1. Core Courses as Signature Pedagogy California State University, Sacramento Carnegie Project on the Education Doctorate (CPED)

2. Program Focus of Core Courses Program Focus of Core Courses 1. Transformational Leadership 2. Data Driven Decision Making 3. Education Policy

3. “The” Core Course “The” Core Course EDD 606 (Quantitative Research Methods) Course Outcomes: 1.Facilitates dissertation process early (e.g., topic selection) 2.A dissertation prospectus from students 3.A poster session by the students 4.Program marketing (faculty invited to poster session) 5.Feedback to students on their dissertations 6.Trigger identification of dissertation committees 7.Orientation to quantitative research methods

4. A Dissertation Prospectus from Students A Dissertation Prospectus from Students 1. Chapter 1 (Introduction) 2. Chapter 2 (Partial literature review); was optional 3. Chapter 3 (Methodology) 4. Bibliography by sub-topic (partial) 5. References (partial)

5. A Poster Session by the Students A Poster Session by the Students 1.Evening event on campus 2.Deans, faculty, staff, & public invited 3.Each student briefs prospectus 4.Students receive feedback 5.First student formal presentation to “the public” 6.Prepares students for proposal & dissertation defense

6. Program Marketing Program Marketing 1. Deans, faculty, staff, guests invited 2. Formal programs printed (see sample) 3. Demonstrates program & student progress 4. Dissertation topics demonstrate benefit to education 5. Motivates current students to “get the word out”

7. Feedback to Students on their Dissertations Feedback to Students on their Dissertations 1. Faculty attend poster session & provide valuable input to students 2. Serves as a “mini” dissertation proposal defense 3. Students preview their colleagues’ topics & methods 4. Peer-to-peer feedback & input happens

8. Trigger Identification of Dissertation Committee Trigger Identification of Dissertation Committee 1. First formal student product in dissertation process 2. Students start the committee “alignment” process 3. Triggers match & availability of faculty members 4. Helps director schedule faculty teaching schedules 5. Motivates students to “see” the realism of their progress

9. Orientation to Quantitative Research Methods Orientation to Quantitative Research Methods 1. Course is closely associated with the formulation of a dissertation prospectus 2. Other core courses could be used for same purpose 3. Helpful to have course professor available for follow-up through the dissertation proposal phase 4. Bottom line: two birds with one stone!