Community College Leadership, Ed.D.
The Community College Leadership doctoral program is designed to serve doctoral students with diverse career backgrounds, including those with experience in the leadership and administration of American or international two-year colleges. The program is committed to research-based practices in recruiting and supporting doctoral candidates from underrepresented groups, who have the potential to excel and to achieve the program goals. By modeling these practices throughout, the program will prepare its graduates to carry these advocacy practices into their future community college leadership positions. The program is practitioner oriented; that is, students’ learning experiences will be grounded in real world contexts.
The following are the requirements of all applicants for the Doctorate in Community College Leadership (CCL):
- Master’s Degree: All applicants must have an earned master’s degree in an education, business or related field. Official transcripts are required from each institution in which bachelor’s and master’s level credits were earned. Applicants with credentials from outside the United States must have their transcripts evaluated by a member organization of the National Association of Credential Evaluation Services.
- Grade Point Average: Applicants must have a minimum grade point average of 3.25 out of 4, in a nationally accredited Master’s Program.
- Standardized Test Scores or Scores: Applicants must provide evidence of having taken the Verbal, Quantitative and Analytical Writing tests of the Graduate Record Examination (GRE) or the Graduate Management Admissions Test (GMAT) within the last five years. They must have achieved minimum GRE scores of 150 out of 170 on BOTH verbal and quantitative tests, or a minimum GMAT score of 560, with analytical writing scores of 4.0 or higher out of 6.0
International students must have earned a minimum score of 70 on the Test of English as a Foreign Language (TOEFL).
- The Community College Leadership program may consider waiving the GRE as a requirement for admission if (a) you have more than 5 consecutive years of full-time, professional work experience in education and have previously earned a graduate degree from an accredited university with a cumulative GPA above a 3.0.
- Letters of recommendation: Three (3) letters of recommendation should be submitted, based on academic or professional experience.
- Writing sample: A personal Statement of Purpose, of between 1000 and 2000 words, should describe the applicant’s reasons for applying to the program and ways in which his or her experience, skills, and goals are aligned with this doctoral program.
- Resume/Curriculum Vitae: A current resume / curriculum vitae should outline the applicant’s educational background, employment history, professional activities, and other activities that provide support for the Statement of Purpose. This document should be attached to the Writing Sample.
Interview: A program committee will participate in an In-Person or Video Conference interview, depending on the applicant’s geographic distance from the university.
Candidates for the doctorate in CCL will be required to satisfactorily complete a sequence of courses, earning 55 graduate credits.
Practitioner Mentorships and Experiential Learning
The mentoring program for the Doctoral degree in CCL is a required activity that supports deep collegial relationships for effective clinical experiences through the application of learning theory, research-based practices, and decision-making. The mentoring program uses a “Multiple Mentoring” model which offers the benefits of the unique skills of many individuals who can strategically share them with their peers, support team building and mutual competency development within a team, and takes advantage of the seasoned expertise of one knowledgeable individual in an organization, making it available to multiple learners at one time.
Mentors are an integral and important part of the CCL program, providing hands-on, experiential learning so candidates will be prepared to lead successfully in a changing community college environment. Candidates will enroll in Mentoring I and Mentoring II in Years Two and Three. In Year Two, candidates will enroll in Experiential Learning I and II. Mentoring and Experiential Learning provide the core of the clinical experiences.
|EDLD 810||Community College Leadership Institute||1|
|EDLD 811||Community Colleges: Past, Present, and Future||3|
|EDLD 812||Leadership Theory and Change Management||3|
|EDLD 818||The Scholarly Practitioner||3|
|EDLD 813||Promoting Equity: Teaching and Supporting Diverse Adult Learners||3|
|EDLD 819||Educational Research I||3|
|EDLD 814||Mentoring I||1|
|EDLD 822||Innovative Teaching Practices and Modalities||3|
|EDLD 816||Strategic Planning, Assessment, and Innovation||3|
|EDLD 823||Experiential Learning I||2|
|EDLD 824||Educational Research II||3|
|EDLD 820||Community College Finance||3|
|EDLD 825||Experiential Learning II||2|
|EDLD 931||Dissertation in Practice I||2|
|EDLD 828||Strategic Human Resource Management||3|
|EDLD 817||Mentoring II||1|
|EDLD 815||Curricular and Instructional Leadership||3|
|EDLD 821||Student Services Leadership||3|
|EDLD 932||Dissertation in Practice II||2|
|EDLD 827||Legal Issues, Policies, and Ethical Practices in the Community College||3|
|EDLD 829||Critical Role of Partnerships in Community College Leadership||3|
|EDLD 934||Dissertation in Practice III||2|
Student Learning Outcomes
Upon completion of the Community College Leadership doctoral program, students will be able to:
- Use an evidence-based approach to decision making and leadership, with a focus on the goal of increased rates of student completion and success.
- Promote culturally responsive pedagogical and supportive practices that are grounded in theory and research.
- Engage in partnerships to champion the mission of the community college and lead various reform efforts aimed at reducing equity gaps.
- Effectively engage in strategic planning and assessment and clearly communicate vision and data to various stakeholders.