Addendum 2 to 2019-2020 Catalog

Addendum 2 Publication Date:  November 2019

Education Specialist – Ed.S.

Overview Information

Introduction

The Education Specialist (Ed.S.) degree program is designed to offer candidates a specialized academic learning experience in education beyond the master’s degree level. Candidates will develop an appreciation for inquiry-based educational leadership that sees ethical formation and democratic participation as necessary for the transformation of individuals and organizations. The program will increase candidates’ knowledge-base and capabilities for scholarship while providing practical skills to support professional advancement. The Ed.S. degree is well-suited for candidates who want to apply advanced graduate coursework to their profession, but who do not wish to pursue a doctoral dissertation.

Goals and Objectives

The Concordia University Education Specialist Program focuses on developing reflective practitioners and transformative leaders who

  • understand the theoretical bases of practice, are able to turn theory into action, and can utilize skills and strategies to improve practice;
  • are critically aware of their own assumptions, seek new, innovative, and productive paradigms that move problem solving beyond current perceived solutions;
  • apply organizational skills and strategies, apply capacity-building program analyses, and have a willingness to recognize need and confront it with reason and grace;
  • are well grounded with ethical, moral, and faith-based perspectives on truth-telling, service to others, and living with integrity;
  • employ professional organizational structures and personal skills to facilitate effective and comprehensive change, communication, decision-making, and problem-surfacing, defining, and solving;
  • understand purposeful collaboration, democratic participation, and choice as a guiding style that produces strong and powerful results;
  • have the capacity to meld reason and imagination, analysis and hunch, and accept a tolerance for ambiguity;
  • have a willingness to think and act critically, unravel dense meaning, and probe complicated projects with sense and clarity;
  • view themselves as scholars who are committed to study as intentional, intriguing, and inspiring;
  • develop an awareness of their own biases and beliefs as they strive to promote equity in the areas of culture, ethnicity, gender, and sexual orientation, and thereby improve their current practice; and
  • recognize the transformative power and inherent limitations of contemporary technology as it is implemented in their professional work.

Admission Requirements

Admission requirements for each graduate program at Concordia University are listed at: www.cu-portland.edu/admission/admission-requirements/graduate-students. The requirements may include but may not be limited to:

  • An online application
  • Confidential Letters of Recommendation
  • Official Transcripts
  • Letter of Intent
  • Résumé or Work History Form
  • Sample of applicant's scholarly writing
  • Interview

International applicants should refer to the International Graduate Admission Requirements section for additional requirements.

  • Official transcripts from a regionally accredited institution or institutions that awarded the international candidate's master's degree and any post-master's credit with a GPA of 3.0 or better. 
  • Currently, international students may only complete the program in the online format.
  • The Ed.S. program requires the following higher minimums for English proficiency tests

Transfer of Credit

All credits must be seven years old or less and enrollment into the Ed.S. program must happen within that same seven year time span in order for the credits to transfer. All credits must 1) have a B- grade or higher (no P grades are eligible to transfer), 2) be at the graduate or doctoral level, and 3) be from an accredited institution in order to transfer.

For candidates admitted directly to the Ed.S. program: up to six graduate credits may be transferred into the concentration. Ed.S. transfer-in credits must be appropriate to the concentration, and will be evaluated on a case-by-case basis where necessary.

For Concordia Ed.D. candidates transferring to the Ed.S. program: up to six credits previously transferred-in to the Ed.D. concentration may be applied to the Ed.S. program.

No transfer credits are allowed for Core or Research courses, unless the credits were earned within Concordia University’s Ed.D. program. All Core, Concentration, and Research Methods credits earned in pursuit of Concordia University’s Ed.D. degree may be transferred course-for-course to the Ed.S. program, unless the Ed.D. degree has already been conferred.

Ed.S. candidates who have not previously been enrolled in the Ed.D. program may seek admission to the Ed.D. at any point prior to enrollment in EDDR 797. If granted admission to the Ed.D. program, Ed.S. credits may be transferred course-for-course toward fulfillment of Ed.D program requirements.

Graduation Requirements

In order to graduate from the Education Specialist program at Concordia University-Portland, the following requirements must be met:

  • Completion of an Application for Graduation per the instructions listed at www.cu-portland.edu/academics/registrar/commencement/applying-graduation.
    • In order to participate in a commencement ceremony, the Application for Graduation must be received by:
      • April 1 for Fall commencement.
      • November 1 for Spring commencement.
  • Successful completion of a minimum of 36 credits.
  • Successful completion of all required courses.
  • At least a 3.0 cumulative GPA has been earned.
  • All required courses have been completed with a grade of "B-" or better.
    • No grade below a “B-” will be accepted in a course that counts toward completion of the program. Students who receive a “C”or lower in a required course must retake the course and earn a “B-” or higher for the course to count toward completion of the degree.

Curricular Requirements

Education Specialist (Ed.S.) – 36 credits

The Core Curriculum for the Education Specialist (Ed.S.) program is determined according to the CU Ed.D. program from which the student is transferring.

Click on course codes below to see course descriptions.
Visit Graduate>Course Descriptions for information on additional courses in education and other subjects.

Core Curriculum (21 credits)

3-Year Course Sequence for Ed.S. Students and 3-Year Ed.D. Program Transfer Students
YEAR ONE
Semester 1 - Session 1
EDDC 712THE ETHICAL EDUCATOR3
EDDC 700SCHOLARLY WRITING - IDENTITY0.5
Semester 1 - Session 2
EDDC 714TRANSFORMATIONAL LEARNING3
EDDC 701SCHOLARLY WRITING - STYLE0.5
Semester 2 - Session 3
EDDC 716CREATIVITY, INQUIRY, AND INNOVATION3
EDDC 702SCHOLARLY WRITING - ANALYSIS0.5
Semester 2 - Session 4
EDDC 718LEADING ORGANIZATIONAL CHANGE3
EDDC 703SCHOLARLY WRITING - SYNTHESIS0.5
Semester 3 - Session 5
Concentration Course 1
EDDC 704SCHOLARLY WRITING - ISSUE EXPLORATION0.5
Semester 3 - Session 6
Concentration Course 2
EDDC 705SCHOLARLY WRITING - CONNECTIONS0.5
YEAR TWO
Semester 1 - Sessions 1 & 2
Concentration Courses 3 & 4
Semester 2 - Session 3
EDDR 790QUANTITATIVE RESEARCH METHODS3
Semester 2 - Session 4
EDDR 791QUALITATIVE RESEARCH METHODS3
Total Credits21
3.75-Year Course Sequence for 3.75-Year Ed.D. Program Transfer Students
Semester 1 - Session 1
EDDC 615THE ETHICAL EDUCATOR3
EDDC 600ANINE LIVES OF SCHOLARLY WRITING I0.5
Semester 1 - Session 2
EDDC 605TRANSFORMATIONAL LEARNING3
EDDC 600BNINE LIVES OF SCHOLARLY WRITING I0.5
Semester 2 - Session 3
EDDC 620CREATIVITY, INQUIRY, AND INNOVATION3
EDDC 602ANINE LIVES OF SCHOLARLY WRITING II0.5
Semester 2 - Session 4
EDDC 608QUANTITATIVE RESEARCH METHODS3
EDDC 602BNINE LIVES OF SCHOLARLY WRITING II0.5
Semester 3 - Session 5
EDDC 618LEADING ORGANIZATIONAL CHANGE3
EDDC 603ANINE LIVES OF SCHOLARLY WRITING III0.5
Semester 3 - Session 6
EDDC 611QUALITATIVE RESEARCH METHODS3
EDDC 603BNINE LIVES OF SCHOLARLY WRITING III0.5
Total Credits21
Concentration Curriculum (12 credits)

Twelve (12) credits are required in a concentration area in order to complete the program. Options are:

Administrative Leadership Concentration

The curriculum in the Administrative Leadership concentration encompasses visionary leadership, policy development, leading a “learning” organization, instructional improvement, effective management, inclusive practice, ethical leadership, and political, legal and socioeconomic contexts of leadership and administration. This concentration is designed for people interested in public or private sector professional and institutional management such as chief executives, superintendents, high-level non-school managers, supervisors, owners of NGOs, leaders of organizations formed to administer school functions, program administrators, organizational officers, department heads, law enforcement administrators, health care administrators, and certainly experienced and certificated principals, with at least 3 years administrative experience and current licensure.

Doctoral candidates who successfully complete Concordia’s Ed.D. program with a concentration in administrative leadership “may qualify for waiver of the advanced institutional program or the assessment of advanced competencies” in Oregon, which is otherwise fulfilled by completing a separate Professional Administrative Licensure program, by providing an official doctoral transcript to TSPC for review after graduation (OAR 584-080-022 (4)(A)). Please note: Concordia’s Ed.D. program is not an administrative licensure preparation program.

Administrative Leadership Concentration
EDDA 720GLOBAL ISSUES IN POLICY, PLANNING, AND LEADERSHIP3
EDDA 721NAVIGATING PERMANENT WHITEWATER3
EDDA 722LEADING ACROSS CULTURES AND COMMUNITIES3
EDDA 723MENTORING, SUSTAINING, AND LEAVING A LEGACY3
Total Credits12
Higher Education Concentration 

The Higher Education concentration includes an emphasis on both Higher Education Administration and Higher Education Teaching and is designed to prepare servant-leaders for leadership, teaching, and service positions in colleges, universities, community colleges, governmental agencies, educational associations, and other public and private post-secondary educational settings. It is anticipated that graduates of this terminal degree will pursue careers in teaching, admissions, student services, student records, intercollegiate athletics administration, campus facilities, university business offices, institutional advancement, institutional research, and other administrative and support services in higher education.

Higher Education Concentration
EDDH 730HIGHER EDUCATION: CURRICULUM AND LEADERSHIP3
EDDH 731HIGHER EDUCATION: FINANCE AND FACILITIES MANAGEMENT3
EDDH 732HIGHER EDUCATION: HUMAN ISSUES, ACCOUNTABILITY, AND ADMINISTRATIVE BEHAVIOR3
EDDH 733HIGHER EDUCATION LAW3
Total Credits12
Instructional Leadership Concentration

The Instructional Leadership concentration develops the knowledge, skills, and capacity to positively impact practice, programs, and policy, no matter the organization or position. Through professional development, systemic innovation, or program facilitation, candidates who plan on leadership roles as team leaders, department heads, instructional coaches, staff developers, mentors, teachers on special assignment, data teams, and so on, will want to enroll in the Instructional Leadership concentration.

Instructional Leadership Concentration
EDDL 740LEADING WITHOUT AUTHORITY3
EDDL 741CREATING A GREATER COMMUNITY3
EDDL 742GOOD TEACHING IS NOT ENOUGH3
EDDL 743ASSESSING LEARNING FOR STUDENT ACHIEVEMENT3
Total Credits12
Professional Leadership, Inquiry, and Transformation Concentration 

The Professional Leadership, Inquiry, and Transformation (Pro LIT) concentration enables candidates to design and implement a program of study from existing concentration coursework except Administrative Leadership. This choice, flexibility, and electivity is intended to better match or fit candidates’ purposes, goals, and needs than one concentration alone could. To that end, candidates will apply for the Pro LIT concentration by submitting to the Director of Doctoral Studies a rationale that includes the purpose, goals, and course titles of the 12 credits to be taken. Upon approval candidates can commence Pro LIT coursework at the next available course start. Courses in the Administrative Leadership concentration cannot be selected and no licenses, certification, or endorsements are part of the Pro LIT concentration.

Professional Leadership, Inquiry, and Transformation Concentration
This concentration is completed by taking any combination of the courses offered in the Higher Education, Instructional Leadership, or Transformational Leadership concentrations or a combination of these courses and approved transfer credit. To declare this concentration, a student must meet with their advisor who will submit an approved Degree Completion Plan (DCP).
Transformational Leadership Concentration​ 

Transformational Leadership is a leadership and administrative concentration. It is designed for diverse fields of leadership and administration outside of K–12 that may not fit into Instructional Leadership or Administrative Leadership. For example, people wanting to advance in business, organization, and church leadership and management will want this concentration. Leaders in community organizations, non-profits, professional development, consulting, and seminar and conference leaders would choose this concentration.

Transformational Leadership Concentration
EDDT 750VOICES OF LEADERSHIP3
EDDT 751HOW PROGRAMS REALLY WORK3
EDDT 752MOVING ORGANIZATIONAL KNOWLEDGE3
EDDT 753COMMUNICATION, COLLABORATION, AND CULTURE3
Total Credits12

Capstone Curriculum (3 credits)

The Education Specialist Capstone aligns with the Ed.D. program goal of developing effective scholar–researcher practitioners, who have social science research skills, academic writing skills, and educational leadership capacities to bring transformative change to local institutional and societal contexts. The capstone is the final course in the degree sequence and must be completed to fulfill the program requirements for conferral of the Education Specialist degree.

Capstone Curriculum
EDDR 797 EDUCATION SPECIALIST CAPSTONE3
Total Credits3

Contact Information

College of Education

Department of Doctorate Education

Dr. Marty Bullis, Director
Concordia University + Faubion School – 250 J
503-493-6265
mbullis@cu-portland.edu