Doctor of Education in Education Leadership

Signature Pathway

This pathway provides preparation for individuals currently in or aspiring to leadership positions in educational organizations such as prek-12 public, private, parochial or independent schools and related organizations serving the public interest. Students complete a three-year 59-credit program of study that integrates coursework, field experiences, and applied research. (Up to 12 post-masters credits may be transferred.)  It may be completed concurrently with licensure or certification requirements (SBL/SDL) for the chosen career path as a leader in Education.

Dissertation Completion Pathway

The Dissertation Completion Pathway (DCP) pathway serves advanced doctoral students who have completed all degree requirements except for the dissertation from a doctoral program in education leadership, (known as "ABD".)  This pathway offers advanced doctoral students (or candidates) the opportunity to transfer up to 39 post-Masters doctoral program credits and complete their degree by enrolling in twenty (20) credits over 2-4 academic years with an individualized course of study, focusing on current problems of practice, the dissertation process, and research in educational leadership.  This dissertation completion pathway consists of a blend of course formats (for example, in-person on-campus for summer sessions and on-line synchronous courses) in preparing for and completing the doctoral dissertation.

 Higher Education Leadership Pathway

The Higher Education Leadership pathway is for students who are practicing or aspiring leaders in colleges and universities, state education agencies, and postsecondary-related nonprofits. Students complete 18 credits specializing in Higher Education Leadership as part of the 59-credit program required for the doctoral degree. (Up to 12 post-Masters credits may be transferred.). Students who complete this pathway will deepen their knowledge of the landscape of higher education (e.g., political, economic, historical, social, and organizational) and have the theoretical and research foundation needed to participate more fully in communities of practice as engaged practitioner-scholars in higher education and other related environments.