DOCTORAL PROGRAMS IN EDUCATION
NORTH DAKOTA STATE UNIVERSITY
Fargo, ND 58105-5057
College of Human Development and Education
Dean Virginia Clark Johnson
School of Education
Bill Martin, Head
Contact Person: Ronald Stammen, Doctoral Program Coordinator, 701-231-7210
(Admissions Committee: Ronald Stammen, Chair, Bill Martin, Myron Eighmy, Kathy Enger, and Mark Schmidt.)
Working Papers for
Candidates to use as a guide to develop individualized program of study
The options provided in the following program are diverse. Applicants must discuss the possibilities to assure full understanding.
This working handbook for the doctoral policies and procedures includes the following sections:
Sections Page
1. Admission Requirements
2. Explanation of the Institutional Analysis Option
3. Explanation of the Occupational and Adult Education Option
4. Condensed Version of the Curriculum
5. Explanation of Program Delivery and Plan of Study
6. Core Faculty and Adjunct Faculty
Doctoral Policies and Procedures
North Dakota State University offers the following Doctoral degrees in Institutional Analysis and Occupational and Adult Education
The Doctor of Education (Ed.D.) degree requires extensive field service involving qualitative and/or quantitative research, leading to a dissertation that will apply a theory at an institution (Application of theory).
The Doctor of Philosophy (Ph.D.) degree requires extensive inquiry involving quantitative and/or qualitative research, culminating in a dissertation that will develop and/or test theory (Development of theory).
Admissions Requirements:
Visit with the program coordinator prior to beginning the following:
1. A statement of career goals consistent with the goals of the Education Ed.D and Ph.D. program outlined on these pages (Forms can be picked up at Graduate School (Old Main), School of Education office (FLC 210) or at the following web address: https://apply.embark.com/grad/ndsu/15/.
2. Transcripts of baccalaureate and masters (or equivalent) degrees (Must be sealed from institution as mentioned in the Graduate School directions).
3. Three letters of recommendation indicating that you have demonstrated academic strength in your undergraduate and/or master’s (or equivalent) degrees and are very good or outstanding in the following proficiencies in the university’s personal reference report:
a. Degree of mastery of the fundamental knowledge in your general field.
b. Knowledge of and ability to use the basic techniques in your field.
c. Ability to express yourself in speech and writing.
d. Self-reliance and independence in your major professional area.
e. Motivation toward a successfully productive career.
f. Emotional stability and maturity.
g. Possession of imagination and originality in your profession or field.
h. Growth during the total period in which the people making the recommendation have observed you while in school and/or working in your profession.
4. Applicant’s master’s degree GPA must be at least 3.0 or equivalent. The Graduate Record Examination (GRE) may be requested to help determine admittance when there are more applicants than level one doctorate positions available as determined by faculty advisee load.
5. If you are coming from outside the United States and English is your second language, documentation of English proficiency as demonstrated by one of the following (Subject to final review by faculty/graduate office):
a. TOEFL score of 570
b. CBTOEF score of 230
c. IELTS score of 6.5
6. The School of Education must have your complete files by February 1 for Fall admission.
7. Understanding that as a student admitted to full standing status you are at the first level of doctorate studies. The second level is after you have passed both the oral and written examinations and until you have all course work completed. The final level is when you have all but the dissertation to complete (aka: ABD).
8. Understanding that 90 credits beyond the bachelor’s degree is the minimum number of credits for a doctorate degree at NDSU (40 transferable, 50 required during NDSU doctorate, See plan of study section). Courses taken via Tri-College University from Minnesota State University Moorhead and Concordia College for a masters degree and/or specialist degree may be considered in the 50 required if related to the doctorate options and taken within the time limits prescribed by Graduate School policies which can be found at http://www.ndsu.edu/gradschool/about_us/graduate_bulletin/.
1. INSTITUTIONAL ANALYSIS OPTION
The Institutional Analysis option is unique and focuses on mid-management needs regarding assessment, evaluation, research, and institutional analysis. The institutional analysis option will be the first program in the nation having this focus at the doctorate level. This program involves data-driven statistical knowledge, comprehensive research skills, and dispositions needed to work with both academia and other environments, such as business, military, and government.
Institutional research is often conducted within an institution to provide information and analysis which supports institutional planning, policy formation, and decision-making. The primary emphasis of institutional research has been associated with higher education institutions. However, national trends toward accountability at all levels of public and private education are leading to more demand for professional educators to become engaged in data driven decision making. The emphasis on data analysis is often limited to a knowledge base focused on completion of a dissertation. As a consequence, sound data driven decision-making has been dependent on professionals trained or possessing a strong background in statistics without managerial or administrative preparation. An emphasis of this option is that it focuses on advanced studies of assessment, evaluation, research, and institutional analysis techniques, with preparation in management and/or administration. An understanding of statistics is required.
Given the current and projected future demands on accountability, the doctorate will contribute to the development of professionals who are competent to lead the vast array of data-driven accountability activities such as those associated with program evaluations, student assessment, and national accreditation procedures (Kindergarten through Higher Education). This program will serve educational institutions within the region and also foster scholarship and research opportunities through collaborative practices with other institutions on a national (and potentially international) scale.
Examples of career opportunities for successful graduates in the institutional analysis option includes:
a) Institutional analysis specialists or directors at colleges or universities
b) Directors, coordinators, and evaluators involved in alternative delivery of educational programs
c) Research professors in comprehensive universities
d) Consultants serving education, business, industry, government, and military enterprises
e) Educators responsible for all analysis aspects of No Child Left Behind
f) Educators responsible for accreditation and assessment
Areas of Concentration for the Institutional Analysis option:
The Institutional Analysis program is for individuals to work in agencies and institutions accountable for education and training accountability responsibilities in the classroom and/or mid-management level in the following areas of concentration:
Concentration 1: Assessment and evaluation in K-12 curriculum levels at public and private institutions and agencies (See Association for Supervision and Curriculum Development, or American Association of Colleges for Teacher Education, etc.)
Concentration 2: Institutional Analysis in the adult and post-secondary levels at public and private institutions and agencies (Aligned with Association for Institutional Research).
Concentration 3: Combination of both Institutional Analysis and Occupational Adult Education with specific focus from kindergarten to higher education curricula-instructional specialties and/or alternative deliveries (Associations in your professional field relating to standards-based assessment/evaluation on instruction and curriculum).
2. OCCUPATIONAL AND ADULT EDUCATION OPTION
The Occupational and Adult Education option uniquely addresses emerging needs in all aspects of adult education. This option specifically relates to entrepreneurial-alternative deliveries that enhance emerging professional development and advanced training for business, industry, government, and military enterprises. This doctorate option integrates assessment and evaluation techniques, statistical skills, and research knowledge with curriculum and instructional development for workplace needs.
This emphasis not only meets workforce-training needs, but also complements the mission of North Dakota State University and the Roundtable Recommendations for the North Dakota University system. The occupational and adult education option addresses an accessibility niche for North Dakota based on the NDSU School of Education’s twelve years of leadership in the development of alternative deliveries involving distance education technologies.
This option is designed to prepare individuals to work as researchers, instructors, consultants, and middle management/program administrators in all levels of corporations with training departments, colleges, and universities. Degree-granting institutions within the Fargo-Moorhead area and technical colleges need professional middle managers and instructors with such a terminal degree.
This doctorate option would utilize collaborating institutions as an intellectual support base for comprehensive education internship needs in teaching, research, and service. This, in addition to North Dakota State University Research and Technology Park and NDSU academic discipline-based departments, would appeal to the Fargo Skills Training Center, and the (Minnesota) Northwestern Technical Colleges.
Examples of career opportunities for successful graduates in occupational and adult education option include:
a) Educational directors for area business, industry, government, and military enterprises
b) Directors, coordinators, and grant-writers involved in alternative delivery of programs
c) Teaching professors in colleges and universities
d) Research professors in comprehensive universities
e) Consultants serving education, business, industry, government, and military enterprises
f) Educators responsible for all aspects of adult education and community service
Areas of Concentration for Occupational and Adult Education option: The Occupational and Adult Education option is for educators from all aspects of public and private educational institutions in the following areas of concentration.
Concentration 1: Adult and community education from the perspective of classroom instruction needs for educators and/or consultants where the focus is on adult, community, or technical education. (See Association for Career and Technical Education).
Concentration 2: Alternative deliveries from the classroom instructor's and/or consultant's perspective regarding computer-based instructional systems and distance education (See Association for the Advancement of Computing in Education).
Concentration 3: Career and occupational education on curriculum and instructional development for elementary, secondary, or post-secondary classroom instructors, or college professors (See Association for Supervision and Curriculum Development or American Association of Colleges for Teacher Education, etc.)
Concentration 4: Career and occupational education for mid-managers and/or consultants in business, industry, government, and military departments involved in education and training for employment (See National Training Institute).
THE CURRICULUM - A General Outline or Template
| (1) COURSES WHICH ADDRESS RESEARCH GOAL(S) - Total of 20 credits required | |
| Course | Credits |
| *Educ 702 Statistics in Educational Research | 2 |
| *Educ 703 Research, Measurement, and Program Evaluation | 3 |
| *Educ 723 Diversity and Educational Policy | 3 |
| Stats 725 Applied Statistics | 3 |
| *Educ 749 Case-based Educational Research and Statistics | 3 |
| Educ 771 Structural Equation Modeling Fundamentals | 3 |
| Educ 776 Qualitative Research and Program Evaluation | 3 |
| Educ 779 Quantitative and Survey Research | 3 |
| *Educ 783 Computer Data Management and Decision Making | 2 |
| Educ 787 Issues in Education | 2 |
| Educ 794 Practicum/Internship or Field Experience | 1-10 |
| (2) COURSES WHICH ADDRESS CAREER GOAL - Total of 20 credits required | |
| Course | Credits |
| Educ 717 Adult Learning | 2 |
| Educ 719 Planning and Conducting Needs Assessments | 3 |
| Educ 721 Assessment Techniques for Educational Institutions | 3 |
| Educ 725 Institutional Analysis Techniques | 3 |
| Educ 727 Higher Education Law | 3 |
| Educ 728 Instructional Technology for Teaching and Learning | 3 |
| Educ 767 Organization and Administration of Higher Education | 3 |
| Educ 740 Financing Higher Education | 3 |
| Educ 741 Higher Education Student Affairs and Enrollment Management | 3 |
| Educ 745 Program Evaluation Research | 3 |
| Educ 746 Institutional Quality Control | 3 |
| Educ 763 Education and Training for Business and Industry | 3 |
| Educ 769 Politics and Policy Analysis in Education | 2 |
| Educ 729 Organization & Administration Telecommunications Technologies | 3 |
| Educ 772 Curriculum and Instruction Development | 3 |
| Educ 780 Instructional Models | 2 |
| Educ 782 Supervisory and Administrative Theories | 4 |
| Educ 784 School Personnel Administration | 2 |
| Educ 785 Organization and Administration of Vocational-Technical Education | 2 |
| Educ 789 School Community Relations | 2 |
| (3) COURSES WHICH ADDRESS CAPSTONE SEMINAR - Total of 3 credits required | |
| Course |
Credits |
| *Educ 790 Graduate Seminar: Institutional Analysis |
3 |
| *Educ 790 Graduate Seminar: Occupational and Adult Education |
3 |
| (4) GENERAL COURSES FROM MASTERS DEGREE OR EQUIVALENT** | |
| The student's doctoral committee has authority to approve up to a maximum of forty (40)*** credit hours from a Masters degree or equivalent program as well as appropriate elective courses. The selection will be based upon review of the candidate’s official transcript(s). | |
| (5) Educ 799 Doctoral Dissertation | 15 |
| GENERAL TOTAL MINIMUM CREDIT HOURS REQUIRED 90 credits (40 transferable, 50 required during NDSU doctorate) |
|
| *Denotes required courses **See NDSU graduate catalogue for complete listing of SOE courses ***The aggregate number of semester hours from the five categories above total 105 semester credits, therefore master’s degree courses (or equivalent) listed in numbers (1) and (2) above can be used to reduce the plan of study toward the minimum of 90 semester credits. |
|
Program Delivery
The NDSU Education Doctorate program is not a Board-approved academic program distance learning credit activity (SBHE Policy 805.3.1 Distance Learning Courses). However, this doctorate program delivers courses which are offered as an institutional-approved credit course, arranged whenever possible, using the Interactive Video Network (IVN). Plans are developed to initiate opportunities for doctoral graduate students throughout North Dakota via various technology mediums by utilizing blocked scheduling on site and evenings, over the Interactive Video Network (IVN). Applicable computer-based communication connections will be available to the graduate candidates. The current web-based program (Blackboard) will continue to be used as an instructional tool for students on and off the NDSU campus. Communications media with students will include e-mail, List-serv, and Computer Decision Center options. All students will be required to use the open database connectivity (ODBC) when Ethernet connections (including community cable networks) are accessible. These media will serve as the connection with graduate students and academic program coordinators, as well as between professors and their internship sponsors, enable students to access and utilize libraries worldwide.
Candidates must enroll every semester, including summer semester, to maintain residency.
Plan Of Study
Plans of Study for each option require a total of 90 semester credits for degree completion. Courses are divided into categories which address:
(1) research goals - 27 credits required;
(2) career goals - 20 credits required;
(3) capstone seminars - 3 credits required;
(4) courses from a masters program or equivalent and electives - up to 40 credits - allowed; and
(5) dissertation credits.
Because the aggregate number of semester hours from these five categories constituted a total of 105 semester credits, master’s degree courses or their equivalent listed in numbers (1) and (2) can be used to reduce the plan of study toward the minimum of 90 semester credits.
For each option, a general description of requirements is provided as described in the previous paragraph, and sample individual plans of study will be made available during orientation.
Please note that a Plan of Study is unique for each student to help meet anticipated career goals. The individual plans will be developed during the seminar to introduce the uniqueness of this program. For pre-planning purposes use the space below to select those courses you deem pertinent to the program option and area of concentration that best meets your professional needs.
CORE FACULTY
1. Stacy Duffield, Ph.D., Assistant Professor, University of North Dakota, Teaching and Learning, Secondary Education
2. Myron Eighmy, Ed.D., Associate Professor, University of Minnesota, adult and occupational education and institutional analysis
3. Kathy Enger, Ph.D., University of North Dakota, Educational Leadership. Higher education, research, and leadership.
4. Tom Hall, Ed.D., University of South Dakota, Adult Education
5. Denise Lajimodiere, MEd, Assistant Professor, University of North Dakota, Curriculum and Instruction, administration, internship supervision, and advisory committee.
6. William Martin, Ph.D., Professor/Head, University of Wisconsin, Math Education and Assessment, leader in mathematics standards.
7. Mark Schmidt, Ph.D., Assistant Professor, Florida State University, Adult and occupational education management.
8. Ronald Stammen, Ph.D., Professor, Ohio State University, Adult and Occupational Education and Institutional Analysis
9. Justin Wageman, Ph.D., Associate Professor, University of North Dakota, Teaching and Learning, advisory committee, and leader in No Child Left Behind initiative.
10. Brent Young, MEd, Assistant Professor, Oklahoma State University, Teacher Education Leader in human and community education.
ADJUNCT FACULTY
1. Ellen Chaffee, .D., Adjunct Instructor, Standford University. Institutional Analysis
2. Virginia Clark Johnson, Ph.D., Professor, Pennsylvania State University, Higher Education, internship supervision, and advisory committee.
3. Gloria Dohman, Ph.D., Adjunct Instructor, North Dakota State Univeresity, Program Assessment
4. Rick D. Johnson, J.D., LL.M., Adjunct Assistant Professor, University of North Dakota; University of Houston, Higher Education Law, internship supervision, and advisory committee.
5. Jerry Migler, Ph.D., Adjunct Instructor. University of Minnesota, Occupational and Institutional Analysis
6. William Slanger, Ph.D., Professor, Cornell University, Graduate studies and statistics. NDSU Director of Research and Institutional Analysis
North Dakota State University Doctoral Programs
Occupational & Adult Education and Institutional Analysis.
College of Human Development and Education, School of Education
_____ Checklist "Students must be enrolled in every semester to maintain membership and residency"
Phase 1 : Course work based on Plan of Study approved by Advisory Committee (Two to Four years)
_____ 1-1 Courses that address research goals constitutes 20 semester hours (adjustments possible)
_____ 1-2 Courses that address career goals constitutes 20 or more semester hours
_____ 1. 3 The plan of study also includes courses in clarified in Phase 2 (Seminar and Internship)
Phase 2 : Preliminaries and Comprehensive examinations (One to two semesters).
_____ 2-1 Optional Internship courses (Educ 794), from 1 to 10 semester hours of credit and
_____ 2-2 The required capstone Seminar (Educ 790) constitutes 3 semester hours. The scope of study focuses on the extent to which the respective student is ready for comprehensive examination. This means reflection one's self regarding professional passion and reflection of the past history, present expectations of leaders in that respectiive field of study, and whether adequate preparation has been made for future issues of selected domain. The seminar requires a Capstone paper that addresses these issues that will be graded by the advisory committee as the first part of the written examinations
_____2-3 Written examination, prepared by core program faculty, will consist of the following:
_____2-3a. Capstone Paper Requirement submitted with completed Graduate Schools form entitled: Request to Schedule Examination
_____2-3b. Exam on diagnostics addressing courses taken for the research goals (2 to 3 hours)
_____2-3c. Academic Exam addressing courses taken for the career goals (2 to 3 hours)
_____2-3d. Practical take-home exercise based on professional passion for obtaining the degree
_____ 2-4 Oral examinations will be held for a period that could last from three to five hours. The questions will focus on the four Written Exams listed above in section 2-3 as to whether the student is qualified to be a candidate for the doctorate degree (A Graduate School Form is used to verify)
_____ 2-5 Student becomes a candidate for the doctorate if he/she passes the examinations
Phase 3 : Candidacy status preparing and writing the Doctorate Dissertation (One to many years)
_____ 3-1 Presentation will be held for committee approval of the dissertation proposal. The advisory committee reviews Chapter 1 (Introduction), Chapter 2 (Literature Review), and Chapter 3 (Methodology and Procedures) as outlined and practiced in Educ 749 Research and Statistics. This proposal must be submitted to advisor three week prior to review date. Dissertation IRB can be applied for after this formal approval. This process also clarifies whether Ph.D. or Ed.D. is applicable to the doctorate being pursued.
_____ 3-2 The student will defend the dissertation during an oral examination. The graduate school rules and procedures apply to this and other procedures mentioned on this page.
