Doctor of Education (Ed.D.)

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Intellectual/Professional Growth: E-Portfolio and Levels of Thinking

The Doctor of Education (Ed.D.) program seeks to attract students who demonstrate clear potential to be effective, thoughtful, and ethical scholar-practitioners in the field of education and who, through the course of their studies, exhibit continuing intellectual and professional growth.

Beginning with the application for admission, students complete two additional reflective essays that are submitted and maintained in the electronic portfolio (e-portfolio). The purpose of these essays is to provide an additional basis for assessing intellectual, professional, and scholarly growth. In the essays, students will discuss and, as appropriate, explain ideas and information gained from their seminar readings and discussions; yet, the primary purpose of the e-portfolio essays is for the students to reflect on what they have learned and to demonstrate how their thinking has changed as a result of their academic studies.

As such, the e-portfolio essays, when considered together, provide a series of closely related learning activities where the development of students’ thinking in relation to Bloom’s taxonomy is stored and can be assessed, in the e-portfolio, as a developmental learning tool.

The electronic portfolio is a means for the Doctor of Education (Ed.D.) program to effectively maintain quality and serves as a platform for assessing learning outcomes at four specific points in the program:

  • Admissions (Portfolio I)
  • Year One, Semester 2 (Portfolio II)
  • Year Two, Semester 4 (Portfolio III)

The portfolio of reflective essays is expected to explain/document how the student is meeting learning objectives and how the student is progressing over time. It will incorporate diverse content that demonstrates breadth and depth of learning, as well as indicate growth on Bloom’s Taxonomy. At their initial academic residency, students will learn to digitize the essay they used as part of the application process. As noted above, following the first assessment (at admissions) and completion of the student’s first academic residency, there will be two additional formal faculty assessments of the portfolio, used to determine:

  • The student’s current level of competence.
  • Growth and development since the previous review.
  • Evaluation of satisfactory progress toward meeting program goals.

These assessments will also serve as exit points if, in the opinion of the faculty reviewers, the student should not be permitted to continue in the program.