Ed.D. Handbook 2011
Ed.D. Program Handbook
Cohort of 2011
1
August 26, 2011
Ed.D. Handbook 2011
Welcome to Lynn University,
Ross College of Education,
Ed.D. Program
We look forward to meeting each of you and helping you reach your
education goals during your time at the Donald E. and Helen L. Ross
College of Education. We hope that this Program Handbook will serve as
a valuable resource for you, but we also encourage you to call or visit us
in the Doctoral Support Office whenever you have a question, or just to
say hello!
Please note that this Program
Handbook is for informational
purposes and is meant only to serve
as a guide.
The Program Handbook is not a
legally binding document and does
not supersede Lynn University’s
policies found in the Academic
Catalogue.
While every effort is made to keep
the information contained herein upto-date, sometimes changes in the
program are made that may not be
reflected in this Program Handbook.
Any questions should be directed to
your advisor or the Program
Director, Dr. Valerie A. Storey.
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Ed.D. Handbook 2011
August 26, 2011
Dear Students,
Welcome to the professional doctoral program in Educational Leadership
at Lynn University! We want to help you achieve your goals and have
created this Program Handbook with you in mind. As a graduate
student, you are responsible for meeting deadlines, following your plan
of study, seeking advice and assistance when needed, and the like. This
Program Handbook provides you with essential information and helpful
tips to make your progression through the doctoral program less
confusing.
Your Doctoral Support Office (DSO) is home base for your academic
needs. We encourage you to get to know Ms. Teddy Davis (Program
Administrator) and Dr. Valerie A. Storey, (Program Director) and to
stay in touch. Please contact us whenever you have questions about
your degree program. We can help you with all paperwork related to
your graduate study and also can work on your behalf in coordination
with other University offices. Our contact information is listed below.
Dr. Valerie A. Storey
Ed.D. Program Director
Email: vstorey@lynn.edu
Phone: 561-237-7088
Ms. Teddy Davis
Doctoral Support Office (DSO)
Location: de Hoernle International Building, Donald E. and Helen L. Ross College
of Education, 3rd floor
Phone number: (561) 237-7086
Fax Number: (561) 237-7094
E Hours: 9:00 a.m. to 2:00 p.m. Monday through Friday
Email: tdavis@lynn.edu
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Ed.D. Handbook 2011
Lynn University
Donald E. and Helen L. Ross
College of Education
Ed.D. Educational Leadership
Ed.D. Program Handbook
Table of Contents
SECTION I: Program Information
Mission Statement
 College
 Program
Roles & Responsibilities
 Students
 Faculty Advisor
 Doctoral Support Office
Ed.D. Guiding Principles
 Four Themes
o Leadership
o Equity & Diversity
o Accountability
o Learning & Instruction
Information Resources
 Lynn University Catalogue
 Schedule of Classes
 MyLynn Web Portal
 Blackboard
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Ed.D. Handbook 2011
SECTION II: Lynn University Resources and Services
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Financial Support
Graduate Student Support Opportunities
Financial Aid Information
Graduate Assistantship
Student Health & Counseling Srvices
Bookstore
Information Services
Computer Account
E-mail
I.D. Card
Library
Student Records
Parking
SECTION III: Registration, Academic Policies, and Degree
Progress
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Program Requirements
Grading Scale
Registration
Full-Time Enrollment
Continuous Enrollment
Leave of Absence
Time Limitation
Medical/Mental Health Emergency Policy
Medical/Mental Health Readmission Requirements
Classification & Number
SECTION IV: Academic Standards
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Ethical Guidelines for Graduate Study
Academic Integrity
Admission to Candidacy
Violations of Academic Honesty
Plagiarism
Illegitimate Assistance
Avoiding Plagiarism and Illegitimate Assistance
Examples of Academic Dishonesty
Research Involving Human Subjects
Academic Warning and Dismissal of Graduate Students
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Ed.D. Handbook 2011
SECTION V: Requirements for the Ed.D. Program
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Cohort 3-Program Schedule
Degree Requirements
o Candidacy
o Cohorts
o Credit Requirements
o Course Plan
o Writing Proficiency
Performance Reviews
o Review Criteria
o Early Warning System
o Preliminary Review
o Mid-Program Review
o Improvement Process
o Appeals Procedure
o Doctoral Residency
Admission to Candidacy
o Doctoral Candidacy
SECTION VI: Capstone of Study-Dissertation in Practice
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Outline
Eligibility & Schedule Logistics
Prospectus
Dissertation in Practice Committee
Institutional Review Board Proposal
SECTION VII: Educational Leadership Program
Program of Study
Course Description
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Ed.D. Handbook 2011
SECTION VIII: Educational Doctorate of Practice Faculty
Craig A. Mertler, B.S., M.A., Ph.D.
Dean, College of Education
Phone: 561-237-7441
E-mail: cmertler@lynn.edu
Priscilla Boerger, B.S., M.S., Ed.D.
Assistant Professor, Education
Director of Practicum Experience
Phone: 561-237-7082
E-mail: pboerger@lynn.edu
William Leary, B.S., M.Ed., Ed.D., Ed.D.
Professor, Education
Phone: 561-237-7089
E-mail: wleary@lynn.edu
Valerie A. Storey, Ph.D., M.Ed., Master's Credit & Master's Diploma, B.Ed.(Hons),
Cert.Ed.
Associate Professor, Education
Program Coordinator, Ed.D. Coordinator
Phone: 561-237-7088
E-mail: vstorey@lynn.edu
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Ed.D. Handbook 2011
Adjunct Faculty
Rebecca André, B.S.in B.A., M.A., Ph.D. – Adjunct Professor
Director of Instructional Technology
Phone: 561-237-7924
E-Mail: randre@lynn.edu
Andrew S. Binns, B.A., M.Ed., Ed.D.
Phone: 561-352-1832
E-Mail: abinns@lynn.edu
Suzanne King, Ph.D.
Phone: 561-756-4566
Email: sking@lynn.edu
Adam Kosnitzky, B.B.A., M.S.Ed., Ed.S., Ph.D.
Visiting Professor, Education
Phone: 305-389-4800
E-mail: akosnitzky@lynn.edu
Marilyn Schiavo, B.S., M.S., Ed.S., Ed.D.
Phone: 561-702-2016
Email: mschiavo@lynn.edu
Matthew Shoemaker, B.A., M.Ed., Ph.D.
Phone: 561-629-4355
Email: indianashoe765@aol.com
Leslie Wasson, B.A., M.A., Ph.D.
Office of Institutional Research, Planning & Assessment
Phone: 561-237-7773
Email: lwasson@lynn.edu
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Ed.D. Handbook 2011
SECTION I
Mission Statements
DONALD E. AND HELEN L. ROSS COLLEGE OF EDUCATION-Mission Statement
The Donald E. and Helen L. Ross College of Education fulfill the mission of Lynn University
by providing its students with knowledge, competencies, and skills needed for educational
leadership in the 21st century.
Our synergistic learning environment stimulates and challenges students to:
1.
2.
3.
4.
Understand and analyze the dynamic nature of our contemporary transformation into a global
society;
Experience creativity that fosters academic achievement and social awareness;
Create new alternatives to address diversity, and the importance of a global perspective; and
Integrate theory and practice through experiential learning.
More specifically, education students are expected to develop competencies in critical
thinking and analysis, as related to educational theory and practice. This will enable them
to understand and utilize a variety of knowledge bases developed to deal with
contemporary and future issues, problems, and dilemmas. The College is committed to
individualized student attention and mentoring, our faculty foster and help learners realize
the development of their innate leadership talents and intellectual abilities. Each individual
will acquire the associated skills to communicate, inspire, and educate those for whom they
have professional responsibility. Clearly, these skills are couched within a moral and ethical
context, which governs their choices and decisions as professionals, individuals, and
members of the greater community.
Ed.D. EDUCATIONAL LEADERSHIP PROGRAM –Mission Statement
To prepare educators for the application of appropriate and specific practices, the
generation of new knowledge, and for the stewardship of the profession.
CPED Charter-Professional Doctorate in Education:
Frames learners around questions of equity, ethics, and social justice to bring about
solutions to complex problems of practice
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Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of
individuals, families, organizations, and communities
Provides opportunities for candidates to develop and demonstrate collaboration and communication
skills to work with diverse communities and to build partnerships
Provides field-based opportunities to analyze problems of practice and use multiple frames to
develop meaningful solutions
Grounds and develops a professional knowledge base that integrates both practical and research
knowledge, that links theory with systemic and systematic inquiry
Emphasizes the generation, transformation, and use of professional knowledge and practice.
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Ed.D. Handbook 2011
Roles and Responsibilities
Students
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Attend a mandatory reception and orientation session prior to starting the program.
Maintain an effective relationship with his/her advisor.
Know the classes required for the program, and know when they are offered.
Complete specialization form and submit to the Doctoral Support Office.
Show dedicated effort throughput the program.
Maintain registration throughout the program.
Complete forms for admission to candidacy and submit to the Doctoral Support
Office and the Registrar.
Complete forms for capstone of study-dissertation in practice proposal, and
members of your capstone committee and submit to the Doctoral Support Office
and the Registrar.
Conform to basic principles of academic integrity and professionalism.
Faculty Advisor
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Meet with an advisee at least once a semester.
Serve as a mentor and engage in discussion with the student that helps to clarify
professional goals and curriculum plans.
Doctoral Support Office
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Assist the program director with all duties.
Help with attracting and enrolling high –quality graduate students.
Facilitate all communication with the program director
Answer general questions about course offerings, programs of study, forms,
requirements, and other questions not answered in the handbook.
Respond to requests from advisors regarding their advisees, including clarification
of program or University, policies and procedures.
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Ed.D. Handbook 2011
Ed.D. Guiding Principles
Four guiding principles/themes shape the program’s learning objectives:
1.
2.
3.
4.
Leadership
Equity & Diversity (E & D)
Accountability
Learning and Instruction (L & D)
Students are required to demonstrate mastery in these areas, irrespective of their
concentration area:
1. Leadership
Throughout the program the focus is on the administration of schools in a metropolitan
area and institutions of higher education, and the qualities that leaders need to transform
these organizations in an era of increased accountability. Such leaders must understand
themselves, the organizations they lead, and the complex, social and political environments
they are asked to navigate on a daily basis. Graduates from the program will apply new
learning to a variety of situations and problems simulating real challenges in today’s
metropolitan K-12, higher education and non-traditional settings.
2. Equity and Diversity (E & D)
Threaded throughout the program are opportunities for graduates to increase their
understanding of the causes and consequences of inequities in society, as well as
educationally-based solutions. The program examines inequities associated with culture,
ethnicity, race, and gender and evident in divisions of labor, class structures, power
relationships, group marginalization, cultural images, residential patterns, health, family
life, employment, education and values. Further, culture, ethnicity, race and gender are
explored as potential assists in designing educational interventions. Information gained
helps the framing, analysis and generation of solutions to contemporary educational
problems.
3. Accountability
Graduates from the program are leaders who are able to move organizations beyond mere
goals assessment and toward documented success. They orient their decisions around
organization-wide interconnection that enhance the responsiveness and effectiveness of
their institutions.
4. Learning and Instruction (L & I)
Graduates of the program have a conceptual foundation for understanding current
research and theoretical direction in learning, motivation and instruction related to a
diverse metropolitan setting. The course offers useful strategies for identifying learning
challenges and solving them by understanding the research and theoretical foundations for
developing instructional solutions.
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Ed.D. Handbook 2011
Information Resources
Lynn University Catalogue
The Lynn University Catalogue is available online and as a hard copy and is your official
source of information regarding graduate work at Lynn University and your Ed.D.
professional degree in particular. The catalogue supersedes all other sources of
information on university and degree requirements, including this handbook. The
catalogue is considered to be “a correct but not a complete” source of information – Donald
and Helen Ross College of Education will provide additional details about your degree such
as new courses not yet listed in the catalogue.
There is an important section on University Governance that details the Student Conduct
Codes, Academic Integrity, Grievance Procedures, and University Policies.
Schedule of Classes
The Schedule of Classes is one source, in addition to the registration memos provided by
the Doctoral Support Center (DSC) of classes offered in a given semester, when the classes
meet, the section and session numbers you need for registration, the faculty members
assigned to classes, the meeting location, the capacity in the courses and the current
enrollment numbers (so you can see how many spaces are left in a class). The program
follows Z term dates.
MyLynn Web Portal
MyLynn is the university's web portal, designed to give students, faculty and staff
personalized access to wide-ranging campus resources in a single location, including:
Announcements, Email, Blackboard, and Web Registration.
Your Lynn University username and password are the same ones you would use to access
email using the Lynn University E-Mail system.
Blackboard
Blackboard is a web-based resource allowing faculty and students to communicate
regarding their classes. Faculty may send email through Blackboard to registered students,
and may post course documents, and assignments there.
The Online Academic Student Information System can be accessed from Lynn University’s
main web page. Here you can monitor your student record including registration,
completed course list, account balance, activity restrictions, address changes, and more.
You should check Blackboard at least once a semester (if not directly specifically to do so
by your professors). http://www1.lynn.edu/clientuploads/DistanceLearning/pdf/OL-Manual.pdf
If you are unable to find the answer to your question at any of the above resources then
please contact Ms. Teddy Davis, Administrative Assistant (Doctoral Support Center).
Phone: (561) 237-7086
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Ed.D. Handbook 2011
SECTION II
Lynn University Resources and
Services
Financial Support
Graduate education is an important investment for both the student and the community.
Graduate education enables students to enter new career fields with more choices as to
their work assignments. It provides enrichment and a deeper understanding of a chosen
field. Educated employees improve the quality of life in the State of Florida.
Graduate Student Support Opportunities:
Graduate students may receive financial assistance in the form of loans, or assistantships.
Students may inquire about these opportunities at the following offices.
Financial Aid Information
Please visit the Financial Aid Office website at http://www.lynn.edu/getting-started/costand-aid/faq
Graduate Assistantship
The Doctoral Support Office provides support for graduate students as they apply through
the university system for graduate assistantships. Graduate assistantships may be granted
for those who apply by May for the following academic year.
Contact Information:
Phone: 561-237-7185
Fax: 561-237-7188
Email: financialaid@lynn.edu
Office Location:
Louis and Ann Green Center for the Expressive Arts
Lynn University
3601 N. Military Trail
Boca Raton, FL 33431
Student Health and Counseling Services
Student health and counseling Services are located at Freiburger Residence Hall
Contact Information:
Nicole Ovedia
Phone: 561-237-7237
Fax: 561-237-7057
Email: novedia@lynn.edu
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Ed.D. Handbook 2011
Bookstore
The Lynn University Bookstore provides course texts and course readers, as well as general
interest books, Lynn University clothing and gift items. Hours are Monday through
Thursday 9:00 a.m. – 6:30 p.m., Fridays 9:00 a.m. – 5:00 p.m., and Saturday 9:00 a.m. –
noon. Booklists for your registered courses can be obtained on Blackboard.
Information Services
As a new student at Lynn University, you will want to access the Internet, e-mail, and print
and digital resources as soon as possible. Before you can take advantage of what Lynn
University has to offer, you need to have a Lynn University Card, the standard identification
card for all Lynn University students. Once you have your Lynn University Card, you will be
able to activate your Lynn University computer account and library privileges.
Lynn University Library offer help and information on common software packages such as
PowerPoint, on handling data, and on research.
Contact Information:
Elizabeth Yagodzinski
Instructional Designer
Phone: 561-237-7939
Email: eyagodzinski@lynn.edu
Office Location:
Eugene M. and Christine E. Lynn Library
Institute for Distance Learning
Computer Account
As a Lynn University student, you receive a Lynn University user name and password that
provide you with access to the following information services:
• Free e-mail, by which you will receive most official University and Ed.D.
communications.
• Access to Blackboard for emails from your professor, course documents,
electronic assignment submission
• Access to library catalogs and databases from locations outside the libraries and
publisher areas etc.
• Access to computers in all Lynn University’s public computing centers.
If you need assistance, please call the IT Customer Support Center at 561-237-7979 to
speak with a computer consultant or ask for assistance at the service desk of any public
computing center.
E-mail
Email has been adopted as the primary mechanism for sending official communications to
students. Failure to read official university communications sent to students’ official email
addresses does not absolve students from knowing and complying with the content of
official communications. When using Blackboard, faculty will use students’ Lynn University
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Ed.D. Handbook 2011
email address as the official out-of-class means of communicating with students registered
in their classes. Students must comply with course requirements communicated to them by
Lynn University email account regularly for messages from the Doctoral Program Office
concerning registration, news, and even announcements for class meetings, and other
notices.
You will also need to be aware of whether your account is approaching its storage quota – if
your account goes over quota you will not be able to receive essential emails from faculty
and Lynn University administration.
I.D. Card
The Lynn University ID card is a must for all Lynn University students and should be
carried at all times while on campus. The card, which identifies you as a currently enrolled
student, ensures that you are allowed access onto the University campus, and also entitles
you to other privileges and potential uses on and off campus. Your student ID also enables
you to use the university’s recreational facilities.
Library
The staff at Eugene M. and Christine E. Lynn Library can help you with all your research
needs. For a complete list of all their services visit
http://www1.lynn.edu/index.php?submenu=Library_AboutUs&src=gendocs&link=LLAboutUs
The Lynn University library catalog, which is available on the Web will help you locate
books, periodicals, government documents, and dissertations held in the library. For digital
library resources, including a vast collection of indexes, catalogs, dictionaries,
encyclopedias, electronic journals, visual materials, and much more, take a virtual tour of
the library through their home web page.
Student Records
Student records submitted to the university become the property of the university and
cannot be returned to the student or released to a third party. Copies of student records
can be released if a written request signed by the student is received by the Doctoral
Support Office and the University Registrar.
Parking
All vehicles parked on campus must be registered with the Parking Services Office and
display the appropriate permit or decal. The Parking Permit Application is available from
the Doctoral Support Office, Phone number: (561) 237-7086, Fax Number: (561) 237-7094,
Email: tdavis@lynn.edu
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Ed.D. Handbook 2011
SECTION III
Registration, Academic Policies,
and Degree Progress
Program Requirements
Candidates must comply with all academic rules, regulations, and time lines set forth by the
College of Education and Educational Leadership faculty. These include, but are not limited
to, maintaining acceptable degree plan and cumulative grade point average (GPA),
completing required course work, passing the mid program performance review and
scholarly-practitioner Professional Portfolio presentation (end sixth semester), approval of
dissertation in practice proposal, formation of capstone committee i.e. dissertation in
practice committee, and successful completion, and presentation of the dissertation in
practice scholarly-practitioner Professional Portfolio (eighth semester).
Grading Scale
A
93-100
B-
80-82
D+
67-69
A-
90-92
C+
77-79
D
60-66
B+
87-89
C
73-76
F
0-59
B
83-86
C-
70-72
No grade below “B-”
will be accepted toward
a graduate degree.
If (in the unlikely situation) that you do not achieve a B- or higher in a specific class there are three
options available to you:
1. Resubmit an assignment and petition for a grade change (the grade change must be
processed by the system before registration for the next semester).
2. Drop down a cohort and retake the class when it appears on the new cohort’s schedule.
3. Leave the program.
Registration
The deadline to register and settle your billing statement for Fall 2011 courses will be
determined the day of the orientation meeting.
Full Time Enrollment
To be considered full time, a graduate student must be enrolled in a minimum of six units
of 500-level or above course work. International students on F-1 student visas must be
enrolled as a full-time students as determined by the faculty advisor. Such students are in
violation of immigration laws when not properly enrolled. Any student having questions
about his or her registration should consult the Office of International Student Life.
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Ed.D. Handbook 2011
Contact Information:
Trinity Residence Hall, Room 130
Lisa Ward, Coordinator of International Student Life
Call: 561-237-7258 Fax: 561-237-7147
Email: lward@lynn.edu
Continuous Enrollment
Continuous enrollment is essential for cohort 2011 students pursuing the Ed.D. Students
admitted to a graduate degree objective are required to be enrolled at Lynn University for
fall, spring, and summer semesters each year until all degree requirements have been
satisfactorily completed. Graduate students who fail to register in any fall, spring or
summer semester are no longer considered to be enrolled in the 2011 cohort or a graduate
degree program. Should an official leave of absence be requested for:
• Medical Leave
• Family Necessity
• Military Service
• Personal Leave
The Doctoral Support Office should first be contacted. Before submitting the form to Lynn
University, all leaves must be approved by the advisor, the doctoral program director, and
the academic dean. Additional documentation may be required.
There may be times when a student chooses to leave the program (and their cohort) for a
period of time not covered by a leave. In this event, the student should withdraw from the
program. When/if the student decides to return to the program, they will apply for
reinstatement. Reinstatement requests will be approved on a case-by-case basis, by the
doctoral committee. The student’s prior progress to degree, advisor agreement, and
funding sources will all be considered. Lynn University requires approval from the doctoral
program director to be reinstated.
Leave of Absence
Leave of absence is generally discouraged as this severely impacts both the individual
student and their cohort.
Time Limitation
A student has four years from the date of admission to complete the doctoral program. If
the seven-year limit is exceeded, the candidacy process may need to be repeated.
Medical/Mental Health Emergency Policy
In the event that a student suffers a mental health/psychological emergency, this policy
defines the course of action for the student.
A serious medical or psychological problem may include, but not be exclusive to, a suicidal
threat with or without a plan, a homicidal threat with or without a plan, substance abuse,
eating disorders, or any medical or psychological issue that poses a serious threat to the
well‐being of a student. When a student experiences serious medical or psychological
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Ed.D. Handbook 2011
problems while enrolled at Lynn University, he or she may request to take a voluntary
medical leave of absence. The medical/psychological leave of absence must be presented
to, and approved by the dean of students or his or her designee. When approved, the
student will leave campus and be granted a grade of W (withdraw) in all enrolled courses,
even if the deadline for withdrawal without academic penalty has passed. If the student
desires to return to campus after resolution, the student must adhere to the
Medical/Mental Health Leave of Absence outlined below.
Similarly, the university reserves the right to require a student to take a
medical/psychological leave of absence if, in the judgment of the dean of students or his or
her designee, the student: a) poses a threat to the lives or safety of himself or herself or
other members of the Lynn University campus; b) has a medical or psychological problem
which cannot be properly treated in the university setting; or c) has evidenced a medical
condition or behavior that seriously interferes with the educational pursuits of other
members of the Lynn University community. The student MUST gain prior permission from
the dean of students or his or her designee in order for the student to return to campus as
outlined under Medical/Mental Health Leave of Absence below. In making a decision to
require a student to take a medical/psychological leave of absence, the university acts out
of concern for the student and his or her rights, a concern for the other students and a
concern for the university as a whole.
Medical/Mental Health Readmission Requirements
Inherent in the policies outlined here regarding the care and concern of students with
medical and/or psychological issues is the encouragement of receiving proper treatment
and professional services. For students who are voluntarily or involuntarily required to
withdraw from Lynn University for medical and/or psychological reasons, the university’s
predominant concern is that the students receive the appropriate professional treatment.
Lynn University wishes to provide sufficient time away from academic concerns to
adequately address the issues that necessitated a leave, six months to a year or longer.
Failure to seek ongoing appropriate treatment will seriously infringe upon the readiness to
resume student status, and the university will withhold readmission until appropriate
treatment has been received and documented.
A student on medical‐psychological leave must provide documentation from the attending
medical/psychological professional to the dean of students or his or her designee one
month prior to the anticipated return date. The documentation MUST include: reasons for
treatment, frequency and duration of treatment, full assessment of medical and/or
psychological status including history and diagnostic impression, and
recommendations/treatment plan for continued recovery. The university also requires that
the attending professional assesses whether the student is intellectually, physically and
psychologically able to handle academic demands and a return to the university
community. If the preceding information is not included, the university reserves the right
to delay readmission until proper treatment/documentation has been received.
This information will then be reviewed by the appropriate Lynn University health care
professionals and by the dean of students or his or her designee. If the student is permitted
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Ed.D. Handbook 2011
to return, the university may at that time set forth special conditions or requirements, such
as meetings with the dean of students or other university medical/professional personnel
to monitor the student’s progress. In addition, the student may be required to establish an
ongoing professional relationship with Counseling Center or Health Center staff. The
decision to allow a student to return from a medical leave of absence may be reversed if the
student fails to be a responsible member of the Lynn University campus.
Classification and Number
The first digit of the course number indicates the year level of the course: 000 –
preparatory courses or non-credit, 100 – first undergraduate year, 200 – second
undergraduate year, 300 – third and fourth undergraduate years without graduate credit,
400 – third and fourth undergraduate years with graduate credit for graduate students,
500 – first graduate year, 600 – second graduate year, 700 – third graduate year. Ed.D.
courses will be numbered 700 or 800 level with the initial prefix of EDU.
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Ed.D. Handbook 2011
SECTION IV
Academic Standards
Ethical Guidelines for Graduate Study
As participants in an enterprise that depends on academic freedom and integrity, faculty
members and graduate students have a special obligation to promote conditions that
maintain free inquiry and the highest standards of integrity. Lynn University faculty members
have developed guidelines to serve as a resource for graduate students as they begin their
doctoral studies.
Academic Integrity
The university as an instrument of learning is predicated on the existence of an
environment of integrity. As members of the academic community, students are expected
to act in a manner that will enhance this integrity by maintaining standards of academic
performance and classroom behavior conducive to the learning process. Academic
Integrity at Lynn University. Every Lynn University student is presumed to have sufficient
maturity, intelligence, and concern for the rights of others to help maintain the standards of
the academic community. When a student’s behavior demonstrates otherwise, the
University will consider the necessary disciplinary action, such as expulsion from the
program.
Admission to Candidacy
Notification of admission to candidacy is by letter from the Dean of the Donald and Helen
Ross College of Education following the summer semester of the second year.
Violations of Academic Honest
General principles of academic honesty include and incorporate the concept of respect for
intellectual property of others, the expectation that individual work will be submitted
unless otherwise allowed by an instructor, and the obligations both to protect one’s own
academic work from misuse by others as well as to avoid using another’s work as one’s
own. All students are expected to understand and abide by these principles. By its very
nature, writing involves both individual and collaborative activity. Even when a piece of
writing has but one author, that author employs a language system that is shared with
others and draws upon ideas and values that are not his or hers alone. Indeed, one of the
most important parts of becoming a writer within the academic community is learning how
to balance the obligations of individuality and collaboration.
As a graduate student writer, you are expected to use writing to develop and assert your
own ideas and beliefs--to think for yourself. But at the same time you are expected at the
graduate level to engage the thinking of others, to place your own writing within the
context of academic discourse by using or criticizing arguments from that discourse. This
double obligation provides a framework in which to discuss two important issues of
academic integrity: plagiarism and illegitimate assistance.
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Ed.D. Handbook 2011
Plagiarism
Plagiarism is the unacknowledged and inappropriate use of the ideas or wording of another
writer. Plagiarism undermines the intellectual collaboration that should mark academic
discourse because it permits the writer to avoid any genuine involvement with the
concepts or opinions of others. Because the false discourse of plagiarism corrupts values to
which the university community is fundamentally committed – the pursuit of knowledge,
intellectual honesty – plagiarism is considered a grave violation of academic integrity and
the sanctions against it are correspondingly severe. Plagiarism can be evidenced in draft
work and is no less serious and issue.
Plagiarism can include:
 Submission of work authored by another person.
 Failure to cite sources or to reference quotes.
 Submission of material for editorial revision to another person resulting in
substantive change of content.
 Improper acknowledgement of sources.
 Work submitted by a group which has not been carefully proof read and includes
plagiarism results in group rather than individual culpability.
Illegitimate Assistance
The obligations to individuality and collaboration can also help to distinguish between
legitimate and illegitimate forms of assistance with writing. Legitimate assistance is
principally directed at the writing process, at helping to improve the individual writer's
abilities rather than at "fixing “any particular paper. Legitimate assistance thus does not
intrude upon the writer's obligation to think and write as an individual or upon the
obligation to engage the ideas and opinions of others. But illegitimate assistance with
writing subverts both obligations. Such assistance is directed not at improving the writer's
abilities but at producing a paper which those abilities could not independently achieve.
Moreover, such assistance constitutes a fraudulent form of collaboration, one in which the
contributions of one participant dominate and conceal the contributions of the other.
Illegitimate assistance is thus similar to plagiarism in serving to undermine academic
discourse and the intellectual values of the university community.
Avoiding Plagiarism and Illegitimate Assistance
Because of the serious penalties for plagiarism and illegitimate assistance at both the
Program and the University level, you should insure that any writing you submit
represents your own assertions and abilities and incorporates other texts in an open and
honest manner.
The best way to avoid plagiarism is to be careful to document your sources, even when you
are only making use of data or ideas rather than an actual quotation.
To avoid having your writing marked by illegitimate assistance, ask yourself whether you
would be able on your own and without further assistance, to revise and improve the
writing in question. If the answer is "No"--if you would not be able to maintain the same
conceptual and stylistic quality without outside assistance--then you should not submit the
writing as your own.
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Ed.D. Handbook 2011
Examples of Academic Dishonesty
In addition to matters of plagiarism and illegitimate assistance, there are several other
types of academic dishonesty which are subject to strong university sanctions. They
include, but are not limited to the following:
 Submitting a paper written by or obtained from another
 Allowing another student to submit your work as their own
 Acquisition of a paper from an external source and submitted as your own
 Using a paper or essay in more than one class
 Distribution or use of notes or recordings based on university classes or lectures
without the express permission of the instructor for purposes other than
individual or group study.
 Submission of altered work after grading shall be regarded as academic
dishonest including but not limited to changing answers after an assignment has
been returned or submitting another’s assignment as one’s own to gain credit.
 Obtaining for oneself or providing for another person a solution to homework,
project or other assignments.
 Unauthorized collaboration on a project, homework or other assignment.
Collaboration between students will be considered unauthorized unless
expressly part of the assignment in question or expressly permitted by the
instructor.
 Attempting to benefit from the work of another or attempting to hinder the work
of another student.
 Falsification, alteration or misrepresentation of official or unofficial records or
documents including but not limited to academic records, letters of
recommendation, and admissions applications or related documents.
 Taking a course, portion of a course or exam for another student or allowing
another individual to take a course, a portion of a course or exam in one’s stead.
There are serious penalties for plagiarism. In most cases, students receive an F for the
course, and doctoral students may be expelled.
Research Involving Human Subjects
Graduate student researchers are required to obtain approval from the Lynn University
Institutional Review Board (IRB) whenever research, whether funded or unfunded,
involving human subjects is proposed. The University IRB is fully authorized to review all
proposals and projects that involve the use of human subjects. "Human subject" means a
living individual about whom an investigator conducting research obtains (a) data through
intervention or interaction with the individual or (b) identifiable private information. The
University IRB has been established to meet federal regulations. The University IRB is
required to assure that: (1) research methods are appropriate to the objectives of the
research; (2) research methods are the safest, consistent with sound research design; (3)
risks are justified in terms of related benefits to the subjects; (4) subjects’ privacy is
protected; (5) subjects participate willingly and knowingly to the extent possible; and (6)
research projects are "monitored" by the University IRB.
More detail and all required forms can be found on MyLynn website (right hand side in the
academic tab)
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Ed.D. Handbook 2011
Academic Warning and Dismissal of Graduate Students
Lynn University and the Donald E. and Helen L. Ross College of Education require students
to maintain a 3.0 minimum GPA at all times. A student whose GPA falls below 3.0 for any
one semester will be on Academic Probation and will be subject to immediate dismissal at
the discretion of the academic program until such time as the student’s GPA overall rises
above a 3.0.
Students who fail to make satisfactory progress will be informed by Ed.D. Doctoral Support
Center, and required to meet with the Program Directors to complete a mid-semester or
annual review. The faculty has the right to recommend at any time after written warning
that a student be dismissed from a graduate program for academic reasons.
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Ed.D. Handbook 2011
SECTION IV
Cohort 3 Ed.D. Program Schedule
2011-2014
Year 1
2011-2012
Fall
Semester
Foundation
EDU: 701 Leadership, Policy &
Context
Year 2
2012-2013
EDU: 705 PBI: Field Based Class I
Educational Reform in a
Metropolitan Context
Year 3
2013-2014
EDU: 731 Specialization Course #2
Teacher Preparation
Higher Education Law
EDU 727
Specialization Course #2
Educational Leadership K-12
Public School Law
Spring
Semester
Summer
Semester
EDU: 702-Methods of Inquiry I
Policy and Program Evaluation)
EDU: 706-Methods of Inquiry III
Analyzing the Data
EDU: 801 Capstone Part I
The Problem/Profile
EDU: 703 PBI Seminar #1
Hartwick Interdisciplinary Speaker
Series
EDU:707 PBI Field Based Class #2
Leadership in a Metropolitan Context
EDU: 802 Capstone Part II
The Gathering of Evidence
EDU: 733
Specialization Course #4
Teacher Preparation
Higher Education Economics &
Finance Policy
EDU: 726
Specialization Course #1
Educational Leadership K-12
Instructional & Curriculum
Leadership
EDU: 732 Specialization Course #3
Teacher Preparation
Adult Learning & Instruction
EDU: 729
Specialization Course #4
Educational Leadership K-12
Planning & Management in School
Funding and Facilities
EDU: 730
Specialization Course #1
Teacher Preparation
Research on Teaching & Teacher
Education
EDU: 711 PBI Seminar II
Global Perspectives on
Educational Reform
EDU: 708
Methods of Inquiry IV
Research Critique
EDU: 704 Methods of Inquiry II
Quantitative/ Qualitative Analysis
EDU: 709
PBI Field Based Class III
Social, Psychological, & Philosophical
Issues in Education
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EDU: 728 Specialization Course #3
Educational Leadership K-12
Student Motivation & Cognition
EDU: 803 Capstone Part III
Findings/Report/Outcomes
Ed.D. Handbook 2011
Degree Requirements
At the heart of the Ed.D. Program is the Donald E. and Helen L. Ross College of Education
commitment to prepare education leaders for today’s metropolitan environment. Our
mission is to guide and develop practitioner leaders in metropolitan educational settings to
enhance learning of all students.
The Ed.D. Program in the Donald E. and Helen L. Ross College of Education involves
interdisciplinary teams comprised of faculty and students working collaboratively to solve
educational problems. You will learn about important educational issues and how to
identify and solve work-related problems pertaining to these areas.
Candidacy
To enter candidacy for the Ed.D., students must have moved through all the candidacy
milestone requirements and have an overall 3.25 grade point average (nothing lower than
B- ) on all graduate work included in the planned program.
Cohorts
The Ed.D. Program requires you to study in a cohort of approximately twelve students.
Working in a small learning community provides greater opportunity for discussion and
cooperative learning.
Credit Requirements
Total hours required for Ed.D. degree is 51 credits. Doctoral credits from other institutions
are not transferable into the program and substitution of course requirements is not
applicable to this program. Students admitted to graduate degree objectives are expected
to complete the degree requirements listed in the Lynn University Catalogue.
Course Plan for the Ed.D. Program
Specialization: Two specializations are offered that tailor to the following professional
fields: Teacher Education and Educational Leadership K-12.
Four themes are threaded throughout the program: (1) Leadership, (2) Accountability, (3)
Equity and Diversity, (4) Learning and Instruction.
Writing Proficiency
It is expected that all graduate degree students in the Educational Leadership doctoral
program are able to write clearly and substantively. Although it is the responsibility of
students to acquire the skills and information necessary to demonstrate their writing
competence, college faculty also make an important contribution to the development of
students’ writing proficiency through careful and continued evaluation of written course
work. Throughout the program, student writing should provide evidence of proficiency in
organization of thought, sentence structure, paragraph development, and thesis
development. Appropriate use of transitions, punctuation, spelling, vocabulary and
conventions of grammar are expected.
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Ed.D. Handbook 2011
Performance Reviews
Performance in the program will be assessed in several ways. Conventional individual
course performance measures (such as grades) are coupled with the mid-program review
by program faculty who additionally provide performance feedback on candidate’s defense
of their electronic scholarly-practitioner Professional Portfolio. In addition, each candidate
must successfully complete and pass at a target or acceptable standard a minimum of two
critical assignments per class and a capstone of study, dissertation in practice. The former
serves to display mastery, synthesis, and application of knowledge and skills gained during
the Ed.D. program. The latter will serve as an opportunity to integrate and use skills gained
during the course of the program.
Review Criteria
Minimum requirements are that the candidate must comply with all academic rules,
regulations, and time lines set forth by the Ross College of Education and Educational
Leadership faculty. These include, but are not limited to, maintaining acceptable degree
plan and cumulative 3.25 grade point average (GPA), completing required course work,
passing the scholarly-practitioner Professional Portfolio presentation (end sixth
semester), approval of capstone of study, dissertation in practice proposal, formation of
capstone committee i.e. dissertation in practice committee, successfully completing and
presenting the dissertation in practice and the presentation of the scholarly-practitioner
Professional Portfolio (eighth semester).
A candidate who has committed academic misconduct must complete the remedial
actions required of the misconduct review process. These are all required actions.
Early Warning System (EWS)
At the midpoint of the first fall and spring semesters, all Educational Leadership faculty
who have taught in the program will be asked to review students’ work to date and inform
the DSC of any students considered to be, at that point, either unacceptable or marginal in
any of the following three areas:
1.
Writing ability and achievement: writing mechanics at doctoral level, quality of
ideas in written expression, shows understanding of substance of courses, able to
express ideas with clarity and accuracy, appears to be able to complete capstone
project given current level of writing proficiency.
2.
Alignment of goals and program focus: match of career goals to program focus,
likelihood that student will be able to use the program to further career goals.
3.
Student engagement: shows ability to engage in work at the doctoral level, read
and comprehend professional ideas at doctoral level, apply ideas to practice and
solve problems, and demonstrate strength of understanding across topics. Also,
student comes to class on time and prepared, student submits assignments in a
timely manner.
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Ed.D. Handbook 2011
Data will also be collated from critical assignments posted in LiveText. This information
will be provided to students so they can seek assistance from the DSO, as well as continue
to work with faculty to improve their current levels of performance. Students who are
identified through EWS will be required to submit a dossier for faculty review in May as a
part of the 1st year Preliminary Review process in which all students participate. It is
important that students identified in the EWS clearly understand the improvement needed
in order to successfully continue in the program.
A student can earn a final low grade in a course even if no EWS was issued. Students
interested in achieving the highest success in the program should work closely with the
DSO and their instructors irrespective of their EWS.
Preliminary Review (PR)
The Ed.D. Preliminary Review (PR) is a screening process designed to measure mastery
and comprehension of the program to date and, to evaluate the student’s ability to write at
the doctoral level, and to reevaluate the student’s fit with the program. The PR must be
completed during the summer of the first year in the program, prior to completing 21 units
in the program. Official notification of the PR will be sent by letter. Passing the PR is
requisite for continuation in the program.
Mid-Program Review
Students who are admitted to the doctoral program will have their mid-program review
during their sixth semester. Students may be strongly encouraged to continue in the
program, recommended to remain in the program, placed on probation, or asked to leave
the program as a consequence of this review. This review considers the whole of the
student's work to date, including attendance, participation, comprehension, and writing as
well as any other factors deemed important by the faculty. The review assesses the
student's potential for success at the capstone stage.
All students will be notified by letter of the results of this review; every student so
reviewed may make an appointment with the Director of Educational Leadership programs
to discuss the results. Students who do not pass the review will be dismissed from the
program, effective at the end of the academic year (or the semester in which the review
results are reported to the student).
Improvement Process
The improvement process includes the following steps:
1. The student should develop a performance improvement plan with their identified
mentor. This plan must include steps and a time line for achieving satisfactory
progress over the remaining four semesters.
2. The performance improvement plan should be submitted to the Director of
Educational Leadership.
3. After the performance improvement plan is approved by the Director of Educational
Leadership, the Doctoral Support Office will schedule an appointment for the
student and their mentor to meet with the Director of Educational Leadership and
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Ed.D. Handbook 2011
the Dean of the College of Education to discuss the student's performance and the
plans for improving it.
4. The Dean if the College of Education will decide whether and when all tasks in the
improvement plan of a student are successfully completed. The recommendation by
the mentor will be taken into account for this decision.
Appeals Procedure
Students who are asked to leave the program at mid-program review may appeal the
procedure by notifying the Dean of the College of Education in writing within two weeks of
the date on the letter of notification. The letter should state the grounds of the appeal. If
new information is forthcoming, it must be given to the Dean of the College of Education.
The Director of Educational Leadership will reconvene the Review Committee to consider
the appeal within one week of the date on the letter of notification, and the final decision
will be conveyed to the student within a reasonable period thereafter.
Doctoral Residency
Each student must earn residency credits after being admitted onto the program.
Residency is a university requirement; the Dean of the Donald and Helen Ross College of
Education enforces it without exception.
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Ed.D. Handbook 2011
ADMISSION TO CANDIDACY
A student admitted to a program of study leading to the doctoral degree is considered
for Admission to Candidacy to the Ed.D. Degree upon:
a.
b.
c.
d.
e.
f.
g.
h.
Completion of 36 credit hours of required course work.
Cumulative GPA of 3.25
Successful completion of the Mid-Program review
Successful oral presentation of the scholarly-practitioner Professional
Portfolio
Completion of the Residency Requirement
Student application form for admission to candidacy submitted to the
Doctoral Support Office
Recommendation for admission to candidacy in Doctoral program form
is processed
Compliance with all other University requirements.
Admission to Candidacy is not automatic; the student becomes a candidate only
with the approval of the Ed.D. Program Director. The student should ensure that a
completed “RECOMMENDATION OF STUDENT FOR ADMISSION TO CANDIDACY
IN DOCTORAL PROGRAM” form is submitted to the Doctoral Support Office before
the conclusion of the summer semester, year two. The student must be admitted to
candidacy before the acceptance of his/her capstone of study, dissertation in
practice working title submission and the completion of all requirements for the
doctorate.
All required forms and materials submitted to the Ed.D. Program Director are kept
in the Doctoral Support Office, in the student’s Ed.D. Degree Program file.
D DOCTORAL CANDIDACY
The following forms must be submitted to the Doctoral Support Office before the
conclusion of the summer semester, year two.
1. Graduation Checklist
2. Professional Portfolio Oral Defense Approval Form
3. Recommendation for Doctoral Candidacy form.
The “Recommendation for Doctoral Candidacy form” is also submitted to the Registrar.
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Ed.D. Handbook 2011
SECTION VI
CAPSTONE OF STUDY–
DISSERTATION IN PRACTICE
Outline
Following successful completion of your coursework during the first two years of the Ed.D.
Educational Leadership Program, your Faculty Capstone Advisor (FCA) will provide you
with potential issues/problems around which you can organize your thoughts and begin to
strategize a project pursuit, team composition, and timely completion.
The issues/problems presented to you will have resulted from RCOE faculty exchanges
with schools and school districts, and other related agencies, organizations and postsecondary institutions.
The capstone of study-dissertation in practice places the doctoral candidate in the role of
analyst, advisor, and/or management consultant to the agency for which the proposal is
intended. The doctoral candidate will confer with individuals in that agency to ensure that
all understand the desired proposal outcomes. Ultimately, the client agency will also
comment on the accuracy, utility, and professionalism of your capstone product for their
organizational purposes.
The doctoral candidate’s agreement with their capstone client agency will ensure that you
have access to appropriate agency staff and information. Your FCA will act as your mentor
in the process of undertaking your capstone.
Formats, analyses, data, recommendations, and length will vary for each capstone. The
timeline for completion, presentation, and committee approval of your capstone will be
May, 2012. This will enable the doctoral candidate to cross the stage and graduate from the
program in 2012.
Ms. Teddy Davis (Doctoral Support Office) will provide advice regarding registering for
capstone development classes.
Eligibility and Schedule Logistics
A RCOE Ed.D. program participant becomes eligible for capstone project status when he or
she has successfully completed Years One and Two in their Ed.D. program of study as
recognized in their Mid-Program Review, and been accepted into doctoral candidacy
following successful oral presentation of their scholarly-practitioner Professional Portfolio.
A participant registers for three Capstone Courses (9 credits) distributed over the final
year of the program.
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Ed.D. Handbook 2011
Prior to the Fall Semester-Prospectus
The Ed.D. program requires students to write a “prospectus” prior to selecting the
dissertation in practice capstone committee. The prospectus is a brief outline (typically
around 5 pages long) of the general topic you intend to study for your dissertation in
practice. As such, it will briefly situate your study in the literature, suggest possible
research questions, and suggest the research methods that may be used. The main purpose
of the prospectus is to provide potential committee members with a description of your
intended capstone of study so they can assess their interest and willingness to serve on the
committee. It also helps the capstone of study advisor and Program Director assess that the
capstone of study, dissertation in practice committee is adequate to support and assess the
doctoral candidate’s work



Fall Semester- Introduction of the problem/assignment/clients; discussion of the
project components; team and individual meetings, work assignments.
Spring Semester- Status report by teams or individual and faculty feedback.
Presentation of reports to the contracted organization
Summer Semesters- Report presentation and oral presentation of the doctoral
candidate’s scholarly-practitioner Professional Portfolio.
Dissertation in Practice Committee (DPC)
Each doctoral candidate will be assigned a dissertation in practice committee (DPC)
comprised of a FCA, Ed.D. program director, a faculty member drawn from outside of the
department to maintain peer faculty oversight of project quality, and a representative from
the external organization directly related to the problem's focus.
The DPC will evaluate individual components as well as the whole of the final product.
Successful completion will be based upon a combination of these two evaluations. In those
cases where the final product requires substantial revision, individual or group members
will participate in a revision process as appropriate.
Institutional Review Board Proposal (IRB)
All capstones of study, dissertation in practice that use research involving human subjects,
including surveys, must obtain approval from an independent board, the Institutional
Review Board (IRB), prior to starting the research. Graduate students and the FCA must
complete an approved IRB training course before their study can be approved, so
this needs to start well in advance of the research start date. It is imperative that proper
procedures are followed when using human subjects in research projects. In addition,
should the nature of the research or the faculty supervision change since the IRB approval
was obtained, then either an “addendum” must be approved for minor changes or a new
IRB approval must be sought for significant changes. Failure to obtain this prior approval
could jeopardize receipt of the student's degree.
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Ed.D. Handbook 2011
SECTION VII
Program of Study
The Ed.D. at Lynn University in the Ross College of Education is a 51 credit program:
 1 Foundational Course (3 credits)
 4 Methods of Inquiry Courses (12 credits)
 2 Problem Based Inquiry Research Seminars (6 credits)
 3 Problem Based Inquiry Field Based Courses (9 credits)
 3 Capstone Experience (9 credits)
 4 Specialization Courses (12 credits)
Course Description
EDU 701 INTRODUCTION: LEADERSHIP, POLICY AND CONTEXT
This foundational course systematically examines the structure and function of educational
policies and problems of research in a political context focusing on the leadership of
metropolitan schools and institutions of higher education; and the qualities leaders (both
professional and support) need to transform these and other public and private-sector
organizations for a new century.
EDU 702 METHODS OF INQUIRY I: POLICY AND PROGRAM EVALUATION
This course provides an introduction and overview of program/policy evaluation and
policy analysis concepts and methods in education. The two primary objectives for this
class are to help doctoral candidates 1) become consumers of educational research and be
better equipped to read, understand, and think critically about educational policy and
program evaluation, and 2) build a foundation for thinking about what research and
statistical methods to use as they develop, conduct and oversee program/policy
evaluations as part of their own work.
EDU 703 PROBLEM-BASED INQUIRY SEMINAR I
HARTWICK INTERDISCIPLINARY SEMINARS
The Hartwick interdisciplinary seminars fosters the development of knowledge, skills,
and dispositions that will enable educational leaders to ensure that diverse students reach
challenging learning goals. The course seeks to develop educational leaders who are
committed to using their knowledge of central concepts of leadership theory, policy, and
context to ensure learning and success for all students.
EDU 704 METHODS OF INQUIRY II: QUANTITATIVE/QUALITATIVE ANALYSIS
This is the second methods of inquiry class of a four-course sequence designed to provide
an overview of qualitative and quantitative research design and analysis in social and
behavioral research. The course helps candidates, in the context of action research, develop
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Ed.D. Handbook 2011
data collection tools, produce high-quality quantitative and qualitative data, and construct
evidence for claims the researcher wishes to make.
EDU 705 PROBLEM-BASED INQUIRY: FIELD-BASED CLASS I
Educational Reform in a Metropolitan Context
This Problem-Based Inquiry (PBI) course fosters application of knowledge and recognizes
that a laboratory of practice is critical to applying prior and new knowledge gained from
these experiences. PBI also develops problem-solving skills, the implementation of
solutions, and collaboration and self-directed learning which support methods of inquiry
and practical application throughout the program.
EDU 706 METHODS OF INQUIRY III: ANALYZING THE DATA
This is the third methods of inquiry class of a four-course sequence designed to provide an
overview of qualitative and quantitative research design and analysis in social and
behavioral research. Emphasis is placed on understanding the process of social and
educational research in field settings, developing data collection tools, producing highquality quantitative and qualitative data, and constructing evidence for claims the
researcher wishes to make. The class projects will build upon readings and themes
addressed in EDU 702 (Policy and Program Evaluation) and EDU 704 (Quantitative and
Qualitative Analysis).Builds from Methods of Inquiry I/II and field-based seminars.
EDU 707 PROBLEM-BASED INQUIRY: FIELD-BASED CLASS II
Leadership in a Metropolitan Context
This second Problem-based Inquiry (PBI) field course furthers the application of
knowledge gained in PBI field based class I. The course supports candidate’s development
of problem-solving skills, the implementation of solutions, and collaboration and selfdirected learning which support methods of inquiry and practical application throughout
the program.
EDU 708 METHODS OF INQUIRY IV: RESEARCH CRITIQUE
This the fourth and final methods of inquiry class of a four-course sequence designed to
provide an overview of qualitative and quantitative research design and analysis in social
and behavioral research. The class provides a sound foundation to literature analysis as the
basis for research through the analysis of style, content and structure. Candidates will be
required to review research-based literature related to problem-based inquiry methods
presented throughout the semester.
EDU 709 PROBLEM-BASED INQUIRY: FIELD-BASED CLASS III
Social, Psychological, & Philosophical Issues in Education
The third problem based inquiry (PBI) course again furthers the study of and application of
knowledge gained in PBI field based class I/II. The course surveys trends on educational
sociology and the politics of schooling; key issues of educational psychology with respect to
the impact of culture, class, race and gender; and undergirding philosophy of education
policy. The course supports student’s development of problem solving skills, reflection,
implementation of solutions, collaboration and self-directed learning which support
methods of inquiry and practical application throughout the program.
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Ed.D. Handbook 2011
EDU 711 PROBLEM-BASED INQUIRY SEMINAR II
Global Perspectives on Education Reform
The second problem-based inquiry seminar is an introduction to the field of comparative
education (educational philosophies, methods, patterns of control, financing, organization,
and relationship within the larger society in selected countries of the world). A
comprehensive social science methodology is utilized which examines historical, political,
economic and social factors that serve as the foundation for educational systems of nations.
The course enables students to identify strengths and limitations of international
comparative research, and to learn about relevant studies and scholars dealing with
methodological and conceptual issues of comparative education. A special emphasis is
placed on policy borrowing and lending, and globalization studies. Through examination of
cases, students are expected to learn multiple aspects of issues in educational change and
to develop analytical and critical thinking.
EDU 726 SPECIALIZATION COURSE I: EDUCATIONAL LEADERSHIP K-12
Instructional And Curriculum Leadership
This course presents curriculum and instruction from a leadership perspective within the
contexts of K-12 schools, national and state colleges. Students examine contemporary
issues in school curriculum, including policy initiatives and reform efforts affecting
curricular decision-making. The course prepares students to analyze and design
appropriate strategies for implementing and evaluating curricula and to investigate the
implications of curricula for educational programming. Students also learn specific
foundations and procedures for professional development that have well-documented
effects on student achievement.
EDU 726 INSTRUCTION AND CURRICULUM LEADERSHIP
This course presents curriculum and instruction from a leadership perspective within the
contexts of K-12 schools, national and state colleges. Candidates examine contemporary
issues in school curriculum, including policy initiatives and reform efforts affecting
curricular decision-making. The course prepares candidates to analyze and design
appropriate strategies for implementing and evaluating curricula and to investigate the
implications of curricula for educational programming. Candidates also learn specific
foundations and procedures for professional development that have well-documented
effects on student achievement.
EDU 727 PUBLIC SCHOOL LAW
This course examines key legal issues that govern daily and long-range decisions of
educational leaders focusing specifically on understanding Florida and federal codes, case
law, policies and significant precedents and will emphasize analysis of key legal concepts
and application of law to major areas including finance, personnel, risk management,
curriculum, student services, teacher rights, torts, student’s rights, and access. Candidates
will examine trends in law and the initiation and influence of educational law to positively
influence educational institutions.
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Ed.D. Handbook 2011
EDU 728 STUDENT MOTIVATION AND COGNITION
The course focuses on research of student cognition and motivation. Candidates will
examine different learning and motivation theories and research. Particular emphasis will
be placed on how findings from different studies apply to practical educational problems.
EDU 729 PLANNING AND MANAGEMENT IN SCHOOL FUNDING AND FACILTITIES
A study of the historical development, design and management, of school facilities, and
systems of financing education. Topics include forecasting need, potential sources of
revenue, state and local systems of finance, financial management, budget development
and construction management. Selected state models for funding education will be
examined for managing. Specialization courses will be determined by the student at the
end of the first year of study.
EDU 730 RESEARCH AND PRACTICE IN THE PREPARATION OF TEACHERS
The course examines a systematic consideration of the history, structure and function of
teacher preparation programs, policies and challenges viewed in a national context
providing an introduction and overview of the teacher preparation program process. It also
examines past, present and future perspectives on university pedagogy in these programs
in respect to the ever-increasing diversity of classroom student populations encountered
by teaching professionals today. Two primary objectives for this class are to help
candidates 1) become consumers of educational research and be better equipped to read,
understand, and think critically about teacher preparation programs in the 21st century,
and 2) build a foundation for thinking about what research and pedagogical challenges they
face as they develop, conduct and oversee pre-service teacher education programs as part
of their own work.
EDU 731 TEACHER KNOWLEDGE, CULTURE, CONTENT AND PEDAGOGY
In this course candidates will explore the interaction between teacher preparation
programs, federal and state policy, and their impact on the teacher in the classroom. What
are the sources of the pedagogical content knowledge base for teaching? How does the
cultural context impact the conceptualization of this knowledge base? What are the
processes of pedagogical reasoning and action? What are the implications for teaching
preparation, and policy?
EDU 732 ADULT LEARNING THEORY & TEACHER PREPARATION
The course focuses on research and material about learning theories in Adult Education,
models, and principles and their application to the instructional process with adults.
Candidates exam the social and individual psychological aspects of adult learning, patterns
of participation and motivation, and the contextual influences and theoretical perspectives
specific to adult learning and instruction.
EDU 733 EMERGING TRENDS IN TEACHER EDUCATION: FINANCE, GOVERNANCE, LAW
AND TECHNOLOGY
The course exposes future higher education faculty to policy issues concerning finance,
governance, law and technology in higher education institutions.
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EDU 801 CAPSTONE PART I: THE PROBLEM/PROFILE
The capstone is student-centered, student-directed and requires the command, analysis
and synthesis of knowledge and skills. The first capstone course enables a candidate to
verify his or her ability to develop a problem of inquiry and examine the profile of local
issues to form opinions about, and develop research that addresses a problem.
EDU 802 CAPSTONE PART II: THE GATHERING OF EVIDENCE
The second capstone course is concerned with a candidate’s ability to research and gather
significant documentation, data and evidence that forms a review of the literature on an
identified problem that is a comprehensive analysis of the research.
EDU 803 CAPSTONE PART III: FINDING/REPORT/OUTCOMES
The third capstone course provides a method of summative evaluation in which the
candidate is given an opportunity to demonstrate integrated knowledge and growth in the
program through the oral presentation of the capstone, dissertation in practice, the
executive report and the portfolio
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SECTION VIII
Program Faculty
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Professional experience in the field complemented by educational attainment
(doctorate or other appropriate terminal degree) and relevant professional
experience in curricular areas of the program.
Extensive experience in offering graduate programs including supervision of
student research
Quality and extensiveness of ongoing faculty research, scholarship, and clinical
consultancy.
Engage students directly in scholarship and complex problems of practice from the
field fostering a scholarly-practitioner culture at the graduate level
Craig Mertler, B.S., M.A., Ph.D.
Dean, Ross College of Education
Dr. Mertler earned his master’s degree in Educational Research and Evaluation from The
Ohio State University and his Ph.D. in Educational Measurement and Evaluation from
Florida State University. He currently serves as a Professor and Dean of the Ross College of
Education.
Dr. Mertler’s career in higher education has focused on applied classroom and school-based
action research that can be used by educators and administrators to develop real-world
solutions for their school districts’ needs. He has worked with the Bowling Green (OH)
City Schools District, Birmingham (MI) Public Schools, Norwalk (OH) City Schools, Edgerton
(OH) Local Schools, and Clear Fork Valley (OH) Local Schools, as well as with teacher
leaders in Michigan and Georgia, to find solutions that synthesized national and local
research to develop localized solutions specifically designed to meet the needs of educators
and administrators in a specific school district. Additionally, his work has also focused on
helping local schools interpret testing data.
During his career, Dr. Mertler has taught doctoral courses focused on the application of
action research to promote school improvement and reform, and also teaches quantitative
research methods, introductory statistical analysis, multivariate statistical analysis, and
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educational assessment methods. He is the author of five books, four invited book chapters,
16 refereed journal articles, two instructors’ manuals, and numerous non-refereed articles
and manuscripts. He has also presented numerous research papers at professional
meetings around the country, as well as internationally. He conducts workshops for inservice educational professionals on classroom-based action research and on the broad
topic of classroom assessment. His primary research interests include classroom-based
action research, professional learning communities, and assessment practices of classroom
teachers. Before teaching and researching at the university level, he taught high school
biology and earth science, and also coached track and volleyball.
Valerie A. Storey, Ph.D., M.Ed., Master's Credit & Master's
Diploma, B.Ed.(Hons.), Cert.Ed.
Ed.D Program Director
Dr. Valerie A. Storey earned her doctoral degree in Educational Leadership and Policy at
Peabody College, Vanderbilt University. Her dissertation focused on the power struggle
between social welfare agencies i.e. street level bureaucracy through the lens of Education
Action Zones. In public schools, Storey has served as an instructional leader at the school
and district level, developing innovative curriculum programs and assessment procedures.
She was responsible for introducing and managing inclusion in a school district,
developing and delivering training to teachers and principals on to how to manage in-class
instructional support, developing school policy on differentiation, identifying and
developing programs for gifted and talented students, developing home/school liaison
policy to ensure clear transition routes between elementary and high schools. She began
her career teaching ESE students becoming director of a 11-18yrs ESE faculty. She has
subject specialism expertise in the teaching of specific learning difficulties, gifted students,
English and Psychology. At the university level, she has been consultant and adjunct faculty
at Peabody College, Vanderbilt University.
Storey is Director of Graduate Programs in Educational Leadership. A role that it is
enhanced by her membership on the Executive Committee of the Carnegie Project on the
Education Doctorate and an elected member of the FIPSE research team.
Her research interests focus on school improvement with special emphasis on educational
leadership and policy development, both domestically and internationally. She has
authored, co-authored and published articles which center on leadership for learning and
teaching in K-12 schools. Her research examines how leader (education & healthcare)
develop the values that inform their decisions; in addition, she studies the organizational
features of schools and leadership that impact student achievement. Ongoing research for
the next three years examines the role of virtuous leadership on the culture of the
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organization they lead. Recent involvement in online learning has led to research on moral
decision making and integrity in relation to virtual worlds.
Storey is an active member of New DEEL (Democratic, Education, Ethical Leadership), a
movement focusing on leadership in schools, in higher education and in the wider
community, which promotes democratic action using a moral framework.
Priscilla Boerger, B.S., M.S., Ed.D.
Priscilla A. Boerger began her career in the public school sector as an elementary school
teacher in Miami, Florida. She was a lead teacher and the secretary for her school’s ESSAC
committee. She also trained teachers on classroom management strategies, held parent
workshops, and was involved with the PTA. Dr. Boerger earned her doctoral degree at
Nova Southeastern University. Her dissertation focused on stressed caused on classroom
teachers from state-mandated tests. She has served Lynn University as an assistant
professor in the Ross College of Education for the past three years; prior to which she was
an adjunct professor. Currently she is the Undergraduate Program Coordinator, Director of
the Practicum Experience, and the Compliance Coordinator. Dr. Boerger teaches at both the
undergraduate level and doctoral level for the Ross College of Education. As well, she is
also the advisor for the Kappa Delta Pi chapter, ChiRho.
William Leary, B.S., M.Ed., Ed.D., Ed.D.
William Leary has been a professor in the Donald E. and Helen L. Ross College of Education
since 1998. Prior to coming to Lynn, Dr. Leary served as superintendent of schools in
Boston, MA; Rockville Centre, NY; North Babylon, NY; Broward County, FL; and Gloucester,
MA. He has held the positions of director of curriculum development for Boston Public
Schools; executive director for the Metropolitan Planning Center in Newton, MA; associate
professor and chair for the Department of Educational Leadership and Psychology at the
University of Mississippi; visiting professor for Suffolk University in Boston, MA; an
Associate in Education at Harvard Graduate School of Education faculty; a Fulbright Fellow
at Sophia University in Tokyo; producer and director of The Superintendent’s Forum for
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New England Cable Television; regular columnist for the Boston Herald, Long Island News
and Gloucester Times; member of the Governor’s Task Force on Alternative Education for
the State of Florida and of the Attorney General’s Task Force on Public Education in
Massachusetts; member of the National Commission on Educational Supervision for the
Association for Supervision and Curriculum Development and of the National Education
Evaluation Task Force for the American Association of School Administrators; presenter on
Multiple Intelligences at the Lyndon B. Johnson Library at the University of Texas; trustee
of the Boston Museum of Fine Arts; and member of the Long Island, NY, Regional Planning
Board. Leary was recently named to Who’s Who in America for the year 2011. He has been
named to Who’s Who since 1977.
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Adjunct Faculty
Rebecca André, B.S.in B.A., M.A., M.A., Ph.D.
Dr. André joined Lynn University in 2008 as Director of Instructional Technology in the
Center for Instructional Innovation (CII). In this capacity, she is responsible for faculty
development in the area of teaching with technology. Dr. André chaired the CII Advisory
Committee with 15 members representing all stakeholders from across campus. She served
on the Faculty Development and Professional Standards Committee and as Secretary to the
Academic Assessment Committee.
Dr. André also serves as Adjunct Professor in the Ross College of Education. She is dedicated
to the success of teachers and students and maintains a passion for program development,
teaching, learning, research, diversity and social justice. Since 1997, she has worked in the
field of professional development, serving at times as the point-person for The Council for
Adult and Experiential Learning (CAEL). She has led multiple initiatives to enhance the
scholarship of teaching and learning by 1) creating new academic programs, 2) delivering
professional development opportunities to faculty across campus, and 3) selecting and
implementing emerging technologies, including ERP, ePortfolio and course management
systems.
Dr. André earned degrees and work experience in multiple disciplines at Ohio State
University (OSU), including Education, Business, and Women’s Studies. Dr. André designed
and delivered courses, including College Teaching, Modern Education, Engaging Students
with Educational Technologies, Women and Psychology, and Women and Technology via
traditional, accelerated, blended and online methods in graduate and undergraduate
programs. She evaluated faculty teaching methods (online and in class), summarized student
evaluations, and recommended change for continuous improvement. She actively served as
liaison for the ADA Office, Web Accessibility Center, and Assistive Technologies Users Group
(ATUG).
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Ed.D. Handbook 2011
Andrew C. Binns, B.S., M.Ed., Ed.D.
Andrew Binns began his career as a special education teacher, having earned an
undergraduate degree from Florida State University. He earned a M.Ed. in School Psychology
and was employed as a school psychologist throughout the1980’s in the Orange and Palm
Beach county school districts. After earning an Ed.S. from Florida Atlantic University and an
Ed.D. from Nova Southeastern University in Educational Leadership, Dr. Binns has served in
administrative positions in the School District of Palm Beach County, most recently as the
Director of FTE and Student Reporting. Dr. Binns is responsible for the district’s Student
Information System (TERMS). He has developed district-wide scheduling procedures that
account for the Class Size requirements, been responsible for the data integrity of over
175,000 student records, developed the resource allocation system for special education
resources, and managed federal and state entitlement grants. Dr. Binns has taught graduate
courses, since the mid 1990’s, in School Finance/Budgeting at both the Master and Doctoral
levels for Lynn University and Nova Southeastern University. He has developed graduate
level online courses and course syllabi.
Suzanne King, Ph.D.
Dr. King is an Adjunct Professor at the Donald E. and Helen L. Ross College of Education at
Lynn University. She completed a Master’s in Educational Leadership at Lynn in 2005 and a
Ph.D. in Global Studies with Specialization in Educational Leadership at Lynn in 2009. She
has taught graduate courses in Educational Leadership at Lynn since 2010. Since 2004, Dr.
King has been an assistant principal at Boca Raton Community High School. Prior to that
time, she taught middle school for six years in the Florida Keys and high school for four years
in Boca Raton. She has certification in School Principal, Educational Leadership, Mathematics
(grade 5 – 9), and Exceptional Student Education (K-12), and is English for Speakers of Other
Languages (ESOL) endorsed.
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Ed.D. Handbook 2011
Adam Kosnitzky, B.B.A., M.S.Ed., Ed.S., Ph.D.
Adam Kosnitzky, Ph.D., first came to Lynn University in 2002 as a visiting professor. He has
served in various roles at the university ranging from coordinator of operations for offcampus programs to his current position. He has served as an elementary school
administrator for the past three years and holds separate graduate degrees in Leadership,
Special Education and Mathematics Education. Additionally, he holds certifications in
Educational Leadership, Emotionally Handicapped, Guidance and Counseling, Mathematics
and Mentally Handicapped. Using his 15 years of instructional experience in the K-12 setting,
Kosnitzky serves a clinical educator where he provides training for aspiring school
counselors. While authoring more than $25,000 in grants at the school site level, he worked
closely with the use of wireless technology to monitor instruction, as well as a mobile blog
where a user can attain school-wide information via their cell phone. He has presented, or
was selected to present, at various districts, national, state, and regional conferences in the
areas of special education counseling, and technology in leadership among other educational
areas.
Marilyn Schiavo, B.S., M.S., Ed.S., Ed.D.
Dr. Marilyn A. Schiavo is a 34 year resident of Palm Beach County, FL. She received a
Doctorate in Education (Educational Leadership) from Nova Southeastern University and a
Bachelor’s and Master’s Degree in Special Education from Southern Illinois University.
In 1978, she accepted a job in special education at Congress Community Middle School in
Boynton Beach continuing her classroom teaching career until 1981. She spent three years
teaching students with disabilities at CCMS. She then accepted a job with Florida Diagnostic
and Learning Systems (FDLRS) within the Exceptional Student Education Department of the
school district. In 198, she received an Educational Specialist degree in Educational
Leadership from Florida Atlantic University. In the years that followed in PBCSD, she
held the following jobs: Area Staffing Specialist, Beginning Teacher Program Specialist,
Staff Development Specialist, Personnel Recruitment Specialist, and finally returned to
Exceptional Student Education Department as a Florida Inclusion Network Facilitator,
where she remained for 10 years until her retirement on June 30, 2010.
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Ed.D. Handbook 2011
Throughout her career in Palm Beach County, Marilyn has been active in schools and the
communities advocating for teachers, parents and students relative to the implementation
of a more collaborative environment in K-12 classrooms across the district. She has
provided professional development training to thousands of teachers, administrators,
paraprofessionals, and parents throughout the district, which has in turn supported the
educational focus in the school district--enabling diverse learners to achieve in all classroom
settings.
Matthew Shoemaker, Ph.D.
Dr. Matthew Shoemaker has taught undergraduate and graduate courses in General
Education and Educational Leadership at Lynn University. A scholarly-practitioner with
over 16 years of administrative experience, in rural Indiana as well as urban communities in
South Florida, he has experience as an Elementary, Middle and High school principal.
Shoemaker was elected by his colleagues to serve as the elementary and middle school
division representative for the School District of Palm Beach County’s Administrators
Association. Currently, he is the West Area Superintendent with 40 schools to supervise.
Leslie Wasson, B.A., M.A., Ph.D.
Dr. Leslie Wasson earned her Ph.D. in sociology at State University of New York at Stony
Brook in 1999. She came to Lynn University in February 2009 from Chapman University
College where she served as the associate division chair of arts and sciences and assistant
professor and program chair of the department of social sciences. Prior to that, Wasson
was the coordinator of interdisciplinary social sciences at the University of South Florida.
Since 1992, Dr. Wasson has also worked as an independent consultant in market research,
process evaluation and organizational development. She conducts surveys, focus groups
and market research analyses and provides statistical analyses and research reports for
academic colleagues and corporate decision makers. Dr. Wasson has academic research
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interests in interactive teaching styles for adults, symbolic interaction, space and place,
popular culture and the sociology of emotions.
Resources
Resources for APA style:
Lynn University Library Education Websites (Scroll down to Citations, Bibliographic)
OWL at Purdue University: Using APA Format
APA Style Electronic Formats
Citation Management Software Download Page
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