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Doctorate in Education (Ed.D.)
in Leadership and Learning
The mission of the Doctorate in Education (Ed.D.) in Leadership
and Learning is to provide quality education grounded in
theoretical and empirical research in order to prepare students
to assume academic positions in educational organizations.
The Doctorate in Education (Ed.D.) in Leadership and Learning
program is broad in scope, preparing students in the specializations
of education administration, faculty leadership, and instructional
design. Throughout the program, students engage in research-related
inquiries to understand and address issues affecting their
professional aspirations.
The doctoral program is comprised of 16 courses (3 cr.
ea.) and a Dissertation (12 credits), spanning three specializations:
1. Education Administration - Prepares students
for senior leadership positions in a variety of institutions
and settings. This area supports career administrative professionals
who aspire to positions such as academic dean, provost,
or university president; and contributes to meeting nationally
recognized leadership standards, including the Interstate
School Leaders Licensure Consortium (ISLLC).
Education Administration Courses:
ED802 Governance and Political Perspectives in Education
ED804 Cultural Perspectives in Education (Elective)
ED805 Educational Leadership and Organizational Behavior
ED807 Law, Policy and Practice in Education
ED810 Education Administration
2. Faculty Leadership - Advances students to excel
as highly qualified master teachers in diverse school settings.
This area provides tools to effectively address complex
educational issues and conduct research in aspects of instruction
at varying levels.
Faculty Leadership Courses:
ED808 Change in Education (Elective)
ED809 Critical Theories in Education
ED813 Social Issues in Education (Elective)
ED814 Ethical Issues in Education (Elective)
ED815 Psychology of Education
ED816 Faculty Development
ED818 Continuous Improvement in Education
3. Instructional Design - Enables students to gain
the knowledge and skills needed to lead and manage instructional
challenges in a variety of online settings. This area applies
current instructional theory to organize, design, teach,
and evaluate course work according to tested principles
for online education.
Instructional Design Courses:
ED803 Curriculum Development
ED812 Adult and Continuing Education
ED817 Learning at a Distance (Elective)
ED806 Educational Assessment and Planning
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Throughout the program, students engage in research-related
inquiries to understand and address issues affecting
their professional aspirations. Students work individually
and in the learning community setting through course
projects, assignments and online communications. Completion
of the dissertation follows Aspen University's mentorship
model.
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The Goals of the program are to enable students
to:
- Reflect on their own possibilities and problems
as leaders.
- Read and study a broad range of highly interdisciplinary
literature.
- Acquire the skills necessary to research and more
fully grasp the complexity of their own organization.
- Draw on the knowledge and experience of both faculty
and fellow cohort members.
- Develop a profound understanding of leadership
for learning and transformation.
- Construct effective curriculum objectives.
- Practice scholarly writing expected in doctoral
level work.
Anticipated Student Learning Outcomes:
Upon successful completion of the Ed.D. program,
students shall demonstrate the following behaviors,
skills, and attributes:
- Demonstrate attitudes, values, ethics, and competencies
consistent with the practice of educational administration.
- Develop, maintain, and evaluate organizational
systems to facilitate the delivery of education
within diverse settings.
- Create meaningful strategies to maximize the professional
development of faculty and educational institutions
as a whole.
- Demonstrate intellectual curiosity, critical thinking,
and motivation toward continued learning.
- Practice educational research through appraisal,
synthesis, and generation of evidence.
- Ensure the development, implementation, and evaluation
of policies, programs, and services that are evidence-based
and consistent with professional standards and values.
- Assume responsibility for leadership and management
in educational organizations.
- Communicate effectively integrating a caring collaborative
professional approach.
- Competently assess, interpret, and communicate
information using oral, written, and electronic
methods.
Ed.D. Degree Program Admission Requirements:
Applicants to the Ed.D. program must hold a Masters
degree earned at an appropriately accredited institution
with an overall G.P.A. of no less than 3.0 on a 4.0
scale.
Additional requirements:
- A current resume.
- Three references attesting to personal and professional
qualifications. References must be from a: 1) recent
employer, 2) education industry professional who
can attest to your potential as a doctorate student
and 3) former faculty member or dean.
- Successful completion of a qualifying exam that
is intended to demonstrate the student's readiness
for doctoral study.
Applicants whose native language is not English and
who have not earned a degree from an appropriately
accredited institution where English is the principal
language of instruction must receive a minimum score
of 550 on the paper-based Test of English as a Foreign
Language (TOEFL), or 80 on the iBT, or its equivalent.
Residency Requirements - No in-person or campus
residency is required. However, the program provides
a 3-credit Internship course offering an opportunity
to practice new learning in a real world setting under
the supervision of a field mentor.
Completion Requirements - Program requirements
include the satisfactory completion of 60 semester
credit units (14 required courses and 2 elective courses
of 3 credits each, and a Dissertation of 12 credits).
Details of the dissertation are provided in the Doctoral
Student Handbook and in the Dissertation
course materials.
Additionally, students are required to successfully
complete a comprehensive examination. The comprehensive
examination is a prerequisite to taking the ED820
Dissertation course.
Visit the FAQ page to learn more about our course
delivery methods.
Please contact our admissions
office if you have any questions about your ability
to enroll in the Ed.D Program. Students wishing to
use this degree for state or Federal positions are
encouraged to check with their prospective employers.
Sample Program of Study for Part-Time
Student:
(taking 3 to 6 credits each 10 weeks plus the Dissertation)
Time to completion = 3 to 4 years
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Courses
|
Duration
|
Credits
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ED801 Research Methods
|
10 weeks |
3
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ED802 Governance and Political
Perspectives in Education
ED803 Curriculum Development
|
10 weeks |
6
|
ED805 Educational
Leadership and Organizational Behavior
|
10 weeks |
3
|
ED806 Educational Assessment
and Planning
ED807 Law, Policy and Practice in Education |
10 weeks |
6
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ED809 Critical
Theories in Education
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10 weeks |
3
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ED810 Education Administration
ED811 Technology in Education |
10 weeks |
6
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| ED812 Adult and
Continuing Education |
10 weeks |
3
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ED815 Psychology of Education
ED816 Faculty Development
|
10 weeks |
6
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ED818 Continuous
Improvement in Education
ED819 Internship |
10 weeks |
6
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Elective Course #1
Elective Course #2 |
10 weeks |
6
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Comprehensive Exam
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| ED820 Dissertation |
1-2 years |
12
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Note: The doctoral degree program must be
completed in no fewer than two years from the date
of initial enrollment, not to exceed four years for
completion of course requirements with the exception
of completing the Dissertation course. Completion
of the Dissertation is expected to conclude within
two years after beginning the course. Duration in
the doctoral program is not expected to extend beyond
a six year period. The entire program must
be successfully completed within a maximum of 10 years.
Course Listing
| Required Courses (54
Credits) |
Prerequisites: |
| ED801 |
Research Methods |
(3 credits) |
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| ED802 |
Governance and Political
Perspectives in Education |
(3 credits) |
ED801 |
| ED803 |
Curriculum Development
|
(3 credits) |
ED801 |
| ED805 |
Educational Leadership
and Organizational Behavior |
(3 credits) |
ED801 |
| ED806 |
Educational Assessment
and Planning |
(3 credits) |
ED801 |
| ED807 |
Law, Policy, and Practice
in Education |
(3 credits) |
ED801 |
| ED809 |
Critical Theories in
Education
|
(3 credits) |
ED801 |
| ED810 |
Education Administration
|
(3 credits) |
ED801 |
| ED811 |
Technology in Education
|
(3 credits) |
ED801 |
| ED812 |
Adult and Continuing
Education
|
(3 credits) |
ED801 |
| ED815 |
Psychology of Education |
(3 credits) |
ED801 |
| ED816 |
Faculty Development |
(3 credits) |
ED801 |
| ED818 |
Continuous Improvement
in Education
|
(3 credits) |
ED801 |
| ED819 |
Internship |
(3 credits) |
50%
of the program must be completed prior to enrollment
in this course. |
| ED820 |
Dissertation |
(12 credits) |
Comprehensive
Examination and all courses except ED819 |
| Elective Courses (6
Credits) (Select any two courses from
the following): |
| ED804 |
Cultural Perspectives
in Education |
(3 credits) |
ED801 |
| ED808 |
Change in Education |
(3 credits) |
ED801 |
| ED813 |
Social Issues in Education
|
(3 credits) |
ED801 |
| ED814 |
Ethical Issues in Education |
(3 credits) |
ED801 |
| ED817 |
Learning at a Distance |
(3 credits) |
ED801 |
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Course Descriptions:
ED801 - Research Methods
This course primarily investigates how to design and evaluate
research in education. Emphasis in this course is on providing
students with the basic information needed to understand
the research process from idea formulation through data
analysis and interpretation, enabling students to use this
knowledge to design their own research on a topic of personal
interest and permitting students to read and understand
the literature of educational research. Topics include quantitative,
qualitative, and mixed research designs; and applications
specific to education and scholarly research.
ED802 - Governance and Political Perspectives in Education
This course is designed to provide frameworks and approaches
to the governance and politics of education. Policy processes
used in educational organizations and leadership are addressed
through analysis of structures used for legal, fiscal, and
political decisions and conflict management. Emphasis is
on understanding the role of participants and procedures
used in the development of public policies that affect educational
organizations. Students will also examine the demographic,
political, and social contexts of planning and policymaking
and identify planning and policy issues by using techniques,
methods, and disciplinary constructs of the academic field.
ED803 - Curriculum Development
This course helps students develop the philosophical and
analytical skills to examine curriculum theory and practice,
including the conceptualization of purposes of the organization
of subject matters, and the instructional methods. Emphasis
will be placed on advanced curricular planning and arrangements
including open curricula, distance learning, schools without
walls, and the extended campus institutions. Career training
and continuing, lifelong learning in the light of social
and institutional changed is also addressed.
ED804 - Cultural Perspectives in Education
This course is designed to help students explore contemporary
approaches dealing with cross-cultural and multicultural
education in the United States today. Examining diverse
and conflicting perspectives will enable students to experience
the complexity of views and perceptions that contribute
to pressing issues in teaching multicultural populations
within a pluralistic society.
ED805 - Educational Leadership and Organizational Behavior
This course provides a historical overview of educational
leadership and organizational behavior, investigating the
many useful theories that assist the educational leader
and the fundamental processes inherent to effective school
administration. Throughout the course, organizational theories
are presented within the context of their usefulness in
informing practice. Direct relationships and applications
are made to the environment of school principles and superintendents.
Theories and concepts are explored in the historical context
as it is important to recognize the larger social, cultural,
and economic forces that influence all organizations, particularly
schools.
ED806 - Educational Assessment and Planning
This course explores academic assessment from the perspective
of all the stakeholders. Assessment practices, planning
strategies, and evaluation processes in a variety of education
levels and settings are explored. Emphasis is on addressing
current issues and trends in the field of education related
to school accountability, educational assessment as it is
practiced today, school systems, state departments, and
national organizations.
ED807 - Law, Policy, and Practice in Education
This course is designed to provide educators and others
with a broad overview of the legal aspects of the organization,
operation, and control of education in the United States.
Topics covered include the limits of compulsory education;
the relationship between public education and religious
institutions and practices; the nature of a constitutional
right to education; the adequacy and equity of school funding;
the balance between federal control through statutes, like
the No Child Left Behind Act, and state control over curriculum;
school governance; the rights and responsibilities of students;
traditional and novel torts in the educational environment;
and the rights and responsibilities of educators.
ED808 - Change in Education
This course builds upon the student’s knowledge of
academics and management. The role that higher education
plays in the Information Age is unique and will be explored
from the perspective of establishing new programs, delivery
systems, creating strategic alliances with other institutions
and business, and developing innovative ways of meeting
the educational needs of students.
ED809 - Critical Theories in Education
This course examines the linkages between educational theory
and practice and the larger context of ethical, philosophical,
economic, political, and cultural phenomenon that characterize
society. Emphasis is on leadership theory for faculty and
administrators through analysis of research findings and
an emphasis on the relationship of theory to practice.
ED810 - Education Administration
This course investigates theories that have impacted human
resources administration and the problems associated with
human resources. Exploration will include the hiring process
which includes before, during, and after being hired. Planning,
staffing, and compensation packages are also explored. Supporting
and mentoring new teachers, the evaluation process, and
clear job descriptions are very important instructional
leadership skills in education. These will be addressed
as well as the relationship between supervisors’ styles
and teacher behaviors.
ED811 - Technology in Education
This course explores how technology can contribute to meaningful
learning, achieving deep understanding of complex ideas
that are relevant to the lives of students. Emphasis is
on the effectiveness of learning supported, technology-based
curricula with a focus on history, suggesting models and
approaches for teacher professional development required
to effectively implement technology in the classroom.
ED812 - Adult and Continuing Education
This course focuses on adult development and learning theories.
Students will identify the states of adult development and
examine the concepts of andragogy versus pedagogy. Major
theories of adult learning and how they relate to instructional
practices will be explored. Intelligence, learning styles,
and motivation are discussed in the context of teaching
adult learners.
ED813 - Social Issues in Education
This course provides contemporary social and cultural issues
that challenge higher education in today’s global arena.
Topics include the role of democracy, character, and values
as well as public, corporate, and government support. Studying
newly emerging issues enables the educational leader to
explore the various perspectives, identifying ways of networking
with other social and cultural institutions in a rapidly
changing environment.
ED814 - Ethical Issues in Education
This course provides and opportunity for students to become
familiar with contemporary ethical issues in higher education.
Topics include the evolution and application of academic
ethics, the balance between academic freedom and moral accountability,
and relationships between education and business as well
as between educators and students.
ED815 - Psychology of Education
This course explores trends, ideas, and practices in
educational psychology, including the roles of learner and
teacher, reflectivity and its relation to teaching, cognitive
development and learning, including the work of Piaget and
Vygotsy, intelligence and academic ability, including the
purposes and effects of IQ testing, and styles of thinking,
learning and studying, including multidimensional systems
of learning styles.
ED816 - Faculty Development
This course suggests models, strategies, and tactics
for an ideal professional development program for new faculty.
Emphasis is on organizing and conducting a yearlong professional
development program for new faculty, presenting fresh ideas,
learning practice, sharing what is known, and becoming acquainted
with the culture and systems of the new institution, making
the transition to the profession and institution.
ED817 - Learning at a Distance
This course addresses core competencies for learning
and teaching at a distance. Emphasis is on needs of today's
learners requiring instructors and administrators to rethink
delivery strategies and instructional methods. Theoretical
and conceptual foundations of adult distant learning, systematic
instructional design, techniques for motivating learners,
and methods for assessing learning are addressed. Treatment
of administrative and management issues and future trends
in distance learning are also addressed.
ED818 - Continuous Improvement in Education
This course provides a framework for understanding and
applying Continuous Improvement in higher education. Emphasis
is on methods that add value to higher education institutions
through the formation of a systematic approach to managing
the institution. Insights on how to obtain stakeholder feedback
through surveys and focus groups, strategic planning, and
bringing structure to the chaotic issue of measurement,
feedback in the higher education setting, and building a
collaborative campus culture is also explored.
ED819 - Internship
This course provides an opportunity to experience doing
a brief internship, enabling the learning necessary to implement
and perform in a lengthier position. Through a brief internship
students gain an appreciation of the relationship between
theory and practice, and new knowledge in a vast spectrum
of education contexts. The supervised internship is built
upon four selected activities observing ISLLC Standards.
The experience enables students to become aware of the changing
dimensions of educational work and to play a role in its
evolution. Requirements include development of a Learning
Agreement in consultation with a field supervisor; and a
minimum of 12 hours participating in skill and experience
areas related to educational leadership.
ED820 - Dissertation
This course may be taken once all courses have been completed
in addition to the successful completion of the Comprehensive
Examination. Successful completion of this course is based
on the submission of an approved dissertation. Emphasis
is on preparation and guidance, presenting how to plan,
write, and defend a dissertation. It addresses the meaning
of the dissertation as well as dealing with the psychological
and emotional barriers students confront in the process
of producing the doctoral dissertation. The Dissertation
is worth 12 credits, and it is presumed that most student
will complete this course in 1 to 2 years.
An oral presentation of the doctoral candidate's dissertation
proposal and a defense of the concluded dissertation (conducted
by conference call) with the dissertation committee is required.
A majority of the dissertation committee must approve the
dissertation to be awarded the degree.
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