Pioneer University Catalog

Catalog 2010‐2011

This Catalog Covers the Dates July 1, 2010 – June 30, 2011

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Table of Contents

MISSION STATEMENT ....................................................................................................... 6 UNIVERSITY LEARNING REQUIREMENTS (ULR’s) ................................................... 7 THE PIONEER APPROACH................................................................................................ 8 Leading with Innovative Practice .......................................................................................... 8 Challenging Common Assumptions....................................................................................... 8 Developing Strong School District University Partnerships ........................................ 8

GENERAL INFORMATION ................................................................................................. 9 Regulation and Accreditation: ................................................................................................ 9 Education Code 94909 Compliance....................................................................................... 9 Required Statements of Fiscal Responsibility................................................................... 9

STUDENT SERVICES .........................................................................................................10 Housing.........................................................................................................................................10 Placement Services...................................................................................................................10

ACADEMIC CALENDAR 2010-2011 .............................................................................11 PIONEER UNIVERSITY POLICIES, RULES, & STUDENT CONDUCT .....................12 Attendance Policy .....................................................................................................................12 Cancellation Policy ...................................................................................................................12 Refund Policy..............................................................................................................................12 Student Records Retention Policy .......................................................................................14 Credit - Transfer ........................................................................................................................14 International Students ............................................................................................................14 English Language Proficiency ...............................................................................................14 Grading Policy ............................................................................................................................15 Academic Credit.........................................................................................................................15 Credit Unit....................................................................................................................................15 Grading - Standards and Criteria .........................................................................................16 Facilities at Pioneer..................................................................................................................16 Library and Online Resources ..............................................................................................16 Code of Academic Integrity ....................................................................................................16 Consequences: ......................................................................................................................................... 17

Intellectual Property Statement ..........................................................................................17 Internet and Electronic Mail Usage Policy........................................................................17 Internet and E-Mail Rules.......................................................................................................18 Respect for Self and Others....................................................................................................18 Sexual Harassment ...................................................................................................................19 Student Grievance Policy And Appeal Procedures ........................................................20 Initial Grievance and Appeal Procedures .................................................................................... 20 Guidelines for Filing a Grievance..................................................................................................... 20 The Grievance Committee .................................................................................................................. 22 Committee Process................................................................................................................................ 22 Failure to File Grievance ..................................................................................................................... 23

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Human Subjects – Policy And Procedures ........................................................................24 Introduction ............................................................................................................................................. 24 The Human Subjects Review Committee (HSRC)..................................................................... 24 Criteria for Approval............................................................................................................................. 24 Definitions ................................................................................................................................................. 25 Waiver of Review ("Exempted" research) .................................................................................. 26 Protocol Review and Expedited Review ...................................................................................... 27 Procedure for Application .................................................................................................................. 29

BOARD OF DIRECTORS AND FACULTY ......................................................................30 Board of Directors and Officers............................................................................................30 Faculty – Graduate School of Education.............................................................................30

MASTER’S OF EDUCATION (M.Ed.) PROGRAM ........................................................35 ADMISSIONS ................................................................................................................................35 Admissions Policy .................................................................................................................................. 35 General Requirements for Admission ........................................................................................... 35 Admission Process................................................................................................................................. 35 Admission Criteria ................................................................................................................................. 36 Transfer of Credit ................................................................................................................................... 36

Transferability of Credit Earned at Pioneer ....................................................................36 Pioneer University Tuition & Scholarships For 2010-2011 .......................................37 Student Life .................................................................................................................................37 Graduation Requirements .....................................................................................................38 Program Components And Requirements .................................................................................. 38 Deviation from the Course Sequence ............................................................................................ 38 The Master’s Committee and Assessing Student Learning .................................................. 38 The Research Project/Thesis ............................................................................................................ 39

Two Year - Sequence of Classes ............................................................................................40 Figure 1 Preeminence and Infusion of Pioneer University’s Mission in the Master of Education Degree Program...............................................................................................41 Connection Of University Learning Requirements With Master Of Education Program Learning Outcomes ................................................................................................42 Masters Of Education Degree Program Learning Outcomes (MEd-PLO’s).............43 Curriculum Map Of Master Of Education Program Learning Outcomes (PLOs) & Master Of Education Courses ................................................................................................45

COURSE DESCRIPTIONS MASTER IN EDUCATION (M.Ed.) PROGRAM.............46 CURRICULUM DETAIL OF PROGRAM LEARNING OUTCOMES (PLOS) IN RELATION TO STUDENT LEARNING OUTCOMES (SLOS) BY COURSE ..............56 DOCTOR OF EDUCATION PROGRAM ..........................................................................69 Doctor Of Education Handbook............................................................................................69 Admissions ..................................................................................................................................69 Admissions Policy .................................................................................................................................. 69 General Requirements for Admission ........................................................................................... 69 Admission Process................................................................................................................................. 69 Admission Criteria ................................................................................................................................. 70 Transfer of Credit ................................................................................................................................... 70

Transferability of Credit Earned at Pioneer ....................................................................70 Pioneer University Tuition & Scholarships For 2010-2011 .......................................71

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Student Life .................................................................................................................................71 Graduation Requirements .....................................................................................................71 Program Components And Requirements .................................................................................. 72 Presentations of Learning .................................................................................................................. 72 Deviation from the Course Sequence ............................................................................................ 72 The Doctoral Committee and Assessing Student Learning.................................................. 72 Candidacy Requirements for a Doctoral Student..................................................................... 72 Dissertation Proposal........................................................................................................................... 73 Dissertation .............................................................................................................................................. 73 Final Dissertation Approvals and Procedures........................................................................... 73

Three Year – Sequence of Classes ........................................................................................74 Figure 2 Preeminence and Infusion of Pioneer University’s Mission in the Doctor of Education Degree Program...............................................................................................75 Connection Of University Learning Requirements (ULR’s) With Doctor Of Education Program Learning Outcomes (PLO’s) ............................................................76 Doctorate Of Education Degree Program Learning Outcomes (Edd-Plo’s) ...........77 Curriculum Map Of Doctor Of Education Program Learning Outcomes (PLOs) To Doctor Of Education Courses.................................................................................................79

COURSE DESCRIPTIONS FOR DOCTOR OF EDUCATION PROGRAM..................80 CURRICULUM DETAIL OF PROGRAM LEARNING OUTCOMES (PLOS) IN RELATION TO STUDENT LEARNING OUTCOMES (SLOS) BY COURSE ..............93 ACKNOWLEDGEMENTS................................................................................................ 105

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Dear Prospective Student, Pioneer University has one School – The Graduate School of Education (GSE). The GSE provides a unique educational opportunity for the credentialed teacher or administrator seeking to become a professional educator. The professional educator is defined by the knowledge and expertise he/she brings to the table in the areas of curriculum, instruction, cognition and pedagogy as well as his/her understanding of school finance, law, business, and administration. The professional is the complete package and is ready to lead in the classroom or organization based on current knowledge of the latest educational research. Similar to the other professions (law, medicine, engineering, architecture, etc.) the professional educator at the K-‐12 level has a unique skill-‐set that is honed both as a learner in taking specialized coursework and as a practitioner under the tutelage of a more experienced professional. Some professions call these practicum internships, residencies, or associateships, but the end result is the same: a fully educated and trained professional who displays both the confidence and the expertise to be counted as a full member of that profession. Pioneer University provides a course of study that is tightly coupled with practical application to prepare the professional educator for the demands of K-‐12 schooling and begins the process of professional dialogue, collaboration, and consultation that defines our profession at the highest level. The program disassociates itself from the notion that teachers are separate from school administrators. Instead, students will learn that administration is an extension of teaching and that professional educators are able to move seamlessly between the many facets found in the K-‐12 educational environment. The curricular emphasis of the program follows the research of Dewey, Piaget, Vygotsky, Papert, and others who posit that students learn best by doing. Project-‐based learning and both group and individual inquiry will be emphasized. The graduate student will learn how to both mentor and be mentored, how to work collaboratively with other professionals and how to conduct research to support his/her instructional and organizational decisions. The program is developed around a cohort who will move through the graduate experience together. Professionalism requires commitment and the student must commit to being a contributing and dedicated member of the cohort. Classes that are missed may not be made up until they are offered again in the next cohort and will, undoubtedly, delay a student’s graduation date. In addition, students should be fully aware that this endeavor is a new one. As such, Pioneer University is not yet accredited by a regional accreditation agency. While the University is actively pursuing this goal, the student should carefully consider the non-‐accredited status of the University before completing an application. We look forward to working together with serious students who have a desire to become true education professionals. For application information call our offices at 760-‐843-‐7700 or visit our website at PioneerUniversity.net. Sincerely, Kim P. Moore, Ph.D. President

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MISSION STATEMENT

Pioneer University seeks to have a transformational impact on all who teach, learn, discover and work here so they are prepared for both local and global service. We seek to accomplish this by these four things: • We are dedicated to student learning and achievement.

• We learn to both better and serve our community and world.

• We combine experiential learning with rigorous scholarship in all of our programs to produce educated learners who are awake to new possibilities.

• We are guided by our values at every level to promote a diverse, challenging, supportive, and entrepreneurial environment of openness, respect, accountability, and academic freedom.

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UNIVERSITY LEARNING REQUIREMENTS (ULR’s) The pursuit of Pioneer University’s overall Mission is embodied in its commitment to prepare students for a life of learning and service in an expanding global community. To succeed in its Mission, the University provides an environment sustained by its Mission. By fostering such an environment, the University aims to encourage its students to achieve the following University Learning Requirements: As a university dedicated to student learning and achievement, graduates of Pioneer University will fulfill the following University Learning Requirements (ULR):

A. Evaluate problems using the disciplinary knowledge gained in their course of

study.

B. Nurture a passion for lifetime learning and intellectual achievement.

As a university producing learners who will both better and serve our community and world, graduates of Pioneer University will fulfill the following University Learning Requirements (ULR): C. Analyze issues, develop and convey solutions to both local and global problems

using the methodologies, tools, and techniques of an academic discipline.

D. Engage actively in the local community with an eye to their community’s place in the global web of life.

As a university that combines experiential learning with rigorous scholarship in all of its programs to produce educated learners who are awake to new possibilities, graduates of Pioneer University will fulfill the following University Learning Requirements (ULR): E. Display creativity in developing imaginative self expression and independent

thinking.

F. Translate knowledge into judgment and action.

As a university guided by our values at every level to promote a diverse, challenging, supportive, and entrepreneurial environment of openness, respect, accountability and academic freedom, graduates of Pioneer University will fulfill the following University Learning Requirements (ULR): G. Maintain the principles of intellectual honesty and democracy in a diverse

world.

H. Participate in human society as socially responsible individual citizens.

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THE PIONEER APPROACH

Leading with Innovative Practice Pioneer University is committed to providing its students with learning experiences that are personalized, authentic, and relevant. Our students pursue an experiential curriculum, explore their own questions through research and other forms of inquiry, and produce a variety of products that demonstrate their learning. Pioneer University believes strongly in experiential learning and the ability of the student to apply theory to practice. Our students complete coursework to broaden and deepen their understanding of teaching, learning, research, and organizational leadership as they participate in the life of an effective school. Just as we expect surgeons to have hands-‐on experience in their residencies, Pioneer University Graduate School of Education provides its students with hands-‐on, practical experiences in the real world of innovative schools. Challenging Common Assumptions During the late 1800’s and all of the last century, public schools developed certain common mores that are now taken for granted as part of the mainstream culture of the public school experience. Some of these include:

• The teacher as the provider (rather than the facilitator) of information • Education as a competitive (rather than a cooperative) endeavor • The classroom teacher as a skilled worker (rather than a professional)

Pioneer University prepares professional educators who facilitate student learning by collaborating with colleagues, conduct timely research, and both consume and produce research within the educational community. Developing Strong School District University Partnerships Pioneer University is committed to developing strong relationships with school districts that embrace the design principles of Pioneer University. Pioneer University seeks cooperation with school districts to develop an educational equivalent to the “teaching hospital.” Currently, Pioneer University has an ongoing and strong relationship with the Oro Grande Elementary School District and is working directly with four of the District’s schools: Oro Grande Elementary School, Riverside Preparatory School, Sedona Charter Academy, and Mojave River Academy.

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GENERAL INFORMATION

Regulation and Accreditation: Pioneer University’s application for approval to operate has not yet been reviewed by the Bureau for Private Postsecondary Education. Pioneer University has applied for Eligibility from the Senior College Commission of the Western Association of Schools and Colleges. WASC has reviewed the application and determined that Pioneer University is eligible to proceed with an application for Candidacy for Accreditation. A determination of Eligibility is not a formal status with the Accrediting Commission, nor does it ensure eventual accreditation; it is a preliminary finding that the institution is potentially accreditable and can proceed within four years of its Eligibility determination to be reviewed for Candidacy status with the Accrediting Commission. Questions about Eligibility may be directed to the institution or to WASC at www.wascsenior.org or at 510-‐748-‐9001. Education Code 94909 Compliance Any questions a student may have regarding this catalog that have not been satisfactorily answered by the institution may be directed to the Bureau for Private Postsecondary Education at PO Box 980818 West Sacramento, CA 95798, http://www.bppe.ca.gov, 916-‐574-‐7720. As a prospective student, you are encouraged to review this catalog prior to signing an enrollment agreement. You are also encouraged to review the School Performance Fact Sheet, which must be provided to you prior to signing an enrollment agreement. A student or any member of the public may file a complaint about this institution with the Bureau for Private Postsecondary Education by calling 1-‐888-‐370-‐7589 or by completing a complaint form, which can be obtained on the bureau's Internet Web site http://www.bppe.ca.gov. Required Statements of Fiscal Responsibility Pioneer University DOES NOT have any pending petition in bankruptcy, is NOT operating as a debtor in possession, has NOT filed a petition within the preceding five years, and DOES NOT have or have had a petition in bankruptcy filed against it within the preceding five years that resulted in reorganization under Chapter 11 of the United States Bankruptcy Code (11 U.S.C. Sec. 1101 et seq.).

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STUDENT SERVICES

The graduate students that attend Pioneer University are all working professionals in K-‐12 education. Therefore, these students have advising and career counseling needs that differ significantly from those of an undergraduate student. Initial advisement and registration is addressed in 2.12 above, however, advisement is an ongoing process at Pioneer. The faculty takes great pride in speaking regularly with students regarding the progress of their careers in education, and in assisting students in becoming better education professionals. Computer and information support services are obtained from one of three Information Technology professionals that are contracted through the local school district. Due to the small number of students enrolled at Pioneer University, our programs are highly personalized. Pioneer meets the academic and non-‐academic needs of our students through two means: either the Administration or the Faculty and a structured mentoring/advising program. Since the size of Pioneer University is small by design, the Administration or the Faculty can dedicate significant time to each student in the program by monitoring his/her progress through formal and informal means. Should a student have needs or concerns of a more personal nature (counseling, substance abuse, etc.), Pioneer University maintains a list of external agencies to which students may be referred. Pioneer University also has a student grievance procedure found later in this catalog. Housing Pioneer University does not provide assistance with housing. Pioneer University has NO on campus housing. Pioneer University is located in Oro Grande, California in the high desert. It is approximately five miles from Victorville, CA; ten miles from Apple Valley, CA; and fifteen miles from Hesperia, CA. Apartments in the high desert rent from $600 for an efficiency apartment to $1500.00 for a two-‐bedroom apartment. Houses for rent range from $1200.00 to $4000.00 depending on specific neighborhood. Placement Services Pioneer University DOES NOT provide placement services for students.

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ACADEMIC CALENDAR 2010-2011

July 1, 2010 Beginning of Catalog Year July 26 , 2010 Class A – One Week Intensive Class Begins July 31, 2010 Class A – One Week Intensive Class Ends August 2, 2010 Class One Begins August 21, 2010 Class One Saturday Class September 4, 2010 Class One Ends September 6, 2010 Labor Day Holiday (All September 6 Classes will be held on

September 7) September 7, 2010 Class Two Begins September 18, 2010 Class Two Saturday Class September 27, 2010 Fall Break Begins October 9, 2010 Fall Break Ends October 23, 2010 Class Two Ends October 25, 2010 Class Three Begins November 11, 2010 Holiday -‐ Veteran’s Day (All November 11 Classes will be held on

November 10) November 13, 2010 Class Three Saturday Class November 22, 2010 Begin Thanksgiving Holiday Week – No Classes November 27, 2010 End Thanksgiving Holiday Week December 4, 2010 Class Three Ends December 6, 2010 Class Four Begins December 20, 2010 Winter Break Begins – No Classes January 8, 2011 Winter Break Ends January 15, 2011 Class Four Saturday Class January 17, 2011 Holiday – Martin Luther King Birthday Celebrated (All January 17

Classes will be held on January 18) January 29, 2011 Class Four Ends January 31, 2011 Class Five Begins February 7, 2011 Holiday – Abraham Lincoln’s Birthday Celebrated (All February 7

Classes will be held on February 8) February 14, 2011 Holiday – President’s Day Celebrated (All February 14 Classes will

be held on February 15) February 19, 2011 Class Five Saturday Class March 5, 2011 Class Five Ends March 7, 2011 Class Six Begins March 21, 2011 Spring Break Begins – No Classes April 2, 2011 Spring Break Ends April 9, 2011 Class Six Saturday Class April 23, 2011 Class Six Ends April 25, 2011 Class Seven Begins May 14, 2011 Class Seven Saturday Class May 28, 2011 Class Seven Ends May 30, 2011 Summer Break Begins June 30, 2011 End of Catalog Year

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PIONEER UNIVERSITY POLICIES, RULES, & STUDENT CONDUCT

Attendance Policy There will be strict adherence to program attendance policies. If a candidate misses more than twenty percent of a course, s/he will be required to take the course the following year. Students may request a waiver to this policy by completing a waiver request and submitting it to the Provost. Cancellation Policy You may cancel your contract for school, without any penalty or obligations on the tenth business day following your first class session as described in the Notice of Cancellation form. Read the Notice of Cancellation form for an explanation of your cancellation rights and responsibilities. If you have lost your Notice of Cancellation form, ask the school for a sample copy. Any notification of withdrawal must be made in writing. You will be provided a cancellation form at the first day of class. Should you choose to cancel, please submit the form to: Pioneer University PO Box 141 19175 Third Street Oro Grande, CA 92368 After the end of the cancellation period, you also have the right to stop school at any time, and you have the right to receive a refund for the part of the course not taken. Your refund rights are described in the contract. If you have lost your contract, ask the school for a description of the refund policy. If the school closes before you graduate, you may be entitled to a refund. Contact the Bureau for Private Postsecondary Education at the Post Office Box 980818, West Sacramento, CA 95798-‐0818. Refund Policy Students have the right to rescind their tuition agreement up to five business days from the first day they attended class. At that time, the student is entitled to a full refund of his or her tuition payment. Students who withdraw from the program after ten business days shall be assessed a pro-‐rated hourly charge for the hours of the program attended. California law requires that a fee be paid each time a student enrolls. This fee supports the Student Tuition Recovery Fund (STRF), a special fund established by

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the California Legislature to reimburse students who might otherwise experience a financial loss as a result of untimely school closure. Institutional participation is mandatory. New Education Code 94810(a)(10), (11) requires that if the student is a recipient of third-‐party payer tuition and course costs that the student is not eligible for protection under the STRF, and the student is responsible for paying the state assessment amount for the Student Tuition Recovery Fund. Effective January 1, 2002 amends the aforementioned regular assessment provisions and, instead, requires, that institutions collect from each newly enrolled student a “STRF fee” in the amount of $2.50 per thousand dollars of tuition paid, regardless of the portion that is prepaid. To qualify for an STRF reimbursement, applicants must be California residents and must have resided in California at the time the enrollment agreement was signed. Students who are temporarily residing in California for the sole purpose of receiving an education, specifically those who hold student visas, are not considered California residents. Students seeking an STRF reimbursement must file an application within one year of receiving notice from the Bureau for Private Post-‐secondary Education that the school has closed. If students do not receive notice from the Bureau, the application must be filed within four years from the date of closure. If a court judgment is obtained from the institution, students must file an STRF application within two years of the final judgment. It is important that enrollees keep a copy of any enrollment agreement, contract or application to document enrollment. Students also should keep tuition receipts or canceled checks to document the total amount of tuition paid. Such information may substantiate a claim for reimbursement from the STRF. For further information or instructions contact: Bureau for Private Postsecondary and Vocational Education 400 R. Street, Suite 5000 Sacramento, CA 95814 (916) 445-‐3427 No additional fees will be assessed students to support the Student Tuition Recovery Fund.

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Student Records Retention Policy The Records Office maintains a permanent record of academic work completed by each student. Support documents for the academic record are kept for one year. We strongly advise that you carefully review your academic record quarterly. Discrepancies in your academic record should be reported to the Records Office immediately. After one year, it is assumed that you accept the accuracy of your academic record, and supporting source documents may be destroyed. Credit - Transfer Pioneer University does not accept credits from other institutions and students will not be awarded credits for prior experiential learning. International Students While Pioneer accepts International Students, English language services and visa services are NOT provided. However, Pioneer University will vouch for student status free of charge. English Language Proficiency Pioneer University has two graduate programs in Education that require a Baccalaureate degree (for the Master’s program) or a Master’s degree (for the Doctoral program) for admission. Students accepted to the University are expected to have a graduate level of English proficiency in both reading and writing. Proficiency will be determined by the faculty based on the required admissions essay and the student’s performance in EDU 400 – “Writing for the Graduate Student.” All instruction at the University will be conducted in English.

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Grading Policy Pioneer University courses will be graded in one of two ways, dependent upon the duration and content of the course. Some courses will be graded pass/fail while others will be graded on an A, B, F basis. Pioneer University uses a 4.0 grading scale. Students who do not complete a course with a grade of B or better will have 5 weeks to make up the work required in the course or they may receive an F for the course. Two or more failed classes may result in a student repeating the course or being dropped from the program. Grade A

Exceeds Standards: Outstanding knowledge of Student Learning Outcomes demonstrated; all assignments turned in on time; professionalism, effort and application above and beyond course requirements reflected in class participation and outside written work.

Grade B Meets Standards: Good knowledge of Student Learning Outcomes demonstrated; all assignments turned in on time; professionalism, effort and application of course requirements reflected in class participation and outside written work.

Academic Credit Any grade less than a “B” will not be accepted for credit towards graduation. Students will have an opportunity to make up and grade less than a “B” in the subsequent five-‐week period of time. After five weeks the grade will become permanent and the student will either need to make up the course in subsequent years, or if the deficiencies persist, the student may be asked to leave the program. Credit Unit One credit unit for all graduate courses is defined as 15 hours of contact time with the instructor. Therefore, most two-‐unit courses at Pioneer University meet five evenings or afternoons for four and one-‐half hours per meeting (22.5 hours) plus one Saturday meeting of seven and one-‐half hours. Depending on the demands of the course, instructors may substitute other types on contact time (e.g., structured project time, structured observation, etc.) for the Saturday meeting. In addition, it is expected that students will spend two to three hours per unit on academic coursework each week.

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Grading - Standards and Criteria The University has developed standards and criteria for Writing, Oral Presentations, Discussion, Journal Writing, and Presentations of Learning. The faculty continues to work on standardizing these standards and criteria. The currently developed Standards and Criteria may be found in Appendices 1-‐5, but are subject to change throughout the year. Facilities at Pioneer Pioneer University owns one building located at 19303B Third Street in Oro Grande, CA 92368. The building consists of a classroom, office space, and a lounge area for students and staff. Available in the classroom is wireless internet, smart board, overhead projector, speakers, document camera and computer for faculty and student use during class. In addition, the University students observe students, conduct academic research, and interact with the K-‐12 students at Riverside Preparatory Charter School located just one block away. Through an arrangement with the Charter School, classes may occasionally be held at that location to facilitate interaction with K-‐12 students. Library and Online Resources Pioneer University recognizes that the timeliness of information is essential to conducting relevant research in education. Therefore, while the university has a limited collection of paper editions, its online collection is extensive. The University is particularly proud to have an extensive online library consisting of more than 2,100 education journals, as well as full text for nearly 1,300 education and related journals. This database also includes full text for more than 550 books and monographs, and full text for numerous education-‐related conference papers. Upon enrollment, students will receive a username and password to access the online collection. Code of Academic Integrity The students of Pioneer University, united in a spirit of mutual trust and fellowship, mindful of the values of a true education and the challenges posed by the world, agree to accept the responsibilities for honorable behavior in all academic activities and to assist one another in this Code of Academic Integrity. Violations of the Code of Academic Integrity may take several forms, of which plagiarism is perhaps the most likely. Any of the following, without full acknowledgment of the debt to the original source, counts as plagiarism:

• Direct duplication, by copying (or allowing to be copied) another’s work, whether from a book, article, web site, another student’s assignment, etc.;

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• Duplication in any manner of another’s work during an exam; • Paraphrasing of another’s work closely, with minor changes but with the

essential meaning, form and/or progression of ideas maintained; • Piecing together sections of the work of others into a new whole; • Submitting one’s own work which has already been submitted for

assessment purposes in another subject; • Producing assignments in conjunction with other people (e.g. another

student, a tutor) that should be your own independent work. Note: Students are responsible for following the code with all assignments and in all disciplines. [This page gives examples of acceptable and unacceptable uses of sources in writing: www.oregonstate.edu/admin/stucon/plag.htm] This brief guide from the Paul Robeson Library also provides an excellent overview: www.libraries.rutgers.edu/rul/libs/robeson_lib/flash_presents/text_plag.html

Consequences: First Offense: Student (1) receives a zero (failing grade) on the assignment/project and (2) professor contacts advisor and the Provost of Pioneer University. Second Offense: Student (1) receives a zero (failing grade) on the assignment/project and (2) a meeting is scheduled with student and the Provost of Pioneer University, during which additional consequences will be determined. Third Offense: Varies from failure of course to separation from Pioneer University. Intellectual Property Statement All intellectual property which is generated at school, or related to school, including, without limitation, all equipment, documents, books, computer disks (and other computer-‐generated files and data), and copies thereof, created on any medium and furnished to, obtained by, or prepared by any student in the course of or incidental to student matriculation at Pioneer University, belong to Pioneer University. Internet and Electronic Mail Usage Policy We are pleased to offer the students of Pioneer University access to the school computer network for electronic mail and the Internet. Access to e-‐mail and the Internet will enable students to explore thousands of libraries, databases, and bulletin boards while exchanging messages with Internet users throughout the world.

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Internet and E-Mail Rules Pioneer University students are responsible for their behavior on school computer networks just as they are everywhere in the school environment. Communications on the network are often public in nature. The network is provided for Pioneer University students to conduct research and communicate with others. Access to network services is given to students who agree to act in a considerate and responsible manner. Access is a privilege – not a right. Access entails responsibility. Individual users of all Pioneer University computer networks are responsible for their behavior and communications over these networks. It is presumed that users will comply with school standards. Beyond the clarification of such standards, Pioneer University is not responsible for restricting, monitoring, or controlling the communications of individuals utilizing the network. Network administrators may access storage areas to review files and communications to maintain system integrity and to ensure that users are using the system responsibly. Users should understand that there is no expectation of privacy for files that access or pass through the Pioneer University servers. Within the parameters of the above statements, freedom of speech and access to information will be honored whenever possible. When using the University’s network the following are prohibited: • Sending or displaying offensive messages or pictures • Using obscene language • Harassing, insulting or attacking others • Damaging computers, computer systems or computer networks • Violating copyright laws • Using another’s password • Trespassing in another’s folders, work or files • Intentionally wasting limited resources • Employing the network for commercial purposes Violations may result in a loss of access as well as other disciplinary or legal action. Respect for Self and Others Behavior: Pioneer University students and staff are expected to respect others and support teaching and learning. Prohibited behavior includes offensive language (except when used in an academic context), ignoring a staff request, threats, slander, sexual harassment or misconduct, lying, theft, and fighting. Weapons: Guns, knifes, explosives, or weapons of any type are not permitted in

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the school, on the campus, and anywhere on the premises. Violations will lead to dismissal. Items that appear to be weapons are prohibited as well. Drugs, alcohol, and tobacco: Drugs, alcohol, and smoking are prohibited in or on Pioneer University campus. Violation of the principles of “Respect for Self and Others,” may lead to student discipline, up to and including dismissal. Sexual Harassment Pioneer University is fully committed to all federal, state, and local human rights and equal opportunity laws.

Title VII of the Civil Rights Act of 1964, amended 1991, and Title IX of the Educational Amendments of 1972 are strictly enforced. This legislation specifically prohibits sexual discrimination in employment, and educational programs and services respectively.

Students have the right to gain access to and complete an educational program at Pioneer University. Interference with students' admission to and successful completion of their education by any person through unlawful sexual conduct will not be tolerated. The University will initiate disciplinary action against persons found to have interfered with a student's education through any means of sexual harassment or intimidation.

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Student Grievance Policy And Appeal Procedures Pioneer University provides a means by which students may file a grievance for academic and student life issues. Examples include the appeal of an academic dismissal, academic integrity violation, or denial of a petition for a grade change. (For challenging a grade after discussing the grade issue with the instructor).

An appeal is a student-‐initiated response to a faculty, department, or institutionally determined decision. A justifiable cause for grievance shall be defined as any act which, in the opinion of the student, is a response to behavior that is claimed by the student to adversely affects the student him/her and is perceived as capricious, prejudicial, or arbitrary action on the part of any university employee or an arbitrary or unfair imposition of sanctions.

Initial Grievance and Appeal Procedures The grievance process described in Section II below should be used after the following means have been exhausted. In the area of academics, protocol requires that student concerns, or grievances, or appeals be taken up first with the faculty member within 15 business days after the incident occurred. Outside of academic matters, the student should first address his/her concerns with the Provost.

Failure to resolve an academic grievance or appeal after meeting with the faculty member requires a meeting with the Provost. Failure to resolve a non-‐academic grievance or appeal after meeting with the Provost will then require the filing of a grievance.

Guidelines for Filing a Grievance In the event that the above procedures fail to resolve the problem, the student will indicate in writing the nature of the grievance, the evidence upon which it is based, and the redress sought, and submit the document(s) to the President of the University. At that time, a Grievance Committee will be formed and proceed according to the guidelines stated below.

Filing a grievance shall be initiated only after other attempts to resolve the matter have been exhausted. The student has no more than 10 working days after meeting with the individual he/she believed to have given him/her cause for grievance or 15 working days after the incident that occasioned the grievance in which to file his/her written statement.

The grievance process is initiated by submission of a written statement to the President of the University. The statement must include:

• Names of the parties involved. • A clear statement of the nature of the grievance.

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• A narrative of the incident including what occurred, when it occurred, where it occurred, and who was present.

• Evidence on which the grievance is based. • Why this constitutes capricious, prejudicial, or arbitrary action on behalf

of a staff or faculty member. • What has been done to resolve the grievance? • The desired outcome(s). • Written permission from the student authorizing distribution to members

of the Grievance Committee any relevant information from the student’s education record.

The chair of the Grievance Committee will submit a copy of the grievance to each person who will serve on the Grievance Committee for this incident, as well as to the faculty or staff members involved, the chair of the department involved, and the Provost of the school or college involved. The chair will schedule a meeting of the Grievance Committee within 10 working days of the date on which the petition was filed.

Only the parties named in the grievance, members of the Grievance Committee, witnesses invited by the Grievance Committee, and the Provost, shall attend meetings of the Grievance Committee.

If a grievance is filed, either party may seek a support person who must be a faculty member or student. (The support person is present to offer assistance and encouragement to either party during the committee hearing. The function of the support person shall not include that of advocacy nor shall the support person have a role in the committee’s meetings). No one other than members of the Grievance Committee may be present during deliberations.

The student shall not bring legal counsel nor have a student or faculty represent him/her as counsel. Likewise, the Grievance Committee shall not have legal counsel present.

If a student whose case is to be heard approaches a committee member prior to a

meeting, the member shall refuse to discuss the issue and should disclose, at the time of the meeting, that he/she has been approached.

Any committee member who has a potential conflict of interest, or who holds a bias or preconceived notion as to the facts of the case and has formed an opinion about them, or who may hold ill will toward the grieving student or the party alleged to have given cause for the grievance, must disclose to the chair the nature of such feelings, bias, or potential conflict. He or she must be excused from participation upon request by such member, or at the discretion of the chair, and replaced by the chair with a substitute committee member of comparable station to the extent possible under the circumstances.

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The Grievance Committee

Membership: The Grievance Committee shall consist of the following persons:

• The Provost or designee who will serve as chair (non-‐voting except in case of tie due to an absence)

• Two faculty members (or two staff members if the grievance is about staff)

• Two students Voting:

All members (except the Provost responsible for the effected program or designee, who is non-‐voting) shall have an equal vote and there shall be no alternates or substitutes unless one member must disqualify him/herself due to conflict of interest.

Timeliness of Meeting:

The meeting will be scheduled within 10 working days following the filing of a

written statement. The chair is authorized to extend any time periods provided in the policy if he/she determines that good cause exists (e.g., delay in meeting due to unavailability of an essential party or committee member).

Committee Process

The grievance procedure shall act as a vehicle for communication and decision-‐making among students, staff, and faculty, and provide, through prescribed procedures, a process through which a student-‐initiated grievance can be resolved internally within an appropriate department.

The grievance process is initiated by submission of a grievance statement in

writing to the Provost. The statement must contain the names of the parties involved, narrative about the incident, and the remedies requested. The Provost will submit a copy of the grievance to each member of the Grievance Committee prior to the hearing. Thereupon, the committee will be activated and a meeting will be held to consider the matter.

The involved student and university employee may be present at the committee meetings, except during deliberation. The meetings shall be held at times when both parties can be present. Either party may seek a support person who must be an university employee or student. The function of the support person shall not include that of advocacy nor shall the support person have a role in the committee’s meetings.

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Accurate minutes of the grievance procedure shall be kept in a confidential

university file of the committee’s proceedings. The hearing may also be audio recorded at the option of the chair of the Grievance Committee.

In cases of conflicting information and/or when additional information is desired, the committee may request testimony from additional witnesses having information pertinent to the grievance.

No printed materials or notes may be taken from the meeting (other than the official minutes).

The parties and committee members may not discuss the case outside the meeting.

The committee will decide on the matter by simple majority and confidential vote. Both parties will be notified, in writing, within one week of the decision. The committee’s vote is confidential and the decision shall be final.

Failure to File Grievance Any student who has a grievance complaint against the university must follow this procedure or will waive any claim against the university.

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Human Subjects – Policy And Procedures Introduction All research done at Pioneer University is guided by codes of ethical principles developed by the scientific community. The manner in which these ethical principles are to be applied (through a peer review process) is established in the Code of Federal Regulations, Title 45, Part 46 (commonly referred to as 45 CFR 46) published in 1981 and last amended in 1991. Failure to comply with these regulations may result in loss of funding for the research involving human subjects to the investigator and to the institution. The Human Subjects Review Committee (HSRC)

Pioneer University has an internal review board charged with reviewing all research conducted at the University for conformity to 45 CFR 46. At this University, the Human Subjects Review Committee is the designated administrative body. Pioneer University is responsible for the protection of the rights and welfare of human subjects used in research by, or under the supervision of, faculty and staff members of the University, when such research, including pilot studies is carried out as part of their duties as teacher, investigator, thesis advisor or graduate student, or other academic activities. The responsibility is delegated to the Human Subjects Review Committee (HSRC). The Committee shall determine for all activities, as planned and conducted, whether the rights and welfare of all subjects will be adequately protected. To meet this responsibility, the Committee will review all proposed research projects involving human subjects conducted by faculty members, University staff, or graduate students, whether funded or not, when facilities, services, or personnel of the University are used. The HSRC is chaired by the Provost and includes two full-‐time members of the general faculty of Pioneer University, and one adjunct faculty representative. The Committee seeks external consultation whenever questions beyond its competency or specialized expertise arise. The Committee meets at the call of its chairperson to consider questions of policy and the individual research proposals that require full-‐committee review. Criteria for Approval

The task of the HSRC is to work with individuals conducting research to assure that all research involving human subjects meets the following criteria and thus can be approved:

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1. Risks to human subjects are minimized;

2. Risks to subjects are reasonable in relation to anticipated benefits to subjects, if any, and the importance of knowledge that may reasonably be expected to result;

3. Selection of subjects is equitable;

4. Informed consent will be sought from each prospective subject or the

subject's legally authorized representative;

5. The informed consent will be appropriately documented;

6. Where appropriate, adequate provision is made for monitoring the data collected and the data collection process to ensure the safety of the subjects;

7. Where appropriate, there are adequate provisions to protect the privacy

of subjects and maintain the confidentiality of data;

8. Where subjects are likely to be vulnerable to coercion or undue influence, appropriate safeguards have been included in the study to protect the rights and welfare of the subjects.

All research involving human subjects whether unfunded or funded from any source must be reviewed and must meet the above criteria. Training projects with a research component must be reviewed. (46.111) Definitions Research means a systematic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge. (46.102d) A Human Subject is any living individual about whom an investigator conducting research obtains (1) data through intervention or interaction with the individual, or (2) identifiable private information (46.102f). This includes the use of written private information such as that contained in records. Minimal Risk means that the probability and the magnitude of harm or discomfort anticipated in the proposed research are not greater in and of themselves than those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests. (46.102.I).

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Waiver of Review ("Exempted" research) Exempted from all HSRC review at this University is research which is a recognized part of the course content of graduate courses, unless such research is federally funded and provided that such research consists of survey procedures, interview procedures, or observation of public behavior, and data are collected in such a way that human subjects cannot be identified, directly or through identifiers linked to the subjects. The responsibility for review of research proposals required as a standard part of course content lies with the faculty member/instructor teaching that course. The protection of human subjects in this instance is accomplished through departmental review of course content and review by the course instructor of individual research projects. Review of research conducted as part of an independent study, or thesis or dissertation is not exempted, but waiver may be requested. Research activities in which the only involvement of human subjects will be in one or more of the following categories is reviewed by the chairperson of the HSRC or a designated member and may be waived from either expedited or full committee review.

THE DECISION TO WAIVE REVIEW IS MADE BY THE CHAIRPERSON OR A DESIGNATED MEMBER OF THE HSRC.

1. Research conducted in established or commonly accepted educational

settings, involving normal educational practices, such as (i) research on regular or special education instructional strategies, or (ii) research on the effectiveness of or the comparison among instructional techniques, curricula, or classroom management methods.

2. Research involving the use of educational tests (cognitive, diagnostic, aptitude, achievement), survey procedures, interview procedures or observation of public behavior, unless: (i) information obtained is recorded in such a manner that human subjects can be identified, directly or through identifiers linked to the subjects; and (ii) any disclosure of the human subjects' responses outside the research could reasonably place these subjects at risk of criminal or civil liability or be damaging to the subjects' financial standing, employability, or reputation.

3. Research involving the use of educational tests (cognitive, diagnostic,

aptitude, achievement), survey procedures, interview procedures, or observation of public behavior that is not exempt under exemption 2 above if: (i) the human subjects are elected or appointed public officials or candidates for public office; or (ii) federal statutes require without

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exception that the confidentiality of the personally identifiable information will be maintained throughout the research and thereafter.

4. Research involving the collection or study of existing data, documents,

records, pathological specimens, or diagnostic specimens, if these sources are publicly available or if the information is recorded by the investigator in such a manner that subjects cannot be identified, directly or through identifiers linked to the subjects.

At Pioneer University the chair of the HSRC or a designated member decides whether the full (46.101b) or expedited review of research is waived. Protocol Review and Expedited Review

Protocol Review The full review process shall be carried out at convened meetings in which a majority of the members of the HSRC are present, including one member whose primary concerns are non-‐scientific areas. It shall receive the approval of a majority of those members present. The HSRC considers the following factors:

1. Risk of Injury: The risk to subjects must be minimized, by using procedures which are consistent with sound research design and which do not unnecessarily expose subject to risk, and, whenever appropriate, by using procedures already being performed on the subjects for diagnostic or treatment purposes. Risks to subjects are reasonable in relation to anticipated benefits, if any, to subjects, and the importance of the knowledge that may reasonably be expected to result.

2. Equitable Selection of Subjects: The HSRC will take into account the purposes of the research and the setting in which the research will be conducted and will be particularly cognizant of the special problems of research involving vulnerable populations, such as children, prisoners, pregnant women, mentally disabled persons, or economically or educationally disadvantaged persons. When some or all of the subjects are likely to be vulnerable to coercion or undue influence, we will require that additional safeguards be included in the study to protect the rights and welfare of these subjects.

3. Voluntary and Informed Consent: All subjects, adults or children, must be fully informed in advance of the degree of risk involved in their participation and, insofar as possible, given an explanation of the nature and consequences of the proposed research. Methods of securing cooperation of subjects should be specified in advance as clearly as

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possible. No coercion may be used to obtain or maintain cooperation. Adult subjects or their legal representatives must express consent to participate in writing (see Model Informed Consent Form in the application packet). If a subject is under the age of 18, informed consent must be obtained in writing from the subject's parent or legal guardian. Subjects over seven years of age must give their consent as well. All subjects, adults and children alike, must be assured that they may choose to withdraw from the research program at any time without penalty.

4. Confidentiality and Privacy: All information provided by a human subject, including responses to questionnaires, tests, and interviews, must be kept confidential to those performing the research and, when feasible, anonymous. Published accounts of such data must not reveal the identity of the subject.

5. Adequate Provision to Ensure the Safety of the Subjects: The HSRC

will stress risks to subjects in their review of research projects to ensure that the provision for physical and psychological safety is adequate and the risk involved in each study is as minimal as possible. The research plan must make adequate provision for monitoring the data collected and the data collection process to ensure the safety of the subjects.

6. Research Design: In situations of risk to subjects, the Committee may return to the applicant, without action, proposals involving human subjects that it feels are unlikely, through faulty design, to yield accurate and scientifically meaningful data.

7. Codes and Standards: In its review process, the Committee will consider

the degree to which proposed research conforms to the prevailing social codes and moral standards of the community or cultural group involved.

On occasion, an application is submitted accompanied by a review of the project from another institution. If the other institution has primary responsibility in the project and if the Institutional Review Board adheres to federal guidelines and uses similar criteria to those of WWU in their review, the forms of the primary institution may be used. Expedited Review Under certain conditions specified in federal regulations (45 CFR 46.101), and at the discretion of the HSRC Chair, a protocol may be considered under an expedited review process.

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Procedure for Application

Understanding the importance of the protection of human subjects in research, recognizing the role of the HSRC, and having mastered complex definitions so that you understand where your research "fits", you now need to know how to go about obtaining HSRC approval allowing you to proceed with your research. Be aware that whether or not your research is federally funded, and whether or not you think it may be exempt from review, you need HSRC approval to proceed if your research involves data that has been or will be collected from human subjects. Activity review forms for the use of human subjects in research are available in the Office of Research and Sponsored Programs office, complete with instructions for information required. The questions are straightforward, but they may present some issues you have not considered. Do not hesitate to ask the Chairperson or any HSRC member to help you complete the form. The completed form is submitted to the Provost, 1 Pioneer Building. It will be reviewed to determine exempt status, may receive expedited review, or may require review by the full committee. Full committee review will usually take one to two months; other reviews take less time. You will receive written communication from the HSRC indicating either approval of your proposal, or setting conditions which must be met before the proposal will be approved. DATA COLLECTION INVOLVING HUMAN SUBJECTS MAY NOT BEGIN BEFORE THE HSRC APPROVAL IS RECEIVED. EVEN AFTER APPROVAL, IT WILL BE NECESSARY TO NOTIFY THE HSRC OF ANY CHANGES IN YOUR RESEARCH PLANS. IF THE DURATION OF YOUR STUDY IS LONG THAN A YEAR, YOU WILL BE REQUIRED TO SUBMIT A BRIEF PROGRESS REPORT ANNUALLY, AND TO RECEIVE HSRC APPROVAL ANNUALLY.

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BOARD OF DIRECTORS AND FACULTY

Board of Directors and Officers J. Peter Lounsbury, Chairman of the Board of Directors Kim P. Moore, Ph.D., Director and President of the University Jason A. Moore, Ed.D., Director and Executive Vice President and Provost Carl Ackermann, Director Joseph Andreasen, Director Greg Lundeen, Director Edna Rodriguez, Director Billy Rosenberg, Director Susan Thomas, Director Faculty – Graduate School of Education Kim P. Moore Professor of Education Ph.D., Education: Educational Psychology, 1997 University of California, Riverside M.A., Education: Educational Technology California State Polytechnic University, Pomona B.A., Biblical Languages and Literature Loretto Heights College (Regis University), Denver, CO Area(s) of Specialization:

Cognitive Psychology, Psychometrics, Research Design, Educational Systems, Administration.

Jason A. Moore Associate Professor of Education Ed.D., Education: K-‐12 Leadership in Urban Settings, 2007 University of Southern California M.A., Educational Administration: Curriculum California State University, San Bernardino B.A., Liberal Studies California State University, San Bernardino Area(s) of Specialization:

Curriculum and Instruction, Teacher Education, History of Education, Research Design.

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Victor Palmer Assistant Professor of Education

Ed.D., Education: Teaching and Learning, 2000 University of Southern California M.A., Educational Administration Azusa Pacific University B.A., Modern Languages University of Texas, El Paso Area(s) of Specialization: Teaching and Learning, Human Resources in Education, Differentiated Instruction, Equity, Diversity, and Design Principals

Sheri A. Wilkins Adjunct Assistant Professor of Education Ph.D., Education: Special Education, 2007 University of California, Riverside M.A., Special Education: Mild/Moderate Handicaps California State University, San Bernardino B.S., Special Education: Intellectual Handicaps Utah State University Area(s) of Specialization: Special Education, Teacher Education, Peer Coaching and Mentoring. S. Shawn Bell Adjunct Lecturer of Education M.S., Special Education, 2003 National University B.S., Communications California State University, San Bernardino Area(s) of Specialization: Special Education, the professional learning environment, action research S. Michael Buckhave Adjunct Lecturer of Education M.A., Education: Educational Leadership, 2005 California State University, San Bernardino B.S., Kinesiology California State Polytechnic University, Pomona Area(s) of Specialization:

Authentic Assessment, Using Data in Analyzing Student Achievement, Technology, Administration, Curriculum & Instruction

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Kristine Castro Adjunct Lecturer of Education M.A., Education Curricular Foundations, 2004 Azusa Pacific University B.A., Liberal Studies/Psychology California State University, San Bernardino Area(s) of Specialization Curriculum, Elementary Education, Educational Psychology DeShawna Chacon Adjunct Lecturer of Education M.A.T., Teaching, 2008 Chapman University B.A., Social Science Chapman University Area(s) of Specialization Special Education, Reading, Sociology in Education Thomas Charboneau Adjunct Lecturer of Education M.S., Educational Leadership, 2004 University of Oregon B.A., History, Law and Society University of California, Riverside Area(s) of Specialization Technology in Education, Agriculture in Education Greg Lundeen Adjunct Lecturer of Education M.S., Human Resources Management, 1999 Chapman University B.A., Management of Human Resources: Organizational Development Fresno Pacific College Area(s) of Specialization School Business, School Construction and Design, Human Resources Patricia Lundeen Adjunct Lecturer of Education ABD, Educational Leadership: Reading and Literacy, 2008 Azusa Pacific University M.A., Education: Educational Technology California State Polytechnic University, Pomona B.S., Social Sciences California State Polytechnic University, Pomona Area(s) of Specialization: Reading and Literacy, Elementary Grades Instruction

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Jennifer Moore Adjunct Lecturer of Education M.S., Elementary Reading Literacy, 2007 Walden University B.A.E., Elementary Education Eastern Washington University Area(s) of Specialization: Reading, Elementary Education Jody Oliver Adjunct Lecturer of Education M.A. Educational Technology, 2005 Azusa Pacific University B.A. Organizational Leadership Azusa Pacific University Area of Specialization: Technology in Educational Settings Kyla Gonzales-Rivera Adjunct Lecturer of Education M.A., Education – Curriculum & Instruction, 2008 Chapman University B.A., Social Science Chapman University Area(s) of Specialization Curriculum, Instruction, Counseling Amy E. Weidman Adjunct Lecturer of Education M.A., Education: Curriculum and Instruction, 1990 University of California, Riverside B.A., Music: Elementary Education Whitworth College Areas of Specialization: Curriculum and Instruction, Gifted and Talented Education, Music

Education Note: Only faculty members with terminal degrees instruct Ed.D. courses.

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MASTER’S OF EDUCATION (M.Ed.) PROGRAM

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MASTER’S OF EDUCATION (M.Ed.) PROGRAM

ADMISSIONS Admissions Policy Candidates are admitted to Pioneer University on the basis of well-‐defined admission criteria that includes minimally a Bachelors degree and a K-‐12 teaching credential or license. The admission of students from a diverse population is encouraged. The institution determines that candidates (1) meet high academic standards, as evidenced by appropriate measures of academic achievement, and (2) demonstrate strong potential for professional success upon graduation, demonstrated by personal characteristics and prior experience. General Requirements for Admission The minimum requirements for admission to Pioneer University are in accordance with university regulations as well as Title 5, Chapter 1, Subchapter 3 of the California Code of Regulations. Specifically, a student shall at the time of enrollment: 1) have completed a Baccalaureate Degree, 2) be in good academic standing at the last college or university attended, and 3) have attained a grade point average of at least 3.0 in the last 90 quarter (60 semester) units attempted, 4) have a state issued credential or license to teach at the K-‐12 level. Applicants who do not qualify for admission under the provisions cited above may be admitted by special action if, on the basis of acceptable evidence, they are judged to possess sufficient academic, professional and other potential to merit such action. Petitions for admission by special action should be directed to the Provost. Admission Process Interested candidates must submit a completed application. Applications received by the priority deadline of March15th, will be given first consideration. Applications received after this date will be accepted and considered on a space-‐available basis. Pioneer University will begin to review applications on March 15th. Shortly thereafter, Pioneer University will notify applicants if their application is complete and request phone or on-‐campus interviews with selected candidates. After all the interviews have been conducted and Pioneer University has made its admission decisions, Pioneer University will notify all candidates of their admission status via the U.S. mail and/or email.

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Admission Criteria Admission criteria and procedures are defined and described in the application packet and on the Pioneer University website. Interested persons can request an application packet via the phone, e-‐mail, or in person. The application will include an essay that will ask each candidate to write and reflect upon his/her past educational and/or work experiences and his/her vision for his/her career upon graduation from Pioneer University. Candidates for the M.Ed. must submit the following to Pioneer University prior to the admissions deadline:

• Official transcripts (with B.A./B.S. posted) sent to the Pioneer University admissions office.

• Pioneer University application with completed essays. • Two (2) confidential references, one of which must be from a current or

previous employer. Transfer of Credit Pioneer University will not accept credits from other institutions and students will not be awarded credits for prior experiential learning. Pioneer does not currently have any articulation agreement with any other institution. Transferability of Credit Earned at Pioneer NOTICE CONCERNING TRANSFERABILITY OF CREDITS AND CREDENTIALS

EARNED AT OUR INSTITUTION The transferability of credits you earn at Pioneer University is at the complete discretion of an institution to which you may seek to transfer. Acceptance of the Master of Education Degree is also at the complete discretion of the institution to which you may seek to transfer and to any employer. If the Master of Education Degree that you earn at this institution is not accepted at the institution to which you seek to transfer or by an employer, you may be required to repeat some or all of your coursework at that institution. For this reason you should make certain that your attendance at this institution will meet your educational goals. This may include contacting an institution to which you may seek to transfer after attending Pioneer University to determine if your Master of Education Degree will transfer. Pioneer University strongly suggests that you contact any employer that you may wish to apply to, to determine if the Master of Education degree will be accepted by that employer.

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Pioneer University Tuition & Scholarships For 2010-2011 Pioneer University tuition for the Master’s Program is $275.00 per unit, which includes tuition, books and other required handouts. The total cost of the program is $13,200 ($6,600 per year for two years). If the student does not complete his/her program with his/her cohort in the time expected (three years), he/she will be subject to additional tuition of $275.00 per unit until the work is completed. Pioneer University is providing a 25% scholarship ($3,300) to all students entering during this catalog year (2010 – 2011). The following costs are not covered in tuition: equipment, housing, transportation, supplies, and other miscellaneous expenses. Your tuition is mandatory and refundable. See the refund policy on the previous page. Tuition is payable to Pioneer University. Students may be billed monthly for tuition payments if arrangements are made with the University. At this time, Pioneer University does not offer any state or federal financial aid or participate in any state or federal financial aid programs. If a student obtains a loan to pay for an educational program, the student will have the responsibility to repay the full amount of the loan plus interest, less the amount of any refund, and that, if the student has received federal student financial aide funds, the student is entitled to a refund of the monies not paid from federal student financial aid program funds. Student Life Pioneer University Graduate School of Education is intentionally small and intimate. This gives students an opportunity for professional discourse with professors and fellow students on issues relating to education. To facilitate these discussions students in the Master of Education program are invited to have dinner each Thursday with faculty and students and to engage in professional conversations regarding both K-‐12 and university education.

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Graduation Requirements All graduates of Pioneer University are expected to demonstrate a deep understanding of the three Program Learning Outcomes that guide the program: Academic Leadership, School Leadership and Professional Inquiry. Through coursework, projects, examinations, practical experiences, and independent research/inquiry including a required Thesis, students will demonstrate their expertise in the Program Learning Outcomes. Program Components And Requirements There are three main components to our M.Ed. Program: 1) a set of required courses (48 semester units) taken in a specified sequence; 2) participation in the academic life of the Department; and 3) a Master’s Thesis. Each component is mandatory and substitutes are not allowed. For example, it is not possible to replace an exam for the thesis. Deviation from the Course Sequence As Pioneer University is a small school by design, only one section of each course is offered each year and in some cases courses are only offered every other year. Therefore, students must enroll and receive a passing grade in every class offered in their program in order to graduate on time. Under certain circumstances, students may take a leave of absence. The Provost of Pioneer University will evaluate these requests on an individual basis. The Master’s Committee and Assessing Student Learning Each master’s committee consists of the candidate’s Pioneer University faculty advisor, an additional Pioneer University faculty member, and one or more additional persons of their choice, all of whom must hold a master’s degree or higher. The Pioneer University faculty advisor will take an active role in supporting and advising the student throughout the year.

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The Research Project/Thesis Students within the master’s program will design, implement, and publish a thesis based on a research project. The student will identify his/her project topic/question, develop a research proposal, and refine this proposal during research courses. Before beginning his/her research thesis project in his/her second year, the student will present his/her final research proposal to the master’s committee. Once the committee agrees that the proposal is sufficiently developed, the student may enroll in the master’s thesis project course, EDU 660. The thesis is a written document intended for an educational audience. It must include an introduction, a review of relevant literature, an explanation of methodology and analysis, an interpretation of results, and a discussion of conclusions and implications. The text must adhere to the APA style guidelines outlined in the latest edition of the Publication Manual of the American Psychological Association. That said, the final product may take a variety of forms.

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Two Year - Sequence of Classes 2010 -2011 Dates

for classes* Master’s Year 1 Students

Master’s Year 2 Students

Yr. Long – 8 mtgs

500 – Professional Learning Environment (4) 600 – Applied Mentoring, Coaching and Evaluating Instruction (4)

Yr Long – 8 mtgs

660 – Thesis (6)

Class A – 1 Week Prior to Class 1

505 -‐ Project Based Instruction I (2) 650 -‐ Research I – In Depth Research on a single subject (4) (Even Years Only)

Class 1

400 -‐ Writing for Graduate Students (2) 605 – Professional Productivity (2)

2010 -2011 Dates for classes*

Odd Year Even Year

Class 2

515 – Using Data, Authentic Assessment, and Portfolios (2)

530 – Research Design and Methods (2)

Class 3

520 – Project Based Instruction II (2) 540 – Research II -‐ Application of Design and Methods (2)

Class 4

510 – Philosophy of Education (2) 555 – Local School Leadership (2)

Class 5

535 -‐ Literacy in the 21st Century (2) 565 – Equity and Diversity (2)

Class 6

560 – Introduction to Law and Policy (2) 550 – Curriculum Foundations (2)

Class 7

575 -‐ Seminar in Educational Technology (2) 570 – Finance and Business (2)

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Figure 1 Preeminence and Infusion of Pioneer University’s Mission in the Master of Education Degree Program

University Mission

University Learning

Requirements

Student Learning Outcomes

Derive Content Course Design

Evaluation (Assignments)

Evidence Criteria Standards

Program Learning Outcomes for the

Master of Education Program

Summative Formative

Processes Products

Blue = Mission Permeates Institution

Red = Evaluation of How Well Mission is Accomplished

Connection Of University Learning Requirements With Master Of Education Program Learning Outcomes

UNIVERSITY LEARNING REQUIREMENTS (ULR’s) Learning and

Achievement Community & World

Awake to New

Possibilities

Values: Diverse, Open, &

Challenging A B C D E F G H

1.1 X X X X 1.2 X X X X

Academic Leadership

1.3 X X X X X 2.1 X X X X 2.2 X X X X X 2.3 X X X X X 2.4 X X X X X

School Leadership

2.5 X X X X X 3.1 X X X X X X 3.2 X X X X 3.3 X X X X X X X

PROGRAM LEARNING OUTCOMES (PLO’s)

Professional Inquiry

3.4 X X X X X X

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Masters Of Education Degree Program Learning Outcomes (MEd-PLO’s) Graduates of the Masters of Education Program shall accomplish the following Program Learning Outcomes (MEd-‐PLO’s): To demonstrate Academic Leadership, prior to graduation Master of Education students will: 1.1. Express a critical, questioning perspective (i.e. identify, describe, and

discuss) vis-‐à-‐vis the theories of instruction and learning and apply said theories to the classroom and school.

1.2. Use expertise in student learning and pedagogy within the frame of

Project-‐Based Learning principles and other “Learning by Doing” models.

1.3. Effectively communicate and use critical thinking skills to analyze

different perspectives on a given educational topic and evaluate the merits of each.

To demonstrate School Leadership, prior to graduation Master of Education students will: 2.1. Develop a basic understanding of school level finance, law and business. 2.2. Understand and practice the principles of establishing and maintaining

a school community, including mentoring, collaboration, and leadership.

2.3. Demonstrate a knowledge of, and ability to use, the most effective

educational practices within diverse classrooms and schools 2.4. Communicate in a manner that is clear and commands professional

attention. 2.5. Actively work to strengthen his/her professional educational practice

and the practice of others through reflection and continuing professional and personal development

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To demonstrate Professional Inquiry, prior to graduation Master of Education students will: 3.1. Conduct research at a basic level (action research) to inform instruction.

3.2. Search, navigate, and critically consume (read, analyze, and use) both

quantitative and qualitative educational research.

3.3. Identify a focused problem related to education, and formally propose a reasonable research process for investigating and acting on that issue.

3.4. Design and carry out a research project at a basic level that includes all

of the components of a formalized academic project and/or document.

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Curriculum Map Of Master Of Education Program Learning Outcomes (PLOs) & Master Of Education Courses

PROGRAM LEARNING OUTCOMES (MED-‐PLO’s) Academic

Leadership School Leadership Professional Inquiry

1.1 1.2 1.3 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 3.4 EDU 400

Writing for Graduate Students X

EDU 500 The Professional Learning

Environment

X X X X

EDU 505 Project-‐Based Instruction I

X

EDU 510 Philosophy & History of

Education

X X

EDU 515 Using Data, Authentic Assessment & Portfolios

X X X

EDU 520 Project-‐Based Instruction II

X

EDU 530 Research Methods and Beginning Statistics

X

EDU 535 Literacy in the 21st Century

X X

EDU 540 Research I – Application of

Design & Methods

X

EDU 550 Curriculum Foundations

X

EDU 555 Instructional Design &

Technology

X X X

EDU 560 Introduction to Law & Policy

X

EDU 565 Equity & Diversity in Educational Instruction

X

EDU 570 Finance & Business

X

EDU 575 Seminar in Educational

Technology

X X X

EDU 600 Mentoring, Coaching & Evaluating Instruction

X X X

EDU 605 Professional Productivity

X X X

EDU 650 Research II – Application

X X X

EDU 660 Thesis

X X X X

REQUIRED COURSES FOR

MASTERS DEGREE

The Master’s Thesis serves as the Program Capstone and as the major evidence for the achievement of both ULRs and PLOs.

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COURSE DESCRIPTIONS MASTER IN EDUCATION (M.Ed.) PROGRAM

EDU 400 Writing for Graduate Students (2) This course introduces basic academic writing related to education including documented research reports, evaluations, and analytical papers utilizing the American Psychological Association (APA) style/method of writing/citation. Revision and rewriting will be required.


EDU 400-‐1 The student will acquire an understanding the basics of academic writing related to the field of education.

EDU 400-‐2 The student will produce written responses to research reports,

evaluations, and analytical papers utilizing the American Psychological Association (APA) style/method of writing/citation.

EDU 500 The Professional Learning Environment (4) This yearlong course prepares students for the role of mentor by participating in the mentor/mentee relationship from the prospective of the mentee. Students will complete cycles of inquiry focusing on the following elements: core academic content and subject specific pedagogy, creating a healthy learning environment, using technology in the classroom, and supporting equity and diversity. Student Learning Outcomes:

EDU 500-‐1 The student will develop an understanding of several coaching models that will allow the student to interact with their assigned coach.

EDU 500-‐2 The student will develop an understanding of core academic content,

subject matter pedagogy, creating a healthy learning environment, using technology in the classroom and how to support equity and diversity in the classroom.

EDU 500-‐3 The student will develop questioning and language skills that will result

in greater autonomy, efficacy, and self-‐awareness in their work with their mentee.

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EDU 505 Project Based Instruction I (2) This course will focus on project design: brainstorming ideas for projects, mapping content to standards, strategies for grouping students, integrating content, developing timelines and due dates, incorporating rubrics and other assessment tools into project work.

Student Learning Outcomes: EDU 505-‐1 The student will demonstrate an understanding of project-‐based

learning as a methodology that uses projects as a process to actively engage students in mastering a predetermined set of learning objectives.

EDU 505-‐2 The student will connect research on project-‐based learning with the

application of developing a project, including how to group students, integrating content, developing timelines and due dates, incorporating rubrics and other assessment tools into project work.

EDU 505-‐3 The student will understand the process of project development that

brings together research and practice. EDU 510 Philosophy and History of Education (2) This course is designed to provide a foundational understanding of the field of education in two broad but interconnected areas: the intertwined history and philosophy of education and how these interact within their sociological and cultural contexts.

Student Learning Outcomes: EDU 510-‐1 The student will understand and be conversant in the seminal research

related to multiple theories of education, including the work of Dewey, Plato, Rousseau, and others

EDU 510-‐2 The student will make both theoretical and practical connections between the history of education and the instructional applications based on theories of education

EDU 510-‐3 The student will understand and be conversant in the history and philosophy of schooling in the United States and how these interact within sociological and cultural contexts.

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EDU 515 Using Data, and Authentic Assessment, and Portfolios (2) This course will focus on the power of using effective data collection and analysis in the decision-‐making process. Students will examine a variety of teacher-‐collected data as well as methods and purposes for school-‐wide data collection. Students will collect and analyze data from classrooms and schools to provide curriculum and program recommendations based on their findings.

Student Learning Outcomes: EDU 515-‐1 The student will understand and be conversant in the use of a variety of

authentic assessments to inform and improve teaching and learning within the frame of Project-‐Based Learning principles and other “Learning by Doing” models.

EDU 515-‐2 The student will make both theoretical and practical connections

between data analysis and the instructional applications based on interpretation of data (e.g. use of formal and informal formative assessment data, analysis of summative assessments, etc.)

EDU 515-‐3 The student will understand and be conversant in the use of portfolio

based assessment (paper and electronic) to assess learning and guide instruction within the frame of Project-‐Based Learning principles and other “Learning by Doing” models.

EDU 515-‐4 The student will understand how and when to make curriculum and

program recommendation based on the collection and analysis of real data from classrooms and schools.

EDU 520 Project Based Instruction II (2) Students will deepen their understanding and knowledge of project-‐based work by exploring issues of content, rigor, design, and student ownership. Using a consultancy model, teachers will have the opportunity to reflect on past projects to plan and improve future ones.

Student Learning Outcomes: EDU 520-‐1 The student will understand how to evaluate the processes involved in

project-‐based instruction from the perspective of both the (k-‐12) student and the (K-‐12) teacher.

EDU 520-‐2 The student will analyze the importance of the “Presentation of Learning” (POL) that is produced by a well-‐conceived project and will understand the importance of the POL to the internalization of knowledge by the K-‐12 student.

EDU 520-‐3 The student will analyze and synthesize projects past and future to develop an understanding of cooperative grouping, cohort management, memory acquisition, and appropriate scaffolding.

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EDU 530 Research Methods (2) This course is designed to provide students with the basic information needed to understand the processes involved in conducting the student’s own research project(s). Students are exposed to applications of statistical techniques, including descriptive, correlation, and inferential techniques as they apply to educational research. This course will encourage contagious intellectual enthusiasm and creativity, an orientation that requires a seriousness of purpose and reverence for learning.

Student Learning Outcomes:

EDU 530-‐1 The student will acquire the design and statistical skills needed to conduct his/her own research.

EDU 530-‐2 The student will gain a general knowledge of applications of statistical

techniques, including descriptive, correlation, and inferential techniques as they apply to educational research.

EDU 530-‐3 The student will evaluate the appropriateness of different research

methods for the particular question being asked and research design being used.

EDU 535 Literacy in the 21st Century (2) This course offers intensive instruction in reading and language arts methods that are grounded in methodologically sound research and includes exposure to instructional programs adopted for use in schools.

Student Learning Outcomes: EDU 535-‐1 Students will understand the theory and methodology behind reading

and language arts instruction through the study of available research.

EDU 535-‐2 Students will discuss and apply reading and language arts methodologies in a classroom setting

EDU 535-‐3 Students will look at reading and language arts instruction with a critical

eye towards the diverse nature of native languages spoken by the students in both classroom and school.

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EDU 540 Research I – Design and Methods (2) Participants design a research project. In the process, they learn to value their own voices and the questions they generate about their professional practice. Learning about the research process lays the foundation for using structured inquiry as a strategy for enhancing learning environments.


EDU 540-‐1 The student will understand the design elements of a research project. EDU 540-‐2 The students will describe how different research designs broaden or

narrow both the questions and the findings. EDU 540-‐3 The student will understand that the research process lays the

foundation for using structured inquiry as a strategy for enhancing learning environments

EDU 550 Curriculum Foundations (2) This course is designed to prepare students with both practical and theoretical understanding of curriculum in schooling. The course offers a study of the various approaches of curriculum construction, design, and organization in the schools by examining the principles of curriculum improvement, change, and evaluation. The focus is on the theories, research and, best practices related to planning and developing curriculum and its implementation in schools and classrooms in order to address the needs of students in diverse communities.

Student Learning Outcomes: EDU 550-‐1 The student will identify multiple theories of curriculum construction,

design, and organization in the K-‐12 school setting. EDU 550-‐2 Each student will apply curricular design theory to both the classroom

and school settings. EDU 550-‐3 The student will understand how to apply the curricular designs and

theories to classrooms and schools with diverse learners.

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EDU 555 Local School Leadership (2) This course examines the roles and functions of the principalship and educational leadership. Research, theory, and systemic change are studied and integrated to develop principals who are collaborative instructional leaders for schools of the 21st century.


EDU 555-‐1 The student will examine the roles and functions of the principalship.

EDU 555-‐2 The student will analyze the research and the theory that is integrated to develop principals who are collaborative instructional leaders for schools of the 21st century.

EDU 555-‐3 The student will understand and be conversant in the roles and functions of the principalship/educational leadership.

EDU 560 Introduction to Law and Policy (2) Students become familiar with landmark court cases, legal opinions and legal principles relating to education law. In addition, students explore the political processes involved in policy and legislative formation at the local, state, and federal levels.

Student Learning Outcomes: EDU 560-‐1 The student will develop knowledge of the major court decisions that

affect the operation of educational programs such as student rights, finance, and religious freedoms.

EDU 560-‐2 The student will demonstrate an awareness of the basic political forces,

both internal and external, that affect the operation of a school site. EDU 560-‐3 The student will learn how to work with a governing board and district

and local leaders to influence policies that benefit students and support the improvement of teaching and learning.

EDU 560-‐4 The student will demonstrate an understanding of how federal, state,

and local laws, policies, regulations, and statutory requirements affect the operation of a local school.

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EDU 565 Equity and Diversity in Educational Instruction (2) This course explores the implications of culture – particularly the relationship between “home culture” and “school culture” – for teaching and learning. Participants consider the background experiences, skills, languages and abilities of diverse student groups, and discuss pedagogical approaches that provide both access and challenge for diverse learners. In particular, the course will focus on how teacher and student expectations affect student achievement.

Student Learning Outcomes: EDU 565-‐1 The student will understand the relationship between home culture and

school culture and apply that knowledge to his/her classroom or school.

EDU 565-‐2 The student will understand the varied pedagogical approaches to teaching a diverse population.

EDU 565-‐3 The student will understand that teacher expectations of student

achievement will, and does, have an impact on student learning. EDU 570 Financing and Business (2) This course examines school and district finance and budgeting. The course will also explore fiscal relationships to county, state and federal agencies, as well as budget control, school revenues and expenditures and budgetary procedures and processes.

Student Learning Outcomes: EDU 570-‐1 The student will develop a basic knowledge and understanding of school

finance at the school/site level. EDU 570-‐2 The student will develop a school/site-‐level budget. EDU 570-‐3 The student will understand how to align fiscal, human, and material

resources to support the learning of all students and all groups of students

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EDU 575 Seminar in Educational Technology (2) This course examines the design of applied technology-‐based learning systems, informed by current views of learning, technology, and cognition. Students will synthesize their knowledge of technology, learning and research in collaborative settings.


EDU 575-‐1 The student will assess the value of a technology in relation to the needs of students, the values that the technologies communicate, and the relevance to student learning. (1.3)

EDU 575-‐2 The student will gain sufficient knowledge to make informed decisions

about technologies based on ways in which those technologies aid, limit, or hinder the learning process. (2.2)

EDU 575-‐3 The student will understand the role of collaboration when synthesizing

his/her knowledge of technology, learning and research. (2.3) EDU 600 Applied Mentoring, Coaching and Evaluating Instruction (4) This year-‐long course provides students with training and experience in mentoring colleagues through complete cycles of inquiry focusing on the following elements: Core Academic Content and Subject-‐Specific Pedagogy, Creating a Healthy Learning Environment, Using Technology in the Classroom, Supporting Equity and Diversity, Supporting English Learners, and Supporting Students with Special Needs. Students will explore the best practices in mentoring across content areas.


EDU 600-‐1 The student will develop and build a trusting and supportive rapport with their assigned mentee.

EDU 600-‐2 The student will apply their knowledge of/about various coaching

models in order to allow the student/mentor to interact and collaborate with their assigned mentee in a professional manner.

EDU 600-‐3 The student will apply question and language skills that will result in

greater autonomy, efficacy, and self-‐awareness of the cycles of inquiry.

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EDU 605 Professional Productivity (2) This course explores the issue of productivity in education including professional responsibilities in publishing and presenting scholarly work. The use of journals, conferences, and other professional discourse opportunities will be examined.


EDU 605-‐1 The student will explore an aspect of productivity in education through scholarly work worthy of consideration for publication.

EDU 605-‐2 The student will explore an aspect of productivity in education by

exploring use of journals, conferences, and other professional discourse opportunities available to professional educators.

EDU 605-‐3 The student will explore strengthening the school through the

establishment of community, business, institutional, and civic partnerships.

EDU 650 Research II – In Depth Research on a Single Subject (2) This course provides an opportunity for the master’s student to thoroughly explore a single research area by examining both historic and current literature on his/her subject of choice.


EDU 650-‐1 The student will explore in depth a single research area in preparation for compiling chapter two (2) of his/her thesis.

EDU 650-‐2 The student will thoroughly analyze and evaluate the research literature

from both the historic and current perspectives for his/her thesis.

EDU 650-‐3 The student will thoroughly understand and be conversant in both the historic and current literature regarding their thesis.

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EDU 660 Master’s Thesis Project (6) In this course, students will complete a research-‐based thesis.

Student Learning Outcomes: EDU 660-‐1 The student will construct a thesis that communicates in a manner that

is clear and commands professional attention. EDU 660-‐2 The student will actively work to strengthen their professional

educational practice and personal development through the completion of an academic document such as a thesis.

EDU 660-‐3 The student will search, navigate, and critically consume (read, analyze,

and use) both quantitative and qualitative educational research in construction of a thesis.

EDU 660-‐4 The student will identify a focused problem related to education, and

formally propose a reasonable research process for investigating and acting on that issue that culminates in a thesis document

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CURRICULUM DETAIL OF PROGRAM LEARNING OUTCOMES (PLOS) IN RELATION TO STUDENT LEARNING OUTCOMES (SLOS) BY COURSE

To demonstrate Academic Leadership, prior to graduation each Master of Education student will: 1.1 Express a critical, questioning perspective (i.e. identify, describe, and

discuss) vis-à-vis the theories of instruction and learning and apply said theories to the classroom and school.

Courses Addressing Program Learning

Outcome 1.1

Student Learning Outcomes (SLOs) addressing Program Learning Outcome (PLO) 1.1

EDU 535 Literacy in the 21st

Century

EDU 535-‐1 The student will develop an understanding of the theory and methodology surrounding reading and language arts instruction through the study of available research.

EDU 535-‐2 Each student will discuss and apply reading and language arts methodologies in a

classroom setting

EDU 550 Curriculum Foundations

EDU 550-‐1 The student will identify multiple theories of curriculum construction, design, and organization in the K-‐12 school setting.

EDU 550-‐2 Each student will apply curricular design theory to both the classroom and school

settings. EDU 550-‐3 The student will understand how to apply the curricular designs and theories to

classrooms and schools with diverse learners.

* Student Learning Outcomes are determined for courses by agreement of the faculty of the Graduate School of Education. They are reviewed periodically and may be changed by the faculty to meet the changing needs of students.

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To demonstrate Academic Leadership, prior to graduation each Master of Education student will: 1.2 Use expertise in student learning and pedagogy within the frame of Project-

Based Learning principles and other “Learning by Doing” models. Courses Addressing Program Learning

Outcome 1.2


EDU 505 Project Based Instruction I

EDU 505-‐1 The student will demonstrate an understanding of project-‐based learning as a methodology that uses projects as a process to actively engage students in mastering a predetermined set of learning objectives.

EDU 505-‐2 The student will connect research on project-‐based learning and apply said research to

the development of a project. EDU 505-‐3 The student will demonstrate an understanding of the process of project development,

including a knowledge of grouping students, integrating content, developing timelines and due dates, incorporating rubrics and developing assessment tools into project work.

EDU 515 Using Data Authentic

Assessment & Portfolios

EDU 515-‐1 The student will understand, and be conversant in, the use of a variety of authentic assessments to inform and improve teaching and learning within the frame of Project-‐Based Learning principles and other “Learning by Doing” models.

EDU 515-‐3 The student will understand and be conversant in the use of portfolio based assessment

(paper and electronic) to assess learning and guide instruction within the frame of Project-‐Based Learning principles and other “Learning by Doing” models.

EDU 520

Project Based Learning II

EDU 520-‐1 The student will understand how to evaluate the processes involved in project-‐based instruction from the perspective of both the (k-‐12) student and the (K-‐12) teacher.

EDU 520-‐2 The student will analyze the importance of the “Presentation of Learning” (POL) that is produced by a well-‐conceived project and will understand the importance of the POL to the internalization of knowledge by the K-‐12 student.

EDU 520-‐3 The student will analyze and synthesize projects past and future to develop an understanding of cooperative grouping, cohort management, memory acquisition, and appropriate scaffolding.

* Student Learning Outcomes are determined for courses by agreement of the faculty of the Graduate School of Education. They are reviewed periodically and may be changed by the faculty to meet the changing needs of students

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To demonstrate Academic Leadership, prior to graduation each Master of Education student will: 1.3 Effectively communicate and use critical thinking skills to analyze different

perspectives on a given educational topic and evaluate the merits of each. Courses Addressing Program Learning

Outcome 1.3


EDU 510 Philosophy and History of Education

EDU 510-‐1 The student will understand and be conversant in the seminal research related to multiple theories of education, including the work of Dewey, Plato, Rousseau, and others

EDU 510-‐2 The student will make both theoretical and practical connections between the history of education and the instructional applications based on theories of education

EDU 510-‐3 The student will understand and be conversant in the history and philosophy of

schooling in the United States and how these interact within sociological and cultural contexts.

EDU 575 Seminar in Educational Technology

EDU 575-‐1 The student will assess the value of a technology in relation to the needs of students, the

values that the technologies communicate, and the relevance to student learning. (1.3)


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To demonstrate School Leadership, prior to graduation each Master of Education student will: 2.1 Develop a basic understanding of school level finance, law and business. Courses Addressing Program Learning

Outcome 2.1


EDU 555 Local School Leadership

EDU 555-‐1 The student will examine the roles and functions of the principalship. EDU 555-‐2 The student will analyze the research and the theory that is integrated to develop

principals who are collaborative instructional leaders for schools of the 21st century. EDU 560

Introduction to Law and Policy

EDU 560-‐1 The student will develop knowledge of the major court decisions that affect the operation of educational programs such as student rights, finance, and religious freedoms.

EDU 560-‐2 The student will demonstrate an awareness of the basic political forces, both internal and

external, that affect the operation of a school site.

EDU 560-‐3 The student will learn how to work with a governing board and district and local leaders to influence policies that benefit students and support the improvement of teaching and learning.

EDU 560-‐4 The student will demonstrate an understanding of how federal, state, and local laws,

policies, regulations, and statutory requirements affect the operation of a local school. EDU 570

Finance and Business

EDU 570-‐1 The student will develop a basic knowledge and understanding of school finance at the school/site level.

EDU 570-‐2 The student will develop a school/site-‐level budget. EDU 570-‐3 The student will understand how to align fiscal, human, and material resources to support

the learning of all students and all groups of students * Student Learning Outcomes are determined for courses by agreement of the faculty of the Graduate School of Education. They are reviewed periodically and may be changed by the faculty to meet the changing needs of students.

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To demonstrate School Leadership, prior to graduation each Master of Education student will: 2.2 Understand and practice the principles of establishing and maintaining a

school community, including mentoring, collaboration, and leadership. Courses Addressing Program Learning

Outcome 2.2


EDU 500 The Professional

Learning Environment

EDU 500-‐1 The student will develop an understanding of several coaching models that will allow the student to interact with their assigned coach.

EDU 500-‐2 The student will develop an understanding of core academic content, subject matter

pedagogy, creating a healthy learning environment, using technology in the classroom and how to support equity and diversity in the classroom.

EDU 555

Local School Leadership

EDU 555-‐1 The student will examine the roles and functions of the principalship. EDU 555-‐2 The student will analyze the research and the theory that is integrated to develop

principals who are collaborative instructional leaders for schools of the 21st century. EDU 555-‐3 The student will understand and be conversant in the political and social functions of

school leadership. EDU 575 Seminar in Educational Technology

EDU 575-‐2 The student will gain sufficient knowledge to make informed decisions about technologies based on ways in which those technologies aid, limit, or hinder the learning process. (2.2)

EDU 600 Applied Mentoring, Coaching and Evaluating Instruction


EDU 600-‐2 The student will apply their knowledge of/about various coaching models in order to

allow the student/mentor to interact and collaborate with their assigned mentee in a professional manner.

EDU 600-‐3 The student will apply question and language skills that will result in greater autonomy,

efficacy, and self-‐awareness of the cycles of inquiry.


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To demonstrate School Leadership, prior to graduation each Master of Education student will: 2.3 Demonstrate a knowledge of, and ability to use, the most effective educational

practices within diverse classrooms and schools. Courses Addressing Program Learning

Outcome 2.3




EDU 500-‐2 The student will develop an understanding of core academic content, subject matter pedagogy, creating a healthy learning environment, using technology in the classroom and how to support equity and diversity in the classroom.

EDU 510 Philosophy and History of Education

EDU 510-‐1 The student will be conversant in the seminal research related to multiple theories of education, including the work of Dewey, Plato, Rousseau, and others

EDU 510-‐2 The student will make both theoretical and practical connections between the history of education and the instructional applications based on those theories.

EDU 510-‐3 The student will be conversant in the history and philosophy of schooling in the United

States within sociological and cultural contexts.

EDU 515 Using Data, Authentic

Assessment and Portfolios

EDU 515-‐4 The student will understand how and when to make curriculum and program recommendations based on the collection and analysis of real data from classrooms and schools.

EDU 535 Literacy in the 21st

Century

EDU 535-‐1 Students will understand reading and language arts instructional theory through a review of the reading and language arts literature.

EDU 535-‐3 Students will examine reading and language arts instruction through the lens of the

second language learner.

EDU 555 Local School Leadership

EDU 555-‐3 The student will understand and be conversant in the political and social functions of school leadership.

EDU 565 Equity and Diversity in Educational Instruction

EDU 565-‐1 The student will understand the relationship between home culture and school culture and apply that knowledge to his/her classroom or school.

EDU 565-‐2 The student will understand the varied pedagogical approaches to teaching a diverse

population. EDU 565-‐3 The student will understand that teacher expectations of student achievement will, and

does, have an impact on student learning.

EDU 575 Seminar in Educational Technology

EDU 575-‐3 The student will understand the role of collaboration when synthesizing his/her knowledge of technology, learning and research. (2.3)


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To demonstrate School Leadership, prior to graduation each Master of Education student will: 2.4 Communicate in a manner that is clear and commands professional attention. Courses Addressing Program Learning

Outcome 2.4




EDU 500-‐3 The student will develop questioning and language skills that will result in greater autonomy, efficacy, and self-‐awareness in their work with their mentee.

EDU 600 Applied Mentoring, Coaching and Evaluating Instruction




EDU 605-‐3 The student will explore strengthening the school through the establishment of

community, business, institutional, and civic partnerships.

EDU 650 Research II – In

Depth Research on a Single Subject


EDU 650-‐2 The student will thoroughly analyze and evaluate the research literature from both the

historic and current perspectives for his/her thesis. EDU 650-‐3 The student will thoroughly understand and be conversant in both the historic and

current literature regarding their thesis.

EDU 660 Thesis

EDU 660-‐1 The student will construct a thesis that communicates in a manner that is clear and commands professional attention.


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To demonstrate School Leadership, prior to graduation each Master of Education student will: 2.5 Actively work to strengthen his/her professional educational practice and the

practice of others through reflection and continuing professional and personal development


Outcome 2.5




EDU 500-‐3 The student will develop questioning and language skills that will result in greater autonomy, efficacy, and self-‐awareness in their work with their mentee.

EDU 600 Applied Mentoring, Coaching, and Evaluating Instruction

EDU 600-‐2 The student will apply his/her training and experience from EDU 500 to the mentoring of colleagues through complete cycles of inquiry focusing on the following elements: Core Academic Content and Subject-‐Specific Pedagogy, Creating a Healthy Learning Environment, Using Technology in the Classroom, Supporting Equity and Diversity, Supporting English Learners, and Supporting Students with Special Needs.


EDU 605-‐2 The student will explore the issue of productivity in education by exploring use of journals, conferences, and other professional discourse opportunities available to professional educators.


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To demonstrate competence in Professional Inquiry, prior to graduation each Master of Education student will: 3.1 Conduct research at a basic level (action research) to inform instruction. Courses Addressing Program Learning

Outcome 3.1


EDU 515 Using Data, Authentic

Assessment and Portfolios

EDU 515-‐2 The student will make both theoretical and practical connections between data analysis and the instructional applications based on interpretation of data (e.g. use of formal and informal formative assessment data, analysis of summative assessments, etc.)

EDU 525 Writing for

Graduate Students

EDU 525-‐1 The student will acquire an understanding the basics of academic writing related to the field of education.

EDU 525-‐2 The student will produce written responses to research reports, evaluations, and

analytical papers utilizing the American Psychological Association (APA) style/method of writing/citation.


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To demonstrate competence in Professional Inquiry, prior to graduation each Master of Education student will: 3.2 Search, navigate, and critically consume (read, analyze, and use) both

quantitative and qualitative educational research. Courses Addressing Program Learning

Outcome 3.2


EDU 530 Research Design

Methods

EDU 530-‐1 The student will acquire the design and statistical skills needed to conduct his/her own research.

EDU 530-‐2 The student will gain a general knowledge of applications of statistical techniques,

including descriptive, correlation, and inferential techniques as they apply to educational research.

EDU 530-‐3 The student will evaluate the appropriateness of different research methods for the

particular question being asked and research design being used.

EDU 540 Research I – Application of Design and Methods

EDU 540-‐1 The student will understand the design elements of a research project. EDU 540-‐2 The student will describe how different research designs broaden or narrow both the

question and/or the findings. EDU 540-‐3 The student will understand that the research process lays the foundation for using

structured inquiry as a strategy for enhancing learning environments




EDU 650-‐2 The student will thoroughly analyze and evaluate the research literature from both the

historic and current perspectives for his/her thesis. EDU 650-‐3 The student will thoroughly understand and be conversant in both the historic and

current literature regarding their thesis.

EDU 660 Thesis

EDU 660-‐3 The student will search, navigate, and critically consume (read, analyze, and use) educational research in the construction of a thesis.


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To demonstrate competence in Professional Inquiry, prior to graduation each Master of Education student will: 3.3 Identify a focused problem related to education, and formally propose a

reasonable research process for investigating and acting on that issue. Courses Addressing Program Learning

Outcome 3.3




EDU 650-‐1 The student will understand various data analysis techniques and their applications within educational research.

EDU 650-‐2 The student will link his/her findings to his/her essential question(s) and the relevant

research literature. EDU 650-‐3 The student will reflect on his/her research and the possible changes to be made as a

result of said research.

EDU 660 Thesis

EDU 660-‐4 The student will identify a focused problem related to education, and formally propose a reasonable research process for investigating and acting on that issue that culminates in a thesis document


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To demonstrate competence in Professional Inquiry, prior to graduation each Master of Education student will:

3.4 Design and carry out a research project at a basic level that includes all of the components of a formalized academic project and/or document.


Outcome 3.4




EDU 605-‐2 The student will explore an aspect of productivity in education by exploring use of

journals, conferences, and other professional discourse opportunities available to professional educators.

EDU 605-‐3 The student will explore strengthening the school through the establishment of

community, business, institutional, and civic partnerships.

EDU 660 Thesis

EDU 660-‐1 The student will construct a thesis that communicates in a manner that is clear and commands professional attention.

EDU 660-‐2 The student will actively work to strengthen their professional educational practice and

personal development through the completion of an academic document such as a thesis. EDU 660-‐3 The student will search, navigate, and critically consume (read, analyze, and use) both

quantitative and qualitative educational research in construction of a thesis. EDU 660-‐4 The student will identify a focused problem related to education, and formally propose a

reasonable research process for investigating and acting on that issue that culminates in a thesis document


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DOCTOR OF EDUCATION PROGRAM

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DOCTOR OF EDUCATION PROGRAM Doctor Of Education Handbook To ensure that all Pioneer University Doctor of Education students have a clear understanding of the rigorous requirements for this program, the University has prepared a Handbook with detailed information for students. Students are strongly encouraged to review the Handbook prior to application. Admissions Admissions Policy Candidates are admitted to Pioneer University on the basis of well-‐defined admission criteria. The admission of students from a diverse population is encouraged and actively sought. The institution determines that candidates meet high academic standards as evidenced by appropriate measures of academic achievement, and demonstrate strong potential for professional success in schools upon graduation, demonstrated by personal characteristics and prior experience. General Requirements for Admission The minimum requirements for admission to Pioneer University Doctor of Education Program are in accordance with university regulations as well as Title 5, Chapter 1, Subchapter 3 of the California Code of Regulations. Specifically, a student shall at the time of enrollment: 1) have completed a Master’s Degree, 2) be in good academic standing at the last college or university attended, and 3) have attained a grade point average of at least 3.0 in the Master’s program completed. 4) Have a teaching and/or administrative credential or license issued by a governmental agency. Applicants who do not qualify for admission under the provisions cited above may be admitted by special action if, on the basis of acceptable evidence, they are judged to possess sufficient academic, professional and other potential to merit such action. Petitions for admission by special action should be directed to the Provost. Admission Process Interested candidates must submit a completed application. Applications received by the priority deadline of March 15th, 2010 will be given first consideration. Applications received after this date will be accepted and considered on a space-‐available basis. Pioneer University will begin to review applications on March 15th, 2010. Shortly thereafter, Pioneer University will notify applicants if their application is complete and request phone or on-‐campus

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interviews with selected candidates. After all the interviews have been conducted and Pioneer University has made its admission decisions, Pioneer University will notify all candidates of their admission status via the U.S. mail. Admission Criteria Admission criteria and procedures are defined and described in the application packet and on the Pioneer University website. Interested persons can request an application packet via the phone or e-‐mail or in person. The application will include an essay that will ask candidates to write and reflect upon their past educational and/or work experiences and their vision for their career upon graduation from Pioneer University. All candidates for the Doctor of Education degree must submit the following to Pioneer University prior to the admissions deadline:

• Official transcripts (with all earned degrees posted) sent to the Pioneer University admissions office.

• Pioneer University application with completed essays. • Two (2) confidential references, one of which must be from a current or

previous employer. Transfer of Credit Pioneer University will not accept credits from other institutions and students will not be awarded credits for prior experiential learning. Transferability of Credit Earned at Pioneer The transferability of credits you earn at Pioneer University is at the complete discretion of an institution to which you may seek to transfer. Acceptance of the Doctor of Education Degree is also at the complete discretion of the institution to which you may seek to transfer and to any employer. If the Doctor of Education Degree that you earn at this institution is not accepted at the institution to which you seek to transfer or by an employer, you may be required to repeat some or all of your coursework at that institution. For this reason you should make certain that your attendance at this institution will meet your educational goals. This may include contacting an institution to which you may seek to transfer after attending Pioneer University to determine if your Doctor of Education Degree will transfer. Pioneer University strongly suggests that you contact any employer that you may wish to apply to, to determine if the Doctor of Education degree will be accepted by that employer.

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Pioneer University Tuition & Scholarships For 2010-2011 Pioneer University tuition for the Doctor of Education Program is $309.38 per unit, which includes tuition, books and other required handouts. The total cost of the three-‐year program is $19,800.00 ($6600.00 per year for three years). If the student does not complete his/her program with his/her cohort in the time expected (three years), he/she will be subject to additional tuition of $309.38 per unit until the work is completed. Pioneer University will provide a 25% scholarship ($1,650.00) to all students entering during this catalog year (2010 – 2011). The following costs are not covered in tuition: equipment, housing, transportation, supplies, and other miscellaneous expenses. Your tuition is mandatory and refundable. See the refund policy on the previous page. Tuition is payable to Pioneer University. Students may be billed monthly for tuition payments if arrangements are made with the University. At this time, Pioneer University does not offer any state or federal financial aid. Student Life Pioneer University Graduate School of Education is intentionally small and intimate. This gives students an opportunity for professional discourse with professors and fellow students on issues relating to education. To facilitate these discussions students in the Master of Education program are invited to have lunch each Friday with faculty and students and to engage in professional conversations regarding both K-‐12 and university education. During this informal time students who so desire may present their presentations of learning (see below). Graduation Requirements All graduates of Pioneer University are expected to demonstrate a deep understanding of the three design principles that guide the program: Instructional Leadership, Organizational Leadership and Professional Inquiry. Through coursework, projects, practical experiences, and independent research/inquiry, students demonstrate their expertise in the program learning outcomes.

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Program Components And Requirements There are three main components to our Ed.D. Program: 1) a set of required courses (64 semester units) taken in a specified sequence; 2) a qualifying examination taken at the end of the student’s second year in the program; and 3) a dissertation. Each component is mandatory and substitutions are not allowed. For example, it is not possible to replace the qualifying exam with a paper or set of papers, or substitute additional exam(s) for the dissertation. Presentations of Learning Twice a year doctoral students will complete a Presentation of Learning (POL), during which they publicly present work completed during the previous months. The POL is a public celebration of the student’s accomplishments and growth. It is also a time for reflection and discussion. As the student reflects on their journey through the program, the audience engages in questions and dialogue with the student about various aspects of their work. Deviation from the Course Sequence As Pioneer University is a small school by design, only one section of each course is offered every other year. Therefore, students must enroll and receive a passing grade in every class offered in their program in order to graduate on time. Under certain circumstances, students may take a leave of absence. The Provost of the Graduate School of Education will evaluate these requests on an individual basis. The Doctoral Committee and Assessing Student Learning Each doctoral committee consists of the candidate’s Pioneer University faculty advisor, another Pioneer University faculty member, and one or more other persons, all of whom must hold an earned doctoral degree. The Pioneer University faculty advisor will take an active role in supporting and advising the student throughout the year. Candidacy Requirements for a Doctoral Student A doctoral student may be admitted to candidacy if he or she is in regular status, has passed the written and oral examinations, and has completed all of the required coursework.

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Dissertation Proposal A dissertation proposal must be approved in advance of the dissertation by the student’s faculty advisor and doctoral committee. The dissertation proposal presents the background, objectives, scope, methods and time lines of the dissertation research. Dissertation Original research carried out by a student at the doctoral level is documented by a dissertation. A dissertation is characterized by a clearly stated proposition or hypothesis that is investigated using analysis and synthesis of data or other scholarly evidence. The dissertation must demonstrate mastery of the relevant literature and the ability of the student to independently and successfully address a substantial intellectual problem with concepts and methods that are accepted in the major field of study. Final Dissertation Approvals and Procedures A dissertation that has been successfully defended by the student at the final oral examination must be approved in final form by all members of the doctoral committee, and by the Provost of the Graduate School of Education. The dissertation in final form must also conform to the standards of Pioneer University as determined by the dissertation editor. Because the dissertation is expected to be available to other scholars and to the general public, the entire dissertation must be submitted with appropriate fees to UMI, and must also be available in the Pioneer University library.

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Three Year – Sequence of Classes

Class

1st Year Students 2nd Year Students Dissertation Year – Year 3

Year Long – 8 meetings

710 – Applied Coaching in the Educational Setting (4)

800 -‐ Introductory Seminar in Project-Based instruction for the College and University Student (2)

900 -‐ Advanced Seminar in Project-Based instruction for the College and University Student (2)

Year Long – 8 meetings

735 – Seminar in Technology Design in Education (4)

805 – Advanced Professional Productivity (2)

950 Dissertation (8)

Class A – 1 week prior to beginning of class 1

700 – Constructivism in Education (2)

820 – International and Comparative Educational Systems (2)

Class 0 – Different Night During Class 1 Weeks

400 – Writing for Graduate Students (2) -‐ If Not Completed in Masters Program

Doctor Year Odd Doctor Year Even

Class 1

715 – Cognitive Perspectives I – Seminar in Memory (2)

810 – Shaping Learning through Curriculum, Instruction, & Schooling (2)

840 – Dissertation Design (2)

Class 2

725 -‐ Historical Perspectives on Curriculum and Instruction (2)

815 – Seminar in Human Resources (2)

910 – Inferential Statistics (2)

Class 3

745 – Grant Development in Education (2)

845 – Cognitive Perspectives II – Language (2)

915 – Cognitive Perspectives III – Math, Science, and Uncertainty (2)

Class 4

750 – Seminar in Alternative Education (2)

825 – Seminar in Special Education (2)

920 – Dissertation Seminar (2)

Class 5

730 – Organizational Leadership (2)

905 – Seminar in Tests and Measures (2)

Class 6

720 – Elements in School Business (2)

830 – Qualitative Design (2)

Written and Oral Exams (0) Class 7

740 – Seminar in School Business -‐ Designing the Strategic Plan (2)

835 – Quantitative Design (2)

820 – International and Comparative Educational Systems – give assignments for visitations at end of 1st year 950 – Introduce Dissertation at end of Year 2

975 Dissertation Registration (2) – Dissertation not completed during the semester

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Figure 2 Preeminence and Infusion of Pioneer University’s Mission in the Doctor of Education Degree Program

University Mission

University Learning

Requirements


Derive Content Course Design

Evaluation (Assignments)

Evidence Criteria Standards

Program Learning Outcomes for the

Doctor of Education Program

Summative Formative

Processes Products

Blue = Mission Permeates Institution

Red = Evaluation of How Well Mission is Accomplished

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Connection Of University Learning Requirements (ULR’s) With Doctor Of Education Program Learning Outcomes (PLO’s)

UNIVERSITY LEARNING REQUIREMENTS (ULR’S) Learning and

Achievement Community & World

Awake to New

Possibilities

Values: Diverse, Open, &

Challenging A B C D E F G H

1.1 X X X X 1.2 X X X X 1.3 X X X X X X 1.4 X X

Instructional Leadership

1.5 X X X 2.1 X X X X X 2.2 X X X X X X 2.3 X X X X X X 2.4 X X X X X

Organizational Leadership

2.5 X X X X X X X 3.1 X X X X X X 3.2 X X X X X X

PROGRAM LEARNING OUTCOMES (PLO’S)


3.3 X X X X X X

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Doctorate Of Education Degree Program Learning Outcomes (Edd-Plo’s)

Graduates of the Doctorate of Education Program shall accomplish the following Program Learning Objectives (EDD-‐PLO’s):

Academic Leadership - By graduation students will: 1.1. Use the skills of analysis, synthesis and evaluation, based on research

in curriculum and instruction, to develop, design, and/or implement epistemologically sound ideas.

1.2. Develop a working knowledge of the major cognitive issues in

education (memory, language development, cognition of mathematics, stochastics, etc.) and how they apply to curriculum and instruction.

1.3. Develop expertise in the foundational theories in education and the

effect each has, or has had, on the local and global education communities.

1.4. Understand technology and informational research; and to effectively,

creatively, and ethically use technology tools for the discovery, acquisition, evaluation, manipulation, and presentation of information

1.5. Understand the differences between education in the United States of

America and abroad and what, if any, international educational practices have contributed and influenced American educational practices.

District/Organization Leadership – By graduation students will: 2.1. Understand the significance of a shared organizational vision so that

the entire educational community understands and acts on the mission of the district/organization as a standards-‐based experiential educational system.

2.2. Develop a deep understanding of district/organizational-‐level finance,

law and business to the extent that the graduate understands how to leverage and marshal sufficient resources (financial, human and physical) to take an organization from concept to reality.

2.3. Use a highly developed understanding of curriculum and instruction

to guide and support the long-‐term professional development of all

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staff consistent with the vision of the district/organization in an ongoing effort to improve the learning of all students.

2.4. Promote equity, fairness, and respect among all members of the

district/organizational community and influence and support public policies that ensure the equitable distribution of resources, and support for all students.

2.5 Understand how policy makers at the local, state and national levels,

(both historically and presently) influence education and the responsibility of the district/organizational leader to work with policymakers for the good of all students.

Professional Inquiry – By graduation students will: 3.1. Develop the research skills necessary to conduct research including a

thorough understanding of research design, methodology, and analysis.

3.2. Connect the theory and practicum of educational inquiry to inform

educational practice at the school and organizational levels. 3.3. Conduct a work of original research that contributes to the body of

knowledge in the field of education.

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Curriculum Map Of Doctor Of Education Program Learning Outcomes (PLOs) To Doctor Of Education Courses PROGRAM LEARNING OUTCOMES (Ed.D-‐PLO’s)

Academic Leadership District/Organization Leadership


1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3

EDU 700 X X X EDU 710 X X X EDU 715 X X X EDU 720 X X X EDU 725 X X X EDU 730 X X X EDU 735 X EDU 740 X X X X EDU 745 X EDU 750 X X X EDU 800 X EDU 805 X X X EDU 810 X X X EDU 815 X X EDU 820 X EDU 825 X X EDU 830 X X EDU 835 X X EDU 840 X X EDU 845 X X EDU 900 X EDU 905 X X X EDU 910 X X EDU 915 X X X EDU 920 X

REQUIRED COURSES FOR

DOCTORS DEGREE

EDU 950 Dissertation is a Capstone and Addresses Many PLOs

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COURSE DESCRIPTIONS FOR DOCTOR OF EDUCATION PROGRAM (Program Learning Outcomes are in Parenthesis)

EDU 700 Constructivism (2) This course is a collaborative exploration of representative literature in the constructivist tradition. Students will assess various approaches to constructivism, discuss their strengths and weaknesses, and examine areas of convergence and divergence.


EDU 700-‐1 The student will understand and be conversant in the seminal research related to the multiple theories of constructivism, including the seminal work of Dewey, Piaget, Vygotsky, von Glasserfield, Bandura, Bruner, Maturana, Papert, Rodgers, and others. (1.1, 1.3)


between constructivism and the instructional applications based on constructivism (e.g., Project-‐based learning, Problem-‐based learning Expert-‐Apprentice models, etc.). (1.1, 1.3, 2.3)

EDU 700-‐3 The student will didactically discuss the foundational theories in

education, their strengths and weaknesses, as well as examine areas of convergence and divergence with constructivism. (1.1, 1.3)

EDU 710 Applied Coaching in the Educational Setting (2) In this course students will learn multiple theories of coaching and will have a practicum in coaching K-‐12 faculty with the purpose of achieving gains in student achievement, efficacy, and motivation. Through this process the student will become a more reflective and proactive professional.


EDU 710-‐1 The student will learn and apply several supervisory coaching models that will allow both the coach and the coached to make informed decisions regarding the application of curriculum and instruction in the classroom. (2.1, 2.3, 2.4)

EDU 710-‐2 The student will develop questioning and language skills that result in greater precision in coaching and that will assist the coach in developing autonomy and increasing a sense of efficacy and self-‐awareness. (2.4)

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EDU 710-‐3 The student will understand and be conversant in the major theories

related to the area of coaching and mentoring, including the characteristics and outcomes of Instructional Coaching, Literacy Coaching, Cognitive Coaching, Coaching Classroom Management, Content Coaching, and Leadership Coaching and how these approaches can influence student learning and achievement. (2.3, 2.4)

EDU 715 Cognitive Perspectives I - Seminar in Memory (2) This course will review basic research into the nature of memory. It will begin with an examination of historical milestones in the study of memory and then consider current research related to memory. Topics will include conditioning, automaticity, divided attention, memory systems, and the nature of mental representation.

Student Learning Outcomes: EDU 715-‐1 The student will examine the historical milestones in the study of

memory. (1.2) EDU 715-‐2 The student will analyze the current research related to memory. (1.1,

1.3) EDU 715-‐3 The student will assess and be conversant in the major theories

related to the area of memory, including but not limited to conditioning, automaticity, divided attention, memory systems, and the nature of mental representation. (1.1, 1.2, 1.3)

EDU 720 Elements of School Business (2) Students will examine the areas of transportation, school maintenance, school operations, food services, school attendance, student services, athletics, band, ASB, and other elements of the school financial picture and solve case studies from real-‐world experiences.

Student Learning Outcomes: EDU720-‐1 The student will synthesize the seminal issues and/or matters related

to education finance. (2.2)

EDU720-‐2 The student will understand and be conversant in the school finance system in California. (2.5)


between how state school finance systems relate to the day-‐to-‐day business administration of school districts. (2.2, 2.4, 2.5)

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EDU 725 Historical Perspectives on Curriculum and Instruction (2) Students will focus on pivotal moments in American history and their influence upon the development of educational thought and practice. Key course topics will include: Colonial period, Common school movement, Compulsory Education, Education and Democracy, and Control of the Curriculum.

Student Learning Outcomes: EDU 725-‐1 The student will understand the evolution of educational curriculum

and schooling in the Early Colonies of America from 1635 -‐1776. (1.3, 2.5)

EDU 725-‐2 The student will understand how curriculum progressed from the

founding of the United States of America in 1776 to 1928 including important Supreme Court cases. (1.3, 2.5)

EDU 725-‐3 The student will use a historical perspective to analyze the theory and

practical impact of curriculum on society now and the impact on the future. (1.3, 1.5)

EDU 730 Organizational Leadership (2) This course examines organizational leadership in the context of managing continuous change, innovation, and adaptation. Topics will include models and theories of leadership and change management; behavior of individuals and teams in organizations; communicating strategic intent; institutionalizing a capacity for change; creating winning organizational cultures; negotiating the political landscape of organizations; and managing for contingencies.


EDU 730-‐1 The student will identify models or theories of leadership as well as change management. (2.1)

EDU 730-‐2 The student will develop the skills necessary for institutionalizing

change and creating a winning organizational culture. (2.1, 2.4) EDU 740-‐3 The student will evaluate strategies for negotiating the political

landscape of organizations and managing for contingencies. (2.1, 2.4, 2.5)

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EDU 735 Seminar in Technology Design in Education (4) This course examines the use of technology in designing useful tools for students and learners. Students will synthesize their knowledge of technology, learning and research to build portfolios and websites that display and share their work as an educator and researcher.


EDU 735-‐1 The student will demonstrate knowledge of portfolios in educational settings. (1.4)

EDU 735-‐2 The student will demonstrate knowledge of web sites in educational

settings. (1.4) EDU 740 Seminar in School Business – Designing the Strategic Plan (2) Students will learn to lead initiatives and projects on an individual, team, department, or organizational level. Topics will include obtaining support and resources; identifying and mitigating risks; establishing project plans and/or action plans (strategic, marketing, technology, facilities); managing implementation; measuring results and impact; and control models to assess and address project deviations to avoid derailment.


EDU 740-‐1 The student will understand the role that appropriate business decisions have on the educational program of the organization. (2.2, 2.4)

EDU 740-‐2 The student will understand the role of the school vision on all aspects of

school business including marketing, strategic planning, and technology planning, etc. (2.1)

EDU 740-‐3 The students will gain knowledge of budgets, state financing, grants,

technology, and categorical funding adequate to build the budget and finance a school in the 21st century. (2.2, 2.4, 2.5)

EDU 740-‐4 The student will understand the effects of the whims of the financial

market, the manipulations of the legislature, volatility of the economy on school management. (2.2, 2.5)

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EDU 745 Grant Development in Education (2) This course addresses the process for writing and submitting grant proposals, including training grants, demonstration projects, research grants, and curriculum development projects.


EDU 745 -‐1 The student will understand the critical components of a successful grant proposal. (2.2)

EDU 745-‐2 The student will understand the process of writing and submitting grant

proposals, including training grants, demonstration projects, research grants, and curriculum development projects. (2.2)

EDU 750 Seminar in Alternative Education (2) This course examines the learning and teaching in alternative education setting including independent study, continuation schools, juvenile detention schools, non-‐public schools, online schools, distance learning and other non-‐traditional pathways to education.


EDU 750-‐1 The student will understand the role alternative schools have in American education and how these American institutions compare with systems in other countries. (1.5)

EDU 750-‐2 The student will gain knowledge of the business organization and

instructional delivery systems of alternative schools including attendance accounting, accreditation, and program rigor. (2.4)

EDU 750-‐3 The student will understand the strengths and weaknesses of alternative

approaches to education. (2.5)

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EDU 800 Introductory Seminar in Project-Based instruction for the College and University Student (2) A faculty member selected by the student will lead a collaborative effort with the student to design and instruct a course at the postsecondary level.


EDU 800-‐1 The student will understand the theory of andragogy and how it applies to the instruction of college and/or university students. (2.3)

EDU 800-‐2 The student will synthesize the skills and knowledge sets appropriate to

the instruction of a college class. (2.3) EDU 800-‐3 The student will understand the elements of professional development in

the education profession. (2.3) EDU 805 Advanced Professional Productivity (2) Students will prepare papers and presentations for publication in scholarly publications (journals articles, books, chapters); make professional presentations at state, national, and international professional conferences and before school boards, and state and federal governing bodies.


EDU 805-‐1 The student will develop an understanding of productivity in education including professional responsibilities in publishing and presenting scholarly work. (3.1, 3.2, 3.3)

EDU 810 Shaping Learning through Curriculum, Instruction, and Schooling (2) This course explores elements of curriculum and instruction: the role of schooling in shaping students' opportunities to learn, content selection, and structuring instruction.


EDU 810-‐1 The student will be conversant in critical elements of curriculum and instruction. (1.1, 1.2)

EDU 810-‐2 The student will understand the role of the school in shaping students’

opportunities to learn. (2.4)

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EDU 815 Seminar in Human Resources (2) This course will examine the processes of personnel administration in the educational setting. Additionally, students will demonstrate a high level of understanding of staff evaluation, due process, and personnel selection practices.


EDU 815-‐1 The student will understand the processes of personnel administration in the educational setting. (2.2, 2.4)

EDU 820-‐2 The students will demonstrate a high level of understanding of staff

evaluation, due process, and personnel selection practices. (2.2, 2.4)

EDU 820 International Comparative Education (2) This course examines the comparative study of social, political, and cultural factors that influence international education. Emphasis will focus on reform movements and curriculum and pedagogical characteristics of schools throughout the world.


EDU 820-‐1 The student will understand the comparative study of social, political, and cultural factors that influence international education. (1.5)

EDU 820-‐ 2 The student will understand the reform movements and curriculum and

pedagogical characteristics of schools throughout the world. (1.5)

EDU 820-‐3 The student will compare and contrast the differences between education in the United States of America and abroad and what, if any, international educational practices have contributed and influenced American educational practices. (1.5)

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EDU 825 Seminar in Special Education (2) This course will provide opportunities for students to encounter and solve issues in special education. Students will examine the diverse needs of special education students as well as the legal issues surrounding the delivery of special education services.


EDU 825-‐1 The student will understand the diverse needs of special education students. (2.4)

EDU 825-‐2 The student will gain knowledge of the legal issues surrounding the

delivery of special education services. (2.4, 2.5) EDU 825-‐3 The student’s knowledge of special education will be sufficient to make

appropriate administrative decisions regarding students with special needs. (2.4)

EDU 830 Qualitative Design (2) Students will learn the theory and practice of qualitative research including the use of longitudinal studies, narrative inquiry, ethnography, and case studies.


EDU 830-‐1 The student will demonstrate an understanding of the collection, analysis, and representation of data in qualitative research. (3.1, 3.2)

EDU 830-‐2 The student will understand qualitative design theory including the use of

longitudinal studies, narrative inquiry, ethnography, and case studies. (3.1, 3.2)

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EDU 835 Quantitative Design (2) Students will gain a conceptual understanding of fundamental quantitative methods typically employed in educational and psychological research settings including foundations of educational measurement, types of educational measures, and both experimental and non-‐experimental designs.


EDU 835-‐1 The student will have a conceptual understanding of fundamental quantitative methods typically employed in educational and psychological research settings. (3.1, 3.2)

EDU 835-‐2 The student will understand the foundations of educational measurement.

(3.1, 3.2) EDU 825-‐3 The student will have sufficient knowledge to conduct research using

experimental and non-‐experimental designs in educational setting. (3.1, 3.2)

EDU 840 Dissertation Design (2) Students will learn the design principles of how to design and complete an original dissertation.


EDU 840-‐1 The student will understand dissertation design principles. (3.1) EDU840-‐2 The student will understand the elements found in chapters one and two

of a dissertation. (3.1) EDU 840-‐3 The student will understand educational research methodologies and their

use in designing, conducting, and representing research. (3.1, 3.2)

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EDU 845 Cognitive Perspectives II - Seminar in Intelligence and Language (2) The first portion of this course will provide an introduction to theories and models of intelligence. Historical and Contemporary views of intelligence will be examined. The second portion of this course will provide an introduction to the structure of natural language, and to the cognitive processes that underline its acquisition, comprehension, and production. This course covers findings from linguistics, computer science, psychology, and cognitive neuroscience to provide an integrated perspective on human language abilities and the acquisition of language.


EDU 845-‐1 The student will examine and be conversant in the historical and contemporary theories and models of intelligence. (1.2)

EDU 845-‐2 The student will analyze the structure of natural language and the

cognitive processes that underline its acquisition, comprehension, and production. (1.1, 1.2)

EDU 900 Advanced Seminar in Project-Based instruction for the College and University Student (2) Each student will lead a collaborative effort with a faculty member of his/her choice to design and instruct a course at the postsecondary level.


EDU 900-‐1 The student will gain an advanced knowledge of applied pedagogy as it applies to the instruction of college and/or university students. (2.3)

EDU 900-‐2 The student will demonstrate an advanced skill level and knowledge set

appropriate to the instruction of a college class. (2.3)

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EDU 905 Seminar Tests and Measures (2) Students will examine the principles of psychological and educational measurement and testing, including the technical interpretation of test scores using the classical test model. Content of the course will consider individual measures of aptitude, personality, intelligence, and achievement as well as the standards for educational and psychological measurement. Students will examine and deconstruct and techniques used in psychometric studies to establish levels of reliability and validity and will utilize statistical software to conduct analyses.


EDU 905-‐1 The student will articulate major categories of psychological and educational tests and measures and analyze properties of tests and measures with regard to levels of reliability and validity. (2.4, 3.1)

EDU905-‐2 The student will determine strategies for establishing test reliability and

validity using the standards for test and measurement. (3.1, 3.2) EDU 905-‐3 The student will apply statistical procedures of correlation and factor

analysis in psychometric assessments. (3.1, 3.2)

EDU 910 Applied Inferential Statistics (2) This course surveys inferential statistics with emphasis on practical applications of statistical analysis. The principles of collecting, analyzing, and interpreting data are covered in this course. It examines the role of statistical analysis, terminology, the appropriate use of techniques, and interpretation of statistical findings through the applications and functions of statistical methods.


EDU 910-‐1 The student will understand inferential statistics with emphasis on practical applications of statistical analysis. (3.1)

EDU 910-‐2 The student will understand the principles of collecting, analyzing, and

interpreting data. (3.1, 3.2)

EDU 910-‐3 The student will demonstrate the appropriate use of techniques and interpretation of statistical findings through the applications and functions of statistical methods. (3.2)

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EDU 915 Cognitive Perspectives III - Math, Science and Uncertainty (2) This course provides an opportunity for the student to thoroughly explore the Cognition of Mathematics, Science, and Uncertainty by examining both historic and current literature regarding these areas of epistemology.


EDU 915-‐1 The student will explore the historic and current literature regarding the field of Cognition of Mathematics and will analyze both theoretical and practical connections between cognition and the basic tenets of the Mathematical epistemology. (1.1, 1.2, 1.3)

EDU 915-‐2 The student will explore the historic and current literature regarding the

field of Science and will analyze both theoretical and practical connections between cognition and the basic tenets of the Science epistemology. (1.1, 1.2, 1.3)

EDU 915-‐3 The student will explore the historic and current literature regarding the

field of Uncertainty and will analyze both theoretical and practical connections between cognition and the basic tenets of the Uncertainty epistemology. (1.1, 1.2, 1.3)

EDU 920 Dissertation Seminar (2) The dissertation proposal will be completed during this course.


EDU 920-‐1 The student will formulate questions for research and understand the elements of a review of the literature for a specific topic. (3.3)

EDU 920-‐2 The student will understand appropriate research design elements for a

major research undertaking. (3.3) EDU 950 Dissertation (8) An original research project approved by the student’s dissertation committee will be conducted.


EDU950-‐1 The student will demonstrate his/her in-‐depth understanding of one or more of the program learning outcomes by completing a dissertation that demonstrates, at a doctoral level, competency in conducting original research. The dissertation will serve as the capstone for the doctoral program. (3.3)

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EDU 975 Dissertation Continuation (2) This course will be for students who have not completed their dissertation during EDU 950.

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CURRICULUM DETAIL OF PROGRAM LEARNING OUTCOMES (PLOS) IN RELATION TO STUDENT LEARNING OUTCOMES (SLOS) BY COURSE

To demonstrate Academic Leadership, prior to graduation Doctor of Education students will: 1.1 Use the skills of analysis, synthesis and evaluation, based on research on

curriculum and instruction, to develop epistemologically sound ideas that make a significant contribution to the field of education.


Outcome 1.1


EDU 700 Constructivism

EDU 700-‐1 The student will understand and be conversant in the seminal research related to the

multiple theories of constructivism, including the seminal work of Dewey, Piaget, Vygotsky, von Glasserfield, Bandura, Bruner, Maturana, Papert, Rodgers, and others. (1.1, 1.3)

EDU 700-‐2 The student will make both theoretical and practical connections between

constructivism and the instructional applications based on constructivism (e.g., Project-‐based learning, Problem-‐based learning Expert-‐Apprentice models, etc.). (1.1, 1.3, 2.3)

EDU 700-‐3 The student will didactically discuss the foundational theories in education, their

strengths and weaknesses, as well as examine areas of convergence and divergence with constructivism. (1.1, 1.3)

EDU 715 Cognitive Perspectives I Seminar in Memory

EDU 715-‐2 The student will analyze the current research related to memory. (1.1, 1.3) EDU 715-‐3 The student will assess and be conversant in the major theories related to the area of

memory, including but not limited to conditioning, automaticity, divided attention, memory systems, and the nature of mental representation. (1.1, 1.2, 1.3)

EDU 810 Shaping Learning Through Curriculum, Instruction, and Schooling


EDU 845 Cognitive Perspectives II Seminar in Intelligence and Language

EDU 845-‐2 The student will analyze the structure of natural language and the cognitive processes that underline its acquisition, comprehension, and production. (1.1, 1.2)

EDU 915 Cognitive Perspectives III – Seminar in Math, Science and Uncertainty


EDU 915-‐2 The student will explore the historic and current literature regarding the field of

Science and will analyze both theoretical and practical connections between cognition and the basic tenets of the Science epistemology. (1.1, 1.2, 1.3)


Uncertainty and will analyze both theoretical and practical connections between cognition and the basic tenets of the Uncertainty epistemology. (1.1, 1.2, 1.3)

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To demonstrate Academic Leadership prior to graduation Doctor of Education students will: 1.2 Develop a working knowledge of the major cognitive issues in education

(memory, language development, cognition of mathematics, stochastics, etc.) and how they apply to curriculum and instruction.


Outcome 1.2



EDU 715-‐1 The student will examine the historical milestones in the study of memory. (1.2) EDU 715-‐3 The student will assess and be conversant in the major theories related to the area of


EDU 810 Shaping Learning Through Curriculum, Instruction, and Schooling


EDU 845 Cognitive Perspectives II Seminar in Intelligence and Language

EDU 845-‐1 The student will examine and be conversant in the historical and contemporary theories and models of intelligence. (1.2)

EDU 845-‐2 The student will analyze the structure of natural language and the cognitive processes that

underline its acquisition, comprehension, and production. (1.1, 1.2)



EDU 915-‐2 The student will explore the historic and current literature regarding the field of Science

and will analyze both theoretical and practical connections between cognition and the basic tenets of the Science epistemology. (1.1, 1.2, 1.3)



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To demonstrate Academic Leadership, prior to graduation Doctor of Education students will: 1.3 Develop expertise in the foundational theories in education and the effect each

has, or has had, on the local and global education communities. Courses Addressing Program Learning

Outcome 1.3



EDU 700-‐1 The student will understand and be conversant in the seminal research related to the

multiple theories of constructivism, including the seminal work of Dewey, Piaget, Vygotsky, von Glasserfield, Bandura, Bruner, Maturana, Papert, Rodgers, and others. (1.1, 1.3)

EDU 700-‐2 The student will make both theoretical and practical connections between constructivism

and the instructional applications based on constructivism (e.g., Project-‐based learning, Problem-‐based learning Expert-‐Apprentice models, etc.). (1.1, 1.3, 2.3)

EDU 700-‐3 The student will didactically discuss the foundational theories in education, their strengths

and weaknesses, as well as examine areas of convergence and divergence with constructivism. (1.1, 1.3)


EDU 715-‐2 The student will analyze the current research related to memory. (1.1, 1.3) EDU 715-‐3 The student will assess and be conversant in the major theories related to the area of


EDU 725 Historical Perspectives on Curriculum and Instruction

EDU 725-‐1 The student will understand the evolution of educational curriculum and schooling in the Early Colonies of America from 1635 -‐1776. (1.3, 2.5)

EDU 725-‐2 The student will understand how curriculum progressed from the founding of the United

States of America in 1776 to 1928 including important Supreme Court cases. (1.3, 2.5) EDU 725-‐3 The student will use a historical perspective to analyze the theory and practical impact of

curriculum on society now and the impact on the future. (1.3, 1.5)



EDU 915-‐2 The student will explore the historic and current literature regarding the field of Science

and will analyze both theoretical and practical connections between cognition and the basic tenets of the Science epistemology. (1.1, 1.2, 1.3)



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To demonstrate Academic Leadership, prior to graduation Doctor of Education students will: 1.4 Understand technology and informational research; and to effectively,

creatively, and ethically use technology tools for the discovery, acquisition, evaluation, manipulation, and presentation of information


Outcome 1.4


EDU 735 Seminar in Technology Design in Education

EDU 735-‐1 The student will demonstrate knowledge of portfolios in educational settings. (1.4) EDU 735-‐2 The student will demonstrate knowledge of web sites in educational settings. (1.4)

To demonstrate Academic Leadership, prior to graduation Doctor of Education students will: 1.5. Understand the differences between education in the United States of America

and abroad and what, if any, international educational practices have contributed and influenced American educational practices.


Outcome 1.5



EDU 725-‐3 The student will use a historical perspective to analyze the theory and practical impact of

curriculum on society now and the impact on the future. (1.3, 1.5)

EDU 750 Seminar in Alternative Education

EDU 750-‐1 The student will understand the role alternative schools have in American education and how these American institutions compare with systems in other countries. (1.5)

EDU 820 International Comparative Education

EDU 820-‐1 The student will understand the comparative study of social, political, and cultural factors that influence international education. (1.5)

EDU 820-‐ 2 The student will understand the reform movements and curriculum and pedagogical

characteristics of schools throughout the world. (1.5) EDU 820-‐3 The student will compare and contrast the differences between education in the United States

of America and abroad and what, if any, international educational practices have contributed and influenced American educational practices. (1.5)

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To demonstrate District/Organizational Leadership, prior to graduation Doctor of Education students will: 2.1 Understand the significance of a shared organizational vision so that the entire

educational community understands and acts on the mission of the district/organization as a standards-based experiential educational system.


Outcome 2.1


EDU 710 Applied Coaching in the Educational Setting

EDU 710-‐1 The student will learn and apply several supervisory coaching models that will allow both

the coach and the coached to make informed decisions regarding the application of curriculum and instruction in the classroom. (2.1, 2.3, 2.4)

EDU 730 Organizational Leadership

EDU 730-‐1 The student will identify models or theories of leadership as well as change management. (2.1)

EDU 730-‐2 The student will develop the skills necessary for institutionalizing change and creating a

winning organizational culture. (2.1, 2.4) EDU 730-‐3 The student will evaluate strategies for negotiating the political landscape of organizations

and managing for contingencies. (2.1, 2.4, 2.5)

EDU 740 Seminar in School Business

EDU 740-‐2 The student will understand the role of the school vision on all aspects of school business including marketing, strategic planning, and technology planning, etc. (2.1)

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To demonstrate District/Organizational Leadership, prior to graduation Doctorate of Education students will: 2.2 Develop a deep understanding of district/organizational-level finance, law and

business to the extent that the graduate understands how to leverage and marshal sufficient resources (financial, human and physical) to take an organization from concept to reality.


Outcome 2.2


EDU 720 Elements of School Business

EDU720-‐1 The student will synthesize the seminal issues and/or matters related to education finance. (2.2)

EDU 720-‐3 The student will make both theoretical and practical connections between how state school

finance systems relate to the day-‐to-‐day business administration of school districts. (2.2, 2.4, 2.5)



EDU 740-‐3 The students will gain knowledge of budgets, state financing, grants, technology, and

categorical funding adequate to build the budget and finance a school in the 21st century. (2.2, 2.4, 2.5)

EDU 740-‐4 The student will understand the effects of the whims of the financial market, the

manipulations of the legislature, volatility of the economy on school management. (2.2, 2.5)

EDU 745 Grant Development in Education

EDU 745 -‐1 The student will understand the critical components of a successful grant proposal. (2.2) EDU 745-‐2 The student will understand the process of writing and submitting grant proposals,

including training grants, demonstration projects, research grants, and curriculum development projects. (2.2)

EDU 815 Seminar in Human Resources

EDU 815-‐1 The student will understand the processes of personnel administration in the educational

setting. (2.6) EDU 815-‐2 The students will demonstrate a high level of understanding of staff evaluation, due

process, and personnel selection practices. (2.6)

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To demonstrate District/Organizational Leadership, prior to graduation Doctor of Education students will: 2.3 Use a highly developed understanding of curriculum and instruction to guide and

support the long-term professional development of all staff consistent with the vision of the district/organization in an ongoing effort to improve the learning of all students.


Outcome 2.3



EDU 700-‐2 The student will make both theoretical and practical connections between constructivism and

the instructional applications based on constructivism (e.g., Project-‐based learning, Problem-‐based learning Expert-‐Apprentice models, etc.). (1.1, 1.3, 2.3)


EDU 710-‐1 The student will learn and apply several supervisory coaching models that will allow both the coach and the coached to make informed decisions regarding the application of curriculum and instruction in the classroom. (2.1, 2.3, 2.4)

EDU 710-‐3 The student will understand and be conversant in the major theories related to the area of

coaching and mentoring, including the characteristics and outcomes of Instructional Coaching, Literacy Coaching, Cognitive Coaching, Coaching Classroom Management, Content Coaching, and Leadership Coaching and how these approaches can influence student learning and achievement. (2.3, 2.4)

EDU 800 Introductory Seminar in Project-‐Based Instruction for the College and University Student

EDU 800-‐1 The student will understand the theory of andragogy and how it applies to the instruction of college and/or university students. (2.3)

EDU 800-‐2 The student will synthesize the skills and knowledge sets appropriate to the instruction of a

college class. (2.3) EDU 800-‐3 The student will understand the elements of professional development in the education

profession. (2.3)

EDU 900 Advanced Seminar in Project-‐Based Instruction for the College and University Student

EDU 900-‐1 The student will gain an advanced knowledge of applied pedagogy as it applies to the instruction of college and/or university students. (2.3)

EDU 900-‐2 The student will demonstrate an advanced skill level and knowledge set appropriate to the

instruction of a college class. (2.3)

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To demonstrate District/Organizational Leadership, prior to graduation Doctor of Education students will: 2.4 Promote equity, fairness, and respect among all members of the

district/organizational community and influence and support public policies that ensure the equitable distribution of resources, and support for all students.


Outcome 2.4



EDU 710-‐1 The student will learn and apply several supervisory coaching models that will allow both

the coach and the coached to make informed decisions regarding the application of curriculum and instruction in the classroom. (2.1, 2.3, 2.4)

EDU 710-‐2 The student will develop questioning and language skills that result in greater precision in

coaching and that will assist the coach in developing autonomy and increasing a sense of efficacy and self-‐awareness. (2.4)

EDU 710-‐3 The student will understand and be conversant in the major theories related to the area of

coaching and mentoring, including the characteristics and outcomes of Instructional Coaching, Literacy Coaching, Cognitive Coaching, Coaching Classroom Management, Content Coaching, and Leadership Coaching and how these approaches can influence student learning and achievement. (2.3, 2.4)


EDU 720-‐3 The student will make both theoretical and practical connections between how state school finance systems relate to the day-‐to-‐day business administration of school districts. (2.2, 2.4, 2.5)


EDU 730-‐2 The student will develop the skills necessary for institutionalizing change and creating a winning organizational culture. (2.1, 2.4)

EDU 730-‐3 The student will evaluate strategies for negotiating the political landscape of organizations

and managing for contingencies. (2.1, 2.4, 2.5)



EDU 740-‐3 The students will gain knowledge of budgets, state financing, grants, technology, and

categorical funding adequate to build the budget and finance a school in the 21st century. (2.2, 2.4, 2.5)


EDU 750-‐2 The student will gain knowledge of the business organization and instructional delivery systems of alternative schools including attendance accounting, accreditation, and program rigor. (2.4)

EDU 810 Shaping Learning through Curriculum, Instruction, and Schooling

EDU 810-‐2 The student will understand the role of the school in shaping students’ opportunities to learn. (2.4)

EDU 815 Seminar in Human Resources

EDU 815-‐1 The student will understand the processes of personnel administration in the educational

setting. (2.6) EDU 815-‐2 The students will demonstrate a high level of understanding of staff evaluation, due process,

and personnel selection practices. (2.6)

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EDU 825 Seminar in Special Education

EDU 825-‐1 The student will understand the diverse needs of special education students. (2.4) EDU 825-‐2 The student will gain knowledge of the legal issues surrounding the delivery of special

education services. (2.4, 2.5) EDU 825-‐3 The student’s knowledge of special education will be sufficient to make appropriate

administrative decisions regarding students with special needs. (2.4)

EDU 905 Seminar in Tests and Measures


To demonstrate District/Organizational Leadership, prior to graduation Doctor of Education students will: 2.5 Understand how policy makers at the local, state and national levels, (both

historically and presently) influence education and the responsibility of the district/organizational leader to work with policymakers for the good of all students.


Outcome 2.5



EDU 720-‐2 The student will understand and be conversant in the school finance system in California.

(2.5) EDU 720-‐3 The student will make both theoretical and practical connections between how state school

finance systems relate to the day-‐to-‐day business administration of school districts. (2.2, 2.4, 2.5)


EDU 725-‐1 The student will understand the evolution of educational curriculum and schooling in the Early Colonies of America from 1635 -‐1776. (1.3, 2.5)

EDU 725-‐2 The student will understand how curriculum progressed from the founding of the United

States of America in 1776 to 1928 including important Supreme Court cases. (1.3, 2.5)


EDU 730-‐3 The student will evaluate strategies for negotiating the political landscape of organizations and managing for contingencies. (2.1, 2.4, 2.5)


EDU 740-‐3 The students will gain knowledge of budgets, state financing, grants, technology, and categorical funding adequate to build the budget and finance a school in the 21st century. (2.2, 2.4, 2.5)

EDU 740-‐4 The student will understand the effects of the whims of the financial market, the

manipulations of the legislature, volatility of the economy on school management. (2.2, 2.5)


EDU 750-‐3 The student will understand the strengths and weaknesses of alternative approaches to education. (2.5)

EDU 825 Seminar in Special Education

EDU 825-‐2 The student will gain knowledge of the legal issues surrounding the delivery of special education services. (2.4, 2.5)

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To demonstrate competence in Professional Inquiry, prior to graduation Doctor of Education students will: 3.1 Develop the research skills necessary to conduct research including a thorough

understanding of research design, methodology, and analysis. Courses Addressing Program Learning

Outcome 3.1


EDU 805 Advanced Professional Productivity

EDU 805-‐1 The student will develop an understanding of productivity in education including

professional responsibilities in publishing and presenting scholarly work. (3.1, 3.2, 3.3)

EDU 830 Qualitative Design


EDU 830-‐2 The student will understand qualitative design theory including the use of longitudinal

studies, narrative inquiry, ethnography, and case studies. (3.1, 3.2)

EDU 835 Quantitative Design


EDU 835-‐2 The student will understand the foundations of educational measurement. (3.1, 3.2) EDU 825-‐3 The student will have sufficient knowledge to conduct research using experimental and non-‐

experimental designs in educational setting. (3.1, 3.2)

EDU 840 Dissertation Design

EDU 840-‐1 The student will understand dissertation design principles. (3.1) EDU840-‐2 The student will understand the elements found in chapters one and two of a dissertation.

(3.1) EDU 840-‐3 The student will understand educational research methodologies and their use in designing,

conducting, and representing research. (3.1, 3.2)



EDU905-‐2 The student will determine strategies for establishing test reliability and validity using the

standards for test and measurement. (3.1, 3.2) EDU 905-‐3 The student will apply statistical procedures of correlation and factor analysis in

psychometric assessments. (3.1, 3.2)

EDU 910 Applied Inferential Statistics

EDU 910-‐1 The student will understand inferential statistics with emphasis on practical applications of statistical analysis. (3.1)

EDU 910-‐2 The student will understand the principles of collecting, analyzing, and interpreting data.

(3.1, 3.2)

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To demonstrate competence in Professional Inquiry, prior to graduation Doctor of Education students will: 3.2 Connect the theory and practicum of educational inquiry to inform educational

practice at the school and organizational levels. Courses Addressing Program Learning

Outcome 3.2



EDU 805-‐1 The student will develop an understanding of productivity in education including

professional responsibilities in publishing and presenting scholarly work. (3.1, 3.2, 3.3)

EDU 830 Qualitative Design


EDU 830-‐2 The student will understand qualitative design theory including the use of longitudinal

studies, narrative inquiry, ethnography, and case studies. (3.1, 3.2)

EDU 835 Quantitative Design


EDU 835-‐2 The student will understand the foundations of educational measurement. (3.1, 3.2) EDU 825-‐3 The student will have sufficient knowledge to conduct research using experimental and non-‐

experimental designs in educational setting. (3.1, 3.2)

EDU 840 Dissertation Design

EDU 840-‐3 The student will understand educational research methodologies and their use in designing, conducting, and representing research. (3.1, 3.2)


EDU905-‐2 The student will determine strategies for establishing test reliability and validity using the standards for test and measurement. (3.1, 3.2)

EDU 905-‐3 The student will apply statistical procedures of correlation and factor analysis in

psychometric assessments. (3.1, 3.2)

EDU 910 Applied Inferential Statistics

EDU 910-‐2 The student will understand the principles of collecting, analyzing, and interpreting data. (3.1, 3.2)

EDU 910-‐3 The student will demonstrate the appropriate use of techniques and interpretation of

statistical findings through the applications and functions of statistical methods. (3.2)

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To demonstrate competence in Professional Inquiry, prior to graduation Doctor of Education students will: 3.3 Conduct a work of original research that contributes to the body of knowledge in

the field of education. Courses Addressing Program Learning

Outcome 3.3



EDU 805-‐1 The student will develop an understanding of productivity in education including professional

responsibilities in publishing and presenting scholarly work. (3.1, 3.2, 3.3)

EDU 920 Dissertation Seminar

EDU 920-‐1 The student will formulate questions for research and understand the elements of a review of the literature for a specific topic. (3.3)

EDU 920-‐2 The student will understand appropriate research design elements for a major research

undertaking. (3.3)

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ACKNOWLEDGEMENTS

In constructing this handbook the faculty and staff of Pioneer University looked at numerous catalogs and handbooks for both content and style features. Pioneer University would specifically like to thank the following institutions as their literature proved to be easily adaptable to our own Mission and Purpose: Creighton Christian College, High Tech High Graduate School of Education, University of Southern California, BYU-‐ Hawaii and California State University, Channel Islands.

Documents

Pioneer University Catalog