Ed.D. Program Learning Outcomes

Program Graduates will be:

Experts  in Educational Leadership and Education Policy (EL)

  • who demonstrate awareness and understanding of major frameworks for administration and education policy
  • who demonstrate understanding of learner centered principles
  • who are knowledgeable of the political advocacy process and policies, practices, and partnerships in which education is embedded
  • who are skilled in management, planning, and change processes
  • who demonstrate awareness of methods to enhance learning
  • who demonstrate understanding of the role of conflict and importance of ethics in administration and decision making

Self-Aware, Ethical, and Reflective Practitioners (EL)

  • who systematically engage, compare, and critique professional experience is in classroom and other learning environments
  • who seek contexts and means for professional life-long learning and connections with educational research and scholarly literature
  • who understand and support the importance of trust and the ethical expectations of the education profession and strive to make their professional practice serve the needs of students, family, and community

Critical Thinkers (OL)

  • whose thinking is probabilistic, and recognizes the indeterminacy of educational and social contexts
  • whose thinking is marked by hypothetical reasoning and so open to falsification on the basis of new data and/or experiences
  • who exhibit appreciation for evidence in decision-making, that is drawn from multiple sources via sound means of collection, and tested against scholarly literature and the realities of changing circumstances

Change Agents (OL)

  • whose knowledge of research allows them to interpret findings, make judicious applications of research, and advise others in policy positions
  • who are able to undertake first-hand investigation of local problems using applied research methods to make meaningful, interpretable, valid, reliable, and authentic results
  • who are able to select applied research that addresses significant questions and locate it within the general framework of scholarly literature
  • who use the results of research and deep understanding of organizational structures, cultures, networks, to foster positive reform efforts within their organizations

Professionals Who Value Equity and Diversity in Schools and Human Centered Systems (CL)

  • who understand how their personal narrative shapes their views about the literature, organizations, and groups who understand how to create collaborative environments that welcome and serve diverse members, including cultural/linguistic diversity, gender, special needs, and age-span differences
  • who appreciate how social, cultural, political, and historical forces have influenced educational leadership and education policy locally and globally, with understanding of how student experiences in schools and educational outcomes of historically underserved populations have occurred  
  • who work to ensure that the potential of education to elevate the lives of children and families becomes a reality
  • who shape learning communities at their sites that are human and responsive to all students and open to the larger community

Professionals Whose Practice is Informed by Research and Scholarly Literature (RM)

  • who will be able to read and critique popular literature and ideas on best practices based on research and scholarly literature
  • who have a sense on the strengths and limits of research and scholarly literature, and the basis of validity, reliability, credibility, and interpretability 
  • who will foster and encourage best practices within organizations based on research and scholarly literature
  • who can critique proposals for research and/or program implementation