Educational Leadership - EdD
The Educational Leadership EdD program has established itself as a prominent preparation program for educational leaders in Southern New England. With its focus on preparing graduates who can think, learn and perform as educational leaders, the program exemplifies the university's mission of blending academic and work-based learning for career advancement. The doctoral program's particular focus is on the creation and use of knowledge to impact education practice.
The program emphasizes the preparation of educators who aspire to advance to leadership positions in their respective fields. To do so, these educators must keep abreast of developments and current practices in their fields, keep current in their knowledge, embrace contemporary practices, and develop and maintain the skills to recognize, evaluate and lead change. The program is designed with distinct specializations in higher education and elementary-secondary education.
Program outcomes are designed so that graduates develop skills in leadership, collaboration, communication, research, critical thinking and problem solving.
Upon completion of the program, graduates are expected to:
- Define problems, not just recognize symptoms, to ask the right questions, to think beyond the obvious, to develop and test several alternatives, and chose the option that maximizes the results.
- Utilize existing research, data and appropriate research methodology to develop and test alternative solutions, and to choose the best course of action.
- Communicate appropriately to individuals and groups of various sizes orally and in writing in order to teach students, to persuade others, to mediate disputes and to build convincing cases.
- Structure educational environments in which leadership roles and responsibilities are shared; in which the mission, goals and work are determined collaboratively; in which evidence overrides opinion, tradition and bias; in which decisions are made in a timely manner and communicated efficiently; and in which others are motivated to do more than they could
- Think beyond common constraints, to take calculated risks and to advocate stretched goals in order to bring fresh perspectives to educational issues and problems and to open the way for new and potential promising solutions.
- Articulate a vision for technology utilization in order to model and promote effective uses; to support teaching and learning; to improve management functions; to provide forward-thinking leadership and management to continuously improve organizations; and to facilitate better understanding of social, ethical and legal issues and responsibilities related to a digital age culture.
- Recognize and take into account the ethical and legal dimension of potential actions, to practice and promote social awareness and ethical behavior, and to encourage others to do the same.
The cohort structure is essential to the philosophy of the program. Students enter and progress through courses as a group, fostering a team approach to studying and solving educational problems, and interpreting and disseminating the results of such study. An important outcome of the program is to establish, over time, a true network of working scholars who can examine, critique, support and complement one another's educational practice.
Faculty use a variety of instructional methods with an emphasis on experiential, collaborative, project-based and interactive techniques. Instructional technology is used synchronously and asynchronously to model what tomorrow's educational leaders will use in their schools and agencies. Site visits and distinguished visiting professors add to the instructional mix. The weekend offerings also provide for informal faculty/student interaction.
Principal Residency Network (PRN)
As a result of an agreement between JWU and the PRN, upon successful admission to the PRN and the JWU doctoral program, aspiring principals are able to earn credit toward the doctoral degree in Educational Leadership at JWU through successful completion of the PRN program.
To satisfy program requirements, each student must successfully
- complete 60 credit hours (48 hours of coursework and 12 hours of dissertation work, which forms the basis for the dissertation);
- maintain a cumulative grade point average of at least 3.25;
- maintain continuous enrollment, even during dissertation work;
- successfully complete the comprehensive assessment;
- submit a dissertation proposal within three years of matriculation; and
- complete all program requirements within six academic years from the initial date of matriculation.
(Note: For a valid reason, the Educational Leadership program director may extend deadlines.)
A hybrid method of teaching is utilized in the program that includes characteristics of both synchronous and asynchronous instruction. All communication to students from the university will be conducted through the university email system, and students are required to use and check this account on a regular basis.
A student becomes an official candidate for the degree upon successfully completing all courses and receiving formal approval of the dissertation proposal.
The comprehensive assessment is scheduled after coursework is completed. The purpose of this authentic assessment is to determine whether a student has mastered the knowledge and developed the skills required in the Educational Leadership Program competencies, and is thus ready to undertake dissertation work.
Upon the completion of coursework, students are required to register for EDUC9005 The Field Research Project. With the guidance of faculty, students will propose a field project. Detailed procedures and expectations for the entire research/defense phase of the program appear in the Dissertation Handbook. This research must focus on a practical and significant problem or issue that can be resolved effectively. The student's doctoral committee must approve all field projects.
Students are required to submit a dissertation that demonstrates they have acquired the technical and professional competencies associated with educational leadership and the ability to conduct research. The dissertation identifies an issue of concern, reports on the existing body of knowledge, and presents significant research that would advance present information. If the research and dissertation are collaborative, clearly delineated individual components will reflect each student's substantive contribution to the report and its defense.
The dissertation describes a research project in which students apply best theory and practice. The problem may be drawn from students' workplaces or from some other setting.
In keeping with the mission and conceptual framework of the Educational Leadership Program, students are strongly encouraged to develop dissertations on topics dealing with educational leadership in K-16 and lifelong learning settings.
To expedite the process of completing the dissertation, students will receive close, ongoing faculty supervision and shall defend the dissertation within three years of approval of the topic. The computerized links between students and faculty and the small size of the program will help ensure that a high level of supervision takes place. The Dissertation Handbook describes the process in detail.
Students who do not complete the dissertation in the prescribed time will be automatically scheduled for EDUC9011 Doctoral Dissertation Advisement This continuation requires a Dissertation Advisement Fee per semester (fall, spring and summer), which will be assessed each semester until the successful completion of program requirements or an approved leave of absence is granted.
Students scheduling the dissertation defense while enrolled in EDUC9011 Doctoral Dissertation Advisement will continue to be enrolled and charged appropriate tuition until the grade change process is submitted and complete with Student Academic & Financial Services.
Doctoral Program Courses
Instruction is scheduled in a sequence of six-credit courses addressing significant areas of educational leadership. Students take two courses per semester for four semesters and complete the course work in two years.
|EDUC7007||Research I: Educational Research for Elementary-Secondary Education Leaders||6|
|EDUC7011||Strategy & Change||6|
|EDUC7032||Organizational Theory, Behavior, and Development in Elementary-Secondary Education||6|
|EDUC7035||Curriculum, Instruction and Assessment||6|
|EDUC8007||Research II: Research Methods for Elementary-Secondary Education Leaders||6|
|EDUC8017||Resource Planning and Management in Elementary-Secondary Education||6|
|EDUC8027||Family and Community Engagement||6|
|EDUC8095||Leadership in Elementary-Secondary Education||6|
|EDUC9005||The Field Research Project||6|
|EDUC7006||Research I: Educational Research for Higher Education Leaders||6|
|EDUC7021||Nature of Higher Education||6|
|EDUC7030||Teaching and Learning Higher Education||6|
|EDUC7031||Organizational Theory and Behavior in Higher Education||6|
|EDUC8008||Research II: Research Methods for Higher Education Leaders||6|
|EDUC8016||Resource Planning and Management in Higher Education||6|
|EDUC8026||Student Development in Higher Education||6|
|EDUC8090||Leadership in Higher Education Capstone||6|
|EDUC9005||The Field Research Project||6|
All program requirements must be completed within six years. Students who do not complete the dissertation in the prescribed time will be automatically scheduled for EDUC9011, Dissertation Advisement Continuation. This continuation requires a Dissertation Advisement Fee per fall, spring and summer semesters.