1. 1 Rossier School of Education Defining Excellence in Urban Education

2. 2 Planning Context: Ph.D. vs Ed.D. Distinction Ph.D.Ed.D. Preparation for career generating research Development of specialized practitioner skills Program emphasizes theory, tools and apprenticeships Program emphasizes problem analysis and integration of ideas Research which is directed toward theory building Applied inquiry which primarily addresses localized practitioner problems

3. 3 Ed.D. Program Conceptual Approach The Ed.D. Program concentrates on “leaders of practice” with a focus on how to provide inquiry skills so they can solve problems and implement more successful educational programs. The Ed.D. Program concentrates on “leaders of practice” with a focus on how to provide inquiry skills so they can solve problems and implement more successful educational programs.

4. 4 Ed.D. Program Components Inquiry focus in all course work Four core courses Concentration courses Inquiry courses based on tasks that leaders must perform in their positions Cohorts of 20-25 students Thematic dissertations

5. 5 Challenges for the Ed.D. Capstone Effort Currently utilize a thematic dissertation approach, but considerations include: What makes the most sense from a professional leadership enhancement perspective What makes the most sense from a professional leadership enhancement perspective What is feasible/desirable from a program size perspective What is feasible/desirable from a program size perspective What is best from our view of program quality perspective What is best from our view of program quality perspective

6. 6 Challenges for the Ed.D. Core Curriculum 4 core courses are due for revisions How do they contribute to the overall goal of creating leaders in urban education? How do they contribute to the overall goal of creating leaders in urban education?

7. 7 Challenges for the Ed.D. Signature Pedagogy Use of the “gap analysis” model. Further work is needed to: Arrive at faculty-wide agreement on the role of the model Arrive at faculty-wide agreement on the role of the model Investigate ways to more fully utilize the model in the inquiry and concentration courses Investigate ways to more fully utilize the model in the inquiry and concentration courses Determine how it can serve as a required central feature of the new capstone process Determine how it can serve as a required central feature of the new capstone process

8. 8 Challenges for the Ed.D. Focus of the Concentrations Currently there are four concentrations – K-12, Higher Education, Teacher Education in a Multicultural Society, and Educational Psychology. More work is needed to: More clearly define the focus of each concentration More clearly define the focus of each concentration Ensure that each concentration is effective in achieving its goals Ensure that each concentration is effective in achieving its goals

9. 9 Challenges for the Ed.D. Program Size Each year, the program enrolls approximately 150 new students. Issues of program size need to be addressed in relation to: Program quality Program quality Program effectiveness Program effectiveness Feasibility Feasibility Support Support

10. 10 Challenges for the Ed.D. Differential Engagement of Faculty All faculty are Ed.D. program faculty and all were consulted and offered participatory opportunities during program conception. Issues include: Uneven participation in courses and dissertation groups Uneven participation in courses and dissertation groups Different opinions on how the program has fared to date Different opinions on how the program has fared to date Different perspectives on what direction the program should take in the next few years Different perspectives on what direction the program should take in the next few years

11. 11 Challenges for the Ed.D. Developing Inquiry Courses for Educational Leaders What research and inquiry content should be presented? What research and inquiry content should be presented? How should inquiry courses be taught? How should inquiry courses be taught?

12. 12 Integral Parts of the Evaluation Recent Academic Program Review and forthcoming report Ed.D. Governance Committee Planned external review of program

13. 13 Evaluation Design Components 1) Program Design 2) Program in Practice 3) Indicators and Outcomes 4) Predictors of Success 5) Sustainability/New Directions

14. 14 Ed.D. Program Evaluation 1) Program Design – –Stakeholder perceptions of quality – –Comparison of design to   Views of professional doctorates   Urban mission   Professional doctorates in other USC schools   Professional doctorates in other universities.

15. 15 Ed.D. Program Evaluation 2) Program in Practice – –Extent that design is implemented – –Analysis of quality of the current program   Academic areas: core courses, preliminary review, concentration courses, thematic dissertations, qualifying exams, and defenses   Managerial areas: support, course management indicators, student satisfaction – –Stakeholder perceptions

16. 16 Ed.D. Program Evaluation 3) Indicators and Outcomes – –Indicators of competence in regards to goals of professional doctorate – –Completion rates by gender/ethnicity – –Job attainment in contrast to pre-program goals – –Graduate perceptions of the program

17. 17 Ed.D. Program Evaluation 4) Predictors of Success – –Predictors of program completion – –Predictors of job attainment and professional growth – –Predictors of student satisfaction with program

18. 18 Ed.D. Program Evaluation 5) Sustainability/New Directions – –Faculty work load – –Program size/quality – –Faculty engagement and agreement in practice – –Continued innovation

19. 19 A paper describing the development of our new Ed.D program, online at: www.usc.edu/education/up_files/edd/developprogr.pdf