College of Education Doctor of Education (Ed.D.) in Curriculum & Instruction

Ed.D. Online Program Guide Educational Technology Concentration

Revised January 12, 2018

Contents Program Overview .............................................................................................................................3  

Degree Requirements (60 Post Masters Hours) .....................................................................3   Expectations of Students .......................................................................................................3   Degree Course Requirements ................................................................................................4   Our Program Prepares Practitioners ......................................................................................5   Educational Technology Concentration .............................................................................................5  

Our Mission & Goals ...........................................................................................................5   Our Students ........................................................................................................................5   Our Definition of ‘Educational Technology’.........................................................................5   Community of Scholars .....................................................................................................................6  

Initial Cohort Meeting Face-to-Face on the USC Columbia Campus ...................................7   Professional Educational Technology Conferences ................................................................8   Social Media Communities ...................................................................................................9   General Information ..........................................................................................................................9  

Degree and Residency Requirements.....................................................................................9   Grade Requirements ...........................................................................................................10   Time Limitations ................................................................................................................10   Admission Requirements..................................................................................................................11  

Applying for Admission ......................................................................................................11   USC Doctoral Degree Program of Study (DPOS) ...........................................................................11  

Curriculum & Instruction courses ......................................................................................11   Educational Technology courses .........................................................................................12   Research Courses ................................................................................................................12   Dissertation Credits ............................................................................................................13   Cognate Courses .................................................................................................................13   Transferring Coursework ....................................................................................................14   Additional Degree Requirements .....................................................................................................15  

Qualifying Examination ......................................................................................................15   Comprehensive Examination ..............................................................................................16   Dissertation in Practice (DiP) Proposal ...............................................................................18   Dissertation In Practice (DiP) Preparation ..........................................................................18   On Campus Face-to-Face Sessions ......................................................................................20   Faculty and Staff ..............................................................................................................................21  

Faculty ................................................................................................................................21   ...........................................................................................................................................21   Staff ....................................................................................................................................21  

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Program Overview DEGREE REQUIREMENTS (60 POST MASTERS HOURS) The online Doctor of Education Degree program in Curriculum & Instruction (EdD C&I) is informed by the Carnegie Project on the Education Doctorate Consortium (CPED; http://www.cpedinitiative.org/design-conceptdefinitions) and is designed for the Scholarly Practitioner who seeks to blend practical wisdom with professional skills and knowledge to name, frame, and solve Problems of Practice (PoP) in Laboratories of Practice (e.g., classrooms, schools, social institutions) using Action Research Methodology and applied theories as tools for change or what CPED refers to as a Dissertation in Practice (DiP) to work as a Community of Scholars. Our program is appropriate for K-12 teachers, school and district personnel, and higher education personnel who will be developing instructional interventions with technology-enhanced learning.

•   Dissertations in Practice are strategically focused on the promotion of the inclusion of educational practitioners in the P-20+ educational system. •   Following CPED, our resolve is aimed at ensuring that the Online EdD C&I has a purpose and culture that is not only distinct from a traditional research-focused degree program but is also underpinned by conceptions of intellectualism and research rigor. The Online EdD C&I provides an in-depth understanding of equity and social justice and is aimed at resolving Problems of Practice through collaboration with key stakeholders in diverse communities, including the university, the educational institution, the community, and individuals. •   The Dissertation in Practice is embedded in the coursework to align with acceleration of degree completion. The EdD prepares Scholarly Practitioners for district-level curriculum administration positions, school-level instructional leadership positions, and other institutional leadership positions in curriculum and instruction. •   The Online EdD C&I consists of a minimum of 60 Post Master’s hours. A minimum of 51 hours must be earned in the EdD Degree Program at USC.

EXPECTATIONS OF STUDENTS Our philosophy for this program is that students are independent and individual thinkers who are responsible to know the requirements of the program. Our standards are consistent with other doctoral programs. You are responsible for matriculating with your cohort sequence. If you fail to keep pace, USC is not responsible for date of degree completion.

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In addition, while the Ed.D. in Curriculum & Instruction—Educational Technology concentration is prescriptive in nature and completely online, the expectations for doctoral study is rigorous. As an advanced graduate degree, the Ed.D. program should not be viewed as a checklist. In addition, the goal of any of the courses within the Ed.D. program should not be to “make an A.” Instead, the goal throughout the Ed.D. program should be to learn, question, study, critique, and explain. Students will be expected to perform at a higher standard and engage with the doctoral curriculum.

DEGREE COURSE REQUIREMENTS Core Curriculum & Instruction Courses (4 courses) Educational Technology Concentration Courses (5 courses) Research Courses (4 courses) Cognate Courses (3 courses) [Educational Technology cognate recommended.] Qualifying Exam (embedded in EDET 811) Comprehensive Exam (embedded in EDET 826) (PASS=Candidacy) Dissertation in Practice Proposal (completed after successful Comprehensive Exam PASS; embedded in EDET 899) Dissertation in Practice Credits and Dissertation hours (899 credits) Total credit hours required beyond the Master’s degree for EdD C&I

12 hours 15 hours 12 hours 9 hours

12 hours 60 hours

All of the courses are taught 100% online by faculty through our online course management system Blackboard. All of the courses are offered in an 8-week schedule with 2 courses required each semester, including summers. So, the program is year round. Students are expected to commit to taking the expected 2 courses each term to remain in their accepted cohort.

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OUR PROGRAM PREPARES PRACTITIONERS It is important to recognize that our Ed.D. in Curriculum & Instruction program is focused on practitioners who are interested in focused inquiry to improve their practices. Therefore, the foci on our degree is not to produce higher education faculty or prepare research faculty. Our program instead prepares practitioners to use inquiry to research existing persistent issues within educational contexts, recommend actions, and improve teaching and learning and/or learning environments.

Educational Technology Concentration OUR MISSION & GOALS The Educational Technology concentration in the EdD C&I develops capabilities essential to the design, development, implementation, evaluation, and research of technology-based learning, instruction, and training (e.g., computer-based training, software development, multimedia development, assistive technology modifications, online education, and distance learning). Our missions are (1) to prepare practitioners with sound principles and techniques of instructional systems design plus technological competence, (2) to prepare leaders for the meaningful integration of educational technology in teaching, learning, and performance environments, and (3) to develop scholarly practitioners to solve significant problems of practice (PoPs) within their respective contexts. The missions of the Educational Technology concentration are achieved through the development of a community of scholars, the doctoral program of study, additional degree requirements, and the dissertation in practice (DiP). Each of these is discussed in more detail in subsequent pages. The dissertation in practice follows an action research model that requires all students to be in a full-time work context, where they can directly impact teaching, learning, and/or staff professional development.

OUR STUDENTS Our program is appropriate for K-12 teachers, school and district personnel, and higher education personnel who will be developing instructional interventions with technology-enhanced learning. All of the courses are offered in an 8-week schedule with 2 courses required each semester, including summers. This program also uses a cohort model, so you will need to take the required courses to remain in the cohort to which you’re accepted. A background in educational technology in not required. A deep interest in using technology to meaningfully support teaching, learning, and performance, however, is expected.

OUR DEFINITION OF ‘EDUCATIONAL TECHNOLOGY’ While the EdD C&I as a whole is informed by the Carnegie Project on the Education Doctorate (CPED), the Educational Technology concentration is also informed by successful and rigorous online and hybrid Ed.D. programs at other universities, such as Morehead State University, the

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University of Florida, and Indiana University. Doctoral students within the Educational Technology concentration are expected to seek out, explore, reflect upon, analyze, and research issues related to the broad foundations of technology-based learning, instruction, and training. Our program subscribes to the definition of educational technology adopted by the Association for Educational Communications & Technologya ([AECT]; 2008) and put forth by Januszewski and Molenda: Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.

It is important to note of two distinctions in this definition. First, we make a point to distinguish learning and performance. These are not synonymous. Instead, the AECT definition highlights differences in learning with performance improvement (PI) or human performance technology (HPT). Second, educational technology is defined to include both processes and resources/tools, where processes emphasize the instructional systems design process we use for developing instruction and resources/tools indicate digital software and applications to support teaching, learning, and performance. In addition, all of the coursework in the Educational Technology concentration is aligned to the AECT 2012 Standards.

Community of Scholars An important aspect of online teaching and learning is the development of a community to support students as they matriculate through a program of study and within individual courses. The development of this community helps to reduce the distance in distance education that students often feel between the student and the faculty members, as well as among students themselves. The Educational Technology concentration in EdD C&I in particular endorses this principle, because we (1) are leaders in online teaching and learning where others look to us for recommendations; (2) implement researched and best practices in designing and developing online learning; and (3) model effective pedagogy within our courses and programs. To this end, we will use a number of strategies throughout the Educational Technology concentration in the EdD C&I program in order to build a community of scholars. These are described below.

a

Association for Educational Communications and Technology. (2008). Definition. In A. Januszewski & M. Molenda (Eds.), Educational Technology: A definition with commentary. New York: Lawrence Erlbaum Associates.

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INITIAL COHORT MEETING FACE-TO-FACE ON THE USC COLUMBIA CAMPUS Research suggests that online communities can be “jumpstarted” by using a hybrid approach, particularly early on in a course or program. While all of the courses in the EdD C&I program are online, each beginning cohort of students will meet face-to-face on the USC Columbia campus prior to the start of the first semester. Students and Educational Technology faculty will meet for a full day on the Saturday prior to the beginning of courses for a Cohort Kick-Off Session. Forthcoming dates and exact times will be published and communicated well before the start of the semester.

FORTHCOMING DATES OF INITIAL COHORT KICK-OFF SESSIONS Semester Spring 2018 Summer 2018 Fall 2018

Date January 13, 2018 June 9, 2018 TBD

Location USC Columbia Campus USC Columbia Campus USC Columbia Campus

This is a required meeting for all students accepted into the Educational Technology concentration for the EdD C&I degree program. In the event a student lives outside the state of South Carolina or is beyond 180 miles of Columbia and travel to the USC Columbia campus would be a hardship, then the Educational Technology faculty will schedule an opportunity for the student to participate in a significant portion of the initial meeting through video conferencing. All students should be prepared to participate fully in the cohort meeting. In the event a student is unable to attend the initial cohort meeting, we will ask the student to postpone starting the program until the following semester, joining the next semester’s cohort, so that he or she may participate in the initial meeting. The student must assume all travel expenses.

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During this time together, we will begin to develop our community of scholars. We will discuss curricular elements, such as the direction of the EdD C&I program as a whole, the Educational Technology concentration, and program requirements. We will build rapport among the students and faculty. We will answer any technology-related concerns, and we will explore the directions of students’ contexts and significant problems of practice (PoPs). All of this discussion will be leveraged to support a successful and less awkward beginning of the program. In addition, for the faculty members, we will be able to put “faces to names” and begin to discern your research interests, which will help us guide you to the best resources and readings to move your thinking forward. In future semesters and as new cohorts begin, students from previous cohorts will be invited back to the Cohort Kick-Off Session. These students will be able to share their experiences as they have progressed through the EdD C&I program and meet the new cohort of students, another strategy to build cross-cohort community. There are no other planned face-to-face requirements beyond the initial cohort meeting. All defenses will occur online. However, we do have the expectation that doctoral students will participate in one or more of the professional conferences listed below in which case we may schedule an impromptu session or meal together at the conference.

PROFESSIONAL EDUCATIONAL TECHNOLOGY CONFERENCES Students will also be encouraged to attend regional and national professional conferences in order to become an educational technology leader within your respective institutions and contexts. In addition to attending, you will be encouraged to submit for presentation at these conferences in order to build your expertise and impact your region, state, and the field of educational technology. The following is a list of possible (but not exhaustive) educational technology conferences where students may consider attending and presenting: •   •   •   •   •  

Association for Educational Communications & Technology | http://aect.org Eastern Educational Research Association | http://www.eeraorganization.org/ Educause | https://www.educause.edu/annual-conference International Society for Technology in Education | http://www.iste.org/ South Carolina Association for Educational Technology conference | http://edtech.scaet.org/

Educational technology faculty members also typically send out invitations to students to co-present at these conferences. Notices for conferences and invitations to co-present are also often posted online in our social media streams (see below). If you are interested in presenting at conferences or have specific interests, then you may wish to contact faculty members directly noting your interests.

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SOCIAL MEDIA COMMUNITIES The Educational Technology program currently maintains three active social media streams: a Facebook page, a Google+ Community, and a Twitter account. The links to these web addresses are below: •   EdTech Facebook page | https://www.facebook.com/EdTechatUofSC •   EdTech Google+ Community | https://plus.google.com/u/0/communities/115309761828698275563 •   EdTech on Twitter | @EdTech_UofSC These social media streams are used to promote events, job postings, resources, announce workshops and professional development, promote conferences, and advising notices to students in all EdTech programs (i.e., M.Ed., graduate certificate programs, EdD in C&I). Announcements are typically duplicated across the social media streams; however, Google+ is used to support video conferencing opportunities, such as office hours, through Google+ Hangouts. The Educational Technology faculty also anticipate we may need to create a social media stream dedicated to support the research, advising, and conversations with doctoral students in the EdD C&I. Therefore, we will poll the first cohort of students to determine which social media tool is most prevalent, most accessed, commonly available, and one in which doctoral students are willing to invest their time and commitment to developing over time.

General Information DEGREE AND RESIDENCY REQUIREMENTS 1.   The intent of doctoral residency is to ensure that doctoral students benefit from and contribute to the complete spectrum of educational and professional opportunities provided by the graduate faculty of USC that is a comprehensive university and is designated as a Research University/Very High.

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2.   When establishing residency, the student should interact with faculty and peers by regularly attending online courses, conferences, and seminars, and utilize the online and/or on-campus Thomas Cooper library facilities (see http://library.sc.edu/p/TCL; http://library.sc.edu/p/Libraries), and the USC Writing Center (http://artsandsciences.sc.edu/write/university-writing-center), as well as other editing and writing resources needed to support excellence in graduate education such as those listed in the Online EdD Community established in BlackBoard (https://blackboard.sc.edu/webapps/blackboard/execute/modulepage/view?course_id=_8 73438_1&cmp_tab_id=_137063_1&editMode=true&mode=cpview) 3.   The residency requirement for the Online EdD C&I must be met by the completion, after admission to the Program, of 18 graduate credits in the student's program within a period of three consecutive major (fall or spring) semesters. Summer enrollment may expedite the completion of the residency requirement but is not essential to continuous enrollment. If continuous enrollment is interrupted, no accumulated credits will count toward residency and the continuous enrollment residency requirement must be completed in its entirety beginning with the next student enrollment. The student’s Chair will certify the time period in and courses with which the student satisfied the residency requirement.

GRADE REQUIREMENTS In order to receive the EdD C&I degree, the candidate must earn: 1.   A ‘B’ average or better (grade point average of 3.0) on all courses completed at USC; 2.   A ‘B’ average or better (grade point average of 3.0) on all courses in the approved program of study; and 3.   A ‘B’ average or better (grade point average of 3.0) on all 600-, 700- and 800-level courses. NOTE: Twelve (12) graduate credit hours with grades below “B” in graduate coursework attempted at the USC will disqualify the candidate for the EdD C&I degree.

TIME LIMITATIONS The Dissertation in Practice must be completed and defended within five (5) years after the candidate has successfully passed the Comprehensive Examination. Failure to meet this time limitation will necessitate retaking the Comps. The last 30 credit hours and examinations applicable to the student's EdD C&I program must be completed within ten (10) years prior to the date the degree is awarded. Failure to enroll in coursework for three (3) years requires re-application for admission. The existing revalidation process may be used as necessary to update courses taken at USC.

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Admission Requirements APPLYING FOR ADMISSION Complete and submit to The Graduate School portal application online (http://gradschool.sc.edu): •   Select “Educational Technology” as area of concentration for the EdD C&I on the graduate application; •   Minimum of two (2) letters of recommendation from a supervisor and/or professor who can speak to the applicant’s ability to do doctoral-level work; •   A letter of intent that specifically details the applicant’s fit for the Online EdD C&I with concentration in Educational Technology in addition to an identified Problem of Practice for the Dissertation in Practice and any evidence of action research methods expertise. •   A successful scholarly writing sample with accurate evidence of American Psychological th Association (APA) (6 ed.) citations and references. •   All official transcripts reflecting all undergraduate and graduate degree work; and •   Official test scores from the Graduate Record Examination (GRE) (minimum 300 combined, 151 Verbal and 149 Quantitative) or the Miller Analogies Test (MAT) (min 385) within the previous five (5) years. Please note: Competitive applications have graduate test scores well above the college minimums.

USC Doctoral Degree Program of Study (DPOS) The Educational Technology concentration of the Ed.D. in Curriculum & Instruction continues through a year-round schedule for fall, spring, and summer semesters. Courses for each cohort will be identified and students will be expected to register for those courses each semester. Each cohort will follow the same schedule with a prescribed sequence of courses each semester. The course sequence will be provided to each cohort and presented at the initial cohort meeting. Differences in courses may occur with cognate courses.

CURRICULUM & INSTRUCTION COURSES The Curriculum & Instruction Courses provide an opportunity for students to develop critical thinking curricular perspectives including knowledge of practical skills, theoretical constructs, and recognition of the integral and intersectional relationship of theory to practice within the system of an educational curriculum. These courses are designed to build the practitioner scholar that seeks to consider issues on a broader scale.

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CURRICULUM & INSTRUCTION COURSES (4 REQUIRED COURSES) Course Number — Course Title 1. EDCS 720—Introduction to Diversity and the Curriculum 2. EDCS 820—Advanced Study of Diversity & Curriculum 5. EDET 709—Applications of Learning Principles 6. EDET 722—Instructional Design and Assessment

EDUCATIONAL TECHNOLOGY COURSES The Educational Technology Courses provide a foundation for understanding the diverse field of educational technology with using technology — both processes & products — to support the effective design, development, implementation, evaluation, and research of effective, efficient, and appealing learning, instruction and training. In addition to the two required EDET courses as part of the Curriculum & Instruction core, 3 additional courses are required.

EDUCATIONAL TECHNOLOGY CONCENTRATION COURSES (5 REQUIRED COURSES) Course Number – Course Title 1. EDET 735—Technology Application for Diverse Populations 2. EDET 755—Design and Evaluation of Information Access and Delivery 3. EDET 801—Doctoral Research in Educational Technology 4. EDET 825—Evaluation of Educational Technology Research 5. EDET 826—Synthesis of Educational Technology Research

RESEARCH COURSES The Research Courses provide an opportunity for students to identify Problems of Practice and develop Dissertation in Practice proposals that utilize action research as a methodology. With practicing educators in mind, these courses introduce educators to the process of conducting their own classroom- based, school-based, or social institution-based action research.

RESEARCH COURSES (4 REQUIRED COURSES) Course Number – Course Title 1. EDRM 801—Principles and Applications of Educational Research 2. EDRM 723—Classroom Assessment 3. EDET 810—Principles of Applied Educational Technology Research 4. EDET 811—Advanced Applied Educational Technology Research

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DISSERTATION CREDITS 899 Dissertation credit hours are earned in formal online course settings with Dissertation in Practice Chairs. Student must be enrolled in at least one 899 credit hour the semester s/he defends the Dissertation in Practice.

899 DISSERTATION CREDITS (12 REQUIRED CREDITS) Course Number – Course Title 1. EDET 899—Dissertation Preparation Hours

COGNATE COURSES The purpose of the Cognate Courses is focused study of a selected group of electives (i.e., at least 9 hours) that are specific to the student’s goals and aspirations. Such concentrated study provides insight into fields related to C&I and enables the integration of the Curriculum & Instruction Core course and the Educational Technology Concentration courses with an area of special interest. Our faculty has purposefully chosen to recommend students in the Educational Technology Concentration select cognate courses from the Educational Technology cognate course options (see below). While the concentration in educational technology will provide a strong foundation for planning, using, implementing, and researching technology-based learning environments, there is less room for improving specific technical and leadership skills. Therefore, we are recommending cognate courses that will support your instructional development and management skills, making doctoral candidates stronger within the field of Educational Technology and more marketable in the workplace.

RECOMMENDED EDUCATIONAL TECHNOLOGY (EDET) COGNATE (3 COURSES) Course Number – Course Title EDET 603—Design and Development Tools I EDET 652—Design and Evaluation of Games and Simulations EDET 703—Design and Development Tools II EDET 746—Management of Technology Resources Other possible cognates are listed below. However, the Educational Technology faculty and Curriculum & Instruction faculty cannot guarantee these courses availability for any given semester or their availability as fully online. It is at the students’ discretion to research these cognates (or propose another area of study).

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EXAMPLE CURRICULUM STUDIES COGNATE (3 COURSES) Course Number – Course Title EDCS 722—Racial and Ethnic Diversity and the Curriculum EDCS 724—Gender Diversity in Schools and Communities EDCS 725—Principles of Curriculum Construction EDCS 824—Curriculum Seminar: Classics & Theory

EXAMPLE SPECIALIST IN LIBRARY AND INFORMATION SCIENCE (SLIS) (3 COURSES) Course Number – Course Title SLIS 701—Introduction to Library & Information Studies SLIS 702—Introduction to Technical Services SLIS 720—School Library Media Program Development SLIS 742—Role of School Media Specialist

TRANSFERRING COURSEWORK At the student’s discretion, a maximum of 9 credit hours of coursework beyond the Masters degree may be considered for transfer into the Doctoral Program of Study (DPOS) to fulfill the cognate courses requirement. The potential transfer credits should not have been used in a previous degree, such as a second Masters or Education Specialist degree. Any coursework credited toward a previous degree at another institution or USC cannot be used toward the Ed.D. degree. If you transferred the maximum, this would represent the 9 credit hours required in the Cognate portion of your program of study. Therefore, these credits must represent a cohesive and deep study of a specific area (e.g., administration, science education, etc.). All courses for consideration for transfer to USC must adhere to the following guidelines: 1.   The courses must be beyond a student’s Masters degree and documentation, including a syllabus for each course, must be provided for consideration. 2.   The courses must be from an accredited university. 3.   The courses must represent a cohesive group to support a focused interest, such as administration, science education, etc. 4.   A Request for Transfer of Graduate Credit (G-RTC) must be submitted with each course, including the original syllabus for each course. 5.   The Request for Transfer of Graduate Credit should be submitted with Doctoral Program of Study (DPOS) as part of Qualifying Exam at end of Year 1 6.   Courses cannot be older than 10 years at time of graduation. 7.   Courses must match to an equivalent USC course. 8.   Grade of ‘B’ or better is required for any courses to be considered. 9.   The coursework must be reviewed by the Educational Technology faculty and approved for inclusion in the Doctoral Program of Study (DPOS).

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Additional Degree Requirements QUALIFYING EXAMINATION The requirement for the Qualifying Exam is embedded in the course sequence of EDCS 812— Principles of Action Research and EDCS 813—Advanced Principles of Action Research. Successful completion of the Qualifying Examination serves as Admission to Candidacy for the Doctor of Education degree. Admission to Candidacy will be granted by the Dean of the Graduate School on the recommendation of program faculty. No course work beyond 18 hours should be taken without successful completion of the Qualifying Examination. Successful completion of the Qualifying Examination serves as admission to Candidacy for the EdD C&I degree. This requirement must be completed at least one full academic year before granting of the degree. The Qualifying Examination should be completed and submitted upon successful completion of the following course work: •   •   •   •  

EDET 780/801—Research Seminar in Educational Technology EDET 722—Instructional Design & Assessment EDET 810/EDCS 812— Principles of Applied Educational Technology Research EDET 811/EDCS 813— Advanced Applied Educational Technology Research (Submit Qualifying Exam at the end of this course)

The Qualifying Examination consists of two parts: PART ONE: DOCTORAL PROGRAM OF STUDY (DPOS) DPOS is to be completed and signed on all pages by the student at the time of the Qualifying Examination. Candidates are required to complete a minimum of 30 semester hours at the University of South Carolina after the Dean of the Graduate School approves the DPOS. DPOS form is available at http://gradschool.sc.edu/DocLibrary/. Any request for transfer of graduate credits should be submitted with the DPOS. The form is available at http://gradschool.sc.edu/forms/G-RTC.pdf . PART TWO: DRAFT PROPOSAL FOR THE DISSERTATION IN PRACTICE The Draft Dissertation in Practice Proposal is a written paper (minimum 20 pages, double th spaced, 12 point font) in American Psychological Association (APA) (6 ed.) format (i.e., citations, headings, subheadings, figures, charts, etc.) that includes the following: 1.   Table of Contents 2.   Abstract 3.   Chapter 1: Introduction a.   National Context b.   Local Context c.   Statement of the Problem d.   Purpose Statement e.   Research Questions

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f.   Plan for Sharing and Communicating Findings g.   Statement of Researcher Subjectivities and Positionality h.   Definitions of Terms 4.   Chapter 3: Methodology a.   Research Design b.   Setting and Participants c.   Action/Innovation d.   Data Collection Methods e.   Data Analysis f.   Rigor and Trustworthiness 5.   References

NOTE: If the student receives the designation of FAIL for the Qualifying Examination, the Committee will consider the student’s progress on an individual basis. One attempt to retake EDCS 812 and EDCS 813 (and thus an opportunity to re-submit the Qualifying Exam) will be considered but not guaranteed. Students deemed unsuccessful to complete the Ed.D. degree will not be allowed to continue in the program.

COMPREHENSIVE EXAMINATION The Comprehensive Examination Committee prepares and evaluates the student’s comprehensive examination. The comprehensive examination is administered to determine how well the student has achieved the goals of the program of study and if additional courses or experiences are required. The Comprehensive Examination includes both a written submission (i.e., a proposal) and an oral defense. The comprehensive examination includes the writing of a more detailed Dissertation in Practice proposal that consists of a written paper (minimum 40 pages, double spaced, 12 point font) in th American Psychological Association (APA) (6 ed.) format (i.e., citations, headings, sub-headings, figures, charts, etc.) that includes the following: 1.   Table of Contents 2.   Abstract 3.   Chapter 1: Introduction

a.   b.   c.   d.   e.   f.   g.   h.  

National Context Local Context Statement of the Problem Purpose Statement Research Questions Plan for Sharing and Communicating Findings Statement of Researcher Subjectivities and Positionality Definitions of Terms

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4.   Chapter 2: Related Literature Review

a.   Synthesis of Literature Related to the Problem of Practice 5.   Chapter 3: Methodology a.   Research Design b.   Setting and Participants c.   Action/Innovation d.   Data Collection Methods e.   Data Analysis f.   Rigor and Trustworthiness 6.   References NOTE: The Comprehensive Exam is comprised of a detailed draft of chapters 1, 2, and 3 of the Dissertation in Practice and is designed to enable students to demonstrate a detailed understanding of their identified Problem of Practice and its relationship to their area of specialization as well as the application of Action Research Methods. Comprehensive Examination is administered to determine how well the student has achieved the goals of her/his program of study and if additional courses or experiences are required.

The Comprehensive Examination should be completed and submitted upon successful completion of the following coursework: •   •   •   •   •   •   •   •  

EDET 801/780—Doctoral Research in Educational Technology EDET 722—Instructional Design & Assessment EDET 709—Applications of Learning Principles EDET 755—Design & Evaluation of Information Access and Delivery EDET 810/EDCS 812— Principles of Applied Educational Technology Research EDET 811/EDCS 813— Advanced Applied Educational Technology Research EDET 825—Evaluation of Educational Technology Research EDET 826—Synthesis of Educational Technology Research

To complete the Comprehensive Examination the student must have: 1.   Maintained a minimum 3.0 grade point average on all coursework since acceptance as a degree candidate; 2.   Completed coursework: EDET 709; EDET 722; EDET 755; EDET 801/780; EDET 810/EDCS 812; EDET 811/EDCS 813; EDET 825; EDET 826; and be more than 60 days from the date at which the candidate expects to receive the degree; and 3.   Received the designation of PASS from the examining committee members. NOTE: If the student receives the designation of FAIL, the examining committee determines the additional coursework or experiences the student should complete to proceed. Student may not continue to take courses without a designation of PASS.

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DISSERTATION IN PRACTICE (DIP) PROPOSAL Following the Carnegie Project on the Education Doctorate (CPED), the Dissertation in Practice (DiP) is a scholarly endeavor that impacts a complex Problem of Practice (PoP). The Dissertation in Practice Proposal is a capstone experience in which participants design and implement an Applied Action Research study focused around a Problem of Practice. The student’s Dissertation in Practice Proposal Committee and Dissertation in Practice Defense Committee guides and evaluates the candidate’s Dissertation in Practice proposal and Dissertation in Practice defenses. The Dissertation in Practice Proposal is a detailed manuscript outlining the plan for Action Research that will be conducted for the student’s Dissertation in Practice. This document is drafted under the direction and guidance of the Dissertation in Practice Committee with specific instruction from the Dissertation in Practice Chair. The Dissertation in Practice Proposal includes both a written submission (i.e., the proposal) and an oral defense. To complete the Dissertation in Practice Proposal the student must have: 1.   Passed the Comprehensive Exam; 2.   Four (4) approved faculty members who will serve on the Dissertation in Practice Committee, including at least one (1) outside committee member; 3.   Completed an acceptable draft of the Dissertation in Practice proposal per the Dissertation in Practice Chair’s instruction; 4.   Inclusion of all instruments/protocols within Dissertation in Practice proposal; 5.   Submitted an acceptable draft of the Dissertation in Practice proposal to the Dissertation in Practice Committee; 6.   Received the designation of PASS on the defense of the Dissertation in Practice proposal; and 7.   Received permission from the Office of Research Compliance IRB to conduct research with human subjects at http://orc.research.sc.edu NOTE: If the student receives the designation of FAIL on the Dissertation in Practice proposal, the Dissertation in Practice Committee determines the additional work required to bring the manuscript proposal to a level of acceptance whereby the Dissertation in Practice Committee has confidence in the student’s ability to successfully complete the proposed Dissertation in Practice. In the case of FAIL, the student is required to schedule a subsequent defense of the revised manuscript proposal to satisfy the will of the Dissertation in Practice Committee.

DISSERTATION IN PRACTICE (DIP) PREPARATION Following the Carnegie Project on the Education Doctorate (CPED), the Dissertation in Practice (Dissertation in Practice) is a scholarly endeavor that impacts a complex problem of practice. All Dissertation in Practices carry single authorship. The Degree Candidate conducts Action Research described in the Dissertation in Practice Proposal and writes the Dissertation in Practice under the guidance of the Dissertation in Practice Defense Committee with specific instruction from the Dissertation in Practice Defense Committee Chair

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To complete the Dissertation in Practice (DiP) Preparation Process the student must have: 1.   Successfully defended the Dissertation in Practice Proposal with a designation of PASS; 2.   Completed an acceptable draft of the Dissertation in Practice per the Dissertation in Practice Defense Committee Chair’s instruction; 3.   Submitted the acceptable draft of the Dissertation in Practice to the Dissertation in Practice Defense Committee (4 members); 4.   Received instruction to schedule the oral defense of the Dissertation in Practice at least 30 days prior to the date the degree is to be awarded; 5.   The defense meeting is restricted to a defense of the written draft of the Dissertation in Practice as accepted by the student’s Dissertation in Practice Defense Committee. 6.   Received the designation of PASS on the defense of the Dissertation in Practice. NOTE: If the Candidate receives the designation of FAIL on the Dissertation in Practice defense by a majority of the Dissertation in Practice Defense Committee, a re-examination Committee will be appointed and the examination will be re-administered if the Candidate so chooses. If the Candidate does not pass the re-examination, s/he shall be disqualified from further graduate study toward the Online EdD C&I.

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ON CAMPUS FACE-TO-FACE SESSIONS As mentioned above, there are no other planned face-to-face requirements beyond the initial cohort orientation/kick-off meeting. All required defenses that necessitate synchronous (i.e., same time) interactions will occur online using one of the video conferencing tools available through USC (e.g., Adobe Connect). However, as part of the framework for this degree program and described above in the section on “Community of Scholars,” the Educational Technology faculty do have the expectation that doctoral students will participate and/or in one or more regional, state, and/or national professional conferences. These experiences are critical to students’ development as practitioner scholars and reflect the tenets of our degree program to meaningfully impact the state of SC, the southeast region, and ultimately the nation.

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Faculty and Staff FACULTY

Dr. Michael M. Grant, Assistant Professor, Program Coordinator, EdD in Curriculum & Instruction — Educational Technology concentration 803-777-6176 | [email protected] | @michaelmgrant

Dr. Fatih Ari, Clinical Assistant Professor Educational Technology •   •   Dr. Ismahan Arslan-Ari, Assistant Professor Educational Technology •   •   •   Dr. Erin Besser, Assistant Professor Educational Technology, USC Aiken •   Dr. Gary Senn, Professor & Director, Ruth Patrick Science Education Center Educational Technology, USC Aiken

STAFF •   Ruth Roberts, Online Programs Student Services Coordinator, Student Services, College of Education 803-777-3570 | [email protected] •   Mrs. Queenie Bell, Administrative Coordinator, Department of Educational Studies 803-777-6585 | [email protected]

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