Education, EdS

Mission

The mission of the Educational Specialist (EdS) program is to provide a pathway for students to develop the skills to contribute to improvement and growth in education by identifying issues/problems, utilizing existing literature and research that contributes meaningful information to the analysis of the issues/problem, classifying all stakeholders and their role related to the issue or process, and developing research-based proposals which communicate the findings to stakeholders in the process with the intent to gain support for a means to address the identified issue/problem.

Program Overview

The Educational Specialist program requires successful completion of 72 quarter credit hours. The program must be completed within a maximum timeframe of 36 months. Core courses are supplemented by courses in the specialty area chosen. The courses for this program are conducted in an online delivery format through a competency-based education (CBE) approach. The faculty model utilized is designed for a 1:1 faculty to student relationship that promotes and involves substantive faculty to student interaction. The faculty engage students through a variety of multimedia presentations, conversations, and qualitative and quantitative feedback.

Students complete coursework that promotes a strong understanding of the skills required to identify an issue pertinent to their field and determine the existing data and prior research findings that illuminate potential implementations.

Students are empowered by this learning model to apply their learning in practice each term, demonstrating their understanding by creating a portfolio of work. The guiding principle is for students to collaborate with their instructors and create a learning plan that individualizes each demonstration of mastery specific to their field, rather than a predetermined theoretical application. Each course has a set of competencies that can be demonstrated through application of the topic in the students’ field. To that end, the courses are written to address the competency, not a specific subject matter. Each student chooses a focus for the EdS program that serves as a basis for the individualization.

Overviews of the Specialty Areas are as follows:

Adult Learning and Development is designed to prepare students for leadership roles in the areas of teaching adults, instructional design, workforce development, and program management within organizations and institutions. Heavily grounded in Knowles theory of andragogy, learners benefit from instructional practices built around the adult-learner are modeled and included in the instructional resources. An additional area of focus includes infusing technology within the learning environment and organizational curriculum mapping.

Educational Leadership is designed for current or future educators and school administrators, who desire to effectively lead and manage within school, school districts, and other educational institutions. The goal will be to develop future educational leaders that will help drive positive change and impact within their organizations, specifically the K12 sector.  Specific focal points will be in the areas of research, leadership theories, and leading within culturally diverse environments.

Educational Psychology is designed to equip students with advanced knowledge of how cognitive, motivational, social, and cultural processes shape learning and development across the lifespan. With focused study in areas such as cognitive development, socio-emotional learning, assessment and evaluation, and the influence of cultural and contextual factors, students gain the expertise to design evidence-based interventions, conduct rigorous research, and promote equity in diverse educational settings.

Higher Education Leadership is designed for current or future employees within a higher education institution.  The goal is to develop future leaders in the higher education system through a mastery of the knowledge and skills to make or support leadership decisions, effectively interact with the many areas in the higher educational organization, and to participate in organizational changes. Specific topics of learning are focused on the complexities in the ever-changing world of higher education, analyzing and utilizing data to drive institutional improvement, leadership in diverse cultures, assessment and accreditation efforts, and theoretical practices within the field of education.

Instructional Design and Technology focuses on designing, developing, and delivering effective and engaging learning experiences using technology. This specialization prepares students to design, develop, and implement effective and engaging learning experiences that leverage technology to enhance learning outcomes. It combines the best practices from education and technology to create innovative and dynamic learning environments that meet the needs of diverse learners. Students also learn about the latest trends and best practices in online learning, educational technology, and instructional systems design. Graduates may work in various settings, including corporate training departments, educational institutions, government agencies, and non-profit organizations. They may serve as instructional designers, e-learning developers, training managers, or learning consultants. Some graduates may also choose to pursue careers in academia, conducting research on how technology can enhance learning and teaching.

Organizational Leadership is designed to enlighten, equip, and empower students to pursue personal and professional goals within their organizations. The focus of the specialty area ensures that students have a mastery of knowledge and skills to make leadership decisions, influence others and the organizations in which they work, and to lead and navigate organizational changes. The specialty area explores how culture, change, communications, diversity, and strategy impact an organization through research-based practices. Additional focus points are centered around executive leadership, leading across cultures, building organizational capacity, and leading as a coach/consultant.

Teaching and Learning is designed for current educators, both K-12 educators and college/university faculty members that are practitioners within their field. Specific focal points include the areas of research, instructional theories and strategies, and emerging technologies within the field.  The Teaching and Learning specialty area gives specific focus to curriculum mapping, designing of curriculum, and assessments to promote student-centered learning opportunities in the K-12 environment. 

Professional/State Licensure/Recognition

This program is not designed to lead to licensure or certification. Educator licensure and certification are regulated individually by the associated State Department of Education. Students who seek admission to the EdS program should contact their home state’s Department of Education for applicable requirements rules and regulations, including those related to recognition of degrees for salary determination. Students are responsible for determining whether the South College program will meet their home states’ requirements for any certification, licensure, or other credential sought.

Learning Outcomes

• Goal I: Ability to interpret research, theoretical concepts, and cultural and organizational roles, and relate and apply them to organizational and higher educational leadership.
• Goal II: Effective oral, written, and interpersonal communication skills.
• Gal III: Demonstrated research knowledge and skills in the broad field of learning.
• Goal IV: Ability to engage in and conduct a deep analysis from research and with existing data sets to formulate strategic improvement plans.
• Goal V: Understanding of theories in andragogy as it relates to organizational and institutional learning.

Admission Requirements

Applicants interested in the Educational Specialist program are required to meet individually either in person or via telephone with an admissions representative and program faculty to discuss the program and all requirements.

Applicants must provide a completed South College application for admission and application to the program. Those selected for admission will provide evidence of completion of a master’s degree (related master’s preferred) from an accredited institution of higher education with a minimum grade point average of 2.75 on a 4.0 scale.

Cancellation & Deferral of Enrollment for Newly Accepted Students

The following process is followed for newly accepted students wishing to defer their enrollment to a future term. Please note, the student must be accepted to the program and meet all admissions requirements as outlined in the South College Catalog to make a request for deferral of enrollment.

Deferral of Enrollment Process

• If a new student chooses to cancel initial enrollment at South College, and wishes to defer enrollment to a subsequent term, a request to defer the enrollment must be submitted in writing to the Executive Director of CBE Admissions. The Executive Director shall issue written confirmation to the student, specifying the confirmed start date for the deferred enrollment. No formal review process is required for the first request for deferral.

Subsequent Deferrals and Final Enrollment Consideration

• If the new student subsequently cancels a second enrollment, a request for a third and final enrollment must be submitted in writing to the CBE President for consideration. Students who defer enrollment more than twice may be subject to denial of further enrollment deferment. Exceptions may be made if the student has extenuating circumstances such as medical necessity, military service, and/or other personal circumstances with acceptable documentation. The request for deferment should outline the reason(s) for deferment, including any extenuating or mitigating circumstances. The new student will receive official notification indicating if the request was approved or denied.

Academic Participation and Withdrawal

Administrative Withdrawal Policy

If at the end of a term, at least 50% of one course has not been completed and the student has been inactive for more than 60 days, the student will be administratively withdrawn from the program.  If a student, who has been administratively withdrawn (due to non-participation), wishes to continue with the program, the student must formally re-apply through standard admissions process.

Reinstatement and Re-entry after Withdrawal

Within 7 days of a withdrawal request, a student may request to be reinstated to the program. The student must send their written reinstatement request to the President of Competency-Based Education. Reinstatement is not guaranteed and is at the discretion and approval of the President of Competency-Based Education.

If a student would like to re-enter the CBE program after withdrawal outside of the 7-day grace period for reinstatement, the student must apply for re-entry to the CBE program by sending a written re-entry request to the President of Competency-Based Education. Re-entry, if approved, may not be within the same 6-month term and will only be approved in a subsequent 6-month term.

Withdrawal Policy (within term)

If a student withdraws before the 5th month of any 6-month term, the student will be issued a W grade for any uncompleted courses, unless the student was on academic probation for not completing a course the prior term. In this case, the student will receive a letter grade of F for the course.

If a student withdraws after the 1st day of the 5th month of any 6-month term, any course that is not completed will be assigned the letter grade of F.

A student must request to withdraw using the Withdrawal Form located in the Student Portal.

Participation Policy

Regular participation is required.   

Incoming Student Participation Requirement at New Term Start

Incoming students must participate within the first 28 days of the start date of the entering term or they will be canceled from the program. Student participation is defined as completing (having passed) a full competency within the 28-day new start period (entering term). All formative and summative assessments within one competency must be successfully passed during the current 28-day new start period. Students who do not meet this requirement will be cancelled from the program. If a student completes a course within the first 28 days of their new term, they will be billed for tuition for the term. 

Academic Standards, Candidate Progress, and Grading

Upon entering the graduate program, students are encouraged to confer with their Mentor as needed. Students’ academic progress is monitored each 6-month term to ensure satisfactory progression which is considered mastery of at least 8 credits per 6 month term.

1. Failure to complete a minimum of 8 credits (Example two 4.5 credit courses, two 4 credit courses or one 9 credit course), per 6-month subscription with a final grade of A will result in the student being placed on academic probation.* 
2. Students who are placed on academic probation that did not successfully complete a minimum of 8 credits (Example two 4.5 credit courses, two 4 credit courses or one 9 credit course) must meet this requirement within the first 28 days of a new term or they will be administratively withdrawn from the program. 
3. On the 1st day of the 4th month of any term, any student who has not completed at least 1 course during the current term will receive an academic probation warning letter. 
4. If a student who received a SAP warning on the first day of 4th month does not reach SAP within 60 days of the warning, they will need to complete an Academic Plan on day 1 of the 6th month on how they will reach course completion. The Academic Plan must be signed, approved and on file prior to the start of the next term. Students who do not complete an Academic Plan will be academically dismissed from the program.  
5. Students may only enter probation one time in their program.

Students on probation who do not complete the required one course within the 28-day of the next consecutive term start are not eligible to progress and will be notified of dismissal.

Students who were dismissed or voluntarily withdrew from the program and who wish to return to the program must submit an application for re-entry. Program requirements in effect at that time of approved reentry must be met. A student may only be readmitted to the  program one time. Student deficiencies that may impact academic standing, which may include probation or dismissal from the program, are monitored by the Student Success Mentor.

Categories of Academic Standing for EdS Candidates are:

• Good Standing: Status of a student who has met academic requirements in a satisfactory manner.
• Warning: Status of a student whose academic performance places him/her in jeopardy of falling below the minimum stated grade required or progression. Students who have not completed a course by the 1^st day of the 4^th month of the term will be placed on Academic Warning.
• Probation: Status of a student who has failed to receive master in at least one course within a 6-month term.  Following a 28-day probationary period, the student will either return to Good Standing by satisfactorily completing one course within the 28-day probation period or be dismissed from the program for not completing the minimum required courses.

Grading

Course Instructors determine mastery of competencies and the resulting final grade in all courses. The requirements of each course are found in the course syllabus.

Letter Grade	Q.P.	Percentage Score Range
A (Mastery)	4.00	90-100%

Grievance Process

All efforts must be made to resolve issues at the department level before moving to the South College Formal Complaint and Grievance processes as listed in the Student Services section of the catalog. 

Graduation Requirements

For a student to graduate from the Educational Specialist degree program, the student must be in a good academic and professional standing, have had satisfactory progress in all quarters of the academic program, and satisfactorily complete the following:

1. Successfully complete the required quarter credit hours of academic coursework.
2. Evidence a minimum cumulative grade point average of 4.00 or above for the required coursework.
3. Achieve a designation of “mastery” for all course competencies.
4. Complete all required South College and program documents in preparation for graduation.
5. Honor all professional and financial obligations to South College. 

​The Educational Specialist program is offered Online (CBE).