Abstract
This essay describes the context, mission, guiding principles, signature pedagogies, curriculum, and anticipated benefits and limitations of our newly designed EdD in Learning and Teaching in Social Contexts. As we prepare to launch our new program (pending approval), our key development efforts are focused on implementing leading-edge coursework centering on problems of practice through a blend of online interactions and applied, real-world experiences. Our primary objective is to equip scholar-practitioners with the expertise to initiate and sustain systematic approaches to transformative and justice-oriented improvement within their local educational communities, both during and following their time in the program.
Highlights
Given the exponential growth of online students in the U.S, a reality that was observable in our online Curriculum, Instruction, and the Science of Learning PhD program at University at Buffalo, we determined that the addition of a fully online EdD program would offer current and prospective students an accessible and flexible opportunity for working professionals to earn an education doctorate
In the 15 years since Arthur Levine’s (2005) call to abolish the Doctor of Education degree, researchers such as Shulman, Golde, Bueschel, and Garabedian (2006) as well as the Carnegie Project on the Education Doctorate (CPED) consortium, which includes over 100 accredited institutions of higher education, have been working to reclaim the professional doctorate through dialogue, experimentation, critical feedback, and evaluation
This journal is supported by the Carnegie Project on the Education Doctorate: A Knowledge Forum on the
Summary
By 2010, the U.S observed an additional 10% increase, which indicated that approximately 31% of students in higher education were enrolled in at least one online course - an ever-increasing growth rate that was not expected to taper off in the foreseeable future (Allen & Seaman, 2011). Given the exponential growth of online students in the U.S, a reality that was observable in our online Curriculum, Instruction, and the Science of Learning PhD program at University at Buffalo, we determined that the addition of a fully online EdD program would offer current and prospective students an accessible and flexible opportunity for working professionals to earn an education doctorate. The need for online programs that are This journal is supported by the Carnegie Project on the Education Doctorate: A Knowledge Forum on the
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