KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME:_EdD & EdS in Leadership for
Learning____________
DEPARTMENT:__Bagwell College of Education______
PROPOSED EFFECTIVE DATE: ___________Spring 2007_______________
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, XII
I – VII, XII
**A new course proposal is required for each new course that is part of the new program
Submitted by:
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Faculty Member
Date
___ Approved ___ Not Approved
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Department Curriculum Committee
Date
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Department Chair
Date
___ Approved ___ Not Approved
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School Curriculum Committee
Date
___ Approved ___ Not Approved
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School Dean
Date
___ Approved ___ Not Approved
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GPCC Chair
Date
___ Approved ___ Not Approved
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Dean, Graduate Studies
Date
___ Approved ___ Not Approved
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Vice President for Academic Affairs
Date
___ Approved ___ Not Approved
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President
Date
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I.
Program Description
Program Abstract
The Doctor of Education (EdD) and the Educational Specialist (EdS) in Leadership for
Learning are post-master’s professional degrees in education that offer
several different concentrations (initially Elementary & Early Childhood Education,
Adolescent Education- Mathematics, Adolescent Education- English/Language Arts,
Inclusive Education and Instructional Technology) but which are unified as single
degree programs by their core focus on a distributed leadership model for school
improvement. Georgia’s distributed leadership concept call for the collaboration of
teacher leaders in the classroom with executive leaders in administration to improve
their schools and student learning at the K-12 level. The programs’ courses,
experiences and assessments are tightly aligned with eight key performance outcomes
that are consistent with Georgia’s initiatives to improve schools and increase student
learning through data-driven reforms and sustained change. Students who successfully
complete an initial 33 hours of this 75 semester hour doctoral program will be eligible to
receive the Specialist in Education (EdS) degree in Leadership for Learning en route to
completion of the EdD degree. In addition, candidates may apply directly to the EdS
program as a stand-alone degree.
The programs are designed as collaborative cohort models in which students within a
concentration area complete the program together taking a combination of courses in a
common core, concentration areas, guided electives and finally the dissertation. The
cohort design of the programs is unique and like few others nationally. The program
faculty believes that leaders for learning must see and experience the collaborative,
problem-solving nature of distributed leadership in their program if they are to be
collaborative, problem-solvers in distributed leadership roles in the real world of P-12
schools. The cohort model will provide collegial support and collaboration to the
candidates especially during the research phases of the degrees. KSU’s experiences
with the cohort model in its existing graduate programs indicates that it is a powerful
and effective model for supporting and facilitating students’ success as well as authentic
learning.
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) and Educational Specialist (EdS) degrees in Leadership
for Learning will produce teachers and administrators who will serve effectively as
leaders of learning in P-12 schools in a variety of Distributed Leadership (GLISI) roles.
The Distributed Leadership Model as envisioned by the University System of Georgia
Board of Regents prepares teachers and administrators to effectively serve in a variety
of leadership roles in schools and school districts. The roles include, but are not limited
to: a) learning and development leader, b) change leader, c) performance leader, d)
curriculum, instruction and assessment leader and e) relationship development leader.
Graduates of the KSU EdD & EdS programs will be equipped to support and inspire
colleagues to achieve higher levels of student learning in P-12 schools.
Furthermore, the distributed leadership focus of the degrees will prepare teacher and
administrator leaders who will be able to more effectively assist novice teachers in their
transition to the profession through improved induction/mentoring program. These
abilities will improve teacher retention as a step toward "doubling the numbers” (USG
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BOR Double, Double Plan) who are available to meet the emerging challenges in the
classrooms of Georgia. The career ladder possibilities embedded in the distributive
leadership approach will also assist in producing teacher leaders for such developing
positions as academic coaches, master/lead teachers, departmental chairs, curriculum
coaches, etc. These positions will serve as effective career paths for future
administrators who will bring enhanced curriculum and instructional leadership abilities to
their positions.
The degrees are explicitly designed to assist the Board of Regents in meeting the
demands of the Double the Number and Double the Diversity Of Teachers plan. The
degrees are designed to accomplish the following:
a) reduce attrition rate of new teachers. As part of their program of study, candidates
in the teacher leadership concentrations of the programs will serve as master teachers
and mentors to pre-service teachers and novice teachers from the BS and MAT
programs at KSU.
b) prepare teachers and administrators to lead effectively through a distributed
leadership model. Graduates will be prepared to function effectively in distributed
leadership roles identified by the Georgia Leadership Institute for School Improvement
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 impact
positively student learning for all and to assist their colleagues in doing the same.
The degrees are unique in other ways as well. Candidates in the EdD program will take
a common core of 27 hours regardless of their concentrations. These 27 hours are
designed to prepare graduates of this program to 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. The EdD degree in Leadership for
Learning is a comprehensive doctoral degree. Furthermore, after completion of 18
hours of the common core and 15 hours in the concentration, candidates may earn the
EdS en route to the EdD or exit with the EdS as a stand-alone degree. At both the EdD
and EdS levels candidates select from one of five concentrations as outlined below.
Concentrations:
1. Adolescent Education- Mathematic
2. Adolescent Education- English/Language Arts
3. Elementary & Early Childhood Education
4. Inclusive Education
5. Instructional Technology
Finally, another unique aspect of the degrees is that they have been developed through
a collaborative process, bringing faculty and administrators from across the university
together to design programs that are 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 and the Educational
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Specialist (EdS) degrees at KSU are distinctive and will significantly strengthen the
Board of Regents (BOR) position and reputation in the region.
The Doctor of Education and the Educational Specialist Programs in Leadership for
learning build on the philosophical foundation laid by Kennesaw State 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 programs in Leadership for Learning
build on this tradition by bringing together professional, experienced educational leaders
for advanced, collaborative study in leadership practice and theory. The proposed
programs 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 and Educational Specialist programs in Leadership
for Learning will prepare education professionals for a variety of educational leadership
positions. The programs further 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 these unique and distinctive programs. The programs
are a natural extension of KSU’s academic priorities as articulated in KSU’s Strategic
Plan. Further, they provide an opportunity for KSU to build on an established
foundation of its successful Master of Education degree programs. Specifically, the
proposed programs will help KSU meet the priorities and goals of the university’s
strategic plan in the following ways:
1. The programs provide an in-demand forum for individuals preparing for
high-level leadership positions in the critical-need area of education. The
proposed Doctor of Education and Educational Specialist Programs in
Leadership for learning are responsive to a well-documented shortage of
highly qualified professional educators with the knowledge, skills, and
abilities necessary to lead educational organizations.
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 programs will provide
professional educators in-depth training and experiences in their
respective concentrations. In addition, the emphasis on teacher leadership
in a diverse, global environment furthers KSU’s mission as a university
devoted to preparing graduates to have a positive impact on diverse
learners in schools and classrooms of Georgia.
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Kennesaw State University is in an ideal position to offer the dynamic Doctor of
Education and Educational Specialist programs. Graduate programs in Accounting,
Business, Conflict Management, Education, 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 these highly professional
programs 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.
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 and 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 and EdS programs. 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 and EdS 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 and Educational Specialist programs fully support
and embody the mission of Kennesaw State University. As leaders of learning
graduates of the programs will possess knowledge, skills and dispositions that 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.

Value the importance of and practice ethical, principle-centered,
and moral leadership.

Value the importance of and implement innovative and
interdisciplinary curricula, responsive to the individual and to
current and future societal needs.
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
Are committed to high quality, distinctive professional degree
programs.

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 and EdS in Leadership and learning directly address system-level
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
programs are 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, Facilities and Enrollment
Admission to the program in 2007 will be limited to an initial doctoral cohort of 25-32
students who are experienced practicing professional educators in schools. Incoming
students will be admitted to pursue one of four initial concentrations in the program that
will be supported by all four departments of the Bagwell College of Education and the
Mathematics Department in the College of Science and Mathematics. Students in the
initial cohort will begin this program in January of 2007, enroll typically on a part-time
basis every semester and summer term often taking courses in common, and will earn
their doctoral degrees within 4 years by December 2010.
Table 2 (p. 23) contains the complete schedule of courses by semester for the first
cohort and faculty who are assigned to teach the courses. In addition, Table 3 (p. 39)
provides a detailed listing of faculty who will initially have primary teaching responsibility
in the program as well as the specific courses faculty are scheduled to teach and their
related qualifications. Finally, in section IIIV and IX of this document you will find and
extensive discussion of facilities, technology and library support for the proposed
programs.
II Objectives of the Program
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From the beginning, the task force charged with developing this proposal has been
committed to designing programs that build on our collaborative approach and mission at
KSU. Faculty and administrators from departments and colleges across the university
have worked to design programs that engage 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. A
planning committee has worked in earnest in the BCOE for the past three years and has
utilized the results of previous efforts to develop a comprehensive doctoral degree
proposal. Those efforts were directed by a set of Guiding Principles and Curriculum
Development Considerations (Attachment 1) that emerged early in the planning process
and have been adjusted as the proposal developed. We also found the development of
an umbrella graphic (Attachment 2) that had several drafts and the Distributed School
Leadership Model (DSLM) (Attachment 3) being advanced by the Georgia Leadership
Institute for School Improvement (GLISI) in coordination with the Georgia Professional
Standards Commission (GPSC) and the University System Board of Regents (USGBOR)
to be most useful as the planning process moved forward.
The development of the Performance Outcomes (Table 1) helped us clarify exactly what
characteristics our graduates should have and what behaviors they should demonstrate.
We found much agreement between our performance outcomes and the DSLM
performances. Furthermore, the performance outcomes are consistent with the NCATE,
SACS and KSU Assurance of Learning initiatives since they describe the knowledge,
skills and dispositions our graduates must demonstrate to impact positively student
learning in P-12 schools.
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Table 1. Performance Outcomes for the EdD and EdS in Leadership for Learning
GLISI’s Distributed
School Leadership
Role
Performance Outcomes
Leaders for Learning:
1. Foster an organizational culture that facilitates
development of a shared vision, school improvement,
and increased learning for all students.
2. Implement sustainable educational change and process
improvement.
3. Create 21st century learning environments that advance
best practices in curriculum, instruction, and
assessment.
4. Engage in applied research that supports data-driven
planning and decision making for the improvement of
schools and learning.
● Relationship Development
Leader
● Process Improvement Leader
● Operational Leader

Learning and Performance
Development Leader
● Change Leader
● Process Improvement Leader
● Operational Leader
● Data Analysis Leader
● Curriculum, Assessment,
Instruction Leader
● Learning and Performance
Development Leader
● Operational Leader
● Data Analysis Leader
● Process Improvement Leader
● Performance Leadership
Leader
5. Build collaborative relationships, teams, and community
partnerships that communicate and reflect distributed
leadership for learning.
● Relationship Development
6. Embrace diversity by demonstrating intercultural literacy
and global understanding.
● Curriculum, Assessment,
7. Facilitate professional learning and development that
enhance and improve professional practice and
productivity.
● Learning and Performance
Leader
● Operational Leader
Instruction Leader
● Learning and Performance
Development Leader
Development Leader
● Curriculum, Assessment,
Instruction Leader
8. Exercise professionalism and ethical practice.
The Bagwell College of Education’s (BCOE) Doctor of Education (EdD)and Educational
Specialist (EdS) degrees will significantly strengthen the Board of Regents’ (BOR)
position and reputation in the region. Consistent with the Board of Regents P-16
Initiatives and the Georgia Leadership Institute for School Improvement (GLISI), these
degrees will produce teachers and administrators who will serve effectively as leaders of
learning in P-12 schools in a variety of Distributed Leadership (GLISI) roles.
III Justification and Need for the Program
Rationale: The need for effective leadership in education has never been greater. For
more than two years, a task force of KSU faculty from across colleges and departments
has been intensely and intentionally focused on designing a doctoral program that
prepares teachers and administrators to have a profound impact on learning in
Georgia’s schools. The task force was engaged in this process long before Levine
(2005) and Shulman, Golde, Bueschel and Garabedian (2006) highlighted common
problems with education doctorates. The Task Force calls attention to the fact that this
proposed degree is strikingly similar to those recommended by Shulman, et. al (2006)
as exemplars of practice doctorates. As Shulman suggests, courageous new designs
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such as KSU’s first Doctorate in Leadership for Learning arise only from purposeful,
transformative thinking and bold action to address effectively the difficult issues in P-12
schools.
Recent research by and position statements from the American Association of Colleges
of Teacher Education have leveled indictments toward doctoral degrees in education
(Levine, 2005). However, the Bagwell College of Education's Doctorate of Education
(EdD) in Leadership for Learning is distinctively unique. The design of KSU’s EdD in
Leadership for Learning emerges from the belief that successful leaders must possess
more than technical knowledge and skills to manage a school or district. Specifically,
leadership for learning is a social process (Adams & Copeland, 2005) which empowers
leaders at every level of the school to produce and nurture needed, sustainable change
with the explicit goal of improving learning for all of Georgia’s P-12 students.
The EdD in Leadership for Learning with the embedded EdS provides a pathway to
additional career opportunities for teachers in which their leadership potential and
expertise can be developed and recognized. The program of study is designed and
driven by two essential principles which are consistent with Distributed School
Leadership. First, leadership must be shared by teachers and administrators to resolve
complex issues of teaching, learning and accountability in Georgia’s schools. Second,
leaders must deepen and broaden their expertise in content areas. These principles
frame the doctoral and specialist programs’ design.
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
Leadership for Learning 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 the primary mission of the EdD program.
Assessment of Need: Over the past two years, the BCOE has received hundreds of
requests for program offerings at the advanced graduate level. These genuine requests
have evoked a response from the Bagwell College of Education to meet the needs of
our service area by proposing model standards-based EdD and EdS programs.
According to the U.S. Census data, Georgia is growing faster than any state in the USA
(Census Bureau, 2004). A recent study reported (Atlanta Journal Constitution, March
16, 2006), that 18 of the 100 fastest growing counties in the country surround Atlanta.
Four of these counties (Cherokee, Paulding, Bartow and Douglas) are adjacent to Cobb
County and are a part of KSU’s service area. Demographically, this growth also reflects
a significant increase in diversity. Conservative projections indicate that the minority
population will be the majority before 2050. Growth is not the only issue. Recently, Cobb
County School’s Superintendent projected that nearly half of the principals who are
currently employed will retire or retrench within the next ten years.
The Board of Regents charged all of the system institutions to “Double the Numbers
and Double the Diversity.” Since then, the BCOE has increased graduate level program
opportunities for practicing professionals. The response to the graduate programs has
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been tremendous. Graduate enrollment in the BCOE has increased nearly 400% since
2001. A critical need and demand exists for advanced graduate study opportunities from
a public institution in the region. Currently, there are no publicly-supported education
doctoral programs in the northwest corridor of Georgia. Therefore, students in this
region are underserved and forced to turn to other educational options including private
and out-of-state institutions. Approval of the proposed EdD and EdS will partially meet
this growing demand and need as well as the Double/Double mandate by increasing the
number of highly qualified school leaders who understand and represent diverse
populations.
Kennesaw State University 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 impact positively
student learning.
From the perspective of a state-wide need, KSU is rapidly developing as a key institution
in the internationalization of its offerings. The required Intercultural Communication and
Global Learning experience in the doctoral program will bring that emphasis to the
practicing professionals who are candidates in the program. The attention to diversity
and multiculturalism and the emerging ESOL field of study further strengthen this
dimension of the proposed program.

Appropriate specialization
See pages 14-20 of this proposal for detailed explanations of the specialization options
that comprise this degree.

Quantity of graduates
The first cohort will be limited to 25-32 students across the areas of concentration.
Once enrollment stabilizes, it is anticipated that annually 150 students will earn the
Education Specialist (EdS) degree (as an embedded or stand alone degree) and as
many as 50 students will earn the Doctor of Education (EdD) degree.

Productivity
Both levels of the program will operate with a cohort format. At the EdS level, cohorts in
each concentration will be limited to 25 students who will be completing 33 hours of
graduate courses over five semesters. Two academic courses will be delivered each
semester (.50 FTE faculty) along with a need for cohort coordination, advisement and
supervision of field experience (.25 FTE), establishing a .75 FTE for faculty support per
cohort. KSU’s administrative team has officially requested a revision to the tuition rate
for EdS and EdD coursework. We have requested a tuition rate comparable to that
charged by our neighboring institutions (GSU, etc) which is $192/credit hour. As of
September, action on the request is still pending at the USGBOR. Neither degree (EdS
or EdD) will be “premium priced.” Each will be offered at the advanced graduate tuition
and fee rate as requested above. The tuition and fee income and formulae funding flow
through dollars will support the programs and possibly produce some excess revenue.
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Based upon our understanding of funding of the total operating budget at KSU, about
45% comes from student tuition and about 45% from state appropriations (formula
funding), with the remaining 10% from all other sources. With 25 students in each
cohort taking 33 credit hours (embedded EdS) over a five-semester period, each cohort
will generate $100,650 in tuition. With a reduction of $20,000 for one summer session,
the tuition income would be in the neighborhood of $80,000. The state appropriation,
based upon the above understandings, should be around the same figure. Therefore,
the tuition income and the state appropriation should be adequate to cover all of the
instructional costs of the EdS cohort program. We understand that state appropriations
are two year in arrears, but KSU will underwrite the startup costs in the first two years.
Similar calculations for the 42-credit hours in the doctoral component of the program
would produce similar revenues even at regular funding rates. The doctoral component
(the last 42 hours) will also operate in a cohort model over 6 semesters with an upper
limit of 20 students per concentration cohort. The lower class sizes in
concentration/track courses will necessitate a need for 1.0 FTE faculty per cohort with
an additional need for .50 FTE support for doctoral committee participation and
dissertation direction. These projections give consideration to the reduction of academic
assignments for doctoral faculty to enhance their scholarly activities.
Programs of this Student Credit Hours (SCH) potential will obviously generate greater
staff support and operational costs as they develop. It is estimated that an additional
staff support person will be needed in each program area with increased supply and
operational funds needed as well. It is anticipated that such needs will be manageable
with increases in formulae-driven allocations from the USG.

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 programs will be housed in the Bagwell College of Education, specifically in the
departments Educational Leadership, Elementary and Early Childhood Education,
Inclusive Education, and Secondary and Middle Grades 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
The doctoral and specialist programs were developed in a collaborative manner over a
period of years with faculty representation from the Bagwell College of Education as well
as representatives from related departments in the College of Science and Mathematics
and the College of Humanities and Social Sciences. Faculty from across the college and
university have had primary responsibility for and shared in the design and planning of the
curriculum. Furthermore, faculty from across the college and university will share
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teaching responsibilities in the 27 hours of Core courses as well as in the concentration
areas.
The proposal was approved by the Teacher Education Curriculum Committee (TEC) of
the Bagwell College of Education and subsequently Kennesaw State University's
Graduate Policy & Curriculum Committee (GPCC) prior to its submission to the Board of
Regents (BOR) for review and approval by the University System of Georgia (USG). The
programs were approved by the BOR in June 2006 and by SACS in July 2006. Separate
approval of the stand alone EdS was received September 1, 2006.
The programs will operate under the academic supervision of the Vice President for
Academic Affairs, the Dean of Graduate Studies, the Dean of the Bagwell College of
Education and the respective departmental chairs with assistance from the doctoral
program coordinators in each department. Coordinating support and operational
assistance will be provided by the Associate Dean for Graduate Programs, the Director
of Doctoral and Specialist Programs and the staff of the Graduate Program Office (GPO)
in the Teacher Education Advisory Center (TEAC). The programs will benefit from the
oversight and participation of the university-wide Professional Teacher Education Unit
(PTEU) as well.
V Curriculum: Degree Program Requirements
Catalog Description:
The Doctorate of Education (EdD) in Leadership for Learning and the Educational
Specialist (EdS) in Leadership for Learning are primarily designed for experienced
educators. The programs will be delivered in cohorts offered through a combination of oncampus, on-site, and on-line learning experiences specifically designed so that
candidates maximize collaboration with professional colleagues and peers. Instruction
will involve the use of a variety of instructional methods including, but not limited to,
problem-based learning, modules, case-studies, research and individual projects.
Application of learning to school-based issues and problems is a critical component of
these applied programs. Candidates in the programs are required to be employed as
teachers or administrators in a school district. Those who are not employed must be
placed in a practicum in one of Kennesaw State University’s partnership schools and
arranged through the BCOE Office of Field Placements.
Doctorate of Education (EdD)
The program of study for the EdD is planned to span 3-4 years of consecutive enrollment
for a total of 75 hours. However, some candidates may progress at a faster rate having
received some transfer credit for previous graduate work. In addition, since candidates
move through the program as a member of a committed cohort support, feedback, peer
review and editing of their work and research is an expected part of the candidates
experiences in the program. These support mechanisms for research and writing of the
dissertation will provide additional support so that some candidates may complete the
dissertation phase faster than the one year allocated. After successful completion of the
first 18 hours of common core courses and 15 hours of concentration courses, candidates
will be awarded the EdS and endorsed for L-6 or T-6 Certificate in the State of Georgia.
Candidates will complete a minimum of additional 42 hours of course work to complete
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the EdD. Candidates satisfying all EdD program requirements will be awarded the Doctor
of Education Degree and endorsed for L-7 or T-7 Certification in the State of Georgia.
The EdD degree in Leadership for Learning consists of a minimum of 75 hours of course
work in four areas: (1) EdD Common Core in Distributed Leadership, 27 hours; (2)
Concentration Core & Concentration Electives, 27 hours; (3) Guided Electives, 12 hours;
and (4) Dissertation, 9 hours.
The EdD degree has five concentrations as described below.
Adolescent Education- Mathematics
Adolescent Education- English/Language Arts
Early Childhood & Elementary Education
Inclusive Education
Instructional Technology
PROGRAM OF STUDY
EdD in Leadership for Learning
Candidates for the EdD in Leadership for Learning from all concentrations complete a
minimum of 75 hours of study in four areas. The areas are:
Common Core in Distributed Leadership
Concentration
Guided Electives
Dissertation
TOTAL
27 hours
27 hours
12 hours
9 hours
75 hours
NOTE: The Educational Specialist (EdS) degree may be awarded upon completion of the
first 18 hours of the common core, and 15 hours in the concentration.
EdD COMMON CORE IN DISTRIBUTED LEADERSHIP FOR LEARNING (27 Hours)
The focus in the Common Core is for candidates to develop shared leadership expertise
by building networks of influence and working across boundaries. Candidates are
introduced to and develop an understanding of the foundation of Distributed School
Leadership for learning. Through collaborative case study & problem based learning
experiences embedded in the context of schools, cohorts of candidates, regardless of
concentrations work together to tackle the tough, ambiguous challenges prevalent in
today’s P-12 schools. Candidates develop an understanding of and proficiency in a
variety of distributed leadership roles and demonstrate their expertise as required in the
eight Performance Outcomes.
The courses are:
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EDL 8000 Foundations of Distributed Leadership for Learning
EDUC 8100 Advanced Study of Learning
EDUC 8300 Intercultural Communication and Global Learning
EDRS 8000 Applied Quantitative & Qualitative Research
EDL 8100 Critical Issues in School Transformation
EDRS 8900 Applied Field Research
EDRS 9100 Advanced Qualitative Research Methods
EDRS 9200 Advanced Quantitative Research Methods
EDUC 9800 Doctoral Seminar
EDUC/ECE/EDAD/ENED/INED/ITEC/MAED 9900 Dissertation
EdD CONCENTRATION OPTIONS (27 HOURS)
The focus of the Concentration is to deepen and broaden the knowledge, skills, and
dispositions of the candidates in their content. To be a mentor, to empower others, to
support and sustain change within schools, graduates must be viewed as strong content
leaders by their colleagues. Candidates have five concentration options in the EdD
program—Adolescent Mathematics Education, Adolescent EducationEnglish/Language Arts, Early Childhood and Elementary Education, Inclusive
Education, and Instructional Technology. Each option is composed of a Concentration
Core and Concentration Electives. The description of these options and the courses of
study are provided below.
DISSERTATION (9 Hours, minimum)
Dissertation topics and research must be focused on developing and documenting
policies and practices that positively impact student learning. The dissertation must
clearly link to at least one of the 8 roles of Distributed School Leadership which serve as
thematic organizers. Candidates collaborate with and rely on support from peers, faculty
and P-12 professionals for review of the literature, research and design
recommendations, editing and feedback.
GUIDED ELECTIVES (12 Hours)
Candidates will use guided electives to expand their content expertise and influence in
schools and to provide pathways to additional career opportunities. Candidates may
elect to take courses in content areas other than their major concentration. They may
decide to deepen their knowledge of intercultural communication and global learning by
selecting study abroad opportunities. Finally, they may seek additional endorsements
and deepen their expertise in high need areas such as ESOL and reading or to delve
deeply into timely critical issues through the seminars or in-depth scholarly research
through the directed study or special topics offered in the critical issues courses outside of
their own concentration. Candidates select these hours in consultation with their major
advisor.
CONCENTRATION DESCRIPTIONS AND COURSES
ADOLESCENT EDUCATION- English/Language Arts OR Mathematics (27 HOURS)
The EdD in Adolescent Education—English/Language Arts concentration is designed
for educators who are currently certified to teach English, Language Arts, or a closely
related field (for example, reading or communications) at the middle or secondary level
and who have previously successfully completed a Master’s degree from a reputable
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institution of higher learning in graduate-level English, English Education, Language
Arts, or a closely related field. Graduates of the program are leaders for learning
because they possess the knowledge, skills, and dispositions necessary to serve in a
variety of distributed leadership roles in P-12 schools. The concentration is aligned with
NCATE and PSC Unit Standard 1, as well as with the National Council of Teachers of
English (NCTE) standards. Consistent with the Bagwell College of Education’s
Conceptual Framework—the Collaborative Development of Expertise in Teaching,
Learning, and Leadership—graduates of the program are prepared to serve as
collaborative experts in the content area of English/Language Arts and to be effective
advocates, agents, mentors, and models and to serve in a variety of distributed
leadership roles.
The Adolescent Education- Mathematics concentration is designed for educators who are
currently certified to teach mathematics at the middle or secondary level and who have
previously successfully completed coursework in graduate level mathematics.
Graduates of the program are leaders for learning because they possess the knowledge,
skills and dispositions necessary to serve in a variety of distributed leadership roles in P12 schools. The concentration is aligned with NCATE and PSC Unit Standard 1, as well
as with the National Council of Teachers of Mathematics standards. Consistent with the
Bagwell College of Education’s Conceptual Framework, the Collaborative Development of
Expertise in Teaching, Learning and Leadership, graduates of the program are prepared
to serve as collaborative experts in the content area of mathematics and to be effective
advocates, agents, mentors and models and to serve in a variety of distributed leadership
roles.
Adolescent Education Core (12 hours from the following)
EDAD 8100 Curriculum Theory & Practice in Middle & Secondary
Schools
EDAD 8200 Supervision, Mentoring & Advocacy in Mid & Sec Schools
EDAD 8300 Critical Analysis of Educational Policy for Teacher Leaders
EDAD 8400 Internship in Teacher Development or Teacher Education
EDAD 9300 Critical Issues for Student Learning: (Topic)
EDAD 9350 Doctoral Directed Study in Adolescent Education
Teaching Fields or Tracks
English/Language Arts (15 hours):
English/Language Arts Core: Required Courses (9 hours))
ENED 8310 Applied Theory and Research in Writing
ENED 8701 Applied Theory and Research in Literature
ENED 9400 Designing and Conducting Research in English Education
English/Language Arts Elective Courses: Select 6 hours from the following
(With the approval of the English/Language Arts Faculty Advisor )
ENED 8741 Digital Media and Pedagogies in English Education
ENED 8950 Doctoral Directed Study in English Education
ENED 8998 Internship in English Education
ENED 9300 Critical Issues in English Education
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ENED 9375 English Program Assessment
PRWR 6280 Business and Technical Editing
PRWR 6500 Teaching Writing in High Schools and Colleges
PRWR 6650 Introduction to Literacy Studies
PRWR 6750 Teaching Writing to Speakers of Other Languages
PRWR 6860 Intercultural Communication in Context
PRWR 7550 Advanced Applied Writing
NOTE: Dissertation Hours
If the doctoral candidate’s dissertation committee chair is an English Education
faculty member, the candidate will also enroll in ENED 9900 Dissertation
instead of EDAD 9900prefix.
Mathematics (Select 15 hours from the following)
MATH 7700 Elementary Set Theory
MATH 7712 Discrete Mathematics
MATH 7713 Statistics & Data Analysis
MATH 7714 Geometry from Multiple Perspectives
MATH 7717 Number Theory
MATH 7718 Functions & 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 & Mathematics
MAED 7751 Survey of Mathematics Teaching & Learning
MAED 7900 Special Topics
MAED 7950 Directed Study
MAED 8900 Research Methods & Critique in Mathematics
Education
OR
Courses in Applied Statistics (With advisor approval)
NOTE: Dissertation Hours
If the doctoral candidate’s dissertation committee chair is an English Education
faculty member, the candidate will also enroll in MAED 9900 Dissertation
instead of EDAD 9900prefix.
EARLY CHILDHOOD & ELEMENTARY EDUCATION (27 hours)
The Early Childhood & Elementary Education concentration is designed for teachers in
Pre-K through fifth grade. This program of study provides the skills necessary for
elementary and early childhood education teachers to become active members in a
variety of distributed leadership roles at the elementary school level or district level.
Candidates in this concentration develop in-depth knowledge and skills in the areas of
curriculum and instruction. Through their ability to synthesize and apply the latest
research in curriculum decision making, they demonstrate leadership as change agents
for students and education.
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The concentration is aligned with NCATE and PSC Unit Standard 1 and is consistent with
the Bagwell College of Education conceptual framework. Graduates demonstrate
leadership by being models of the profession and experts in teaching and instructional
leaders. They demonstrate leadership as mentors to support and guide pre-service
teachers to improve teaching and learning for all.
Graduates will be advocates for curriculum improvement while specializing in the art and
craft of teaching. Through a thorough theoretical base of curriculum development,
understanding of global education issues, and an appreciation for the philosophical
inquiry and ethical issues in education, graduates will be leaders for learning. The ECEE
teacher-leader will become the change agent of tomorrow’s schools.
Early Childhood and Elementary Education Core (12 hours)
ECE 8100 Philosophic and Ethical Foundations for Teacher Leaders
ECE 8120 Critical Analysis of Instruction and Learning
ECE 8140 Current Critical Issues in Elementary Education
ECE 8160 Assessment of and for Learning
Early Childhood and Elementary Education Concentration Electives (Select 15 hours
from the following)
ECE 8150 Technology Enriched Curriculum
ECE 9100 Cognitive Processes and Educational Practice
ECE 9110 Classroom Communities for Maximized Learning
ECE 9120 Mentoring Future Teacher Leaders
ECE 9140 Internship for Developing Teacher Leaders
ECE 9220 Curriculum Decision Making K-5
or
ECE 9230 Curriculum Decision Making Birth – 5 years
ECE 9250 Teacher Leaders and School Reform
INCLUSIVE EDUCATION (27 hours)
As previously noted, the cornerstone of the doctorate, Leadership for Learning, is an
interdisciplinary core that provides the framework that establishes a common set of
performance outcomes that are aligned with the DSL Model. These performance
outcomes are introduced in the core and threaded throughout all learning experiences
in each concentration to develop teacher leaders in various areas of specialized
content.
Graduates of Inclusive Education will demonstrate the knowledge, skills and
dispositions to serve in a variety of distributed leadership roles in the P-12 schools,
state and federal governmental agencies, or private not-for-profit agencies that serve
students with disabilities and/or those who are culturally and linguistically diverse.
The focus of the Concentration in Inclusive Education is to prepare teacher leaders who
are committed to creating culturally responsive educational environments that ensure
that all students, including those with disabilities and/or those who are culturally and
linguistically diverse, have equitable opportunities for achieving high academic
standards in the state-approved curriculum. The program of study deepens and
broadens the knowledge and skills of the candidates in their content by emphasizing
eight essential components of preparation, including: (a) recognition of one’s own
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ethnocentrism; (b) knowledge of students’ cultural backgrounds as well as their
cognitive and learning abilities; (c) understanding of the broader social, economic and
political context; (d) ability and willingness to use culturally appropriate, positive
behavior management strategies; (e) commitment to building caring classrooms that are
intentionally inviting and inclusive; (f) understanding and use of research-based
practices in general education environments; (g) the ability to analyze school wide,
complex problems and resolve issues such that all teachers, students and parents are
supported and successful; and (h) an understanding of global issues in education and
how they translate into the education of students in the United States. The program of
study is predicated on the assumption that in successful schools teachers collectively
hold a powerful belief system of high expectations that rejects deficit assumptions about
students, their cultures, abilities and life circumstances.
The concentration in Inclusive Education is offered by the Department of Special
Education and emerged as a result of collaborative dialogue among faculty members in
the department, the P-12 school community, and members of the PTEU. The program
of study was carefully crafted in concert with the conceptual framework, Collaborative
Development of Teaching, Learning and Leadership, adopted by the PTEU, and aligned
with standards recommended by the National Council on Accreditation of Teacher
Education (NCATE) and Georgia Professional Standards Commission as well as those
of the Council for Exceptional Children (CEC) and National Teachers of English to
Speakers of Other Languages (TESOL). The preparation of all candidates is enriched
by an international experience that provides opportunities to learn, first-hand, about the
challenges faced by language minority students as well as how educational programs
are designed and delivered abroad.
Inclusive Education Core (15 Hours)
INED 8325
INED 8350
INED 8375
Creating Culturally Responsive Schools
Increasing Achievement of Diverse Learners through Practical
Application
Practicum in Cross-cultural Communication & Global
Learning (9)
Inclusive Education Electives (Select 12 hours from the following)
INED 8305
INED 8310
INED 8315
INED 8320
INED 8330
EDRD 8360
EDRD 8365
INED 8340
INED 9300
INED 9350
Critical Issues in Administering Special Education Programs
Inclusive Policies & Practices in Special Education
Supervision, Mentoring and Collegial Coaching in Special Education
Special Education Administrative Internship
Creating Culturally Responsive Classrooms
Literacy Instruction for English Language Learners
Literacy Instruction for Students with Disabilities
Planning, Implementing & Assessing Instruction for Diverse Students
Critical Issues in Student Learning
Doctoral Directed Study
INSTRUCTIONAL TECHNOLOGY (27 hours)
The focus of the Instructional Technology concentration is to deepen and broaden the
knowledge and skills of candidates in this area of study. The Instructional Technology
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concentration prepares elementary, secondary and middle grades teachers to be
leaders in the use of technology for standards-based instruction and assessment.
Instructional Technology emerges from the concept of teacher leadership as its primary
emphasis is to support the development of teachers in their efforts to use emerging
technologies to increase student achievement. The program of study will prepare
teachers to model best practices in the use of instructional technologies and to provide
high-quality professional learning experiences for other educators. This course of study
is designed to meet the Georgia Professional Standards Commission (GPSC)
standards for receipt of a T -6 (EdS) and a T-7 (EdD) certificate.
The concentration is aligned to the Technology Facilitation standards developed by
National Council of Accreditation of Teacher Education (NCATE) and the International
Society for Technology in Education (ISTE). These standards are designed to help
candidates “exhibit knowledge, skills, and dispositions equipping them to teach
technology applications; demonstrate effective use of technology to support student
learning of content; and provide professional development, mentoring, and basic
technical assistance for other teachers who require support in their efforts to apply
technology to support student learning” (ISTE/NCATE, 2002).
Candidates will address these performance standards in the context of collaborative
inquiry with peers and faculty during class discussions and course assignments.
Course assignments will focus on promoting teacher leadership through the
development of high-quality, technology-based curriculum resources and facilitating the
effective uses of technology for standards-based instruction and assessment of student
learning. Candidates will continue their study of distributed leadership and the distinct
responsibilities of the eight roles of school leaders as they manifest in the context of
supporting an instructional technology program in a school/district. Assignments will
also build candidates’ understanding of how to lead, design and implement high-quality
professional learning for educators and to navigate the change process connected with
introducing a technological innovation into a learning environment. Courses will also
require candidates to interact with a broader community of researchers and practitioners
through the review of published literature in the field and the participation in professional
learning organizations.
Instructional Technology Core (15 Hours)
ITEC 8400 Instructional Design and Technology
ITEC 8410 Technology, Professional Learning, and Change
ITEC 8420 Evaluating K-12 Instructional Technologies
ITEC 8430 Technology and Student Assessment
ITEC 8440 Planning and Implementing Instructional Technology Programs
Instructional Technology Electives (Select 12 hours from the following)
ITEC 9400 Research and Theory in Instructional/Educational Technology
ITEC 9410 Instructional Leadership and Technology Facilitation
ITEC 9420 Evaluating Professional Learning and Technology Implementation
ITEC 9430 Designing and Facilitating Online Learning
ITEC 9300 Critical Issues for Student Learning: (Topic)
ITEC 9350 Doctoral Directed Study in Instructional Technology
Program Admission Requirements (EdD):
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Initially, admission to the EdD program will be limited to a single cohort of new doctoral
students once a year for entrance in subsequent spring semesters. Admission is expected to
be highly selective and competitive. All required application materials for admission into the
first doctoral student cohort which will enroll beginning in January 2007, must be received in
KSU’s Graduate Admissions Office by September 23, 2006. Admission decisions and
notices will be issued by the end of October, 2006. Applicants accepted into the program will
be expected to formally confirm their intent to enroll with the entering cohort in January in
order to reserve their place in the program.
Expected qualifications for applicants to be considered for admission will typically include: 1)
an earned master’s degree in professional education or a related field; 2) a clear and
renewable Georgia Teaching Certificate or equivalent; 3) current full-time employment as a
professional educator with at least five years of teaching and/or administrative experience in
K-12 education, and 4) a Graduate Aptitude & Achievement Index Score of at least 3500
(Graduate Index Score = GRE Quantitative Score plus GRE Verbal Score times GPA for the
master’s degree).
Applicants to the program must submit the following.
1. Official transcripts of all college coursework, undergraduate and graduate.
2. Evidence of completion of Master degree or its equivalent in a related field.
3. Official scores on the General Test of the Graduate Record Exam within the last
years.
five
4. All relevant professional teaching and/or administrative certificates.
5. Professional Profile (Appendix A) detailing related professional qualifications.
6. Reflections on Leadership for Learning (Appendix B).
7. Official request for consideration of transfer courses (Appendix C).
If accepted to the program, up to 15 post-master’s graduate semester hours of
comparable transfer credit may be accepted toward completion of the requirements for
the EdD. Transfer credit will not be accepted for the core course requirements that are
central to the program’s distinctive focus and to the development of the program’s
cohort experience. Consequently, transfer credit considerations will typically be
restricted to courses in the concentration, guided electives, and the initial course in
applied research methods. Decisions about the acceptability of transfer credit will be
made on a case-by-case basis and must be approved by the concentration advisor and
Director of the Doctoral Program.
8. International students must meet additional requirements as outlined in the current
Graduate Catalog. These include but are not limited to;
TOEFL - Any student whose native language is not English must have earned a minimum
score of 550 on the written Test of English as a Foreign Language (TOEFL) or 213 on the
computer based TOEFL test. The TOEFL may be waived
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for any applicant who has graduated from a college or university in the United States
accredited in a manner accepted by Kennesaw State University or who is a U.S. citizen.
Immigration Documents – International applicants who are requesting an I-20 for an F-1
visa must submit an affidavit of support from the sponsor and a certified financial
statement from the sponsor’s bank showing that funds are available for one year of study.
Students must have a valid passport and must be in current, valid immigration status in
order to enroll at Kennesaw State University.
Evaluation of Foreign Credentials - Graduates of foreign schools of higher learning must
be able to document the fact that their degree is the equivalent of a four-year bachelor’s
degree awarded by an accredited United States college or university. International
applicants, regardless of their country of origin or their native language, must have their
foreign credentials evaluated by an independent evaluation service that is a member of
the National Association of Credential Evaluation Services, Inc. Each evaluation must
include the following: course-by-course description, equivalence to an accredited four
year U.S. undergraduate degree (or number of years toward completion), and grade point
average. (See http://www.kennesaw.edu/admissions/gradadm/gradintl.htm for a listof
accredited evaluation services.)
The admissions process for the doctoral degree will have three levels of review as
described below.
Level 1: The Kennesaw State University Graduate Admissions Office under the
supervision the Dean of Graduate Studies will conduct the first level of review. The
Graduate Admissions Office will assemble all materials submitted by the candidate and
enter the data into Banner and Knowledge Web. Once all materials are complete, the
Graduate Admissions Office will forward the completed application packet to the Bagwell
College of Education Graduate Programs Office for the second level of review.
Level 2: The BCOE Graduate Programs Office will evaluate each candidate’s application
making sure it is complete AND that the candidate meets the minimum requirements for
consideration for admission to the EdD in Leadership for Learning degree program.
Application packets for those candidates meeting all minimum requirements will be
forwarded to the BCOE Doctoral Admissions Committee for the third level of review.
Level 3: The final evaluation of applicant files will be conducted by the Bagwell College of
Education’s Doctoral Admissions Committee. That committee, composed of doctoral program
faculty representatives, will employ rubrics to systematically evaluate the merits of each
applicant’s admission file. The Committee’s recommendation for admission into the EdD
program will be based upon the Committee’s collective professional judgment of the overall
merits of the applicant’s case in the context of the quality of the applicant pool and the
availability of openings for doctoral student supervision with the faculty in each of the
program’s areas of concentration. Consequently, the more qualified applicants there are for a
limited number of new student openings, the more competitive the selection process
becomes.
A critical aspect of the final level of review is the applicant’s interview with concentration
faculty. The final pool of qualified applicants for admission will be identified in each
concentration. These applicants will be notified and an individual interview with
concentration faculty will be scheduled. The interview will be structured- with a
predetermined set of questions to which the applicant will respond. International applicants
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may meet the interview requirement through videoconference or teleconference. The
interview will not be waived for international applicants.
The determination of the merits of each applicant’s case will focus on a number of key
variables that are vitally important to a candidate’s ability to successfully complete a
specialized academic program at the highest level of scholarly study which includes a major
applied research contribution to the field of education related to the improvement of schools
and student learning. Those factors include: related undergraduate and graduate degrees
(master’s required); academic performance and achievement; professional teaching and
administrative certifications; professional employment in K-12 schools; verbal and writing
skills; quantitative and problem solving skills; evidence of teaching effectiveness, evidence of
educational leadership; compatible educational philosophies and professional ethics; and
other related contributions and achievements of note.
The Doctoral Admissions Committee will render one of four possible decisions for each
applicant reviewed:
1) Admission; Applicants who are accepted into the program will be required to
notify the Graduate Program Office of their acceptance of the offer for admission.
Furthermore, they will be required to pay a $250 non-refundable reservation fee
which will be applied to their tuition and fees upon enrollment. Failure to notify the
Graduate Program Office of acceptance of the offer of admission OR to pay the
$250 will result in the applicant forfeiting their place in the program
2) Deferred Admission; Candidates who are well qualified for the program but for
whom there are no slots in the current concentration will be placed on a waiting list
for current admission while being guaranteed for admission in the next cohort.
Candidates on the waiting list will be accepted as slots are available;
3) Do not recommend for current admission with invitation to remain in the applicant
pool for the next cycle of review;
4) Do not recommend for admission.
Educational Specialist (EdS)
Candidates may enroll in the Educational Specialist (EdS) program in Leadership for
Learning as a stand alone degree. Candidates for the EdS must complete 18 hours of
the Common Core and 15 hours in the Concentraion. If accepted to the program,
candidates may request up to 9 hours of graduate work beyond the MEd to be applied
toward the EdS degee. Transfer credit will not be accepted for the core course
requirements that are central to the program’s distinctive focus and to the development
of the program’s cohort experience. Consequently, transfer credit considerations will
typically be restricted to courses in the concentration, guided electives, and the initial
course in applied research methods. However, final decisions about the acceptability of
transfer credit will be made on a case-by-case basis and must be approved by the
concentration advisor and Director of the Doctoral and Specialist Programs.
EdS COMMON CORE IN DISTRIBUTED LEADERSHIP FOR LEARNING (18 Hours)
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The focus in the Common Core is for candidates to develop shared leadership expertise
by building networks of influence and working across boundaries. Candidates are
introduced to and develop an understanding of the foundation of Distributed School
Leadership for learning. Through collaborative case study & problem based learning
experiences embedded in the context of schools, cohorts of candidates, regardless of
concentrations work together to tackle the tough, ambiguous challenges prevalent in
today’s P-12 schools. Candidates develop an understanding of and proficiency in a
variety of distributed leadership roles and demonstrate their expertise as required in the
eight Performance Outcomes.
The courses are:
EDL 8000 Foundations of Distributed Leadership for Learning
EDUC 8100 Advanced Study of Learning
EDUC 8300 Intercultural Communication and Global Learning
EDRS 8000 Applied Quantitative & Qualitative Research
EDL 8100 Critical Issues in School Transformation
EDRS 8900 Applied Field Research
EdS CONCENTRATION OPTIONS (15 Hours)
The focus of the Concentration is to deepen and broaden the knowledge, skills, and
dispositions of the candidates in their content. To be a mentor, to empower others, to
support and sustain change within schools, graduates must be viewed as strong content
leaders by their colleagues. Candidates have five concentration options in the EdD
program—Adolescent English/Language Arts, Adolescent Education- Mathematics,
Early Childhood and Elementary Education, Inclusive Education, and Instructional
Technology. The description of these options and the courses of study are provided
below.
ADOLESCENT EDUCATION
Adolescent Education Core (9 hours)
EDAD 8100 Curriculum Theory & Practice in Middle & Secondary
Schools
EDAD 8200 Supervision, Mentoring & Advocacy in Mid & Sec Schools
And one (1) of the following
EDAD 8300 Critical Analysis of Educational Policy for Teacher Leaders
EDAD 8400 Internship in Teacher Development or Teacher Education
EDAD 9300 Critical Issues for Student Learning: (Topic)
Adolescent Education Teaching Fields or Tracks (6 hours)
English/Language Arts
ENED 8310 Applied Theory and Research in Writing
ENED 8701 Applied Theory and Research in Literature
Mathematics (Select two from the following)
MATH 7700 Elementary Set Theory
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MATH 7712 Discrete Mathematics
MATH 7713 Statistics & Data Analysis
MATH 7714 Geometry from Multiple Perspectives
MATH 7717 Number Theory
MATH 7718 Functions & 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 & Mathematics
MAED 7751 Survey of Mathematics Teaching & Learning
MAED 7900 Special Topics
MAED 7950 Directed Study
MAED 8900 Research Methods & Critique in Mathematics
Education
OR
Courses in Applied Statistics (With advisor approval)
EARLY CHILDHOOD AND ELEMENTARY EDUCATION (15 HOURS)
ECE 8100 Philosophic and Ethical Foundations for Teacher Leaders
ECE 8120 Critical Analysis of Instruction and Learning
ECE 8140 Current Critical Issues in Elementary Education
ECE 8160 Assessment of and for Learning
ECE 8150 Technology Enriched Curriculum
INCLUSIVE EDUCATION (15 HOURS)
INED 8325
INED 8305
INED 8310
INED 8315
INED 8320
Creating Culturally Responsive Schools
Critical Issues in Administering Special Education Programs
Inclusive Policies & Practices in Special Education
Supervision, Mentoring and Collegial Coaching in Special Education
Special Education Administrative Internship
INSTRUCTIONAL TECHNOLOGY (15 HOURS)
ITEC 8400 Instructional Design and Technology
ITEC 8410 Technology, Professional Learning & Change
ITEC 8420 Evaluating K-12 Technologies
ITEC 8430 Technology and Student Assessment
ITEC 8440 Planning & Implementing Instructional Technology Programs
Program Admission Requirements (EdS)
__INSERT REMAINDER OF EDS ADMISSION REQUIREMENTS ABOUT
HERE_______________________________________________________________
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Course Offering Schedule and Plan-of-Study
Since the program launch scheduled for Spring 2007 will only involve 25-32 EdD
candidates, the rotation of courses shown in Table 2 is for the EdD only. Program core
courses are shaded in gray. Concentration courses are unshaded All faculty listed are
currently employed at KSU as full time graduate faculty in the Bagwell College of
Education and the College of Science and Mathematics.
Table 2: Projected Course Sequence & Faculty Assignments (Core courses shaded)
Semester
Spring 07
Summer 07
Fall 07
Spring 08
Summer 08
Projected Course Sequence & Faculty Assignments
Course
Initial Cohort Faculty
Additional Faculty Resources
Assignment
Foundations of Distributed School
Foster Watkins, Yiping
Eric Tubbs, Earl Holliday, Toni
Leadership
Wan
Strieker
AdEd Conc:
Ugena Whitlock
Pam Cole
Curriculum Th & Practice
EECE Conc: On the Shoulder of Giants:
Rick Breault
Philosophic and Ethical Foundations for
Tomorrow’s Leaders
IT Conc: Instructional Design & Tech
Jo Williamson
Traci Redish
Inc Ed Conc: Creating Culturally Resp.
Karen Harris
Karen Kuhel
Schools
Intercultural Communication & Global
Learning
Advance Study of Learning
AdEd Conc: Mathematics Course
(Functions & Analytic Techniques) OR
Statistics course
Inc Ed Conc: Creating Culturally
Responsive Classrooms
EECE Conc: Contemporary Curriculum
Inquiry
IT Conc: Technology, Prof.
Learning & Change
Applied Qualitative & Quantitative
Research
Critical Issues in School Transformation
Applied Field Research
AdEd Conc: Supervision, Mentoring &
Advocacy
EECE Conc: Assessment of and for
learning
Inc Ed Conc: Increasing Achievement of
Diverse Learners Through Practical
Application
IT Conc: Evaluating K-12 Technologies
AdEd Conc: Critical Analysis of Ed Policy
Judy Holzman
Karen Kuhel, Ike Ukeje
Nita Paris
Anita VanBrackle
Marian Fox
Mary Garner, Barbara Ferguson
Karen Harris, Patty Crawford
Deborah Wallace
Elizabeth Lilly
Traci Redish
Jo Williamson
Harriett Bessette,
Susan Stockdale
Toni Strieker, Roy Rowe
Leigh Funk, Binyao Zheng
Nita Paris
Patricia Crawford, Maurice Wilson
Ike Ukeje
Foster Watkins, Betty Siegel
Tom Brown
Susan Stockdale, Pam Cole, Lynn
Stallings, Kim Gray
Maurice Wilson, Anita VanBrackle
Judy Holzman
Leigh Funk
Jo Williamson
Lynn Stallings
Mark Warner
Nita Paris, Ugena Whitlock
EECE Conc: Current Critical Issues in
Elementary Education
Inc Ed Conc: Practicum in Cross-cultural
Communication & Global Studies
IT Conc: Technology & Student
Assessment
Robert DeVillar
Linda Akanbi
Karen Kuhel
Judy Holzman, Toni Strieker
Mark Warner
Traci Redish
AdEd Conc: Mathematics or Statistics
Marian Fox
Mary Garner, Barbara Ferguson
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Course
Fall 08
Spring 09
Summer 09
EECE Conc: Critical Analysis of
Instruction and Learning
Inc Ed Conc: Practicum in Cross-cultural
Communication & Global Studies
IT Conc: Planning & Impl. IT Programs
Rick Breault
Sandra Bryan
Karen Kuhel
Judy Holzman, Toni Strieker
Jo Williamson
Traci Redish, Mark Warner
Advanced Qualitative Research
Rick Breault
AdEd Conc: Internship in Teacher Dev.
Or Teacher Ed
Alice Terry, Lynn Stallings
Harriette Bessette, Karen Harris,
Karen Kuhel
Pam Cole, Nita Paris, Kim Gray,
Ugena Whitlock
EECE Conc: Technology Enriched
Curriculum
Inc Ed Conc: Planning, Implementing &
Assessing Instruction for Diverse
Learners
IT Conc: Research & Theory in IE Tech
Advanced Quantitative Research
AdEd Conc: Research Methods &
Critique in Mathematics
InEd Conc: Critical Issues in
Administering SPED programs
EECE Conc: Classroom communities for
maximized learning and leadership
IT Conc: Instructional Lead. & Tech
Facilitation
AdEd Conc: Mathematics or Statistics
Course
EECE Conc: Curriculum Decision
making; Birth-5 years or Curriculum
Decision making; k-5
InEd Conc: Inclusive Policies & Practices
in SPED
IT Conc: Evaluating Prof Learning &
Tech Implementation
Ronghua Ouyang
Mark Warner
Patricia Crawford
Karen Harris, Karen Kuhel
Traci Redish
Patricia Crawford
Lynn Stallings
Deborah Wallace
Jo Williamson, Mark Werner
Anita VanBrackle, Susan Stockdale,
Marian Fox, Mary Garner, Barbara
Ferguson
Harriet Bessett, Toni Strieker
Anita VanBrackle
Loretta Howell
Jo Williamson
Traci Redish, Mark Warner
Marian Fox
Mary Garner, Barbara Ferguson
Feland Meadows,
Elizabeth Lilly
Toni Strieker
Harriet Bessette, Deborah Wallace
Traci Redish
Jo Williamson, Mark Warner
AdEd Conc: Mathematics or Statistics
Course
Mary Garner
Marian Fox, Barbara Ferguson
Loretta Howell
Feland Meadows
Deborah Wallace
Toni Strieker
Harriet Bessette
Traci Redish
Fall 09
EECE Conc: Teacher Leaders and
School Reform
InEd Conc: Supervision, Mentoring &
Collegial Coaching in SPED
IT Conc: Designing & Implementing
Online Learning
Doctoral Seminar
Spring 10***
Dissertation
Jo Williamson
TC Chan & Deborah
Wallace
Co-Chairs with Foster
Watkins: Lynn Stallings,
Nita Paris, Susan
Stockdale (Ad Ed)
Co-chair with Co-chair with
Yiping Wan- Toni Stieker
(IE)
Co-chair with TC ChanTraci Redish, Jo
Williamson (IT)
Co-chair with Elizabeth
Lilly,
Lynn Stallings & Foster Watkins
Marj Economopoulos
Ugena Whitlock, Binyao Zheng (Cochairs)
Karen Harris, Karen Kuhel, Patricia
Crawford (Co-chairs)
Rick Breault
26
Summer
10***
Fall 10***
Dissertation (cont)
Ike Ukeje, Anita
VanBrackle (ECE)
Same
Same
Dissertation (cont)
Same
Same
***Note: 12 hours of guided electives must be worked into the schedule sequence
above based on student needs, concentration and program guidelines. These hours are
not noted in the sequence above.
As noted and detailed in Table 2, all faculty course assignments and additional faculty
resources will be provided from currently employed, graduate level faculty.
Furthermore, four senior level faculty searches are underway with one allocated to each
of the concentrations. With regard to dissertation chairing and supervision, experienced
faculty who are currently employed at KSU will serve as co-chairs on committees in
order to mentor experienced faculty who have had limited opportunities to chair
dissertations. The committees will be comprised of these two co-chairs, a research
faculty member and an additional member from either the concentration or guided
elective areas.
Faculty expertise and support as described above will assure that the doctoral program
can be supported while at the same time, ensuring that KSU will continue to provide
high quality instruction across existing bachelors and masters level programs.
Growth and Flexibility
As the Doctor of Education and Educational Specialist programs continue to grow,
each concentration 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, Educational Leadership- Leadership and Policy, Technology Leadership, ,
Adolescent Education-Science, Adolescent Education- Cognition, Development &
Assessment.
Course Descriptions
COMMON CORE COURSES
EDL 8000 Foundations of Leadership for Learning (3)
The cornerstone of the doctorate, Leadership for Learning, is an interdisciplinary core
that establishes a common set of performance outcomes aligned with Distributed
School Leadership Practice (DSLP). This course introduces DSLP, a new perspective
on leadership that captures the collective, and complex, relationship dynamics of formal
and informal school leaders. DSLP is more than shared leadership: DSLP is about the
synergy and situations that develop as school leaders reform schools into places that
are intentionally inclusive and inviting to all students.
EDUC 8100 Advanced Study of Learning (3)
The course deepens experienced educators’ knowledge of research-based best
27
practices in diverse classrooms. This is an advanced course with in-depth study of
classic and current research on learning theories and related topics in educational
psychology as they relate to teaching and learning in schools. Focus is on those
theories and research which have transformed and are reforming educational practice.
EDUC 8300 Intercultural Communication and Global Learning (3)
The increasing diversity of our schools, the commitment to standards, and NCLB
requirements make competence in intercultural communication a basic requirement for
all educators. Of equal importance for educators is the development of knowledge and
skills in global learning. This course addresses the practical application concepts in
distributed leadership, particularly as they relate to building relationships with
colleagues, students and families from other cultures. The primary goal of this course is
to assure that all students have equitable opportunities to achieve academic excellence
in the state-approved curriculum.
EDL 8100 Critical Issues in School Transformation (3)
The overarching goal of the course is to develop school leaders who understand the
variables that affect student achievement and how to use data and the professional
literature to support the transformation of schools through thoughtful analysis of the total
environment and careful planning for the future. Within the context of school
transformation, this doctoral seminar addresses the practical application of all aspects
of distributed leadership and requires fieldwork and other forms of practical, problembased learning. Successful candidates will develop a school change portfolio that
minimally includes: (a) Rationale for school transformation based upon the professional
literature; (b) Historical analysis and assessment of school performance on critical
variables related to student achievement; (c) Benchmarking of local and community
resources; (d) Professional development plan; and (e) Evaluation strategy.
EDRS 8000 Applied Quantitative & Qualitative Research (3)
Candidates will develop a functional understanding of quantitative and qualitative
research as applied to educational arena. Emphasis is placed on candidates’ acquisition
of analytical and interpretive skills.
EDRS 8900 Applied Field Research (3)
Student will complete a field research project in a P-12 or higher education
setting which focuses on student learning. The project serves as the capstone
experience for the EdS degree and may serve as a pilot study for the dissertation
for a student continuing into the EdD program.
EDRS 9100 Advanced Qualitative Research Methods (3)
This course is an advanced study of qualitative research methodologies including
ethnography, case study, and phenomenology. Students will examine a variety of data
sources (e.g. interviews, observations) and methods of analysis (e.g. memo writing,
coding). Students will conduct research as they formulate their research questions,
collect and analyze data, and write a research report.
EDRS 9200 Advanced Quantitative Research Methods (3)
This course is an in-depth study of and application of selected quantitative research
designs. Course also involves advanced study of descriptive statistics, inferential
statistics, and non-parametric tests traditionally utilized in social and behavioral
research. Emphasis will be placed on understanding the process of social and
educational research in applied settings. Candidates will deepen their expertise in
28
designing and conducting research and analyzing quantitative data. Candidates will
conduct these analyses using quantitative statistical software, interpret their findings,
and communicate their results ethically, clearly and effectively.
EDUC 9800 Doctoral Seminar (3)
In the doctoral seminar students will accomplish the following: (1) development of a
concept paper that frames the dissertation, and (2) admission to candidacy through a
college-approved qualifying experience. This seminar provides opportunities for
doctoral students to work individually with members of their respective committees as
well as with peers. This is a three-credit seminar which may be repeated. Prior to
enrollment, the doctoral student must complete twelve hours of graduate level research
coursework.
EDUC/ECE/EDAD/ENED/INED/ITEC/MAED 9900 Dissertation (1-9 repeatable)
Course work supports and guides doctoral candidates in the implementation of their
research and the development and defense of the dissertation. This format and
structure will provide individual time with the Doctoral Committee and collegial and
academic support from their peers. Course may be repeated as necessary.
ADOLESCENT EDUCATION
EDAD 8100 Curriculum Theory & Practice in Middle and Sec. Schools (3)
This course is designed for students of curriculum theory, development, and
design/planning. It provides an in-depth study of the foundations, principles, and issues
of curriculum as they affect teachers, supervisors, and administrators who participate in
curriculum making. The course consists of two major components: curriculum theory,
which examines the philosophical, historical, psychological, social, and cultural
foundations of curriculum; and curriculum development, which examines various models
of curriculum as processes that have emerged and continue to shape education and
schooling.
EDAD 8200 Supervision, Mentoring, and Advocacy in Middle and Secondary Schools (3)
This course focuses on specific instructional supervision research, models, and
strategies that promote and advocate for collegial middle and secondary schools
devoted to improving school wide learning through distributed leadership. Instructional
supervision is placed within a developmental, contextual, constructive, humanist
paradigm; and examined as a process of purposeful adult interactions and cognitions
that promote autonomous, reflective, self-directed teacher practitioners committed to
student learning and continual school improvement. This course will focus on the
development and application of the knowledge base, interpersonal skills, technical
skills, and tasks necessary for instructional supervision, mentoring and coaching.
Emphasis will be also placed on school and system factors (sociocultural and political)
that may affect teacher leadership in instructional supervision.
EDAD 8300 Critical Issues & Educational Policy for Teacher Leaders (3)
This course provides an analysis of K-12 education policy at the national, state, and
local levels. It includes the history of American education, the institutions and processes
of public policymaking, the values and assumptions that underlie different types of
policies, the political factors that shape their formulation and implementation, and the
links between policy and educational practice. The goal of the course is to help teacher
29
leaders think critically about education policy and its effects on diverse schools and
classrooms and the influence policy has on distributed leadership.
EDAD 8400 Internship in Teacher Development & Teacher Education (3)
This internship is for advanced doctoral students interested in teacher education and
scholarly work (e.g. research, editing). Teaching internships focus on teaching and
learning, curriculum, and assessment. Teaching interns will work closely with their
professor to determine the scope of the work during the semester (the seminar may
extend beyond one semester) and plan, deliver, and evaluate their instruction.
Research internships focus on the identification, planning, and implementation of
advanced research projects. Research interns will work closely with their professor to
design, implement, and analyze research (the seminar may extend beyond one
semester). The scope of other internships in scholarly work will be developed
collaboratively between the intern and professor. The scope of other internships in
scholarly work (e.g. editing journals, coordinating conferences, or revising and
developing state standards) will be developed collaboratively between the intern and
professor.
EDAD 9300 Critical Issues for Student Learning: (Topic) (1-3 hours credit,
repeatable)
A doctoral seminar focused on analysis and problem solving of a current topic of vital
concern relevant to teaching, leading and student learning in P-12 schools with a
particular emphasis on the contexts of middle and secondary students, classrooms and
schools.
EDAD 9350 Doctoral Directed Study (1-9 hours, repeatable)
Individualized and independent scholarly investigation and research of an important
topic involving teaching, leading and student learning in middle and secondary schools.
The focus, content and expectations for this study will be formally established by the
doctoral student and supervising professor.
EDAD 9900 Dissertation (1-9 hours, repeatable)
Course work supports and guides doctoral candidates in the implementation of their
research and the development and defense of the dissertation. This format and
structure will provide individual time with the Doctoral Committee and collegial and
academic support from their peers. Course may be repeated as necessary.
ENGLISH/LANGUAGE ARTS COURSES
ENED 8310 Applied Theory and Research in Writing (3)
Teacher leaders (students in the course) will read, analyze, and apply seminal
and current research in the field of writing and composing to English/Language
Arts teaching in P-12 or higher education settings. Teacher leaders will examine
trends in the research; emerging themes, trends, and research designs; seminal
studies in the fields of writing and teaching writing; connections among grammar
study, teaching conventions, standards, and writing instruction as reflected in the
research; and research-based applications of technology to writing and teaching
writing. Attention will also be paid to research on grading and assessing writing,
writing program assessment, teaching writing to speakers of English as a second
language, curricular development in the field of writing, and to writing across the
content areas for the purpose of enhanced student learning in school settings.
30
ENED 8701 Applied Research and Theory in Literature (3)
Teacher leaders (graduate students enrolled in the course) will read, analyze,
and apply seminal and current research in the field of English/Language Arts
Education, and design an applied research study related to English/Language
Arts Education in P-12 and/or higher education settings. The project may be
one that the teacher leader carries out in a workplace setting or may serve as a
pilot study for the dissertation.
ENED 8741 Digital Media and Pedagogies in English/Language Arts
Education (3)
Teacher leaders (students in the course) will read, analyze, and apply seminal
and current research in the field of digital media and pedagogies as appropriate
to English/Language Arts teaching in P-12 and/or higher education settings.
Teacher leaders will examine trends in the research; emerging themes, trends,
and research designs; seminal studies in the fields; connections among
composing, reading, and digital media as reflected in the research; and researchbased applications of technology to all aspects of English/Language Arts
Education. Attention will also be paid to use of digital media and pedagogies for
the purpose of enhanced student learning in school settings.
ENED 8950 Doctoral Directed Study in English/Language Arts Education (3)
An intensive, advanced investigation of specialized topics not directly addressed in
courses within the student’s regular doctoral-level program of study but meeting
individual needs for learning consistent with the program. Content for the course,
including the syllabus and plans for assignments, will be developed by the student in
collaboration with the supervising faculty member. A detailed proposal for the course
must be submitted to the English Education coordinator of the EdD English/Language
Arts cohort and approved before a deadline established by the department’s program
committee.
ENED 8970 Internship in English/Language Arts Education (3)
A supervised experience applying learning from graduate study in a professional
context. Content for the course, including the syllabus and plans for assignments, will
be developed by the student in collaboration with the supervising faculty member and
the internship supervisor. A detailed proposal for the course must be submitted to the
English Education coordinator of the EdD English/Language Arts cohort and approved
before a deadline established by the department’s program committee.
ENED 9300 Critical Issues in English/Language Arts Education (3)
Teacher leaders (graduate students enrolled in this course) will examine a
contemporary educational issue—a problem, challenge, or debate—critical to
English/Language Arts Education. Teacher leaders will study the historical, political,
and social dimensions of the topic and examine how this issue challenges perceived
notions (of curriculum, pedagogy, and/or philosophy) in the discipline. These
background investigations will lead to an analysis of how ongoing framing of the issue
from different perspectives influences real school policy in terms of student access,
educational equity, resource allocation, curricular content, assessment, pedagogy, and
teacher training. Case study analysis will ask teacher leaders to draw conclusions about
how forces shape a specific educational debate and how policy-makers, administrators,
and teachers seek to balance conflicting agendas. Topics for the course may include
(but are not limited to) the following: multicultural and diversity issues in
31
English/Language Arts education; state and national standards and testing mandates;
English language learner issues; alternative assessment techniques; traditional vs.
progressive pedagogy; critical pedagogy; curriculum debates; cultural studies;
challenges in technology integration; and notions of literacy.
ENED 9400 Designing and Conducting Research in English/Language Arts
Education (3)
Teacher leaders (graduate students enrolled in the course) will read, analyze,
and apply seminal and current research in the field of English/Language Arts
Education, and design an applied research study related to English/Language
Arts Education in P-12 and/or higher education settings. The project may be
one that the teacher leader carries out in a workplace setting or may serve as a
pilot study for the dissertation.
ENED 9500 Dissertation (1-9 May be repeated)
Course work supports and guides doctoral candidates in the implementation of their
research and the development and defense of the dissertation. This format and
structure will provide individual time with the Doctoral Committee and collegial and
academic support from their peers. Course may be repeated as necessary.
MATHEMATICS COURSES
MATH 7700 Elementary Set Theory (3)
A course in the theory of sets with application to the development of the real number
system. Proofs, applications and history will be included.
MATH 7712 Discrete Mathematics (3)
This is an application-oriented course that introduces a variety of discrete mathematical
topics such as finite graphs, matrices, recursion, counting, probability, and modular
arithmetic. It is designed to reflect current recommendations of the Mathematical
Association of America and the National Council for Teachers of Mathematics for the
preparation and development of mathematics teachers.
MATH 7713 Statistics and Data Analysis (3)
This course focuses on applications of statistics and data analysis to various fields such
as education, science, and business. Through the use of various technologies as data
analysis tools, the students will solve problems using descriptive and inferential
statistics, as well as apply algebraic techniques for analyzing data.
MATH 7714 Geometry from Multiple Perspectives (3)
This course focuses on Euclidean, non-Euclidean, and transformational geometry.
Topics include
incidence, order, parallelism, formal and informal proof, proportional reasoning, spatial
visualization, and axiomatic systems. An investigative approach encourages students to
conjecture, test, and verify geometric principles.
MATH 7717 Elementary Number Theory (3)
Introduction to the basic principles of number theory. Topics include properties of
integers, congruences, divisibility, greatest common divisors, the Euclidean algorithm,
Pythagorian theorem, prime number theorems, Diophantine equations, Fermat’s Last
Theorem, Goldbach’s conjecture, Euler’s theorem and applications in cryptology.
32
MATH 7718 Functions and Analytic Techniques (3)
Study of families of functions from the perspective of multiple representations. Extends
knowledge of basic algebraic and trigonometric functions and the modeling process
through
applications using various technologies.
MATH 7900 Special Topics (1-9 hours, repeatable)
Exploration of a specifically designed topic.
MATH 7950 Directed Study (1-9 hours, repeatable)
A concentrated investigation of selected topics of an advanced nature. The content will
be determined jointly by the instructor and the student.
MAED 7701 History of Mathematics (3)
An historical and cultural development of mathematics from ancient times to the present
as a natural development of human endeavors. Selected topics include numeration,
mathematical
notation, arithmetic, algebra, geometry, analysis, and prominent mathematicians.
Individual projects allow students to research topics which would be appropriate to their
areas of mathematical interests and to applications in
their school classrooms.
MAED 7715 Mathematical Problem Solving (3)
Investigations in this course center around formulating, solving, and extending problems
from various areas of mathematics and other disciplines. The course includes issues
related to
problem solving such as historical perspectives, Polya’s contributions, and researchbased ideas
for teaching and assessing problem solving.
MAED 7716 Math Studies (3)
Students’ understanding of the mathematics they teach will be deepened and
broadened through the study of problems in Algebra, Calculus, Discrete Mathematics,
and Mathematical Modeling. This course is designed so that students can explore key
ideas in mathematics, bringing with them the skills and understandings of advanced
course work, enhancing their understanding, and connecting more advanced ideas to
the topics they teach.
MAED 7719 Technology and Mathematics (3)
Focus is on the current effects and potential of technology for doing, teaching, and
learning mathematics. Students explore mathematics as they develop skill in innovative
mathematics
technologies. Technologies include graphing calculators, data collection technologies
(such as CBL, CBR), dynamic geometry software, statistics software, web simulations,
web courseware, and other technology tools for mathematics. This course is designed
to count towards the Georgia Professional Standards Commission requirement for
technology endorsement.
MAED 7751 Mathematics Teaching and Learning (3)
Emphasizes general mathematical concepts and reasoning methods and how they
undergird the development of analytic thinking. Emphasizes the link between
mathematics and mathematics pedagogy. Topics include multiple representations,
33
thinking and reasoning mathematically, communication, modeling, connections, and
applications. The impact of these mathematical processes on school mathematics
instruction is addressed in such topics as standards-based education, alternative
curricula, testing and assessment, differentiation of instruction, and the use of
innovative teaching tools.
MAED 7900 Special Topics (1-9 hours, repeatable)
Exploration of a specifically designed topic or theme in mathematics education for
experienced classroom teachers.
MAED 7950 Directed Study (1-9 hours, repeatable)
A concentrated investigation of selected topics of an advanced nature. The content will
be determined jointly by the instructor and the student.
MAED/EDMT 8900 Research Methods and Critique in Mathematics Education (3)
This course is designed to survey, from an advanced point of view, research methods
used in mathematics education by examination of important research in mathematics
education. Students will analyze, summarize, and critique published research. Students
will also have an opportunity to read extensively the literature relevant to their proposed
dissertation research and focus the research questions for their dissertation.
MAED 9500 Dissertation (1-9 May be repeated)
Course work supports and guides doctoral candidates in the implementation of their
research and the development and defense of the dissertation. This format and
structure will provide individual time with the Doctoral Committee and collegial and
academic support from their peers. Course may be repeated as necessary.
ELEMENTARY & EARLY CHILDHOOD EDUCATION CONCENTRATION
ECE 8100 Philosophic Inquiry (3)
This course is intended to nurture a more philosophic perspective towards planning,
implementing, evaluating curriculum, teaching, and school policy. Emphasis will be on
understanding the implications of the philosophic roots and implications of current
elementary school reform.
ECE 8110 Contemporary Curriculum Inquiry (3)
This course examines various forms of inquiry that can be used to respond to the issues
confronting contemporary curriculum developers. Emphasis is on inquiry that goes
beyond the traditional means by which curriculum is examined and assessed and on
developing research techniques and perspectives that are most appropriate to various
curriculum-related issues and to your own abilities and interests as a curriculum
researcher.
ECE 8130 Assessment of and for Learning (3)
Authentic assessment is a course that focuses on the purposes, characteristics, and
implementation of authentic assessment (also known as performance-based
assessment) as well as the development and inclusion of this type of assessment tasks
for the elementary classroom
ECE 8120 Critical Analysis of Instruction and Learning (3)
This course will emphasize translating theory to the practice of instructional
systems development. The application of foundational applied theories of
instructional design (systems theory, communication theory, learning Applied
34
Theories, & instructional theories) will be explored. The development of
technology-based learning materials will be integrated throughout the
development and study of instructional systems
ECE 9900 Dissertation (1-9 hours, repeatable)
Course work supports and guides doctoral candidates in the implementation of their
research and the development and defense of the dissertation. This format and
structure will provide individual time with the Doctoral Committee and collegial and
academic support from their peers. Course may be repeated as necessary.
ECE 8140 Current Critical Issues in Elementary Education (3)
This course will focus on the identification and analysis of current issues in the teaching
profession. The analysis will include critical examination of efforts to deal with these
issues. Knowledge gained through this course will help prepare teachers to manage
these issues as well as any which arise in the context of the teaching profession.
ECE 8150 Technology Enriched Curriculum (3)
This course will explore the critical issues and updated applications of educational
technology in elementary and early childhood education. Topics will include issues such
as advocacy, the Federal Elementary and Secondary Education Acts, virtual learning,
digital equity, funding trends, and the integration of advanced technology in elementary
and early childhood education classrooms. Candidates will be charged with illustrating
how their proposed doctoral research will address a practical, critical technological need
in elementary and early childhood education.
ECE 9100 Cognitive Processes and Educational Practice (3)
This course will present the basic challenges of applying scientific cognitive
research to learning in educational settings. This course is designed for students
who want to explore children’s cognitive development and the links between
cognition and learning. As key players in curriculum decision making and
implementation, teacher must make informed decisions about learning based on
some of the latest and most accepted research about neurological and cognition
that underlie learning
ECE 9110 Classroom Communities for Maximized Learning (3)
This course will focus on the understandings needed to develop classrooms into
communities where students become leaders for learning and take responsibility for
their own learning and for the success of the group as a whole. This course helps
teachers develop skills to serve as the models of what it means to be caring and
involved citizens. As the transition from classroom to community happens, links
between the heart and the mind will develop to help students become active,
responsible citizens inside and outside of the classroom
ECE 9120 Mentoring Future Teacher Leaders (3)
This course is designed for teachers and examines formal and informal teacher
leadership roles and assesses the effects of these roles on teachers and on student
achievement. It analyzes the barriers to teacher leadership created by the structure of
schools and the culture of teaching. The goal of this course is to provide an
understanding of both the difficulties and the opportunities inherent in teacher
leadership and to help build skills that will be useful as teacher leaders.
ECE 9220 Curriculum Decision Making (K-5) (3)
This course will examine multiple ways to use organization as a tool to enhance
instruction in grades K-5th classrooms. Comparison of the effect of organizational
strategies and developmental stages on student learning and examination of roadblocks
35
to establishment of effective organizational structures will be studied. Through the use
of collaboration and communications, ways to minimize the effects of the real life
roadblocks will be developed. Candidates will incorporate ways to celebrate diversity in
a dynamic classroom. Attention is given to historical, philosophical and theoretical
perspectives, including current national standards, programmatic design and
organization and the use of personnel, materials, and equipment
ECE 9230 Curriculum Decision Making (Birth-5yrs) (3)
Candidates will examine multiple approaches to caring for and educating young children
(Birth to age 5 years) in group settings. An in-depth study of organizational strategies,
child development theories, historical and philosophical perspectives will be conducted.
Connections will be made using current licensing and accreditation standards to the
organization of personnel, materials and equipment. In addition the course will include
analysis of recent research, theoretical developments, and social issues such as ethics,
diversity, special needs, and family involvement as they relate to quality care and
education in the early years.
ECE 9250 Teacher Leaders and School Reform (3)
Students as they develop abilities to assume roles of distributed school leadership will
be introduced to the curriculum issues that have traditionally and currently face teacher
educators and teacher education programs. The assigned readings, discussion and
independent activities are intended to help future leaders to develop well-informed,
critical and constructive positions on curriculum issues. Among the issues to be covered
are professional development schools, alternative certification, standards and
accreditation and recruitment of high quality teacher candidates and how these issues
impact curriculum.
st of Education Course Descriptions
ECE 9300 Critical Issues for Student Learning: (Topic) (1-3 hours credit,
repeatable)
A doctoral seminar focused on analysis and problem solving of a current topic of vital
concern relevant to teaching, leading and student learning in elementary classrooms
and schools.
ECE 9350 Doctoral Directed Study (1-9 hours, repeatable)
Individualized and independent scholarly investigation and research of an important
topic involving teaching, leading and student learning in elementary schools. The focus,
content and expectations for this study will be formally established by the doctoral
student and supervising professor
INCLUSIVE EDUCATION CONCENTRATION
INED 8325 Creating Culturally Responsive Schools (3)
School practices that have significantly impacted the academic achievement of all
students and issues such as equitable access to academic opportunities will also be
explored. The course focuses on theories and research-based, culturally responsive
education practices essential for creating school environments that promote success for
all students in an increasingly diverse school environment. Ultimately, candidates will
be engaged in a distributive leadership focus, allowing their leadership potential to be
developed and recognized as they effect change in curriculum, assessment and
instruction as well as the relationship dynamics within the school.
36
INED 8350 Increasing Achievement of Diverse Learners Through Practical Application
(3)
The goal of the course is threefold: (1) to examine the professional research and theory
on instructional design for inclusive classrooms; (2) to demonstrate the ability to design
curriculum; and instruction for such settings; and (3) and to apply this body of
knowledge and skills in a P-12 setting. Distributed School Leadership (DSL) roles will be
embedded in the course to give candidates an opportunity to recognize their potential
for leadership by engaging in reform of curriculum, assessment and instruction.
INED 9550 Practicum in Cross-cultural Communication and Global Studies (3)
This is a full-time supervised field experience that must be taken abroad and tailored to
the candidate’s program of study. The international experience provides opportunities to
learn, first-hand, about the challenges faced by language minority students as well as
how educational programs are designed and delivered abroad. Candidates work with
their advisors to select a site from a list that includes (but is not restricted to) those sites
in the Study Abroad Program approved by the Office of International Education,
University of System of Georgia. Final approval must be obtained by the department
chair who is ultimately responsible for assuring that candidates are supervised by
faculty at Kennesaw State University during the international field experience. This
course may be repeated or block scheduled to reach nine semester hours.
INED 9900 Dissertation (1-9 hours, repeatable)
Course work supports and guides doctoral candidates in the implementation of their
research and the development and defense of the dissertation. This format and
structure will provide individual time with the Doctoral Committee and collegial and
academic support from their peers. Course may be repeated as necessary.
INED 8305 Critical Issues in Administering Special Education Programs (3)
This course prepares special education administrators for organizational leadership by
building their capacity to develop relationship with families and community agencies,
improve student performance on the GPS, improve special education processes and
procedures, build a professional learning community, make data-based decisions and
effectively manage the operations. Candidates will be required to access Galileo,
multiple websites and selected readings from the research.
(For those who are
otherwise qualified, successful completion of this course may lead to an endorsement
as special education administrator.)
INED 8310 Inclusive Policies and Practices in Special Education (3)
This course assists school leaders in developing their skills in distributed leadership,
particularly in terms of managing large scale change. Class discussion focuses upon
the federal and state laws and policies for general and special education in the key
areas of accountability, assessment, curriculum, funding, professional development and
governance and how they translate into daily practice at the district and local level.
Secondarily, the course assists aspiring school leaders with basic collaborative
strategies to implement policy at the local levels through shared governance and sitebased management. (For those who are otherwise qualified, successful completion of
this course may lead to an endorsement as special education administrator.)
INED 8315 Supervision, Mentoring and Collegial Coaching in Special Education
(3)
This course assists aspiring supervisors in developing skills in distributed leadership,
particularly in terms of effectively providing support, guidance and feedback to teachers,
37
paraprofessionals and related services practitioners in their respective areas of
expertise. Competencies are couched in effective collaboration, communication and
collegial coaching aimed at increasing the outcomes for students with disabilities.
This course ultimately prepares supervisors with the strategies to assist teachers in
reaching the level of master teacher, one who routinely implements validated practices
and engages in on-going professional development through classroom-based action
research. (For those who are otherwise qualified, successful completion of this course
may lead to an endorsement as special education administrator.)
INED 8320 Special Education Administrative Internship (3)
This class provides practical experience in the application of distributive school
leadership (DSL) in an on-the-job setting. Depending upon the type of internship,
candidates will be expected to successfully demonstrate all types of DSL in varying
degrees. Candidates will effectively conduct administrative processes and procedures;
develop their staff; demonstrate an understanding of reform in curriculum, assessment
and instruction; act as a data-based change agent on critical issues and develop
positive relationships among members of the staff, colleagues and families and other
community members. Implementation of a school improvement project related to the
education of students with disabilities is required. (For those who are otherwise
qualified, successful completion of this course may lead to an endorsement as special
education administrator.)
INED 8330 Creating Culturally Responsive Classrooms (3)
Candidates will gain a clear understanding of how to plan and deliver culturally
responsive instruction that closes the achievement gap for students with disabilities, as
well as those who are culturally and linguistically diverse. The course focuses on the
culture of the classroom and addresses discourse structure, applied behavior analysis,
classroom ecologies, research-based applications, and action research. Candidates will
participate in distributed school leadership that will allow leadership potential to be
developed and recognized. In that regard, candidates will demonstrate the ability to
reform classroom organization and structures to improve the performance of their
students.
INED 8340 Planning, Implementing & Assessing Instruction for Diverse Learners
(3)
This course focuses on providing opportunities for candidates to plan, implement, and
assess instructional activities in diverse settings. Examination of the foundations of
education and diversity of special pupil populations with an emphasis on the value and
structure of the integrated regular classroom as it relates to the identification of learning
needs of students with emotional, cognitive, physical, sensory and multiple disabilities.
Problem-based learning will be employed. Distributed School Leadership (DSL) roles
will be embedded in the course to give candidates an opportunity to recognize their
potential for leadership by use assessment data to improve the learning and
performance of students and teachers, alike.
EDRD 8360 Literacy Instruction for English Language Learners (3)
The focus of this course is diversity, emphasizing issues related to content instruction
for students with English as a second or foreign language. Specific issues include (but
are not restricted to) first and second language acquisition, knowledge of proficiency
levels, linguistic and phonemic awareness, phonics instruction, fluency, comprehension,
content-area instructional strategies for comprehension and vocabulary, and adult
learning and family issues. Distributed school leadership (DSL) will be embedded in the
38
course to give candidates an opportunity to recognize their potential for teacher
leadership, particularly as it relates to the learning and development, curriculum,
assessment and instruction reform.
EDRD 8365 Literacy Instruction for Students with Disabilities (3)
This course focuses upon dyslexia and other forms of reading disorders, emphasizing
issues related to early acquisition of reading skills and comprehension. Specific issues
include (but are not restricted to) principles of language learning, phonemic awareness,
phonics instruction, fluency, comprehension, and instructional strategies for
comprehension and vocabulary for practical applications. Distributed school leadership
(DSL) will be embedded in the course to give candidates an opportunity to recognize
their potential for teacher leadership, particularly as it relates to the learning and
development, curriculum, assessment and instruction reform.
INED 9300 Critical Issues for Student Learning: (Topic) (1-3 hours of credit,
repeatable)
A doctoral seminar focused on analysis and problem solving of a current topic of vital
concern relevant to teaching, leading and student learning as they apply to students
with disabilities and/or those who are culturally and/or linguistically diverse.
INED 9350 Doctoral Directed Study (1-9 hours, repeatable)
Individualized and independent scholarly investigation and research of an important
topic involving teaching, leading and student learning. particularly as they apply to
students with disabilities and/or those who are culturally and/or linguistically diverse.
The focus, content and expectations for this study will be formally established by the
doctoral student and supervising professor.
INSTRUCTIONAL TECHNOLOGY CONCENTRATION
ITEC 8400 Instructional Design and Technology (3)
This course is designed to prepare candidates to apply theories, research and best
practices to the facilitation of instructional programs that integrate 21st century skills and
promote relevant, authentic, and meaningful learning for all students. This course
prepares candidates to design, evaluate and promote appropriate learning opportunities
that apply technology-enhanced instructional strategies to maximize student learning.
ITEC 8410 Technology, Professional Learning, and Change (3)
This course is designed to prepare instructional leaders who are knowledgeable in the
design and implementation of professional learning programs within a school/district.
This course is grounded in research and focused on effective practices that promote
continuous learning and development to increase student achievement. Topics include:
assessing professional learning needs, designing effective reflection and learning
experiences, facilitating and presenting skills, mentoring, and evaluation. This course
will also examine the design and development of effective online professional learning
programs.
ITEC 8420 Evaluating K-12 Instructional Technologies (3)
This course addresses processes for evaluating the potential of existing and emerging
K-12 technology products for recommended purchase. The course also addresses
evaluating the implementation of technologies in K-12 classrooms and the impact of
those implementations on learning.
39
ITEC 8430 Technology and Student Assessment (3)
This course emphasizes the use of technology in assessing student learning using a
variety of assessment techniques in the classroom. Technology will be used to collect
and analyze data, interpret results, and communicate findings to improve instructional
practice and maximize student learning. In addition, candidates will evaluate the
appropriate use of technology for teaching and learning.
ITEC 8440 Planning and Implementing Instructional Technology Programs (3)
This course is designed to prepare candidates to facilitate the development of a shared
vision for the comprehensive integration of technology and focus on policies,
procedures, and budgeting that will foster an environment and culture conducive to the
realization of the vision. This course is also designed to assist candidates with the
planning and facilitation of the technology infrastructure within a school.
ITEC 9900 Dissertation (1-9 hours, repeatable)
Course work supports and guides doctoral candidates in the implementation of their
research and the development and defense of the dissertation. This format and
structure will provide individual time with the Doctoral Committee and collegial and
academic support from their peers. Course may be repeated as necessary.
ITEC 9400 Research and Theory in Instructional/Educational Technology (3)
Candidates will explore landmark research findings and theoretical perspectives that
have shaped the instructional uses of technology for the last two decades. Candidates
will also review current research and explore the questions that are influencing current
inquiry in the instructional applications of technology.
ITEC 9410 Instructional Leadership and Technology Facilitation (3)
This course will assist candidates in connecting their technology facilitation efforts to
broader instructional issues such as academic achievement; best practices;
national/state content/ technology literacy standards; socio/economic issues; and
private sector interests. The course will provide case studies of effective integration of
technology into other high-profile instructional initiatives. The need for teachers and
other instructional leaders to become informed advocates of instructional technology
initiatives will also be addressed.
ITEC 9420 Evaluating Professional Learning and Technology Implementation (3)
In this course, candidates will review the theoretical principles and practices that are
best suited to high-quality evaluations of professional learning programs promoting the
effective use of technology. As a culminating project, students will develop and
implement an evaluation plan related to a specific K-12 professional learning or
instructional program.
ITEC 9430 Designing and Facilitating Online Learning (3)
This course provides an overview of theories and research currently guiding most online
learning programs and assists students in applying these principles to design and
develop high-quality online learning experiences for educators and/or students. Unique
challenges facing virtual learning, including assessment and facilitator support for
distance learners, are also addressed.
ITEC 9300 Critical Issues for Student Learning: (Topic) (1-3 hours of credit,
repeatable) A doctoral seminar focused on analysis and problem solving of a current
40
topic of vital concern relevant to teaching, leading, and student learning in K-12
classrooms and schools with special emphasis on technological issues and contexts.
ITEC 9350 Doctoral Directed Study (1-9 hours of credit, repeatable) Individualized
and independent scholarly investigation and research of an important topic involving
teaching, leading and student learning in K-12 classrooms and schools. The focus,
content and expectations for this study will be formally established by the doctoral
student and the supervising professor.
41
VI INVENTORY OF FACULTY DIRECTLY INVOLVED
Table 2 of this document provides a detailed listing of the projected schedule of course offerings for the
first doctoral cohort and the current fulltime graduate faculty who have primary responsibility for teaching
in the program. Furthermore, current fulltime graduate faculty who are qualified to teach the courses are
listed in the column labeled “Faculty resources and qualifications”. With an initial doctoral cohort of 30,
an additional four lines will be allocated by the dean to hire fulltime faculty who will fulfill the previous
responsibilities and expertise of those faculty who have moved into the doctoral program.
Table 3. Faculty resources and qualifications
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
FACULTY DEVELOPMENT /RESEARCH & SCHOLARSHIP
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
English Journal
Language Arts
Research in the Teaching of English
English Education
SIGNAL
ALAN Review
College Composition and Communication
Voices from the Middle.
59
Teacher Education and Special Education
Exceptional Children
Teachers of English to Speakers of Other Languages
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
Educational Planning
Asia-Pacific Journal of Teacher Education & Development
Educational Research and Development
Georgia Educational Researcher
Educational and Psychological Measurement
Journal of Liberal Arts and Sciences
Education Week
Chronicle of Higher Education
Current Issues in Middle Level Education
The Teacher Educator
The Journal of General Education
American Teacher Educators
Behavior Disorders
60
National Association of Multicultural Education Journal
Principal
Principal Leadership
Conferences at Which Faculty Regularly Present and Attend
National Council of Teachers of English
Georgia Council of Teacher of English.
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 Council of Teachers of Mathematics
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
International Conference on Education
The faculty maintains active membership and provides leadership in major professional
organizations that relate to the area of teacher and administrative leadership. Travel
61
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 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, Ireland and Finland. During
these exchanges, faculty members have presented papers at conferences, visited
schools and colleges, and worked with educational colleagues on common research
interests.
XII Outstanding programs of this nature at other institutions
Survey and comparative analysis.
There are no similar programs to this distinctively designed EdD or EdS in Leadership
for Learning offered at the state level or regionally. In fact, in surveying doctoral and
specialist degrees in education nationwide, none were found that were comparable to
the collaborative model and distributed leadership focus of the proposed degrees. They
are 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
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:
The uniqueness of the EdD and EdS in Leadership for Learning was previously and
thoroughly discussed on page 2-4 of this proposal.
VIII & IX Inventory of Pertinent Library Resources & Facilities
In the summer of 1999, the Bagwell College of Education moved into a 60,000 square
foot wing in the newly completed 120,000 square foot Kennesaw Hall. The facility is
home to the Department of Special Education, Department of Educational Leadership,
Department of Elementary and Early Childhood Education, Department of Secondary
and Middle Grades Education, and the PTEU support units (William D. Impey Teacher
Education Advisement Center (TEAC), Center for Field Experiences and Partnerships
(CFEP), Teacher Resource and Activities Center TRAC), and the Educational
Technology Center (EdTech). The Department of Elementary and Early Childhood
Education and the Department of Secondary and Middle Grades Education have model
classrooms. The Math Education Lab is also located in Kennesaw Hall. Housed in a
62
different wing of the building are the university’s enrollment service units and central
administrative offices. The Kennesaw Hall facility provides state-of-the-art resources to
further enhance KSU's position as one of the largest and strongest pre-service and
graduate teacher education programs in Georgia.
In addition, classroom and office space is allocated for teacher education programs
across campus within the program’s department/college. KSU has recently built
additions or new buildings to support the College of Science and Mathematics, the
Department of English, and the Department of Visual Arts. Additional building projects
are at different stages of development.
KSU provides access to technology (http://www.kennesaw.edu/computing/) for all PTEU
faculty and candidates. Support for the use of technology is both centralized under the
CIO and decentralized through technology support specialists assigned to each college,
development of presentation classrooms, and computer labs across campus.
Technology training and support, including free virus protection software, is available to
both faculty and candidates.
The Student Technology Advisor Program (STARS) links faculty and students to
address the integration of technology and learning. The mission of the STARS program
is to bring students and faculty together in a joint effort to explore the use of technology
in teaching and learning in the classroom. The program provides resources to hire and
train students to work one-on-one with faculty to develop a critical mass of technological
understanding on campus. Projects range from development of multi-media
presentations for instruction to technology support of faculty research.
Within the PTEU, the EdTech Center (http://edtech.kennesaw.edu/ ) provides a rich
resource for developing technology skills and preparing pre-service and in-service
teachers for integrating technology in the P-12 curriculum. The EdTech faculty/staff are
available to provide training across the PTEU.
Learning Resources Including Technology
Budgeting for the PTEU is a complex process with funding coming from several
sources. The responsibility of the BCOE Dean, as head of the PTEU, is to monitor
resources to ensure that all teacher education programs are adequately supported. The
unit head advocates for teacher education functions in group meetings of the deans with
the Vice President for Academic Affairs and in individual meetings to address specific
programmatic issues.
Faculty, BCOE administrators, and support staff collaborated with the KSU webmaster,
programmers from Administrative Computer Systems (ACS), EdTech, and the Office of
Institutional Research to develop the technology for data collection and reporting. The
resulting EIC was only one outcome of these efforts. Since the implementation of the
EIC in August, 2003, several related projects have spun off the original concept in ways
that will benefit the university. This comes at an optimal time as the university gears up
for its regional accreditation review in 2006. Accomplishments related to technology
support have come about through the university’s CIO initiatives to authorize the EIC as
top priority and re-direct the work of the talented ACS personnel to build a reliable and
state-of-the-art system. This could not have happened without the university’s
commitment to collaboration and the long-standing reputation of quality teacher
education programs at KSU.
63
Kennesaw State University is committed to enhancing the educational experience
through access to relevant information technology and resources. To that end, KSU
continues enhancing its information technology suite of services for students, faculty,
and staff across campus. KSU’s strategic technological direction focuses on providing
ready and dependable access to campus information resources. KSU students are
connected to an even more robust network with the capacity to handle a growing traffic
volume; powerful computing labs capable of running a mixture of modern software; and
a variety of classroom technologies. KSU students need and expect greater access to
online course materials, on demand classroom instruction, and remote library resources
reachable from off-campus locations.
The Information Technology Services (ITS) (http://its.kennesaw.edu/faculty.htm)
Department currently provides new tenure track faculty with new Dell Pentium IV
desktop computers, and strives to maintain a four-year replacement or upgrade cycle
for faculty and staff machines. Academic departments and service units are responsible
for purchasing technology equipment and software if their need exceeds equipment and
software provided by ITS. Technology labs across campus are upgraded more
frequently as funding becomes available. Operating systems and enterprise wide
software upgrades are made feasible to support the continued evolution of the campus
computing needs. The individual departments provide access to a network printer
system and/or printer and additional software as appropriate for faculty roles. All
computers are networked for email, intranet and internet access. Support includes a
central service phone (X 6999) or email (service@kennesaw.edu) contact. Each college
is assigned an ITS technician who is housed on-site to support college needs.
Most classrooms at KSU have been equipped with integrated presentation systems with
internet access and projection systems. Model classrooms for EECE, MGE, math
education and special education are equipped with technology to support models of
best practice in integrating technology in instruction. In addition to the KSU computer
labs located around campus, there is a computer lab staffed with support personnel in
Kennesaw Hall that may be scheduled by faculty for teacher education classrooms or
used by teacher education candidates. The EdTech (http://edtech.kennesaw.edu/ ) in
Kennesaw Hall provides support for both pre-service and in-service teachers. The
hardware and software in the four EdTech labs are continuously updated to support
best practice, and EdTech professional staff are available to provide training related to
PTEU courses.
In addition to resources allocated directly to the PTEU, teacher education candidates
have access to a full range of technology, technology training, and technology support
services on the KSU campus. (http://its.kennesaw.edu/students.htm ) Students are
assigned email accounts, access to WebCT for course participation, and web page
space. Students also have access to free virus software. Wireless zones are available
in the student center, and students may check-out laptops to take advantage of the
wireless zones in the library. Support for development of electronic portfolios for
undergraduate and graduate teacher education candidates is available from the Career
Services Center or through models developed by individual departments.
The Kennesaw State University Sturgis Library (http://www.kennesaw.edu/library/)
provides current library and electronic research resources. The GeorgiA LIbrary
LEarning Online, GALILEO, is an initiative of the Board of Regents of the University
System of Georgia. A World Wide Web-based virtual library, GALILEO provides access
64
to multiple information resources, including secured access to licensed products.
Participating institutions may access over 100 databases indexing thousands of
periodicals and scholarly journals. Over 2000 journal titles are provided in full-text.
Other resources include encyclopedias, business directories, and government
publications.
The library continues to provide on a regular basis to education faculty and candidates
instruction on resources, materials and services. New faculty are given an overview of
library resources—traditional, printed, and electronic--at the beginning of each term.
Private instruction and demonstrations are available by appointment. The library has an
assistant librarian for bibliographic instruction purposes on a permanent basis.
The library provides, also, an online visual tour of the library resources and services as
well as online library instruction handbook. Library resources--both traditional and
electronic--are systematically evaluated by education faculty and librarians. Librarians
consult both education faculty and standard bibliographies to insure accuracy and depth
of collections. The total library budget reflects substantial support for collection
resources. The library budget is $2,900,500. The current book budget is $350,000,
periodicals $400,000, and databases $380,000. For education, books are budgeted at
$55,000, periodicals at $57,000 and databases at $70,000.
The whole library collection is organized, cataloged, and accessible to the campus
community. The catalog is entirely online. New in the fall of 1999 were online reserves,
expanded full-text databases and indexes, also available online in the library and
through the campus network. The library has an updated acquisitions handbook with
vision statement, policies, and guidelines established.
The library is a member of the Atlanta Regional Consortium for Higher Education
(ARCHE) which is comprised of 19 public and private colleges, universities, and other
institutions of higher learning, as well as five affiliated independent libraries and 12
corporate and non-profit community partners. Collectively, the libraries of ARCHE
member institutions contain more than 10 million volumes and countless periodicals,
journals, and other educational resources, both print and electronic. Through ARCHE,
these vast resources are shared inter-institutionally by students and faculty. ARCHE
provides interlibrary lending cards to member institutions for distribution to their campus
constituents, and provides a truck delivery service between all member institution
campus libraries every business day.
The library has the advice of a faculty library committee, a permanent statutory
committee of the university. The membership of the committee was reviewed and
restructured by the faculty to include membership for each college, graduate and
undergraduate faculty, students, graduate and undergraduate administration and
librarians. The library committee meets each term to make recommendations and to
advise on library budget allocations.
The professional library staff are all graduate degree holders from professionally
recognized institutions. There is a complementary number of support staff to provide
adequate services. The library employs more than fifty student assistants.
The library is organized into public services and technical services. Collections are
analyzed and developed with librarians having areas of expertise monitoring with faculty
various disciplines.
65
TRAC, (http://www.kennesaw.edu/education/trac/ ) located in Kennesaw Hall with the
BCOE, provides students, faculty, and school based personnel with access to curricular
resources and professional materials. In addition to a collection of curricular resources,
TRAC provides support for development of curricular materials (for example, die cutters,
poster makers) and workshops for professional development and preparation for Praxis
II exams (http://www.kennesaw.edu/education/trac/workshops.html).
X Administration
The EdD and EdS programs will be administered under the supervision of the Chair of
each of the academic departments with coordinating support by the Director of Doctoral
and Specialist Degree Programs in the Bagwell College of Education. The Associate
Dean of Graduate Studies for the Bagwell College of Education will provide additional
support and consultation. The staff of the Teacher Education Advisory Center as well as
the KSU Graduate Admissions Director, and the Office of the Dean of Graduate Studies
will provide admission support for the program. Program coordinators within the
departments of the Bagwell College of Education will be assigned to manage the daily
administrative responsibilities of their respective concentrations. The curriculum of the
program will be monitored, planned and revised by the entire faculty and implemented
by the program coordinators.
XI Assessment
The KSU EdD and EdS in Leadership for Learning programs are consistent with the
Bagwell College of Education’s Conceptual Framework: The Collaborative Development
of Expertise in Teaching, Learning & Leadership in that they prepare graduates who will
demonstrate expertise in serving in a variety of collaborative, distributed leadership roles
in educational settings. Consistent with requirements of accrediting agencies (NCATE,
SACS) the assessment of the programs will focus explicitly on documenting student
learning of unit-wide knowledge, skills, and dispositions which were developed using
state, institutional and national specialty content area standards.
Graduates of the programs will demonstrate competency in a variety of distributed
leadership roles as described in the eight performance outcomes listed in the Table 1
earlier in this document. These performance outcomes are consistent with the GLISI
roles and the linkages are noted in Table 1. Learning experiences throughout the
program are designed for candidates to develop proficiency in these outcomes.
Assessment instruments, rubrics, observation checklists, etc will be based on these
performances.
Since our initial cohort will be EdD candidate, the following section addresses program
and candidate assessment at the doctoral level only. Nevertheless. since the first 33
hours of the program constitute the EdS, some aspects of candidate and program
assessment for the EdS is assumed and implicit in Tables 3 and 4 which follow.
Program faculty believe that assessment of learning and assessment for learning at the
post-graduate level should focus on documenting and deepening professional growth
over the course of study. Evaluation of student learning and achievement will
commence upon acceptance to the program and will include initial and ongoing
formative, developmental performance reviews as well as summative performance
reviews which include assessment of the candidate’s research skills and expertise.
66
Key transition points and related assessments of student learning and achievement are
detailed in Table 3. Each blue shaded entry on Table 3 appears again in Table 4 and
signifies a program wide evaluation of student learning. Furthermore Table 4 illustrates
that, evaluation of student learning will take place in the broader context of systematic
program review and will be embedded into program and course experiences. Table 4
summarizes these complimentary and overlapping processes projected over a four
year period.
Ongoing formative, developmental performance reviews: Initial, formative and
summative assessments of candidates will involve self and peer evaluations of
performance as well as evaluation of candidate performance by faculty. Each of the
evaluations will be based on rubrics currently being developed that link to the program
goals and the eight performance outcomes listed in Table 2. Table 3 outlines the
schedule as well as the variety of assessment methods and techniques which will be
employed to assess student learning.
Evaluation of applied research skills and expertise: As indicated in Table 3, two key
transition points and formative assessment points relate to the candidate’s applied
research skills, activities and agenda. The first major assessment of the candidate’s
research strengths occurs during the Applied Field Research course near the end of the
candidate’s first year in the program. The second major assessment of the candidate’s
research skills and expertise occurs during the Doctoral Seminar course and shortly
thereafter as the candidate completes Comprehensive Exams (Written and Oral).
In the Applied Field Research class, the candidate will be required to complete an
applied field research project that is focused on improving student learning in P-12
schools. Teams of candidates across concentrations will design and implement fieldbased, applied research projects on topics of relevance to improving learning in P-12
schools. The cohort model is particularly powerful in providing the collegial support
necessary for practicing professionals to conduct applied research that is germane to
today’s P-12 schools and classrooms. Furthermore, by completing field based research
as a member of a research team--contributing one’s own unique expertise, it is more
likely that the candidates who bring multiple perspectives to the process, will find more
appropriate and effective solutions to the complex, often ambiguous issues in
education.
As shown in Tables 3 and 4, evaluation of the Applied Field Research project comprises
part of the candidate’s Ongoing Formative Performance Review for Year 1. The project
will be evaluated by research faculty using a rubric which is linked to the eight
Performance Outcomes. The candidate’s performance on the Applied Field Research
project combined with faculty and peer evaluations of the candidate’s Professional
Growth will be used to evaluate the candidate’s overall performance in the program. At
this transition point, a candidate may choose to obtain the EdS and exit from the program
or obtain the EdS and continue toward the doctorate contingent upon faculty approval.
The second major assessment of the candidate’s research strengths occurs during and
shortly after the Doctoral Seminar course near the end of the candidate’s third year in
the program. As Table 3 and 4 indicate multiple assessments occur at this transition
point with successful completion culminating in student being Admitted to Candidacy.
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During the Doctoral Seminar, candidates will finalize their prospectus and submit it for
peer review to other candidates enrolled in the doctoral seminar. During the course,
candidates will engage in ongoing peer review and feedback of their prospectuses.
Near the end of the seminar, the candidate must first successfully pass comprehensive
written exams. After success on written exams, the candidate must be successful in
oral exams, which is primarily a defense of the dissertation prospectus. Once the
prospectus is approved, the student is admitted to candidacy for the EdD.
Upon Admission to Candidacy, the candidate will enter the final stages of their doctoral
work—research and writing of the dissertation. Successful oral defense of the
dissertation coupled with satisfactory performance on the Summative Performance
Review of Professional Growth will result in the candidate being awarded the EdD in
Leadership for Learning.
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Table 3. Key Transition Points and Means of Evaluating Student Learning
Key Transition Points and Related Assessments of Candidate Performance
Entry-Level
Assessment
Applicant Preparation
Rubric (Twelve areas of
professional practice
evaluated using rubric)
Reflection on Leadership
for Learning Rubric
(Evaluation linked to
consistency with
performance outcomes.)
Applicant Interview Rubric
(Interview with
concentration faculty.
Evaluation linked to
consistency with
performance outcomes.)
Initial Formative
Performance Review
Formative Performance
Review of Professional
Growth (End of Year #1)
Formative Performance
Review of Professional
Growth (End of Year #2)
Formative Performance Review
of Professional Growth (End of
Year #3)
Areas of strength and
areas in need of
improvement identified
from Applicant
Preparation, Reflection
on Leadership for
Learning & Interview
Rubrics
(Self & Faculty Review)
Linked to 8 Performance
Outcomes
Review of Professional
Growth (Faculty & Peer)
Rubric for evaluation linked
to 8 Performance Outcomes
Review of Professional
Growth (Faculty & Peer)
Rubric for evaluation
linked to 8 Performance
Outcomes
Review of Professional Growth
(Faculty & Peer)
Rubric for evaluation linked to 8
Performance Outcomes
Summative Performance Review of
Professional Growth
(End of program)
Peer Review of Prospectus
Applied Field Research
Project
(Evaluated using Rubric
linked to 8 Performance
Outcomes)
Written Comprehensive Exams
(Focused on and linked to topics
directly related to dissertation)
Dissertation & Defense
(Evalutated using rubric linked to 6
Performance Outcomes)
Oral Comprehensive Exams
(Defense of Prospectus)
Committee Approval of
Prospectus
69
Table 4. EdD in Leadership for Learning Time line and Assessment Activities
EdD In Leadership For Learning Time line of Major Accomplishments
COURSEWORK
Program’s Common Core and Concentration Courses
Doctoral
Seminar
Course
Applied
Field
Research
Course
APPLIED
RESEARCH
Dissertation & Guided
Electives
Conceive & Write Applied Research AND Dissertation Prospectus
G
Approval of
Dissertation
Prospectus
Research & Write
Dissertation
ADVISEMENT
&
PERFORMANCE
REVIEW
(Noted in Table 3)
Peer Review
Of Prospectus
Applied Field
Research Project
Evaluation
Formative
Perform. Review
Of Prof. Growth
(Faculty & Peer)
Formative
Perform. Review
Of Prof. Growth
(Faculty & Peer)
EdS
Awarded
(optional)
SYSTEMATIC
PROGRAM
REVIEW
Initial
systematic
program
analysis &
revision
Annual
systematic
program
analysis &
revision
R
A
Admission to
candidacy
Initial
Formative
Performance
Review and
Program of
Study
Approved
E
d
D
Written
Comps
Oral
Comps
& Approval
of
Prospectus
Formative
Perform. Review
Of Prof. Growth
(Faculty & Peer)
Annual
systematic
program
analysis &
revision
D
Oral
Defense of
Dissertation
With
Summative
Perf.
Review of
Profess.
Growth
(Peer
review by
faculty)
Annual
systematic
program
analysis &
revision
U
A
T
I
O
N
TIME
Typical timeline for
cohort of practicing
professionals taking
6 hrs F/Sp &
9 hrs Summer
End of
Year 1
(21 Hrs)
End of
Year 2
(42 Hrs)
End of
Year 3
(63 Hrs)
End of
Year 4
(75 Hrs)
70
XII Accreditation
The program has received BOR approval to begin and SACS approval to begin.
Following a successful sight visit in the Spring of 2007, the program will be accredited
by the Southern Association of Colleges and Schools. The program will also undergo
approval at the next National Council for the Accreditation of Teacher Education visit.
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.
Business Content Audit:
Referencing the Business Content Worksheet, does this program or concentration,
incorporating the information proposed herein, have “traditional business subject”
content delivered by faculty or programs administered by the Coles College of
Business? *
_____ Yes
If “yes,” complete a Business Content Worksheet and obtain
necessary approvals as indicated.
__x___ No
_____ Exempt Graduate programs administered by the Coles College are
exempt.
__________
* All graduate programs exceeding 50% business content are automatically required to meet
AACSB International business accreditation standards. The purpose of the audit is to prevent
the unintended, undesirable compulsory inclusion of programs subject to AACSB standards.
XIII Affirmative Action Impact
The program will be in full compliance with the requirements of 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 in the Educational Specialist sequence
will be awarded the Education Specialist Degree (EdS). Participants satisfying all
program requirements in the doctoral sequence will be awarded the Doctor of Education
Degree (EdD).
XV Fiscal and Enrollment Impact, and Estimated Budget
An extensive analysis of the financial resources dedicated to support programs for
professional education at KSU was completed recently in the 2004 reaccredidation
report for NCATE. Below, we address the questions typically required for a proposal.
However, a more complete discussion excerpted from the approved SACS document is
provided on the following page in the section titled: Expanded Discussion of Fiscal
Impact and Budget which reflects the continuing health and stability of resources
currently available to support the EdD and EdS programs.
Enrollment Projections
The initial plan is to accommodate a cohort of 25-32 EdD candidates across 4
concentrations in 2007 with additional doctoral cohorts to launch each spring in
subsequent years. Also, the first EdS cohorts will not be launched at least until fall
2007. At which time we anticipate launching a single cohort with no more than 40 EdS
candidates. Launching of future cohorts will be driven by the availability of faculty
resources.
Costs
The umbrella format was intentionally designed to influence the overall cost structure of
the doctoral program through the designations of shared core courses across
concentrations. For example, all students must enroll in the 27-hour doctoral core. The
development of this structure increases the cost effectiveness of the doctoral program
by enhancing the utilization of faculty, streamlining procedures for scheduling of classes
(space), and reducing the need for support staff.
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
Title: EdD & EdS in Leadership for Learning
Description: Program Proposal
Date: September 2006
Page 72 of 78
Operating costs will include the salaries and benefits of additional faculty and office
assistants. Office overheads, books, supplies, and faculty traveling expenses will be
included.
E. Revenue Sources
Revenue sources are the program candidates and from the Board of Regents.
Expanded Discussion of Fiscal Impact and Budget
Despite lean statewide budgets over the last several years, KSU enrollment growth,
especially in the area of teacher education, has resulted in increased support for
teacher education. The budget increases have supported an increase in faculty
positions, travel for supervision and professional development, and support services for
quality teacher education programs. Budget lines to support undergraduate elementary
education and middle grades education, and graduate elementary education,
adolescent education, educational leadership, and special education teacher education
programs and the PTEU unit wide support services are allocated directly to the BCOE
budget. Funds to support teacher education programs housed in content area
departments and colleges are allocated directly to the responsible department.
University funds to support technology for faculty and instruction are allocated from the
KSU Chief Information Officer (CIO).
KSU support for high quality teacher education programs has been evident as PTEU
enrollment has grown. KSU has allocated additional new tenure-track faculty and parttime faculty lines to address the growth. Travel funds at KSU are allocated on a priority
basis, and instructional travel, i.e., field supervision of student teachers, has the highest
priority. Student fees for teacher education courses requiring field experience
supervision (e.g. EDUC 2201, TOSS, student teaching) were recently approved and
implemented. The student fees are assigned to the program’s department and are
restricted to field experience expenses to cover costs of KSU faculty travel to
partnership schools. During FY 2004, the state’s budget eliminated funding for stipends
for cooperating teachers. However, KSU Vice President for Academic Affairs allocated
replacement funding to CFEP to support this important component.
The PTEU does not have a budget, but individual departmental budgets support their
respective teacher education programs. BCOE budget funds teacher education
programs housed within BCOE. It also funds the core courses (EDUC 2201, 2202/2204,
3308, 3310, and EXC 3304) for all initial teacher education programs and support
services of TEAC, CFEP, TRAC, the EIC, and Educational Technology and Training
Center (EdTech). Funds for other program areas (secondary education majors and P-12
majors) are included in the budgets for their respective departments/colleges. The table
below shows the state of Georgia’s allocated budget for each of the colleges at KSU as
approved by the Board of Regents for FY 2004.
Title: EdD & EdS in Leadership for Learning
Description: Program Proposal
Date: September 2006
Page 73 of 78
Comparison of Major Expenses by Colleges & Schools (FY 2004)
FY 2004
Bagwell
College
College of of the
Education Arts
Number of
Fulltime
Faculty
Professional
Services
(salaries)
Travel
Operating
Expenses
(incl Equip)
59
36
5,094,466
84,830
427,449
Wellstar
College of
Health &
Human
Services
69
Humanities Science &
Coles
& Social
Mathematics College of
Sciences
Business
154
109
77
3,308,800 5,185,186
12,655,885
9,535,852
11,754,122
33,800
642,044
142,200
710,634
86,600
1,030,811
91,061
1,571,594
96,616
266,927
KSU has experienced rapid growth during the last five year period. This growth is
reflected in an increase in expenditures for all colleges (>31%). The BCOE has the
largest percentage increase in expenditures (45%) during this period as seen in the
following table:
2003-2004
2002-2003
2001-2002
2000-2001
1999-2000
% Increase
1999-2004
5-Yr Comparison of Total Expenditures by Colleges & Schools
Bagwell
Health &
Humanities &
School of
Science &
College of
Human
Social
the Arts
Mathematics
Education
Services
Sciences
5,606,745
3,984,644
5,548,729
13,508,719
10,653,263
5,109,336
3,443,211
5,006,126
12,516,040
9,122,894
4,510,523
3,460,566
4,640,009
11,192,031
8,459,012
4,007,971
3,043,617
4,555,868
10,563,620
8,354,290
3,840,806
2,897,684
4,385,198
10,197,806
7,878,977
Bagwell
College of
Education
45%
School of
the Arts
38%
Health &
Human
Services
27%
Humanities
Science &
& Social
Mathematics
Sciences
32%
35%
The PTEU budget has been adequate to support on-campus and clinical supervision for
all PTEU programs. The support has increased to meet the demands of growing
enrollment at both the undergraduate and graduate levels. Additional resources have
Title: EdD & EdS in Leadership for Learning
Description: Program Proposal
Date: September 2006
Page 74 of 78
been allocated to address needs. for new faculty lines, offices, technology support,
travel, and support services. The Dean of BCOE, as administrative head of the PTEU,
communicates regularly with deans, department heads and other unit leaders to assure
all needs. are addressed. The role of the PTEU unit head includes taking an active role
in development activities aimed at providing resources to sustain priorities and to
support new initiatives. An example of one initiative was obtaining the funding of the
Goizueta Endowed Chair for the development of a model Early Learning Center.
Personnel Support
Workload policies at KSU allow departments to address the situational context of the
individual faculty member. Policies differentiate between a full teaching load (number of
course hours taught) and a full faculty load, which “includes expected contributions in
continuing professional development, scholarship and creative activity, professional
service, student advising and mentoring, course and curriculum development and
preparation, and other related academic activities.”
(http://www.kennesaw.edu/academicaffairs/acadpubs/facultyhandbook/f.instruct.pdf
Section 3.5) Individual department chairs may reassign time for PTEU faculty to advise,
supervise, or carry out program-related responsibilities. Workload policies are outlined
in the Kennesaw State University Faculty Handbook
(http://www.kennesaw.edu/academicaffairs/acadpubs/facultyhandbook/f.instruct.pdf
Section 3.5 – 3.8). Full-time tenure track faculty teaching loads are recommended at the
level of 9 hours of graduate level and/or 12 hours of undergraduate level instruction for
PTEU faculty. Reassigned time is factored into the determination of faculty load. For
example, an undergraduate faculty load for one semester may include 3 courses (9
semester hours instruction) and reassigned time for serving as program coordinator (3
semester hour equivalent) for a total of 12 semester hours
Program coordinators from each PTEU program who meet monthly with BCOE’s
Assistant Dean have made recommendations for workload assignments. A standard
work load equivalent for student teacher supervision was developed as well as
guidelines for pre-student teaching supervision. Supervision of four student teachers is
equated with a three semester hour teaching load. The maximum faculty load for a fulltime equivalent undergraduate faculty member is 12 semester hours or 16 student
teachers. Supervision loads for practicum, internship, and other clinical practice courses
are addressed within individual departments based on the intensity/frequency of
supervision visits required to equate with the student teaching load guidelines.
Departments are charged with maintaining records on faculty workload. Faculty
workload is addressed in annual faculty reviews conducted by each department chair.
The KSU 2004-2005 Faculty Handbook states that “Although systematic approaches to
defining equitable workloads are advocated, no simple or single formula exists that
adequately captures the uniqueness and multivariate nature of the diverse contributions
that each faculty member makes to the university’s mission.” (3.5) A study by the
Associate Vice President for Academic Affairs of workload across campus has resulted
in a better understanding of the needs of clinical and graduate programs. Workloads
Title: EdD & EdS in Leadership for Learning
Description: Program Proposal
Date: September 2006
Page 75 of 78
across the PTEU are monitored in the NCATE vita posted for all PTEU faculty each
year.
The PTEU follows general university policies in appropriate use of faculty lines. An
increase in enrollment has resulted in an increase in new full-time tenure-track faculty
lines within the PTEU. Each program area/department is responsible for managing
course assignments for their program. KSU and the PTEU recognize that full-time
tenure-track faculty lines are essential to providing a quality teacher education program.
Part-time faculty are employed as needed to address program growth or temporary
vacancies. Part-time faculty are also chosen for their expertise in P-12 settings to
support quality instruction, supervision, and content delivery. KSU has also made use of
full-time instructor and recently approved lecturer positions to bring in retired P-12
teachers and administrators to enrich program delivery.
Field experience supervision is a responsibility assigned by each program area. Fulltime tenure-track faculty, full-time instructors, lecturers, temporary faculty, and part-time
faculty are all involved in supervision. Graduate assistants are available to support
graduate faculty research only.
KSU allocates adequate resources to support the PTEU. Each PTEU department has
an administrative secretary and student assistant. Additional staff may be allotted to
larger departments. As head of the PTEU, the BCOE Dean has adequate clerical staff
to support all PTEU functions. The Associate Dean’s position provides support for
student advisement through TEAC which employs professional staff for advisement and
clerical staff to support its functions. The Assistant Dean’s position provides support to
program area coordinators, oversees unit assessments and accreditation, and writes
annual reports for external agencies. Clerical staff is provided for this position. CFEP is
coordinated by a Director that reports directly to the BCOE Dean. Support positions in
CFEP include two assistant directors and clerical staff. Technology support for the
PTEU electronic data management system (EIC) is funded by the BCOE and KSU’s
CIO. Just recently, a new position of Data Manager was created to oversee the
continuing development of the Education Information Center (EIC) and coordinate
efforts with the Office of Institutional Research to build live and archival websites for
reports and analysis of data coming from the assessment system. The TRAC Director
also reports directly to the Dean and employs clerical personnel to support TRAC
functions. Technology personnel for faculty and instructional support are funded by the
KSU CIO and/or the EdTech agreement with the Georgia Department of Education.
New positions have been funded for CFEP, TEAC and TRAC to support these PTEU
functions as PTEU enrollment and needs have grown.
New faculty participate in orientation sessions provided by the university and PTEU at
the opening of school. Fulltime faculty are introduced to the KSU Faculty Handbook
(http://www.kennesaw.edu/academicaffairs/acadpubs/facultyhandbookhome.html/),
while part-time faculty attend a special orientation session and are introduced to the
KSU Part-time Faculty Handbook.
(http://www.kennesaw.edu/academicaffairs/acadpubs/GuidePT/index.html) All PTEU
Title: EdD & EdS in Leadership for Learning
Description: Program Proposal
Date: September 2006
Page 76 of 78
faculty receive a copy of the PTEU New Faculty Handbook
(http://www.kennesaw.edu/education/PTEU_newfaculty.pdf).
In addition to regularly scheduled PTEU meetings that include professional
development opportunities, all KSU faculty have access to free professional
development through the KSU Center for Excellence in Teaching and Learning (CETL)
(http://www.kennesaw.edu/cetl/). The RTM Institute for Leadership, Ethics and
Character (http://www.kennesaw.edu/ilec) offers a wide range of professional
development activities for KSU, the local and international community. Professional
development offerings range from Luncheon discussions to international conferences.
Technology training is available without cost through the Educational Technology
Training Center (EdTech) (http://edtech.kennesaw.edu/) and the KSU Presentation
Technology Department (http://ptd.kennesaw.edu/). KSU Information Technology
Services also schedules training for faculty, staff, and students
(http://its.kennesaw.edu). Technology training ranges from introduction to software to
courses in network development. The Late Adopters Initiative is an annual training
opportunity for faculty who need support to begin integration of technology in their
teaching and personal productivity. Special workshops are scheduled for
implementation of course development software such as WebCT.
The Center for University Learning provides on-going professional development
activities for PTEU faculty and staff. Offerings range from personal development (stress
management) to productivity (supervision skills). PTEU faculty may participate in all
programs sponsored by KSU Continuing Education (http://www.kennesaw.edu/coned/),
which also provides personal development (e.g., nutrition) to productivity (e.g., project
management). Both the Center for University Learning and Continuing Education also
offer a wide range of technology application courses.
The Office of Sponsored Programs (http://www.kennesaw.edu/osp/) provides
workshops and support for faculty scholarship efforts such as grant writing or identifying
funds to support research. Newsletters with grant opportunities and targeted email
notifications are sent to faculty. Individual support is available at all times.
2000
$68,500
2001
$1,416,532
New Grants Funded for PTEU
2002
2003
$261,139
$324,932
2004 (thru 8/18)
$1,140,221
All PTEU Departments have a budget line item for professional development travel for
faculty. In addition, PTEU faculty may request assistance for professional development
travel from the BCOE Dean. In fact, in fall 2003, the BCOE Dean split the travel and
registration expenses with other deans for 22 PTEU faculty to attend the NCATE
Continuing Accreditation and Beyond workshop in Washington, DC. Professional
development and travel support are also available through CETL and special programs
sponsored by other units. For example, CETL and the KSU Vice President for Human
Resources and Diversity have supported professional development workshops. The
Title: EdD & EdS in Leadership for Learning
Description: Program Proposal
Date: September 2006
Page 77 of 78
Office of International Services and Programs helps faculty write proposals for
international travel that involve opportunities for professional development.
Title: EdD & EdS in Leadership for Learning
Description: Program Proposal
Date: September 2006
Page 78 of 78