Joint Doctorate in Educational Leadership
HANDBOOK Cohort 8 Winter 2012
TABLE OF CONTENTS WELCOME
PURPOSE OF THE HANDBOOK
PROGRAM OF STUDY First Year Program Second Year Program Third Year Program
9 9 10 11
ADVISORS, PROGRESS REPORTS, AND MILESTONES
GUIDELINES FOR QUALIFYING PAPER Purpose Required Elements of Qualifying Paper Criteria
14 14 14 15
DISSERTATION PROCESS Dissertation Proposal Dissertation
17 18 18
JDP GUIDELINES FOR PROPOSAL AND DISSERTATION PRESENTATIONS Dissertation Presentations Ed.D. Guidelines For Proposal Development Ed.D. Dissertation Norms and Guidelines Ed.D. Suggested Timeline
19 20 21 22 23
UNIVERSITY PROCEDURES AND IMPORTANT DATES Joint Doctoral Program Fees Program Enrollment Enrolling and Registering in Classes Student Billing Services Academic and Administrative Holidays
26 26 26 26 26 27
Photo ID’S Parking Permits Mail Boxes E-‐Mail Accounts UCSD TritonLink Tritonlink Availability
28 28 29 29 31 31
Ed.D. CATALOG DESCRIPTIONS
THE GRADUATE STUDENT HEALTH INSURANCE PLAN (SHIP)
SEXUAL HARASSMENT POLICY
STUDENTS WITH DISABILITIES
STUDENTS WITH SPECIAL ABILITY/NEEDS
JDP GRADING STANDARDS FOR GRADUATE STUDENTS
APPEAL PROCEDURE FOR EDUCATION LEADERSHIP GRADUATE STUDENTS
ACADEMIC HONESTY AND INTEGRITY OF SCHOLARSHIP POLICIES
UCSD EMERGENCY NUMBERS
UCSD QUICK REFERENCE
CSUSM EMERGENCY NUMBERS
CSUSM QUICK REFERENCE
FACULTY BIOGRAPHIES Joint Directors CSUSM Faculty UCSD Faculty
43 43 44 51
WELCOME The faculty of the Joint Doctorate in Educational Leadership welcomed its first cohort of regional leaders in 2005. Since then, four cohorts have graduated and three cohorts are well on their way toward meeting this goal. We are proud of their accomplishments, and we know you, Cohort VIII, will continue the trail-‐blazing leadership work started by our pioneers. The program is designed to work with you, pre-‐K-‐20 school and postsecondary leaders who are interested in honing your leadership skills and research practice to make a difference in the lives of students and those who teach them. The inclusion of pre-‐K-‐12 educators with community college and university administrators has enabled both levels to become better acquainted with each other and to explore more systematically pipeline issues, social justice and educational equity at all levels. Another unique feature of our doctoral program is the benefit you receive from the research, practice, and knowledge of two faculties—CSUSM and UCSD. For the duration of the program, the JDP directors at each campus serve as the primary contacts and advisors. During the dissertation phase, your dissertation chair and committee members serve as your primary research advisors. The Joint Doctorate Program (JDP) in Educational Leadership is a member of the Carnegie Professional Educational Doctorate (CPED) a consortium of 57 universities nationwide who work together in a critical examination of the doctorate in education. The intent of the project is to redesign the Ed.D. and to make it a stronger and more relevant degree for the advanced preparation of school practitioners and clinical faculty, academic leaders and professional staff for the nation’s schools and colleges and the learning organizations that support them. CPED principles practiced in the JDP as well as the other 57 institutions were developed and are included following community principles below. The JDP in Educational Leadership is committed to social justice and educational equity with a focus on strengths through appreciative inquiry designed to explore and inform 21st century educational issues. First, we address educational inequities and consider diversity to be strength. Second, we teach and use a strengths-‐ and asset-‐based inquiry approach that enables you to embrace your own strengths and to identify and build on the strengths of others as stepping stones to powerful leadership. Third, we engage you in exploring cutting edge research and practices that will enable you to design and lead educational systems in and for the future. Currently most educators are preoccupied with repairing a 19th century model of education. We believe we need leaders who know and can take the best from the past but envision the future. We are prepared to design and lead in ways that meet the needs of learners today as well as the learners of tomorrow. We envision a community of learners, who strive to critically review and engage in research as a way to contribute to knowledge, improve practice, build theory, and shape the future of education in the region. 3
Our goals are to: ♦ Break new ground with you to redefine leadership for the 21st century. ♦ Develop our capacity as a community of scholars to collectively address pressing issues of social justice in our schools and communities. ♦ Value and build on what you already know as practitioners to define and strengthen your leadership. ♦ Develop your skills to conduct and use research that informs practice. ♦ Foster quality relationships that promote deep learning. ♦ Research and design educational systems attuned to the future. ♦ Help you learn to reflect, refine, and redesign the organizations you lead. ♦ Connect you to other scholars in the region and nation who are engaged in educational leadership and research.
PURPOSE OF THE HANDBOOK This handbook will introduce you to the JDP program, resources, and faculty, as well as important graduate student policies and procedures of UCSD and CSUSM. Adding doctoral studies to a full time job will stretch you to the maximum and will require careful planning, time management, commitment, and perhaps even putting on hold previous activities or commitments. This handbook is designed to help you know the requirements you must fulfill, and perhaps more importantly, individuals available to help you on your doctoral journey. Our cohort model creates a community of scholars. We encourage you to be an active member of this community by contributing your knowledge, expertise, new learning, support, and wisdom to colleagues, and seeking help of other colleagues and faculty when needed. In this joint program, UCSD serves as the primary administrative unit. Fortunately the academic and administrative resources of both campuses are available to you. It is your responsibility to use this handbook, web pages, and your UCSD and CSUSM email account to stay informed about the program, its requirements, due dates, updates and changes, as well as degree policies and procedures of the Office of Graduate Studies (OGS). The policies and procedures operative on the day of your initial enrollment govern your program for the duration.
As we strive to learn as a group, we will use the following foundational principles by which we relate to each other as a community, individuals, co-‐workers, fellow students, and instructors. Each of us speaks from our own experiences. Each of us is open to listening and hearing others. Each of us creates a space where all voices are heard. Each of us commits to having our thinking challenged. Each of us respects everyone’s confidentiality. Each of us may share our lessons, but not necessarily who or where it was said Each of us participates using a “value added” approach by expanding upon ideas, providing examples, and/or expressing a different perspective.
CPED PRINCIPLES CPED has identified the following statements that will focus research and development agendas to test, refine, and validate principles for the professional doctorate in education. The Professional doctorate in education: 1. Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice. 2. Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities. 3. Provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships. 4. Provides field-‐based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions. 5. Is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry. 6. Emphasizes the generation, transformation, and use of professional knowledge and practice.
PROGRAM OVERVIEW The Joint Doctorate in Educational Leadership is a year-‐round intense learning experience that starts in the Winter Quarter (semester at CSUSM) and requires at a minimum three full years of study with classes held winter, spring, summer, and fall. As a JDP student you are registered for 8-‐10 units each quarter, which translates into two 4-‐unit classes and in some quarters a 2-‐unit practicum or in the third year two (2-‐unit) colloquia. At the graduate level this is the equivalent of a full-‐time load. The JDP focuses on leadership, research, and practice in three key areas: leadership for 21st century schools and systems; equity and diversity policy analysis; and foundations of organization development and change. To this end, you will take courses designed to develop five specific �� leadership capacities that form the foundation of the program. They are: (1) Leadership for Learning; (2) Leadership for a Diverse Society; (3) Leadership for Organizational Change; (4) Leadership for Organizational Development; and (5) Leadership for the Future. The program prepares leaders for culturally, linguistically, and economically diverse educational settings, and provides the tools to conduct research in such settings. In each of these classes, you will collaboratively explore current research and theory and will be asked to critically analyze and relate the readings to your practice. In addition, practice is reviewed in relation to how it informs theory and research. In the research strands, you will critically review current research, learn how to do a literature review that helps frame new avenues for future research, learn the basics of research design, investigate both qualitative and quantitative research methodologies, and learn how these methods can be combined to conduct more valid and reliable research.
Student Led Discussion
LEADERSHIP CAPACITIES Leadership for Learning: The foundation of this Joint Ed.D. rests on the belief that the work of school leaders must always address the common objective of enhancing and providing the best conditions for student learning. Learning to apply the effective tools of leadership requires the acquisition of flexible communication skills, creative decision-‐making capabilities, a collaborative approach to problem solving, and the confidence to take calculated risks. At its core, effective leadership depends on one's ability to advance the skills, dispositions and teamwork of the adults involved in the instruction of students. Leadership for a Diverse Society: Leadership for a diverse society requires diversity of designs, practices, and solutions. Candidates in the Joint Ed.D. Program will learn to implement inclusive practices, not only as a matter of policy, but also as a matter of personal commitment and understanding of how institutions are historically transformed as a result. Leadership for Organizational Change: Developing leaders who are prepared for and understand the importance of organizational change is a program priority. Meeting the needs of an evolving educational system will require leaders who support a myriad of strategic innovations that will lead to positive changes in their organizations. Candidates will focus on developing critical habits of action to support effective problem solving, build leadership capacity within institutions, and alter institutions in ways that significantly improve the learning condition for their students. Leadership for Organizational Development: The program will help individuals design organizational growth plans and encourage them to actively support each other as they work to implement their plans. This experience will help graduates understand the importance of building leadership capacity within their educational organizations. One of the essential features of the program is the development of a community of learners who have experience creating safe, reflective environments for academic study, risk taking, and the practice of academic leadership. Leadership for the Future: The program will help leaders plan for the future as leaders. This strand is comprised of a specific course focused on the future as well as two advanced topic classes and two colloquia designed to address cutting issues in leadership such as legal issues, technology, cognitive development, learning theory, and social concerns including the impact of diversity on society that impact all leaders. The goal is not just to focus on the problems of today, but to design and lead learning organizations able to create positive futures. Research: In addition to expanding your theoretical and practical knowledge in leadership that can address issues of social justice and educational equity, a key component of this doctoral program is conducting research. A series of research courses enable you to learn about both qualitative and quantitative research paradigms, and to know how to design and conduct a major study often using the your own “workplace as your laboratory.” 8
PROGRAM OF STUDY The Joint Doctoral Program has a unique January start date to better meet the time demands of educational leaders. The program is designed so that it can be completed in three calendar years (4 quarters/year including summers, or a total of 12 quarters, or the semester equivalent) and consists of 108-‐quarter units of study. Although UCSD serves as the administrative unit for enrollment, you are considered a full time graduate student by each campus and your diploma will indicate your are a graduate of both campuses. You will be enrolled in your classes each quarter by the UCSD JDP staff. You will use your UCSD Personal Identification number and Personal Access code, which will be provided at the orientation, to make fee payments. Timely fee payment is your responsibility. In order to meet residency requirements, students will need to be enrolled in the JDP program for a total of 36-‐quarter units (or semester equivalent) consecutively for one year (4 quarters).
First Year Program The first year of the program consists of 36 quarter units taken during one calendar year (including summers) and is designed to build a shared language and provide you with knowledge and skills essential for understanding educational leadership. You will be enrolled in two 4-‐unit research classes focusing on the basics of research and designs appropriate to the field of education. You will also be enrolled in two, two-‐unit practicum courses that focus on applying research methodologies to your workplace as they relate to the core courses. The first year leadership courses are also designed to prepare you for the qualifying paper described below. All courses are aimed at assuring that you develop knowledge and skills in a range of subjects central to educational leadership research and practice. By the completion of the 4th quarter, all candidates are required to submit a Qualifying Paper, which serves as a comprehensive examination. This paper consists of a comprehensive literature review on a significant topic relevant to educational leadership, which provides faculty an opportunity to assess the candidate’s substantive knowledge, synthesis and analytical reasoning, and writing proficiencies. The research and evaluation courses assist you in learning how to read and interpret research studies and their implications for effective educational practices, and develop skills needed to write a review of literature. This writing is expected to be of publishable quality similar to that required of other high quality doctoral programs. Two faculty members from each campus will review every qualifying paper. Students who do not pass will have an opportunity to revise and resubmit their papers one time. Continuation in the program is contingent on passing.
The Table below summarizes the first year program: First Year Program (36 Quarter Units)
WINTER SPRING SUMMER FALL QUARTER 10 QUARTER 10 QUARTER 8 QUARTER
EDS 280/EDLD 705
EDS 282/EDLD 715
EDS 281/EDLD 710
EDS 283/EDLD 720
Leadership for a Diverse Society
Leadership for Learning
Leadership for Organizational Change
EDS 287A/EDLD 750A
EDS 284 /EDLD 725
EDS 292/EDLD 785
Educational Research & Evaluation Design
Educational Research & Evaluation Design
Leadership for Organizational Development
Qualifying Paper Preparation
EDS 291A/EDLD 770A
EDS 291B/EDLD 770B
Second Year Program
The second year of the program is designed to substantially extend research skills and knowledge that prepare you to submit a dissertation proposal and defend it before your dissertation committee by the end of the Winter Quarter of the second year of the program. When this requirement is satisfactorily completed, you will advance to candidacy. In addition, an important component of the second year is pursing advanced topics in leadership especially in the areas of technology, cutting edge policy issues, and data use in decision-‐making and in future thinking. Collaborative projects are a key part of the learning. The Table below summarizes the second year program: Second Year Program (36 Quarter Units) WINTER QUARTER
FALL QUARTER 8
EDS 287C/EDLD 750C
EDS 288B/EDLD 760A
EDS 286A/EDLD 740A
EDS 286A/EDLD 740C
Educational Research and Evaluational Design
Advanced Research and Evaluation Methods
Advanced Topics on Leadership
Advanced Topics on Leadership
EDS 288A/EDLD 760A
EDS 288C /EDLD 760C
EDS 285/EDLD 730
Advanced Research & Evaluation Methods
Advanced Research & Evaluation Methods
Leadership for the Future
EDS 293A /EDLD
EDS 293B /EDLD
Advanced Leadership Research Practicum
Advanced Leadership Research Practicum
Third Year Program
The third year of study is designed to develop the student’s independent scholarship through conducting dissertation research as outlined in the dissertation proposal. The candidate’s work will reflect the standards governing dissertations within the graduate divisions of the partner institutions. In this final year there are three work strands. First, you must meet regularly with your dissertation chair for guidance and review of work. It is primarily your responsibility to maintain contact and set up appointments. Second, a 4-‐quarter dissertation writing seminar guides our student cohort in the dissertation process by addressing advanced topics in research methodologies, especially data analysis techniques and software packages, as well as professional writing related to completion of the dissertation. Third, two colloquia are scheduled in the winter and spring quarters to keep you current with cutting edge issues. Dissertations may cover a wide range of topics and utilize various research methodologies. You are encouraged to approach these topics through the program’s vision as a contributor to leadership knowledge and systemic efforts to achieve social justice. It is anticipated that you will conduct and complete the dissertation by the end of the third year or beginning of the fourth year, in time for the May graduation from CSUSM and a June graduation from UCSD. The Table below summarizes the third year program: Third Year Program (36 Quarter Units) WINTER QUARTER
SPRING 10 QUARTER
FALL QUARTER 8 QUARTER 8
EDS 299/EDLD 794
EDS 299/EDLD 794
EDS 299/EDLD 794
EDS 299/EDLD 794
EDS 289A/EDLD 796A
EDS 289B/EDLD 796B
EDS 289C/EDLD 796C
EDS 289D/EDLD 796D
EDS 294A/EDLD 798A
EDS 294B/EDLD 798B
ADVISORS, PROGRESS REPORTS, AND MILESTONES When you enter the program, the CSUSM program director assumes the primary advising role during the first year and is ready and willing to answer any program questions you have. At our regular JDP faculty meetings, we review student progress and bring to each other’s attention progress of the cohort as a whole and needs of any particular student. Our goal is to ensure each student’s success in the program. In the second year, the UCSD program director serves as your primary advisor. Again you should feel free to bring any concerns or questions to the co-‐directors attention at either campus throughout the duration of the program. During the second year, after your research interests are clarified and matched to a faculty member’s area of expertise, a dissertation committee will be formed. The dissertation chair at this point becomes a critical advisor to you as you continue to finalize the proposal for defense, conduct the research and defend it at the end of the third year. However, at any point in the program, students should feel free to contact the directors with question or requests for assistance. Committee members should also be seen as important resources and advisors for informing the student’s dissertation study. Student Progress Doctoral students are expected to make steady progress toward completion of the requirements for the degree. You must maintain a 3.0 grade average to remain in the program. Letter grades for classes will include plus or minus grades. A grade of C puts the student on probation and the student must take steps immediately to improve performance in order to remain in the program. There will be an annual assessment of student progress. At the end of the first year, the CSUSM director will provide the primary overall evaluation of your progress, which is filed with the Office of Graduate Studies. You have a right to review this progress report and to add your own comments. You must sign the report before it is filed. In particular in this first year we are attending to your ability to keep up with the pace of the work and whether or not you are mastering the art of academic writing, a key skill needed for the qualifying paper and dissertation work. You may be asked to seek writing assistance to be able to complete the first milestone successfully. During the second year, the UCSD director will be responsible for filing student progress reports as outlined above. Particular attention in this progress report is paid to whether you are on target for a timely defense of the dissertation proposal. In the third year, progress reports are filed by your chair and JDP directors. Time required for completion of the doctorate depends less on units or credits or time of attendance than it does on mastery of a subject field, passing of the milestones, and completion of a satisfactory dissertation.
Milestones In addition to remaining a student in good standing in course work, you must meet and pass three major milestones to be awarded the doctorate in education degree. These milestones are: (a) a qualifying paper; (b) a proposal for a dissertation research study; and (c) a dissertation. The qualifying paper is a written literature review. The proposal and dissertation involve both a written product as well as an oral defense. These milestones are described in detail later in the handbook.
QUALIFYING PAPER In lieu of a comprehensive examination, you will prepare a written Qualifying Paper during the Fall term at the end of the first year of study. This paper consists of a comprehensive literature review on a significant topic relevant to educational leadership, which provides an opportunity for multiple faculty to assess your level of substantive knowledge, analytical reasoning, and writing proficiencies. Faculty members from UCSD and CSUSM campuses review the written Qualifying Paper, through a blind review process. Four faculty members read each paper. Three of the four members must agree that the candidate’s Qualifying Paper meets expectations in order for you to receive a pass. If your paper does not fulfill the criteria for a pass grade, you will be permitted to resubmit the paper by the end of the Winter Quarter. Any student failing on the second attempt will not be permitted to continue in the program, even if class performance has been satisfactory. The qualifying paper is a vital step in confirming that you will be able to conduct a high quality research study.
GUIDELINES FOR QUALIFYING PAPER
Purpose – The qualifying paper provides the opportunity for a student to: Identify a topic and seek and locate scholars and researchers who have empirically and theoretically studied and written on this topic. Present and discuss the thinking of these scholars around commonalities and differences, which reflects an ability to deconstruct, analyze, and synthesize research. Explore the implications of the topic for leadership and social justice. Critically reflect on the topic and identify areas for future research. Apply principles of scholarly writing, including the use of APA style rules for preparing manuscripts. Required Elements of Qualifying Paper (Address each element using the headings as indicated) Abstract (500 words maximum) Introduction: Statement of the Problem, as presented in Creswell What is your topic? What problem could research on this topic help you solve? Why are you curious about this topic? Current State of knowledge/research on this topic (17-‐19 pages) 14
What are the major themes/findings that surfaced from your review on your topic? A strong paper identifies the major themes in the literature review by analyzing and synthesizing and does not just summarize the studies. How have these studies informed the nature of the problem you identified? What major research methods are used to study this topic (quantitative, qualitative, survey, case studies, narrative). Summary (2 pages) What can you conclude about the current state of the literature about your topic from the literature you reviewed? A strong paper presents through the summary what is known and what are some of the gaps in the literature. These gaps can be in terms of theory building, research approaches (e.g. all quantitative, and few qualitative studies to answer how and why questions), or lack of extensive study of the topic or aspects of the topic. Implications for Leadership (1-‐2 paragraphs) What implications can you draw from your review that could inform leadership theory, research, or practice? Implications for Social Justice (1-‐2 paragraphs) What implications can you draw from your review that could inform social justice theory, research, or practice? Areas for future research (1 page) What did you learn that suggest areas for future research? Describe those areas. How will a study on this topic be helpful to researchers and practitioners? References Reflect empirical research (primarily). Carefully formatted to meet APA standards. Criteria The review consists of at least 30 references (75% empirical—qualitative and/or quantitative) research. Other citations can include theoretical or conceptual articles. Synthesizing and critical analysis (comparing & contrasting of articles) of the research findings is the goal; use direct quotes sparingly. Paper must be 20-‐25 pages in length, excluding Title page, Abstract, and References. On the title page use only your Student ID number and title of your paper. Use APA for style and references.
Small Group and one-‐on-‐one discussion
DISSERTATION PROPOSAL In pursuing a doctoral degree, the most difficult task is deciding on a topic for study. Obviously to sustain the course, you need to pursue research in an area of interest as well as one that has critical implications for leadership. However, it is also important that you consider areas for research that match with faculty expertise so that we are able to provide you with the needed guidance. In the first quarter, opportunities will be made to review faculty bios and meet as many faculty as possible in one of the two research classes. In addition, you will share your interests with other classmates and be clustered in affinity groups to do some preliminary reading of research. You are encouraged to read broadly in the first quarter and not narrow your focus too quickly. After reading bios of the faculty, you are encouraged to set up appointments with any faculty you would like to know more about and see if there are shared research interests. In general you will be ready to defend your proposal by the end of the fall quarter or beginning of the winter quarter of the third year. The dissertation proposal defense will be scheduled once the chair determines it is ready to submit to other dissertation committee members. The proposal generally addresses the background, rationale, research questions, literature review, research design and methods of data collection to be used, and the significance of the study. You will also work with your chair to complete the needed Human Protection Protocols (IRB). The proposal serves as a critical guide for conducting the research and often becomes the foundation for the first three chapters of the dissertation. Of course, since it is only a proposal these chapters are revised and rewritten to align with the actual research conducted. 16
We envision that you will achieve three important goals through JDP dissertation research. First, you will learn all the fundamentals of how to review current research and use this review to design and conduct a research study. Second, you will learn how to work as part of a research team with your chair and perhaps other JDP students, even as you pursue your own individual component of research. For example, you may explore the same major issue in different setting, investigate different dimensions of a complex problem, or use different methodologies to explore the same topic. Third, you will learn how to coordinate your own study with that of your faculty advisors and affinity group classmates so that the impact on the field can be maximized through joint articles, white papers or interactive website, or other means to collectively communicate to and inform the larger educational community. The dissertation will present the results of your investigation and you will defend your findings in an oral presentation to the committee that is open to the public. This presentation usually occurs at the end of the third year or in the first or second quarters of the 4th year. DISSERTATION PROCESS The dissertation process and research courses are designed to teach you how to identify critical problems suitable for research, review what is already known about the problem from the research of other scholars and where gaps in knowledge may remain, and design a research study that uses appropriate research methods to help close the knowledge gap. The culmination of this phase of the process results in the development of a dissertation proposal and the advancement to candidacy. The second phase is conducting the research, analyzing the data, and preparing a written dissertation based on the findings. During the first two quarters in the research classes, you will begin to identify problems of practice or issues that you may be interested in researching that have a direct bearing on leadership issues. You will learn about faculty interests and potential dissertation advisors. Students with common interests are urged to form affinity groups and begin to explore ways their studies could have a greater impact through collaboration and coordination. You are urged to consider forming collaborative research teams, similar to what might be found in a number of science fields. Although you pursue and complete a dissertation that is your own, you may work with a faculty member on a problem related to the professor’s interests and/or work with other students to (a) explore the same major issue in different locales or contexts, or (b) investigate different dimensions of a complex problem.
Dissertation Proposal Students select, develop and defend a research proposal for the dissertation by the end of Fall Quarter of the Second Year or Winter Quarter of the Third Year. The dissertation proposal is submitted to the student’s Dissertation Committee, who will examine the candidate on the proposal. The proposal will include the background, rationale, research questions, literature review, research protocol and methodology, and significance of the dissertation project. The proposal forms a foundation for the first part of the written dissertation, but of course is revised and rewritten in alignment with the findings of the actual research conducted. Support in developing the proposal is provided in EDS 290 and through work with your committee chair. Once your proposal has been successfully defended and the committee and other university officials have signed the required paperwork, you will file the advancement to candidacy form and pay the required fee. You will then be considered to have met the second critical milestone. Dissertation Developing the research proposal is a major accomplishment, but the end goal is to now conduct the research, analyze findings and write up the results in a dissertation. The goal of this process is to contribute to professional knowledge in education—yours and others in the broader community. Your chair will be your primary guide in this process. It is your responsibility to schedule regular meetings with your chair and to keep them informed about your progress or challenges you may be encountering. You will also be supported in this last leg of the journey by CSUSM and UCSD faculty teaching the dissertation writing seminars. Your fellow students, especially if you are pursuing a collaborative dissertation theme, or have developed other affinity groups also need to be seen as a key support group. As a community of scholars, our goal is to work together to ensure that all students are successful.
JDP GUIDELINES FOR PROPOSAL AND DISSERTATION PRESENTATIONS These guidelines are intended to assist you as students, chairs, and committee members to successfully complete the processes associated with forming the dissertation committee as well as your proposal and dissertation presentations. Advising: During the dissertation phase, the chair serves as the primary advisor who guides you in conducting your research and preparing the dissertation. The Director of the Joint Doctoral Program at each campus serves as the programmatic advisor for all students whose dissertation chair is on that campus’ faculty. The director/advisor, student, and chair will work together to ensure a smooth proposal and dissertation process. Chair Selection: As your interests begin to solidify through the research classes, your qualifying paper, your opportunities to learn about other students’ interests, as well as, faculty research agendas, you will be asked to identify three (3) possible chairs. The Joint Doctorate Executive Committee then reviews these preferences and works to honor requests by considering a good match of student to faculty member relative to topic and/or methodology, and to balance workload among faculty and across campuses. If you and other students want to pursue common or closely related issues with a faculty member, it is most likely that this faculty member will become the chair for each member of the group. Forming the dissertation committee: The chair of the committee and the campus JDP Director, with input from you, collaboratively decide who will be the other members of the three-‐ member dissertation committee. Potential committee members should not be contacted until the campus JDP Director has finalized the decision. Each committee must have a minimum of one CSUSM and one UCSD member. The committee must also have at least two faculty who are tenured at one or other of the two campuses. The Joint Doctorate Executive Committee and chair will take an active role in suggesting potential members. Each campus Director will assume the responsibility for assuring the proper forms are filed with the respective campus graduate student affairs offices. When to have the dissertation proposal presentation meeting: The JDP Cohort Model and timeline suggest that the dissertation proposal presentation occur by the end of the second year (Fall Quarter) or in the beginning of the third year (Winter Quarter). You are encouraged to complete your proposal as soon as practical in the Fall quarter of the second year in order to set a presentation time no later than the first month in the Winter quarter of the third year. An important point to remember is that a thorough and thoughtful proposal will facilitate better research in subsequent quarters. The proposal is presented for defense when the chair deems it is ready. Two weeks before the dissertation proposal presentation: It is your responsibility to give copies of your proposal to your committee members. Some members may want the proposal electronically and others in writing. Please consult with your committee members and see what is best for them. If the two-‐week deadline is not met, it is strongly suggested that the chair reschedule the meeting so committee members have adequate time to review the proposal prior to the presentation. 19
Scheduling the proposal presentation meeting: The chair and you schedule the proposal defense at a time convenient to all three committee members. Then, decide on which campus the defense is to be held and make room and parking arrangements by contacting the program assistant at the appropriate campus. The chair should not allow a meeting to be scheduled unless he/she is convinced that the proposal is ready. Once the meeting time is set and confirmed by the chair and all the committee members, you are responsible for sending the date, time and location to each JDP director and campus JDP staff who prepares an announcement of the defense. Please ask the appropriate JDP staff to download the signature form and pick it up before the defense. An announcement of the proposal presentation is sent to all current doctoral students and faculty inviting them to attend. A two-‐hour meeting for the proposal presentation is suggested. The primary purpose of the proposal defense is to ensure you are ready to carry out a well-‐designed study. At the beginning of the meeting, you will be asked to step outside while the committee members briefly discuss meeting format and any initial issues regarding the proposal. You should plan approximately 20 minutes to outline your problem, summarize key literature, and present the proposed methodology. The committee and you will decide if questions, which should be the bulk of the presentation, may be asked throughout the presentation or at the end. Generally a better dialogue occurs if questions are asked throughout. After all questions are asked by the committee members, then you will again be asked to step outside while the committee comes to a decision about whether to allow you to proceed with the proposed research and what, if any, changes are needed before proceeding. Finally, you will be invited to return, be informed of the decision, and provided with guidance on how to proceed. Again, the primary purpose is to demonstrate that you are ready to move forward and to draw on the entire committee’s wisdom to ensure the highest quality study possible. Dissertation Presentations It is anticipated that JDP dissertations will be presented at the beginning in the fall quarter at the end of your third year of study. However, research often follows an unpredictable path, therefore, it is anticipated that some students may conclude their doctoral studies and present their dissertations anytime between fall and spring quarters of their 3rd and 4th years of study. Within this time frame, all students should be able to graduate with their cohort. Guidelines for scheduling and presenting the dissertation presentations are similar to those described above for the proposal presentation. Given the length of the dissertation, however, you must submit your dissertation to your committee one month prior to the date and make contact with all committee members during that month to ascertain if there are questions or concerns. See Dissertation Norms described on the following pages.
Ed.D. Guidelines For Proposal Development Research studies vary in their topic, questions and methodology; nevertheless, there are common elements to most dissertation proposals. To assist you in preparing your research proposal, we suggest the following guidelines be used in consultation with your committee chair. I. Title Page, with committee members listed; Resume or Vitae; Acknowledgements II. Abstract III. Introduction A. Background/Context/Nature of the Study B. Statement of the Problem/Issue to be investigated including research questions C. Significance of the study IV. Literature Review A. This section typically includes two to four sections that present the research that outline what is known or not known in relationship to the general topic of the dissertation and the specific themes of the research questions posed. B. In a theoretically grounded study, a review of the literature in regard to the theory and how it will guide the study is presented. V. Methodology (the format of this section varies depending on the nature of the study) A. Research Design (Qualitative/Quantitative) B. Context or Site of the Study (more typical in qualitative studies) C. Participants D. Data to be collected 1. For quantitative studies, this usually involves a hypothesis, a description of variables to be measured, instruments to be used and how they will be administered. 2. For qualitative studies, this usually involves a discussion of interviews (number, who, when, protocols), observations (number, when, where, protocols), focus groups (number, who, when, protocols), and/or document analysis (which ones, why, approach to be used). Propositions can also be presented similar to hypotheses in qualitative studies. E. Data Analysis 1. For quantitative studies, statistical tests and analyses that will be conducted. 2. For qualitative studies, discussion of how data will be coded, themes identified, patterns illuminated and if any computer data analysis systems will be used. F. Issues of Validity, Reliability, Trustworthiness G. Ethical Issues and Role of Researcher H. Limitations of the Study 21
Each student will submit his or her IRB proposal at the institution where his or her committee chair resides. Based on a reciprocal acceptance arrangement between UCSD and CSUSM, the acceptance of the IRB from the chairperson’s institution will be accepted by the other JDP institution. For UCSD chair: The application can be downloaded from the website at: http://irb.ucsd.edu/forms.shtml The UCSD Human Research Protection Program (HRPP-‐IRB) website can be viewed at: http://irb.ucsd.edu For CSUSM chair: The Application is at CSUSM Human Subject Protection (IRB) website can be viewed at: http://www.csusm.edu/gsr/irb/ . Ed.D. Dissertation Norms and Guidelines 1. Complete drafts of the dissertations are to be distributed to the dissertation committee members one month prior to the scheduled presentation. All committee members must approve exceptions to this norm. 2. Prior to the presentation, the committee chair should communicate with all committee members to ensure that they agree that the dissertation is ready to be defended and to discuss any questions and issues that committee members have. 3. Prior to the presentation, the candidate should meet with each committee member to discuss the dissertation draft and to receive feedback and guidance for revisions. 4. Dissertation presentation meetings are announced and open to the public. UCSD will prepare the announcement information. The Program Directors for each campus will assure distribution of the information to appropriate individuals in their institutions. 5. Dissertation presentations are scheduled for a two-‐hour time block, the specific time agreed upon by the committee to be communicated to the UCSD EDS staff in charge of the JDP Program, who will reserve a space for UCSD defenses and announce the defense time and place to the faculty. Room arrangements for defenses scheduled for CSUSM will be made by the CSUSM campus JDP director. The presentation will be held on the campus to which the chair is affiliated. 6. Faculty may choose to meet in closed session at the beginning of the presentation to discuss the format and process, at the discretion of the chair of the dissertation committee. 7. Candidates are expected to present their work in a 30-‐40 minute power point and summary talk. Dissertation chairs have the ultimate decision about the length of the presentation and the format of the talk and should discuss this decision with the candidate. 22
8. The dissertation presentation meeting will remain open to the public until the committee discussion period, when the candidate and all visitors are asked to leave the room. 9. The meeting will reconvene at which time the Chair will report the decision and comments of the committee. Ed.D. Suggested Timeline
First Year By the end of the first year (December): Complete and submit first year Qualifying Paper. By the end of first quarter of second year (March): Complete and submit any revisions requested to the Qualifying Paper. Second Year By the beginning of Fall Quarter: Meet with dissertation chair and confirm dissertation committee members. By the end of second year (November/December): Complete and submit IRB forms. By the end of the second year (December): Complete and submit dissertation proposal. By the end of the second year/beginning of third year (December/January): Schedule and hold proposal presentation. Third Year By the end of the first month of Winter Quarter: Submit any changes required for dissertation proposal. By the end of the Spring Quarter: Collect data and rewrite methods section to reflect any changes in methodology based on data collected. By end of Summer Quarter: Complete data analysis and draft of results section. By end of first month of Fall Quarter: Complete draft of discussion section. By middle of Fall Quarter: Revise dissertation based on chair’s feedback and give complete draft to dissertation committee (one month prior to the scheduled presentation). Note: students have until middle of Spring Quarter (into their 4th year) to complete their study and still graduate with their cohort. Make any revisions as required by the committee and prepare the dissertation to be filed. NOTE: You can complete your dissertations any time between Fall Quarter of your Third Year and Spring Quarter of the same year and graduate with your Cohort. If you will defend in the Winter Quarter of the fourth year, you do not have to enroll for that quarter but pay a filing fee when filing the dissertation. If you plan to defend in the Spring Quarter of the 4th year, you must remain enrolled during the Winter Quarter, but not in the spring. If a summer or fall defense in planned for the 4th year, you must remain enrolled in Winter and Spring Quarters of the 4th year. 23
Graduation: It is your responsibility to make sure that you have submitted your intent to graduate by the individual campus deadlines. UCSD’s deadline is in the very first part of June and CSUSM’s is early March. You must do this for both campuses, since each campus has a different graduation process. The filing deadline to have your name included in the CSUSM Commencement Program is early March and for UCSD it is the ninth Friday of the quarter.
You will be provided more specific graduation information in the Dissertation Writing Seminar as each cohort nears graduation. This information is also available on the Graduate Studies website at both universities. UCSD: http://ogs.ucsd.edu and CSUSM: http://www.csusm.edu/gsr/graduatestudies/forms.html
Some of Cohort 3 at Graduation, CSUSM, June 2010
Final Dissertation/Graduation Process UCSD/CSUSM
Complete final Draft of Dissertation, send to Chair for review.
REMINDER: You need to file with each campus your intent to graduate and have your name in the Commencement Booklet by campus deadlines (Early Spring/Summer).
Chair reviews, edits and provides feedback. (Anticipate 3-4 weeks for review). When approval is granted, send to other committee members.
After all reviews, plan defense date. Identify location of defense, reserve room (committee members can help with this). Send your defense title, date, time, and location to campus directors.
Schedule to meet with Sara Hogue two weeks before your defense to review your formatting (858) 534-6977 (UCSD Ofc. of Graduate Studies). Bring a copy (plain paper) of your dissertation to your appointment. Sara will give you two surveys & info about what to bring back to your final appt. CSUSM will accept the UCSD review of your manuscript.
Prepare PPT for defense and make changes to dissertation format. Review presentation plan with chair. Get JDP5 form from UCSD graduate coordinator and bring to defense with signature pages on cotton paper (as many as needed).
Successfully defend dissertation!
MAKE & MAIL CORRECTIONS AS REQUESTED BY THE COMMITTEE & GIVE TO CHAIR FOR FINAL REVIEW AND APPROVAL
After defense, schedule to meet with Sara Hogue for final appointment (858) 534-6977 (UCSD Office of Graduate Studies). Follow instructions in Graduate Handbook page re: filing (electronic or paper). http://ogs.ucsd.edu/academicpolicy/Dissertations_Theses_Formatting_Manual.pdf st Remember to bring completed surveys, signature pages, JDP5 form, etc. (see checklist from 1 appt.)
Contact a publisher about the printing of your dissertation. Request enough copies for your committee, and CSUSM (2) – and yourself! Remember that you must submit to UCSD online or paper copy (refer to online instructions).
UNIVERSITY PROCEDURES AND IMPORTANT DATES Joint Doctoral Program Fees The fee structure for graduate students is usually announced annually in the summer of each year, but due to the State financial crisis this is subject to change. Since UCSD is handling the fees and the transcripts, please link to UCSD Office of Graduate Studies at http://students.ucsd.edu/finances/fees/registration/index.html to view current fee structures and information.
Program Enrollment UCSD is serving as the campus handling the administrative duties for this program. UCSD Student Services staff in the Education Studies Program will enroll each student for their course of study quarter by quarter. As with any Graduate Program, all fees must be paid-‐to-‐date in order for the Graduate Coordinator to enroll you in your course of study. Enrolling and Registering in Classes UCSD will enroll you in your classes, and you may view your status at any time using TritonLink on the UCSD Web Site at http://students.ucsd.edu/ You will be asked to enter your Personal Identification Number (PID) and Your Personal Access Code (PAC), which will be mailed to you before you complete your registration. Be sure that you receive these numbers and keep them in a safe place. It is your responsibility to check your status and be sure the system has the correct information. If you see errors (as does happen), immediately contact the UCSD Program Director or the JDP Staff Student Billing Services UCSD sends billing statements only once each quarter. It is your responsibility to pay fees by the established deadlines even if you do not receive a bill. Failure to pay fees may result in late fees, enrollment holds, etc. The most complete and up-‐to-‐date information available regarding fee payment methods and other student related business maters can be found by visiting the Student Business Services website: http://www-‐bfs.ucsd.edu/sbs/ If you have questions about your payment call the Cashier’s Office at 858-‐534-‐3725. If you have questions about your billing statement, please call 858-‐534-‐7537. Any questions about Financial Aid can be directed either to the Financial Aid office at 858-‐534-‐4480 or to Melissa Wolf in the Education Studies office at 858-‐822-‐2177.
ACADEMIC AND ADMINISTRATIVE HOLIDAYS FALL QUARTER 2011 Fall Quarter Begins .................................................................Monday, September 19 Instruction Begins ..................................................................Thursday, September 22 Veteran’s Day Holiday ........................................................... Friday, November 11 Thanksgiving Holiday .............................................................Thursday -‐ Friday, November 24-‐25 Instruction Ends .....................................................................Friday, December 2 Final Exams ............................................................................Monday -‐ Saturday, December 5-‐10 Fall Quarter Ends ...................................................................Saturday, December 10 Christmas Holiday ..................................................................Monday -‐ Tuesday, December 26-‐27 New Year Holiday ......................................................... Friday -‐ Monday, December 30-‐January 2 WINTER QUARTER 2012 Winter Quarter Begins ............................................................Wednesday, January 4 Instruction Begins .................................................................. Monday, January 9 Martin Luther King, Jr. Holiday ................................................Monday, January 16 President's Day Holiday ...........................................................Monday, February 20 Instruction Ends ...................................................................... Friday, March 16 Final Exams ............................................................................. Monday -‐ Saturday, March 19-‐24 Winter Quarter Ends ................................................................Saturday, March 24 SPRING QUARTER 2012 Spring Quarter Begins .............................................................. Thursday, March 29 Cesar Chavez Holiday ............................................................... Friday, March 30 Instruction Begins .................................................................... Monday, April 2 Memorial Day Observance ........................................................ Monday, May 28 Instruction Ends ...................................................................... Friday, June 8 Final Exams ............................................................................. Monday -‐ Friday, June 11-‐15 Spring Quarter Ends ................................................................ Friday, June 15 Commencement.………………………………………………………….....Saturday-‐Sunday, June 16-‐17
Photo ID’S Where? UCSD ID cards are issued by the Student Business Services Office (SBS); tel: (858) 534-‐ 4322. They are located in the Student Services Center, 402 University Center (Building 931 on campus map), 3rd floor, south wing. When? To have your picture taken, you may go any time during business hours. The office is open Monday through Friday, from 8am – 4pm. You will receive your ID immediately. Be sure to bring an additional form of picture ID (e.g., driver’s license) with you. How Much will the ID Cost? There is no fee for the ID card. Be sure to mention that you are a new EDS Graduate Student when you arrive. Why Get One? A validated student campus identification card is required for use of the library and other university facilities. CSUSM ID cards are issued in the Kellogg Library, Room 2100; tel: (760) 750-‐4370. The cost is $5.00 for students. The office is open Monday through Thursday, from 8 am – 9 pm, Friday, from 8 am – 5 pm, and Saturday through Sunday, from 1 pm – 5 pm. Please, be sure to bring an additional form of picture ID (e.g., driver’s license) with you. Parking Permits Parking fees are necessary because UC and CSU campuses receive no tuition or state funding to support parking facilities. Funding comes directly from parking permit sales. If you plan to park at UCSD or CSUSM, you must purchase and properly display a valid parking permit during the hours listed below. UCSD Transportation and Parking Services Office tel: (858) 534-‐4223 http://students.ucsd.edu/campus-‐services/parking-‐and-‐transportation/index.html Main campus permit required 7am to 11 pm weekdays. -‐ Students may consider the One-‐Night parking permit for Wednesday and Friday night classes. These permits cost $43.00/quarter and begin at 4:30 per evening. You may also purchase visitor permits which run $2.00/hour and can be purchased at any parking meter machine. -‐ Parking on Saturday and Sunday at UCSD is free. BE SURE YOU PARK LEGALLY TO AVOID COSTLY CITATIONS. With a night permit you may park only in white “V” visitor spots in the Gilman Parking Structure. You may park in A, B, or C spots in all other lots. Do not park in faculty spots marked “A permit required 24 hours a day, 7 days a week” 28
CSUSM Transportation and Parking Services (760) 750-‐7500 for CSUSM http://csusm.edu/parking A parking permit is required at all times while parked on CSUSM campus. You may purchase a daily or timed permit in any general parking lot utilizing the daily permit machines. All day permits ($7.00) are available in the Parking and Commuter Services office (located in FCB 107). For questions, please call Parking and Commuter Services at: (760) 750-‐7500. Daily Rates (Yellow & Blue Pay Stations accepts cash and credit cards.) Pay stations accept 1's, 5's, and quarters. Pay Stations are located in parking lots B, C, F, J, K, and X. All Day permit .............$9.00 5 hour permit..............$7.00 3 hour permit..............$6.00 1 hour permit..............$3.00 Students may utilize parking meters located in lots, B, C, E, K, O, & L. Costs of the parking meters are $1.50 per half hour. Daily permits should be displayed face up on the dashboard of the vehicle so they are clearly visible from the outside of the vehicle; the date and time information should be displayed and clearly visible from outside of the vehicle. A citation may be issued if the permit is not properly displayed.
Mail Boxes Your graduate student mailbox is located in the EDS graduate Leadership Computer Center at UCSD, Pepper Canyon Hall, Third Floor, room 374. Please be sure to check it regularly. E-‐Mail Accounts UCSD -‐ New incoming Educational Leadership Graduate Students must obtain a UCSD E-‐mail account from Academic Computing and Media Services (ACMS). The ACS office is ROOM 2113. Applied Physics and Math Building, Muir Campus 858-‐534-‐4060 or for more detailed questions, 858-‐534-‐4061. Hours: 10 am–3:30 pm, Monday–Friday, E-‐mail: acms-‐email@example.com. You may apply for an email at: https://sdacs.ucsd.edu/~icc/index.php Even if you currently have an E-‐mail account, you must also obtain a UCSD E-‐mail account, which can be automatically linked to your current account. Your email is the first and main way the program has to contact you. Without a UCSD account link you risk missing important waiver and deadline information.
CSUSM -‐ Email is provided free of charge to every registered student. Instructors frequently give out assignments, advice, and other information via e-‐mail. Campus information is also sent via e-‐mail. To obtain a CSUSM e-‐mail account, go to the Student Technology Help Desk located at the 2nd floor entry of Kellogg Library. Hours of operation are Monday through Friday, from 8 am – 9 pm and Saturday through Sunday from 10 am – 5 pm. The number of the office is (760) 750-‐6505. PLEASE INFORM MELISSA WOLF, EDS (firstname.lastname@example.org) OF ANY CHANGE IN YOUR E-‐MAIL PERSONAL EMAIL ADDRESS. We must have a current E-‐mail address for you at all times. The Joint Doctorate Program faculty use Moodle online learning platforms as a tool in many of the classes. Support for this on-‐line learning tool is provided by CSUSM Instructional Technology Services. It provides a dedicated email function specific to a given class, as well as other features that will be explained during your orientation. Faculty using this tool will provide you with instructions. In order to navigate Moodle platforms with reliability and ease, you will need a laptop (specification to be discussed at orientation). MOST IMPORTANT: All electronic messages should be crafted with professionalism and care. Electronic correspondence (e-‐mail and on-‐line discussion) is a part of our professional world now and is often the easiest way to communicate. Remember that e-‐mail and on-‐line discussions are a very specific form of communication, with their own form of nuances and meanings that often communicate more than the sender originally intended. Please be mindful of all e-‐mail and on-‐ line discussion messages that you send to your community as a whole. In addition, should you have a concern with an electronic message sent to you, please speak face-‐to-‐face with the sender to correct the confusion. You and the other party will be so very pleased that you did. See the ACMS “Students” website: http://acms.ucsd.edu/students/ for information on several useful topics including how to connect your computer to the internet, printing services, names and locations of computer labs, where to get help, and tips for off-‐campus ISP users. UCSD ACMS Help Desk, (858) 534-‐3227. Academic Computing Services (ACMS) http://acms.ucsd.edu/students/ CSUSM Student Technology Help Desk (STH), (760) 750-‐6505. 2013 Kellogg Library email: email@example.com website: http://www.csusm.edu/iits/support/studenthd 30
UCSD TritonLink http://tritonlink.ucsd.edu By using your Student ID and PAC you can access TritonLink. Here are some of the features available to students on TritonLink. View your billing statement and make payments. By choosing the yellow button labeled Billing and Payment, you can determine how much you owe the University and see your account transactions for the last thirty days and prior periods. You can also see your Billing Statement and make an electronic payment. You will not be able to graduate if you have a hold on your account for any unpaid bills or a delinquent account. Be sure to keep up to date. If you have extreme financial difficulties be sure to contact one of the JDP Directors for assistance. View your financial aid information. You can view detailed information about your application for financial aid, including: academic progress for financial aid, preliminary aid, eligibility, application status, documents needed, award letter status, award amounts, scheduled disbursements, and loan statuses and amounts. Verify your residency status for tuition purposes. Use the Where do you want to go? pull-‐down menu, and select Residency Information. This page also provides links for Residency information for new students and instructions for change of classification for continuing students. Update your Addresses (mailing and E-‐MAIL), Emergency Contacts, and Directory Publishing Restrictions. All of this information can be reached by using the yellow button labeled Addresses. View your academic history, classes and wait lists, weekly planner majors, and holds. Tritonlink Availability You can access TritonLink from anywhere you have a connection to the internet: via on-‐campus labs, network connections located in on-‐campus housing, dialing in through UCSD modem pool, or through an off-‐campus Internet Service Provider (ISP). Schedule of Classes, Student Directory, and general information are available 24 hours/day. Personal data is pulled from the real-‐time database (Academic History, Addresses, Billing Statements, WebReg, etc.) and is available 7am – midnight daily. (Access on weekends and holidays is subject to computer maintenance schedules and cannot be guaranteed.)
Ed.D. CATALOG DESCRIPTIONS EDS 280/EDLD 705 RE-‐Thinking Leadership (4 quarter units) Catalog Description: This course will present the evolution of leadership thought and theory, with an emphasis on the distinction between, and inter-‐relatedness of, effective management and leadership. The ethics of leadership practice and epistemological perspectives of emerging leadership styles will be explored, and students will have opportunities to reflect on the nature of leadership as it is practiced in educational settings. Applying critical, self-‐reflective leadership practice through structured activities is also an element of this course. EDS 281/EDLD 710 Leadership for Learning (4 quarter units) Catalog Description: This course will explore various models of curriculum and instruction in response to student learning needs. It also will examine models of school organization and the leader’s role and responsibility in developing a school culture that promotes student achievement, using evidence-‐based decision making. A major emphasis will be on evaluating research upon which theories and practice are based. EDS 282/EDLD 715 Leadership for a Diverse Society (4 quarter units) Catalog Description: This course will address theories and practices for achieving schools and classrooms that are informed by and built around the participation of diverse communities and cultures. The emphasis in this course is on how leadership intersects with socio-‐historical and socio-‐cultural theories that suggest the organization of schools and instruction is critical to student inclusion and outcomes. A basic premise of this course is that a socially just learning theory begins with using all of the resources and knowledge of families, communities, and cultures in formulating policy and practice. EDS 283/EDLD 720 Leadership for Organizational Change (4 quarter units) Catalog Description: This course will present multiple theories of organizational change, explore group processes and identify models of decision-‐making, and analyze human motivation theories. Establishing and nurturing a purpose-‐driven organization, while dealing with competing demands, will be discussed. A major emphasis in this course is on people as agents of change and creating high quality ethical and productive workplaces where employees can achieve success and satisfaction, while advancing the mission of the educational organization. 32
EDS 284/EDLD 725 Leadership for Organizational Development (4 quarter units) Catalog Description: This course will investigate the skills and dispositions needed for students to lead the development of learning organizations. Faculty will teach and model concepts of working with people within educational organizations and programs. Emphasis will be placed on individual’s team development and facilitation, organizational communications, adult learning, and professional development. EDS 285/EDLD 730 Leadership for the Future (4 quarter units) Catalog Description: This course addresses interdisciplinary influences on leadership practice within learning organizations. Contributions from scholars in futures studies will be used to explore topics such as long-‐rang planning, demographic trends, technology, and brain theory. EDS 291 AB/ EDLD 770 AB Leadership Research Practicum AB (2,2 quarter units) Catalog Description: Students use their placements in local schools and educational settings to examine leadership research and practice topics raised in the Leadership core courses and Research and Evaluation Design Courses. (S/U grade permitted) This is a two course sequence. EDS 286AB/ EDLD 740 AB Advanced Topics in Leadership AB (4,4 quarter units) Catalog Description: This course explores topical issues in the field of leadership. It focuses on recent developments that have broad implications for research and practice in educational leadership. Course topics will vary each time the course is offered. EDS 287ABC/ EDLD 750 ABC Educational Research and Evaluation Design ABC (4,4,4 quarter units) Catalog Description: This course integrates a variety of social and behavioral science perspectives and research methodologies in examining topics of central relevance to education. Students have opportunities to design and apply to educational research questions on a variety of methodologies including: experimental and quasi-‐experimental survey, interview, ethnographic, case study, video data analysis, and discourse analysis methods. This is a three course sequence. EDS 288 ABC/ EDLD 760 ABC Advanced Research and Evaluation Methods ABC (4,4,4 quarter units) Catalog Description: This course addresses more advanced topics in research design and methodology. Students hone the requisite research skills to conduct dissertation research. Students gain varied hands-‐on experiences in collecting and analyzing data relevant to schooling, as well as learn how to develop, manage, and analyze large data files. Students create a research agenda and develop skills needed in proposal writing: development, 33
organization and coherence, conceptualization of research design, and attention to audience and writing style. This is a three course sequence. EDS 299/ EDLD 794 Dissertation Research (4,4,4,4,4,quarter units) Catalog Description: Directed research on dissertation topic for students who have been admitted to candidacy for the Ed.D. degree. (S/U grade) EDS 289ABCD/EDLD 796 ABCD Dissertation Writing Seminar ABCD (4,4,4,4 quarter units) Catalog Description: This seminar provides an opportunity for doctoral candidates to present and critique in-‐progress dissertation research and writing. Topics addressed also will include writing for professional publications and presenting research findings to varied audiences. This is a four course sequence. EDS 290/EDLD 792 Dissertation Research (S/U grade only) (1-‐12) Catalog Description: Supervised research studies with individual topics selected according to students’ special interests. Students will develop a research proposal appropriate for M.A. thesis, begin to gather and analyze data. EDS 292/ EDLD 785 Qualifying Paper Preparation (4 quarter units) Catalog Description: This course will provide students with time, resources, and guidance for the purpose of developing a review of literature on a student-‐related topic, which typically becomes the focus of the dissertation research project. Students will be expected to use a variety of research tools in order to discover and identify relevant information. (S/U grade permitted) EDS 294AB/EDLD 798 AB Colloquium on Educational Leadership (2,2 quarter units) Catalog Description: Program faculty and visiting lecturers present leadership research in progress. The colloquium series serves as a forum to discuss current research in educational leadership. (S/U grade permitted) This is a two course sequence. EDS 286AB/EDLD 740 AB Advanced Topics in Leadership (4,4 quarter units) Catalog Description: This course explores topical issues in the field of leadership. It focuses on recent developments that have broad implications for research and practice in educational leadership. Course topics will vary each time the course is offered. This is a two-‐course sequence.
THE GRADUATE STUDENT HEALTH INSURANCE PLAN (SHIP) The Student Health Insurance Plan (SHIP) is a comprehensive plan affiliated with a preferred provider network requiring written referral from the Student Health Service (SHS) staff. It provides a full range of medical services, including in/out patient services, specialty care, emergency care, hospitalization and mental health care, as well as pharmacy, dental and vision coverage. Enrollment is mandatory for graduate students unless a waiver is obtained from the SHS insurance coordinator. Since most EDS students are full time employees with health insurance, to not be double billed, you must secure a wavier. Students already covered by health insurance, which was in effect prior to acceptance as a graduate student at UCSD, may qualify for a waiver of the mandatory SHIP if the benefits are equal to or better than SHIP benefits. A listing of required documents is available from the Student Insurance Office at SHS. Approved waivers are effective for the current academic year. If you wish to waive out of SHIP for subsequent academic years, a new waiver application will need to be submitted by the appropriate deadline date each academic year. A list of current deadlines can be found on the SHS website. If You Do Not File The Waiver By the Listed Deadline, You Will Automatically Be Charged, THERE IS NO APPEAL. Student Health Services (SHS) is located in University Center; tel: (858)534-‐2123; Regular Hours: M, W, F 8am – 4:30pm, T, Thu (9am-‐4:30pm). Quarter Breaks/Summer: Regular hours, but closed between 12:00 -‐ 1:00pm. SHS is closed weekends and holidays. Website: http://studenthealth.ucsd.edu The Student Health Insurance Plan (SHIP) covers after-‐hours care only in cases of emergency. Visit the Student Health Services website for complete details of benefits, co-‐payments, deductibles, exclusions, waiver requirements, and limitations: http://studenthealth.ucsd.edu/Gshipmedical.shtml Premiums are assessed and paid with registration fees. Spring SHIP coverage continues automatically through the summer quarter. Information on separate health insurance plans for dependents is available at SHS. The State of California also offers dependent care insurance.
SEXUAL HARASSMENT POLICY The Education Leadership Program strongly reaffirms UCSD and CSUSM’s commitment to creating and maintaining a harassment-‐free community. Specifically, we will not tolerate sexual harassment, and such behavior is prohibited both by law and by UCSD and CSUSM policy. Please notify your instructor or dean if you feel any situation or problem has occurred. The University of California system wide Policy on Sexual Harassment is available online at: http://www.ucop.edu/ucophome/coordrev/policy/PP021006Policy.pdf. UCSD's Sexual Harassment Complaint Resolution Procedures are available online at: http://adminrecords.ucsd.edu/ppm/docs/200-‐10.pdf. The California State University of San Marcos system wide Policy on Sexual Harassment is available online at http://www.calstate.edu/HR/er_sh.shtml
STUDENTS WITH DISABILITIES
CSUSM – Students are approved for services through the Disabled Student Services Office (DSS). This office is located in Craven Hall 5205, (760) 750-‐4905, or TTY (760) 750-‐4909. Students authorized by DSS to receive reasonable accommodations should meet with their instructor to discuss needs. http://www.csusm.edu/dss/ UCSD – Students are approved for services through the Office for Students with Disabilities (OSD), voice and TTY (858) 534-‐4382. http://disabilities.ucsd.edu/
STUDENTS WITH SPECIAL ABILITY/NEEDS
Equitable educational consideration and appropriate accommodation is the right of every student in the Educational Leadership Program. Many students have different abilities (mobility, sight, hearing, documented learning challenges, first language/English as a second language) and are requested to contact their primary professor at the earliest point in time. The program and the instructor will make every effort to accommodate the students’ needs. Both campuses have a Disabled Student Services offices, technology in the computer labs and other services available, as part of reasonable accommodation for special needs students. CSUSM also has the Writing Center that may be of assistance to all students, especially those with special needs.
JDP GRADING STANDARDS FOR GRADUATE STUDENTS This document is intended to give you guidance in understanding what is expected of you and to help you interpret the grades you receive in the upper-‐division and graduate level courses you take as a graduate student while in the doctoral program. Additionally, you should understand that the Office of the Dean of Graduate Studies (OGS) monitors the GPA’s of all graduate students. A graduate student whose overall GPA drops below 3.0 is placed on academic probation. Students on academic probation risk dismissal if their GPA remains below 3.0 in future quarters. The CSUSM Office of Graduate Studies and Research will be informed of any student placed on academic probation. Although you may have few or no S/U courses allowed in your program, you should be aware of the University’s S/U grading policy. According to UCSD policy, the minimum standard of performance for a grade of S (satisfactory) is a course that is offered S/U shall be the same as the minimum performance for a grade of B. Any grade below B performance results in a grade of U (unsatisfactory) in an S/U course. Implications for a JDP student’s grade in a course A Excellent work, expected performance. A -‐ Good work, improved performance encouraged. B + Acceptable work, improved performance expected. B Minimally acceptable work, greatly improved performance expected. B -‐ Marginal work, very poor performance (letter from Director with copy placed in student’s file). C + (or lower) Unacceptable performance at the graduate level (may be subject to dismissal). Students who receive grades indicating that improvement in future courses is expected and who need guidance in how to improve are encouraged to confer with the course instructor and other program faculty.
General Evaluation/Feedback Rubric Does not meet standards (B or Approaching Standards below) (A-‐/B+) • Includes some of the required • Includes required elements as elements as delineated in the delineated in the syllabus syllabus • All components of the • Some components of the assignment are included assignment are included • Provides concrete details of the • Provides a few concrete details information required for the of the information required for assignment the assignment • Includes personal viewpoints • Includes primarily personal that are somewhat documented viewpoints and limited and supported with logical supporting evidence from prior arguments research • Good organization • Organization hard to follow • Has few, if any, mechanical • Many mechanical errors, errors including APA format including APA format • Holds interest – is interesting to • Hard to read read • Little sentence/vocabulary • Some sentence/vocabulary variety variety
Meets Standards (A) • Includes required elements as delineated in the syllabus • All components of the assignment are included • Provides concrete details of the information required for the assignment and makes clear connections to class discussions, readings and activities • Insightful commentary using personal viewpoints supported by current learning and research • Presents clear and logical organization of thoughts • Has few, if any, mechanical errors including APA format • Holds interest – is engaging and thought-‐provoking to the audience • Uses a sophisticated scholar researcher vocabulary and sentence structure
If you are unable to submit an assignment by the due date, it is your responsibility to contact the instructor before the due date. We recognize that you are serving in many critical leadership capacities that on occasion interfere and compete with your graduate studies. It is your responsibility to let your faculty know and to do your best not to let your cohort down since many classes involve collaborative work and learning.
APPEAL PROCEDURE FOR EDUCATION LEADERSHIP GRADUATE STUDENTS The Education Leadership program faculty is responsible for evaluating the academic performance for all of the students within the program. The faculty engages in a series of complex assessments to reach a comprehensive performance evaluation for each student. The appeal procedure is considered confidential unless both the student and the faculty member agree otherwise. The appeal procedure: 1. Present your case directly to the faculty member(s) involved. Most issues are resolved at this stage after all of the facts have been reviewed. 2. If you still feel your grievance has not been resolved to your satisfaction, make an appointment with the Program Directors at one or both campuses, to review the situation. If warranted, an ad hoc review committee comprised of faculty from both campuses will be constituted to perform a review of the case. 3. If your grievance has not been resolved to your satisfaction, you may: For denial of admission: Within two weeks of the admission denial letter date, submit a written request to the Education Studies Director, for a second interview with a subcommittee comprised of the co-‐directors of the Education Leadership Program. The letter should contain a statement outlining why re-‐consideration is warranted. If still unsatisfied, within two weeks of the review findings letter date, you may submit a written appeal to the Dean, Graduate Studies, UCSD. For appeal of a course grade: Submit a written appeal to the Director of Education Studies, UCSD. If the grievance is still not resolved to your satisfaction, submit a written appeal to the CEP Subcommittee on Grade Appeals at UCSD. There are submission deadlines that must be adhered to. Details on these deadlines are in the UCSD General Catalog. At CSUSM, for a grade appeal, consult Dr. P. Stall, Associate Dean. For denial of recommendation of Doctor of Education: Within two weeks of the recommendation denial letter date, submit a written appeal to the Dean, Graduate Studies, at UCSD. The Education Leadership Program is confident that you will be successful in your pursuit of your doctoral degree. We hope you will not find it necessary to employ the appeal procedure, but if you do find it necessary and you have questions about the appeal process, please feel free to discuss them with the Joint Doctoral Program Directors or the Director of Education Studies at UCSD or the Dean at CSUSM.
ACADEMIC HONESTY AND INTEGRITY OF SCHOLARSHIP POLICIES All Joint Doctoral Program students are expected to adhere to standards of academic honesty and integrity, as outlined in the “CSUSM Student Academic Honesty Policy” and the “UCSD Policy on Integrity of Scholarship.” It is expected that all oral and written assignments will be original work. Any idea or materials that are utilized from another source must have all of the appropriate references for that original source. Students using quoted material must mark with quotes such material and cite the sources. Examinations are to be completed honestly by the student. There will be no tolerance for infractions. Please bring any perceived infractions to the attention of the instructor who reserves the right to discipline any student for academic dishonesty in accordance with the general rules and regulations of the universities. Actions are delineated in the policies referenced above.
There is always time for a cup of coffee and a chat with an instructor.
The Educational Leadership Program is exploring theories of leadership, reflecting on practice and solving problems together through the cohort model. Attendance is critical. As we promote system-‐thinking and inquiry-‐based problem solving in our learning opportunities, we require all of our professional students to be on time and present at each class meeting. Attendance expectations apply to all instructional activities, in class, on-‐line and at other events included in course syllabi. In a cohort model each student counts for the success of the whole! Students are expected to have read assigned materials by the date indicated in the syllabus and should be prepared to discuss readings individually or in variously structured groups.
UCSD EMERGENCY NUMBERS Medical Emergencies, Police Fire, Rescue 911 or to reach UCSD emergency response from a cell-‐phone (858) 534-‐HELP (4357) Campus Emergency Status Information Line (888) 308-‐8273 UCSD Thornton Hospital Emergency Room (on campus) (858) 657-‐7600 UCSD Medical Center (Hillcrest) (619) 543-‐6400 Mental Health Crisis Line* (800) 479-‐3339 UCSD Psychological Services (858) 534-‐3755 http://caps.ucsd.edu/ -‐ students UCSD Student Safety Awareness Program (858) 534-‐5793 http://studentsafety.ucsd.edu. UCSD Office of Students with Disabilities (858) 534-‐4382 http://www.ucsd.edu/current-‐students/academics/disability-‐services/ Rape Crisis Hotline* (888) 385-‐4657 Poison Information* (800) 222-‐1222 *24 hour lines
UCSD QUICK REFERENCE
Admissions -‐ Office of Graduate Services Bookstore Campus Operator Disabled Student Services Financial Aid & Scholarship Help Desk (Student Health) Library Parking and Transportation Services Registration and Records University Police Mailing Address UCSD – EDS 9500 Gilman Drive #0070 La Jolla, Ca 92093-‐0070 Website: http://eds.ucsd.edu
(858) 534-‐3555 (858) 534-‐3149 (858) 534-‐2230 (858 534-‐4382 (858) 534-‐4480 (858) 534-‐3300 (858) 534-‐3336 (858) 534-‐4223 (858) 534-‐3150 (858) 534-‐4357
CSUSM EMERGENCY NUMBERS
Police Emergency Number Adult Protective Services Alcoholics Anonymous American Trauma Society Battered Women's Shelter & Hotline Crime Victims Hotline Domestic Violence Information Line Drug Abuse Information/Reference EYE Counseling & Crisis Center Libre 24-‐Hour Domestic Violence Hotline Narcotics Anonymous National Domestic Violence Hotline North County Counseling Center San Diego County Crisis Line/ Suicide Prevention STD Hotline Women's Resource Center 24-‐Hour Crisis Line
911 (800) 523-‐6444 (760) 758-‐2514 (800) 556-‐7890 (619) 234-‐3164 (619) 688-‐9200 (619) 234-‐3164 (800) 668-‐4357 (760) 747-‐6281 (760) 633-‐1111 (800) 479-‐0062 (800) 799-‐SAFE (760) 758-‐1092 (800) 479-‐3339 (800) 277-‐8922 (760) 757-‐3500
CSUSM QUICK REFERENCE Admissions (Cougar Central) Bookstore (University Store) Campus Operator Disabled Student Services Financial Aid & Scholarship Help Desk (Student) Library Parking and Transportation Services Registration and Records University Police Mailing Address 333 S. Twin Oaks Valley Road San Marcos, CA 92096-‐0001 Website: www.csusm.edu
(760) 750-‐4848 (760) 750-‐4730 (760) 750-‐4000 (760) 750-‐4905 (760) 750-‐4850 (760) 750-‐6505 (760) 750-‐4340 (760) 750-‐7500 (760) 750-‐4814 (760) 750-‐4567
FACULTY BIOGRAPHIES Joint Directors
LORRI SANTAMARíA Professor, College of Education, Health, and Human Services, CSUSM Director for the Joint Doctorate in Educational Leadership Dr. Lorri J. Santamaría is Professor of Multicultural/ Multilingual Education, CSUSM Director of the Joint Doctoral Educational Leadership Program with UCSD at California State University, San Marcos. Building on nine years of bilingual teaching and district leadership in elementary school contexts, she teaches courses in the joint Doctorate Program and the CSUSM College of Education Teacher Preparation Program; conducting research, and writing with a focus on leadership for social justice and educational equity, diversity and schooling, theory and methods of bilingual education, and inclusive elementary multilingual education. Representative publications include: Santamaría, L. J. & Santamaría, A. P. (2012). Applied critical leadership in education: Choosing change. New York, NY: Routledge. Santamaría, L. J. (In Press). Grace at the top: Barrier transcendence and Black feminist applied critical leadership in education. The Negro Educational Review. Santamaría, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps between best pedagogical practices benefiting all learners. Teachers College Record; Santamaría, L. J., Santamaría, C. C., Fletcher, T. V. (2009). Journeys in cultural competency of pre-‐service teachers from Arizona and California universities participating in Mexico study abroad programs. The International Diaspora of Indigenous and Minority Education (DIME); Mercado, C. & Santamaría, L. J. (2005). A comparative perspective on educational research for Latinos: problems and possibilities. In P. Pedrazo & M. Rivera (Eds.), Latino Education: An agenda for community action research. New Jersey: Lawrence Erlbaum and Associates, Publishers. AMANDA DATNOW Professor Chair, Education Studies Amanda Datnow is Professor and Chair of the Department of Education Studies at the University of California, San Diego. Prior to joining the faculty at UCSD in 2008, she was most a professor at the USC Rossier School of Education, where she chaired the Ph.D. program and was Associate Director of the Center on Educational Governance. Earlier in her career she was on the faculties at University of Toronto and Johns Hopkins University. She received her Ph.D. in Education from UCLA and her B.A. from UCSD. Her research focuses on the politics and policies of school reform, particularly with regard to the professional lives of educators and issues of equity. Sociological perspectives inform her research on these topics, and her methods are mostly qualitative. She has conducted studies on data informed decision making, comprehensive school reform, and on the intersection of gender and educational reform. She is currently conducting a major national study on the educational opportunities and obstacles for students in poverty funded by the Bill and Melinda Gates Foundation. She is the author or editor of 6 books and over 50 journal articles and book chapters. She is editor of the Journal of Educational Change and also serves on the editorial boards of several other journals.
ADDITIONAL FACULTY ON EACH OF OUR CAMPUSES CSUSM Faculty MARK BALDWIN Professor, College of Education, Health, and Human Services, CSUSM Dr. Mark Baldwin received his doctorate in Educational Leadership and Organizational Change from Northern Arizona University. He received his B.A. in Latin American History from the University of California, Irvine and a M.S. in Counseling from San Diego State. Prior to joining the College of Education at CSUSM in 1995, Dr. Baldwin was a respected and effective teacher and administrator in the Poway Unified School District for twenty years. Dr. Baldwin is recognized nationally and internationally for his work in organizational change in educational settings, curriculum design and assessment systems. Over the past two decades, he has worked with colleges and universities as well as with K-‐12 public school systems to help them develop evidence driven change models. His most recent international experience was in the United Arab Emirates (UAE) where he lived and worked during the 2004-‐2006 academic years at the UAE’s national university. Dr. Baldwin led a university team to redesign the academic programs of the first year experience, overseeing all academic programs in the first-‐year curricula. BRIDGET BLANSHAN Dean of Students, CSUSM Dr. Blanshan has held numerous positions in Student Affairs. Currently as the Dean of Students at Cal State University San Marcos where she provides leadership to create dynamic, interactive learning opportunities for students in higher education. Dr. Blanshan attained an Ed.D. in Organizational Leadership at the University of La Verne in 2007. Additionally, she has a Master’s Degree in Educational Leadership from the University of San Diego and a Bachelor’s Degree in Business Administration from Iowa State University. Her research interests include higher education, cultural identity development, leadership theory, assertive communication skills, sexual assault awareness and prevention, domestic violence, peer counseling, crisis intervention, ethical decision-‐making, motivating volunteers, conflict resolution, individual and group development, and goal setting. RONG JI CHEN Assistant Professor, College of Education, Health, and Human Services, CSUSM Dr. Rong-‐Ji Chen is an assistant professor of mathematics education at CSUSM. He earned his doctorate in Curriculum & Instruction from the University of Illinois at Urbana-‐Champaign. He has a M.A. degree in Instructional Technology from the University of Texas at Austin and a B.S. degree in mathematics from National Tsing Hua University, Hsinchu, Taiwan. Before coming to the U.S., he taught middle school mathematics in southern Taiwan. At CSUSM, Dr. Chen teaches K-‐8 mathematics methods courses and an introductory educational technology course. He has been involved in mathematics teachers’ professional development in Escondido Union School District. His research interests pertain to teachers’ perceptions about the nature of 44
mathematics and how teachers construct their subjectivity in relation to mathematics. He is also interested in technology integration in mathematics education and teacher education, especially with respect to a critical theory of technology. ERIKA DANIELS Assistant Professor, College of Education, Health, and Human Services, CSUSM Dr. Erika Daniels, Assistant Professor at Cal States San Marcos, earned her Ed.D. in Literacy from a joint program between San Diego State University and the University of San Diego. She earned her M.S. from the University of Southern California in Los Angeles, California. She is the Co-‐Coordinator for the Middle Level Education credential program at CSUSM and a member of the Literacy faculty of the COE. Dr. Daniels has served K-‐12 education as a kindergarten, middle, and high school teacher and middle and high school Literacy Coach. Her focus for research and teaching is creating motivating learning environments and helping struggling adolescents develop missing literacy skills. Dr. Daniels believes that academic research can and should inform classroom practice and that classroom practice makes academic research relevant and useful. She has published numerous articles on motivation and authentic literacy experiences in journals such as Educational Leadership, English Journal, and Voices from the Middle. ANNETTE DAOUD Associate Professor, College of Education, Health, and Human Services, CSUSM Dr. Annette M. Daoud, Ph.D. earned her doctorate in Education with an emphasis in Cultural Perspectives of Education from the University of California, Santa Barbara. She earned her B.A. in Psychology from the University of California, Irvine and an M.A. in Education with an emphasis in Multicultural Education from the University of California, Santa Cruz. Dr. Daoud is an Associate Professor of Education in the area of Multicultural / Multilingual Education at CSU San Marcos. She also serves as the founding director of the Social Justice and Equity Project (SJEP), the only center at CSU San Marcos dedicated to promoting academic excellence by creating a socially just and equitable campus environment for students, faculty, staff and our community constituencies. Dr. Daoud’s research and teaching are centered on the principles of social justice, critical pedagogy, multicultural education, and providing equitable education for students from culturally and linguistically diverse backgrounds. She works extensively in high schools, with a primary focus on the academic and social aspects of school for secondary English learners, and currently is writing a book, Teaching High School English Learners: Equitable Instruction in Content Area Classrooms. Dr. Daoud also has done research in the areas of second language acquisition, culturally responsive teaching, school cultures, Latino parent involvement, and social, cultural and linguistic capital. ANNE RENÉ ELSBREE Associate Professor, College of Education, Health, and Human Services, CSUSM Dr. Anne René Elsbree earned her doctorate in Curriculum and Instruction from the University of Wisconsin-‐Madison. She earned her B.S. in Sociology from the University of California, Riverside and her Masters in Special Education from Point Loma Nazarene College. Most of her teaching has been with marginalized high school students in special education, shelters and court schools. She is currently an associate professor in the College of Education at California 45
State University San Marcos (CSUSM) and serves as co-‐coordinator for the Single Subject Credential Program. She serves as the advisor for CSUSM Lesbian, Gay, Bisexual, Transgender, Queer and Ally Student Organization and is on the steering board for the San Diego Gay, Lesbian and Straight Educator Network (GLSEN). She uses queer theory and feminist post-‐ structuralism to embrace the paradoxes in life; she acknowledges oppression as a normal part of schooling while maintaining a hopeful outlook for education. She believes teaching is a political act and she encourages educators to understand themselves and their contexts in an effort to maximize their ability to impact change and create anti-‐oppressive pedagogies. Her research focuses on how teachers and teacher educators challenge homophobia in schools. She enjoys traveling and pursuing holistic health practices with her partner Kim. KATHY HAYDEN Associate Professor, College of Education, Health, and Human Services, CSUSM Dr. Katherine Hayden earned her doctorate in Educational Technology at Pepperdine University. She is currently an associate professor in the College of Education at California State University San Marcos. Her area of expertise involves technology as an integrated part of the educational environment and her research has focused on development of online communities and the use of videoconferencing in educational environments. She has worked as a classroom teacher, technology mentor teacher, consultant and technology specialist at the district level to support the use of technology to address student needs targeting both California and national standards. Through her previous position as Coordinator of Curriculum and Instruction for the ILAST (Improving Learning for All Students through Technology) Partnership from 2001-‐2003, she collaborated with teachers and administrators in thirty school districts to support the integration of technology in classroom teaching and learning. Dr. Hayden works with districts in developing technology plans, grant writing and curriculum development including the integration of technology. JOHN HALCON Professor, College of Education, Health, and Human Services, CSUSM Dr. John J. Halcón (PhD, University of California, Santa Barbara, Educational Administration, Program of Organizations and Policy Studies specializing in Bilingual/Bicultural Education; M.Ed.-‐Inner City Education; and B.A.-‐Chicano Studies/Sociology from Loyola Marymount University). Dr. Halcón has taught at CSU San Marcos since 2002 where he is Professor in Multilingual/ Multicultural Education. Prior to CSUSM, Dr. Halcón was Professor of Education at the University of Northern Colorado where he taught 14 years in the School for the Study of Teaching and Teacher Education (SSTTE). In Colorado, he also worked as a Post-‐Doctoral Fellow at WICHE (the Western Interstate Commission for Higher Education) where he was involved in a program for improving the education of Chicano/Latino children. He has taught children ‘at risk’, including high school drop outs, and limited and non-‐English speaking children. Presently, he is involved with teaching teachers to recognize, understand, and adapt their teaching to meet the educational needs of foster children. Dr. Halcón also taught at UC Santa Barbara, California Lutheran University, CSU Bakersfield, and CSU Monterey Bay. Dr. Halcón has published extensively on bilingual/multicultural education, racism in education, and the education of ‘at risk’ children, including in the Harvard Educational Review, the Urban 46
Review, the Bilingual Review Press, the Journal of The National Association for Bilingual Education, Bordos, Hispanic Outlook, and the Journal of Latinos and Education. A co-‐authored book (with Maria de la Luz Reyes, 2000) entitled The Best for Our Children: Critical Perspectives on Literacy for Latino Students, was recently awarded the AESA (American Educational Studies Association) Critics Choice Book Award in 2004. JENNIFER JEFFRIES AVP of Planning and Accreditation/ Associate Professor, College of Education, Health, and Human Services, CSUSM Dr. Jennifer Jeffries earned her Doctor of Education from the University of San Diego in Leadership Studies. She earned her B.A. in English and her M.A. in Educational Administration from San Diego State University. She has served as a middle school teacher, high school assistant principal, elementary school principal and assistant superintendent of educational services. She served as superintendent of Fallbrook Union Elementary School District from 1991 to 2000. In partnership with three friends, she owned and operated a 28-‐bed retreat center for five years, hosting a variety of events for non-‐profit organizations. Embracing the wisdom of “change is good,” she left the superintendency in 2000 to teach at California State University San Marcos, where she teaches in the Educational Administration Credential and Masters program and in the Educational Leadership Doctoral Program. She is an organizational change nerd, taking great joy in assisting individuals and groups to develop the courage to ask hard questions and to take action in pursuit of greater effectiveness and fulfillment of organizational vision. She is a firm believer that leaders are not born, but develop through intellectual growth, emotional maturity, experience in politically charged environments and engagement in personally meaningful endeavors. When she takes a break, she can be found strumming her guitar, tooting on her flute or cooking up a storm for family and friends. BRIAN LAWLER Assistant Professor, College of Education, Health, and Human Services, CSUSM Dr. Brian Lawler earned his doctorate in Mathematics Education at The University of Georgia. He received his B.S. in Mathematics from Colorado State University, M.A. in Curriculum and Instruction from California State University Dominguez Hills, and M.A. in Mathematics from The University of Georgia. He taught high school mathematics for 9 years in a variety of settings, including suburban, urban, and urban/rural settings. He is a contributing author to the second edition of the Interactive Mathematics Program, a four-‐year, college preparatory, problem-‐ based high school mathematics curriculum designed particularly for untracked classrooms. He has also collaboratively designed professional development for high school math teachers seeking to meet the needs of all learners in heterogeneous classrooms, resulting in a 4-‐year teacher curriculum. He is currently an assistant professor in the College of Education at California State University San Marcos and serves as Coordinator for the M.A. – General Option Program. Brian draws upon a Piagetian epistemological framework, a Deweyan progressivism, a critical pedagogy, and a post-‐structural worldview to theorize an equitable and socially just framework for mathematics education. This emerges as a Critical Mathematics Education, in which the child’s mathematics and the mathematics of society are both held, not in tension, but as interacting, in order to understand learning and teaching of mathematics in its sociopolitical context. His research focuses on the personal epistemology of adolescent mathematical 47
learners, and power and privilege in the sciences and politics of Mathematics and Mathematics Education. DELORES B. LINDSEY Associate Professor, College of Education, Health, and Human Services, CSUSM Dr. Delores B. Lindsey, Assistant Professor at Cal States San Marcos, earned her Ph.D. in Educational Leadership from Claremont Graduate University in Claremont, California. She earned her M.Ed. from Southern University in Scotlandville, Louisiana. She is the Coordinator for the MA and Credential Program in Educational Administration at CSUSM. Dr. Lindsey has served k-‐12 education as a middle grades and high school teacher, assistant principal, principal, and county office of education administrator. Her focus for research and teaching is developing culturally proficient leadership practices. She is coauthor of Culturally Proficient Instruction: A guide for people who teach, 2nd ed. (2005) and Culturally Proficient Coaching: Supporting educators to create equitable schools, (2007), published by Corwin Press. As a university professor Dr. Lindsey leads and coaches students and organizations using motivational and inspirational communication skills, “strategic visioning” techniques, team development strategies, and leadership standards for excellence. Drawing from her southern heritage, she invites students of educational leadership to examine and share personal stories in ways to surface assumptions, beliefs, and actions. Graduate students appreciate her refreshing look at life within an organization as reflected in the stories and language of its members. Using the lens of Cultural Proficiency, Dr. Lindsey helps organizations and groups examine their policies and practices, and as well as individual beliefs and values about cross-‐cultural communication. Her favorite question is: Are we who we say we are? This and other reflective questions guide leaders in examining their espoused vales and their values-‐in-‐action. Dr. Lindsey serves as coach and co-‐researcher for several local school districts and administrators. ROBIN MARION Associate Professor, College of Education, Health, and Human Services, CSUSM Dr. Robin D. Marion (Ph.D., University of Wisconsin-‐Madison) is an assistant professor of Teaching and Learning at CSUSM. Dr. Marion previously taught in an M.Ed. program at National-‐Louis University, in the teacher education program at University of Wisconsin-‐ Madison, and high school science and agriculture in Vacaville, CA. Dr. Marion’s research interests revolve around teacher voice in educational theory, practice and policy. Facilitating practitioner conducted research (e.g. teacher research, action research), increasing access to teacher-‐authored studies, and cross study analysis are central to her work. Dr. Marion, in collaboration with colleagues at UC Davis and CSU Sacramento, developed the League of Teacher Researchers, an electronic archive of teacher authored studies. These studies form a rich, largely untapped literature about teaching and learning. Dr. Marion is currently on loan to the Chancellor’s Office as Director of the Chancellor’s Doctoral Incentive Program. SUE MOINEAU Assistant Professor, College of Education, Health, and Human Services, CSUSM
Dr. Suzanne Moineau is an Assistant Professor in the College of Education at California State University San Marcos. She was hired in 2006 to design, develop and direct the new Masters 48
degree option in Communicative Sciences and Disorders, which is currently undergoing review for national accreditation. Dr. Moineau received her M.A. in Speech-‐Language Pathology from the University of Iowa and her Ph.D. in Language and Communicative Disorders from the Joint Doctoral Program at University of California, San Diego and San Diego State University. She has been a practicing Speech-‐Language Pathologist for 15 years, and has specialized in the provision of services in acute care settings with adults with acquired injuries. Dr. Moineau’s research and scholarly interests center around language processing and breakdown in both typically developing individuals and those with neurological impairment. She is particularly interested in the neurological and non-‐linguistic underpinnings of communication behaviors, and how they support or interfere with typical language development in monolingual and bilingual children and how they impact the accurate and efficient processing of language in adults. Finally, in recent years, Dr. Moineau has participated in a number of workshops and writing activities that focus on relationship-‐based and wellness approaches to intervention. MOSES OCHANJI Associate Professor, Science Education, College of Education, Health, and Human Services, CSUSM PATRICIA PRADO-‐OLMOS Professor Associate Dean, College of Education, Health, and Human Services Dr. Patricia L. Prado-‐Olmos earned her BA in Psychology from Pomona College in 1987. She earned her PhD in Educational Psychology from University of California, Santa Barbara in 1993. She has held faculty positions at the University of Houston-‐Clear Lake, Pomona College and is currently Professor of Multicultural/Multilingual Education at California State University San Marcos. Dr. Prado-‐Olmos closely ties her scholarly teaching, research and service to the theme of social justice and equity for the express purpose of Latino educational success narrowly and all marginalized communities broadly. Her research interests range from the study of literacy acquisition in bilingual public school classrooms to ways in which higher education faculty, in-‐ service and pre-‐service teachers come to understand diversity, equity and social justice and how these issues impact public school classrooms and students. Dr. Prado-‐Olmos has also served as the Academic Director for CSUSM in the Southwest Riverside County region. She was instrumental in program development for the College of Education and has worked diligently to build strong and effective partnerships between CSUSM and area school districts. Dr. Prado-‐ Olmos enjoys spending time in creative crafts, and can often be found on some type of athletic field cheering on her children. PATRICIA STALL Associate Professor, College of Education, Health, and Human Services, CSUSM Pat Stall is currently an associate professor of literacy and coordinates the single subject credential program at California State University San Marcos. Pat taught high school and middle school remedial reading and English on the Navajo Reservation and eventually developed and administered a bachelor’s degree program in education for the University of New Mexico in Gallup. As an extension of that program, she also developed a Master of Arts program, which was based on the National Board for Professional Teaching Standards Core Propositions. Pat 49
has two master’s degrees, one in educational leadership and the other in curriculum and instruction. She received her PhD in Childhood and Multicultural Education from the University of New Mexico. Pat’s research interests and work in schools include literacy, of course, and professional development with attention to teacher autonomy in a collaborative environment to create of culture of ownership and self-‐direction. LAURIE STOWELL Professor, College of Education, Health, and Human Services, CSUSM Laurie Stowell is a Professor of literacy, director of the San Marcos Writing Project and Co-‐ Coordinator of the Literacy program at California State University, San Marcos. There she has taught a course in the joint Doctorate Program, the CSUSM College of Education Master of Arts program with a specialization in literacy and Teacher Preparation Program for elementary and middle level teachers. She conducts research, and writes with a focus on writing, literacy, middle level education and children’s literature. In 1997 she was named CSUSM Distinguished Professor, in 2005 received the CSU Wang Family Excellence Award and in 2008 received the California Teachers of English Classroom Excellence Award. She has chaired over forty master’s thesis at CSUSM. In addition, she has successfully written state and federal grants to fund the San Marcos Writing Project for eight years as well as state funds for reading institutes for secondary teaches. CAROL VAN VOOREN Assistant Professor Coordinator Educational Administration Program, College of Education, Health, and Human Services, CSUSM
UCSD Faculty ALAN J. DALY Assistant Professor, Education Studies Alan graduated from Clark University with a BA in Psychology, received a MS in Counseling from San Diego State University, and a MA and Ph.D. in Education with an emphasis in Educational leadership in Organizations from the University off California, Santa Barbara. Over the last 15 years, Alan has held a wide variety of positions in public education ranging from classroom teacher to district psychologist to site administrator. In addition to his K-‐12 public education experience, Alan has most recently been the Program Director for the Center for Educational Leadership and Effective Schools at the University of California, Santa Barbara where he collaboratively supported the delivery of high quality services and research to 5 school districts focusing on the rigorous examination of strengths, building leadership capacity, and facilitating the potential of systems for transformation. Alan has presented at the local, state, and national level around conflict mediation the creation and maintenance of positive school cultures, and the impact of current accountability structures. As a licensed educational psychologist, he has also provided consultation to school districts working to build and sustain systemic leadership capacity, district reform, and implementation of adult and student conflict resolution. Alan’s research interests include the intersection of leadership and trust, district coherence, strengths based processes, and social network theory and analysis. CHRISTOPHER HALTER Lecturer SOE Chris Halter received his B.S. degree from the College of Charleston and Ed.D in Teaching and Learning: Curriculum Design, from the University of California, San Diego in 2006. During his career he has taught in middle and secondary schools in both science and mathematics and has taught university computer education courses. He is a Technology Mentor Teacher for San Diego County Office of Education and is a member of the Greater San Diego Mathematics Council. Dr. Halter has presented workshops on the integration of technology and curriculum at numerous conferences, including the Greater San Diego Mathematics Conference, the San Diego Science Conference, the San Diego Computer Expo, the California Mathematics Council Conference (Southern Section), and the National Council of Teachers of Mathematics (NCTM) National Conference. He has been a member of the 2007 California Mathematics Curriculum Adoption process as a material review panel member. Dr. Halter is a member of the California Commission on Teacher Credentialing Board of Institutional Review (BIR) panel. He has also worked on several educational programs including UCSD's EarthRise project, the UC Science and Mathematics Initiative, and the Fund for the Improvement of Postsecondary education (FIPSE) on Mathematics Education. He coordinates the EDS Noyce Teacher Scholarship program and the Noyce Master Teacher Fellowship program. His research interests include the use of advanced technology to support secondary mathematics curriculum and the use of video analysis in teacher education. 51
CAROLYN HUIE HOFSTETTER Lecturer (SOE) Carolyn Huie Hofstetter earned her Ph.D. in Education, Social Research Methods, from the University of California, Los Angeles. Prior to joining the Education Leadership program at UCSD, she was an Assistant Professor at the University of California, Berkeley, Graduate School of Education, where she taught doctoral courses in evaluation practice and theory. Her career in education research began in adult literacy. Later, in graduate school at UCLA, she worked as a Research Associate for the Center for Research on Evaluation, Standards, and Student Testing (CRESST) and began a research program looking at the intersection of evaluation and assessment, with emphases on assessment accommodation for English language learners, evaluations in K-‐12 educational settings, and bridging evaluation theory and practice by seeing how theoretical issues (stakeholder involvement, evaluation use) play out in real evaluation settings. While at UC Berkeley, Carolyn was a PI or co-‐PI on several studies, including an evaluation of a K-‐5 transitional bilingual education program (San Jose USD), evaluation of an analytic procedure to align content standards and test items (AAAS/Project 2061), and an evaluation of a professional development program for mathematics teachers of English learners (LHS/EQUALS). Currently she is the PI for the federally funded evaluation of the Striving Readers Initiative at the San Diego USD, which provides intensive literacy instruction for middle and high school students. JIM (JAMES) LEVIN Professor This is Jim Levin's third time back to UCSD, and he hopes that the third time will be the charm. His research focuses on distributed learning and on ways to help people learn better using powerful distributed learning environments. He has developed several innovative models of learning, including the concept of teleapprenticeships. He has been studying "teaching teleapprenticeships", instructional frameworks that allow education students to learn within the context of remote K-‐12 classrooms. He is especially excited by the ways in which new technologies fundamentally change the relationship between education and the rest of society. He likes to take walks on the beach with his wife. PAULA LEVIN Senior Lecturer (SOE) & Graduate Adviser MA/Ed.D. in Teaching and Learning Paula Levin received her Ph.D. in Anthropology from UC San Diego, and has conducted research on schooling and culture in the United States, as well as in French Polynesia and Papua New Guinea. Her writings have addressed early literacy, teacher preparation, home-‐school relationships, curriculum design, and social, linguistic, and cultural aspects of learning. She has served as a research anthropologist in the Pre-‐Kindergarten Program at the Center for the Development of Early Education (CDEE) at the Kamehameha Schools in Honolulu, Hawaii. In that role, she led a curriculum development project team to develop and assess educational programs for native Hawaiian children ages 0-‐5. As a member of the Culture and Learning Department in CDEE, she was honored with the Kimball Award for Applied and Public 52
Anthropology, presented by the American Anthropological Association. Paula has worked on a number of collaborative projects, including "Visualizing Earth", an NSF-‐funded multi-‐site, multidisciplinary research project to study scientific visualization, and to integrate the use of space shuttle images into middle school earth science instruction. She has also served as Project Director of a Ford Foundation-‐funded study of university core instruction, called "Teaching Diversity and Learning Tolerance." Paula serves as affiliated faculty in UCSD's Program in Human Development and Department of Anthropology. In Spring 2000, she was named by the UCSD Academic Senate as a recipient of UCSD’s Distinguished Teaching Award. In 2008, Paula became Associate Faculty Director for Programs Abroad, and in that capacity works with the International Center staff to support the international studies of UCSD undergraduates. As well, since 2008 she has served as a member of the Western Association of Schools and Colleges (WASC) Substantive Change Committee. In that capacity, she reviews new degree programs proposed by colleges and universities in the Western Region. MICA POLLOCK Director of Center for Research on Equity, Assessment, and Teaching Excellence Mica Pollock, an anthropologist of education, joins UCSD's Center for Research on Equity, Assessment, and Teaching Excellence (CREATE) as its new Director. Pollock's work explores communications that support student success in diverse schools and communities. Her first book, Colormute: Race Talk Dilemmas in an American School (winner of the 2005 AERA Outstanding Book Award), helped readers navigate six core U.S. struggles over talking (and not talking) in racial terms in schools. Because of Race: How Americans Debate Harm and Opportunity in Our Schools (2008), examined the U.S. Department of Education's Office for Civil Rights as the background for analyzing common debates over improving the everyday school experiences of students and families of color. In Everyday Antiracism: Getting Real about Race in School (2008), Pollock next organized 70 scholars to write short essays for teachers. Winner of a 2008 Outstanding Book Award from the Gustavus Myers Center, “EAR” is being used to spark inquiry in schools and districts across the country. In 2009-‐11, Pollock began collaborating with educators, families, young people, and technologists in The Oneville Project in Somerville, MA, a participatory design research project piloting new ways that commonplace technology — cell phones, computers, free software — might help people who share students, schools, and a diverse community to communicate and collaborate regularly to support young people's success. Pollock and colleagues in San Diego are now forging a bicoastal partnership with OneVille participants and others to help improve the “communication infrastructure” of public education — that is, to assemble a set of free and low cost communication tools and strategies that support everyday collaboration and student support in diverse schools and communities. As the new Director of CREATE, Pollock is excited about helping to network UCSD's students, researchers, and professional development experts with the diverse K-‐12 educators, youth, and families of San Diego County. She and CREATE/EDS colleagues are now mapping educational partnerships linking UCSD to the San Diego community. Pollock previously taught high school in California and received her Ph.D. from Stanford.
ALISON WISHARD GUERRA Assistant Professor, Education Studies Alison Wishard Guerra is an Assistant Professor in the Education Studies Program at the University of California, San Diego. She received her Ph.D. in Education from UCLA with an emphasis in Psychological Studies in Education. Dr. Wishard Guerra’s research focuses on social and language development in early childhood, with particular focus on developmental competencies among Latino children from low-‐income families. She studies within group variations related to immigration and acculturation experiences and their associations to children's longitudinal developmental outcomes. Specifically in her narrative work she has sought to describe the normative development of narrative competencies among Mexican-‐ heritage children. Dr. Wishard Guerra was a member of the expanded research consortia that helped to develop the California Preschool Learning Foundations on English-‐Language Development.
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