Doctor of Education Ed.D. College of Education University of Alaska Anchorage

1. Doctor of EducationEd.D.College of EducationUniversity of Alaska Anchorage Presented to Graduate Council by Professor Jeff Bailey November 20, 2009

2. Theme: Engaged Leadership • An engaged leader is guided by a firm set of values and clear moral purpose. • Engaged leaders recognize that context, community, and ideals all shape the collective vision of the common good. • An engaged leader understands that to lead an effective organization one must be skilled at identifying, integrating, and mobilizing the expertise that exists within the organization and community. • The engaged leader is accomplished at creating and sustaining constructive collaborations. • To be an engaged leader, one must be self-aware, and have the capacity to fuse intellectual reflection with active practice.

3. Target Candidates • Teachers • School principals • District superintendents • Aspiring and current leaders and administrators in ‘non-school’ organizations, e.g., Native foundations, not-for-profits, industrial training situations

4. Key Objectives Expressed as Learner Outcomes Candidates will be able to demonstrate at a high-level: • creativity, curiosity, systematic inquiry, breadth and depth of knowledge, ability to work collaboratively with colleagues, and competence in sustained scholarly inquiry, writing, and dissemination; • understanding of research studies and data collection and analysis to make informed decisions in order to design and implement effective interventions in their organizations; • knowledge, insight and skill in the theory and practice of being an engaged leader; • understanding of the social, political, technological, and economic contexts in which organizations exist and know how to develop and implement effective change models; • ability to apply their new knowledge to enhance performance in their professional context and organization; and • commitment to being self-reflective, ethical, inclusive, moral, transformational leaders engaged in continuous professional enhancement and practice.

5. Program Structure (60 Cr. Hrs.)

6. Core Courses in Engaged Leadership(8 courses of 3 c.h. – 24 c.h.) • EDD D610 Leadership and the Self • EDD D611 Engaged Leadership: Ethics and Stewardship • EDD D612 Organizational Theory & Evaluation - Ф • EDD D613 Leading Change & Innovation - Ф • EDD D614 Human and Fiscal Resource Management • EDD D615 Law, Policy, and Advocacy • EDD D616 Building Organizational Capacity • EDD D617 Engaging Communities • Ф College of Business and Public Policy

7. Mode of Offering – Distance Education • COE has an extensive history of teaching graduate courses – largely by distance • 08-09 enrollments: Distance Ed - 49.4% SCH; 63.6% HC Graduate Students Fa 09 – 1912 SCH; 345 HC • Models: Elluminate, Skype, Polycom, hybrid (Smart board, face to face, Elive, Polycom)

8. Need for an Ed.D. • Annual award of doctorates in the US • 5700 in Engineering • 6000 in the Physical Sciences • 6500 in Education • First Ed. D. offered by Harvard in 1920 • Council of Grad Schools – high graduate enrollment rate in Ak (in the top 8 US states) • 2002 ISER study – strong case for need • Growth of Executive Leadership courses in the US • An aging Education professoriate; > 33% older than 55 so, replacements required

9. Demand for the Course • Ak has 55 school districts (up to 110 Superintendents and Assistant Superintendents) • Ak has 550 schools (with up to 1000 principals and assistant principals) • Ak has more than 9000 teachers • We surveyed 534 educators • We had 111 visits to Zoomerang • We got 84 completed responses (R.R. - 15.7%)

10. Survey Responses (N = 84)

11. 5-year Enrollment Projections

12. Fees Revenue

13. Resources Required

14. The case for the Ed.D. …. • Extremely persuasive need for an Ed. D. in Alaska • Exceptionally strong demand – initial enrollment of 20 per year • A well-supported theme around engagement and moral leadership • A broadly based clientele • A College that has been pursuing a doctorate for years • Modest upfront costs – depends on UA’s commitment to professional doctorates at UAA • Largely self-funding • Faculty depth, expertise, and commitment • Typical potential applicant comment: “This should be a very successful program. You've addressed the wants and needs of a sizable segment of the population. You have indicated the program will be rigorous, challenging and flexible, all desirable traits in a quality doctoral degree program. If the stated Doctoral Theme is adhered to in this program, one who achieves this doctoral degree in Engaged Leadership will be well prepared to assume a leadership role in their organization.” • Please visit our Ning (www.engagedleadership.ning.com ) where we have 45 members – all expressing interest in the program

15. References Butin, D. W. (2008). From admissions to retention: Linking holistic admissions to diversity and student success in an EdD program. Unpublished manuscript. Calabrese, R.L., Hummel, C., Kruskamp, W.H., San Martin, T. and Wynne, S.C. (2007). An appreciative inquiry into educational administration doctoral programs: Stories from doctoral student at three universities. Journal of Research on Leadership Education, 2, 1-29. Council of Graduate Schools (CGS). (2006). Graduate education 2020: CGS launches annual research symposium on the future of graduate education. Communicator, 39, 1-4. Fletcher, E.C. (Undated). Exploring the meaning doctoral candidates ascribed to their persistence, and the challenges and barriers they experienced. (Retrieved from http://74.125.93.132/search?q=cache:bnP9EXqNU2gJ:https://kb.osu.edu/dspace/bitstream/1811/37027/1/Edward_Hayes_Graduate_Research_Forum_Paper_ABD_Study_Fletcher.pdf+doctoral+candidates+drop+out+because+of+financial&cd=2&hl=en&ct=clnk&gl=us, July 10 2009). Gilroy, M. (2009). The graying professoriate. Education Digest, 74, 63-64. Golde, C. M., & Walker, G. E. (2006). Envisioning the future of doctoral education.San Francisco: Jossey-Bass ((From the Carnegie Foundation for the Advancement of Teaching). Killorin, M. (2002). A doctoral program in leadership and policy studies: Is it feasible? ISER: Anchorage. Magner, D.K. (1999). The graying professoriate. Chronicle of Higher Education, 46, 18-19. Olson, K., & Clark, C.M. (2009). A Signature pedagogy in doctoral education: The Leader–Scholar Community. Educational Researcher, 38, 216-221. Shulman,  L.S., Golde, C.M., Bueschel, A.C., & Garabedian, K.J. (2006).   Reclaiming education's doctorates: A critique and a proposal,Educational Researcher, 35, 25-32.