Capella Learning and Career Outcomes

Outcome goals and graduates' proficiency levels

Each doctoral program and specialization is designed around expected learning outcomes (see Expected Program Outcomes below). End of program performance is determined during the comprehensive exam and dissertation process. Because the work is unique to each learner's dissertation or research topic and the criteria for evaluation are aligned to that work, we do not collect data on proficiency levels for doctoral programs.

Doctor of Philosophy (PhD) in Education

Higher education and training specializations

• Instructional Design for Online Learning
• Leadership for Higher Education
• Nursing Education
• Postsecondary and Adult Education
• Professional Studies in Education
• Training and Performance Improvement

P–12 education specializations

• Curriculum and Instruction⁴
• K–12 Studies in Education
• Leadership in Educational Administration^{1, 2, 3, 4, 5, 6}
• Special Education Leadership^{1, 4, 5, 6}

Quality and Professional Relevance

• Capella's School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE). NCATE-accredited programs are recognized by the U.S. Department of Education and the Council for Higher Education Accreditation for the preparation of P-12 teachers and other professional school personnel. Graduates of these programs are highly regarded by many school districts, licensing authorities, and teaching professionals.

Higher education and training specializations

• More than 1,000 colleges and universities have already employed Capella learners and alumni.
• The National League for Nursing recognizes that Capella’s PhD specialization in Nursing Education aligns with the Core Competencies for Nurse Educators©, using competencies that are integral to the Certified Nurse Educator® (CNE) exam.
• Capella’ MS and PhD Training and Performance Improvement specializations are the only graduate program offerings that include the Phillips ROI Methodology™ course and prepare students to apply for ROI Certification.
• Capella University connects with associations in the field of higher education, such as the League for Innovation, ROI Institute™, and American Association of Community Colleges (AACC), so our courses can focus on core competencies identified in nationally recognized standards.
• Capella works with the League for Innovation, an international organization committed to improving community colleges through innovation, experimentation, and institutional transformation.

P–12 education specializations

• Capella’s Leadership in Educational Administration and Special Education Leadership specializations are state-approved and may lead to licensure endorsement².
• More than 5,000 people have chosen Capella’s P–12 specializations to advance their careers.
• Capella’s course work focuses on core competencies identified in nationally recognized teaching standards.
• Capella’s PhD specialization in Leadership in Educational Administration is designed around nationally recognized leadership standards, including the Interstate School Leaders Licensure Consortium (ISLLC).

Expected Program Outcomes for All Specializations

Higher education and training specializations

1. Evaluate best practices in higher education.
2. Demonstrate professional and ethical leadership.
3. Demonstrate professional competence.
4. Evaluate, Analyze and conduct relevant research in higher education.

P–12 education specializations

1. Subject Matter: Possess a deep understanding of subject matter, its place within the discipline, and its connection to other disciplines.
2. Diverse Learners: Utilize multiple models, resources, and management strategies to meet the needs of and engage diverse populations.
3. Equitable, Inclusive Learning Environments: Apply knowledge, skills, and attributes equitably and inclusively to ensure the people they serve have the opportunity and encouragement to reach their potential.
4. Curriculum and Instruction: Develop assessment-driven, standards-based instruction or training.
5. Current Research and Theory: Work as scholar-practitioners by applying current research and theory to lead the development of the profession.
6. Field-Based research: Conduct research as scholar-practitioners to lead the evolution of practice in professional settings.
7. Data Informed Strategies: Inform thinking and planning for organizational strategies with appropriate data.
8. Ethical Leadership and Management: Consistently apply standards of ethical leadership and management.
9. Systems Thinking: Understand the attributes and skills necessary to lead and manage professional organizations as complex and adaptive systems.
10. Reflective Practice: Engage in reflective practice for continuous professional growth and improvement.
11. Communicate Effectively: Write clearly and communicate effectively with constituents in a variety of ways appropriate to purpose and context.
12. Critical Thinking: Engage in thinking, analysis, and problem solving that reflects scholarly intellectual standards, incorporates sound reasoning, and strives for equity and fairness.
13. Technology: Use technology effectively to improve learning, productivity, and professional practice.
14. Collaboration: Initiate and participate in communities of practice and other collaborations with professionals and community members to mobilize resources to best meet learner needs and to enhance professional growth.
15. Vision: Adapt to and provide vision and direction in a changing world.

¹Capella University cannot guarantee licensure, certification, or endorsement. State regulations vary regarding professional licensure and salary benefits. It is the learner's responsibility to understand and comply with requirements for their states. Where applicable, teachers are advised to contact their individual school districts as to whether a program may qualify for salary advancement. For more information on licensure, see: http://www.capella.edu/education-degrees/licensure/(Washington state learners are advised to go to: http://pathway.pesb.wa.gov/outofstate for more information).

²In Minnesota, learners who wish to add endorsements to existing administrative licenses must complete additional field work. To expand an elementary or secondary license to K-12, learners must complete a second 200-hour internship. To add a principal endorsement to a superintendent endorsement in Minnesota (or vice versa), the internship is 320 hours (MR, 3512.0200, Subp.3.)

³Learners seeking licensure in Arizona must secure a Structured English Immersion endorsement (SEI). Capella University has an alliance with Rio Salado College regarding course work for the SEI endorsement. Learners needing this endorsement should contactacademicadvisement@mail.riosalado.edu to discuss the necessary courses and the application process at Rio Salado College.

⁴North Carolina residents are currently not eligible to enroll in this specialization.

⁵This specialization has not been reviewed or approved by Pennsylvania; Pennsylvania residents will have to apply and meet requirements for certification as out-of-state candidates.

⁶The Iowa Board of Educational Examiners requires graduates to first earn a Minnesota license and (if applicable) endorsement prior to applying for an Iowa license or endorsement. Capella assists learners seeking an Iowa license with understanding the Minnesota requirements and contacting state educator licensing offices. An Iowa resident seeking subsequent licensure from the Iowa Board of Education Examiners must contact that Board for licensure requirements in Iowa. See the education licensure site at www.capella.edu/licensure_ed for contact information.

School of Education Doctoral Degree Graduates

Data from graduates across all Education doctoral programs have been combined for these Career Outcomes results.

Capella's School of Education doctoral graduates report satisfaction with tasks and responsibilities and salary and benefits. Over 50% of graduates work in higher education; an additional 25% work in P-12 environments.

Percentage of respondents who answered "satisfied" or "very satisfied"
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q3 2011 – Q2 2012.

Our School of Education doctoral graduates report receiving salary increases and getting recognition from employers for their Capella degrees. Just over half have presented at a conference or published an article, book or monograph. Over 40% of those surveyed have advanced in their careers.

Percentage of respondents who indicated they had accomplished each item
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q3 2011 – Q2 2012.

School of Education Doctoral Degree Graduates

Data from graduates across all Education doctoral programs have been combined for these Student Experience results.

Capella University School of Education doctoral graduates think their education meets academic program outcomes and helps them meet career goals. They are likely to recommend Capella to others.

Percentage of respondents who answered affirmatively
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q3 2011 – Q2 2012.

School of Education doctoral graduates report they have gained practical knowledge and expertise which are applicable in a range of professional settings.

Percentage of respondents who rated themselves as "proficient" or "distinguished" on ability to demonstrate the skill or ability on the job.
Source: Responses to the Alumni Outcomes Survey one year after graduation. The data were collected during Q3 2011 – Q2 2012.