Program Guidelines Doctorate in Education Degree
in Instructional Leadership
The Doctorate of Education in Instructional Leadership (Ed.D.) is designed specifically for practicing teachers, educational leaders, and district and school administrators in public and nonpublic schools and school systems. The concentration fosters the development of leadership skills associated with visionary leadership and change management coupled with traditional instructional tasks such as goal setting, resource allocation, curriculum management, and analysis of instructional content and design. Through self-reflection, analysis, and practical application of best practices, doctoral students will utilize these skills to solve real problems in the workplace. The program focuses on developing school and teacher leaders with the knowledge, skills, and dispositions to transform educational organizations by creating professional development programs that emphasize data-driven decision making for improved instruction in schools.
FAQs for FHU’s Ed.D.
Ed.D. Explanation of Admission Requirements
COURSE OF STUDY FOR Ed.D. DOCTOR OF EDUCATION IN INSTRUCTIONAL LEADERSHIP
I. Leadership Theory and Foundations
|EDU 601 ||Foundations of School Administration/Supervision ||3 hours |
|EDU 621 ||Advanced Educational Leadership ||3 |
|EDU 636 ||School Improvement ||3 |
|EDU 618 ||Grant Writing in Education ||3 |
|EDU 620 ||Administrative Issues in Special Education ||3 |
|EDU 602 ||Theories in Supervision |
| || ||18 hours |
II. Area of Specialization
|Concentration: Administration & Supervision || |
|EDU 635 ||Advanced Legal Issues in School Administration ||3 hours |
|EDU 634 ||Seminar in Multicultural and Diversity Issues in Education ||3 |
|EDU 638 |
| Instructional Design & Improvement ||3 |
|EDU 642 ||Advanced Technology for Educators |
|EDU 640 ||Facilities & Services ||3 |
|EDU 685 ||Seminar in Professional Development |
| || ||18 hours |
|Concentration: Teacher Leadership || |
|EDU 630 ||Professionalism and Ethics ||3 hours |
|EDU 638 ||Instructional Design and Improvement ||3 |
|EDU 642 ||Advanced Technology for Educators ||3 |
|EDU 634 ||Seminar in Multicultural and Diversity Issues in Ed. ||3 |
|EDU 685 |
|Seminar in Professional Development |
|EDU 686 ||Group Leadership, Processes, and Team Building in Ed. |
| || ||18 hours |
| || || |
III. Inquiry Strategies and Dissertation
*After completing Sequence III, students must maintain continuous enrollment. Students must enroll in EDU 776 each semester after Sequence III is completed and until graduation.
|EDU 770 ||Introduction to Educational Research Design |
|3 hours |
|EDU 771 |
|Quantitative Methods Applied to Educational Research ||3 |
|EDU 772 ||Qualitative Methods Applied to Educational Research ||3 |
|EDU 773 ||Dissertation Seminar 1 ||3 |
|EDU 774 ||Dissertation Seminar 2 ||3 |
|EDU 775 ||Dissertation Seminar 3 |
|EDU 776 ||Dissertation (if required)* ||3 |
| || ||18 hours |
| || ||Total: 54 hours |
Post Admission: Degree Requirements
The major advisor will be determined according to the topic the candidates chooses and proposed research methodology. While a major advisor is assigned by the Program Coordinator, changes might be made as a candidate refines ideas based on research content and procedures.
A doctoral committee includes at least three people who have earned doctoral degrees. The doctoral committee will guide students through the dissertation process. With guidance from their major advisor and the Program Coordinator, students will select and contact two individuals to serve as secondary advisors on the doctoral committee. These individuals, in addition to their major advisor, will be the student’s doctoral committee. Comprehensive Examination
The comprehensive examination is taken at the end of the candidate’s second year of doctoral coursework. The purpose of the exam is to demonstrate substantial progress in meeting the Student Learning Outcomes of the program. The comprehensive exam includes a written and oral portion. The written portion contains answers to questions provided by the comprehensive exam committee. An oral portion consists of an oral defense of the written materials. The student will discuss highlights of their submissions and respond to questions from their comprehensive exam committee. Students must pass both the written and oral portion of the exam. Once the student passes all examinations, he/she may apply for Candidacy.
The comprehensive exam committee will review and score the comprehensive exam. The comprehensive exam committee will consist of three persons, appointed from among core and affiliated faculty by the Program Coordinator. By passing the comprehensive exam a candidate demonstrates the readiness and competence needed to complete remaining courses successfully and undertake dissertation level research and writing. Dissertation Proposal
The Dissertation Proposal consists of the first three chapters of the dissertation. Students will be encouraged early in the program to begin thinking about an area of research and will be introduced to elements of the dissertation process through a series of Saturday seminars. Work on the dissertation will begin with a pre-proposal at the beginning of the third year of study, Sequence III, once the student is advanced to candidacy. Proposal Examination
The proposal examination may be scheduled any time after the candidate has passed the comprehensive exams, advanced to candidacy, and established a committee. The dissertation chair will schedule the proposal examination when the candidate is ready to commence the study. The dissertation proposal (first three chapters) must be completed in a draft form at the time of the examination. The focus on the proposal defense will be on the research questions and the research methodology proposed. The Rubric for Scoring the Dissertation Proposal will be used to determine if a student passes the proposal examination. Dissertation
All students in the Ed.D. program will complete a rigorous research-based dissertation that integrates theory and research in the study of instructional leadership. The primary goal of the Ed.D. dissertation is to generate knowledge that contributes to the understanding of instructional educational practices, policies, or reforms. The Ed.D. dissertation is a significant scholarly work that uses rigorous research methods in the study of educational problems and practices and the application of problem-solving strategies. The dissertation is expected to be based on one or more theoretical frameworks and to include a comprehensive review of relevant literature in which the research question or questions are situated. The dissertation typically involves collection of empirical data, qualitative and/or quantitative analysis of these data, interpretation of the findings, a discussion of their significance and implications, and an indication of important areas for action or further study. Outcomes of the doctoral program will address significant topics related to systemic reform efforts in P12 schools. Final Examination: Oral Defense of Dissertation
The student must defend the dissertation in a final oral examination before the doctoral committee. No defense shall be scheduled until the doctoral committee chair and members have signified that in their judgment the dissertation is acceptable and thus warrants a defense and final examination. Students intending to defend the dissertation must file an Application for Dissertation Defense with the Ed.D. Program Coordinator.
The Defense Examination is an important event in that sustained student and faculty effort and critical thinking have gone into the research project. Generally, the Defense Examination consists of two major parts:
Other Important Information
- a brief presentation of the purpose(s), method(s) of study, analysis of observations, and synthesis of findings by the candidate, and
- a question and answer period involving all members of the examining committee.
The Ed.D. program is a part-time program with no residency requirement.
The catalog contains the basic academic rules and regulations of the University and provides course descriptions. The program website contains other documents and forms pertaining to the Ed.D. program.
Students may transfer a maximum of nine (9) hours of prior coursework from a regionally accredited institution(s). Students who have completed an Education Specialist degree at Freed-Hardeman University may transfer up to thirty-six (36) hours of coursework which they have completed beyond their Master’s degree. Coursework counted toward the Ed.D. may not have been taken more than six years prior to graduation from the program.
The guidelines will be fully outlined in the Student Handbook for the Doctorate of Education degree in Instructional Leadership.