• School of Education

  • Hamline School of Education
    MS-A1720
    Hamline University
    1536 Hewitt Avenue
    Saint Paul, MN 55104

    Phone: 651-523-2600
    Fax: 651-523-2489
    education@hamline.edu

  • EdD Curriculum

    The EdD curriculum combines a thematic framework with Hamline’s professional education conceptual framework. The indicators in each of the four conceptual framework categories are EdD learning goals. The eight themes are interwoven throughout the curriculum and reflect a deliberate design to unite key learning concepts. EdD students have the opportunity to revisit them during their study, exploring changing emphases and deepening understanding.

    Conceptual Framework

    Promote Equity in Schools and Society 

    • Develop a deep understanding of theoretical bases of communication and technology, gender, ethnicity, narrative, interpersonal and intercultural differences. 
    • Demonstrate increased sensitivity to language differences and the impact of these differences on teaching and learning 
    • Develop a deep understanding of different frameworks of assessment and the political-cultural contexts in which they are used. 
    • Use research about life-span human development to analyze practices, programs, and organizations in the larger professional environments. 
    • Develop a deep understanding of various theories of leadership and of the interplay between and among leadership, change, and culture.

    Build Communities of Teachers and Learners 

    • Develop a deep understanding of theory- and research-based conceptualization for community and its impact on learning organizations. 
    • Articulate how building community serves learners and learning. 
    • Reflect on how one’s unique experiences and skills can most effectively be used to build community.

    Construct Knowledge 

    • Develop a deep understanding of dominant theories of knowledge and learning, including constructivism. 
    • Uncover and analyze the presuppositions of the theories of knowing and learning that shape one’s professional environment and the impact of these presuppositions on one’s own interpretations, expectations, decisions, and actions 
    • Reflect on the impact of the presuppositions on one’s interpretations, expectations, decisions, and actions 
    • Develop a deep understanding of how electronic technology is altering the creation, accumulation, and distribution of knowledge, resulting in a knowledge-construction society.

    Practice Thoughtful Inquiry and Reflection 

    • Develop a deep understanding of inquiry-related paradigms. 
    • Participate in the community of researchers as users, transmitters, and generators of knowledge. 
    • Reflect on one’s changing identity as researcher-scholar and on research as formalized curiosity. 
    • Reflect on the role of inquiry in one’s professional environment.

    Thematic Framework

    Theme 1- Building Community
    Building community is essential to the educational process. The quality of learning is dependent on the quality of the community in which it takes place—that is, the community co-constructed by the participants. The individuals within a community determine the covenants that guide the processes, and evaluate the efficacy of the community in relation to attaining individual and group goals.

    Theme 2- Constructivism/Constructing Knowledge

    Constructivism is a theory of knowing and understanding that guides individual and group learning. Participants actively construct new categories of understanding and meaning by representing and reconstructing previous knowledge and experience. Engagement in constructivist dialogue leads to the examination of personal and professional values and schemas and to the alignment of theory and practice with current cognitive research.

    Theme 3- Language/Communication

    The development of strong language skills enables effective learning and understanding in a diverse world. Language operates in cultural communities, and its nature varies according to the age, ethnicity, gender, economic status, social status, education, and geographic location of the users. Language—verbal and nonverbal—has oral, visual, and written components, varying according to its purpose.

    Theme 4- Child-Adult Development
    The child-adult development theme reminds us that human beings are active, open, self-regulating systems. Lifespan human development depends upon many factors: physical and psychological maturation; personal learning from experience; social construction of knowledge; and integration of being and meaning.

    Theme 5- Technology
    Technology can assist in the active construction of knowledge by enabling learners to personalize and internalize ideas, solve problems, generalize and synthesize knowledge, and extend skills and concepts across different contexts. Information-age technology can provide us with powerful communication, visualization, and analytical tools.

    Theme 6- Leadership
    Leadership is an influence relationship that is contextual, reciprocal, and multidirectional. Effective leadership—reflective, ethical, and democratic—concentrates on the centrality of learning and teaching, on building capacity of individuals, and on improving processes, programs, and systems. From this perspective, every individual is a leader and a follower.

    Theme 7- Inquiry
    Inquiry is a problem-posing and problem-solving process. It enables us to identify authentic questions, to discover resources, to plan and implement solutions, and to construct new knowledge. Deep inquiry leads to careful analysis of issues and the synthesis of new policy and practice.

    Theme 8- Assessment
    Assessment can satisfy many needs: provide diagnostic feedback, set standards, evaluate and communicate progress. Assessment of learning is a complex and often controversial issue that challenges professionals to be familiar with many forms of assessment and the political-cultural ways in which they are used.