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
__X___New Program Proposal**
_____Change in Program/Concentration/Degree Requirements
_____New Concentration Proposal
Sections to be Completed
All
III - VII
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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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 welldocumented 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
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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
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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
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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
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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
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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
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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-ofstate 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 emails 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
o
o
o
o
o
o
o
o
o
*
Superintendents
Central Office Administrators
Principals
Curriculum Supervisors
Technology Directors
Technology Instructional Specialists
Lead Teachers
Department Chairs
Department of Education staff or consultants
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
Special Education Admin &
Fall
Diversity
30
6
180
Technology Leadership &
30
6
180
(Start C1 EdS) Instructional Technology
Adolescent Education
30
6
180
Elementary & Early Childhood
30
6
180
(Start C1 EdD)
1
Doctoral cohort
(Across concentrations)
35
6
210
30
6
180
30
6
180
30
30
30
6
6
6
180
180
180
35
6
210
30
6
180
30
6
180
30
30
30
6
6
6
180
180
180
35
6
210
FISCAL YEAR #1 CREDIT HOUR GENERATION TOTALS
CREDIT HOURS GENERATED FY 2
3330
Leadership & Policy
Special Education Admin &
Diversity
Spring
Technology Leadership &
(C1 EdS& C1 EdD Instructional Technology
continue)
Adolescent Education
Elementary & Early Childhood
Doctoral cohort
Leadership & Policy
Special Education Admin &
Diversity
Technology Leadership &
Summer#1
Instructional Technology
(C1 EdS & C1EdD Adolescent Education
continue)
Elementary & Early Childhood
Doctoral cohort
Title: Doctor of Education
Description; Program Proposal
Date: October 2005
Page 13 of 34
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FY
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Semester
Concentrations
Leadership & Policy
Special Education Admin &
Diversity
Technology Leadership &
Instructional Technology
Adolescent Education
Elementary & Early Childhood
Cr.
Number of Cr. Hrs/ Hrs.
Candidates Candidate Gen.
60
6
360
60
6
360
60
60
60
6
6
6
360
360
360
35
6
210
30
6
360
30
6
360
30
30
30
30
6
6
6
6
360
360
360
360
70
6
420
30
6
180
30
6
180
30
30
30
6
6
6
180
180
180
70
6
420
FISCAL YEAR #2 CREDIT HOUR GENERATION TOTALS
5550
Fall (C1EdS+ C2EdS)
(C1 EdD Continues)
Spring (C1 EdS+ C2EdS)
Majority of C1 exits
with EdS while some
continue on toward
completion of the
remaining 39 hours
for the EdD )
C1EdD continues (35)
With addition of
Additional candidates
From C1EdS ( 35)
Doctoral cohort
(Across concentrations)
Leadership & Policy
Special Education Admin &
Diversity
Technology Leadership &
Instructional Technology
Adolescent Education
Elementary & Early Childhood
Doctoral cohort (Old C1 plus C2)
(Across concentrations)
Leadership & Policy
Special Education Admin &
Diversity
Summer (C2 only + First Technology Leadership &
cohort to continue with Instructional Technology
Adolescent Education
EdD component)
Elementary & Early Childhood
Doctoral cohort (C1 & C2)
(Across concentrations)
Title: Doctor of Education
Description; Program Proposal
Date: October 2005
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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
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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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10/21/revision
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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
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10/21/revision
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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
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Doctor of Education (EdD)
(Umbrella Proposal)
27 hr Core + 27 hrs Concentration +
9 hrs electives + 9 hrs dissertation
A
D
M
I
N
I
S
T
R
A
T
O
R
COMMON CORE
(27 hours)
Research
Methodologies
(quant & qual) (9)
Applied Field Research
(3)
Advanced Study of
School Transformation
(3)
Advanced Study of
Learning (3)
L
E
A
D
E
R
S
H
I
P
Leadership for Systemic
Change (3)
L
E
A
D
E
R
S
H
I
P
Doctoral Seminar (3)
Diversity
Comparative Education
(3)
Technology
Leadership
Leadership&
Policy
Special
Education
Administration
Title: Doctor of Education
Description; Program Proposal
Date: October 2005
T
E
A
C
H
E
R
Page 19 of 34
Instructional
Technology
the
Early
Childhood and
Elementary
Education
Adolescent Ed
(Middle Grades
& Secondary)
Mathematics,
Reading
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:
Courses for Ed
D.
(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 Study in Learning-3 hrs
Leadership for Systemic Change-3 hrs
Advanced Organizational Transformation-3hrs
Applied Field Research-3 hrs
Advanced Quantitative Research Methods-3 hrs
Advanced Qualitative Research Methods-3 hrs
Comparative International Education-3 hrs
Doctoral Seminar-3 hrs
Core Courses by Concentration (EdS & EdD)
Early Childhood
and Elementary
Education
ECE 8xxx Global
Education: Issues
and Perspectives (3
hrs)
ECE 8xxx
Philosophic Inquiry
–(3 hrs)
Adolescent
Education &
Advocacy
EDAD 8200:
Supervision,
Mentoring &
Advocacy
EDAD 8100:
Curriculum Theory
& Practice in
Middle and
Secondary Schools
ECE 8xxx Applied
EDAD 8300:
Special Education
Planning
Instruction and
Assessment for
Diverse Students I
Planning
Instruction and
Assessment for
Diverse Students II
Literacy-based
Educational Leadership
Educational Policy
Technology
and Leadership
Leadership
Executive
EDL 8500
Leadership in
Technology &
Education (3 hours)
School Improvement
Field Experiences
(3hrs)
Educational
EDL 8510 Research
and Best Practices in
Curriculum,
Instruction, &
Technology
Integration
EDL 8520 Adult
Instructional Technology
ITEC 8400 Evaluating K-12 Instructional
Technologies
ITEC 8410 Theories & Applications of
Instructional Design
ITEC 8420 Facilitating Professional Learning
DRAFT
Theories of
Instructional
Design–(3 hrs)
ECE 8xxx Impact
of Current School
Law on the
Classroom (3 hrs)
ECE 8xxx The
Classroom
Community
ECE 8xxx
Cognitive
Processes and
Educational
Practice
ECE 8xxx
Authentic
Assessment in
Content Areas (3
hrs)
ECE 8xxx Linking
Traditional
Assessment to
Instruction
ECE 8xxx
Curriculum Inquiry
Teacher
Educators
(9 hours of the
following)
ECE 8xxx Issues in
Post Secondary
10/21/revision
Critical Analysis
of Educational
Policy
EDAD 8400:
Internship in
Teacher
Development &
Teacher Education
3 hours from the
following:
MAED 8900:
Research Methods
and Critique in
Mathematics
Education
EDRD 8290:
Critique of
Reading Research
18 hours from the
following
MATH 7700:
Elementary Set
Theory
Instruction for
Diverse Learners
Evaluation (3 hrs)
Learning &
Development
& Change
Creating
Culturallyresponsive
Classroom I
School Finance (3
hrs)
ITEC 8430 Planning & Implementing
Instructional Technology Programs
Creating
Culturallyresponsive
Classrooms II
Educational
Facilities (3 hrs)
EDL 8530 Strategic
Planning for
Educational
Technology
Programs
EDL 8549 21st
Century Facilities &
Finance
Advanced School
Law (3 hrs)
EDL 9500 Research
& Theory in
Educational
Technology
ITEC 9400 Research & Theory in Instructional
Technology
Educational
Planning (3 hrs)
EDL 9510
Leadership in
Educational
Technology
ITEC 9410 Instructional Leadership &
Technology Facilitation
School Policies and
Practices (3 hrs)
EDL 9520
Evaluation of K-12
Technology
Programs
EDL 9530 Principles
& Practices of
Online Learning
ITEC 9420 Designing & Facilitating Online
Learning
EXC 8xxx
Planning and
Organization of
Special Education
Administration
EXC 8xxx Policies
to Practices in
Special Education
Administration
EXC 8xxx
Internship in
Special Education
Administration
MATH 7712:
Topics in Discrete
Mathematics
MATH 7713:
Statistics and Data
Analysis
Politics of Education
(3 hrs)
Elective Outside
College of
Education (3 hrs)
MATH 7714:
Geometry from
Title: Doctor of Education
Description; Program Proposal
Date: October 2005
DRAFT
Page 21 of 34
ITEC 8440 Technology & Student Assessment
ITEC 9430 Evaluating Professional Learning
& Practice
DRAFT
Teacher Education
(3 hrs)
ECE 8xxx
Assessment in Post
Secondary Teacher
Education (3 hrs)
ECE 8xxx PostSecondary
Instructional
Methods and
Internship (3 hrs)
ECE 8xxx Links
between Research
and Practice
C & I Teacher as
Education
Advocate
10/21/revision
Multiple
Perspectives
MATH 7717:
Number Theory
MATH 7718:
Functions and
Analytic
Techniques
MATH 7900:
Special Topics
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
EDRD 7715: Rdg
Theory and
Application
Title: Doctor of Education
Description; Program Proposal
Date: October 2005
Page 22 of 34
DRAFT
DRAFT
(9 hours of the
following)
ECE 8xxx Stand
Up and be Counted:
Teacher as
Decision Maker
ECE 8xxx
Curriculum
Decision Making
ECE 8xxx Ethics
and Excellence in
the Elementary
Classroom
ECE 8xxx Politics
and Elementary
Education
ECE 8xxx School
Reform through
Classroom Practice
(grades K – 5th)
or
ECE 8xxx School
Reform through
Classroom Practice
(Birth through 8
years)
10/21/revision
EDRD 7716:
Reading Strategies
for the Content
Fields
EDRD 7717:
Reading
Assess &
Instruction
EDRD 8340:
Problems, Issues
and Trends in
Teaching YA
Literature
EDRD 8300:
Literacy-based
Instruction for
English Language
Learners
EDRD 8310:
Literacy-based
Instruction for
Students with
Disabilities
EDRD 8380:
Supervision of
School Literacy
Programs
EDRD 8350:
Communities of
Discourse
Title: Doctor of Education
Description; Program Proposal
Date: October 2005
Page 23 of 34
DRAFT
DRAFT
ECE 8xxx Current
Critical Issues in
Elementary
Education (3 hrs)
Reading
Reading Theory and
Research I
10/21/revision
EDRD 8330:
Critical Media
Literacy
EDRD 7900:
Special Topics
ENGL 7709:
Workshop for
Teachers of
Writing
ENGL 7710:
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
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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
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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.
VIII

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.
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, fulltext 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, prewired 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
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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
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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
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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
Program Length
Total Program Credit Hours
Total program tuition/fees per person
Total number of students per cohort
BUDGET FOR PROGRAM
EXPENDITURES
Personal Services
Full-Time Faculty
Part-Time Faculty
Support Staff
Fringe Benefits (30% of salary)
Subtotal Personal Services
Operating Expenses
Regular Operating Expenses
Faculty Travel
Distinguished Practitioner Faculty per
diem
Other: Books, Subscriptions
Orientation/Retreats
Office setup
Subtotal Operating Expenses
Others: Administrative Expenses,
international travels, and
assistantship/fellowship
Total Expenditures
REVENUE
Fund Sources
State Appropriation
Sponsored
Tuition Revenue
Total Revenue
A Cohort of 25
(EdS. Level)
5 Semesters
(20 months)
33
*$4,698.00
25
(EdD. Level)
39
(EdS. & EdD.)
10 semesters
(36-40 months)
72
See note below
See note below
5 semesters
(20 months)
**$106,200.00
***$12,000.00
****$16,667.00
$36,860.00
$171,727.00
$8,000.00
$3,000.00
$1,500.00
$1,500.00
$1,500.00
$7,000.00
$22,500.00
-----
$194,227.00
$76,777.00
$117,450.00
$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
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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
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