EDD Proposal.2.TEC.GPCC10-21-2005

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					                     KENNESAW STATE UNIVERSITY
              GRADUATE PROGRAM/CONCENTRATION PROPOSAL
                                                  FORM 11/04/02

PROGRAM OR CONCENTRATION NAME:
  Doctor of Education (EdD)Program

DEPARTMENT: Educational Leadership
            Early Childhood and Elementary Education
            Secondary and Middle Grades Education
            Special Education

PROPOSED EFFECTIVE DATE: August 1, 2006


Check One or More of the Following and Complete the Appropriate Sections

                                                                      Sections to be Completed
__X___New Program Proposal**                                                    All
_____Change in Program/Concentration/Degree Requirements                        III - VII
_____New Concentration Proposal                                                 I - VII

**A new course proposal is required for each new course that is part of the new program


    Submitted by:                      ______________________________________________________
                                         Faculty Member                                 Date

    ___ Approved ___ Not Approved         ______________________________________________________
                                         Department Curriculum Committee                Date

    ___ Approved ___ Not Approved         ______________________________________________________
                                         Department Chair                               Date

    ___ Approved ___ Not Approved         ______________________________________________________
                                         School Curriculum Committee                    Date

    ___ Approved ___ Not Approved         ______________________________________________________
                                         School Dean                                    Date

    ___ Approved ___ Not Approved         ______________________________________________________
                                         GPCC Chair                                     Date

    ___ Approved ___ Not Approved         ______________________________________________________
                                         Dean, Graduate Studies                         Date

    ___ Approved ___ Not Approved         ______________________________________________________
                                         Vice President for Academic Affairs            Date

    ___ Approved ___ Not Approved         ______________________________________________________
                                         President                                      Date
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                          UNIVERSITY SYSTEM OF GEORGIA

                       NEW GRADUATE PROGRAM PROPOSAL




                            Doctor of Education (EdD) Program
                                  (With embedded EdS)




                                    Kennesaw State University

                                          October, 2005

                        Department of Educational Leadership
                       Department of Early Childhood Education
                 Department of Secondary and Middle Grades Education
                           Department of Special Education


                          BAGWELL COLLEGE OF EDUCTION



                                Proposed Start Date: August 1, 2006

                                            CIP:______

Title: Doctor of Education
Description; Program Proposal
Date: October 2005                      Page 2 of 34
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I.     Program Description

Unique Aspects of Program

Consistent with the Board of Regents P-16 Initiatives and the Georgia Leadership Institute for
School Improvement (GLISI), the Bagwell College of Education’s (BCOE) Doctorate of Education
(EdD) degree in Teacher and Administrator Leadership will produce teachers and administrators
prepared to effectively function in a variety of Distributed Leadership (GLISI) roles who will be
leaders of learning in P-12 schools. Graduates of the KSU EdD program will be equipped to
support and inspire colleagues to achieve higher levels of student learning in P-12 schools.
Furthermore, the degree is explicitly designed to assist the Board of Regents in meeting the
demands of the Double the Number and Double the Diversity Of Teachers plan. For example, the
degree is designed to:
         a) prepare teachers and administrators to effectively lead through a distributed
         leadership model. Graduates will be prepared to function effectively in each of the
      eight distributed leadership roles identified by the Georgia Leadership Institute for
   School Improvement
         b) reduce attrition of new teachers. As part of their program of study, candidates in the
         teacher leadership concentrations of the EdD program will serve as master teachers
      and mentors to pre-service teachers and novice teachers from the BS and MAT
   programs at KSU.
         c) have a sustained emphasis on quality by building a community of leaders for learning
         in schools who have the knowledge, skills, and dispositions to positively impact
      student learning for all and to assist their colleagues in doing the same.

The degree is unique in other ways as well. First, the EdD degree in Teacher and Administrator
Leadership is a comprehensive doctoral degree with an embedded Educational Specialist (EdS)
degree. In addition, at both the EdD and EdS levels candidates select from one of two fields of
study with a major in one of seven concentrations as outlined below.

FIELDS OF STUDY :
    1. Administrator Leadership
       Concentrations:   1. Leadership & Policy
                         2. Special Education Administration
                         3. Technology Leadership

      2. Teacher Leadership
         Concentrations:   1. Adolescent Education
                              Tracks: Mathematics
                                    Reading
                           2. Diversity
                           3. Elementary & Early Childhood
                              Tracks: Teacher Education
                                    Curriculum and Instruction
                           4. Instructional Technology


Title: Doctor of Education
Description; Program Proposal
Date: October 2005                    Page 3 of 34
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Finally, another unique aspect of the degree is that it has been developed through a collaborative
process bringing faculty and administrators from across the university together to design a program
which is distinctive in the state, region and country. The collaborative process of design,
development and delivery of the program is consistent with the Regent’s Principles and Actions for
the Preparation of Educational Leaders for the Schools (Principle #3). Clearly, the Doctorate of
Education degree at KSU is distinctive and will significantly strengthen the Board of Regents
(BOR) position and reputation in the region.

The Doctor of Education Program (EdD.) in Teacher and Administrative Leadership builds on the
philosophical foundation laid by Kennesaw Statue University’s intense focus on ethics, leadership,
and community engagement. These values emerge naturally from KSU’s long-standing, successful
commitment to Invitational Leadership, an ethical theory of practice whereby leaders intentionally
summon others to realize their potential in all areas of human endeavor. In this thinking, it is not
enough that leaders of learning concern themselves merely with organization and management;
rather, they must inspire and instruct by example. In the Bagwell College of Education, we
recognize the explicit relationship between Invitational Leadership and Distributed Leadership in
educational settings. The proposed Doctor of Education Program in Teacher and Administrator
Leadership builds on this tradition by bringing together professional, experienced educational
leaders for advanced, collaborative study in leadership practice and theory. The proposed program
will provide a forum for further development of distributed leadership skills for those individuals
who form the foundation of strong school communities.

Institutional Importance of the Program

The proposed Doctor of Education Program in Teacher and Administrator Leadership will prepare
education professionals for a variety of educational leadership positions. This program furthers
Kennesaw State University’s mission by providing a facilitative collegiate environment that fosters
high quality academic preparation with a focus on critical analysis skills, global and multicultural
perspectives, leadership development, social responsibility, and lifelong learning. Kennesaw State
University’s mission will be fully reflected in this unique and distinctive Doctor of Education in
Teacher and Administrator Leadership program. The proposed program is a natural extension of
KSU’s academic priorities as articulated in KSU’s Strategic Plan. Further, it provides an
opportunity for KSU to build on an established foundation of its successful Master of Education
degree programs, a talented and highly motivated faculty, and successful university and community
initiatives.

Specifically, the proposed program will help KSU meet the priorities and goals of the university’s
strategic plan in the following ways:

       1. The program provides an in-demand forum for individuals preparing for high-level
          leadership positions in the critical-need area of education. The proposed Doctor of
          Education Program in Teacher and Administrator leadership is responsive to a well-
          documented shortage of highly qualified professional educators with the knowledge,
          skills, and abilities necessary to lead educational organizations.



Title: Doctor of Education
Description; Program Proposal
Date: October 2005                    Page 4 of 34
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       2. Kennesaw State University has placed an increasing emphasis on leadership
          development over the past decade and specifically in graduate programs in education,
          nursing, business, information systems, professional writing, conflict management, and
          public administration. KSU’s commitment to and the importance of preparing leaders
          will only increase in coming years. The proposed program will provide professional
          educators with in-depth training and experiences in the concentrations of Leadership
          and Policy, Special Educaiton Administration, Technology Leadership, Adolescent
          Education, Diversity, Elementary and Early Childhood Education and Instructional
          Technology. In addition, the program’s emphasis on teacher and administrator
          leadership in a diverse, global environment furthers KSU’s mission as a university
          devoted to student success.

KSU's Mission and Strategic Plan

Facilitating the development of leadership knowledge, skills, and dispositions in our graduates is
central to Kennesaw State’s mission. KSU is well known for programs devoted to leadership
development for administrators, faculty, staff, students, and community members. The emphasis
placed on professional graduate education, collaborative learning, community involvement, and
applied research provides a realistic and exciting context for adult learners. Kennesaw fulfills its
mission and strategic plans by not only designing and delivering distinctive practitioner degree
programs but also through a network of institutes and centers. For example, KSU’s Institute for
Leadership, Ethics & Character, one of very few institutes in the country with a focus on ethical
leadership, will serve as a unique resource for students and faculty of the EdD program. As an
educational institute, it offers leadership, stewardship, ethics, and character development curricula;
comparative studies in leadership theory and practice; and invitational opportunities for service and
community engagement. Other on-campus Centers and Institutes in a variety of fields and
disciplines will provide valuable support for the EdD candidates and faculty. Some of these include
the Educational Technology Training Center, International Center, A. L. Burruss Institute of Public
Service and the Center for Nonprofit and Public Leadership.

The proposed Doctor of Education Program fully supports and embodies the mission of Kennesaw
State University. As leaders of learning, graduates of the EdD program will possess knowledge,
skills and dispositions which reflect many of Kennesaw’s distinctive features. Kennesaw and its
graduates are unique in that they

                  Possess a substantive commitment to collaboration within the university and with
                   others outside the university.
                  Are intentionally inviting.
                  Are committed and strongly dedicated toward service and applied scholarship.
                  Are focused on student learning and success.
                  Emphasize practice ethical, principle-centered, and moral leadership.
                  Emphasize and implement innovative and interdisciplinary curriculum,
                   responsive to the individual and current and future societal needs.
                  Are committed to high quality, distinctive professional degree programs.



Title: Doctor of Education
Description; Program Proposal
Date: October 2005                     Page 5 of 34
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                  Focus on global and multicultural perspectives with a commitment to
                   international education.

System and State of Georgia Goals

As previously delineated in the first section of this proposal (Unique Aspects of the Degree) the
EdD in Teacher and Administrative Leadership directly addresses system and state level goals
through linking with the Board of Regents’ P-16 Initiatives and the Georgia Leadership Institute for
School Improvement (GLISI), the Regent’s Principles and Actions for the Preparation of
Educational Leaders for the Schools and the Double the Number and Double the Diversity Of
Teachers plan. In addition, the proposed program is closely aligned with the following University
System of Georgia/Board of Regents strategic goals:

   USGBOR Goal 1. Educate graduates who are intellectually and ethically informed individuals
   with well-defined skills and knowledge who are capable leaders, creative thinkers and
   contributing citizens.

   USGBOR Goal 2. Expand participation by increasing access, enhancing diversity, improving
   service to nontraditional students, expanding use of distance education, advancing public library
   usage, and marketing the advantages of postsecondary education.

   USGBOR Goal 3. Increase academic productivity through improved recruitment, increased
   retention, accelerated graduation and expanded credit generation.

   USGBOR Goal 5. Help accelerate Georgia’s economic development by providing needed
   graduates, offering appropriate academic programs, and marketing the System and its
   institutions as economic assets of the state.

   USGBOR Goal 9. Increase, diversify, and strategically allocate resources.


Staffing and Enrollment

The results of a recent faculty survey indicate that there is ample faculty strength across the
participating departments to move forward with this comprehensive doctoral proposal. The
umbrella format of the program with equal contributions from a common core area and extending
study in the respective areas of concentration with support from related cognate areas within and
outside the Bagwell College of Education will spread the instructional demands of the program
across departments and faculty. More specifically, the faculty in each of the program areas has
many years of service at the graduate faculty level, have taught a full range of courses through the
doctoral level, have experience as members of doctoral committees and have chaired/directed
doctoral dissertations to completion.



Title: Doctor of Education
Description; Program Proposal
Date: October 2005                    Page 6 of 34
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At least one faculty member in each department has chaired dissertations to completion with two to
five in the other three departments. Additionally, at least two faculty members in each program
have special academic background and experience in research design and statistics. Most of them
have taught in doctoral level research classes and served on doctoral committees as methodologists.
This group of eight faculty members has strong publication record in applied research and has
contributed to developing the sequence of educational research courses from Master’s to Doctoral
levels.

Faculty searches in the future will include as an essential employment criterion experience at the
doctoral level including the chairing of dissertations. Salary adjustments will be made in future
searches so that the offer of employment is attractive and competitive for senior faculty who are
interested in becoming associated with an emerging dynamic university and interested in becoming
involved this distinctive and unique doctoral program in Teacher and Administrator Leadership .

Initially, the program will draw students locally from the Atlanta Metro Area, particularly from
Cobb County, Fulton County, DeKalb County, Paulding County, Cherokee County and areas north
of Atlanta. Many holders of the educational leadership L-5, T-5, L-6, and T-6 certificates are
anxious to upgrade their certification to higher levels. The demand is great. The departments have
frequent contact with interested educators particularly their own M.Ed. and Add-on Program
graduates. The potential candidates are enthusiastic and anxious to begin.

As the program becomes more visible regionally and nationally, the distinctive nature of the
program will also be attractive to candidates from other states. Furthermore, as Kennesaw’s
reputation in international arenas continues to grow, we fully anticipate attracting strongly qualified
international candidates to this unique program.

Enrollment distribution across program areas will be based upon demand and the developing
readiness to support advanced degrees in each program area. As noted above, the demand for
further graduate study options in professional education has been developing for some time.
Program planners will need to manage the number of candidates admitted to the program while
delivering a high quality program.

The proposed doctoral program will start in Fall 2006. The BCOE will focus on recruiting cohorts
of 25-30 EdS candidates in each of the concentrations. In addition to this group of EdS candidates,
KSU will recruit a cohort of 30-35 doctoral candidates from across concentrations who have
completed the EdS at other institutions. Please see the charts on pages 13-14 of this document
outlining anticipated enrollment over the first two years and expected FTE generation.

II    Objectives of the Program

The purpose of this program is to prepare professional educators to become leaders for learning in
P-12 schools. The program will prepare teacher and administrator leaders who can effectively
function in distributed leadership roles with the express intent of positively impacting learning for
all students. Drawing on the literature of distributed leadership, teacher leadership and ethical
leadership, the following list has been developed of the knowledge, skills, and dispositions expected


Title: Doctor of Education
Description; Program Proposal
Date: October 2005                      Page 7 of 34
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of graduates. Linkages to the USGBOR Distributed Leadership Roles and the NCATE and PSC
standards are provided in the attachments to this proposal.

Graduates from the Doctorate of Education program at Kennesaw State University

1. Demonstrate leadership as advocates for students and education. Candidates
      a. synthesize and apply the latest research on learning, leadership and developmental
           theory advocating for implementation of best practices and assist colleagues to do the
           same to ensure all students learn.
      b. are knowledgeable, articulate and think critically about educational practice, policy and
           issues on national and international levels.
      c. understand, respond to, and influence the larger political, social, economic, legal, and
           cultural context in matters related to education.
      d. are knowledgeable about the factors contributing to safe physical environments for
        education.
      e. develop, articulate, implement, and steward a vision of learning supported by the
      school community.
2. Demonstrate leadership as agents for change, collaboration and collegiality. Candidates
      a. understand the complexity of schools and the ambiguous nature of educational issues.
      b. act in concert with and/or on behalf of colleagues to improve teaching and learning in
           the classroom as supported by effective school, district, state level policies and
           operations.
      c. facilitate shared-decision making and teamwork.
      d. improve teaching and learning by intentionally and systematically building networks of
           influence at local, state, national and international arenas.
      e. impact student learning for all and assist other educators to do the same by effectively
           working within the structures and culture of schools, families and communities.
      f. support the teaching and learning process by soliciting all sources of funding and
           educational resources.
3. Demonstrate leadership as mentors. Candidates
      a. support and guide teachers to improve teaching and learning for all.
      b. are committed to improving student learning by improving teaching and the learning
           environment.
      c. model routine, intentional, and effective use of technology while mentoring and
           encouraging others to do the same.
4. Demonstrate leadership as expert teachers and instructional leaders. Candidates
      a. are creative and flexible in their thinking and in seeking solutions to educational
           challenges.
      b. are knowledgeable of assessment, evaluation and accountability practices
           and critically synthesize and utilize the data to improve student learning.
      c. are master-teachers and instructional leaders possessing and demonstrating content and
          pedagogical expertise who are able to make international comparisons in both areas.
      d. develop and/or support appropriate, meaningful curricula that positively impact student
           learning for all and assist others to do the same.
       e. facilitate and support curricular design, instructional strategies, and learning
          environments that integrate appropriate technologies to maximize teaching and learning.

Title: Doctor of Education
Description; Program Proposal
Date: October 2005                    Page 8 of 34
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      f. use technology to collect and analyze data, interpret results, and communicate findings to
         improve instructional practice and student learning.
5. Demonstrate leadership as models of professionalism. Candidates
      a. effectively design and conduct educational research which positively influences
         educational practice or policy.
      b. exhibit ethical behavior in all professional and personal interactions.
      c. respect others, value differences and are open to feedback.
      d. believe that for every problem there is a solution and actualize that belief when engaging
         colleagues, students, families and community partners.
      e. seek out responsibility and are accountable for their actions.
      f. maintain currency of current knowledge and best practices through continued
         professional development.
6. Demonstrate leadership in meeting the needs of diverse constituents. Candidates
      a. value and recognize the strength and power of diversity.
      b. incorporate global perspectives and cultural richness in curriculum planning and decision
          making
      c. address exceptionalities in planning, teaching, and assessment and respond to diverse
         community interests and needs by mobilizing community resources.
      d. proactively and intentionally advocate for and work to build educational environments
         that are inclusive and supportive of diverse students, families and colleagues.

III   Justification and Need for the Program

In the field of education, what has always been done has not always worked. Recent research and
position statements of the American Association of Colleges of Teacher Education have leveled
indictments against doctoral degrees in education (Levine, 2005). However, the EdD in Teacher
and Administrator Leadership is unique in its development, design and delivery. From the
beginning, the task force developing this degree has worked to transform traditional educational
leader training into a powerful force with the specific goal of positively impacting student learning
for all in P-12 classrooms. With the influence of the No Child Left Behind Act of 2001, school
districts have been even more anxious to find highly qualified leaders who can impact student
learning at all levels and who can serve in distributed leadership roles to lead schools to achieve
high levels of learning for all students. Unfortunately, doctoral degrees in education have often
been considered to be of poor quality and Levine (2005) goes further to suggest that most doctoral
degrees in education do little to prepare educational leaders who can positively impact student
learning. Clearly, the Kennesaw State University EdD in Teacher and Administrator Leadership
stands out as distinctive in its focus of assisting professional educators to become leaders of
learning. The Bagwell College of Education accepts, welcomes and embraces this as a primary
mission.

More recently, the task force has recognized the Distributed Leadership models of the USGBOR
as being particularly salient in shaping our thinking about the uniqueness and distinctiveness of
this program. Ironically, for more than two years, the faculty and administrators charged with
designing the EdD have envisioned school leadership as being more shared or distributed
throughout the development of this program. As a result, this program is emerging at a particularly
critical time and links explicitly with the USGBOR Distributed Leadership initiatives.

Title: Doctor of Education
Description; Program Proposal
Date: October 2005                    Page 9 of 34
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The core requirements of the EdD are 27 hours of common courses in which candidates from all
concentrations will be engaged in collaborative problem-solving requiring them to tackle the
amorphous often ambiguous problems in P-12 schools. The core courses are:

KSU Core (27 Hours)

   EDUC 8XXX Advanced Study of Learning (3)
   EDUC 8XXX Leadership for Systemic Change (3)
   EDRS 7800 Applied Quantitative & Qualitative Research (3)
   EDRS 7900 Field Research (3)
   EDRS 8100 Advanced Qualitative Research Methods (3)
   EDRS 8200 Advanced Quantitative Research Methods (3)
   EDUC 8XXX Comparative International Education (3)
   EDUC 8XXX Seminar in Leadership, Ethics & Character (3)
   EDUC 8XXX Doctoral Seminar (3)

Not only will candidates be engaged in collaborative, case-based problem solving in these core
courses, but faculty from across departments share expertise and modeling collaborative teamwork
and problem-solving in designing learning experiences and in delivering the courses. No longer can
we envision professional educators working in isolation to solve problems. Only when educational
leaders from multiple perspectives work collaboratively on real-life problems will real and
workable answers to educational problems be found. Furthermore, the reality of schooling today
demands that leaders for learning possess the knowledge, skills and dispositions to work across
boundaries and to build networks of influence within and outside of their own areas expertise.
Solving the complex often ambiguous problems in schools requires this kind of expertise.
Graduates of the EdD in Teacher and Administrator Leadership are prepared to function effectively
in these distributed leadership roles

 Kennesaw’s regional and national reputation for quality in graduate education combined with
demonstrated success at the entry level of graduate studies has spawned a need for additional
graduate degree opportunities through the doctoral degree. Waiting lists of candidates desiring to
work on advanced graduate degrees in education specifically at KSU range from around 50 to as
high as 150 across the seven concentration areas. Many of these candidates are turning to out-of-
state public and private institutions that are conducting cohort activities in KSU’s immediate service
area or to distance-learning options that are readily available. Unfortunately, as Levine (2005) has
suggested, many such programs are of questionable quality and do not prepare educational leaders
who possess the knowledge, skills or dispositions to bring all students to high levels of
achievement. Kennesaw’s Doctorate of Education provides teachers and administrators an
opportunity to obtain a degree of distinction- one that prepares them to be leaders of learning
making a strong positive impact on learning in Georgia’s P-12 classrooms.

From the perspective of a state-wide need, KSU is rapidly developing as a key institution in the
internationalization of its offerings. The attention to diversity and multiculturalism and the
emerging ESOL field of study further strengthen this dimension of the proposed program. As
previously noted, statewide needs as outlined in the Double Double plan will be met by preparing


Title: Doctor of Education
Description; Program Proposal
Date: October 2005                     Page 10 of 34
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teachers to be leaders of learning in Adolescent Education (mathematics and reading) early
childhood and elementary education and special education. These teacher leaders will be prepared
to assist, support, inspire and mentor new teachers thereby reducing teacher attrition rates.

This Doctor of Education Program, housed in the Bagwell College of Education, will prepare top
leaders for learning in education, utilizing a collaborative, problem-based, field-based approach.
Graduates will be prepared to effectively assume distributed leadership roles in P-12 schools. This
field-based approach will enhance participant learning and interaction through all levels of
educational leadership. KSU recognizes that many academic programs are frequently so specialized
and technically oriented to the details and culture of a particular discipline that graduates are not
prepared for interaction outside their own area of expertise. The graduates of this program will be
boundary crossers and network builders--extremely knowledgeable about their own specialty areas,
as well as other related areas of teacher and administrator leadership that have the potential to
positively impact student learning in P-12 schools.

This unique Doctor of Education Program will meet the high demand for educational leaders with
advanced degrees who can lead educational organizations in the State of Georgia to higher levels
of student achievement. The shortage of education leaders who have received advanced training is
parallel to the shortage of teachers. This shortage of education leaders in Georgia is currently under
consideration by the Professional Standards Commission on Educational Leadership Task Force of
which Dr. Yiping Wan, Dean of the Bagwell College of Education, serves as Co-Chair and the
Georgia Board of Regent’s Leadership Institute for School Improvement. The high demand for
educational leaders can also be seen through a survey conducted of the graduates of the MEd and
Add-on programs in Educational Leadership at KSU. Results showed that over 70% of the
graduates plan to pursue an advanced graduate study in education and prefer to seek their program
completion at Kennesaw State University. In addition, KSU has received many phone calls and e-
mails from perspective EdD & EdS students expressing their great interest in the proposed
program. In fact, all departments of BCOE have developed long waiting lists of potential
candidates who intend to pursue their EdS and EdD studies at Kennesaw State University.

The EdD program will help keep the best educators in place by upgrading their certification and
salary. Educators are underpaid in comparison to other professionals and corporate leaders. In
essence, the EdD program not only provides our candidates with advanced professional preparation
which will enable them to profoundly impact student learning but also provides them an opportunity
to increase their salary and expand their professional opportunities in education.

Currently, few doctor of education programs maintain an appropriate balance between academics
and professional practice. Individuals wishing to pursue doctoral studies in education are likely to
enroll in a program that is either too theory oriented or too practice centered. KSU’s proposed
program will provide them with knowledge and skills that will further prepare them to assume
important leadership positions in their fields, and, at the same time, prepare them to pursue an
academic career in higher education. The proposed EdD. Program at Kennesaw State University is
both professionally rewarding and academically challenging.

Kennesaw State University is in an ideal position to offer this dynamic Doctor of Education
Program. Graduate programs in Accounting, Business, Conflict Management, Education,

Title: Doctor of Education
Description; Program Proposal
Date: October 2005                    Page 11 of 34
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Information Systems, Nursing, Public Administration and Professional Writing currently draw over
1,800 highly qualified students seeking advanced degrees to our campus annually. The graduate
programs in the Bagwell College of Education have grown by 142% in the past year alone.
Kennesaw State University is uniquely qualified to offer this highly professional program based on
its long history of collaboration both with the local school districts and with numerous community
constituents. These ongoing partnerships have resulted in the community’s trust in the programs
and graduates of Kennesaw State University.

The Doctor of Education Program in Teacher and Administrator Leadership will prepare leaders
with an advanced degree that will allow them to expand their employment opportunities and
influence in public or private P-12 schools, educational agencies and higher education as:

               o   Superintendents
               o   Central Office Administrators
               o   Principals
               o   Curriculum Supervisors
               o   Technology Directors
               o   Technology Instructional Specialists
               o   Lead Teachers
               o   Department Chairs
               o   Department of Education staff or consultants
               o   Community college or university faculty

   *   Appropriate specialization
       The program is designed to prepare all candidates to become leaders of learning. Common
       core courses are designed to increase candidates’ knowledge, skills and dispositions for
       meeting the demands of distributed leadership roles in P-12 schools. Courses in the
       concentration areas deepen and broaden the candidates knowledge, skills and dispositions
       for these roles so that graduates can profoundly impact teaching and learning in P-12
       schools. Program graduates will be ready to assume leadership responsibilities both in
       public and private schools and state educational agencies. At the same time, program
       candidates are fully prepared academically to pursue a career track in higher education,
       specifically in teacher education or educational leadership.




Title: Doctor of Education
Description; Program Proposal
Date: October 2005                    Page 12 of 34
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        * Productivity
        The following charts illustrate projected enrollment and FTE generation over the first two
fiscal years of program operations. Credit hours generated for the fiscal year 1 AND 2 is
represented below (C1 = Cohort 1, C2 = Cohort 2). First EdS candidates graduate at the end
Spring semester of FY 2. First EdD cohort candidates (C1 EdD) are those who already hold an
EdS. They exit with EdD degree at end of Summer semester FY 2. See page 18 for plan-of-study.
                              CREDIT HOURS GENERATED FY 1
 FY                                                           Number of        Cr. Hrs/    Cr. Hrs.
  1         Semester       Concentrations                     Candidates Candidate           Gen.
                           Leadership & Policy                           30             6         180
               Fall        Special Education Admin &
                           Diversity                                     30             6         180
                           Technology Leadership &
         (Start C1 EdS) Instructional Technology                         30             6         180
                           Adolescent Education                          30             6         180
                           Elementary & Early Childhood                  30             6         180


        (Start C1 EdD)     Doctoral cohort
                           (Across concentrations)                      35             6         210

                     Leadership & Policy                                30             6         180
                     Special Education Admin &
                     Diversity                                          30             6         180
          Spring     Technology Leadership &
 1   (C1 EdS& C1 EdD Instructional Technology                           30             6         180
         continue)
                     Adolescent Education                               30             6         180
                     Elementary & Early Childhood                       30             6         180

                           Doctoral cohort                              35             6         210

                     Leadership & Policy                                30             6         180
                     Special Education Admin &
                     Diversity                                          30             6         180
                     Technology Leadership &
         Summer#1    Instructional Technology                           30             6         180
     (C1 EdS & C1EdD Adolescent Education                               30             6         180
          continue)
                     Elementary & Early Childhood                       30             6         180

                           Doctoral cohort                              35             6         210

                         FISCAL YEAR #1 CREDIT HOUR GENERATION TOTALS                          3330
                            CREDIT HOURS GENERATED FY 2

Title: Doctor of Education
Description; Program Proposal
Date: October 2005                    Page 13 of 34
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                                                                                          Cr.
                                                                     Number of Cr. Hrs/ Hrs.
FY           Semester             Concentrations                     Candidates Candidate Gen.
                                  Leadership & Policy                        60         6   360
                                  Special Education Admin &
                                  Diversity                                 60         6    360
                                  Technology Leadership &
      Fall (C1EdS+ C2EdS)         Instructional Technology                  60         6    360
                                  Adolescent Education                      60         6    360
                                  Elementary & Early Childhood              60         6    360

                                  Doctoral cohort
       (C1 EdD Continues)
                                  (Across concentrations)                   35         6    210

                                  Leadership & Policy                       30         6    360
     Spring (C1 EdS+ C2EdS)       Special Education Admin &
       Majority of C1 exits       Diversity                                 30         6    360
       with EdS while some
                                  Technology Leadership &
       continue on toward
                                  Instructional Technology                  30         6    360
        completion of the
                                  Adolescent Education                      30         6    360
       remaining 39 hours
          for the EdD )           Elementary & Early Childhood              30         6    360
                                                                            30         6    360

      C1EdD continues (35)
        With addition of
      Additional candidates       Doctoral cohort (Old C1 plus C2)
       From C1EdS ( 35)           (Across concentrations)                   70         6    420

                              Leadership & Policy                           30         6    180
                              Special Education Admin &
                              Diversity                                     30         6    180
     Summer (C2 only + First Technology Leadership &
      cohort to continue with Instructional Technology                      30         6    180
         EdD component)       Adolescent Education                          30         6    180
                              Elementary & Early Childhood                  30         6    180


                                  Doctoral cohort (C1 & C2)
                                  (Across concentrations)                   70         6    420

                                FISCAL YEAR #2 CREDIT HOUR GENERATION TOTALS               5550


Title: Doctor of Education
Description; Program Proposal
Date: October 2005                      Page 14 of 34
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    * Partnering.
      Bagwell College of Education will continue its excellent tradition of working with public
      school systems, the Regional Educational Support Agencies, the USG Board of Regents, the
      Georgia Department of Education, state universities in Georgia, and international
      partnerships in the enrichment of educational experiences of program participants.

    * Placement
       The program will be housed in the Bagwell College of Education, specifically in the
   departments of Educational Leadership, Secondary and Middle Grades Education,
   Elementary and Early Childhood Education and Special Education. The program
   coordinators and support personnel will reside in these respective departments. Candidate
   advisement files and advisors will be located in their respective departments.

IV Procedures Used to Develop the Program

Kennesaw State Univeristy first became aware of the need for educational leaders prepared to
serve as leaders for learning through professional contacts with Kennesaw State University’s
partner school districts. In 2001, surveys regarding preparation of educational leaders were
conducted to solicit input from area school superintendents. All respondents identified the need for
quality school leaders of different levels in their school districts and pledged their strong support
for graduate programs at KSU designed to prepare leaders who had the knowledge, skills and
dispositions to positively impact student learning.

From the beginning, the task force charged with developing this proposal has been committed to
designing a program which builds on our collaborative approach and mission here at KSU. Faculty
and administrators from departments and colleges across the university have worked to design and
develop a program that engages the candidates in real-life, problem-based learning. In addition,
through a well established system of advisory boards, professional colleagues in P-12 schools have
provided feedback and input to the task force.

We have envisioned learning experiences delivered by faculty who model collaborative
colleagiality and team work. These experiences will be delivered through a core of nine courses
taken by candidates in all concentrations and taught by faculty across all departments.
Candidates’ knowledges, skills, and dispositions to serve effectively as leaders of learning are
further developed by carefully designed learning experiences in five unique concentrations and
their respective specialty areas.

Dr. Yiping Wan, Dean of the Bagwell College of Education, has encouraged and supported the
faculty of all departments in the development of a quality program of advanced educational studies
to meet the needs of the market. The faculty met and discussed intensively about the issues and
challenges of the EdD. Program and decided to go forward with the development of the
comprehensive EdD with an embedded EdS. At the same time, Education Specialist and Doctor of
Education Programs of the following universities in Georgia were carefully reviewed:

                  University of Georgia

Title: Doctor of Education
Description; Program Proposal
Date: October 2005                    Page 15 of 34
DRAFT                                10/21/revision                                  DRAFT

                  Georgia State University
                  Georgia Southern University
                  Valdosta State University
                  State University of West Georgia

The task force decided that the Doctor of Education Program at KSU would bear orientations both
from the practicing and academic standpoints. The program is designed to meet the need of the
market for educational leaders of advanced level training. At the same time, the program places a
vigorous demand for academic performance to prepare graduates for an academic career in higher
education. It was with these basic understandings in mind that the Doctor of Education in Teacher
and Administrator Leadership program was developed.

V     Curriculum: Degree Program Requirements

The EdD Teacher and Administrator Leadership is primarily designed for experience educators who
hold an L-5, T-5, L-6 or T-6 certificate. It allows experienced educational professionals to earn an
EdD degree with EdS coursework embedded as the first 33 credit hours. Upon completion of the
first 33 hours, candidates may apply for admission to the doctoral program and complete a
minimum of 39 hours to obtain the EdD.

The program will be delivered in cohorts offered on campus, on-site and on-line. The proposed
program will be offered through the use of modules, direct instruction, cohort planning, and
individual projects based on personal development plans formulated jointly by the participants and
the faculty. At the EdS level, participants will develop a school-based leadership research project to
be implemented and completed as part of the program requirements. Practicum experiences are
required and will be arranged through Kennesaw State University’s partnership schools and
universities. At the EdD level, participants will work under the direction of a doctoral committee to
complete the dissertation for graduation. At the conclusion of the program, participants will posses
the knowledge, skills, and dispositions necessary to lead schools to higher levels of achievement for
all students.

Program Admission/Residency Requirements:

                                      Admission Requirements

First level of review- Graduate Admissions

    Candidate for admission to the Doctor of Education (EdD)

      1. Official transcripts for all college-level coursework- graduate and undergraduate.

      2. Evidence of completion of Master degree or its equivalent.

      3. Scores on the General Test of the Graduate Record Exam



Title: Doctor of Education
Description; Program Proposal
Date: October 2005                     Page 16 of 34
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            Candidates will pass this initial level of review by having an Index Score of 3500
            minimum. Analytical writing score will be considered.

         Index Score = (GRE Quant + GRE Verbal) X Graduate GPA

      4. Professional resume or vita

      5. Goals statement: A 1-2 page narrative of one’s prior professional experiences and
       professional goals as they relate to the selected program of study.

   Candidate for admission to the Education Specialist (EdS)

      1. Official transcripts for all college-level coursework- graduate and undergraduate.

      2. Evidence of completion of Master degree or its equivalent.

      3. Scores on the General Test of the Graduate Record Exam

            Candidates will pass this initial level of review by having an Index Score of 3000
            minimum. Analytical writing score will be considered.

         Index Score = (GRE Quant + GRE Verbal) X Graduate GPA

     4. Professional resume or vita

     5. Goals statement: A 1-2 page narrative of one’s prior professional experiences and
       professional goals as they relate to the selected program of study.


Second level of review- Program Level Admissions Committee

   Each program will draft additional admission requirements which will be used at the program
level to identify qualified candidates who successfully passed the first level of review. Possible
additional requirements could include but are not limited to

   1. A Master degree in related field (to be specified by the program level committee)

   2. Letters of recommendation

   3. Portfolio of previous work

   4. Interview with program admissions committee

   5. Spontaneous written responses

   6. Scores on specified exams (Praxis II) or specialized certifications, etc.

Title: Doctor of Education
Description; Program Proposal
Date: October 2005                      Page 17 of 34
DRAFT                                 10/21/revision                                  DRAFT



   7. Teaching or administrative experience

   8. Minimum number of hours in a content area (English/math/science/reading, etc.)

                                     Residency Requirements

Candidates for the Doctor of Education degree must complete 21 hours in the concentration prior to
enrolling in the Doctoral Seminar OR Dissertation hours.

Course Offering Schedule and Plan-of-Study

The initial scheduling of course offerings is planned to span five consecutive semesters for a total of
33 hours. At the completion of these first 33 hours, candidates will have met the requirements for
the EdS. At that time, the candidates will be awarded the Education Specialist Degree and
endorsed for L-6 or T-6 Certificate in the State of Georgia. Candidates who wish to continue their
study and who met the requirements for admission to the EdD program will complete a minimum of
additional 39 hours of course work to complete the EdD. Candidates satisfying all EdD. program
requirements will be awarded the Doctor of Education Degree and endorsed for L-7 and T-7
Certification in the State of Georgia.

As described in section one of this document, the comprehensive Doctor of Education Program at
Kennesaw State University consists of two fields of study with seven concentration areas and their
respective specialty tracks:
FIELDS OF STUDY :
      1. Administrator Leadership
         Concentrations:     1. Leadership & Policy
                             2. Special Education Administration
                             3. Technology Leadership

      2. Teacher Leadership
         Concentrations:   1. Adolescent Education
                              Tracks: Mathematics
                                       Reading
                                       (Future additional tracks in science, English/LArts)
                           2. Diversity
                           3. Elementary & Early Childhood
                              Tracks: Teacher Education
                                       Curriculum and Instruction
                           4. Instructional Technology




Title: Doctor of Education
Description; Program Proposal
Date: October 2005                     Page 18 of 34
 DRAFT                              10/21/revision                                   DRAFT




                                    Doctor of Education (EdD)
                                      (Umbrella Proposal)
                                   27 hr Core + 27 hrs Concentration +
                                      9 hrs electives + 9 hrs dissertation
                       A                        COMMON CORE                            T
                       D                                                               E
                       M                          (27 hours)                           A
                       I                           Research                            C
                       N                         Methodologies                         H
                       I                       (quant & qual) (9)                      E
                       S                                                               R
                       T                     Applied Field Research
                       R                              (3)                              L
                       A                                                               E
                       T                      Advanced Study of                        A
                       O                     School Transformation                     D
                       R                              (3)                              E
                                                                                       R
                                               Advanced Study of                       S
                       L                         Learning (3)
                       E                                                               H
                       A                                                               I
                                            Leadership for Systemic                    P
                       D                          Change (3)
                       E
                       R                      Doctoral Seminar (3)
                       S                                                                        Diversity
                       H                    Comparative Education
                       I                             (3)
                       P

                                                                                            Adolescent Ed
                                          Technology            Instructional              (Middle Grades
                                          Leadership            Technology                  & Secondary)
Leadership&                                                     the                         Mathematics,
Policy                                                                                        Reading
                                                                         Early
                            Special                                  Childhood and
                           Education                                  Elementary
                         Administration                                Education



 Title: Doctor of Education
 Description; Program Proposal
 Date: October 2005                   Page 19 of 34
    The course requirements are divided into core requirements and concentration requirements.
Electives are also allowed at each level of the EdD. Program. The course listings in each of the program areas are shown in the
following table:

                                                                    D.
                                                                   Courses for Ed
                                             (with EdS embedded-first 33 hours)
                                                 Ed D--72 hours (minimum)
27 hours of Common Core Courses taken by all concentrations
27 hours of Concentration
 9 hours guided electives
 9 hours dissertation (minimum)

                                                      Core Courses-for all BCOE programs
                                   Ed S                                                                           Ed D
Applied Quantitative/ Qualitative Research Methods-3 hrs                       Advanced Quantitative Research Methods-3 hrs
Advanced Study in Learning-3 hrs                                               Advanced Qualitative Research Methods-3 hrs
Leadership for Systemic Change-3 hrs                                           Comparative International Education-3 hrs
Advanced Organizational Transformation-3hrs                                    Doctoral Seminar-3 hrs
Applied Field Research-3 hrs

                                                 Core Courses by Concentration (EdS & EdD)

 Early Childhood         Adolescent        Special Education              Educational Leadership                       Instructional Technology
 and Elementary         Education &                              Educational Policy       Technology
     Education            Advocacy                                 and Leadership         Leadership
ECE 8xxx Global       EDAD 8200:           Planning              Executive            EDL 8500                ITEC 8400 Evaluating K-12 Instructional
Education: Issues     Supervision,         Instruction and       Leadership in        Technology &            Technologies
and Perspectives (3   Mentoring &          Assessment for        Education (3 hours)  School Improvement
hrs)                  Advocacy             Diverse Students I
ECE 8xxx              EDAD 8100:           Planning              Field Experiences    EDL 8510 Research       ITEC 8410 Theories & Applications of
Philosophic Inquiry   Curriculum Theory    Instruction and       (3hrs)               and Best Practices in   Instructional Design
–(3 hrs)              & Practice in        Assessment for                             Curriculum,
                      Middle and           Diverse Students II                        Instruction, &
                      Secondary Schools                                               Technology
                                                                                      Integration
ECE 8xxx Applied      EDAD 8300:           Literacy-based        Educational          EDL 8520 Adult          ITEC 8420 Facilitating Professional Learning
DRAFT                                      10/21/revision                                       DRAFT

Theories of          Critical Analysis     Instruction for     Evaluation (3 hrs)      Learning &             & Change
Instructional        of Educational        Diverse Learners                            Development
Design–(3 hrs)       Policy
ECE 8xxx Impact      EDAD 8400:            Creating            School Finance (3       EDL 8530 Strategic     ITEC 8430 Planning & Implementing
of Current School    Internship in         Culturally-         hrs)                    Planning for           Instructional Technology Programs
Law on the           Teacher               responsive                                  Educational
Classroom (3 hrs)    Development &         Classroom I                                 Technology
                     Teacher Education                                                 Programs
ECE 8xxx The         3 hours from the      Creating            Educational             EDL 8549 21st          ITEC 8440 Technology & Student Assessment
Classroom            following:            Culturally-         Facilities (3 hrs)      Century Facilities &
Community                                  responsive                                  Finance
                                           Classrooms II
ECE 8xxx             MAED 8900:                                Advanced School         EDL 9500 Research      ITEC 9400 Research & Theory in Instructional
Cognitive            Research Methods                          Law (3 hrs)             & Theory in            Technology
Processes and        and Critique in                                                   Educational
Educational          Mathematics                                                       Technology
Practice             Education
ECE 8xxx             EDRD 8290:            EXC 8xxx            Educational             EDL 9510               ITEC 9410 Instructional Leadership &
Authentic            Critique of           Planning and        Planning (3 hrs)        Leadership in          Technology Facilitation
Assessment in        Reading Research      Organization of                             Educational
Content Areas (3                           Special Education                           Technology
hrs)                                       Administration
ECE 8xxx Linking     18 hours from the     EXC 8xxx Policies   School Policies and     EDL 9520               ITEC 9420 Designing & Facilitating Online
Traditional          following             to Practices in     Practices (3 hrs)       Evaluation of K-12     Learning
Assessment to                              Special Education                           Technology
Instruction                                Administration                              Programs
ECE 8xxx             MATH 7700:            EXC 8xxx            Politics of Education   EDL 9530 Principles    ITEC 9430 Evaluating Professional Learning
Curriculum Inquiry   Elementary Set        Internship in       (3 hrs)                 & Practices of         & Practice
                     Theory                Special Education                           Online Learning
                                           Administration
                     MATH 7712:                                Elective Outside
                     Topics in Discrete                        College of
                     Mathematics                               Education (3 hrs)
      Teacher        MATH 7713:
    Educators        Statistics and Data
  (9 hours of the    Analysis
     following)
ECE 8xxx Issues in   MATH 7714:
Post Secondary       Geometry from

Title: Doctor of Education
Description; Program Proposal
Date: October 2005                          Page 21 of 34
DRAFT                                  10/21/revision   DRAFT

Teacher Education    Multiple
(3 hrs)              Perspectives
ECE 8xxx             MATH 7717:
Assessment in Post   Number Theory
Secondary Teacher
Education (3 hrs)
ECE 8xxx Post-       MATH 7718:
Secondary            Functions and
Instructional        Analytic
Methods and          Techniques
Internship (3 hrs)
ECE 8xxx Links       MATH 7900:
between Research     Special Topics
and Practice
                     MATH 7950:
                     Directed Study
                     MAED 7701:
                     History of
                     Mathematics
                     MAED 7715:
                     Mathematical
                     Problem Solving
                     MAED 7716:
                     Math Studies
                     MAED 7719:
                     Technology and
                     Mathematics
                     MAED 7751:
                     Survey of
                     Mathematics
                     Teaching and
                     Learning
                     MAED 7900:
                     Special Topics
                     MAED 7950
                     Directed Study
C & I Teacher as     EDRD 7715: Rdg
   Education         Theory and
   Advocate          Application

Title: Doctor of Education
Description; Program Proposal
Date: October 2005                      Page 22 of 34
DRAFT                                     10/21/revision   DRAFT

  (9 hours of the
     following)
ECE 8xxx Stand       EDRD 7716:
Up and be Counted:   Reading Strategies
Teacher as           for the Content
Decision Maker       Fields
ECE 8xxx             EDRD 7717:
Curriculum           Reading
Decision Making      Assess &
                     Instruction
ECE 8xxx Ethics      EDRD 8340:
and Excellence in    Problems, Issues
the Elementary       and Trends in
Classroom            Teaching YA
                     Literature
                     EDRD 8300:
                     Literacy-based
                     Instruction for
                     English Language
                     Learners
                     EDRD 8310:
                     Literacy-based
                     Instruction for
                     Students with
                     Disabilities
ECE 8xxx Politics    EDRD 8380:
and Elementary       Supervision of
Education            School Literacy
                     Programs
ECE 8xxx School      EDRD 8350:
Reform through       Communities of
Classroom Practice   Discourse
(grades K – 5th)
          or
ECE 8xxx School
Reform through
Classroom Practice
(Birth through 8
years)

Title: Doctor of Education
Description; Program Proposal
Date: October 2005                         Page 23 of 34
DRAFT                                    10/21/revision   DRAFT

ECE 8xxx Current        EDRD 8330:
Critical Issues in      Critical Media
Elementary              Literacy
Education (3 hrs)
                        EDRD 7900:
                        Special Topics
Reading                 ENGL 7709:
                        Workshop for
                        Teachers of
                        Writing
Reading Theory and      ENGL 7710:
Research I              Writing on
                        Teaching
Reading Theory and
Research II
Analysis of Reading
Diagnosis and
Assessment
Analysis of
Children’s Literature

Advanced Reading
in the Content Area
Practicum for
Strategic Reading in
the Content Areas
Analysis of Literacy
Development and
Reading Instruction




Title: Doctor of Education
Description; Program Proposal
Date: October 2005                        Page 24 of 34
Growth and Flexibility

As the Doctor of Education Program continues to grow, each program area will need to assess its
resources and capabilities for possible expansion to meet the demands of the market.
Opportunities may arise to meet school district requests to tailor a cohort of candidates to suit
their particular needs. International demands may call for the initiation of a special cohort to
prepare their educational leaders. Additional concentrations are already under development and
will be added as programs can support them. These concentrations include but are not limited to
Adolescent Education-Science and Adolescent Education-English.

.
VI   INVENTORY OF FACULTY DIRECTLY INVOLVED

COURSE/INSTRUCTOR SUPPORT

The present faculty has a diversity of educational backgrounds and experiences to support the
course instruction of the proposed Doctor of Education Program. See Part I: Staffing and
Enrollment for discussion on faculty expertise. In addition, faculty in all departments maintain
and demonstrate sustained scholarship activity and agendas consistent with expectations of
faculty working in professional doctoral programs. Some of the most prominent journals in
which faculty publish are listed below.

JOURNALS IN WHICH FACULTY REGULARLY PUBLISH:
Teacher Education and Special Education
Exceptional Children
Teachers of English to Speakers of Other Languages
American Teacher Educators
Bilingual Educator
Remedial and Special Education
The Standard
Journal of Learning Disabilities
Behavior Disorders
National Association of Multicultural Education Journal
Contemporary Educational Psychology
Science Teacher
Principal Leadership
American School Board Journal
School Business Affairs
Journal of School Public Relations
Principal
Journal of School Business Management
Educational Facility Planner
PAGE ONE Magazine
Educational Planning
Asia-Pacific Journal of Teacher Education & Development
Educational Research and Development
DRAFT                            10/21/revision        DRAFT

Eastern Education Journal
Georgia Educational Researcher
Professing Education
Educational and Psychological Measurement
College Student Journal
Journal of Liberal Arts and Sciences
Education Week
Chronicle of Higher Education
Signal
Current Issues in Middle Level Education
The Teacher Educator
The Journal of General Education
Gateways


CONFERENCES AT WHICH FACULTY REGULARLY PRESENT AND ATTEND:
Council for Exceptional Children
Teacher Education Division of CEC
Teachers of English to Speakers of Other Languages
National Association of Multicultural Education
American Education Research Association
American Association of Colleges of Teacher Education
National Middle School Association
National Science Teachers Association
American Association of Higher Education
Association of Teacher Education
American Association of School Administrators
National Council for Professors of Educational Administration
International Society of Educational Planning
Association of School Business Officials International
National Association of Multicultural Education
Southern Regional Council for Educational Administration
American Educational Research Association
Georgia Educational Research Association
Georgia Association of Teacher Educators
Georgia Association of Multicultural Education
Georgia Educational Technology Conference
American Association for Colleges of Teacher Education
International Conference on Education

OTHER Scholarly Activities of Faculty:
Field Reviews:
Beyond Behavior
Behavior Disorders

Books:

Title: Doctor of Education
Description; Program Proposal
Date: October 2005                 Page 26 of 34
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Co-Editor of Assessment Book
Single Author of Handbook on Teaching Reading Using Manipulatives
Single Author, Together We Can Make a Difference, on Hispanic and Latino Issues

Outside Funding: SpEd
Since 1998, the Department of Special Education has been active in procurring funding to
provide professional development for teachers and administrators in Georgia who were engaged
in inclusive schooling practices. Between 1998-2004, faculty procured approximately
$3,700,000. During that same time frame, ESOL faculty secured approximately $1,000,000. in
federal government funding to provide professional development for teachers and administrators
to effectively educate students who are English language learners.


FACULTY DEVELOPMENT

The faculty maintains active membership and provides leadership in major professional
organizations that relate to the area of teacher and administrative leadership. Travel funds are
available for faculty to participate in significant educational conferences at the state, national and
international levels. Aside from departmental and college level support for travel, the KSU
Foundation, Office of Graduate Studies and the International Office have supplemented faculty
travel funds for professional endeavors.
Faculty Research and Scholarship:

Faculty members from each department have traveled internationally to share professional
educational expertise and to gain knowledge of educational practices around the world and to
establish partnerships with international peers. Specifically, in the last five years faculty from
the college of education have traveled on professional exchanges to Nigeria, China, Britain,
Russia, Belize, Spain. During these exchanges, faculty have presented papers at conferences,
visited schools and colleges and worked with educational colleagues on common research
interests.



VII Outstanding programs of this nature at other institutions

Survey and comparative analysis.

There are no similar programs to this distinctively designed EdD in Teacher and Administrator
Leadership offered at the state level or regionally. In fact, in surveying doctoral degrees in
education nationwide, none were found that were comparable to the collaborative model and
distributed leadership focus of the proposed degree. It is unique and distinctive. Although there
are several doctor of education programs offered in the University System of Georgia, a
comparison of the proposed Doctor of Education Program to the doctor of education programs
offered at the following institutions revealed that the program proposed by Kennesaw State
University is uniquely designed and will be delivered through a collaborative process which
engages the candidates for the degree in problem-based learning experiences with professionals

Title: Doctor of Education
Description; Program Proposal
Date: October 2005                      Page 27 of 34
DRAFT                                  10/21/revision                                   DRAFT

from diverse perspectives. Institutions used in the comparison were Georgia State University,
State University of West Georgia, Valdosta State University, University of Georgia, and Georgia
Southern University.

Unique Features of KSU’s program:

As outlined in Part I: Program Description- Unique Aspects of Program, the KSU EdD in
Teacher and Administrator Leadership is distinctive, unique and stands apart from other EdD
programs in the state, region and perhaps even nationally. A few of the unique features of
KSU’s Doctor of Education Program in Teacher and Administrative Leadership are highlighted
below.

              Collaborative development, design and delivery- across departments, colleges and
               with stakeholders in P-12 schools.

              Collaborative learning experiences which bring professional educators from
               diverse backgrounds together to solve ambiguous and difficult problems in
               schools.

              Focused on preparing educational professionals to effectively fill distributed
               leadership roles in schools.

              Utilizes the best practices of cohort dynamics.

              Prepares candidates for higher level of academic challenges.

              Prepares leaders for public, private and non-profit organizations in the education
               arena.

              Widens candidates’ diverse academic horizons.

              Prepares students to meet the needs for international challenges.

              Delivered both on campus, on site and on-line.

VIII     Inventory of pertinent library resources

Sturgis Library resources are at least equivalent to resources at other doctoral degree-granting
institutions in the state. The library has Galileo, the state library database plus 240 other full-text
databases across the curriculum, including ProQuest, ERIC, and Lexis/Nexis. The GALILEO
service also provides access to World Wide Web resources such as the Library of Congress, full-
text journal titles, and newspapers. In addition to these resources, the library has fourteen
thousand full-text electronic books all cataloged and available online. Total holdings are more
than 600,000 books and periodicals. There are more than 1,500,000 government documents,
more than 3,300 serial publications and well over 1,000,000 pieces of microfiches. The library

Title: Doctor of Education
Description; Program Proposal
Date: October 2005                      Page 28 of 34
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makes use of both the University System and the ARCHE (Atlanta Regional Consortium for
Higher Education) interlibrary use systems. These include interlibrary loans and individual
borrowing from more than 8 million unique titles.

The collections have been expanded over the last five years to support KSU graduate programs
and the library continues to build resources and programs for further graduate degree offerings.
The library is the only institution in Georgia to provide Early English Titles Online (a full-text
database of 110,000 books from 1450-1701) to support and enhance the curriculum. With the
interlibrary use resources, which are provided to the users at no charge, the library can
comfortably support further graduate program expansion.

The Sturgis Library hours are only two fewer than those at UGA and are longer than those at
GSU and West Georgia. Library staff will provide instruction to program participants on
resources, materials, and service on a regular basis. Program participants will receive an
overview of library resources (printed and electronic) and private instruction and demonstrations
will be available by appointment. The Bagwell College of Education has a representative on the
university Library Committee. Should resources not contained in the library be needed, these
representatives will work with the Library Committee to obtain them.

The office of the CIO, to which the library reports, has provided the latest in technology,
including laptop computers which can be borrowed for library use and the use of wireless
technology. Information Technology Services and Administrative Computer Systems constantly
refine, improve, expand and advance the computing resources available to students, faculty and
staff at KSU. They provide network and desktop support for the more than 18,000 members of
the KSU community. Information Technology Services coordinates computing services for KSU
candidates and supports over 2,700 personal computers, LANs and connections to many different
computing locations. Students, as well as faculty and staff, are eligible for computer accounts
affording access to services such as the Internet, KSU’s library system, an active jobs database, a
current scholarship database, electronic mail, Archie, Veronica, FTP, Telnet, and KSU’s web site
server.

IX Facilities

The Bagwell COE is located in a 60,000 square foot area of Kennesaw Hall, which was
completed in the summer of 1999. The facility, including the technology areas, support services,
and the model classrooms are available to all educator preparation programs. It was designed to
provide ample space for each faculty member to have his or her own office that is spacious, pre-
wired for technology, and equipped with needed bookcases, file cabinets, etc. There is also
adequate room for the secretary’s office, a workroom, student assistant space, and conference
facilities. As the program continues to grow, the demand for space has obviously outgrown the
extent of the building capacity. Additional classrooms, office spaces, and conference areas will
be needed. The rental space at Town Pointe Center has helped to relieve some crowding
conditions in the Bagwell College of Education.

The building also houses workrooms, seminar rooms, storage, and two completely up-to-date
demonstration classrooms. Participants will also have available the Teacher Resource and

Title: Doctor of Education
Description; Program Proposal
Date: October 2005                     Page 29 of 34
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Activity Center (TRAC) located within the building. TRAC has a large collection of books,
journals, and other appropriate resources. Shelves are stocked with textbooks, professional
books, kits and videotapes available for checkout, and state-of-the-art equipment for creating a
variety of documents and instructional materials. TRAC also frequently offers workshops on
topics of interest and expressed needs.

Kennesaw Hall contains rooms equipped with presentation technology for student and faculty
use during classes. An example of this use might involve having the entire cohort work with a
specific class scheduling software that is utilized in real world settings. In addition to classroom
technology, program participants will have access to computers at several convenient locations
in Kennesaw Hall, and across campus. There are facilities the participants can use for preparing
PowerPoint presentations, setting up web sites, and various other technology applications.
Participants who need to acquire additional technology skills can take courses and/or workshops
in the Educational Technology Training Center. This Center offers technology training to KSU
faculty, staff, and students, as well as to public school personnel. Both Windows and MacIntosh
equipment is available for participants’ use.

Education partners also make facilities available to further participant learning. Schools within
the service area are well-equipped with technology. They also provide a real setting to complete
learning activities that can best be accomplished in a school.

The proposed program has adequate resources to prepare participants to meet standards for
educational leaders. There are ample resources to develop and implement the proposed
program’s assessment plan, and technology to support faculty and program participants. Both
faculty and students have access to sufficient, current library and curricular resources and to
electronic information.

Significant enhancements and upgrades have occurred in the technology support area as a result
of increased allocations, much of which came from special funding sources through the
University’s Office of Information Services (ITS) for additional personnel, equipment, software,
model classrooms, computer labs, and instructional resources. Each college/school is assigned
through ITS a full-time Information Technology Specialist (ITS) to support the technology needs
of faculty and staff. The specialist assists in the installation of new hardware and software,
diagnoses computer or other technology problems and makes minor repairs when possible, and
maintains special instructional equipment including overhead and data projectors, laptops and
cameras.

The Bagwell College of Education Learning Technology Lab (LTL), created in 1995 to provide
hands-on learning to assist all candidates in integrating technology into the classroom
environment, acquired 24 Windows98 desktop machines, two I-Macs, two laser printers, one
color printer, one scanner and a teaching station connected to an LCD data projector upon
relocation to the new Kennesaw Hall. The lab is open daily for student and faculty use and
maintains a cooperative agreement with the Educational Technology Training Center (ETTC) to
utilize the same educational software titles. Likewise, when ETTC moved into Kennesaw Hall,
its new acquisitions enabled the Center to expand into a far greater physical space than before
with state-of-the-art hardware/software/networking capabilities. In fact, a third lab was created

Title: Doctor of Education
Description; Program Proposal
Date: October 2005                     Page 30 of 34
DRAFT                                10/21/revision                                 DRAFT

giving the Center a total of one Macintosh and two Windows labs with access to other
technology such as digital cameras, scanners, laser and ink jet printers and still video. A fourth
lab used as a network training center is located at the KSU Center.

X Administration

The program will be administered under the supervision of the Chair of each of the academic
departments. Program coordinators will be assigned to manage of the daily administrative
responsibilities. The program coordinators will have the overall responsibilities of student
recruitment, placement, retention, and assessment. The curriculum of the program will be
planned by the entire faculty and implemented by the program coordinators.

XI Assessment
Consistent with accrediting agencies such as NCATE and SACS, the assessment of the EdD in
Teacher and Administrator Leadership program will include but will not be limited to
1) Program assessment - which will utilize longitudinal surveys and focus groups to gauge and
document the impact of the program’s graduates on P-12 schools and student learning. And,
2) Candidate Knowledge, Skills and Dispositions and assessment of candidate and student
learning. The task force has identified four particular transition points at which candidate
knowledge skills and dispositions will be assessed.

   1. Admission
   2. Capstone experience to EdS (Applied Field Research Course)
   3. Admission to candidacy (Doctoral Seminar)
   4. Final defense and completion of dissertation.
The assessment plan of the program will be consistent with the Professional Teacher Education
Unit’s NCATE Standard 2 (Unit Assessment Plan) and will comply with all requirements
therein. Unit-wide rubrics, aligned with the appropriate standards and KSDs will be designed by
faculty across programs. In addition, the program will also provide evidence that it is meeting
Kennesaw State University’s Assurance of Learning Council’s assessment of student learning as
required by SACS. Finally, an annual assessment report will be filed with the Board of Regents.



XII Accreditation

The program will be accredited by the Southern Association of Colleges and Schools, and the
National Council for the Accreditation of Teacher Education. The program will meet all
requirements of the Georgia Professional Standards Commission for leadership certification at
the L-6, T-6, L-7 and T-7 levels.

XIII Affirmative Action Impact




Title: Doctor of Education
Description; Program Proposal
Date: October 2005                    Page 31 of 34
DRAFT                                10/21/revision                                    DRAFT

The program will be in full compliance with the requirements of the Affirmative Action.
Participants of this program will be admitted irrespective of race, gender, age, religion, and
ethnicity.

XIV Degree Inscription

Participants satisfying all program requirements at the Preliminary Level will be awarded the
Education Specialist Degree. Participants satisfying all program requirements at the Advanced
Level will be awarded the Doctor of Education Degree.

XV Fiscal and Enrollment Impact, and Estimated Budget

1. ENROLLMENT PROJECTIONS

   It is projected that, once the program is in place, marketing will draw the attention of many
   educational practitioners from both the public and private sectors. The initial plan is to
   accommodate a cohort of 25-30 candidates per program each year. However, it is anticipated
   that the rising demand will justify the admission of additional cohorts each year.

2. COSTS

   A. Personnel -- reassigned or existing positions

      All members of the faculty will participate in teaching in their areas of specialization in
      the EdS. and EdD. Programs.

   B. Personnel -- new positions

      It is anticipated that, with the additional teaching load, at least one additional faculty line
      is justified for each department. If two cohorts are admitted each year, then, two
      additional faculty lines are needed to support the program.

   C. One-Time Startup costs

      Startup costs will include program-marketing expenses in printing, mailing, telephoning,
      faxing, and traveling. Office setup expenses will include budgeting for furniture,
      equipment, and supplies.

   D. Operating Costs

      Operating costs will include the salaries and benefits of additional faculty and office
      assistants. Office overheads, books, supplies, refreshments and faculty traveling expenses
      will be included.




Title: Doctor of Education
Description; Program Proposal
Date: October 2005                     Page 32 of 34
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    E. Revenue Sources:

         Revenue sources will be from the program candidates, and from the Board of Regents.


3. Budget

PROGRAM DESCRIPTION                              A Cohort of 25     (EdD. Level)
                                                  (EdS. Level)                         (EdS. & EdD.)
Program Length                                     5 Semesters      5 semesters         10 semesters
                                                   (20 months)      (20 months)        (36-40 months)
Total Program Credit Hours                                     33                 39                 72
Total program tuition/fees per person                 *$4,698.00
Total number of students per cohort                            25   See note below      See note below

BUDGET FOR PROGRAM
EXPENDITURES
Personal Services
   Full-Time Faculty                              **$106,200.00
   Part-Time Faculty                              ***$12,000.00
   Support Staff                                 ****$16,667.00
   Fringe Benefits (30% of salary)                   $36,860.00
Subtotal Personal Services                          $171,727.00
Operating Expenses
   Regular Operating Expenses                          $8,000.00
   Faculty Travel                                      $3,000.00
   Distinguished Practitioner Faculty per              $1,500.00
   diem
   Other: Books, Subscriptions                         $1,500.00
            Orientation/Retreats                       $1,500.00
   Office setup                                        $7,000.00
Subtotal Operating Expenses                           $22,500.00
Others: Administrative Expenses,                            -----
international travels, and
assistantship/fellowship

Total Expenditures                                   $194,227.00

REVENUE
Fund Sources
  State Appropriation                                 $76,777.00
  Sponsored
  Tuition Revenue                                    $117,450.00
Total Revenue                                        $194,227.00

* Per person fee will cover all tuition fees and student activity fees for 5 semesters. EdS.
program is based on $122 per credit hour plus $168 per semester student activities fee per
semester.

Title: Doctor of Education
Description; Program Proposal
Date: October 2005                          Page 33 of 34
DRAFT                               10/21/revision                                 DRAFT



EdD funding is still under consideration as a potential “premium priced” program.
** Calculation is based on one full-time faculty at $60,000.00 per year (9 month contract).
$136,200 is derived from the one faculty’s salary of 4 full semesters and 1 summer sessions.
$106,200 is derived from the one faculty’s salary of 3 full semesters and 1 summer sessions. The
cost of fringe benefits has not been added.

*** Calculation is based on paying $3,000 for one adjunct faculty per course per semester.

**** Calculation is based on one half-time secretary at $25,000 per year (12 months).




Title: Doctor of Education
Description; Program Proposal
Date: October 2005                    Page 34 of 34

				
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