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Doctor of Education in Educational Leadership

This program is designed for working professionals with leadership experience who desire to lead K-12 schools, universities, community colleges or other educational organizations

For decades, educational systems have not been able to transform themselves to meet the needs of all students. Drawing on the principles of equity and social justice, build your capacity to lead change in ways that will improve academic opportunities and outcomes for all students.

Program Overview

The Doctor of Education in Educational Leadership (EDL) program prepares you to become a critically conscious leader with the skills to think strategically, understand and apply evidence-based research, develop strategies to create equity, and foster continuous organizational improvement. The program offers four concentrations: educational psychology, higher education administration, K-12 leadership in urban education and leading instructional change. 

Through this program, you will:

• Earn a doctorate from a program with a strong reputation among employers.
• Continue to work full time while taking one evening of classes per week for most of the program.
• Learn alongside a cohort of experienced professionals with diverse career backgrounds.
• Become equipped to address critical issues in communities that serve historically marginalized groups.

The Doctor of Education in Educational Leadership (EDL) program will equip you with knowledge and skills in six core competencies:

• Accountability
• Critical reflection
• Diversity and equity
• Learning organizations
• Research and data

In the first year of the program, you will complete core courses that reflect USC Rossier’s mission and the program purpose. These courses focus on developing or deepening your understanding of the way power and privilege play out in education, leadership and learning to perpetuate inequities in learning opportunities. Subsequent coursework will build on this foundation and align with your career objectives. Each concentration will expose you to context-specific best practices and research while emphasizing the application of theory to practice.

Concentrations

Each concentration path consists of four courses and a dissertation in practice in a concentration-specific format. You will complete your dissertation under the guidance of a faculty member within your concentration. You must have career experience relevant to the concentration to which you apply.

The educational psychology concentration* focuses on research and practice in the areas of learning, motivation and development in diverse social contexts. Courses in the concentration explore how people learn, what motivates them, which instructional and motivational strategies are most effective within varied cultural systems and how the social context of instruction affects learning.

*The educational psychology concentration does not meet the requirements for licensure as an educational psychologist.

Recommended career background for this concentration: Professional in K-12, higher education, or counseling, special education, social services, instructional technology, non-profit organizations, or other non-traditional educational settings.

Dissertation in practice: Study an existing problem of practice and complete a five-chapter dissertation or design curriculum to address an existing problem of practice.

Career outcomes: The educational psychology concentration prepares you for employment in areas such as instructional design, human performance personnel, school/community counseling and more.

Alumni have held positions such as:

• Innovation program manager, Applied Materials
• Managing director, school performance accountability and research, California Charter Schools Association
• Dean of innovation, The Derryfield School
• Vice president of education, Fusion Education Group  

The higher education administration concentration focuses on administrative theory and best practices for leading higher education institutions. Courses in the concentration address policy, economic issues, assessment, student learning and the history and major philosophical assumptions that undergird the system of higher education.

Recommended career background for this concentration: Professional in higher education administration at a two- or four-year college or university (including student, academic and administrative affairs) or secondary and postsecondary college advising.

Dissertation in practice: Study an existing problem of practice and complete a traditional five-chapter dissertation.

Career outcomes: The higher education administration concentration prepares you for employment in senior administration in two- and four-year colleges, academic executive positions, key leadership roles in education-related organizations, and more.

• Associate dean of students and director, Stanford University
• Executive director, undergraduate advising and programs, School of Business, George Washington University
• Director of intercollegiate athletics, California State University, Northridge
• Vice president for student affairs and dean of students, University of Texas, Austin

The K-12 leadership concentration will prepare you to become a leader in classrooms, schools or school districts. The courses help develop an understanding of how to create high-performing schools that address the diverse needs of all students regardless of school setting. The course sequence culminates in either EDUC 720: Leadership for Principals or EDUC 721: Leadership for Superintendents, an integrated composite of effective leadership practices that result in more effective organizational outcomes, including increased student achievement.

Recommended career background for this concentration:

Teacher, administrator or education professional in PK-12 education at the local, state and federal levels.

Career Outcomes: The K-12 leadership concentration prepares you for employment as an educational leader in the K-12 field. This includes school site leadership, district leadership and systems leadership. Roles include teacher leaders, district office leaders, superintendents and CEOs of independent schools and charter schools.

• Superintendent, Covina-Valley Unified School District
• Director of community partnerships, Long Beach Unified School District
• Chief innovation officer, National Catholic Educational Association (NCEA)
• Superintendent, Garden Grove Unified School District  

The leading instructional change concentration focuses on theories, practices and policies supporting curriculum and instruction that foster equitable educational opportunities for students from historically marginalized groups in urban PK-12 and higher education settings. This concentration is designed for individuals interested in leading and teaching teachers (pre- and in-service) and faculty (higher ed) so that they are prepared to provide their students with high-quality instruction that is anti-racist, culturally relevant and LGBTQ+ inclusive.

Recommended career background for this concentration: Teacher or administrator in PK-12 or higher education, instructional leader or designer, curriculum developer or professional in non-traditional educational settings.

Dissertation in practice: Conduct action or participatory action research addressing the relationship between leadership and instructional improvement in PK-20 educational settings and complete a non-traditional written product (not a five-chapter dissertation) and public presentation.   Career outcomes: The leading instructional change program prepares you for positions such as university faculty member, professional development specialist, curriculum developer/administrator and more.   Alumni have held positions such as:

• Director, metrics and LCAP, Azusa Unified School District
• Director, student support and intervention, Antelope Valley Union High School District
• Senior director of teaching and learning, Los Angeles Education Partnership  

Dissertation in Practice

The dissertation in practice is a doctoral dissertation with a more practical focus than a traditional dissertation. Under the guidance of faculty in your concentration, you will apply relevant research methods to tackle a problem of practice that impedes access to equitable educational opportunities and outcomes. The purpose of the dissertation in practice is to equip you with the knowledge and skills you will use to address existing problems in your workplace well beyond your completion of the program. Format options for the dissertation in practice vary by concentration.

Scholarships

As an applicant, you will be automatically considered for limited, merit-based scholarships of $10,000. There is no need to submit a separate application for this scholarship. Recipients are selected based on academic achievement, demonstrated dedication to the USC Rossier mission and other distinguishing characteristics. All USC Rossier scholarships are awarded at the time of admission.

View USC Rossier’s scholarship finder to identify other scholarships and funding opportunities. You do not have to be admitted to apply to these scholarships. Carefully note the scholarship application deadlines, which may occur before the final program application deadline.

Financial Aid

The USC Office of Student Financial Services provides information regarding student accounts, tuition payment plans, campus-based loans, payment options and tax credits.

To be considered for financial aid, you must apply by filing the FAFSA. After you apply, the financial aid office will determine your financial need and inform you of the federal or private loans that are available to you.

Program Details

Degree awarded, estimated length, program cost.

$2,354 per unit (estimated)

Estimated cost of attendance

Next Deadline

December 1, 2024

See all deadlines

August 25, 2025

Class Times

Prior to the dissertation phase, students are assigned to one evening of classes per week on Tuesday, Wednesday or Thursday from 5:00 to 9:50 p.m.

More in this program

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Our professors are top practitioners dedicated to supporting your growth and challenging your perspective.

Stephen J. Aguilar

• Associate Professor of Education
• Educational Psychology
• Learning Analytics • EdTech & Generative AI • Digital Equity • Educational Data Science • Motivation & Self-Regulation

Shafiqa Ahmadi

• Professor of Clinical Education
• Co-director of the Center for Education, Identity and Social Justice
• Higher Education
• Diversity • Legal Protection of Underrepresented Students, Including Female Muslims, Bias and Hate Crimes, and Sexual Assault Survivors

Debra Bogle

• Part-Time Lecturer

Dwuana Bradley

• Assistant Professor of Education
• Critical Education Policy • Higher Ed • K–12

Melanie Brady

• Master Lecturer of Education
• • Educational psychology • Instrumentation design and development • Metacognition, health, and education • Organizational leadership and change • Metacognition to improve clnical practice in acute care settings

Patricia Burch

• Professor of Education
• Co-director of CEPEG
• K-12 Education Policy
• Organizational and Institutional Change • Education Policy • Intersection of Public and Private Partnerships in Education • Digital Instruction • Policy Implementation and Impact • Equity and Quality in Public School Instruction

Ruth H. Chung

• Marriage and Family Therapy
• Asian American Acculturation: Theory and Measurement. Intergenerational conflict and adjustment issues in Asian American immigrant families. Cultural psychology and multicultural counseling. Measurement and assessment. Teaching of statistics and research methods.

Darnell Cole

• Race/ Ethnicity, Diversity, Student-Faculty Interactions, Learning, and Student Experiences within K12 and Higher Education Environments.

Matthew Dame

• Part-Time Master Lecturer
• Teacher Education
• Critical Reflection • Authenticity • Heritage Language Learners

Monique Claire Datta

• Teaching Professor of Education

Bradley Ermeling

• Adjunct Assistant Professor

Omar Ezzeldine

• Adjunct Professor

Robert A. Filback

• International and comparative higher education, learning design and program development, online and digital Learning, English language education and policy, fostering creativity and innovation

Gregory Franklin

• Leadership • Policy • Accountability

Jon Fullerton

• Research Professor

Kim Hirabayashi

Corinne Hyde

• Learning Theories • Educational Technology • Information Literacy • Critical Media Literacy • Elementary Education • Teaching and Learning Online

Huriya Jabbar

• Associate Professor
• Critical Policy Analysis; Market-Based Reforms and Privatization in Education; Equity and Access in School Choice Policy; Teacher Job Choices, Retention, and Recruitment; Community College Transfer; Links between Systemic Inequality, Housing, and Schools

Esther Chihye Kim

• Assistant Teaching Professor of Education
• Research Methodology • Higher Education • Inequalities

Akilah Lyons-Moore

• Associate Professor of Clinical Education
• Teacher Education, Culturally Responsive, Inclusive, Critical Pedagogies, Secondary History-Social Science Pedagogy & Curriculum

Nicole M.G. Maccalla, PhD

• Part-Time Senior Lecturer
• Research • Evaluation

Courtney L. Malloy

Shayna Markwongnark

• Part-time Lecturer

Julie Marsh

• K-12 Education Policy and Governance • Accountability • Teacher Incentive Programs • Data-Driven Reforms • School District Reform • School Choice • Equity-Oriented Reforms • Literacy Coaching

Alison Keller Muraszewski

• Adjunct Associate Professor

John Pascarella, III

• Teacher Education • Racial Equity • Digital Media Literacies • Instructional Leadership • Critical Pedagogy • Arts-Based Methods to HIV/AIDS Education

Erika A. Patall

• Professor of Education and Psychology
• Motivation • Autonomy Support • Choice Provision • Student Agency • Need Support • Education Practices • Research Synthesis • Meta-Analysis

Lawrence O. Picus

• Richard T. Cooper and Mary Catherine Cooper Chair in Public School Administration
• Professor of Education Finance and Policy
• Associate Dean for Faculty Affairs
• Public Financing of Schools

• Morgan Polikoff
• K-12 Education Policy • Curriculum • Standards-based Reform • Assessment Policy • Alignment • Survey Research • Quantitative Methods • COVID and Education

Julie R. Posselt

• Equity & Diversity in Higher Education • Organizational Theory • Sociology of Education • Research Methods

Marsha Boveja Riggio, Ph.D.

• Associate (Teaching) Professor of Teaching
• Educational Psychology • K-12 Education • Diversity • Leadership • Supervision • School Counseling • Adolescents • Military

Mark Power Robison

• Professor of Clinical Education and History
• Chair Global Executive EdD Program

Artineh Samkian

Helena Seli

• Professor of Clinical Education, Assistant Dean of Academic Program Development

Gale M. Sinatra

• Stephen H. Crocker Chair
• Associate Dean for Research
• Learning Theory • Knowledge Construction • Conceptual Change Learning • Science Learning • Public Understanding of Science

Julie Slayton

• Schools • School District Systems

Themistocles Sparangis

• Teaching • IT Infrastructure and Application Design, Implementation and Support • Project Management • Strategic Planning • Resource Management • Financial Analysis/Budgeting • Legislative Review/Analysis • Customer Relations • Community Relations and IT Partnerships • Grant Development and Implementation • Diplomacy/Facilitation/Mediation • Evaluative Educational Research

Tracy Poon Tambascia

• Professor of Higher Education
• Veronica and David Hagen Chair in Women’s Leadership
• Higher Education Administration • University Student Affairs • International Higher Education

Kenneth A. Yates

• Learning • Instruction • Motivation • Cognitive Sciences

Program Outcomes

80+ Sitting superintendent alumni

of EDL alumni said their USC Rossier education prepared them to be more effective in their career

Of edl alumni said their studies at usc rossier prepared them well for future employment, of edl alumni said their studies at usc rossier prepared them to understand research, from our alumni.

“My time at USC was invaluable, I enjoyed the program and the world-class faculty that assisted me in honing my skills as a practitioner-scholar.”

Tonantzin Oseguera, EdD ’13

Higher Ed Concentration Vice President for Student Affairs California State University Fullerton

“It was always a dream of mine to be a part of the University of Southern California. The doctoral program was second to none, and the connections you make will impact your career forever. My goal is to be a Superintendent, and with my doctorate, it will open doors for me to accomplish that goal. The Trojan Family is real, and we definitely take care of our own. I am proud to have earned a doctorate from the greatest University in the world.”

Henry (Kenny) Torres, EdD ’21

K-12 Concentration Principal, Santiago High School Corona-Norco Unified School District

“The EdD program taught me how to take in information that I am learning, but also how to narrow it down to manageable bites that I can use to teach others.”

Juliana Calhoun, EdD ’17, MMFT, PPS

Educational Psychology Concentration Assistant Director/Learning Specialist, USC Kortschak Center for Learning and Creativity Assistant Adjunct Professor, USC Rossier School of Education

Featured Research Centers

Center for education, identity and social justice.

Established in 2017, the Center for Education, Identity and Social Justice has a compelling interest in eradicating all forms of discrimination based on the intersection of an individual’s identities that include religion, gender, sexual orientation, race, ethnicity and disability. Using rigorous research and legal analysis, we empower educators to utilize laws and policies in order to identify and extricate bias and unequal distributions of power within educational institutions.

Website  |  Brochure

The University of Southern California Race and Equity Center

Established in 2017, the Race and Equity Center is the epicenter for interdisciplinary scholarship, resources and meaningful activities on racial equity that significantly benefit the University, other institutions of higher education and the broader society.

Is an EdD worth it? Leaders share insights and experiences

Those wondering if an EdD is worth it often want to make a positive impact while advancing their career. A doctoral degree in education can be an effective way to land leadership positions in K–12 schools, higher education and other industries as well. Because doctoral programs require rigorous study and professional experience, an EdD represents the highest level of preparation for many roles in education and related fields. 

PhD vs. EdD in education: nine expert tips to help you choose

If you want to elevate your career in education, an advanced degree can open the door to more job opportunities. Many schools offer graduate programs in education, but before you go down a rabbit hole of research, first decide if you want to get a PhD or EdD degree.

News and Insights

August 20, 2024

New USC study sheds light on adolescent mental health crisis in the United States

Results emphasize the interconnectedness of mental health, attendance and school grades—a necessary reality for schools to grapple with.

Featured Faculty

August 14, 2024

Roger Rossier MA ’63, EdD ’72, lifelong educator known for his significant contributions to educational research and policy, passed away at 92

The namesake of the USC Rossier School of Education passed away on Aug. 11, 2024.

• Pedro Noguera

August 1, 2024

Copur-Gencturk receives $6.7 million in federal funding to continue work to improve elementary math instruction by improving teacher knowledge

Creating content-focused professional development programs that focus on the key knowledge and skills that matter in quality teaching and student learning.

• Yasemin Copur-Gencturk

July 31, 2024

New research shows that transcendent thinking can increase teens’ sense of purpose

In a study of an intergenerational community program, CANDLE researchers found that adolescents who engaged in transcendent thinking increased their sense of purpose.

• Mary Helen Immordino-Yang
• Xiao-Fei Yang

July 23, 2024

USC launches Master of Science in Marriage and Family Therapy online program

Culturally competent and versatile therapists are more critical than ever in the ever-evolving mental health landscape.

Program Contact

Jessica Romero

Assistant Director, Office of Admission and Scholarships

• [email protected]
• (213) 821-2071

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Related Programs

Educational leadership (online).

Doctor of Education (EdD)

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Educational Leadership, Ph.D.

The Ph.D. in Educational Leadership program is designed to prepare education scholars, practitioners, and leaders across and for P-20+ educational contexts by engaging in the breadth and depth of theoretical and practical knowledge related to leadership, ethics, equity, research, and policy. The program seeks admissions applications from current P-12 teachers and school leaders and higher education administrators seeking advanced education to continue in formal leadership and decision-making roles across P-12 and post-secondary contexts (i.e., schools, districts, state-level organizations, community colleges, technical schools, four-year colleges and universities, state and federal level educational policy bodies).

The Ph.D. in Educational Leadership offers  two concentration areas, P-12 and Higher Education. Through association with and apprenticeship to faculty members experienced in research, teaching, and leadership, doctoral students in our program engage in rigorously informed inquiries centering contemporary problems of practice related to leadership and education. By choosing to apply to the Clemson’s Ph.D. in Educational Leadership program, prospective students are making the conscious choice to engage with nationally recognized education faculty who serve and have served as presidents of leading education associations, senior-level university administrators, journal editors, P-12 school administrators, and post-secondary campus staff and administrators.

Alumni of the Ph.D. program serve P-20+ schools, community and state agencies, and institutions of higher education as ethical leaders providing research-based educational policies and services for increasingly diverse students and societies. Alumni also serve in leadership roles as faculty in schools and higher education institutions; as college and university deans, directors and presidents; and as principals, district office leaders and superintendents.

Introduction to the Higher Education Concentration Clemson’s Ph.D. program in educational leadership in Higher Education focuses on developing professionals’ knowledge and research abilities in this applied multi- and interdisciplinary field. Because many of the higher education Ph.D. students in this field remain connected to their professional roles, this program is paced to accommodate each student’s timeframe while ensuring steady progress to degree completion.

Introduction to the P-12 Concentration Students interested in the P-12 concentration have four options among their concentration coursework. Students may select a combination of coursework among courses for both higher education and P-12 concentrations. Students may also choose to obtain state of South Carolina licensure for work as school administrators at the building level, district level or both while enrolled in the program. Students who plan to obtain certification will take coursework with master's and specialist students, and must complete the state’s licensure approved program requirements.

Through the doctoral process, faculty expect students to develop in the areas of Leading, Scholarship, and Practice. Acts of Leading are understood as collective practices among multiple contributors exercising the abilities of the collective to be mutually supportive towards educational goals (Gronn, 2002; Leithwood & Mascall, 2008; Leithwood et al., 2007; Ogawa & Bossert, 1995; Ni, Yan & Pounder, 2017; Spillane, 2006). Scholarship is understood as a collective practice of engaging in inquiry and application with and across multiple communities and educational settings to support human flourishing (Boyer et al., 2015). Practice is the process of engaging in individual, group, and systemic level appraisals and interventions informed by experiential and inquiry-based knowledge (Ball & Cohen, 1999; Hargreaves, 1996). 

Each area of development is assessed through five (5) domains of learning : Leadership, Equity, Research, Ethics, and Policy.  

Leadership involves the critical study of individuals, groups, systems, and organizations and how these inform ethical vision and practices. Within this context, leadership is intended to improve educational experiences at the nexus of teaching and learning across formal education institutions and throughout informal educational opportunities within communities.

Equity involves engaging in critical analyses of systems of privilege and oppression through ideological, individual, group, and systemic level appraisals and interventions in pursuit of creating just opportunities and outcomes for all.

Research involves systematically identifying, gathering, analyzing, and presenting evidence for the purpose of addressing pressing educational problems of practice and contributing to a larger body of knowledge.

Ethics encompasses understanding the legal and moral foundations for the purpose of informing and guiding the work of ethical leaders, researchers, and educators who serve educational institutions, agencies, and organizations.

Policy includes identification, analysis, and recommendations addressing current and emerging trends and problems in social, political, and economic contexts surrounding educational institutions, organizations, and agencies.

Admission to the Program 

The Educational Leadership doctoral program admits students for a fall entrance term. Only complete applications are considered for admission. To ensure consideration for an assistantship or University Fellowship, applicants are encouraged to apply by the priority deadline. 

Application Deadline s

• January 15, priority deadline - Applications will be reviewed and considered for assistantships
• April 15, traditional deadline - Applications will be reviewed, but assistantships may or may not be available

Application Requirements

To be considered for the Program, applicants must:

• Have a bachelor’s degree with a minimum GPA of 3.0 on a 4.0 scale
• Have a master's degree with minimum GPA of 3.5 on a 4.0 scale
• Have a minimum of three years full-time relevant work experience in an educational setting (i.e., teacher, school leader, post-secondary administrator or staff, faculty member, educational policy center or association staff)
• Unofficial transcripts (official transcript(s) will be required if you are accepted into the program)
• A current resume
• Forms should be completed by current or prior supervisors and at least one professor from a prior degree program
• Reasons for pursuing the Ph.D. degree in Educational Leadership, including research interests and career goals
• Professional and/or personal experiences shaping your current research interests and career goals
• How the program faculty can support you in completing this degree
• Official TOEFL/IELTS scores for international students

Additional information concerning supporting materials

Educational Leadership Ph.D. (64 credit hours)

Preliminary Core (6 credit hours):

EDL 9100 – Introductory Doctoral Seminar

EDL 9050 – Theory and Practice in Educational Leadership 

Concentration (18 credit hours):

The field of specialization may be either public school administration (P-12) or higher education. The courses for specialization should be selected in close consultation with the student’s advisory committee.

Higher Education

Required of Higher Education Concentration Students

EDSA 8190 – Contemporary College Students

EDL 9500 – Educational Policy Studies

EDL 9620 – Higher Education Governance 

EDL 9750 – College Teaching

EDL 9770 – Diversity Issues in Higher Education 

EDL 9800 – Current Issues in Educational Leadership

Required of P-12 Concentration Students 

See Program Handbook for options

Research Core ( 13 minimum credit hours):

EDF 9270 – Quantitative Research Designs and Statistics for Educational Contexts

EDF 9271 – Quantitative Research Designs and Statistics for Educational Contexts Lab

EDF 9770 - Multiple Regression/General Linear Model in Educational Research

EDF 9790 – Qualitative Research in Education

Must take at least two of the following advanced research courses: EDF 9710, 9720, 9730, 9740, 9750, 9010

Internship (3 credit hours):

EDL 9860 - Internship in Educational Leadership

Elective (3 credit hours)

Candidacy Core (3 credit hours):

An additional course to supplement your dissertation content area. 

EDL 9880 – Directed Research

Dissertation (18 credit hours):

EDL 9910 – Doctoral Dissertation Research

Tuition and Fees Explore information on tuition and fees using the Student Financial Services’ tuition and fee calculator ( be sure to choose the ‘graduate’ tab at the top of the page ).

Financial Aid For information regarding Financial Aid, please contact the Office of Student Financial Aid .

Assistantships A limited number of graduate assistantships are available each year through the department, and they tend to be competitive. Assistantships are available to full-time students (enrolled in at least nine credit hours per semester) and typically require a 20-hour per week work commitment. To be considered for an assistantship, we encourage applicants to submit their applications by the priority deadline.

Review our College of Education Graduate Calendar to view upcoming events and information sessions.

For more information regarding the program or questions associated with applying to the program, please contact Ashley Vaughan at [email protected] .

Earn Your NYU Doctorate in Leadership and Innovation.

Organizational change starts with an online doctorate in leadership and innovation from NYU. Leverage your knowledge and skills in transformational leadership roles to create new, sustainable solutions to systemic institutional challenges with your EdD.

The application for the January 2025 cohort is now open. Final deadline is August 19.

Our online leadership and innovation doctorate at a glance

Blending academic theory and real-world practice, NYU Steinhardt’s EdD in Leadership and Innovation is more than an online degree. It’s a unique program that provides working professionals with the tools to harness transformative change in their organizations and beyond.

three-day immersive residency at a global NYU site

hours per week

Average time commitment, including classes, will vary

total credits at the doctoral level

per credit hour

Based on 2024–2025 tuition rates

Minimum time to degree completion 1

EdD program overview

NYU Steinhardt’s EdD in Leadership and Innovation is more than a doctorate program. It’s a cohort of professionals, faculty , and distinguished cross-sectoral leaders from spaces such as:

• For-profit companies
• Higher education
• Nonprofit and philanthropic organizations
• Public and governmental organizations

We examine the most important issues cross-sectoral leaders face today and discover solutions that make change possible for tomorrow. We apply an academic lens to myriad sectors so students graduate from the doctoral program with the core competencies for impactful director and executive-level career options.

The research, analysis, writing, and critical thinking involved in students’ strategic design and implementation of a change management project are assets that students will bring to current and future employers.

The Problem of Practice

While many doctoral programs require students to complete a dissertation, NYU Steinhardt challenges students to examine and create an academically informed solution to a persistent organizational problem throughout the EdD program. This unique project is called the Problem of Practice (POP) , and it enables students to create real value for their organizations.

“We want students to have a collaborative experience in which they ignite a transformation in education from across sectors.” DR. NOEL S. ANDERSON FOUNDING FACULTY

Explore the cohort model design

When students work together, they leverage their unique leadership skills and professional experiences to develop new ideas and effect sustainable change. That’s why the cohort model is a defining feature of NYU Steinhardt’s EdD in Leadership and Innovation program. Traveling the curriculum together, students develop a common problem-solving language and discover new solutions to old challenges. Best of all, since courses run continuously through Summer and January terms, students earn their degree in 24–28 months, a duration that’s among the shortest in the country relative to other education doctorates.

Great minds, thinking differently

Our program unites experienced professionals from diverse backgrounds who share their unique perspectives on real-world challenges. By giving them the space to question, explore, and take risks, we foster innovation, resulting in new solutions to persistent organizational problems.

A collaborative system of support

For the duration of the program, faculty serve as mentors, supporters, challengers, and advocates, bringing decades of leadership experience to their partnership with students.

Built for immediate action

Students can complete their degree in as few as 24 continuous months, preparing them to create sustainable and scalable change at their organizations in their leadership roles.

Who is this program for?

The NYU online Doctorate in Leadership and Innovation is different by design. More than an educational leadership program, it’s a global cohort of cross-sector professionals motivated to create real change in their fields. Diverse leaders from the worlds of business, government, nonprofits, healthcare, and education seek out our program to be challenged to think beyond their areas of expertise – and to create new solutions and catalyze change in their organizations.

Current and former students’ employers include:

• Blue Cross Blue Shield
• The World Bank
• NYC Department
of Education
• The Millennium School – Dubai

Current and former students’ job titles include:

• Chief executive officer
• Chief learning officer
• Senior director of global security
• Head of diversity, equity & inclusion
• Program manager, behavioral health
• Military officer
• Director, office of educational assessment
• Adjunct faculty

Students represent a global cohort whose diverse voices are informed not only by the work they do, but from lived experiences around the world. 

The NYU EdD addresses the needs of full-time working professionals with a rigorous online Doctorate in Leadership and Innovation program that can be completed in as few as 24 months.

Three-day immersive residency

At the beginning of the program, your cohort will convene at NYU to meet, discuss your professional experiences, and examine the persistent challenges you face in your organizations. The residency will deepen students’ connections with peers and faculty and help serve as a foundation for the EdD curriculum.

Designed as a cohort model, our 42-credit curriculum includes 17 consecutive courses that can be completed in as few as 24 months. Students continue working while earning their degree, examining and solving a persistent challenge in their organization throughout the program.

Problem of Practice (POP)

Rather than completing a traditional dissertation, you will identify a persistent problem in your organization and examine it through an academic lens throughout the program, emerging with a thoroughly researched, actionable solution that creates real value for your organization.

Frequently asked questions

Finding the right EdD program to expand and leverage your leadership skills is essential to your success. To aid in this decision-making process, we’ve compiled answers to the most frequently asked questions about eligibility, tuition, courses, and more.

Admission requirements

To be eligible for the EdD in Leadership and Innovation program, you must hold both a bachelor’s and a master’s degree. You must also have seven years of work experience in a leadership role. The GRE is not required for admission.

Learn how to solve institutional challenges with NYU’s EdD

1 Total time to complete the program may vary based on the number of credits taken each semester.

Tell us about yourself.

Sharing some details will help us customize your experience.

Education Leadership PhD

Ph.d. in education leadership.

The Ph.D. program in Education Leadership (Ph.D., EdL) provides a research-intensive doctoral program that supports the development of professors and researchers in PK-12 education leadership roles. Building upon Teachers College’s long-standing devotion to social justice, pioneering research, and cultivation of collaboration, students in the program will study, and research at the nexus of equity and social justice focused on school leadership and administration, adult development, data science, and organizational management and leadership. The coursework throughout the program accomplishes this by providing an innovative and unique core course of study that focuses on the current issues, theories, research, and methods in K-12 education leadership research and practice, which culminates in student independent research projects through their dissertation, advised by faculty.

The Ph.D. in Education Leadership is a 75-credit program housed in the Department of Organization & Leadership at Teachers College, Columbia University . This doctoral program supports the development of researchers and professors of education leadership who will be prepared to grow aspiring and practicing school leaders and advance contemporary scholarship in the field.

Some unique aspects of the program include:

• National and global research, theory, and real-world practice
• The necessary skills to investigate and respond in socially just and equitable ways to critical issues in education leadership from multiple and diverse perspectives.
• Building bridges between research and practice by employing qualitative, quantitative, and data science approaches.
• Supporting aspiring scholars to redefine notions of education leadership, education leadership development, and education leadership research to care for the future of education.
•   A supportive, mentoring environment to develop critical thinkers, thought leaders, systematic and skilled researchers, and innovative scholars.

Program Mission

Our mission is to support the development of professors of education leadership who will be prepared to grow aspiring and practicing school leaders and advance scholarship in the field. More specifically, our PhD program in Educational Leadership:

• Sits at the nexus of national and international research, theory, and real-world practice
• Focuses on building bridges between research and practice by employing qualitative, quantitative, and mixed methods approaches
• Equips students with the necessary skills to investigate and respond in socially just ways to critical issues in education leadership from multiple, diverse perspectives
• Supports and stretches aspiring scholars to redefine notions of education leadership, education leadership development, and education leadership research to care for the future of education
• Provides a supportive, mentoring environment to develop critical thinkers, thought leaders, systematic and skilled researchers, and innovative scholars

This is how we develop aspiring professors in education leadership who can effectively prepare practicing and aspiring leaders to manage the complexity of leading in the 21st century. 

Admissions Information

Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Fall (Odd Year Only)
• Enrollment Formats: Full-Time

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

Additional Information

• Program accepts applications for odd year cycles only.

Degree Requirements

Please contact the program for more information on course requirements.

• View Other Degrees

Program Director : Brian K. Perkins, Ed.D.

Teachers College, Columbia University 525 W 120th Street Room 303 Zankel

Senior Program Manager: Alis Zakarian, Ed. D.

Phone: (212) 678-3984 Fax: (212) 678-4162

Email: az2022@tc.columbia.edu

Online Students

For All Online Programs

International Students

On Campus, need or have Visa

Campus Students

For All Campus Programs

PhD in Education Leadership

Shape education scholarship, practice and policy by earning a phd in education leadership.

Continue making an impact in education when you earn a PhD in Education Leadership at Southern New Hampshire University. You’ll have the opportunity to explore topics in the areas of social justice, equity and leadership within the field of education, develop a comprehensive understanding of research methodologies and methods, and conduct original research.

This cohort-based program provides the opportunity for you to connect and network as part of a rich scholarly community that supports your learning, scholarship, and academic and professional pursuits.

Program Overview

This low-residency doctoral program is designed with career-focused individuals in mind. Students meet approximately once a month during the fall and spring academic terms. Monthly residencies are facilitated through our Manchester campus, and they allow local or virtual attendance. All students also attend a one-week summer residency that brings together a community of doctoral scholars.

SNHU’s PhD in Education Leadership program supports those who wish to work beyond the confines of conventional leadership and use their scholarship to develop innovative ways of contributing to the field of education. Participants are encouraged to develop their understanding of socially just and equitable leadership theory and practice within the cohort learning environment.

Students also regularly engage in critical reflection throughout the program. They use deductive and inductive reasoning to critically examine education and social theory and associated predictive, causal and paradigmatic assumptions through published scholarship and original research.

Note: This program is currently paused for new enrollments. Please consider our Doctoral of Educational Leadership (EDD) program .

See Yourself Succeed in Educational Leadership

SNHU's PhD in Education Leadership strives to meet the needs of all students while accommodating those with demanding schedules and careers. The program is tailored to those who wish to develop their scholarly knowledge in pursuit of future professional and academic goals.

Graduates of this program are in a position to influence the ideas and actions of others through a wide variety of leadership roles, scholarship and advocacy opportunities. Practitioners within educational institutions, academics, leaders of learning organizations, community leaders and leaders within nonprofit and government organizations are welcome to apply for program admission.

As a private, nonprofit university, SNHU has one mission - to help you see yourself succeed. The benefits of earning a PhD in Education Leadership at SNHU include:

• Supportive community. Join the SNHU community of learners who are closely connected with faculty and staff dedicated to your success.
• Affordability. SNHU is one of the most affordable private, nonprofit universities in the Northeast. Scholarships may be available for those who qualify.
• Accessible faculty. Learn from highly credentialed faculty members who are experts in their fields and conduct extensive research.
• Opportunity. Tap into our international network of alumni and strong connections with global organizations.

Cohort Model

The cohort learning environment offers a collaborative experience for individuals with diverse career experiences and backgrounds. All members contribute their unique perspectives to the cohort learning experiences. Each individual’s dissertation will be based on his or her interests but is developed with the support of a cohort model.

Careers & Outcomes

Graduates demonstrate doctoral-level scholarship skills, as well as an ability to analyze and synthesize both theory and research to design and create socially just and equitable communities within the field of education. SNHU’s program helps you identify and understand complex leadership scenarios in order to support positive impacts that advance organizations, communities and education knowledge and practice.

Graduates should be able to demonstrate proactive sociocultural leadership skills through the construction of equitable learning opportunities. They are expected to display the habits of mind necessary to engage in ethical, moral and socially just leadership practices.

The PhD in Education Leadership program is a 54-credit program. The first two years of the program are designed to focus on coursework and scholar development for conducting independent research. This is followed by a focus on an individual dissertation that stems from previous coursework and scholarly development.

For specific curriculum and course information, visit the SNHU on campus academic catalog.

Graduate Tuition

Earning your degree is a smart choice to advance your career, and investing in an affordable program increases your ROI. We keep our costs low  to remove barriers between you and your goals.

University Accreditation

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Mid-career doctoral program in educational leadership, doctor of education (ed.d.), you are here, our doctoral program prepares educational leaders to meet the demands of district and organizational leadership.  .

Senior and mid-career educational leaders from the United States and beyond look to our doctoral program in Educational and Organizational Leadership to deepen their understanding of educational organizations, instruction, and learning as they intersect with the rapidly changing demands of education leadership. We develop leaders to be stronger in their current organizations and prepared for future challenges. In collaboration with outstanding faculty and a robust alumni network, our program develops productive, generative means for leaders to amplify their impact on the wider educational landscape.

Designed for working professionals, including those at senior levels of districts and organizations, we meet on campus one weekend a month and one week every summer as well as online via collaborative, interactive platforms.  A typical student brings 15 to 20 years of experience to the seminar table, drawing on his or her own experiences from across urban, rural, suburban, private, and public sectors. 

What Sets Us Apart

About the program.

As part of an inquiry-based, cohort model, members of our professional learning community take 27 curricular units covering four key areas of educational leadership—instructional, organizational, public, and evidence-based leadership. Students begin planning for their dissertation from the first day of the program, and work closely with program faculty to develop a research project designed to identify, analyze, report on, and make recommendations about an actual problem of leadership practice—often their own practice and situated within their own educational organization.

Courses occur in modules delivered in an executive-style format

• Summer: 3 course units
• Fall: 3 course units
• Spring: 3 course units

Culminating experience Dissertation

• Executive-Style

Our program emphasizes collaboration and reflective practice. We model this in our learning community by forming cohorts of students, including small teams within those cohorts, and by placing a high value on problem solving through the creation and implementation of new educational approaches. 

Your studies and work should converge in various ways. We take seriously the intellectual challenges at the core of your work as leaders, and strive to integrate these complex problems into class work. Naming, reframing, and resolving these issues leverages the demands of your day job in building an enhanced inquiry stance in your practice.

We also recognize and tap the considerable experience in each cohort, a rich resource for each student outside of classes as well. Program participants meet during meals, before and after classes at the hotel, and during the Saturday Commons and Saturday Soirees for continued conversations.

Taking an inquiry-based perspective, our curriculum addresses the ongoing transformation of public and private educational organizations by focusing on leadership in four core areas: 

Instructional Leadership

Students explore such fundamental questions as: What does instructional leadership look like at the primary and secondary levels? Which practices do successful leaders use to improve teaching and learning in a variety of contexts? How should educational leaders, teachers, and facilitators be observed and evaluated? How should educational organizations and their staff be held accountable for their contributions to learning? And most importantly, how can everyone involved in schools promote student engagement and learning?

Organizational Leadership

Our program prepares students to create organizations that foster the continuous improvement of teaching and learning. We focus on developing the emotional intelligence of leaders so that they are equipped to manage small groups and teams and have a robust understanding of intergroup and systems dynamics. Students in the program learn about efficiently employing and creating resources to promote learning environments and manage change. 

Public Leadership

Educational leaders must perform as advocates, brokers, and catalysts in their communities in order to support educational success. They need to frame current educational challenges within wider philosophical, historical and sociological contexts, and then find ways to build stronger and more inclusive “publics” for their institutions. They need to model the public problem solving required to diagnose and engage the educational ecology affecting the educational development of those they serve.

Evidence-based Leadership 

School leaders are constantly faced with complex decisions that are best made by accumulating, synthesizing, and analyzing data from multiple sources and in a variety of forms. Those who are prepared to recognize and utilize the wealth of information around them will invariably produce more reasoned and better-informed decisions. This area prepares education leaders to identify and employ data sources and analytic methods to inform decision-making.

For information on courses and requirements, visit the  Educational & Organizational Leadership Ed.D. program in the University Catalog .

The program is designed for working professionals, including those at senior levels of districts and organizations, as an intensive, cohort-based program that brings together a professional learning community. Spanning over 36 months, the program meets on campus for one long weekend each month and one week each summer, as well as holding online interactions via collaborative, interactive platforms. With the dissertation process and significant support embedded in the schedule, our students are able to complete their coursework and dissertation within 3 years. 

Recognizing the time demands of our students as active leaders, we provide the support that frees you to focus on your coursework. A full-time program coordinator is partnered with each cohort, from recruitment through graduation, acting as a one-stop contact for all administrative guidance in the program. We provide meals and arrange hotel accommodations while also taking care of course registration, technology access, books, materials, and assistance with administrative processes.

Typical Weekend Schedule

Friday 2:45pm Announcements 3-6pm Class  6-7pm Dinner 7-9pm Class 

Saturday 8am Breakfast 9am-12pm Class 12-2pm Saturday Commons 2-5pm Class 5-6pm Dinner 6pm- Saturday Soiree/Independent/Group work

Sunday 8am Breakfast 8:30-11:30am Class 11:30am-12pm Lunch 12-3pm Class 3pm- Independent/Group work

Program Calendar, Academic Year 2023-2024, 2024-2025

(Please note these dates are subject to change. A finalized schedule will be given during orientation.) 

July 15-22, 2023 August-no meeting September 29, 30 and October 1, 2023 October 27-29, 2023 November 17-19, 2023 December 15-17, 2023 January 19-21, 2024 February 16-18, 2024 March 15-17, 2024 April 5-7, 2024 May 3-5, 2024 June 7-9, 2024 July 13-20, 2024

July 13-20, 2024 August-no meeting September 27-29 2024 October 25-27, 2024 November 15-17, 2024 December 13-15, 2024 January 17-19, 2025 February 21-23, 2025 March 21-23, 2025 April 11-13 2025 May 2-4, 2025 June 6-8, 2025 July 19-26, 2025

Funding Opportunities

Penn gse empowerment through education scholarship program.

This scholarship supports Penn GSE’s commitment to expanding access and ensuring that the Penn GSE community is inclusive in serving all people. The scholarship will provide financial aid for students in the Mid-Career Doctoral Program in Educational Leadership.

When completing the   GSE Application , students applying to the Mid-Career Doctoral Program in Educational Leadership will be asked if they would like to be considered for this scholarship and, if so, required to complete additional questions.  Students will be notified of the award receipt at the time of admission notification.  Note that consideration for this scholarship is independent of other merit-based awards and can be combined with other awards up to the cost of tuition.

A Program Like No Other

Alumni and faculty explain why the Mid-Career Doctoral Program in Educational Leadership is unique.

Our Faculty

Program Leadership & Staff

Bruce Campbell Senior Fellow and Director [email protected]

Kathy Rho Associate Director [email protected] (215) 746-3884

Joseph Jackson Program Coordinator [email protected] (215) 573-0588

Logan Jones Merrill Program Coordinator [email protected] (215) 746-6573

John D’Auria Professional Mentor, Career Development and Team Effectiveness [email protected]

Affiliated Faculty

Michele Mitchell Executive Director, Student Advancement, Newport News Public Schools Ed.D., University of Pennsylvania

Nicholas Morgan Executive Director, Strategic Data Project, Harvard University M.B.A., Dartmouth College

Marilyn Tinari Founding Team Leader – The Girls Academy Ed.D., University of Pennsylvania

“ I love our cohort model and the peers that grew to be near and dear friends. I appreciated the flexibility of our program to be able to work full-time, while simultaneously completing my degree, developing my nonprofit, and raising a young family.”

Tony Alleyne

Our graduates.

We are deeply committed to helping our alumni promote their ideas in the world, connecting them with others who can solve practical problems, and supporting them in advancing their careers.

Alumni Careers

• Chief Academic Officer, Literacy Design Collaborative
• Principal, Radnor Township School District
• Director of Technology, Lackland Independent School District
• Pennsylvania State Secretary of Education
• Principal, Bellwood-Antis School District
• Teacher Leader, Greater Latrobe School District
• Head of School, French American International School

  Alumni Member Portal

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

(215) 746-6573 [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

Most students in this program fund their degree through a combination of personal resources, employer benefits, and student loans.

Facing a problem in your school? Ask yourself these questions

Leadership is largely a skill based on decision making. This is especially true in schools, where leaders have to balance the needs of diverse groups while making hundreds of decisions each week. Like all skills, leadership can be improved with practice and self-examination. Mike Johanek, Director of Penn GSE’s Mid-Career Doctoral Program in Educational Leadership, suggests that leaders start by reflecting on how they assess problems.

Related News & Research

The Mid-Career Doctoral Program in Educational Leadership is dedicated to sharing our learning in both innovative and traditional ways.  We actively support members of our network in contributing to practice and to the scholarship of leading in the wider field.

GSE Alum empowers communities with artisanal crafts and education

Policy Corner: SCOTUS decision striking down Biden admin's Student Loan Forgiveness Program will have wide-ranging consequences

Alan Ruby discusses success of India’s universities in achieving sustainable development

Alum leads national blue ribbon-winning philadelphia school, shanta smith appointed associate professor of clinical education at usc rossier school of education.

Shanta Smith will be faculty in the Master of Arts in Teaching Program at USC Rossier. Prior to her appointment at USC Rossier, she served as a public school educator for over 21 years and a school administrator since 2010.

Stacy Bobo named Upper School Division Head at Fieldston School

Stacy Bobo joined the Ethical Culture Fieldston School community in July as Fieldston Upper Principal. Prior to joining ECFS, Stacey served as the Executive Director of the Hawaii Technology academy in Waipahu, Hawaii.

Khalid Mumin named Pennsylvania Secretary of Education

Pennsylvania Governor Shapiro named Khalid Mumin as the state’s Secretary of Education. Mumin will leave his role as superintendent of the Lower Merion School district as he heads to Harrisburg. He said to the Lower Merion Community, “ I will take the experiences I have gained here with me to Harrisburg with the hope of inspiring all children, scholars and academicians to infinite possibilities of success.”

Read More Mid-Career News

Carol kelley named superintendent of princeton public schools.

Kelley has been selected to lead Princeton Public Schools. She will be the second African American named to the top post in the district.

Brendan McGrail joins Portsmouth Abbey School

Following a national search, McGrail becomes the school’s first Director of Enrollment Management.

Tony Alleyne is a Black Voice for Black Justice awardee

Alleyne is the founder and executive director of the Delaware College Scholars program, a black-created nonprofit focused on ensuring that first-generation public high school students are prepared for and can succeed in competitive four-year colleges.

Raymond Yu selected as Head of School at Bertschi School

The trustees of Bertschi School announced the appointment of Raymond Yu, Ed.D., as their next head of school, effective July 1, 2022.

Mid-Career students, alumni present at NAIS Annual Conference

The Mid-Career Doctoral Program was well represented at the NAIS Annual conference: Melinda Bihn co-presented on “Soft Landings and Successful Launches: Effective Leadership Transitions in Turbulent Times;” Kate Windsor co-presented “Taking Steps to be an Anti-Racist Institution;” and Steve Brown, Marta Filip-Fouser, Carla Haith, Sara Johnson, Nima Rouhanifard, Clare Sisisky, and David Weiner presented “Making Sense of Meaningful Disruption-Driven Change: A New Framework for Independent School Leaders.”

Josephine Diemond New Head of Winston School in Short Hills, NJ

Prior to joining The Winston School in 2021, Dr. Diemond was the Head of the Upper School at McLean School for 15 years.

Cristina Meléndez named to NYC Mayor Eric Adams’ education transition team

Cristina Meléndez is among the leads to join NYC Mayor Eric Adams’ education transition team. A bilingual educational leader, she brings extensive experience in delivering transformational solutions to the local and district levels. Meléndez will advise the mayor on education

Delvin M. Dinkins appointed Head of School for Springside Chestnut Hill Academy

Delvin M. Dinkins has been named Head of School for Springside Chestnut Hill Academy, effective July 2022. A Mid-Career alum, he received unanimous endorsement from the Academy’s Board of Trustees for his appointment.

John W. Spencer to join Lincoln University as Adjunct Instructor

John W. Spencer has been appointed Adjunct Instructor at Lincoln University’s Master of Education degree program in Educational Leadership/Principal Certification Program. In his new role, Dr. Spencer will prepare K-12 school administrators and instructional leaders to effect positive change throughout their school communities based on research, assessment, and best practices.

Gary W. Abbamont develops PDE course for all newly hired principals

Gary W. Abbamont, facilitator for the Pennsylvania Inspired Leadership Program, develops a new course in instructional leadership for the Pennsylvania Department of Education.

Abington Heights School District appoints Christopher L. Shaffer as Superintendent

“Dr. Shaffer stood out from the group with his exceptional vision, relationship building skills, experience, energy, and leadership abilities…” stated board president Louise Brzuchalski.

William Thomas IV, accepts position as professional lecturer at American University School of Education.

Thomas will teach Antiracism, Equity, and Inclusion in Education, a course in the Ed.D. program in education policy and leadership.

Christine Mahady named Co-Director of Education Leadership

Mid-Career alum Christine Mahady has been named Co-Director of Education Leadership at Loyola University Maryland.

Khalid Mumin selected as the Lower Merion School District Superintendent

The Lower Merion School District selected Khalid Mumin, the 2021 Pennsylvania superintendent of the year, as its next superintendent. A Mid-Career alum, Dr. Mumin comes to Lower Merion from the Reading School District where he has served as Superintendent of Schools since 2014.

Denny Barr named founding director

Denny Barr was recently named the founding director of the Arlington and Arlene Seymour Center for Rural Education Advocacy, Policy, and Research, established at Western Illinois University. The new center is the first in the state of Illinois and one of only a few in the United States.

Wagner Marseille appointed Superintendent

Wagner Marseille has been appointed the Superintendent of the Wallingford-Swarthmore School District. The School Board Directors believe that Dr. Marseille’s strong skills, vision, energy, and wide breadth of experience are an excellent match for Wallingford-Swarthmore’s current goals and for the future success of the district.

Christina Grant appointed next State Superintendent of Education

Christina Grant has been appointed the next State Superintendent of Education in Washington, DC. In her new role, Dr. Grant will lead the office in charge of administering grants as well as overseeing standards, assessments, and accountability for D.C.’s elementary and secondary schools.

Marc Gosselin appointed Superintendent

Marc Gosselin has been appointed the Superintendent of the Lenox Public School District in Massachusetts. On Dr. Gosselin’s appointment, one committee member commented, “He’s very savvy and resourceful, with depth of thought, an active seeker of information on how we can grow and change. That’s a great quality for a superintendent.”

Tennant joins board of Philadelphia Academy of School Leaders

Noah Tennant has been named to the Board of Directors of the Philadelphia Academy of School Leaders. Dr. Tennant currently serves as an Assistant Superintendent for the School District of Philadelphia.

Matthew Suzuki named to new position with NYSAIS

Matthew Suzuki has been named the Associate Director for Professional Learning and Diversity, Equity, and Inclusion Initiatives for the New York State Association of Independent Schools. The association represents, supports, and accredits 200 schools enrolling approximately 80,000 students.

Gene Batiste to serve as Assistant Head

Gene Batiste has been appointed the Assistant Head of School for Engagement at the Dwight-Englewood School, in Englewood, New Jersey.

Hannah Bahn to join Evergreen School

Mid-career’s Hannah Bahn has been named the Director of Curriculum and Instruction at the Evergreen School. She previously served on the Social Sciences faculty and as the Director of Studies at Thaden School in Benton, Arkansas.

Ryan Kimmet named Head of School at Elmwood Franklin School

Ryan Kimmet was named Head of School at Elmwood Franklin School, and will begin his tenure July 1, 2021. Kimmet brings nearly 20 years of independent school experience as a teacher, division head, assistant director of admissions, and associate Head of School.

Jean-Marc Juhel elected President of NYSAIS Board of Trustees

Mid-Career alum Jean-Marc Juhel, Head of Buckley Country Day School, has been elected President of the Board of Trustees of the New York State Association of Independent Schools. NYSAIS represents, supports, and accredits 200 schools enrolling approximately 80,000 students.

Khalid Mumin selected as 2021 Pennsylvania Superintendent of the Year

Mid-Career alum Khalid Mumin is selected the 2021 Pennsylvania Superintendent of the Year by the Pennsylvania Association of School Administrators (PASA).

John Tupponce is appointed the next Chief Operating Officer of City Year

City Year announced that Dr. John Tupponce will serve as the organization’s new chief operating officer. In this role, Dr. Tupponce will be a key leader in the implementation of systems, processes, and organizational design, and will work to align impact, fundraising, and district engagement operations with City Year’s vision and goals for the future.

Oxbridge Academy appoints Courtney Portlock as Assistant Head of School

Courtney Portlock is the new Assistant Head of School at Oxbridge Academy in West Palm Beach, FL. Mrs. Portlock assumed her role July 1, 2020 and brings more than 10 years of administrative experience in independent schools. 

Courtney Portlock featured in the Palm Beach Illustrated

Courtney Portlock, Assistant Head of School at Oxbridge Academy, was featured in an interview in Palm Beach Illustrated, where she discussed diversity, equity, and inclusion, and the importance of understanding your own identity.

Cannon School names Regina Nixon next Head of Lower School

Cannon School named Regina Nixon the next Head of the Lower School effective July 1, 2020. Nixon is an experienced teacher and independent school administrator, with 13 years of experience working in a broad range of positions. Head of School, Christopher Jones, said, “Regina distinguished herself in the search not only for her leadership and independent school background, but also for her inviting personality, wide and rich expertise, and clear commitment to excellent educational experiences for children.”

Dr. John Barnhardt selected as the fourth President and CEO in Bishop McNamara High School

John Barnhardt, a May 2020 graduate of the Mid-Career program has been selected as the 4th president of Bishop McNamara High School effective June 1, 2020. Barnhardt’s leadership has been motivated by the relationships he has with students, parents, alumni, and faculty and staff communities.

Thu-Nga Morris named Lower School Director at Pingry School

Thu-Nga Morris, a May 2020 graduate of the program, was named Lower School Director at Pingry School in Short Hills and Basking Ridge, New Jersey. Head of School Matt Levinson remarked, "Thu-Nga has a proven track record of outstanding academic leadership, community building with a deep commitment to diversity and inclusion, and tireless dedication to faculty growth and development.

Phil McAdoo appointed Vice President of Diversity and Inclusion for Earthjustice

Phil joins Earthjustice, a premier nonprofit public environmental law organization, where he will continue to share his perspective on equity and inclusion as developed in his book Independent Queers.

Jennifer Stimpson selected as an Albert Einstein Fellow by U.S. Department of Energy

Jennifer Stimpson is one of fifteen K-12 science, technology, engineering, and mathematics (STEM) teachers from across the United States to be named a 2020-2021 Albert Einstein Distinguished Educator Fellow. The fellows will spend 11 months serving in a federal agency or in U.S. Congressional offices in Washington, D.C., engaged in the national STEM education arena.

Nina Gilbert to head Morehouse College Center for Excellence in Education

Dr. Nina Gilbert has been appointed to lead Morehouse College’s new Center for Excellence in Education. A Mid-Career alum, Dr. Gilbert brings her experience in advocacy and innovation to the new role, having served as the Senior Advisor on Education Reform for the Morehouse Research Institute and as adjunct professor at Morehouse College.

Taryn Johnson appointed as Assistant Superintendent of Curriculum and Instruction

Mid-Career alum Taryn Johnson has been appointed as assistant superintendent for curriculum and instruction in the Sewanhaka Central High School District in Long Island, NY. Dr. Johnson previously served as principal of Merrick Avenue Middle School and assistant principal of Oyster Bay High School.

Jennifer Stimpson selected as AAAS IF/THEN® ambassador in STEM education

Mid-Career student Jennifer Stimpson was selected as one of 125 STEM innovators by the American Association for Advancement in Science to serve as a high-profile role model for girls. As an AAAS IF/THEN® ambassador, Ms. Stimpson is considered to be a top influencer in the field of STEM and will help to advance education and opportunities for girls in STEM.

Mid-Career Alum presented at the College Board - A Dream Deferred Conference in Los Angeles, CA

Monday, August 5, 2019

Mid-Career alum Marion Wilson was selected to present in the Administration, Advocacy and Policy, Instruction and Assessment track. Her workshop was titled Wise and Critical Feedback as a Stimulus for Achieving the College Dream. Her work was titled, Wise and Critical Feedback as a Stimulus for Achieving the College Dream. Workshop participants engaged in a critical analysis of key college and career readiness standards. Participants left with a toolkit of strategies to support positive academic behaviors that will impaction the instructional outcomes for African American students.

Mid-Career alum promoted to Deputy Superintendent in NYC

Marion Wilson is promoted to the Deputy Superintendent in Staten Island, District 31. Dr. Wilson’s 20 year career in education has been in both public and charter school systems in New York and New Jersey.

Dr. Wilson brings an extensive knowledge and expertise in curricula, pedagogical, and assessment designs, conducting PPOs, school reform practice, turnaround leadership, data analysis, and adult learning theories.

Congratulations to Dr. Wilson as she continues to serve and support school leaders, teachers parents and students in the Staten Island community.

Mid-Career Alum presents at Power School EDGE Conference

Wednesday, April 10, 2019

Mid-Career alumni Stephen Bournés presented at the Power School EDGE Conference “Bringing Together the Brightest Minds in K-12 Education,” February 25–27, 2019, in Orlando, Florida. His presentation was entitled “Repurposing Central Office to Support School Turnaround,” and he also served on the conference’s Transformational Leadership panel.

Mid-Career Alumni Bihn, Brown, and Batiste present at the 2019 NAIS Annual Conference

Friday, March 8, 2019

The conference, "Reimagining Independent Schools; Tearing Down Wall, Building Capacity, and Designing our Future," was held February 27-March 1, 2019 in Long Beach, California.

Mid-Career Alumni present at AASA National Conference on Education

The conference, “Effective Leadership Creates Success," was held February 14-16, 2019 in Los Angeles, California. Mid-Career alumni Carol Kelley, Randy Ziegenfuss, and Bolgen Vargas were selected to present in the Focus Zone-Administration and Leadership with  Repositioning Educational Leadership: Inquiry-Based Approaches to District Leadership .

Mid-Career Alum named Superintendent of Jackson, MS Public Schools

Wednesday, January 9, 2019

The Jackson, MS School Board recently named Mid-Career alum Errick Greene as their next Superintendent.  WAPT News Jackson  reported: “Dr. Greene comes to Jackson Public School District with a wealth of experience providing leadership on some of the most challenging urban education reform assignments in the United States over the last decade” said Dr. Jeanne M. Hairston, President of the Jackson Public School Board of Trustees.

Mid-Career Alum presents at the National Association of Black School Educators (NABSE)

Wednesday, November 28, 2018

Mid-Career alum Stephen Bournes presented his research at the 2018 National NABSE Conference in Baltimore, MD. Mr. Bournes’s topic was Transforming the Underperforming: Principal Perceptions of Support in Turnaround Schools.

Mid-Career Faculty & Alums Share Ideas in New Book

Thursday, October 11, 2018

Repositioning Educational Leadership encourages today’s educational leaders to reposition the way they think about leadership and its challenges. Experienced school and district leaders reveal how they conceptualize their roles; how they learn by posing and solving problems of practice; and how they cope with increasing expectations and complexity in their work.

Mid-Career Alum receives NDEO’s Outstanding Leadership Award

Friday, October 5, 2018

Dale Schmid will be honored at the 2018 National Dance Education Organization National Conference in San Diego, CAThis award is presented to individuals who have made vital contributions to the dance education field.

Storbeck/Pimentel selects Mid-Career Alum as Partner

Monday, September 24, 2018

Mid-Career Alum Sherry Coleman was selected as a partner for Storbeck/Pimentel.

Dr. Coleman will expand the independent focus at Storbeck/Pimentel.

Mid-Career Director Michael Johanek on Edcamps for School Leaders

Monday, June 11, 2018

Mid-Career Director Michael Johanek  spoke with  The New York Times about Edcamps, a form of teacher professional development that is run by the teachers themselves, in contrast to mandatory packaged professional development delivered by outside experts.

Mid-Career alum Dennis O’Hara receives AASA’s prestigious Dr. Effie Jones Humanitarian Award

Wednesday, April 11, 2018

Mid-Career alum Dennis O’Hara was awarded the prestigious Dr. Effie Jones Humanitarian Award at the AASA’s National Conference on Education, Feb 15-17 in Nashville, TN. O’Hara is the superintendent of Hauppage Public Schools in Hauppauge, NY. 

Mid-Career alum Brandon Wiley presents at ASCD Empower 18 Conference in Boston, MA 

Mid-career alum Brandon Wiley presented two workshops at ASCD Empower 18: The Conference for Every Educator, held March 24-26 in Boston, MA.

Mid-Career alumni present at annual NAIS Conference in Atlanta, GA

Mid-Career alums Gene Batiste, Raymond Yu, Ira Brown, and T. J. Locke presented at the annual conference of the National Association of Independent Schools (NAIS), March 7-9 in Atlanta, GA.

Mid-Career alum Sam Fragomeni appointed Head of School

Mid-Career alum Sam Fragomeni was appointed Head of School of Annunciation Orthodox School in Houston, TX. He brings experience as chief academic officer of Explore Schools in Brooklyn, NY.

Several Mid-Career students to present at 2018 NAIS Annual Conference in Atlanta, GA

Thursday, February 22, 2018

Several Mid-Career students will present at the upcoming annual conference of the National Association of Independent Schools (NAIS), March 7-9 in Atlanta, GA. The theme of this year’s conference is The Leadership Journey: Guides, Pathways, and Possibilities. 

Two Mid-Career alumni present at AASA National Conference on Education in Nashville, TN

Khalid Mumim, Superintendent of Reading School District (Reading, PA) and Carol Kelley, Superintendent of Oak Park Elementary District 97 (Oak Park, IL), both presented at the AASA’s National Conference on Education, held February 15-17 in Nashville. The theme of this year’s conference was Education in the Digital Age.

Mid-Career alum Cheryl Logan appointed Superintendent of Omaha Public Schools

Monday, February 5, 2018

By unanimous vote Omaha Public Schools’ Board of Education selected Dr. Cheryl Logan to lead the district.

Mid-Career doctoral student leads the comeback of Philadelphia's LINC High School

Wednesday, December 20, 2017

Bridget Bujak, a third year Mid-Career doctoral student and principal at LINC High School in Philadelphia, is featured in the December 12 issue of the  Notebook  in an article entitled "Making a Comeback." 

Mid-Career Alumni present at UCEA 2017 Annual Convention

Friday, December 8, 2017

Several Mid-Career alumni presented at the 2017 University Council for Educational Administration (UCEA) Annual Convention, held November 15-19 in Denver, Colorado.

New Appointments for Mid-Career Alums

Congratulations to Mid-Career alums Caryn Cooper, Theo Cramer, Brenda Champion, and Kimberly Field-Marvin on their recent appointments to leadership positions. 

Mid-Career alum Tony Alleyne named 2017 “40 Under 40” by Delaware Business Times

Thursday, October 19, 2017

Recent graduate Dr. Tony Alleyne has been honored by the Delaware Business Times. The “40 Under 40“ list recognizes “the region’s best and brightest young professionals…who are making a difference with their intelligence, initiative, and innovations.”

Mid-Career Alum Cristina Alvarez is appointed Executive Director of Norris Square Community Alliance

Tuesday, October 10, 2017

Mid-Career Alum Noni Thomas Lopez appointed Head of School at Gordon School in Rhode Island

Mid-career alum ann derosa, principal of whitehouse elementary, celebrates her school’s national character award.

Monday, July 3, 2017

Principal Ann DeRosa is proud of her students and staff at Whitehouse School in Whitehouse Station, New Jersey. Whitehouse School has officially been designated as a National School of Character by the nonprofit organization Character.org.

Mid-Career Alum Patricia Willis named Interim Superintendent of Duval County Public Schools

This May, Mid-Career alumna Patricia Willis was unanimously voted in as Interim Superintendent of Duval County Public Schools in Florida, becoming the first Black woman to lead the district. Willis had previously served as a deputy superintendent in the district.

Kim and Alvarez speak at the 2017 National Charter Schools Conference

Sunday, July 2, 2017

Two Mid-Career alums spoke at the National Charter Schools Conference, June 9-11 in Washington, D.C.

Mid-Career alum Barbara Russell appointed as superintendent of Perkiomen Valley School District

Thursday, May 11, 2017

Congratulations to Mid-Career alum Barbara Russell. Dr. Russell has been appointed superintendent of the Perkiomen Valley School District in Montgomery County, PA, where she has served as assistant superintendent since 2011. Her new position will begin July 1.

Ziegenfuss, Austin, and Kelley present at 2017 National Conference on Education

Three Mid-Career alums spoke at the National Conference on Education, presented by the AASA March 2-4 in New Orleans. Leah Austin, vice-president and director of the Racial Equity Leadership Network, Southern Education Foundation in Atlanta, presented “Build a Culture of Equity in Your District.” Randy Ziegenfuss,superintendent of Salisbury Township School District (PA), delivered the presentations “Using Social Media to Effectively Engage Your Community” and "Using Social Media to Track Goal Progress." Carol Kelley, superintendent of Oak Park Elementary School District (IL), discussed “Social Media: Telling Your District's Story.”

Penn GSE Educator of the Year Award goes to Mid-Career alum Noah Tennant

This spring, Mid-Career alum Noah Tennant received the 2017  Penn GSE Educator of the Year Award , an award that recognizes an outstanding graduate who demonstrates unusual involvement in and commitment to identifying and helping to resolve school problems and current issues in education. The recipient of this award must be a dedicated educator who is an inspiration, risk-taker, innovator, and role model and who demonstrates a commitment to the betterment of GSE.

Mid-Career Alum Jan Pullen announces a Global Initiative at the St. Stephens Episcopal School

Wednesday, April 5, 2017

Click here to read the article and watch the video. 

Mid-Career Alum Wagner Marseille Superintendent of the Cheltenham School District Receives $350,000 grant from Avalon Foundation For project based learning.

Monday, March 6, 2017

Read the article on Philly.com

Mid-Career alum appointed to Philadelphia School Reform Commission

Monday, January 23, 2017

Chris McGinley has been appointed by Mayor Jim Kenney to serve on the SRC. Mayor Jim Kenney said in a statement. "Dr. McGinley's passion for public education and reducing the achievement gap, coupled with his background as an administrator for various school districts, will also help the district prepare for a smooth transition to greater local control."

Mid-Career Alum Wins XQ Super School Project Funding

Friday, January 20, 2017

Cristina Alvarez, co-founder and CEO of Design-Lab Schools was awarded a $10 million grant. View a description of their success at Penn GSE's newsroom and WHYY's NewsWorks .

Mid-Career Alum Published in Peabody Journal of Education

Thursday, January 19, 2017

We are happy to announce that four Mid-Career alum, Jean-Marc Juhel, Ara Carlos Brown, Joan Hill, and Kai Bynum have articles published in the Peabody Journal of Education, Volume 91, 2016, Issue 5 .

Dr. Sharon Ravitch: The Transformative Power an Inquiry Stance on Practice

Tuesday, March 22, 2016

A core program faculty member in the Mid-Career Doctoral Program explains the transformative power of practitioner research for educational professionals. See her essay in Penn GSE’s journal, Perspectives in Urban Education .

Mid-Career alum shares success with community

Wednesday, March 9, 2016

Recent graduate Dr. Brandon Cooley, Principal at Penn Wood High School, shares his thinking about the school’s success and culture of determination in a recent TV profile. Click here to watch the video .

Bynum to Head Hopkins School

Monday, December 14, 2015

Congratulations to Kai Bynum (Cohort 10), who was just named the Head of School at Hopkins School in New Haven, CT. He currently serves as the Director of Studies and Director of Academic and Strategic Initiatives at the Roxbury Latin School in Massachusetts, and will begin at Hopkins July 1, 2016.

Marseille Appointed Cheltenham Supt

Friday, December 11, 2015

Wagner Marseille (Cohort 5) was appointed as the new Superintendent of
 Cheltenham Township Schools, 
just outside of Philadelphia. Wagner came to Cheltenham after eight years in Lower Merion, where he had served as Director of Secondary Education, Assistant Superintendent and Acting Superintendent.

Ross Research Impact Spreads

Wednesday, December 9, 2015

This summer’s Jesuit Magazine featured recent graduate and Loyola School’s first female principal Kristin Ross (Cohort 10). She shares her research and work on the role of women in women in Jesuit education leadership. 

Catch Podcast Series in Second Season

Sunday, December 6, 2015

The second season of the popular BackchannelEDU podcast series has now begun. These scenario-based leadership podcasts, modeled on This American’s Life’s Serial , can be found via iTunes, Sticher or SoundCloud, as well as directly on the MC Innovations Lab.

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• Doctor Education Leadership Innovation

Online Doctor of Education (EdD) in Leadership and Innovation

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Doctor of Education in Leadership and Innovation Overview

It’s time to take your education career even further. Become a change agent ready to make a difference in your workplace. Earn an EdD degree online in leadership and innovation.

• Prepare for leadership roles within all areas of education, including postsecondary, government, corporate, and nonprofit institutions.
• Take doctoral courses 100% online and complete a research project you can apply to your workplace, community, or area of expertise.
• Get the credit you deserve. Save up to $12,600 (or 33%) on tuition and graduate in 2 years by transferring up to 30 credits from your master’s.
• Find resources and support every step of the way, including a Faculty Advisor and Consultant, access to a comprehensive online library, writing support, and more.
• Gain leadership, diversity and inclusion, and research skills to create innovative and transformative learning environments.

Review College Scorecard data for this program .

See Notes and Conditions below for important information.

Purdue Global Is Accredited by the Higher Learning Commission

The HLC ( HLCommission.org ) is an institutional accreditation agency recognized by the U.S. Department of Education.

Calculate Your Time and Cost

Estimate how much your prior learning credits can reduce your tuition and time to graduation.

What Courses Will I Take?

The 100% online courses for the EdD degree build your skills in leadership and innovation, with diversity, equity, and inclusion principles integrated throughout. Topics include diversity, equity, and inclusion; transformative learning; ethics and accountability; and more. Your studies culminate in an applied research project, which you can complete at your workplace or in your community.

Sample Courses

• Trends, Patterns, and Ethical Issues That Impact Education
• Research in Responsive Curriculum Design and Development Learning and Professional Practice
• Transformative Learning Environments
• Creativity, Innovation, and Intrapreneurship in Education

Program Requirements

1 semester credit hour = 1.5 quarter credit hours

A master’s degree in a related field is required to enroll in a postgraduate program. You will need to provide an official transcript that shows completion of your master’s degree from an accredited institution, though an unofficial copy may be provided during the application process. Refer to the University Catalog or speak to an Advisor to learn more.

Upcoming Start Dates

We offer multiple start dates to give you flexibility in your education, life, and work schedules.

Develop with Faculty Expertise and Support

Our faculty are pioneers and leaders in online higher education and are dedicated to supporting you on your educational journey. You will be assigned a faculty member who will guide you. A Faculty Advisor will review your master’s degree and discuss your career goals to ensure alignment of your EdD cognate electives.

During your final four applied research courses, a Faculty Consultant will be there to assist you in choosing a research project that focuses on a practical application in your field of expertise. The Consultant will help you with completing the Institutional Review Board process, choosing a methodology, collecting and analyzing data, and defending your research project.

Ways to Save on Time and Tuition

Purdue Global works with students to find ways to reduce costs and make education more accessible. Contact us to learn about opportunities to save on your educational costs.

Earn credit for prior coursework completed at eligible institutions.

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View the total cost of attendance for your program.

According to the U.S. Bureau of Labor Statistics, employment for administrators in postsecondary education is expected to grow through 2032. Opportunities for training and development specialists and instructional coordinators are also expected to grow during this timeframe. The online doctorate in education at Purdue Global equips you with the skills and knowledge to lead education-related organizations in a fast-changing landscape.

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In Your State

General labor market and salary data are provided by Lightcast and may not represent the outcomes experienced by Purdue Global graduates in these programs. Purdue Global graduates in these programs may earn salaries substantially different or less than the amounts listed above. Salary and employment outcomes vary by geographic area, previous work experience, education, and opportunities for employment that are outside of Purdue Global's control.

Purdue Global does not guarantee employment placement, salary level, or career advancement.

Get to Know Our Faculty

Purdue Global faculty members are real-world practitioners who bring knowledge gained through the powerful combination of higher learning and industry experience.

Faculty members who have advanced degrees

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Faculty publications in 2022–2023

Professional development hours logged by faculty in 2022–2023

Statistics include all Purdue Global faculty members and are not school- or program-specific calculations. Source: Purdue Global Office of Reporting and Analysis, July 2023. 2022–2023 academic year.

Join an Extensive Alumni Network

Upon graduation, you’ll become part of the Purdue Alumni Association, a vast and prestigious network of professionals. You’ll be able to make connections and access alumni benefits.

Download the Program Brochure

Download our brochure to learn more about the Online Doctor of Education in Leadership and Innovation and the benefits of earning your degree at Purdue Global. Prepare yourself for success with a doctoral degree in education.

Your Path to Success Begins Here

Connect with an Advisor to explore program requirements, curriculum, credit for prior learning process, and financial aid options.

* Estimated Graduation Date and Average Completion: Estimated graduation date is based on the assumption that you will enroll in time to begin classes on the next upcoming start date, will remain enrolled for each consecutive term, and will maintain satisfactory academic standing in each term to progress toward completion of your program. Completion time is based on a full-time schedule. Programs will take longer for part-time students to complete.

Credit for Prior Learning: Estimate based on maximum cognate open elective credits available in degree plan. The EdD program is a new offering and thus historic data on credit for prior learning are not available. Exact transfer amount may vary. All credits must be validated on official transcript(s) to be eligible for transfer. Purdue Global does not guarantee transferability of credit. See the University Catalog for the Prior Learning policy.

Employment and Career Advancement: Purdue Global does not guarantee employment placement or career advancement. Actual outcomes vary by geographic area, previous work experience and opportunities for employment.

Postsecondary Education Administrator Job Growth and Openings: Source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, Postsecondary Education Administrators, www.bls.gov/ooh/management/postsecondary-education-administrators.htm . National long-term projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

Training and Development Specialists and Instructional Coordinators Job Openings: Source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, Training and Development Specialists, www.bls.gov/ooh/business-and-financial/training-and-development-specialists.htm ; Instructional Coordinators, www.bls.gov/ooh/education-training-and-library/instructional-coordinators.htm . National long-term projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

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Doctor of Philosophy in   Educational Leadership   (PhD-EdL)

100% online doctorate.

Complete your studies on your own time.

New start date every Monday

Start your first course when it’s convenient for you.

39 Months to your Doctorate

Finish your PhD-EdL in as few as 20 courses.

Doctor of Philosophy in Educational Leadership

Lead organizations to success with the 100% online Doctor of Philosophy in Educational Leadership (PhD-EdL) degree program at National University. This theoretical research degree is designed to help you learn how to ethically address the complex problems facing education today.

NU’s PhD-EdL program explores leadership theories and models, and practices so you can become a more effective leader. You’ll learn about evidence-based decision-making, educational policy, and the relationship between policy and overall school performance. You’ll also cover essential topics like qualitative data collection and quantitative research principles. You will acquire skills to ethically address the complex problems within educational practice using data-driven decision-making and other theoretical frames linking systematic inquiry with innovative, research-based solutions. The degree culminates in the completion of empirical dissertation research with direct implications for educational theory and policy.

Inspire and Influence Change from the Top

You’ll be paired with a professor in each course who will give you the personal guidance you deserve. You’ll also have support with online learning tools and through our innovative one-to-one learning model. If your goal is to improve educational practices across private and public sectors, such as PK-12, higher education, military, and corporate learning environments, this program is for you!

Please be advised that this program is NOT accredited in Kentucky by the Education Professional Standards Board and is NOT recognized for initial, additional, or renewal of certification or salary enhancement (rank change) for P-12 educators in Kentucky. For more information, please visit the Education Professional Standards Board’s website at http://www.epsb.ky.gov/mod/page/view.php?id=12 .

The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.

Course Details

• Credit Hours: 60
• Courses: 20
• Estimated Time to Complete:  39 months

The Doctor of Philosophy in Educational Leadership (PhD-EdL) program can be completed in 60 credits. Each foundational course runs 8 weeks, and some dissertation courses run 12 weeks. 

This program can be completed with a minimum of 60 credit hours, but may require additional credit hours, depending on the time required to complete the dissertation research. If needed, additional courses will be added to the student degree program in alignment with the SAP and Academic Maximum Time to Completion policies. Students who do not complete their program in accordance with these policies may be dismissed.

This foundational course will introduce you to the concepts and practices of advanced graduate study. You will examine concepts and expectations of advanced graduate study and academic integrity as well as investigate best practices of scholarship and research. You will explore university resources and supports associated with student success, including technologies for learning and research. You will also evaluate the program process and requirements for success. Finally, you will advocate for self-care and reflection during your studies.

Academic writing is at the heart of scholarly writing. How you explore and navigate your topic of interest is both a personal and professional matter. In this course, you will integrate effective research and writing skills, and evaluate standards of academic writing, honesty, and integrity. Literature and writing are closely related, so this course also offers you a first chance to examine the elements of conceptual and theoretical frameworks and critique the role of supporting literature and inquiry with conceptual and theoretical frameworks. Finally, you will synthesize the frameworks commonly used in educational research.

In this course, you will explore theories, philosophies, and professional standards related to educational leadership. You will also examine diversity, equity, and inclusion in the context of school leadership. Based on best practices, you will develop a personal leadership approach and promote ethical behavior and decision-making to become an effective leader within your educational setting.

You will develop effective search and scholarly writing strategies to create a scholarly review of literature. The course emphasizes how to: (a) use effective literature search strategies; (b) develop a scholarly synthesis of research literature; (c) organize research literature around identified research themes, including a study problem, purpose, and theoretical perspectives for an empirical research study; and (d) focus on developing a scholarly exposition that reflects divergent viewpoints and contrasting perspectives. The overarching goal of this course is for you to understand strategies to survey scholarly empirical and theoretical literature to avoid bias, focus on educational practice-based research problems, and address the required components of a scholarly literature review.

In this course, you will explore evidence-based decision-making in leadership to facilitate school and district performance. Utilizing authentic situations, you will analyze techniques to identify valid evidence to make informed decisions, processes in effectively collaborating with major stakeholders, and the effectiveness of the evidence-based decision making process.

In this course, you will explore the understanding of and relationships among educational policy, leadership, and research. Course emphasis will involve definitions and examples of effective educational policy, leadership theory, and research as well as how these areas can be effectively employed together. You will analyze various seminal educational policies, effective leadership qualities and practices, and research approaches to facilitate school performance.

Today’s educators must appraise, assess, and argue the best means to reach diverse and exceptional students. Additionally, individuals differ in gender, sexual orientation, age, cultural background, experiences, and abilities. In this course, you will explore different means to address the nature of cultural diversity, its sources, and its importance to educators. You will consider how districts can plan and prepare to meet the needs of diverse students, taking into consideration epistemological and axiological perspectives unique to many cultures.

In this introductory research course, you will explore the underpinnings of the research process, examine research paradigms, and investigate theoretical and practical foundations of qualitative and quantitative research methodologies used within educational research. You will identify criteria for the development of a quality research study that is ethical, accurate, comprehensive, cohesive, and aligned. Specific course topics will involve the ethics of conducting research; data collection and analysis techniques; and issues of feasibility, trustworthiness, validity, reliability, generalizability or transferability, and rigor. This course is intended to familiarize you with concepts and skills associated with conducting theoretical and applied research.

In this course, students will focus on research, theory and philosophy in developing powerful schools that educate all children well, grades K through 12. Students will learn about various school reform efforts, policies and politics behind various local, states, and federal efforts, and be able to draw upon the educational change and leadership literature to develop their own process and design for better schools.

In this course, students will utilize various research-based leadership decision-making concepts and supervisory processes to advance teacher development and instructional practice. Emphasis will be on the educational leader as a decision-maker, supervisor, and teacher advocate to support student achievement. Additional topics will involve perceptions of leadership, instructional strategies and support, professional development, and collaboration.

In this course, students will explore classic and contemporary approaches to organizational development from a leadership perspective. Major emphasis will be placed on theories, strategies, and leadership styles relative to implementing organizational growth. Students will address various organizational concepts leading to the development of their own organizational leadership plan.

In this course, you will explore the theoretical foundations of effective school district leadership. Course emphasis will involve an understanding of leadership theory, the importance of leadership theory, and how leadership theory can inform effective school district leadership. You will analyze various leadership theories and their application within the school learning environment as a school district leader.

This course offers foundational knowledge to become a critical consumer of statistical- based research literature as well as develop the necessary skillset for non-inferential quantitative analyses. The emphasis will be on understanding multivariate data, non-inferential and inferential statistical concepts, the conventions of quantitative data analysis, interpretation and critical inferences from statistical results. Statistical computations will be completed using statistical software applications for quantitative data analysis. The course culminates in a synthesis project to demonstrate statistical skills and aligned with APA guidelines for presentation of statistical results.

This course focuses on qualitative research methodology and designs and the methods used to collect and analyze data in educational research. You will examine the principles of qualitative research and explore commonly used designs (also referred to as qualitative traditions or genres) with a focus on application and feasibility. Qualitative data collection and analysis methods will be examined for their suitability with regard to the research design selected. Alignment between qualitative designs and research methods, issues of trustworthiness pertaining to qualitative research, and the role and responsibilities of the qualitative researcher will also be explored.

This course explores the quantitative research methodology and associated designs and methods. You will examine paradigmatic perspectives along with the tenets and conventions of quantitative research. This examination of designs and methods will include topics such as feasibility, validity, reliability, variable operationalization, inferential designs, and analytic software applications used within the quantitative research paradigm. You will also explore the components of aligned and coherent quantitative research designs that support meaningful research within the field of education.

This course builds on a foundational understanding of qualitative designs and measurements to focus on analyses of the data. The course takes you deeper into the skills and techniques necessary to ensure the appropriate analyses of qualitative data, including integrating relevant frameworks, verifying trustworthiness of the findings, and selecting suitable methods to present the analyses and findings.

You will learn advanced statistical principles and how to apply them to quantitative research. You will be provided an overview of advanced statistical concepts used in empirical research, including inferential analyses. Advanced computations will be performed using SPSS. The focus involves helping you build independent scholarly skills with an emphasis on understanding multivariate data; the use, comprehension, and evaluation of sophisticated statistical concepts; and presentation of statistical results.

Prerequisites: Completed all foundational, research, and specialization courses as required by program.

The doctoral comprehensive assessment for the Ph.D.-EDL is your opportunity to demonstrate your preparation for entering the dissertation phase as a doctoral candidate. Throughout this course, you will synthesize discipline-specific content with scholarly literature as you create a prospectus for a theoretically based research study focused on furthering knowledge in the field of education. Ph.D.-EDL research has a focus on contribution to theory, whereas Ed.D.-EDL research focuses on addressing a researchable problem that has practical applications. The two are similar in that they both apply the scientific method to collect data, analyze data, and present results. However, the results are given greater emphasis in terms of theory for the Ph.D.-EDL. In the Ph.D.-EDL degree, you will therefore conduct research that contributes to the broader discipline rather than a specific problem rooted in an applied, professional practice. This prospectus will likely become the foundation of your Ph.D.-EDL dissertation. Note that you will take this course only after all foundation, specialization, and research courses have been completed.

Students in this course will be required to complete Chapter 1 of their dissertation proposal including a review of literature with substantiating evidence of the problem, the research purpose and questions, the intended methodological design and approach, and the significance of the study. A completed, committee approved (against the minimum rubric standards) Chapter 1 is required to pass this course successfully. Students who do not receive approval of Chapter 1 to minimum standards will be able to take up to three supplementary 8-week courses to finalize and gain approval of Chapter 1.

Students in this course will be required to work on completing Chapters 1-3 of their dissertation proposal and receive committee approval for the Dissertation Proposal (DP) in order to pass the class. Chapter 2 consists of the literature review. Chapter 3 covers the research methodology method and design and to includes population, sample, measurement instruments, data collection, and analysis, limitations, and ethical considerations. In this course, a completed, committee-approved Chapters 2 and 3 are required and, by the end of the course, a final approved dissertation proposal (against the minimum rubric standards). Students who do not receive approval of the dissertation proposal will be able to take up to three supplementary 8-week courses to finalize and gain approval of these requirements.

Students in this course will be required to prepare, submit, and obtain approval of their IRB application, collect data, and submit a final study closure form to the IRB. Students still in data collection at the end of the 12-week course will be able to take up to three supplementary 8-week courses to complete data collection and file an IRB study closure form.

In this dissertation course students work on completing Chapters 4 and 5 and the final Dissertation Manuscript. Specifically, students will complete their data analysis, prepare their study results, and present their findings in an Oral Defense and a completed manuscript. A completed, Committee approved (against the minimum rubric standards) Dissertation Manuscript and successful Oral Defense are required to complete the course and graduate. Students who do not receive approval for either or both their Dissertation Manuscript or defense can take up to three supplementary 8-week courses to finalize and gain approval of either or both items as needed.

Degree Requirements

The Doctor of Philosophy (PhD) in Educational Leadership (EdL) requires 60 credit hours for degree completion. Coursework includes foundations, educational leadership, research methods, the pre-candidacy prospectus, and the dissertation. Additional credit hours may be allowed as needed to complete dissertation research in alignment with the Satisfactory Academic Progress (SAP) and Academic Maximum Time Frame policies. Students who do not complete their program within these requirements may be dismissed

The PhD-EdL degree program has the following graduation requirements:

• A minimum of 48 credit hours of graduate instruction must be completed through NU
• Successful completion of all courses with a “B” or better
• Official transcripts on file for all transfer credits accepted by the University

The University may accept up to 12 semester credit hours earned with a grade of “B” or better for graduate coursework completed at an accredited college or university and evaluated to be substantially equivalent in content with the required coursework for the PhD-EdL program. See the Transfer Credit Policy in the Course Catalog for additional information.

Career Potential*

• Educational Administrators, PreK-12 through Higher Education
• Distance Learning Coordinators

*Positions may require additional experience, training, and other factors beyond successfully completing this degree program. Depending on where you reside, many positions may also require state licensure, and it is the responsibility of the student to ensure that all licensure requirements are met. We encourage you to also review program specific requirements with an NU advisor. Any data provided on this page is for informational purposes only and does not guarantee that completion of any degree program will achieve the underlying occupation or commensurate salary.

RESEARCH AND DISSERTATION

The University has developed a logical step-by-step process that assists in completing the dissertation. NU provides a detailed Dissertation Handbook that explains the process and NU’s dissertation support structure.

The PhD-EdL doctoral research courses, the PhD-EdL comprehensive course, and the PhD-EdL dissertation courses are specifically designed as a guide through the process in an orderly and meaningful fashion and lead to the oral defense.

The dissertation is the capstone academic achievement of the PhD-EdL. The PhD-EdL dissertation is a scholarly documentation of the research. To earn the PhD-EdL the student must demonstrate the ability, motivation, and commitment, and NU will provide the faculty, the academic support, and process to assist with the attainment of high academic goals.

The PhD-EdL research is aimed at contributing to the body of research knowledge – either new research or adding to research already studied in the field. PhD-EdL students take EDR-8201 – Statistics I and EDR-8202 – Statistics II as part of their program of study. There is also an oral defense.

DISSERTATION PROCESS

Faculty assists each NU Doctoral student to reach this high goal through a systematic process leading to a high-quality completed dissertation. A PhD-EdL dissertation is a scholarly documentation of research that makes an original contribution to the field of study. This process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of the dissertation.

A doctoral candidate must be continuously enrolled throughout the series of dissertation courses. Dissertation courses are automatically scheduled and accepted without a break in scheduling to ensure that students remain in continuous enrollment throughout the dissertation course sequence. If additional time is required to complete any of the dissertation courses, students must re-enroll and pay the tuition for that course. Continuous enrollment will only be permitted when students demonstrate progress toward completing dissertation requirements. The Dissertation Committee determines progress.

Learning Outcomes

As a graduate of National University’s Doctor of Philosophy in Educational Leadership (PhD-EdL) program, you’ll be able to:

• Examine educational leadership, research, and policy from practice-based, evidence-based, and research-based perspectives
• Determine the aspects of professional capacity and resource needs for a quality professional learning community within sector-specific learning organizations
• Develop effective leadership traits to improve educational practice for diverse learning organizations within public and private sectors
• Devise a research- and theoretically-based examination of a complex problem within educational leadership
• Conduct theoretically based empirical research to address a complex problem within educational leadership, research, or policy

National University’s dedicated admissions team is here to help you throughout the admissions process. We accept and review applications year-round, and, once you’re admitted, you can begin your studies as soon as the next week.

To apply to the Doctor of Philosophy in Educational Leadership (PhD-EdL) you must have a conferred post-baccalaureate master’s degree and/or doctoral degree from a regionally accredited academic institution or a qualifying international institution.

Questions? Call our admissions team at  866.776.0331  or request information, and an advisor will be in touch soon. Ready to apply?  Start your NU application today .

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Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.

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Ph.D. in Educational Leadership and Organizational Development

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The Doctor of Philosophy in Educational Leadership and Organizational Development encompasses five specialties: Evaluation, Human Resource Development, P-12 Educational Administration, Postsecondary Educational Administration, and Sport Administration. Each prepares graduates to understand and perform basic and applied research in their specialty area. To learn more, just click on the area of specialization.

• Human Resources and Organizational Development
• P-12 Administration
• Post-Secondary Education
• Sport Administration

Alumni Profiles

I chose to study at U of L because of the faculty, many of whom are renowned researchers in human resource development. I was constantly impressed with the level of dedication and time that faculty invest in their students; not only to guide them towards to degree completion, but to prepare them for careers afterwards. I came into this program looking to learn more about human resource development and continue working as a practitioner, but fell in love with research and teaching, and now am a faculty member myself. My experiences in the doctoral program were positive and truly rewarding and I highly recommend it to anyone interested in human resource development. Dr. E. Kobena Osam, Assistant Professor, Northern Kentucky University Ph.D., Educational Leadership & Organizational Development (Human Resource Development), 2018

I thoroughly enjoyed my doctoral journey at the University of Louisville. From start to finish, there was a consistent message of unlocking new truths through innovative research practices. I am especially thankful for the collaborative spirit and the critical feedback given by my dissertation committee. I am proud to be a U of L alumnus and draw regularly upon the skills that were honed in my doctoral studies to inform my work as an educational leader. Dr. Robb Smith, Superintendent, Bellevue Independent School District Ph.D., Educational Leadership & Organizational Development (P-12 Administration), 2019

The ELEOD doctoral experience was transformative. I was taught how to look deeply at data relevant to my interests and given the opportunity for challenging ideas and debate. The experience has guided me as a professional and contributed significantly to who I am today. Dr. Cara DiMattina-Ryan, Chief Strategy Officer, Workforce Solutions Rural Capital Area, Austin, Texas Ph.D., Educational Leadership & Organizational Development (Higher Education Administration), 2018

My experience in U of L’s Educational Leadership and Organizational Development Ph.D. program was outstanding, particularly working with the faculty members in the Sport Administration track. They took a very hands-on approach to teaching me what it takes to be an effective faculty member. Not only did I learn to be an effective researcher, writer, and teacher, but I also experienced first-hand what great mentorship is. To this day, I still remain close to the faculty at Louisville, collaborating with them on research, connecting with them at academic conferences, and even guest speaking to current doctoral students in the program. Great people make great academic programs and Louisville has some of the best in our field. Dr. Nels Popp, Assistant Professor of Sport Administration, Co-Director, Center of Research and Intercollegiate Athletics, University of North Carolina, Chapel Hill. Ph.D., Educational Leadership & Organizational Development (Sports Administration), 2007

My time in the Educational Leadership and Organizational Development Ph.D. program at the University of Louisville prepared me to be a strong leader in higher education. Specifically, the lessons I gained through the program’s coursework were practical, enhanced my knowledge and skillsets exponentially, and provided me with necessary application tools to be a successful practitioner. What I am most appreciative of is the support of the faculty in the ELOD program, my dissertation committee, and the many transformative conversations I engaged in with faculty and other students throughout my journey. The ELOD program is certainly a community of excellence of which I am proud to have been a part. Dr. Nadine Petty, Executive Director of the Center for Diversity & Enrichment, University of Iowa Ph.D., Educational Leadership & Organizational Development (Higher Education Administration), 2017

I am really grateful for my time at Louisville. I learned so much about different methodologies, practices, and critical thinking. The program forces you to analyze what information is important and how to discern a scope of study, which in my case, has applied to both research and work settings. There are so many faculty at U of L that are content experts in different areas, so for anyone interested in those, finding a U of L faculty member that can oversee your research and help support your personal and professional goals is key. As a graduate, I’m happy to talk with anyone thinking of joining the Louisville family to discuss how it might work for you. Dr. Amanda Bowers, Director of Institutional Effectiveness & Assessment, Motlow State Community College Ph.D., Educational Leadership & Organizational Development (Higher Education Administration), 2018

I am so glad that I chose to pursue my doctoral education at the University of Louisville. I really believe that the training and rigor I received stacks up against any other program in the country. The rigor throughout the classwork and dissertation process gave me the skills to be a productive researcher, but it was the expertise and commitment of the faculty that set me up to use those skills to make an impact in my field. As challenged as I felt in the program I felt even more supported and that is why I continue to work with so many of the colleagues, mentors, and friends I gained while at U of L. I can’t recommend the program strongly enough. It has been a big part of my success and I am confident it always will be. Dr. Matt Berry, Scholarship and Policy Director, Evolve502, Louisville, Kentucky Ph.D., Educational Leadership & Organizational Development (Higher Education Administration), 2014

The Educational Leadership and Organizational Development doctoral program at the University of Louisville served an instrumental role in helping me develop the foundational skills to succeed as a faculty member at a research-intensive institution. I continue to draw upon the theoretical and practical knowledge I gained during my doctoral studies at U of L to help organizational leaders find better ways for achieving their respective goals, while also advancing scholarly knowledge through my research. Dr. Per Svensson, Assistant Professor, Louisiana State University Ph.D., Educational Leadership & Organizational Development (Sports Administration), 2015

Adam Stieglitz is the Director of Operations and co-founder of the Andean Alliance for Sustainable Development. He received his bachelor’s degree in Business Management from the University of Miami and a master’s degree in Public Administration from the Middlebury Institute of International Studies in Monterey, California. His research interests include exploring effective ways of bridging academia with community development in order to promote social change. Adam is currently pursuing his Ph.D. in Educational Leadership and Organization Development with an emphasis in Evaluation at the University of Louisville. Dr. Adam Stieglitz Ph.D., Educational Leadership & Organizational Development 2022

• Department of Educational Leadership, Evaluation and Organizational Development
• UofL Course Catalog
• Doctoral Student Handbook
• Comp Exam Declaration Form
• ELOD Comprehensive Examination Guidelines & Rubric
• Degree Requirements (Graduate Catalog)
• Program Sheet, 60 hours [PDF]

Planning of Program

The advisor and members of the Program Committee help the individual design a program of study. Normally this should be done almost immediately after admission. The student has no "official contract" until the program is signed by the three members of Program Committee.

The program requires a minimum of 90 semester hours beyond the baccalaureate degree. Courses from previous graduate work may be counted toward the 90 hours. At least 45 of the 90 hours must be earned at UofL. These 45 hours will include the 18 hours fulfilling residency and the 12 hours required for dissertation credit.

Professional Specialization (42 hours). Each student will choose one of five specializations. The particular coursework in any student's program will vary according to specific specialization requirements, program Committee decisions, and individual background and interests.

Specialization

• P-12 Administration, view curriculum information
• Post-Secondary Administration, view curriculum information
• Sport Administration, view curriculum information
• Human Resource Development, view curriculum information
• Evaluation, view curriculum information

Knowledge Development and Utilization (27 hours). Each student will carry out a substantial, creative project of scholarly quality. In developing dissertation topics, students are required to select topics that enable them to demonstrate the ability to conduct inquiry into processes and problems of educational institutions or community organizations. This component includes:

• Development of research competencies (15 hours). These courses develop basic understanding of research design and methodology and demonstrate competence in the critical analysis of research. All student must take ELFH 601 Applied Statistics (3) and it is a prerequisite for most research and statistics courses. Other courses may include:
• ELFH 602 Survey Research & Attitude Measurement
• ELFH 606 Evaluation of Educational Processes
• ELFH 701 Intermediate Statistics
• ELFH 703 Multivariate Analysis
• ELFH 704 Qualitative Field Research Methods
• ELFH 705 Qualitative Data Analysis and Representation
• Dissertation research (ELFH 795 Dissertation Research-12 hours). The student completes an independent study with the dissertation chair.

Electives (21 hours). This component allows considerable flexibility in planning a program.

Meeting Course and Program Requirements and Residency. Students should meet with their advisor to plan the scheduling of courses for several semesters at a time. Students must be enrolled (= registered) at the University of Louisville for a minimum of 18 hours within a 12-month period to meet the residency requirement. These hours must be completed during or after formal admission to the doctoral program.

There are two time limits for completion of the doctoral program: (1) Within five years after admission into the doctoral program students must complete all coursework and pass the comprehensive exams; and (2) the student must complete all other requirements for the degree within four years after passing the comprehensive examination and being admitted to candidacy. A doctoral degree student must have been admitted to candidacy not later than the end of the ninth month prior to the awarding of the degree, that is:

• August graduation: November 30 of preceding year
• December graduation: March 31 of the same year
• May graduation: August 31 of preceding year

The PhD in Educational Leadership and Organizational Development has five specialties as described under Specialties.

The LEAD Department PhD Admissions Committee evaluates an applicant’s potential to succeed in the doctoral program, including academic writing and analysis, theory and conceptual processing, and overall program readiness. This evaluation of an applicant is conducted through a holistic review of an applicant’s fully submitted application materials. These materials include the following:

• Graduate Application
• Résumé or Curriculum Vitae
• Letters of Recommendation: 2 required letters of recommendation (academic references preferred, but required for all applicants whose undergraduate work was completed within the last five years)
• English Language Exam: TOEFL, IELTS, or Duolingo English Test required* for applicants for whom English is not their primary language
• Transcripts: all official transcripts from any courses or degree programs taken at previous postsecondary institutions (other than dual credit)
• Personal Statement
• Analysis Essay

In addition, an applicant may also submit or participate in any of the following additional opportunities that are optional but not required for admission:

• Personal interview at the discretion of the committee
• Any academic or published works/ creative artifacts you have been a part of or produced

Additional information on each required and optional application materials can be found in the following sections:

Application Deadline

The ELOD PhD program admits students once each year for an August start date. The priority admission deadline for fellowships and scholarships is October 1st. The final deadline for admission consideration is February 1st. Students typically are notified of final admission decisions by early April.

Required Application Materials

University of Louisville Graduate School 2211 S Brook St, Houchens Bldg, Rm 105 Louisville, Kentucky 40292 The United States of America Email Address: [email protected] Phone Number: (502) 852-6495

• Resume or Curriculum Vitae. It is expected that applicants have prior academic and professional experience in their field of interest. The PhD program is intended for experienced professionals, holding relevant academic degrees and who are qualified to undertake advanced study at the doctoral level. It is important that the academic and professional experience of applicants match the educational focus of the program curriculum and the educational and professional orientation of the program faculty.
• Letters of Recommendation. Using the Graduate School on-line application choose two individuals familiar with your background to provide a Letter of Recommendation . Academic references preferred but required for all applicants whose undergraduate work was completed within the last five years.
• International English Language Testing System (IELTS) examination – minimum score: 6.5.
• Test of English as a Foreign Language (TOEFL) examination – minimum scores: 550 on the paper-based TOEFL, 213 on the computer-based TOEFL or 80 or higher on the internet-based TOEFL.
• Duolingo English Test with Subscores – minimum score of 105 and exam must have been taken after January 1, 2020. Note: Students who have earned a degree from an accredited college or university in the U.S. are not required to complete the TOEFL, IELTS, or Duolingo.
• Send official transcripts for all previous undergraduate and graduate coursework from any courses or degree programs taken at previous postsecondary institutions (other than dual credit) to the address indicated below.
• Do not provide UofL transcripts previously submitted to the College of Education and Human Development.
• If you have records at UofL, but outside the CEHD, attach a note so indicating and we will secure them.
• It is expected that applicants would have GPAs of at least 3.5 for prior undergraduate and graduate degrees. Applicants submitting foreign transcripts must submit such transcript to analysis by either of the following two agencies and have the agency submit their report to the address below for inclusion in the application packet: World Education Evaluation Service or Education Credentials Evaluators .
• The applicant must send the official transcript to the transcript evaluation agency. The agency will do an evaluation according to US guidelines and mail an official copy of the evaluation to UofL. We do not need the transcript if we have the official evaluation from ECE or WES. The agency also validates that the transcript is official and legitimate. In some cases, the applicant may only have one official copy of the transcript. In that situation, WES or ECE will mail the official transcript back to the student after the evaluation has been completed.
• If you have a graduate degree from the U.S., this requirement is waived.
• As you author your Personal Statement, consider how your background and life experiences – including educational, cultural, financial, geographical, and/or other opportunities or barriers – motivated your decision to pursue a doctoral degree at the University of Louisville.
• In your statement, share your research interests and career goals, as well as how you see this doctoral program helping you achieve those future goals as well as why you have chosen to pursue doctoral study at this time.
• Tell us about what you have done, what is unique about you, what you have learned and achieved (including evidence of progress) to support and recognize your accomplishments to date and how that has prepared you for doctoral study in this program.

Your essay should intertwine several messages that: (a) provide a background to your chosen topic; (b) inform your reader why your chosen topic is important and what is known about the topic; (c) articulate at least two approaches you could address your topic using research articles; (d) recommend an avenue or perspective in which to take along with supported rationale; and, (e) provide a summary with concluding remarks that bring your essay to a logical conclusion.

• Your essay should demonstrate a level of analysis and be between 2,500 and 3,000 words (approximately 8- 10 double-spaced pages) not including a title page, references or citations, tables, figures, or graphs.
• Include any references to literature and empirical research sources that you use to help shape your analytic essay. As applicable, please use the latest American Psychological Association (APA) citation style for citations and references in your essay.
• Your analysis essay does not need to be on a topic related to your doctoral studies, but it can be. Ultimately, we are interested in learning more about how you present a topic, offer competing perspectives, and your analysis associated with that discussion.

Optional Application Materials

• Personal Interview . Using a holistic process, the LEAD PhD Admissions Committee will evaluate your application packet. They may, at their discretion, invite you for a brief interview with faculty in your chosen area of concentration to learn more about your interests. The interview is optional, but often can be helpful in finding fit within an academic program of study.
• Applicants who do not submit GRE scores will be given full consideration to the program.
• If you have taken the GRE, and wish to submit your scores as an option, have the Education Testing Service forward scores to UofL (UofL's code for sending GRE scores is 1838).
• If you are a former UofL student and believe you scores are already at the University Graduate School, attach a note indicating so with your Graduate Application.
• Scores, whether a new applicant or a former UofL student, should be no more than 5-years old
• Academic Published Works/ Creative Artifacts . If you have published any academic research or been a part of some form of creative artifact that adds to your application packet, please feel free to include those works as a .pdf within your packet as optional material. All academic published works/ creative artifacts can be included in your graduate application packet. For any questions, please contact the Graduate Student Success Office at [email protected] .

Originality Statement

By applying for admission to the LEAD doctoral program, a prospective student affirms that the contents of the application, including the research proposal, analysis essay, and accompanying documents, etc. are the product of their own intellectual efforts. It is perfectly acceptable to use outside resources and materials as a part of the application. However, throughout the application materials, where appropriate, we expect that an applicant acknowledges those sources of inspiration, whether they be from published works, collaborations, or AI-based programs, through appropriate citations and references using the latest APA-style guidelines.

By submitting application materials, applicants acknowledge they understand that plagiarism, fabrication, or any form of academic misconduct is unacceptable and undermines the values of intellectual rigor and integrity. At the University of Louisville, we are committed to upholding the highest standards of academic honesty and ethical conduct throughout our Ph.D. application process, and we expect students who join our academic community to value and uphold the same standards and rigor.

Any intentional misrepresentation or breach of academic integrity could have serious consequences, including the potential denial or revocation of admission, or dismissal from the program.

Department of Educational Leadership, Evaluation and Organizational Development College of Education and Human Development University of Louisville Louisville, KY 40292 502-852-6475

Those interested in general information about the ELEOD PhD program should contact Dr. Mary Brydon-Miller at [email protected] . For specific program track information, please contact the following faculty for detailed information:

Evaluation - Dr. Jason Immekus

P-12 Educational Leadership - Dr. Kyle Ingle

Sports Administration - Dr. Chris Greenwell

Human Resources and Organizational Development - Dr. Brad Shuck

Higher Education Administration - Dr. Jacob Gross

Opportunities for Graduates

Advanced positions in the fields of education, training and development. Positions as a university professor in the field of education and human resource education. Positions in the fields of educational research and policy.

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Catalog Contents

Doctor of education in leadership and innovation, description and outcomes.

The Doctor of Education (EdD) in Leadership and Innovation is for professionals who want to teach at the postsecondary level and/or become leaders in varying educational settings. You will develop skills to become change agents within your educational setting. You will learn how to become ethical and innovative leaders who advocate for diversity, equity, and inclusion.

The program begins with the assistance of a Faculty Advisor who will review your master’s degree field of study and future career goals to ensure alignment of your EdD cognate electives . The program culminates in the successful completion of an applied research project over the course of several terms. You will complete the applied research project under the mentorship of your instructor and a Faculty Consultant.

Program Length

The Doctor of Education in Leadership and Innovation consists of a minimum of 90 quarter credit hours. Upon successful completion of the program, you will be awarded a doctorate degree.

Program Outcomes

• Educational Systems: Analyze the context and conditions in which educational systems and teams operate.
• Ethical and Innovative Leadership: Evaluate the impact of policy and practices on educational settings from multiple, diverse perspectives. 
• Research and Technology: Improve learning, innovation and professional practice using research-based information and technology. 
• Diversity, Equity, and Inclusion: Empower agents of change to advocate for individuals and groups who are historically marginalized, oppressed, underrepresented, or underserved. 
• Curriculum and Instruction: Design responsive and sustaining curriculum and instruction. 

Professional Competencies

In addition to the discipline-specific outcomes, professional competencies are integrated throughout your academic program. You can review the professional competencies associated with your academic program in the Professional Competencies section of this Catalog.

Program Availability

For program availability, please refer to the U.S. State and Other Approvals section and Program Availability Information .

Admissions Requirements

You must meet the below admissions requirement in addition to Purdue Global's  general requirements . 

A transcript indicating completion of a master's degree with a cumulative GPA of 3.0 or higher must be submitted.

Progression Requirements

• You may transfer in up to 30 credits of cognate electives from your master’s degree. Y our Faculty Advisor may recommend that you take additional cognate area courses at Purdue Global to align with your career goals, in which case you may decline the award of eligible prior learning credit to pursue the recommended curriculum.
• You must have earned a cumulative GPA of 3.0 prior to starting ED810 Applied Research Project I Academic Writing and Project Proposal .
• If you are unable to complete your applied research project within the normal course of study, you may contact your instructor to secure an extension. The purpose of the extension is to provide you with additional time to complete the project. Approval of the Dean's designee is required. If granted, you will enroll in an extension course. The University will not charge tuition for the extension course; however, you will be required to pay the normal resource fee.
• You must successfully complete IRB training, and IRB approval is required for the development of your applied research project. 
• You may not use credit for prior learning to fulfill any 700- or 800-level course.

Certification, State Board, and National Board Exams

Certification and licensure boards have state-specific educational requirements for programs that lead to a license or certification that is a precondition for employment.  Prospective and current students must review Purdue Global’s State Licensure and Certifications site to view program and state-specific licensure information.

Licensure-track programs may limit enrollment to students in certain states; please see Purdue Global’s Program Availability Information  to determine enrollment eligibility.

You are responsible for understanding the requirements of optional certification exams. Such requirements may change during the course of your program. You are not automatically certified in any way upon program completion. Although certain programs are designed to prepare you to take various optional certification exams, Purdue Global cannot guarantee you will be eligible to take these exams or become certified. Your eligibility may depend on your work experience, completion of education and/or degree requirements, not having a criminal record, and meeting other certification requirements.

The 🌐 icon appears in the title of traditional courses that are also available as a set of module courses. Module course availability may be limited to certain academic calendars. See Course Types for information about module courses.

Program Requirements

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PhD in Higher Education Studies & Leadership (HESL)

Phd in higher education studies and leadership (hesl).

The Baylor University Higher Education Studies and Leadership PhD program offers a   full-time, residential   education   for those who desire to have a meaningful, lasting influence on higher education. The program combines a commitment to the Christian faith, academic rigor, research, and professional experience in order to prepare future scholars and practitioners for leadership roles.

Faith-Forward

We believe that we are called as Christians to pursue excellence in all areas of life, including our academic endeavors. As such, the HESL program both requires courses that explicitly focus on matters of faith within the higher education context. Additionally, students are challenged to think about the field of higher education and its most pressing issues from a theological point of view within the context of an R1 institution. 

Fully Funded

We are a fully funded program, meaning that if you are accepted, your tuition is covered. In addition to this funding, students in the program work a 20-hour per week apprenticeship, which provides a stipend to help cover living costs.

Residential Cohort Model

The HESL program consists of three years of in-person coursework, beginning in the fall and including the summers between academic years. Following coursework comes dissertation research (typically taking one to two additional years). Courses are taken alongside a small cohort of students from around the country and world who support and challenge one another inside and outside the classroom. The typical size of a cohort is three students.

The HESL degree plan seeks to strike a balance between structure and specialization. Students progress through a series of courses alongside others in the program; however, the program sets aside elective hours for students to use for courses both inside and outside the department to help meet their professional and research interests.

HESL PhD Degree Plan

Through participating in HESL, students will be able to:

• Synthesize diverse educational traditions into a comprehensive framework, enhancing your understanding of educational history and philosophy 
• Analyze higher education problems using theological, moral, and data or social science-oriented frameworks
• Understand, analyze, and evaluate the trends currently impacting higher education
• Understand various leadership theories and apply them to specific problems within higher education institutional settings
• Demonstrate knowledge of the strengths and weaknesses of qualitative and quantitative research and the skills relevant to producing high-quality research in higher education

As part of the HESL program, all students work in a 20-hour/week apprenticeship. These apprenticeships range from research assistant positions within the department to administrative roles in departments throughout the university (with the occasional availability of assistantships at other institutions in the surrounding area). Apprenticeships are meant to provide professional development opportunities in addition to providing funds to cover living costs. Full-time employes at Baylor who are enrolled in HESL will not be assigned an apprenticeship.

 Below are some of the areas in which our students have taken on apprenticeships ( note: availability of apprenticeships varies from year to year and are subject to change ).

• Research Assistant to a HESL faculty member
• Institutional Effectiveness
• Judicial Affairs
• Baylor Graduate School
• Honors Residential College
• Medical Humanities
• Baylor University Libraries
• The Academy for Teaching and Learning
• McLennan Community College
• University of Mary-Hardin Baylor
• Texas State Technical College

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Educational Leadership: Superintendency Concentration, Ed.D.

Program overview.

The UNC Charlotte Doctor of Education (Ed.D.) in Educational Leadership, specializing in Superintendency, is specifically designed to develop proficient leaders for the dynamic challenges of the 21st-century educational landscape. Our graduates excel in high-level positions across public and private K-12 schools, higher education institutions, and governmental roles, demonstrating strong leadership and an ability to address complex educational issues.

Program Structure

Our curriculum strategically blends core coursework with specialization in superintendency, focused research, and applied dissertation projects tailored to professional practice. This program accommodates the schedules of working professionals through a mix of hybrid and online classes, offering flexibility to complete the degree in up to four years. Courses primarily take place during evening sessions at the main campus and at designated distance education locations.

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• Delivery Online & In Person
• Credits 48 Credit Hours
• Admits Fall

Licensing and Professional Preparation

The specialized coursework and dual internship opportunities within the superintendency concentration are designed to fully prepare you for advanced roles in educational administration. The program not only focuses on leadership and policy analysis but also integrates emerging technologies and strategic management skills essential for today’s educational leaders.

Part-Time Year I

• ADMN 8110 : Organizational Theory and Behavior
• ADMN 8140 : School Finance
• RSCH 8210 : Applied Educational Research
• ADMN 8120 : Rethinking Education Reform: Law, Policy, and Public School
• ADMN 8150 : Human Resources Development and Administration

Part-Time Year II

• ADMN 8610 : Interdisciplinary Seminar
• ADMN 8125 : Doctoral Seminar in Instruction
• ADMN 8181 : Equity and Social Justice in Adult Education
• RSCH 8110 : Descriptive & Inferential Statistics
• Or RSCH 8111 : Qualitative Research Methods
• RSCH 8196 : Program Evaluation Methods

Part-Time Year III

• RSCH 8890 : Special Topics – Applied Dissertation Proposal
• ADMN 8410 : Advanced Internship in Educational Leadership I
• ADMN 8699 : Dissertation Proposal Seminar
• ADMN 8420 : Advanced Internship in Educational Leadership II

Part-Time Year IV

• ADMN 8999 : Dissertation Research

Admissions & Requirements:

• Complete the Graduate School Admission Application .
• Completion of a Master of School Administration, Master of Education in Curriculum Supervision, Master of Education in Instructional Technology, or a comparable degree from a university accredited by a US Department of Education-recognized institutional accreditor with a GPA of at least a 3.5.
• Copies of unofficial transcripts from all academic coursework beyond high school.
• Have completed a minimum of three years of successful teaching experience or other professional education experience.
• Three recommendations from individuals who know the applicant’s current work and/or academic achievements in previous degree work. Applicants will provide reference contact names and email addresses through the application portal.
• A statement of purpose describing prior educational and research experiences and objectives for pursuing doctoral studies.
• A current resume or vita.
• Interviews may be scheduled with select applicants.
• An Advanced “M” level Professional II (SP2) Professional Educator’s License in any content area from North Carolina or its equivalent from another state.
• At least three years of relevant work experience in formal school leadership.

Application Deadline: March 1 (fall)

Why Choose UNC Charlotte?

• Urban Research Focus: Positioned as North Carolina’s urban research university, UNC Charlotte dedicates itself to the regional needs encompassing culture, economy, education, and health.
• Flexible Learning Options: Choose from part-time or full-time enrollment with evening classes that cater to working professionals. The superintendency concentration features a distance learning option at Mallard Creek High School.
• Expert Faculty: Learn from renowned scholars and experienced administrators such as former principals and superintendents known for their engaging teaching methods and substantial contributions to educational research.
• Career Advancement: Graduates pursue distinguished careers in educational settings, filling roles such as university professors, school administrators, and even college presidents. Eligibility for North Carolina D-Level licensure is an added advantage for students in the superintendency track.
• Cost Efficiency: Benefit from competitive tuition rates for distance education and explore various scholarship and financial aid options.
• Student Engagement and Opportunities: Engage in research collaborations with faculty, participate in leading educational conferences, and utilize comprehensive support services like the Center for Graduate Life and the University Career Center to enhance your professional skills and network.

Please note: Rates are subject to change.

• $288.82 per credit hour

Outside of NC Non-Resident:

• Not Applicable

Non-Resident:

• $1,098.21 per credit hour

More information regarding tuition and fees »

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PhD in Leadership and Change *In-Person* Info Session | GSLC

September 27 @ 10:00 am – 11:00 am edt.

Antioch University’s PhD in Leadership and Change program welcomes you to explore the next steps in your doctoral education by joining us for an information session led by Amy Rutstein-Riley, PhD, MPH , Dean of the Graduate School of Leadership and Change and PhD Program Director. During the session, learn about our unique program dedicated to engaging working professionals in the interdisciplinary study, research, and practice of leading positive change in workplaces, schools, organizations, and communities worldwide.

We’ll have lunch together, and there will be time to explore your questions!

Join us IN PERSON on the Otterbein University Campus, located at: Roush Hall, 27 S. Grove St. Westerville, OH 43081

Visitor parking is directly across the street, and more information about parking and maps will be provided in your email confirmation.

Antioch and Otterbein Universities are proud co-founding members of the Coalition for the Common Good . We are excited to partner, and to host this Antioch University event on Otterbein’s campus.

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PhD in Advanced Educational Studies – Educational Leadership Forging Breakthroughs in Leadership Practice

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100% online, 8-week courses

Transfer in up to 39 credits

Grow Your Leadership Skills and Expand Your Influence with Liberty’s PhD in Advanced Educational Studies Degree

Have you received your Doctor of Education (EdD), but you find yourself needing a degree that helps you move into the realm of research so you can make valuable contributions to your field? Liberty University has designed a unique opportunity to transfer up to 39 credits of your conferred EdD credit into our PhD in Advanced Educational Studies – Educational Leadership.

Successful education requires outstanding leadership and guidance at the top of the organization. Liberty University’s 100% online PhD in educational leadership degree program can expand your knowledge, skills, and training in the leadership aspects of education. Additionally, you can use your degree to gain a strong authority in leadership found in corporations, businesses, and successful educational administrations. Each course in the online education degree integrates specific course materials and assignments that require you to examine relevant topics and current events in light of Scripture and a Christian worldview.

With advanced training in education, organizational leadership, ethics, and research, you can gain valuable communication and problem-solving skills needed to lead your students and organization to success. Our PhD in Advanced Educational Studies – Educational Leadership online can provide you with the tools and skills you need to lead an educational administration and develop research materials and publications to contribute to the body of knowledge in educational leadership.

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s PhD in Advanced Educational Studies Degree in Educational Leadership?

Your time is valuable, so we have designed this degree to allow graduates from EdD programs the opportunity to add a specialization and pursue a PhD degree without needing to start from the beginning of a doctoral program. Liberty’s online PhD in Advanced Educational Studies in Educational Leadership can help you expand on your EdD research or capstone project by giving you the chance to create a dissertation on a similar research topic.

We designed our online PhD in educational leadership to allow EdD graduates the opportunity to transfer up to two-thirds of their conferred credit into a Liberty PhD in Advanced Educational Studies program. Furthermore, it’s 100% online, which means you are not required to attend courses on campus at any time as you pursue your degree. We are committed to helping you obtain your degree in a way that is most convenient for you. You can also receive training and instruction from professors who are grounded in their Christian faith and ready to equip you to be a Champion for Christ in the education field.

What Will You Study in Liberty’s PhD in Educational Leadership?

Liberty University’s educational leadership courses integrate theoretical knowledge with practical skills necessary for effective educational leadership. Our courses teach you how to analyze and evaluate rational and irrational decision-making from an ethical standpoint for educational leadership and policy formulation.

As you begin our PhD in educational leadership degree online, you can learn how to apply organizational theories and models to create and lead effective higher education organizations and implement best practices. You can also cover issues of effective communication and how to develop productive relationships both within and outside of the school.

In addition, you can conduct research and work on your dissertation to contribute to the field of educational leadership. This shift in course emphasis can allow you to take what you’ve gained in your professional degree and apply it to a more research-focused doctorate.

Potential Career Opportunities

• Academic dean
• Chief learning officer
• Educational researcher
• Executive director of education
• Higher education administration
• Higher education curriculum coordinator
• Higher education professor
• School superintendent

Featured Courses

• EDUC 740 – Leadership Principles and Ethics
• EDUC 741 – Theories of Educational Leadership
• EDUC 742 – Educational Leadership and Public Relations
• EDUC 745 – Organizational Analysis and Problem Solving

Degree Information

• This program falls under our School of Education .
• View the Graduate Education Course Guides (login required) .
• An extensive final dissertation project is required.

Degree Completion Plan

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Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

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Admission Information for Our Online PhD in Advanced Educational Studies – Educational Leadership Degree

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited Ed.D. or PhD in Education with at least a 3.0 GPA is required for admission in good standing.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your PhD degree after the last day of class for your EdD or PhD in Education degree.
• Complete a Doctoral Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 9 credit hours of completion for an EdD or PhD in Education program.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

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Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees

Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

What are the benefits of pursuing a program like this online.

Completing your PhD with an integrated dissertation gives you a terminal educational credential that shows employers you have reached the pinnacle of your field’s achievement. Additionally, you can learn how to create and administer effective education environments.

Does this program allow transfer credit?

Our PhD online allows you to transfer in up to 39 credit hours so you can turn your EdD into a PhD quickly – depending on your transfer credit.

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Missouri State's College of Education prepares to launch first doctoral degree program

The College of Education at Missouri State announced Wednesday that it will offer its first doctoral degree a year from now, in fall 2025.

This year, the university will finalize plans for the program: a Doctor of Education in Leadership, Learning and Education Change.

Overcoming limitations placed by state law, Missouri State has become a doctoral-granting university recognized by the State of Missouri, Missouri Coordinating Board of Higher Education and Higher Learning Commission.

“This degree is for individuals who want to assume leadership in not just schools, but also in universities and education-related nonprofits,” said Nicole West, associate professor director of the doctoral program, in an Aug. 14 news release. “This degree is less about any particular educational institutional type, as it is about impacting and transforming education.”

West added: “It is in direct alignment with the university’s public affairs mission to create culturally competent, ethical leaders who are community engaged. Developing this program is living out our mission in a tangible way.”

More: This bill would let more Missouri universities offer research, doctoral degrees

Applications for the first cohort of 15 students will open Sept. 5.

The part-time program is seated and cohort-based. It is designed to take three years and include 55 credit hours plus a dissertation-in-practice. Here are the details:

• Core curriculum of 25 credit hours;
• A specialized area of interest involving 18-28 credit hours;
• Dissertation-related coursework of 12 credit hours.

“This curriculum was built with adult learners and working professionals in mind,” West said. “It can be tailored to each student’s specific interests and aspirations.”

In preparation for the launch, Missouri State was invited to join the Carnegie Project on the Education Doctorate, a network of more than 135 institutions working to improve programs and education.

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Department of Agricultural Communication, Education, and Leadership

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Degree options, breadcrumb menu, master's degree options.

A Master’s degree prepares a person with additional knowledge and necessary skills in the field in order to teach, become a practitioner, or conduct research. Students pursuing a Master's degree are expected to develop an individualized project or thesis in cooperation with their adviser and advisory committee.  ACEL offers three Master's Degrees: the M.S. Online (thesis or non-thesis option), the M.S In-person (thesis or non-thesis option), and the M.Ed. degrees. Coursework is comprised of a combination of core foundation courses, specialization requirements, electives, a cognate area outside Agricultural and Extension Education, and a Master's project or thesis.

Please click on the following ACEL Master's Degree options to learn more:

  Online Master of Science

Our online Master of Science (MS) in Agricultural Communication, Education, and Leadership (ACEL) is completely online with no in-person requirements. Students who earn their MS in ACEL have the opportunity to specialize in Agricultural Communication, Agricultural Education, Community and Extension Education, International Development, or Leadership. Our M.S. students may select either a thesis, project, or exam to complete the degree in addition to program coursework. Online students are not eligible for associateship or fellowship consideration. 

• Online M.S. - Thesis Option  The purpose of a thesis is to discover new knowledge. Students will work closely with their adviser and graduate advisory committee to identify an appropriate topic and conduct research to discover new knowledge in a systematic manner. M.S. programs should include a thesis research project that reflects individual scholarship and addresses a topic significant and important to the student's specialization area. Each M.S. thesis option program must have a minimum of 30 semester credit hours. 

Click here to browse MS Theses from 1927-2022

• Online M.S. - Non-Thesis Option  This option requires a non-thesis project or assessment (exam) that, generally, applies or restructures existing knowledge. A project will be a creative endeavor. Examples include: a teaching manual, teaching materials, field study, student self-study package, evaluation material, a needs survey, a communication campaign, an online website, an educational video, a magazine/publication, a multimedia package, or a crisis plan. Each M.S. non-thesis option program must have a minimum of 35 semester credit hours.

Click here to browse MS Non-Thesis Projects from 2016-2023

Click here to apply to our Online MS in ACEL

  in-person master of science.

Students who earn their MS in ACEL have the opportunity to specialize in Agricultural Communication, Agricultural Education, Community and Extension Education, International Development, or Leadership. Our M.S. students may select either a thesis, project, or exam to complete the degree in addition to program coursework. Full-time students who wish to be considered for Graduate Associates should indicate so on their application.

• In-person M.S. - Thesis Option  The purpose of a thesis is to discover new knowledge. Students will work closely with their adviser and graduate advisory committee to identify an appropriate topic and conduct research to discover new knowledge in a systematic manner. M.S. programs should include a thesis, project, or exam that reflects individual scholarship and addresses a topic significant and important to the student's specialization area. Each M.S. thesis option program must have a minimum of 30 semester credit hours. 
• In-person M.S. - Non-Thesis Option  This option requires a non-thesis project that, generally, applies or restructures existing knowledge. A project will be a creative endeavor. Examples include: a teaching manual, teaching materials, field study, student self-study package, evaluation material, a needs survey, a communication campaign, an online website, an educational video, a magazine/publication, a multimedia package, or a crisis plan. Each M.S. non-thesis option program must have a minimum of 35 semester credit hours.

Click here to apply to our In-person MS in ACEL

  master of education (m.ed.).

The M.Ed. program helps qualified candidates earn licensure in adherence with the licensure requirements for the  State of Ohio . This two-year program can be completed in four or five semesters and includes a student teaching component. The M.Ed. should focus on one area of specialization: Agricultural Education. Each M.Ed. program must have a minimum of 40 semester credit hours. M.Ed. programs must include a written exam or alternate project that addresses a specific topic or problem in the specialization area, involving a synthesis of theories and knowledge; culminating in a tangible contribution to the resource base of the specialization.

Click here to apply to our M.Ed. in ACEL

Ph.d. degree.

The Doctor of Philosophy (Ph.D.) program includes potential specializations in Agricultural Communication, Agricultural Education, Community and Extension Education, Leadership, and International Development. Students interested in this program should have completed 80 credit hours beyond their bachelor's degree with up to 30 credit hours counted from their master's degree. Ph.D. students will complete core courses in theory and research as well as departmental electives and outside cognate courses of their choosing. This allows for a significant degree of individualization and flexibility while maintaining a solid research and theoretical foundation. Former ACEL students have completed doctoral dissertations on various topics in these fields. As a potential future student in ACEL, access to these dissertations can be found on the button below.

Click here to browse ACEL Dissertations from 1938-2022

Click here to apply to our Ph.D. in ACEL

Click here to view our Curriculum Sheets and Handbooks!

Leadership Perspective: What Makes Leadership Development Impactful? Exploring a Whole-Person Approach

In this section.

• Faculty Publications
• Publications by Centers & Initiatives
• Student Publications

HKS Authors

See citation below for complete author information.

3 Things Principals Can Do to Make Teacher PD Better

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There is a wide gap between how teachers and school leaders view professional development. For many teachers, PD conjures up images of boring, one-sided lectures that have little to do with their classroom reality.

In fact, almost half of the 1,498 teachers surveyed by the EdWeek Research Center in October 2023 said they found their PD “irrelevant.” In stark contrast, only 16 percent of the 659 school leaders surveyed during the same period thought the same about teacher PD.

School leaders have tried different things to make the PD they offer more relevant and engaging for teachers. Some have encouraged teachers to pick a topic they’re passionate about, while others have moved mandatory PD modules online for teachers to complete at their convenience. Some school leaders believe frequent follow-up check-ins with teachers can help them apply what they learn in their PD sessions.

Still, it’s a struggle for school leaders to design the PD teachers want as they juggle district-mandated trainings and initiatives needed to meet their schools’ goals, said Brooklyn Joseph, a lead program facilitator with Lead by Learning, a program at Northeastern University where she partners with schools to design professional learning.

With all this information coming at them, teachers feel like they’re ingesting a lot of content that doesn’t always link back to their classroom practice, Joseph said during an Education Week K-12 Essentials Forum on school leadership last month.

Getting PD right isn’t just a time or resource challenge, Renee Gugel, an assistant professor of teacher leadership at the National Louis University in Chicago, said during the forum. To make PD fun and engaging for teachers, principals also need to build their own capacity.

“Sometimes, [the obstacle] is not knowing how to go about it,” Gugel added.

Gugel and Joseph made three key recommendations to school leaders on designing PD that’s useful to teachers. Their session can be viewed in the above video.

Start with the right information

Surveys at the start of the school year are a good way to pick up information on the kind of PD teachers want. The challenge is that school leaders seldom share or reflect on the results with teachers, Gugel said.

“It can be hard [for school leaders] to share the results. Teachers are going to say stuff you don’t agree with or feel offended by, because you planned the PD [sessions],” Gugel said.

But if school leaders can be transparent about the feedback in staff meetings, it can signal to teachers that they’ve been heard and their concerns are being addressed. “It’s an immediate climate shifter,” Gugel said.

The information loop shouldn’t be restricted to surveys. Joseph recommends creating “design teams” of veteran and new teachers across grades and subject areas who can help school leaders plan PD based on past survey feedback. Teachers may respond to PD better if their peers help plan it, Joseph said, and design teams can help make these sessions more relevant to their needs.

“School leaders don’t have to plan all the PD by themselves in a vacuum,” Joseph said.

Teachers should also have the option to answer survey questions anonymously, Gugel said, if they are nervous about openly critiquing a PD session planned by their principal.

Strike a balance between teacher agency and a school’s instructional goals

Effective PD should focus on one or two key topics chosen by teachers, Joseph said.

“Just like we provide structures and routines for students in classrooms to do their own independent learning, once we allow that choice [to teachers], we find that they want to explore [more] about their instructional practices. [Teachers] have to care about what they’re learning,” Joseph said.

Gugel added that PD should be actionable—teachers should be able to apply practices they learn during PD in their classrooms shortly after the session takes place.

The PD that emerges from this process, though, should not be completely detached from the school’s instructional goals.

The process to find the best PD should be grounded in a school’s data, Joseph said. School leaders and teachers can look at test scores as well as internal school indicators like student behavior. Teachers and school leaders should look at these data together and determine areas for improvement.

By doing that, Joseph said, teachers have the agency to choose their own PD but are still guided by the school’s overall instructional goals.

Some school leaders can be wary of giving too much choice to teachers. Gugel warned against this: “When teachers hear that their school leaders trust them to use their [PD] time well, that’s motivating in itself.”

The most popular form of teacher PD

The most exciting form of PD, both experts agreed, is when teachers can learn from each other.

Teachers learn from each other informally through observing classrooms or catching up over instructional strategies in their free time. But Gugel and Joseph recommended that school leaders also create more formal PD spaces for such sharing.

Then, teachers can share their experiences trying out new teaching methods and discuss new patterns of student learning. For instance, teachers can use these spaces to drill down on specific tactics like how to best organize a classroom to encourage student learning in smaller groups.

These “collaborative groupings"—as part of smaller professional learning communities or larger PD sessions—can also help newer teachers get a feel for what’s going on in their peers’ classrooms, and how they can adapt some of these instructional strategies in their own teaching, Joseph said. This type of PD is a useful way, too, for veteran teachers to share their experiences, instead of spending time going over trainings they’ve already had.

Arranging this opportunity for PD might be yet another task on a leader’s to-do list, but Joseph said it’s worth the effort.

“We want to have a vision for where we are taking teachers,” she said. “But we also want to provide space and time for teachers to take us on a different journey … [to] the place where they are feeling inspired and passionate.”

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• Graduate Medical Education
• Residency Programs

Mountain Vista Medical Center, Family Medicine Residency

We are committed to the well-being of our patients and superior training of young physicians.

About Mountain Vista Medical Center

The Mountain Vista Family Medicine Residency is a suburban, community hospital-based program. Our mission is to train learners from diverse backgrounds into world-class physicians who will provide evidence-based, high-quality care, be passionate about caring for patients and partnering with them on their health, and be lifelong learners. We hold firm to the idea that each patient comprises mind, body, and spirit; the three are interrelated to compose a person’s health.

While our program focuses on preparing for life in an outpatient setting, there are plenty of opportunities to train in the inpatient realm. We provide a supportive learning environment and faculty who are genuinely interested in helping you grow in your personal and professional life. 

Welcome from Program Leadership 

We are happy you have expressed an interest in our internal medicine program. Here at Mountain Vista Medical Center, you will be exposed to a wide range of patients' pathologies, managed using sound clinical judgment and evidence-based medicine while supervised by dedicated and experienced IM attendings.

Program Director

“Growing up in the coastal state of Kerala, India, I have a deep admiration for nature and all that we can learn from it. We were a routine middle class family of four, and I was one of the few in the area who had the blessing to go to medical school, which had been my dream ever since I cut open that first frog in school. After competing medical school at St. John’s Medical College, Bangalore, I did work in multiple ICU’s and did short spells of work in remote villages in India, before pursuing residency in Internal Medicine at the Louisiana State University Health Sciences Center at Shreveport. Having the opportunity to train under some excellent teachers of medicine, I believe teaching and learning can be achieved with a keen sense of curiosity and an attitude to challenge and change ourselves when the need arises, with the right guidance. Internal medicine has a constantly evolving nature, and this inherently requires flexibility and adaptability from the learner and practitioner. This is probably what attracted me to it the most, and still excites me. I hope to see the same in every aspiring pupil of any subject. Outside of medicine, I am an avid soccer fan, and still try to play in some recreational games when time allows. I’m also into mountain/cross country biking, basketball, hiking and fitness in general. I am usually accompanied by my wife, my little baby girl or my dachshund in some of these little adventures.”

Nishanth Nirmala, M.B.B.S. Interim Program Director

The Mountain Vista Family Medicine Residency Program strives to foster an educational environment conducive to training learners from diverse backgrounds and developing them into independent, excellent family physicians highly skilled in providing comprehensive, patient-centered care. Our residents are trained specifically to meet the community's needs in the east valley of the Phoenix metro area.

• Provide Excellent Family Medicine Teaching, Leading to Graduates Who are World Class Physicians
• Integrate Technology and Evidence-Based Medicine into All Aspects of the Curriculum
• Provide High-Quality, Compassionate Patient Care for Our Local Population
• Encourage and Model an Environment of Active Inquiry to Produce Physicians Who Can Adapt to an Ever-Changing Medical Landscape
• Ensure That Core Competencies Are Cornerstones of Teaching Strategies  

Sasha Garner-Burchfield

Program Coordinator

• 480-358-6187
• [email protected]