The focus of the third academic year of study will be the student’s dissertation research and preparation of the dissertation. The conduct and presentation of the dissertation research will conform with the proposal as approved by the Advancement to Candidacy Committee. This culminating work may cover any of a wide range of topics and utilize various research methods.

A national study of institutions that started Ed.D. programs as their first doctoral degree addressed the issue of key features of dissertations for this degree:

The most common characteristic distinguishing the Ed.D. from the Ph.D. is a locally determined balance of theory and practice, which foregrounds the K-12 practitioner’s education for effective educational leadership (Bruckerhoff, C.  (2000).  National Survey Concerning Implementing the Ed.D. Program for Southern Connecticut State University.  Chaplin, CT:  Curriculum Research and Evaluation. p. 12).

Although education research has its roots in the social and behavior sciences, it is also an applied field…. It is an enterprise fundamentally aimed at bringing theoretical understanding to practical problem solving.  Like other applied fields, education research serves two related purposes:  to add to fundamental understanding of education-related phenomena and events, and to inform practical decision making (Shavelson, R. and Towne, L. (Eds.).  (2002)  Scientific Research in Education.  Wash. D.C.:  National Academy Press).

All students in the Ed.D. program will complete a rigorous research-based dissertation that integrates theory and research in the study of educational practice. The dissertation will include the results of the candidate’s independent research and will typically focus on examination of (a) an educational problem, (b) a practice or program, or (c) an educational policy or reform. Most dissertations will be studies undertaken in the local context, having the potential to contribute to solutions of educational problems. Dissertations will utilize a range of qualitative and quantitative research and evaluation methods. The dissertation will present the results of the candidate’s independent investigation in a manner that contributes both to professional knowledge in education and to the improvement of educational practice. Examples might include studies examining and/or evaluating reforms in curriculum and instruction, professional development, assessment, and applications of technology.

The primary goal of the Ed.D. dissertation is to generate knowledge that contributes to the understanding of educational practices, policies, or reforms.  The Ed.D. dissertation is a significant scholarly work that uses rigorous research methods in the study of educational problems and practices. The dissertation is expected to be based on one or more theoretical frameworks and to include a comprehensive review of relevant literature in which the research question or questions are situated. The dissertation typically involves collection of empirical data, qualitative and/or quantitative analysis of these data, interpretation of the findings, a discussion of their significance and implications, and an indication of important areas for further research.

Dissertation advisors will work with candidates throughout the period of the dissertation, providing guidance to assist students in meeting the high expectations for an independent scholarly investigation in the field of education. All students will enroll in a minimum of eight units of study as they conduct their research and prepare their dissertation.

The dissertation committee, under the guidance of the committee chair, will work with the candidate and will be responsible for approving the final dissertation—assuring its conformance with guidelines developed by the program, academic standards for dissertations reflecting policies of the Faculty Group, the Graduate Office, and the CSU dissertation manuscript requirements.

The dissertation committee will normally consist of two members from the Faculty Group, including the dissertation advisor, who will chair the committee, and at least one member who will normally be an expert practitioner from public schools and districts who has a doctoral degree. The chair of the Dissertation Committee should usually be tenured. Upon request by the student or the dissertation committee chair and upon the approval of the program director, the dissertation committee chair may be replaced. 

The program will provide a structured handbook specifying the guidelines and expectations for the committees. If the committee membership is different from the candidacy committee (discussed in the previous section), the advisor will forward the proposed membership of the dissertation committee to the Executive Committee for review. Upon its agreement, the proposed committee membership will be transmitted to the Dean of the College of Education for approval and appointment of the members.

The dissertation chair is normally the faculty member who signs the IRB application and works with the student to ensure that human subjects review requirements are met on a timely basis.   Failure to obtain required IRB approvals prior to collection of data involving human subjects may disqualify a student from making any use of those data.