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Educational Leadership Ed.D.

Student looking on as others take down notes in class.

Educational Leadership, Ed.D.

Overview

Program Overview

Through this program, educational professionals are prepared to confront leadership challenges and engage in effective research, policy analysis, and formulation. Graduates serve as leaders in a variety of teaching, research and administrative contexts across the P-16 education continuum.

This powerful, dynamic, and supportive doctoral program is designed to provide extensive preparation in educational theory, policy analysis, administration and applied research. The curricular design offers the opportunity for students to focus on higher education or K-12 leadership, and culminates in the dissertation. The program utilizes a delivery system that is sensitive to the professional demands on education practitioners by offering hybrid, evening, weekend, and summer coursework. Dissertations are driven by student interests, and professional and community needs.

The curriculum involves 45 hours of doctoral-level coursework beyond the master’s degree. It is comprised of 13 courses including dissertation research, writing, and defense.

Courses

Course Requirements

Educational Leadership
Degree: ED.D

Courses

Research Core

Course Number Course Name Credits
EDL 732

Advanced Statistics & Lab

This course is designed to refresh student backgrounds in descriptive and inferential statistics, and through review of this background, to develop a much richer and deeper understanding of the applications of these background skills to the reading and interpretation of literature and conducting research in the field of education. Students will review a wide variety of descriptive statistical techniques, then use these techniques to develop deeper understandings of their applications to advanced inferential statistical methods. Students will become familiar with ANOVA models, regression techniques, factor analysis, and multivariate applications, and use these applications to review literature in their field of interest.
Offered in: Fall Only
Prequisites: None

4
EDL 733

Quantitative Research Design

This course is designed to extend prior graduate training in quantitative research methodology to develop a much richer and deeper understanding of the applications of these background skills to the reading and interpretation of literature and conducting research in the field of education. Students will review a wide variety of quantitative techniques, including pre-experimental, true experimental and quasi-experimental designs. Students will conduct literature reviews on their topics of interest, and apply their understandings of quantitative research methodologies to literature in their field of interest. Students design a study of their choice applying all aspects of the course, including APA writing style, literature reviews, and a detailed methods section covering their applications of research design to their topic of choice.
Offered in: Spring Only
Prequisites: EDL-732

3
EDL 734

Qualitative Research Design

This course is designed to extend prior graduate training in qualitative research methodology to develop a much richer and deeper understanding of the applications of these background skills to the reading and interpretation of literature and conducting research in the field of education. Students will review a wide variety of qualitative techniques, including interviews,focus groups,content analysis and ethnography. Students will conduct literature reviews on their topics of interest,and apply their understandings of qualitative research methodologies to literature in their fields of interest. Students design a study of their choice applying all aspects of the course,including APA writing style, literature reviews, and a detailed methods section covering their applications of research design to their topic of choice.
Offered in: Summer Only
Prequisites: EDL-733

3
EDL 735

Case Study Method and Design

This course introduces and instructs students in case study method & design. The course applies previous coursework in statistics, quantitative methods, and qualitative methods to evaluating and conducting case studies in education. As a method for researching "how and why" questions regarding "real world" (or "natural" settings such as neighborhoods,schools, or academic departments),the unique features and appropriate applications of case study method and design are described and analyzed. Published case studies of education (education-related)endeavors are reviewed and evaluated.
Offered in: Fall Only
Prequisites: EDL-734

3

Total: 13

Academic Core

Course Number Course Name Credits
EDL 731

Doctoral Seminar

Successful completion of doctoral-level coursework and in particular successful completion of the dissertation require a specific set of well-developed academic skills and orientations including the ability to: utilize library resources including databases and information technologies; conduct thorough literature reviews; apply theory to guide both research and practice; and comprehend, interpret, critique and produce academic prose. As such, the course provides students with a foundation for growth throughout the program.
Offered in: Fall Only
Prequisites: None

3
EDL 737

Persistent Problem Inequality

This course examines the history and current status of the relationship between education and various forms of social inequality. Relying on both historical writings and current empirical research, the course analyzes the various ways in which formal educational institutions have been and are related to sustaining, increasing and reducing various forms of social inequality. Emphasis is given to using this analysis to evaluate current educational policy and practice, especially with respect to the transition to post-secondary education.
Offered in: Spring Only
Prequisites: EDL-731

3
EDL 738

History & Future of Education Reform

This course identifies common themes in educational reform efforts over the past 150 years, and traces the history and future of these efforts within and across educational systems through an analysis of empirical research, historical writings and governmental and non-governmental initiatives. Common strands include reforms focused on: standardization, assessment and accountability; governance; curriculum and pedagogy; teacher training; professionalization; funding and accountability; and the use of technology. Emphasis is given to these themes vis-à-vis a critical analysis of the marketization and commercialization of education. This understanding is applied to ethically navigating the current reform landscape and evaluating current reform efforts.
Offered in: Fall Only
Prequisites: EDL-737

3
EDL 739

Cultural Perspectives in Education

This course draws from the fields of culture studies and multicultural education to understand cultural phenomenon in relation to education. It identifies and analyzes cultural issues at the institutional, organizational and classroom level.Emphasis is given to reviewing theoretical perspectives, empirical research, and demographic trends. The course also identifies and analyzes effective teaching-learning environments in the classroom at primary, secondary and post-secondary educational levels.
Offered in: Spring Only
Prequisites: EDL-737

3

Total: 12

K-12 Professional Core

Course Number Course Name Credits
ELK 741

K-12 Education Governance, Law & Policy.

This course is designed to provide primary and secondary educational leaders with the knowledge and skills necessary to understand and successfully lead their organizations within the constraints and opportunites provided by current legal and governance structures. This course focuses on policy creation and implementation strategies while managing legal risks with special attention to respecting the civil rights of all constituency groups. This course will be structured to address current issues of importance to primary and secondary educational leaders.
Offered in: Fall Only
Prequisites: Edl-738

3
ELK 742

Education Finance & Planning

This course is designed to provide primary and secondary educational leaders with the knowledge and skills necessary to understand and successfully lead their organizations within the constraints and opportunities current funding streams. This course focuses on legal, equity and budgetary issues, with a focus on improving the efficacy and efficiency. This course will be structured to address current issues of importance to primary and secondary educational leaders.
Offered in: Summer Only
Prequisites: Edl-732 Edl-737

3
ELK 743

School-Community Relations

This course identifies and evaluates efforts to coordinate district,university,business/industry, and community service agencies in building effective programs that enhance the capacity of educators to meet the needs of all students. Students learn to communicate effectively with various cultural,ethnic,racial,and special interest groups within the community and learn to involve them appropriately in policy development,assessment,and planning. Students learn to design and implement community needs assessment,community participation projects,and community education organizations. Students develop and understanding of community power structures,including identifying major opinion leaders and their relationships to the school. Students develop an effective and interactive staff communications plan and public relations program.
Offered in: Spring Only
Prequisites: Edl-737 Edl-739

3
ELK 744

Curriculum, Instruction & AssessmentLearning

Integrates the study of the fields of curriculum, instruction and assessment from the point of view of improving learning outcomes. This course provides a critical overview of current curriculum issues and prepares participants to assume an instructional leadership role in this area. Readings, simulations, case studies, critical reflection activities, and visiting speakers are used to develop understandings of current learning theory, curriculum development, instructional strategies, and assessments. In this way students will have opportunities to practice curriculum standards alignment, student achievement data analysis,and the integration of technology.

Prequisites: EDL-732 EDL-738 EDL-739

3
ELK 745

Applied Research Practicum I

Students develop an applied research proposal that studies an institutional issues or problems. The student will identify the question or problem to be studied and the student will, under the guidance of the instructor,develop an applied research proposal to be carried out in Applied Research Practicum II.

Prequisites: Edl-735

2
ELK 746

Applied Research Practicum II

Students conduct the research or evaluation proposal developed in Applied Research Practicum I. The student will obtain IRB approval,collect and analyze the data,and write up the full research report.

Prequisites: ELK-745

2

Total: 16

Higher Education Professional Core

Course Number Course Name Credits
ELH 741

Higher Education Governance,law & Policy

This course is designed to provide post-secondary educational leaders with the knowledge and skills necessary to understand and successfully lead their organizations within the constraints and opportunities provided by the current legal context and choice of governance structures. This course focuses on policy creation and implementation strategies while managing legal risks with special attention on respecting the civil rights of all constituency groups.This course will be structured to address current issues of importance to post-secondary educational leaders.
Offered in: Fall Only
Prequisites: Edl-738

3
ELH 742

Higher Edu & Strategic Planning

This course provides detailed,hands-on experiences with the challenges that are faced by upper-level administration in the development, management, financing,and planning of higher education institutions. Costs,revenues, staffing,and constraints that face educational leaders in both public and private venues are examined.Extensive examples of organizational structures, personnel and staffing needs,and financial considerations are shown as dependent upon each other, and integral to the strategic planning needed to meet institutional missions.
Offered in: Fall Only
Prequisites: Edl-732 Edl-737

3
ELH 743

Higher Education Curriculum

This course is designed to prepare post-secondary educational leaders with the skills to manage the changing world of curriculum in higher education. This course studies the development and management of curriculum within higher education; purposes,uses,and control;program development; and distance education. Emphasis is placed on curriculum evaluation and planning.
Offered in: Summer Only
Prequisites: Edl-738 Edl-739

3
ELH 744

Program Evaluation Outcomes Assessment

This course examines the advanced evaluation of instructional and educational programs,and introduces students to many of the critical issues involved in assessment in higher education. The course places strong emphasis on the assessment of student learning,and demonstrates this through examples from literature provided by a variety of accrediting agencies.Extensive examples provide mathematical and conceptual understandings of differing measurement approaches to reliability and validity techniques for assessment tools.
Offered in: Spring Only
Prequisites: Edl-732 Edl-738

3
ELH 745

Applied Research Practicum I

Students develop an applied research proposal that studies an institutional issue or problem. The student will identify the question or problem to be studied and the student will, under the guidance of the instructor, develop an applied research proposal to be carried out in Applied Research Practicum II.

Prequisites: Edl-735

2
ELH 746

Applied Research Practicum II

Students conduct the research or evaluation proposal developed in Applied Research Practicum I. The student will obtain IRB approval, collect and analyze the data, and write up the full research report.

Prequisites: Elh-745

2

Total: 16

Dissertation Core

Course Number Course Name Credits
EDL 752

Dissertation Proposal I

This is the first of a two-course sequence, in which students identify the final dissertation topic,and develop the major sections of a complete dissertation proposal for research of the topic under the guidance and supervision of an Educational Leadership faculty member. This course guides the student in all aspects of dissertation proposal design,format,and sequence. Students will provide a fully detailed topic for research of significance to the field,assemble a dissertation committee,and prepare the major aspects of the dissertation proposal, including introduction, theory for the research,review of the related literature,and a set of protocols for the conduct of the study.

Prequisites: None

3
EDL 753

Dissertation Proposal II

This is the second of a two-course sequence, in which students prepare the final dissertation proposal,including all elements of written work in Edl 722,and preparing IRB applications,any applicable contact letters,and proposal defense presentation material under the guidance and supervision of an Educational Leadership Faculty member. This course guides the student in all aspects of dissertation proposal finalizing,defense,and application materials for IRBs. Students will provide all elements of the final written dissertation proposal,follow guidelines regarding its final presentation to the dissertation committee,scheduling of defense and any required revisions following the defense.

Prequisites: EDL-752

2
EDL 831

Dissertation Guidance

Under the guidance of the dissertation committee,the doctoral candidate will complete the dissertation following the approved content and protocols of the proposal. The student will prepare and defend the completed dissertation and obtain the approval of the dissertation committee.
1-4

Total: 9

Credits required for EdD courses: 50
Transfer Credits: 40
TOTAL required for EdD: 90

Requirements

Additional Requirements

In addition to the course work, students are also required to complete the following:

  • Complete a qualifying paper at the completion of all coursework prerequisite to the dissertation. Students must successfully produce a qualifying paper before proceeding to take EDL 752.
  • Present a defense of the dissertation proposal and completed dissertation. (See the dissertation handbook for a detailed presentation of the dissertation requirement.).
Regulations

Academic Regulations

In addition to the general academic regulations for graduate programs, the following regulations apply for this doctoral program:

  • Doctoral students are required to receive a grade of B or higher in all courses in the educational leadership curriculum. Students who receive less than a B (B-, C+, etc.) will not only have to repeat that course, but will also be placed on academic probation (see section on academic probation). Grades of U, or unsatisfactory, are considered to be grades below a B for all policies that contain reference to grades of B- or below for doctoral coursework. A course may be repeated one time only. The original grade will be replaced by the second grade whether higher or lower. Students who receive a grade of B- or below twice for the same course will be dismissed from the program.

Academic Probation

Students enrolled in the doctoral programs who receive a grade of B- or below will be notified in writing that they have been placed on academic probation. Academic probation will then apply to the next semester of their enrollment, including summer semesters. Students who have been placed on academic probation must successfully complete all coursework with grades of B or higher in the next semester of their enrollment in order to be removed from academic probation. Students who have been placed on academic probation, and receive a grade of B- or below for any course taken in the next semester of their enrollment, will be dismissed from the program.

Students who are taking coursework, and are carrying an “I” (Incomplete) grade from any previous doctoral coursework, and who have a grade of B- or below submitted to replace any I grade, will immediately be placed on academic probation for the current semester of their enrollment.

Doctoral Policies on Student Misconduct

In addition to the college’s policy regarding academic integrity, students enrolled in the educational leadership doctoral program are expected to demonstrate the highest standards of personal behavior and professional conduct in academic and educational environments. Dishonesty or misconduct in any form, whether academic or professional, will not be tolerated by program faculty. Unprofessional behavior in any educational setting, including on- or off-campus fieldwork experiences, may result in failure of the course regardless of the mastery of all other course requirements, and may result in dismissal from the program.

The director of doctoral programs will refer any and all allegations of misconduct to the doctoral programs’ student misconduct review committee upon written notification of any type of misconduct identified by program faculty. At least two doctoral faculty not involved in the charge(s) of misconduct will be included on the committee. After a careful review of the charge(s), which includes providing the student an opportunity to present the student’s case before the committee, the committee will render, in writing, a decision to the director of doctoral programs, who will in turn inform the student of the committee’s decision.

Students may appeal the committee’s decision to the director of doctoral programs. Students wishing to appeal the decision of the director of doctoral programs may do so with the associate vice president for student affairs.

Admissions

Application Requirements

Prospective applicants must forward the following materials to the graduate admissions office:

  • A completed application with a nonrefundable application fee.
  • Official undergraduate and graduate transcripts of all institutions attended.
  • Submission of any one of the following: GRE, GMAT, or LSAT scores.

In addition to the application procedure, candidates must present the following:

  • A completed master’s degree.
  • Evidence of leadership and professionalism in education or a related field.
  • A minimum graduate grade point average of 3.5 (based on a 4.0 system).
  • Two letters of professional recommendation.
  • A brief (500-1,000 words) written statement of goals for pursuing doctoral study.
  • One writing sample, including examples from within your graduate program coursework, or an individual scholarly publication. • Professional resume or curriculum vitae.
  • Students being considered for admission will be asked to come to campus to be interviewed by education leadership faculty.

Applications for admission are considered on a competitive basis; applicants meeting minimum requirements may not be admitted.

Provisional Admission

Applicants who do not meet the above criteria but have a graduate grade point average of at least 3.25 and show promise will be reviewed on an individual basis by the admissions committee and may be admitted provisionally. While on provisional status, the student must meet all academic requirements of the program and must receive grades of B or better in the first four courses of the program.

Transferring Credits

Students may transfer up to 40 graduate credits with grades of B or better at the discretion of the program director. Credits must be from an accredited institution in courses appropriate to the program.

In the event applicants have fewer than 40 hours of prior graduate work, prerequisite courses will be necessary to complete the total required.

Department

Educational Leadership

Through this program, educational professionals are prepared to confront leadership challenges and engage in effective research, policy analysis, and formulation. Graduates serve as leaders in a variety of teaching, research and administrative contexts across the P-16 education continuum.

This powerful, dynamic, and supportive doctoral program is designed to provide extensive preparation in educational theory, policy analysis, administration and applied research. The curricular design offers the opportunity for students to focus on higher education or K-12 leadership, and culminates in the dissertation. The program utilizes a delivery system that is sensitive to the professional demands on education practitioners by offering hybrid, evening, weekend, and summer coursework. Dissertations are driven by student interests, and professional and community needs.

The curriculum involves 45 hours of doctoral-level coursework beyond the master’s degree. It is comprised of 13 courses including dissertation research, writing, and defense.