Roosevelt University in Chicago, Schaumburg and Online - Logo

Candidacy Evaluation

The Admission to Candidacy Evaluation is one component of the Student Progress Evaluation System used in the Ed.D. Program. The purpose of Admission to Candidacy Evaluation is to ensure that students have attained the competencies and demonstrated the abilities specified for program graduates by the faculty of the program. Additionally, data obtained through systematic review of students’ progress (annual evaluations and the Portfolio review) also will be used to determine changes that might strengthen the Ed.D. Program.

The central organizing vehicle for the Admission to Candidacy Evaluation is the digital student Portfolio, which contains documentation and evidence of student accomplishments in the program. The process of assembling the Portfolio is intended to be a major self-directed learning and professional development activity of the program. It is through this process that the student will organize, integrate, and consolidate all he or she has learned in the program. The student is expected to demonstrate that his or her knowledge base, competencies, and skills have reached a level of attainment commensurate not only with the expectations of faculty, but also with his or her own expectations as they relate to professional development.

The Portfolio process is both summative and formative. Students are asked to consider Portfolio development throughout their program, reflecting on the experiences or components that will demonstrate competencies. Students are also asked to consider developing or seeking out professional development experiences that will enhance their ability to demonstrate competence.

The Portfolio may include the following artifacts from the each of the Ed.D. competency areas of social justice studies, higher education leadership, and assessment and research. The Ed.D. Candidacy committee and the student will determine which types of artifacts should be in the Portfolio.

    1. Major papers and presentations prepared for course assignments that demonstrate developing expertise in social justice studies, higher education leadership, and assessment and research.
    2. Comprehensive essay examinations from courses.
    3. Papers written for professional publication.
    4. Presentations prepared for professional meetings.
    5. A professional resume.
    6. Summaries of case studies.
    7. Summaries of ethical dilemmas encountered and how they were resolved.
    8. Materials prepared for field based activities.
    9. Summary of professional organization activities.
    10. Summary of advocacy/community outreach activities.
    11. Summary of research projects.
    12. Summary of professional service.
    13. In depth reflections on your path toward expertise in social justice studies, higher education leadership, and assessment and research.