your designated presentation time.
Be familiar and comfortable with the components of your defense- this is your story
Dress professionally
The formal defense will take place on the main campus at a date set by the College of Education and approved by the University.
Present to a selected committee of members of the Educator Preparation Board
Allow 30 minutes (presentation minutes, questions-5 minutes)

20. Evaluative Criteria Mission Statement
Personal Philosophy of Education (focus, ideas, organization)
Diversity Awareness
Director selected competency (program specific)
Candidate selected competency (contribution to discipline)
Evidence of service learning

21. Evaluative Criteria Artifacts with explanations and reflections
Effectiveness in explaining contents
Quality and design
Effective use of technology
Professionalism
Goals for the future
Closing Statement

22. DEFENSE OF DEGREE RUBRIC
Upon completion of the candidates defense, the EPB committee will collaborate and the committee chair will submit the final score to program director.
Please complete the following evaluation by circling the appropriate number:
4 = Exceeds expectations; 3 = Proficient; 2 = Below Expectations; 1 = Unsatisfactory
Requirements (Refer to Defense of Degree Rubric)
Personal Philosophy of Education 4 3 2 1
Diversity Awareness
Director Selected Competency
Candidate Selected Competency
Evidence of Service Learning
Technology
Goals for the Future
Professionalism
Communication
Closing

23. DEFENSE OF DEGREE RUBRIC
CANDIDATE’S FINAL SCORE: __________
40-36 = Exceeds expectations
30-35 = Proficient
00-29 = Resubmit
Approval: Yes No Resubmit: ________
If a resubmission is required, candidate will have the opportunity to present within 5 calendar days to a committee of COE full time faculty for final review as scheduled by program director.
EDUCATOR PREPARATION BOARD COMMITTEE REVIEW: Chairperson Signature:
_________________________________________________________________
Comments are encouraged. A written explanation is required if final score is 30 or below.
Comments: __________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

24. DEFENSE OF DEGREE SCORING CRITERIA
Based upon the candidate’s presentation, EPB committee members will utilize a defense of degree rubric stating the candidate’s status of approval and/or if a resubmission is required.
In the event of a resubmission, candidate will have the opportunity to present their defense at the next scheduled EPB meeting.
Educator Preparation Board meets three times a year: fall, spring, and summer.

25. DBU CORNERSTONE