The graduate will gain the required skills, knowledge, & dispositions to understand and apply educational theory and practice in the design of curriculum and instruction to meet the needs of diverse learning communities.

Graduates will be able to:

1. Be knowledgeable about current trends and issues impacting curriculum and instruction.
2. Construct appropriate curriculum to meet the needs of diverse students.
3. Identify and provide appropriate staff development to meet the professional needs of faculty.
4. Identify appropriate resources to support curriculum and to facilitate effective instruction.
5. Analyze and evaluate effectiveness of staff development.
6. Use student data to ensure appropriate changes to curriculum and instruction.
7. Interpret and implement (removed "state") standards/changes impacting curriculum and instruction.
8. Effectively and clearly articulate curriculum design, format, instructional strategies, etc. to diverse audiences.
9. Examine strategies to promote higher-level thinking using technology as a tool.
10. Identify effective approaches to integrate the use of computer technology into curricular areas.
11. Examine the process of evaluating educational software programs.
12. Develop resources that assist in implementing technology-based instruction.
    

The graduate will gain the required skills, knowledge, & dispositions to understand and apply researched based practices to effectively lead educational agencies and promote the success of all students.

1. Develop the capacity to forecast, plan for, and manage organizational change based upon data driven decisions and the creation of an inclusive, collaborative culture.
2. Facilitate the development, articulation and implementation of shared vision of learning that is supported by the community.
3. Manage the resources of the community to provide a safe, efficient and effective learning environment.
4. Collaborate with all community stakeholders by responding to diverse community interests and needs.
5. Act with integrity, fairness and in an ethical manner.
6. Understand and respond appropriately to the larger political, social, economic, legal and cultural landscapes.
7. Nurture and sustain a school culture and instructional program conducive to student learning and staff professional growth
8. Explore the use of the Internet in the educational setting.
9. Examine the process of evaluating educational software programs.
10. Develop resources that assist in implementing technology-based instruction.
11. Examine the use of technology as a management tool.
12. Construct a plan to manage various technologies in an educational setting.
13. Describe and maintain current information involving facilities planning issues related to hardware, software, networking, and support.

The Doctor of Education program is designed to provide students the opportunity to complete the 63 credit hour program on a part-time basis in four years. The program is offered on the historical campus. The program will be delivered primarily with face-to-face courses, seminars, and mentored dissertation research projects, all of which may be aided by using Wesleyan's online classroom component Blackboard. Professors will use various methods of delivery including lectures, discussion, examinations, on-line technology, chat rooms, and collaborative assignments. Course offerings will be phased in over a four-year period, with all courses being offered in the fourth year.

The graduate faculty is comprised of faculty members whose experience and record of scholarship qualify them to offer graduate instruction. The graduate faculty, through teaching and research, encourage and contribute to the advancement of knowledge. Individuals appointed to the graduate faculty hold the highest degree in their field. The graduate faculty is appointed by the Provost upon recommendation of the Faculty Committee on Graduate Programs and with approval of the Director of the Doctor of Education Program.

Applicants must have educational experience as a teacher (minimum of two years) or administrator (must include teaching experience) in a public, private, or higher education setting. Among the applicants who meet the above criteria, the ones deemed most highly qualified will be interviewed by the Ed. D. program faculty as follows: Interview

Applicants who are deemed most highly qualified will be asked to sit for an interview with the Ed. D. program faculty. The interview does not assess specific content knowledge in the field. Rather, assessment criteria include the use of correct English grammar and construction, clarity of expression, depth and understanding of educational issues, and analytical ability. The applicant must exhibit capability in communication skills as a requirement of this program.

Application deadline for selection for Fall term admittance: April 15
Interviews held: May
Fall term cohort selection: notified by July 1 for Fall term matriculation

Admission to the Ed. D. program is competitive. Given the limited number of faculty available for effective doctoral committee assignments and the anticipated number of applications for each fall semester, the program faculty will select only the mostly highly qualified applicants for admission. Responsibility for completion of the application process rests with the applicant. Applicants are encouraged to inquire into the status of their application and to submit application early due to a limited size of each course. Incomplete applications will not be processed. All application materials should be mailed directly to:

Doctor of Education Program
Texas Wesleyan University
1201 Wesleyan Street
Fort Worth, Texas 76105-1536

Students will be notified of the admission decision by letter: admitted or denied. On occasion, notification will be via telephone or email with an official follow-up letter sent to the student. Students not meeting admission requirements may be considered by the Ed. D. program faculty for conditional admission.

All students must have completed the application, admission and registration process no later than one week prior to the first class day to be eligible to take the class.

The Doctor of Education Program reserves the right to deny admission to any applicant as determined by the Admissions Committee. All decisions by this committee are final and not subject to appeal.

Graduate students are advised by the director of the program or her/his designee to facilitate course enrollment and academic program planning. To enroll in this program, prospective students should consult with the director of the program prior to the registration period by phone, first class mail, or by email to be eligible for registration. Online registration is not available to graduate students for the first semester they become students. Instead, registration will be done by the administrative office, and thereafter, graduate students may register online within the appropriate registration period. Returning students are encouraged to register in the semester preceding enrollment to avoid late fees but can register at the beginning of the semester of enrollment. Information on registration periods will be available from the Graduate in Education office and the Registrar's Office.

Please refer to the section on "Academic Misconduct" listed in the Student Handbook.

A maximum of 12 hours of post-master's degree graduate credit may be transferred from an accredited institution. Leveling classes for admissions may not be transferred.

Graduate courses expire within ten years from the date of course completion shown on the transcript; thus, at the time the student graduates with the Ed. D. degree, no course may be more than ten years old. Courses taken more than ten years prior to graduation must be retaken to meet graduation requirements. In the event that the required course is no longer offered, a substitute course of similar content must be taken in its place. Approval to take this course must be obtained from the Director of the Doctor of Education program.

Grading policies for each course will be identified in each course syllabus. Grades will be posted on the University's RamLink page in accordance with University policy. All students admitted into a course/program will receive an orientation to RamLink following admission.

No final grade assigned for a graduate/doctoral level course may be raised unless an error has been made. The substitution of a different course for one completed with a lower grade is not permitted.

Students wishing to raise a grade in a completed course must retake the completed course and pay full tuition for that course. The student must first gain approval from the course instructor and then petition the Graduate Advisory Committee to the Doctor of Education Program through the Director of the Doctor of Education Program. The decision of the committee if final.

"Incomplete" grades must be removed by the date designated in the University Calendar. On or before the designated date, the instructor will assign a grade and report it to the Office of Student Records. If a new grade is not reported by the designated date, the "I" will automatically convert to an "F."

Doctoral degree students who have been accepted into the Ed. D. program must maintain a 3.2 cumulative grade point average for all graduate courses. Should a graduate student's cumulative GPA fall below 3.2, that student will be placed on academic probation for the following semester. The student must achieve a 3.2 GPA by the end of the probation semester or be dismissed immediately from the program. During the time the student is on probation, the student's course schedule must be approved by the Director of the Ed. D. Program.

The Doctor of Education program at Texas Wesleyan University requires a minimum overall GPA of 3.2 for graduation. A course grade of less than "C" will result in dismissal from the program. The student is allowed a total of two course grades of "C". The student will be dismissed from the program with the third "C" grade.

A student may choose to retake one course during his/her doctoral program, in order to improve a grade earned.

To be awarded the Doctor of Education degree, students must successfully complete a minimum of 51 graduate credit hours at Texas Wesleyan University.

Students who have a physical or mental impairment that substantially limits a major life activity can apply for accommodation according to the policies and procedures for students with disabilities. See the Disability Services website for more information, or contact the Director of Counseling. Academic or physical adjustments will be implemented in accordance with University Policies.

Research and Statistics Competency. Students must complete course requirements in research and statistics as described and must pass a Research and Statistics Examinations administered by the School of Education. A student may take this examination a maximum of three times. Upon failure of three times, a student may appeal to the Graduate Advisory Committee. The Research and Statistics Examination must be passed before the student is eligible to take the Written Qualifying Exam. Students also have the option of taking the Research and Statistics Exam with the Written Qualifying Examinations. The student must indicate this option on the application for the Written Qualifying Examination.

The Written Qualifying Examinations are given once each fall, spring, and summer session and are taken after the student has passed the research and statistics examination and all core, concentration and related field courses. The qualifying examinations are held in order to qualify students for dissertation candidacy. Approval of the student's doctoral advisory committee is required before the examinations may be scheduled. These examinations cover the core, concentration, and related fields and are designed to assess content knowledge, problem solving ability and writing skills. The examinations are given over a two-day period and include a minimum of six 90-minute sub-examinations. A student must achieve a grade of B- or better on each sub-examination in order to pass.

Students will retake any sections they do not pass. The retake session will be scheduled at the next semester scheduled dates of the Written Qualifying Examinations. Students are allowed to retake failed sub-examinations a maximum of three times. Upon failure of three times, a student may appeal to the Graduate Advisory Committee.

A student may be asked to elaborate orally on any of his/her written examination answers in order to further clarify answers. The oral clarification will take place in the presence of at least three faculty members from his/her committee or other graduate faculty. Such oral clarification sessions will be scheduled three-four weeks after the written examinations have been graded.

Schedule changes, including adding or withdrawing from a class will follow the University's dates and procedures provided in the Graduate Catalog. Online schedule changes are an option prior to the first class day. However, on or after the first class day, any adding or dropping must be done through the Ed. D. office. A signed request for course schedule changes must be faxed to 817/531-6508 or delivered to the Ed. D. office for approval and processing.

Official communications between the program director and the student will be provided by either individual email using the student's assigned Texas Wesleyan University "RamLink" account, by telephone contact with the student or by posting of general information to the Doctorate Program's web page. Official communication between the student and instructor will be addressed in the course syllabus.

A student's Ram Mail address is the official e-mail address for Texas Wesleyan University. All official University e-mail communication will be sent to this e-mail address. Students may elect to forward Ram Mail to an alternate e-mail address. However, the University will not be responsible for the handling of e-mail to an alternate e-mail address. Students will be responsible for any information sent to their official e-mail address.

The Director of the Doctor of Education program can be reached via email at ecurtin@txwes.edu or by telephone. Students wishing to meet with the director will need to make an appointment. The director can be reached at 817/531-4945 or 4962.

Prior to registration, the Director of the Doctor of Education program will be available for advising and guidance for prospective students.

Once admitted to dissertation candidacy, students must maintain continuous enrollment until the following are all completed:

Dissertation Proposal (EDU 7328): Students who successfully complete the Qualifying Examinations may proceed to develop a dissertation proposal with the assistance of the major professor and other members of the dissertation committee. This committee is composed of the major professor and two other professors from within the program area or University. The candidate, working with his/her doctoral dissertation committee, must prepare a dissertation proposal. The proposal, developed after a thorough review of related research, identifies the research problem and research questions or hypotheses and explains the procedures to be used to conduct the study.

Dissertation Defense (EDU 7330): Upon completion of the dissertation, the candidate will defend his/her dissertation research before a group of graduate faculty, his/her dissertation committee, and invited peers. Successful defense grants the candidate the Doctor of Education degree. Publication of dissertation work is expected. See guidelines provided in the Office of Graduate Education.

Completing the Dissertation (EDU 7329): After successfully defending the proposal, the candidate, under the supervision of the major professor and dissertation committee, conducts the research and completes the writing of the dissertation. The dissertation research stage is the most important part of the doctoral program, for it provides the opportunity for the student to apply information and skills learned in the program to the study of a topic of interest to the candidate and importance to the profession.

The tuition and fees for students are set by Texas Wesleyan University and can be found in the Expenses section of the Graduate Catalog. All tuition and fees are subject to change without written notice.

The student is responsible for all books, supplies, and equipment as required by instructors.

Tuition, fees, room, and board charges for each academic period are due and payable upon registration. All checks should be made payable to Texas Wesleyan University. Payment may also be made using American Express, VISA, Master Card, and Discover.

Students who have not made arrangements to pay the balance due on their student account may be withdrawn from classes due to non-payment if prior arrangements have not been made. Students that have been withdrawn from classes due to non-payment will be required to pay all past due balances and a late registration fee prior to reregistering. A payment plan fee will also be assessed if the total balance owed is not paid in full.

A student who is in good financial standing with the University may arrange to pay tuition, fees, and room and board charges through a payment plan for the fall and spring semesters. For students to be in good financial standing, all prior balances must be paid in full. Payment plans are available through Sallie Mae's Tuition Payment Plan for the fall and spring semester only. A non-refundable enrollment fee will be collected each semester at the time of enrollment along with the first payment. The remaining payments will be collected on the 5th of each month until the payment plan is completed. Late fees and/or non-sufficient funds (NSF) charges will be assessed for late or missed payments. For information about setting up a payment plan, visit the Cashier's Office web page on the Texas Wesleyan University website or call 817/531-4456.

A student who has a past due account will have a financial hold placed on her/his student record. Any student with an account more than 30 days past due may be withdrawn from classes. The student will remain responsible for all the semester charges. In the event an account is sent to an outside agency for collection, any collection or legal fees will be the responsibility of the student.

Financial Aid is available through the Texas Wesleyan University Graduate Financial Aid Office, 817/531-5860. For more information, visit the Financial Aid website.

The student has the right to:

1. expect quality, appropriate education;
2. be represented in the educational process;
3. be regarded as a professional member of the health care community;
4. receive fair and objective evaluations;
and
5. exercise due process of appeal.

In addition, the student has the responsibility to:

1. demonstrate a professional manner at all times;
and
2. adhere to regulations and policies as set forth in the Graduate Catalog and Student Handbook of Texas Wesleyan.

To qualify for graduation, a student must have completed successfully all program courses and either the curriculum and instruction or educational leadership focus courses, and required dissertation research and defense. The student must have earned a 3.2 (on a 4.0 scale) overall grade point average, have no more than two "C" grades. An application for graduation must be filed in the Office of Student Records no later than the deadline specified in the Graduate Catalog.

All course work applicable to the doctoral degree must be no older than ten years.

The introductory course will present important information and concepts
regarding doctoral studies in education for the first year candidate, as well as
dialogue around topics of philosophy and ethics. Candidates will develop
analytical understanding regarding educational philosophy and ethics
standards for educational leaders.

The theoretical framework for original quantitative and qualitative research is developed in this course. Each component of the research procedures are developed for each individual's field of study. These will be constructed and defended in both oral and written forms.

This course will survey some of the more notable literature on organizational change as it relates to the public school context. Students will learn how to involve all stakeholders in the planning and implementation process. They will learn how to measure participant's stages of concern and levels of use and how to move any educational initiative from implementation to institutionalization. Students will learn the importance of identifying the optional leaders of the campus and the predictable patterns associated with the change process. Being a facilitator of change is essential if new or practicing educational leaders are going to be able to implement their visions for educational excellence.

An advanced review of inferential statistics is the basis for this course. In –depth study of descriptive, parametric, and non-parametric measures are applied to specific research problems.

This course is designed to explore qualitative research methods of analysis and interpretation of data for purposes of building grounded research theory. This is a practical and hands-on course that will provide step-by-step guide to qualitative data collection, coding, formation of grounded theory, triangulation methods, criteria for evaluating data, data validity and reliability, and final presentation of research results. The course will present students with the opportunity to use real data and practice with qualitative software such as MAXQDA. Qualitative monographs and studies will be read throughout the course for analysis and discussion by students.

This course addresses the attitudes, knowledge, and skills necessary for working with culturally, linguistically, and ability diverse students and their families, especially as it relates to the role of the classroom teacher and administrator in providing appropriate cultural experiences, environments, and curriculum for students. The course is based on the application of culturally relevant practices. The format of the class will provide opportunities for critical reflection and participation in active learning processes such as role playing, small group discussion, and problem solving with culturally, linguistically, and ability diverse family situations and instructional dilemmas.

An advanced review of inferential statistics is the basis for this course. In – depth study of descriptive, parametric, and non-parametric measures are applied to specific research problems.

This course emphasizes how technology is being used to promote, enhance, and support both administrative and instructional activities in education. Focus is on the processes by which professional change agents influence the introduction, adoption, and diffusion of technological change. The interlocking relationships of technology, culture, and society and the role of the change agent in affecting those relationships are covered.

The coursework will involve research and travel to a designated site for experience in leadership, culture exchange, and global understanding of education. Candidates will research and develop analytical understanding regarding various cultural expectations and practice in education.

This course is designed to acquaint doctoral level students with interest in teaching in higher education with the responsibilities, roles, and privileges of faculty in American colleges and universities. In addition, it enables students to understand the principles structures, and systems used by universities in the United States. Finally, students will become acquainted with the principles outlined by the American Association of University Professors.

Candidates, through seminar format, will read, discuss, and analyze in depth the works of one or two current or historical theorists or researchers in education curriculum and instruction. Theorists or researchers to be studied may be John Dewey, Lev Vygotsky, Roberta Marzano, Nel Noddings, and/or other similarly noted contributors to the field of curriculum and instruction and educational leadership. Candidates will develop analytical understanding regarding applications and understandings of the particular researcher. Thoughtful discussion and analysis will be expected.

The primary focus of this course is to develop an integrated curriculum which meets the needs of district and its students. Special attention is given to the use of state and local standards in this approach.

This course is designed to provide educational leaders with theoretical teaching models that have been linked historically to describe current teaching models and trends in education. Topics include learning theories such as behavioral, social cognitive, constructivism, and information processing, including related models of teaching such as multiple ways of constructing knowledge, learning to think inductively, thinking skills, scientific inquiry and inquiry learning, memorization, advanced organizers, and nondirective teaching. This course also explores current and futuristic models of teaching including M Systems, web casting, iPod casting, and distance learning.

This course analyzes globalization, policy, and comparative education. It focuses on recent changes in global education specifically as it relates to education policies in the United States and abroad.

This course includes topics related to adult learning and professional development, designing instructional systems appropriate to adult learners, media and methods used in training, and the organization and management of professional development resources.

The primary focus of this course is to develop the knowledge and skills necessary to evaluate school curriculum. Special attention will be given to resource materials, technology, and staffing. Included in this course will be both single content and interdisciplinary assessments.

Candidates will attend a professional conference and/or present a research paper at the conference. The conference may be local, state, or national in scope, and students will be aided financially in expenditures for attending the conference. Candidates will meet with professor before and after the conference and will report through writing or orally regarding conference lectures, speeches, and other presentations. Thoughtful discussion and analysis will be expected. National conferences in the field of educational leadership, curriculum and instruction, and research are preferred.

Candidates will develop thorough understandings of current and future trends in curriculum and instruction through readings, field experience, discussion and analysis of various new practices in educational settings. Learning communities will be explored from early childhood to university to community environments. Particularly, candidates will analyze and evaluate new trends in technology applications in curriculum and instruction, such as applications that integrate with subject matter, applications for interactive representations, and applications that may increase engagement in learning communities. Time spent in on-site visits of learning communities will be expected.

This course is designed to provide educational leaders with an essential theoretical understanding of leadership, group dynamics and organizational management. Students will use theoretical constructs to identify, analyze and address complex educational issues and develop the skills necessary to exercise inclusive leadership within the larger social, political and cultural dynamics of group organization. Ethical dimension of leadership such as equity, justice and democracy will be identified and emphasized.

This course is designed as a seminar in advanced legal analysis focusing on the issues of equity in school funding, the history and current state of the desegregation movement, and the promises and realities of school choice programs. Specific focus will be placed on current school law issues facing state and federal court; therefore, part of the curriculum will change over time. This course will require an in-depth research component focusing specifically on contemporary legal issues including, but not limited to, NCLB, IDEA, the limits of student speech and privacy, steroid testing, the secularization of the public schools, school violence, employment disputes, and the impact of technology.

This course is designed to enhance and develop the skills necessary for effective instructional leadership and the supervision of personnel to improve students learning. This course will provide practice in researching personnel issues, addressing human resource case problems and refining leadership skills essential for effective personnel management and human resource problem solving. Specific focus will be placed on the essential components for effective instructional leadership and the facilitation of professional growth.

This course will be a combination of field based experiences, presentations from expert practitioners in the field, and a traditional reading/lecture format designed to prepare future administrators to participate intelligently in the design, construction, and operation of new or renovated educational facilities. Issues explored will include, but are not limited to, the impact of the following: demographic trends on facilities planning, the financing of school construction projects and the nuances of bond elections, the procurement of architectural and engineering services, the role of the architect in the design-build process, the methods of project delivery, the oversight of the construction process, hiring and training faculty, green building technology, trends in design and construction, the impact of school facilities on learning, community involvement and use, and the maintenance of existing facilities.

This course is designed to examine the ways educational administrators utilize organizational theory to improve management decisions and organizational outcomes. It is designed to prepare educational leaders to deal with the complexities and challenges of implementing educational reforms. This involves not only an understanding of the patterns and pitfalls encountered whenever change initiatives are implemented, but also the need for facilitative leadership which involves all community stakeholders. This course will examine the stages of and methods for conducting program evaluations that are theoretically grounded and practical and the collection and use of appropriate data to drive the decision-making process. This course will also examine the structure and use of professional learning communities and their impact on student achievement.

This course will examine the fiduciary obligation of leaders in the context of a K-12 educational setting with particular focus on the need to manage organizational resources which includes not just money, but human capital, time and facilities in a way that promotes safe, efficient and effective learning environments. Particular attention will be paid to the alignment of scarce resources with campus and district instructional priorities equitably allocated between all diverse stakeholders. Alternative or supplementary funding sources will be explored through the study and application of grant writing procedures and practices. Part of the course will also examine the legal history of school funding disputes in Texas.

Format requirements for dissertation and use of APA will be addressed throughout this course. Traditionally, dissertations in education are comprised of 5 chapters: Chapter I: Introduction/Proposal, Chapter 2: Review of Related Literature, Chapter 3: Methods and Procedures, Chapter 4: Results, and Chapter 5: Discussions and Conclusions. This course is designed to begin the dissertation design and to aid students in the completion of the first three chapters of the dissertation. Students under the guidance of an assigned major professor will select a research topic, review the literature, and design a proposal for research in the education setting. Students will be guided by a major professor and assigned a dissertation committee to select the appropriate research method (quantitative, qualitative, or both) for study. Student will be guided through the process of obtaining approval from school district or education setting as well as approval from the university's Institutional Review Board (IRB) before data collection begins.

Format requirements for dissertation and use of APA will be addressed throughout this course. Traditionally, dissertations in education are comprised of 5 chapters: Chapter I: Introduction/Proposal, Chapter 2: Review of Related Literature, Chapter 3: Methods and Procedures, Chapter 4: Results, and Chapter 5: Discussions and Conclusions. This course will guide students through the data collection and analysis phase of dissertation research (Chapters 3 and 4). Here, the student is independently gathering research as approved during the Dissertation Design and Proposal course (EDU 7328). The students are guided in utilizing the appropriate data analysis techniques (whether qualitative or quantitative or both). The student upon collection of data and appropriate analysis will write chapter 4 of dissertation.

Format requirements for dissertation and use of APA will be addressed throughout this course. Traditionally, dissertations in education are comprised of 5 chapters: Chapter I: Introduction/Proposal, Chapter 2: Review of Related Literature, Chapter 3: Methods and Procedures, Chapter 4: Results, and Chapter 5: Discussions and Conclusions. Student will be guided in writing the final chapter of Dissertation: in this course (Chapter 5). The student will be guided in presenting final conclusions from data collection and analysis phase (EDU 7329) and in preparing for final dissertation defense. This is the final course and where final defense and approval of dissertation takes place. The course guides the student in final stages of presentation and submission of final dissertation copies for library archival.