DEFENSE OF DEGREE

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Dallas Baptist UniversityCollege of
EducationGraduate Programs

• DEFENSE OF DEGREE
• WORKSHOP

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Why a Defense of Degree?

• Capstone collection of signature assessments and
  artifacts with reflections that demonstrate a
  candidates personal growth, development, and
  acquisition of knowledge, skills, and
  dispositions.

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Why a Defense of Degree?

• Desire for meaningful and authentic assessment
• Candidates evidence of growth through the
  reflection/explanation of designated standards
• Allows candidates to present information about
  themselves as learners and to document growth
  over time

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Defense Of DegreeObjectives

• The College of Education program directors,
  faculty, and Educator Preparation Board members
  have determined three competencies in which
  candidates will demonstrate their knowledge,
  skills, and dispositions.
• Candidate demonstrates expertise/experience in
  three competencies
• (1) College of Education Diversity
• (2) Program Specific (see program director)
• (3) Candidate Choice (refer to Standards)

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Objectives

• Candidates
• take an active role in shaping their learning
  process
• reflect on their learning process and become
  evaluators of their own work and performance
• set goals for their progress and feel comfortable
  in taking risks in achieving those goals

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Objectives CONTINUED

• Candidates have the opportunity to actively
  engage in an exchange of ideas and feedback with
  their peers and advisors as a collaborative team
• Candidates takes a role in setting the standards
  for accountability
• Candidates incorporate service learning into the
  defense that enhances student learning, fosters
  civic responsibility, and develops servant
  leaders

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Competencies

• Contact your program director regarding
  competencies that need to be addressed in your
  defense of degree.
•  

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Defense of Degree Development

• Initial Advising Session--defense of degree
  guidelines and components will be discussed and
  disseminated by program director.
• Workshop Sessions (offered during Fall, Spring
  and Summer)--includes an overview of defense of
  degree/development/presentation
• Ongoing Evaluationcandidates are responsible for
  making appointment(s) with their designated
  Program Director to discuss progress.
• Pre-presentation Evaluationcandidates are
  responsible for scheduling a meeting with their
  Program Director at least two weeks before the
  final presentation for feedback and approval
• Final Evaluationcandidates will present their
  defense of degree to the Educator Preparation
  Board for final approval during their last
  semester of program of study.
• ATOMIC LEARNING available on Blackboard for
  assistance on how to use various presentation
  types for digital presentation.

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Defense of Degree Process

• Candidates will utilize their choice of
  technology in presenting their defense of degree
• Candidates may choose to select an organized
  thematic portfolio that reflects what was written
  in personal philosophy.
• Candidates will write a comprehensively developed
  philosophy in relation to program of study.
• Show originality do not create an assemblage of
  packaged materials. Plagiarized work
  automatically disqualifies your portfolio.

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Philosophy of Education

• 3 to 5 page paper describing Who are you as a
  professional educator in your program of study?
• Include
• What you think is important
• Beliefs and/or theories which guide your
  professional practice
• Goals for what you want to accomplish
• On-going piece of work

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Service Learning

• Service Learning is a teaching and learning
  strategy that integrates academic instruction,
  community service, and guided reflection from a
  Christ-centered, faith-based perspective
• Goal 1 Enhance Student Learning
• Goal 2 Foster Civic Responsibility
• Goal 3 Develop Servant Leaders

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Service Learning

• How have you incorporated service learning in
  your program of study that fostered civic
  responsibility, enhanced your learning, and
  enhanced your servant leadership skills?

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What is an artifact?

• Tangible evidence of knowledge that is gained,
  skills that are mastered, values that are
  clarified, or dispositions and attitudes that are
  characteristic of you.

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Artifacts

• Anecdotal records
• Article summaries
• Assessments
• Awards
• Bulletin Board Ideas
• Case Studies
• Classroom Management Philosophy

• Essays/ Book Review
• Evaluations
• Floor Plans
• Goal Statements
• Individualized Plans
• Conferences Presentations or Attendance
• Journals
• Letters

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Artifacts

• Management Strategies
• Media Experiences
• Workshop Agendas
• Observation Reports
• Pictures
• Planning Documents
• Professional Development Activities
• Staff Development Plans/ Activities

• Professional Organizations
• Projects
• Research Papers
• Rules and Procedures
• Schedules
• Self-Assessment Instruments
• Developed materials

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What are reflections?

• Artifacts, that reflect the modeling of the
  individuals Personal Philosophy of Education
  throughout their graduate program. This can be
  in the form of a Reflective Journal or
  Reflections within the portfolio.

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Digital Format

• Utilize technology for talking points to enhance
  presentation
• Refer to defense of degree rubric
• Show growth and transformation
• Justify why degree should be awarded

COLLECTION REFLECTION SELECTION PRESENTATION EVALU
ATION
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Closing Statement

• Short reflective essay
• Describes growth
• Self-assessment
• Draws conclusions
• Makes inferences
• Analyzes learning

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Defense of Degree Presentation

• Arrive approximately 30 minutes prior to your
  designated presentation time.
• Be familiar and comfortable with the components
  of your defense- this is your story
• Dress professionally
• The formal defense will take place on the main
  campus at a date set by the College of Education
  and approved by the University.
• Present to a selected committee of members of the
  Educator Preparation Board
• Allow 30 minutes (presentation-20-25 minutes,
  questions-5 minutes)

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Evaluative Criteria

• Mission Statement
• Personal Philosophy of Education (focus, ideas,
  organization)
• Diversity Awareness
• Director selected competency (program specific)
• Candidate selected competency (contribution to
  discipline)
• Evidence of service learning

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Evaluative Criteria

• Artifacts with explanations and reflections
• Effectiveness in explaining contents
• Quality and design
• Effective use of technology
• Professionalism
• Goals for the future
• Closing Statement

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DEFENSE OF DEGREERUBRIC

• Upon completion of the candidates defense, the
  EPB committee will collaborate and the committee
  chair will submit the final score to program
  director.

Please complete the following evaluation by
circling the appropriate number 4 Exceeds
expectations 3 Proficient 2 Below
Expectations 1 Unsatisfactory Requirements
(Refer to Defense of Degree Rubric)
Personal Philosophy of Education 4 3 2 1
2. Diversity Awareness 4 3 2 1
3. Director Selected Competency 4 3 2 1
4. Candidate Selected Competency 4 3 2 1
5. Evidence of Service Learning 4 3 2 1
Technology 4 3 2 1
7. Goals for the Future 4 3 2 1
Professionalism 4 3 2 1
Communication 4 3 2 1
Closing 4 3 2 1
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DEFENSE OF DEGREERUBRIC
CANDIDATES FINAL SCORE __________ 40-36
Exceeds expectations 30-35 Proficient 00-29
Resubmit Approval Yes No Resubmit
________ If a resubmission is required,
candidate will have the opportunity to present
within 5 calendar days to a committee of COE full
time faculty for final review as scheduled by
program director. EDUCATOR PREPARATION BOARD
COMMITTEE REVIEW Chairperson Signature
________________________________________________
_________________ Comments are encouraged. A
written explanation is required if final score is
30 or below. Comments __________________________
__________________________________________________
______________________ ___________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
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_________________
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DEFENSE OF DEGREESCORING CRITERIA

• Based upon the candidates presentation, EPB
  committee members will utilize a defense of
  degree rubric stating the candidates status of
  approval and/or if a resubmission is required.
• In the event of a resubmission, candidate will
  have the opportunity to present their defense at
  the next scheduled EPB meeting.
• Educator Preparation Board meets three times a
  year fall, spring, and summer.

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DBU CORNERSTONE