Education

Dean: Scott L. Thomas

Faculty

Education at CGU offers full- and part-time programs that enable working professionals to complete an advanced degree while maintaining full-time employment. Graduate study at CGU emphasizes a student-centered program where a richly diverse student body interacts closely with a diverse, engaged, and exceptional faculty.

The program’s vision statement reads as follows.

A socially just nation educates all its diverse citizens through networks of effective and accountable organizations that interact responsibly with families and communities. These organizations require leaders in classrooms, schools, communities, colleges, and capitols who are broadly educated across disciplines and across multiple philosophic and political perspectives. These leaders are committed to thought and action, scholarship and stewardship. They are the system’s most responsible critics and its most prolific architects.

Programs

Program Policies

University Policies as well as policies and procedures detailed in the Student Information section of the Bulletin apply. In addition, the Education program has established an additional set of program policies.

Student Correspondence. Students receive official CGU and program correspondence electronically at their CGU e-mail address only. Students are required to check this e-mail account on a regular basis.

Tutorials and Research. No more than a combined total of four units of Dissertation Research and/or Independent Research (Independent Study) may be taken in the doctoral program. The dean must approve exceptions.

Additional Courses. Students who are out of coursework for five years or more without finishing their program may be required to take additional courses at prevailing tuition rates in order to become current in the field again.

Resources

A number of distinctive institutes and projects enrich academic opportunities for education students.

The Bowen Institute for Policy Studies in Higher Education. The Bowen Institute exists to facilitate academic activity in the area of public studies, understood broadly to span both public policy and system/institutional policy in higher education. The Institute supports conference attendance and research opportunities for students in higher education. It sponsors the annual Howard R. Bowen Lecture and the Sally Loyd Casanova Lecture presented by an outstanding higher education alumnus. Further, the Institute supports Higher Education Abstracts (HEA), published quarterly by Wiley-Blackwell, a compilation of abstracts from journals, conference proceedings, and research reports focusing on college students, faculty, and student services. The HEA Office serves as a permanent repository for the originals of articles and reports abstracts in the publication, thus providing an important and respected resource for students and faculty, both nationally and internationally.

The Institute for Education in Transformation. Begun in 1985, the Institute for Education in Transformation provides a mechanism for research, dialog, and action projects that address critical issues in education from kindergarten to graduate school. The Institute’s mission is to foster research, action, and attitudes that best promote excellence, equity, and integrity in the transformation of schools and universities. Through the support of various foundations, research and projects aim at developing schools and universities that are both more just and more accountable for student achievement. Ultimately, these initiatives lead to closing the achievement gap and to improving achievement in schools and universities for all.

The Institute at Indian Hill (inactive in 2014-2015). The Institute at Indian Hill (IIH) is the program’s applied research center. The IIH is committed to enhancing the growth and productivity of organizations, institutions, and communities of learning through partnerships that integrate best practices in research, coaching, and evaluation. It has partnered with over 200 organizations to implement systems and practices to build on successes, sustain continuous improvement, to create collaborative cultures of data-driven decision-making and practice, and to advance learning and dissemination of best practices.

The IRIS Center (IRIS@CGU). Headquartered at Claremount Graduate University, IRIS@CGU coordinates the IRIS Center’s dissemination, technical assistance, and training activities. Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP), the IRIS Center (Project #H325E120002) creates resources about evidence-based practices for use in preservice preparation and professional development programs. These resources are freely available on the Center’s barrier-free website, www.iris.peabody.vanderbilt.edu. Services provided by IRIS@CGU include Faculty and Professional Development (PD) Seminars and Work Sessions, designed to assist college faculty and PD providers with integrating information about effective evidence-based practices into their courses and training activities. IRIS services also are designed to help practicing educators who are working independently to upgrade their skills and knowledge with the goal of improving outcomes for struggling learners, particularly those with disabilities.

The Journal of Higher Education. Founded in 1930, The Journal of Higher Education is the leading scholarly journal on the institution of higher education. Articles combine disciplinary methods with critical insight to investigate issues important to faculty, administrators, and program managers. The Journal is edited by Scott L. Thomas and regularly employs graduate students as editorial assistants. The Journal office regularly hosts publishing workshops and round tables for CGU students.

Higher Ed Abstracts. Higher Education Abstracts, published by Claremont Graduate University, is a unique quarterly compilation of abstracts of journal articles, research reports, and books pertaining solely to the field of higher education. It features more than 1,100 fully informative summaries, topically arranged, in the four issues of each volume. Each abstract includes the full citation to the original document, the author’s affiliation, and the number of bibliographic references in the original document, as well as subject and author indexes.

Higher Education Abstracts covers more than 200 journals in the fields of education, computer sciences, management, psychology, sociology, and law; papers read at meetings of major education and social sciences conferences; books published by all major higher education publishers; and research reports issued by professional organizations, government agencies, and foundations. Coverage includes materials from the United States and Canada and from foreign publications printed in English. No other abstracting publication in the United States focuses solely on the field of higher education, covers all types of literature, and includes the essential content of the original material in its abstracts. Higher Education Abstracts is widely considered to be the leading research tool in higher education today.