This document outlines the creation of an online Doctor of Education program at The University of Findlay. It discusses conducting a needs assessment that found interest in an EdD program. It then details obtaining internal approvals from various university committees and external approvals from accrediting bodies. The program launched in 2013 with its first cohort. It highlights ongoing program improvements based on lessons learned. Key aspects include online delivery with a summer residency, and assessments throughout the program culminating in the dissertation.
Anne Arundel Community College (AACC) faculty members presented information about a National Science Foundation-funded scholarship program that provided support to engineering and technology students. The Engineering Scholars Program: Increasing Access and Diversity targeted underrepresented groups, but anyone with financial need was eligible.
Horizon Academic Research Program Fall 2020 Information Sessiondjweeks102
The Horizon Academic Research Program helps high school students to do academic research projects by pairing them with professor and university research mentors. This presentation outlines some of the core features of Horizon Academic's research program for high school students. Horizon Academic offers research in psychology, neuroscience, machine learning, data science, biotechnology, philosophy, international relations, economics, chemistry, biophysics, and environmental science.
Slides that accompany this presentation given at Kuali Days 2010:
Detailed Overview of the Kuali Student Curriculum Management with Demonstration
This session will provide an overview of the Kuali Student 1.1 which represents the latest Kuali Student development effort. Institutions are adapting to serve a variety of learners and learning styles. They are developing curricular offerings that are vastly different and more complex than what traditional curriculum management software is capable of supporting. Kuali Student is addressing these issues. This session will also review how the new project methodology manages and prioritizes the partnering institutions' business requirements and technical constraints.
Anne Arundel Community College (AACC) faculty members presented information about a National Science Foundation-funded scholarship program that provided support to engineering and technology students. The Engineering Scholars Program: Increasing Access and Diversity targeted underrepresented groups, but anyone with financial need was eligible.
Horizon Academic Research Program Fall 2020 Information Sessiondjweeks102
The Horizon Academic Research Program helps high school students to do academic research projects by pairing them with professor and university research mentors. This presentation outlines some of the core features of Horizon Academic's research program for high school students. Horizon Academic offers research in psychology, neuroscience, machine learning, data science, biotechnology, philosophy, international relations, economics, chemistry, biophysics, and environmental science.
Slides that accompany this presentation given at Kuali Days 2010:
Detailed Overview of the Kuali Student Curriculum Management with Demonstration
This session will provide an overview of the Kuali Student 1.1 which represents the latest Kuali Student development effort. Institutions are adapting to serve a variety of learners and learning styles. They are developing curricular offerings that are vastly different and more complex than what traditional curriculum management software is capable of supporting. Kuali Student is addressing these issues. This session will also review how the new project methodology manages and prioritizes the partnering institutions' business requirements and technical constraints.
Chinese Teacher Preparation in North America: Meeting the Growing Demand for K–16 Chinese Language Education (T8)
Speakers: Der-lin Chao, Mary Curran, Joe Wu
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Presentation given by Gail Matthews-DeNatale during a pre-conference gathering of Sloan Blended Learning grant recipients prior to the 2009 Sloan-C Conference on online learning.
Raising achievement and ensuring success for students of Historywigifer
Although I was capped at 7 minutes for a presentation on raising achievement and ensuring success for students of History, this is what I would have liked to have presented... Which would have taken 45 minutes. So culled it was!
Note: All data pertaining to my interview has been removed.
This presentation looks at some of the issues of supervising research students at a distance and the tools that can be used to support students' research and writing process.
Con una vuelta más artística, repleto de murales abstractos y con una reminiscencia POP, Kubrick Bar se prepara la para la temporada Otoño Invierno 2015. Cuenta con 4 espacios muy definidos distribuidos en la propiedad ubicada Tucumán 1002 (esquina San Martín).
Chinese Teacher Preparation in North America: Meeting the Growing Demand for K–16 Chinese Language Education (T8)
Speakers: Der-lin Chao, Mary Curran, Joe Wu
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Presentation given by Gail Matthews-DeNatale during a pre-conference gathering of Sloan Blended Learning grant recipients prior to the 2009 Sloan-C Conference on online learning.
Raising achievement and ensuring success for students of Historywigifer
Although I was capped at 7 minutes for a presentation on raising achievement and ensuring success for students of History, this is what I would have liked to have presented... Which would have taken 45 minutes. So culled it was!
Note: All data pertaining to my interview has been removed.
This presentation looks at some of the issues of supervising research students at a distance and the tools that can be used to support students' research and writing process.
Con una vuelta más artística, repleto de murales abstractos y con una reminiscencia POP, Kubrick Bar se prepara la para la temporada Otoño Invierno 2015. Cuenta con 4 espacios muy definidos distribuidos en la propiedad ubicada Tucumán 1002 (esquina San Martín).
Collaborative, Program-wide Alignment of Assessments and ePortfolios to Build...ePortfolios Australia
During their course of study, medical science students are generally unaware that they are developing professional skills related to graduate capabilities. Interestingly, at a program level the institution finds it difficult to view the development of these capabilities. In this session we will discuss our own learning journey as discipline specific teachers who have worked collaboratively to implement ePortfolios and rubrics across courses and within the medical science degree program at UNSW Australia. Our approach to supporting student learning and development of reflective practice and professional skills in teamwork by cross-discipline alignment of assessment coupled with ePortfolio thinking and doing will be presented.
Need strong job duties to be included in my resume to match with PhD.docxgibbonshay
Need strong job duties to be included in my resume to match with PhD IT satisfying the following :
Doctorate of Philosophy, Information Technology (PhD IT)
Program Description
The Doctorate of Philosophy in Information Technology at University focuses on the advanced practice
role of the use of predictive analytics to identify cyber threats, employ big data analytics to improving healthcare, and
empower smart cities in making data-driven policy changes critical for societal well-being. This program is designed to meet
the aggressive demand for qualified data scientists in virtually every sector of the economy, with classes in computer
science, data intelligence, analytics, security, strategic planning, governance and global economy.
Students can earn the PhD, Information Technology in either a fully online format or an executive format combining online
and on-site study. The Executive format program requires attendance at weekend residency classes. Further, the Executive
PhD, Information Technology Program meets the needs of international graduate business students. This program provides
both in-seat and online coursework. Graduate students joining the Executive PhD, Information Technology program will be
employed or conduct projects in business-related positions and participate in Applied Learning Practicum, in which students
apply what they are learning in their program to the real world via work or internship experiences.
Program Sensitivity
While the program’s schedule requires considerable independent learning and preparation on the part of the candidate prior
to each session, the schedule nevertheless enables in-depth, active learning based on critical and reflective thinking. The
format allows assignments to be handled comfortably, while candidates maintain their continuing professional
responsibilities. The program is designed with an applied learning component that is an integral (essential) part of the
established curriculum. This allows students the opportunity to apply their studies to their place of employment.
PhD IT Program Requirements
Research
Students will formally identify a dissertation topic and write the review of the literature in fulfillment of the
requirements for DSRT 736-Dissertation Seminar. The remaining sections of the first three chapters of the dissertation will
be written while enrolled in DSRT 839- Advanced Research Methods. Candidates will carry out their research to complete
the dissertation.
Comprehensive Exam
Candidates sit for the Comprehensive Examination prior to enrolling DSRT 930. The specific
content, structure, and scheduling of this examination is determined by the Program Director. Tailored to each student’s
program of study, questions on the Comprehensive Examination are generated by the program’s four content-related goals:
• Goal 1: Expand information sciences through advanced study.
• Goal 2: Promote critical thinking and problem-solving skills to include lead.
Introduction
Governance
Curriculum Design & Review
Teaching Learning and Assessment
Student Entry Qualifications, Admission Procedure, Progress And Achievements
Physical facilities
Student Support Services
Research and Extension
Staff and Facilities: Recruitment and staff development
Process Management and Continuous Improvement
SWOT Analysis
Conclusion & Recommendation
After completion of the training workshop, the participants will be able to know:
- Introduction regarding the Self-Assessment Report (SAR)
- Governance
- Curriculum Design & Review
- Teaching Learning and Assessment
- Student Entry Qualifications, Admission Procedure, Progress
and Achievements
- Physical facilities
- Student Support Services
- Research and Extension
- Staff and Facilities: Recruitment and staff development
- Process Management and Continuous Improvement
- SWOT Analysis
- Conclusion & Recommendation
The Student-Inquirer Identity During the Master Thesis in an Online UniversityAngelos Konstantinidis
When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures students’ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
1. Traditional in Rigor and
Contemporary in Design
Creating an Online Doctoral Program
for Education
2. Mission Statement
The mission of the Doctor of Education degree is to
prepare tomorrow’s leaders to plan strategically,
communicate effectively in the modern world, think
critically about the impact of policy and decisions, and
contribute to the knowledge base by conducting
research in their areas of expertise.
3. Our current program
Chair of the Doctor of Education Program (EdD) in the
College of Education at The University of Findlay
Doctoral Faculty (11 members)
COE EdD oversight committee (8 members)
3 cohorts started (45 students enrolled)
Key features: online with a summer residency
institute, initial candidacy writing as a scholar
requirement, integrated dissertation process into
coursework
5. Gateways through the program
Initial Candidates – pre-candidates have met all of the admissions
requirements to the Doctor of Education degree program: earned
master’s degree with a minimum GPA of 3.0 out of a possible 4.0, two
letters of recommendation, an interview with the screening committee,
and the Miller Analogies Test (MAT) with a score of 400 or higher. The
MAT score can be no older than five years.
Doctoral Candidate status - candidates who complete EDUC 700:
Writing as a Doctoral Scholar with a “B” or better before becoming a
Doctoral Candidate.
Comprehensive Examination - candidates take a Comprehensive Exam
over EDUC 703, 705, 707, 709, 711, 713, 715, and 750 during or before
EDUC 770: Research III: Research Design.
6. Gateways through the program
Dissertation Candidate - candidate’s present a proposal for the
dissertation to a faculty committee for approval. This should occur at the
end of EDUC 770: Research III: Research Design.
Dissertation Completer - candidates whose dissertations have been
accepted by their committees. This should occur at the completion of
EDUC 780: Research IV: Data Analysis and Coaching.
Program Completer - candidates whose dissertations have been accepted
and who have successfully completed all coursework for the program,
including EDUC 790: Dissemination of Research. These candidates must
also have presented their dissertation research at the summer institute as
part of the EDUC 790 class and as their last residency requirement.
7. Gateway flowchart
Initial Candidacy
meets admission criteria
Doctoal Candidacy
EDUC700
Strategic Plan
EDUC 705 Communications
Project
EDUC 713
Policy Analysis
Project
EDUC 703
Comprehensive
exam
EDUC 703, 705, 707, 709,
711, 713, 715, and 750
Dissertation
candidate
Dissertation
Completer
Program completer
Acceptance of
Dissertation Proposal
EDUC 771
Passing of Oral
Dissertation Defense
EDUC 781
Submission of
dissertation research for
publication
EDUC 790
8. Where to begin?
Needs Assessment
Write and Design the Program
Proforma
Internal Approvals
External Approvals
9. Needs Assessment
Current and former graduate students requested a
doctoral program since the beginning of the master’s
program in the early 1990's.
The interest intensified over the last ten years as
superintendents trained at the University had a desire
to expand their education.
An interest/needs assessment survey was sent out to
600 state superintendents and 200 area Principals
asking them to respond if they would be interested in
either a PhD, EdD or a Specialist Program.
11. Internal groups that
needed to approve it
Internally:
COE doctoral program writing team /COE EdD oversight committee (5 members)
Advanced Program Group (8 members)
Education Advisory Council (25 – 30 community members)
COE (21 members)
Office of Graduate and Professional Studies (5 members)
Sign off by VP Academic Affairs and VP Business Affairs (2)
Graduate Curriculum committee (13 members)
Graduate council (20 voting members)
Board of Trustees (36 members)
13. Timeline
Summer 2011 EdD writing group began writing proposal and syllabi
June 2012 OBR written proposal submitted
August 2-3, 2012 OBR conducted a two-day on-site visit
August 20, 2012 UF sends a response to OBR recommendations for the program
December 4, 2012 UF sends a Substantive Change Application to HLC
April 1-2, 2013 HLC conducts a Report of Change Visit
July 2013 HLC approves program at Institutional Actions Council Meeting
August 2013 First cohort begins
14. Lessons Learned Along the Way: Current
Action Plans & Program Changes
Miller Analogies Test adjustment
Split semester classes for the Comprehensive Exam courses
8 week literature review class 12 week course in the summer!
Move EDUC 780 Statistical Analysis to Fall semester to make
room to collect data
Require students to report on conversations with
chairs/committees during the research “companion” courses
Development of the faculty
Put together a step-by-step instructional list of guidelines or “things to
do” for the chairs
Chair workshop
15. Questions?
Dr. Julie McIntosh, Ed.D., Dean COE
McIntosh@Findlay.edu
Dr. Mike Scoles, Ed.D., Chair of Doctoral Program COE
Scoles@Findlay.edu
Dr. Gwynne Rife, Ph.D., Chair Advanced and Professional Programs
Rife@Findlay.edu
16. 7 Key assessments
KA1 – Strategic Plan (EDUC 705)
KA2 – Innovation and Information Literacy Project (EDUC
713)
KA3 – Policy Analysis Project (EDUC 703)
KA4 – Comprehensive Exam (over EDUC 703, 705, 707, 709,
711, 713, 715, and 750)
KA5- Acceptance of Dissertation Proposal (EDUC 771)
KA6- Passing of Oral Dissertation Defense (EDUC 781).
KA7- Submission of dissertation research for publication in
peer-reviewed journals (EDUC 790)