Student Handbook: Course Delivery
In the foreseeable future, the University plans to operate only a single Ed.D. cohort that begins each fall. This means that particular classes will be offered only once a year. The clear implication for students is that it is imperative that they keep up with the requirements for each class if they wish to graduate in three years. If, for example, a first-year student decided to drop a particular class, he or she would not be able to take it again until the following year, at which time it would likely conflict with a required second year class. The curriculum structure we have established allows students to obtain a doctorate in an accelerated fashion, but it also requires a high degree of discipline in keeping up with course requirements.
While the program is designed to permit completion within three years, students are normally permitted to take up to five years to meet the requirements for the Ed.D. Extension beyond five years requires approval of the Ed.D. core faculty. Such an extension will normally be provided to a student in good academic standing who is determined to be making satisfactory progress, for a period not to exceed an additional two years.
Courses are generally delivered in an intensive two day format whereby classes meet on a consecutive Friday and Saturday, with a couple weeks between sessions following the second class day. Variations in the regular schedule may occur to reflect holidays, days of religious significance, semester transitions, and other events. Classes are normally held on the main California State University, Sacramento campus.
The curriculum is carefully designed to provide a wide range of important skills, ideas, tools, and knowledge on educational policy content that we believe necessary for the success of educational leaders. The entire curriculum reflects the previously mentioned collaboration across departments and institutions, including a variety of stakeholders.
Learning Objectives
The core faculty have developed six general learning objectives listed in the first column of Table 4 for those who complete Sacramento State’s Doctoral Program in Education Policy and Leadership. The specific objectives that make up each of the six general objectives are listed in the second column of this table. These general and specific learning objectives guide curriculum and pedagogical choices made throughout the program. Students should familiarize themselves with these objectives. In a separate forthcoming document we will document how these objectives specifically match with the material taught in each Ed.D. core course.