The candidate must complete the admission portfolio and submit it to
Aurora University. The admission portfolio will be assessed for the following:
leadership ability, communication ability and scholarship. Approximately
30 students will be accepted each year, about 15 into each of the two
strands of the program. The required content for the admission portfolio
includes:
- A completed application form.
- The names and addresses of at least three references.
- A person familiar with the candidate’s academic work.
- A person familiar with the applicant’s professional work
such as a principal, department chair, etc. (not the same person
as below).
- A person representing the school district/employer who can assess
the candidate’s leadership potential.
- One set of official transcripts for all graduate study showing completion
of an appropriate master’s degree from an accredited university.
(See the Web page “Policy Regarding Academic Background”,
www.aurora.edu/education/edd/backgroundpolicy.htm
for an explanation of what constitutes an appropriate degree).
- A curriculum vitae or detailed resume that includes work experience,
educational background, professional experience, professional activities,
honors, professional publications and/or presentations and other relevant
information relating to the applicant’s leadership background.
Note: Candidates should refer to the web page “Criteria for Review
of Candidates for Admission”, www.aurora.edu/education/edd/criteriareview.htm
to ensure that their curriculum vitae or resume addresses the concerns
of the admission committee.
- A personal statement, approximately 1,000 to 2,000 words in length,
describing present goals and interests and showing their connection
to prior experiences and to the Ed.D. program.
- One example of an accomplished scholarly or professional project/product/report/paper,
etc. which the candidate considers to be an indication of leadership
and scholarship in curriculum/instruction and/or administration.
- A reflection on the submitted example, placing it in context and explaining
clearly how it is a representation of the leadership/scholarship ability
and potential of the candidate.
Annual Progress
After their first year, candidates submit a reflection on their progress
toward the Ed.D. program outcomes. At the end of their second year, candidates
take a comprehensive examination in which they apply their learning to
issues arising from educational practice.
Degree Requirements for the Ed.D. Program
- A minimum of 60 semester hours (beyond the master’s degree):
42 hours of coursework, 6 hours of directed or other study, 12 hours
of dissertation.
- A proposal and dissertation which involves the application of research
methodology and literature to inform or improve professional practice.
- Completion and submission of reflection on progress toward Ed.D. program
outcomes and comprehensive examination, as well as maintenance of satisfactory
progress.
- Completion of all requirements within three years (minimum) or six
years (maximum) from first enrollment.
Curriculum/Schedule
Candidates who seek to complete their degrees in three years will complete
six courses each year as follows. Candidates on the lengthened program
would take one course in the fall and spring terms completing all coursework
by the end of the third year. All courses are taught in Aurora on Wednesday
evening and Saturday morning except during the first term when the classes
are taught on Tuesday evening and Saturday morning. Classes in Wisconsin
meet on Friday evening and Saturday.
Leadership in Educational Administration
- Year 1:
- EDU7110 School Reform/School Renewal 3 semester hours
- EDU7120 Policy Analysis/Research in Education 4 semester hours
- EDU7135 Dynamics of Organizational Theory and Change 4 semester
hours
- EDU7010 Introduction to Educational Research 4 semester hours
- EDU7140 Seminar in Advanced Education Law 3 semester hours
- EDU7150 Advanced Human Resources Administration 3 semester hours
- Year 2:
- EDU7100 Quantitative Research 4 semester hours
OR
- EDU7190 Qualitative Research 4 semester hours
- EDU7170 Administration of Educational Facilities 2 semester hours
- EDU7220 Economics of Education 4 semester hours
- EDU7225 Curriculum for Administrators 3 semester hours
- EDU7240 Administration of Technology and Technology for Administrators
2 semester hours
- EDU7260 The Modern Superintendency 3 semester hours
- EDU7270 Assessment for Administrators 3 semester hours
- Year 3:
- EDU7750 Educational Leadership Internship 3 semester hours
In addition to the internship, candidates complete 3 semester hours
of directed study, EDU7830; or an advanced research course, EDU7200
or EDU7210; and 12 semester hours of proposal and dissertation;
EDU7800, for a total of 18 semester hours.
Leadership in Curriculum and Instruction
- Year 1:
- EDU8110 School Reform/School Renewal 3 semester hours
- EDU8130 Foundations for Curriculum Studies 4 semester hours
- EDU8135 Dynamics of Organizational Theory and Change 4 semester
hours
- EDU8010 Introduction to Educational Research 4 semester hours
- EDU8160 Clinical Supervision and Teacher Development 3 semester
hours
- EDU8150 Technology for Educators 3 semester hours
- Year 2:
- EDU8080 Principles and Practice of Curriculum Design 4 semester
hours
- EDU8100 Quantitative Research 4 semester hours
OR
- EDU8190 Qualitative Research 4 semester hours
- EDU8220 Teaching: Current Research and Theory 3 semester hours
- EDU8250 Principles and Practices of Assessment and Program Evaluation
4 semester hours
- EDU8170 Curriculum for Race, Gender, Culture and Ethnicity 3 semester
hours
- EDU8180 Leadership and Implementation of Curriculum 4 semester
hours
- Year 3:
- Candidates complete either an advanced research class, EDU8200
or EDU8210, plus 3 semester hours of directed study, EDU8830, or
they complete 6 hours of directed study. Candidates also complete
12 hours of proposal and dissertation in EDU8800, for a total of
18 semester hours.
Course Descriptions
EDU7010/8010 Introduction to Educational Research 4 semester hours
The purpose of this course is to provide an introduction to the major
research paradigms of educational research: quantitative and qualitative.
At the same time, the course will provide the skills and knowledge necessary
to read critically educational research literature. Students will examine
current research practices in education, analyze research findings related
to current educational issues, and analyze and evaluate the implications
of those findings.
EDU7100/8100 Quantitative Educational Research 4 semester hours
This course examines educational quantitative research design and data
analysis. The course stresses the connections between research design,
data analysis, and the use of computer software for statistical analysis
and reporting. Topics include the use of statistical software, the relationship
between research design and the appropriate selection and use of simple
and complex descriptive and inferential statistics.
Prerequisite: EDU7010/8010.
EDU7110/8110 School Reform/School Renewal: A Seminar 3 semester hours
After examining specific reform/renewal movements in American education
history and learning about the factors that effect and affect the success
of reform/renewal, this course will turn its attention to current school
reform/renewal issues, policy and initiatives and analyze them from historical,
philosophical, political, economic and social perspectives. This course
is considered foundational to both strands of the Ed.D. Program in that
it provides students with necessary background perspectives to understand
and discuss current trends, issues, research, policies, principles and
practices of education in America.
EDU7120 Policy Analysis/Research in Education 4 semester hours
This course will focus on the elements of public policy analysis/research.
It will examine the purposes, conceptual frameworks, methodologies, design
and strategies which comprise policy analyses/research, particularly the
relationship between policy evaluation/analysis and decision-making in
education. Students will be introduced to the analytical tools necessary
for policy analysis/research and will learn to view policy and policy-making
from different perspectives: as rational problem-solving, organizational
habit, and political settlement; as the effort to symbolize key values;
as expression or temporary resolution of moral dilemmas. The course will
address current problems and issues in community relations as they affect
administrative practices in the areas of policy analysis and research.
This course will consider internal relationships, such as those among
various components of the school district and between the board of education
and the district office.
EDU7135/8135 Dynamics of Organizational Theory and Change 4 semester
hours
This course acquaints each student with theories and strategies of organizations
that impact the administration and organizational development of schools.
Additionally, students will examine the conceptual and operational steps
organizations must take to change successfully. This course will analyze
critically traditional and alternative assumptions about organizations,
how they function, and why people in organizations behave as they do.
Additionally, this course will examine inclusive models for community
and district development and building positive relationships to support
education.
EDU7140 Seminar in Advanced Education Law 3 semester hours
This course will analyze the impact of state and federal laws on schooling
and educational practice, and on the interactions among participants in
education such as teachers, students, parents and administrators. It will
also provide educators with the conceptual and practical skills to handle
the legal function of educational administration and to become proactive
advocates regarding educational policy and law.
EDU7150 Advanced Human Resources Administration 3 semester hours
This course will examine various theories, practice and research in human
resources administration. Through fictionalized and local case studies
and relevant literature, students will learn about patterns and practices
in educational personnel management, and issues and trends in human resources
administration.
EDU7170 Administration of Educational Facilities 2 semester hours
Through case studies, field experiences and the literature, this course
will explore the problems, issues, research and trends in the design,
maintenance and utilization of educational facilities.
EDU7190/8190 Qualitative Research in Education 4 semester hours
Building upon Introduction to Educational Research, the first part of
this course will examine research design and data collection for a number
of types of qualitative research: lived experience, narrative inquiry,
life history/oral history, focus groups, ethnography, case study, documentary
research, ethnography, microethnography, grounded theory, descriptive/interpretive,
critical theory/feminist/action research. Issues such as ethics, validity
and reliability and the role of the practitioner-researcher will be addressed.
The second part of this course will address data analysis and representation
examining types of data analysis and management and critical issues in
qualitative research.
EDU7200/8200 Advanced Quantitative Research 3 semester hours
This course builds upon Introduction to Educational Research and Quantitative
Research in Education I. The first part of this course will examine advanced
topics in quantitative research design and data collection, and various
data analysis techniques. The use of SPSS in data analysis will be stressed.
The quantitative research concerns of individual students will be addressed
in the second part of this course.
Prerequisite: EDU7100/8100.
EDU7210/8210 Advanced Qualitative Research 3 semester hours
Building upon Introduction to Educational Research and Qualitative Research
in Education I, this course will emphasize data analysis, its assumptions,
variations, and processes. The course will also examine various ways of
presenting and communicating the findings of qualitative research, and
students will read and analyze examples of qualitative research. Issues
such as ethics, validity and reliability will continue to be addressed.
Prerequisite: EDU7190/8190.
EDU7220 Economics of Education 4 semester hours
This course will focus on the relationship between economics and the provision
of educational services. Current topics in educational economics such
as returns to investment in education, school choice, teacher compensation,
accountability, and privatization of education will be examined. Students
will learn how to analyze issues from an economic perspective. As well,
the course will examine current problems in school finance, including
costs, ability to support schools, and financial implications of educational
principles. Problems of federal, state, and local school support will
be examined.
EDU7225 Curriculum for Administrators 3 semester hours
This course provides administrators with an overview of how to provide
curriculum leadership, including designing, aligning, implementing, and
evaluating curriculum. It examines the curriculum development cycle from
concept, through writing and piloting, to formative evaluation, revision
and implementation. Students will focus on aligning a curriculum with
other curricula and with state standards. They will also discuss providing
leadership around professional development. Students will complete a practical
project that involves evaluating a district-wide curriculum.
EDU7240 Administration of Technology and Technology for Administrators
2 semester hours
As the title suggests, this course will have two foci. The first half
of the course will concentrate on issues surrounding technology in the
schools and on the administrative functions that technology requires.
The second half of the course will concentrate on the functions that technology
can play in efficient management and management of information. The course
will include lab experiences in the second half and site visits in the
first half.
EDU7260 The Modern Superintendency 3 semester hours
Candidates will take this course toward the end of their academic program.
As such, The Modern Superintendency will provide a practical, capstone
experience, during which candidates will analyze, synthesize, and apply
their knowledge from previous courses. The course will take a very broad
perspective in examining the job of superintendents in today’s schools.
Students will examine: 1. the leadership characteristics of modern superintendents,
2. the role of the superintendent in 21st Century schools, and 3. the
many challenges facing superintendents in today’s educational environment.
EDU7270 Assessment for Administrators 3 semester hours
This course will explore assessment issues faced by administrators, especially
issues around high-stakes standardized tests. Candidates will address
essential concepts around interpreting and using assessments, including
ethical behavior, reliability, validity and interpreting norm-referenced
scores. In light of the purposes of assessment, they will examine and
critically analyze specific testing/assessment programs and consider the
elements of an ideal district assessment program.
EDU7830/8830 Directed Study 3 semester hours
EDU7750 Educational Leadership Internship 3 semester hours
The Internship in Educational Leadership provides continued practical
experience in the student’s major field, under close supervision
and direction of local school district personnel and doctoral faculty
members. The internship is defined as the process and product that result
from the application in a workplace environment of the strategic, instructional,
organizational, and contextual leadership program standards associated
with the Ed.D. program at Aurora University. The outcome should be a powerful
synthesis of knowledge and skills useful to practicing school leaders.
Each internship is unique to the needs of that particular doctoral candidate
and comes at, or near, the end of the formal program of studies. It is
understood that effort expending during the internship must be comparable
to formal coursework. This effort translates into approximately 60-65
clock hours devoted to the internship for 3 semester hours of credit.
EDU7800/8800 Dissertation 12 semester hours
In this course, divided over two or more semesters, the candidates work
one-on-one with members of their dissertation committee, writing and defending
the proposal, submitting the proposal to the Institutional Review Board,
collecting and analyzing data, writing the dissertation, and preparing
for the dissertation defense.
EDU7980/8980 Independent Study 3 semester hours
EDU8080 Curriculum Design I 4 semester hours
This course will examine principles and research in the design and development
of instructional materials and curriculum. The development cycle of conceptualization,
writing, formative evaluation and revision of instructional materials,
including textbooks, is examined. The realities of publishing and marketing
instructional materials are explored as are procedures for evaluating
and selecting instructional materials. A contemporary curriculum project
and research related to that project are examined for its assumptions,
development process, content and effectiveness. Candidates will design
instructional materials employing best practice in the design.
EDU8140 Curriculum Design II 4 semester hours
This course will examine principles, practice and problems in the formulation
of purposes, selection of learning experiences and organization of the
curriculum. Students will critically analyze selected curricula and curricular
trends (P-12) from a number of perspectives and develop a curriculum in
an area of interest.
EDU8150 Technology for Educators 3 semester hours
This course will examine the theoretical foundations of various perspectives
on and techniques of learning technologies: Multimedia CD-ROMs, Internet,
digital libraries, virtual reality, programming languages, computer-assisted
instruction, intelligent tutoring systems, networks, discussion forums,
virtual classrooms, schools and universities, etc. As well, the course
will include discussions and readings about the impact of the “new’
technologies on society in general and education in particular. Students
will be exposed to applications for various curriculum subjects. In lab
sessions, students will examine specific technologies and design a resource
site for teachers.
EDU8160 Clinical Supervision and Teacher Development 3 semester hours
This is an advanced course in supervision which focuses on the theory
and practice of supervision and teacher development. The focus will be
on supervision as an instructional process, the aim of which is to improve
instruction. Both pre-service and in-service supervision will be discussed.
EDU8170 Curriculum for Race, Gender, Culture and Ethnicity 3 semester
hours
This course will examine educational responses to diversity and inequality
of educational opportunity. Students will examine programs, policies and
curricula aimed at ameliorating problems faced by disenfranchised groups
in contemporary P-12 schools. Issues such as race, gender, class, exceptionalities,
etc. will be addressed.
EDU8180 Leadership and Implementation of Curriculum 4 semester hours
This course will examine how decisions about what to teach are made, and
will include primary source readings of a selection of philosophical analyses
of curriculum. It will examine the forces influencing curriculum development
and the development of the field of curriculum.
EDU8220 Teaching: Current Research and Theory 3 semester hours
This course will explore the research literature on classroom teaching
and the contrasting conceptual and methodological approaches upon which
the research is based. The course is designed to help students become
knowledgeable about the major areas in the field, develop a critical perspective
on contrasting paradigms and raise questions about the implications of
research on teaching for curriculum, instruction, evaluation and professional
development.
EDU8250 Principles and Practices of Assessment and Program Evaluation
4 semester hours
This course explores issues and practices of the evaluation and assessment
of educational outcomes, including student learning, curriculum effects,
program evaluation, teacher competency, and the impact of large scale
assessment programs. Students examine and analyze critically specific
testing/assessment programs and read, analyze and evaluate selected curriculum
and program evaluations and design a program or curriculum evaluation.
Although the course does not have a statistical measurement focus, it
will require students to read and understand assessment results
Please Note: The information listed on this page is
current according to the 2007-2009 Graduate Catalog,unless otherwise
noted.
Updated February 25, 2008
