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.
Note: This program will be available Summer 2019.
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).
- 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. The following summarizes the distribution of course credits in the program:
Community College Leadership - 16 credits
Financial & Entrepreneurial Leadership - 15 credits
Clinical Practice in Community College Leadership - 7 credits
Scholarship/Research - 17 credits
Practitioner Mentorships and Internships
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 essential role of the practitioner mentor is to assist and develop candidate knowledge and understanding to effectively navigate the CCL goals of Organizational Strategy; Institutional Finance, Research, Fundraising, and Resource Management; Communication; Collaboration; and Community College Advocacy. 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 Mentorship I and Mentorship II in Year One. In Year Two, candidates will enroll in the Community College Leadership Internship experiences I and II. Mentoring and Internship experiences provide the core of the clinical experiences.
|EDLD 810||Intro to CCL Doctoral Program||1|
|EDLD 811||Historical Development of the Community College||3|
|EDLD 812||Community College Leadership and Change||3|
|EDLD 813||Adult Learning and the Community College Student||3|
|EDLD 814||Mentorship I||1.5|
|EDLD 821||Managing the Service Organization for Community College Leaders||3|
|EDLD 827||Legal Issues & Ethical Practices in the Community College||3|
|EDLD 817||Mentorship II||1.5|
|EDLD 818||Introduction to Inquiry/Dissertation Seminar||1|
|EDLD 819||Introduction to Qualitative/Quantitative Research||3|
|EDLD 820||Government & Not-for-Profit Finance for Community College Leaders||3|
|EDLD 815||Curricular and Instructional Leadership for Systemic Reform||3|
|EDLD 823||Community College Leadership Internship I||2|
|EDLD 822||Managing for Internal Innovation for Community College Leaders||3|
|EDLD 824||Applied Quantitative Inquiry/Dissertation Seminar||3|
|EDLD 825||Community College Leadership Internship II||2|
|EDLD 826||Qualifyig Portfolio Defense||1|
|EDLD 931||Applied Qualitative Inquiry/Dissertation Seminar||3|
|EDLD 932||Dissertation Guidance I||3|
|EDLD 816||Technology for Innovation and Institutional Assessment||3|
|EDLD 933||Dissertation Guidance II||3|
|EDLD 828||Strategic Human Resources Management||3|
Student Learning Outcomes
Upon completion of the Community College Leadership doctoral program, students will be able to:
- Promote the success of all students, strategically improve the quality of the institution, and sustain the community college mission based on knowledge of the organization, its environment, and future trends
- Equitably and ethically sustain people, processes, and information as well as physical and financial assets to fulfill the mission, vision, and goals of the community college.
- Use clear listening, speaking, and writing skills to engage in honest, open dialogue at all levels of the college and its surrounding community; promote the success of all students; ensures the safety and security of students and the surrounding community; and sustain the community college mission.
- Develop and maintain responsive, cooperative, mutually beneficial, and ethical internal and external relationships that nurture diversity, promote the success of all students, and sustain the community college mission.
- Understand, commit to, and advocate for the mission, vision, and goals of the community on the local, state, and national levels.
- Understand and support an academic environment that allow students to experience academic success, fosters the development and maintenance of cultural competence and enables students to develop a critical consciousness.
- Assess cultural knowledge, value diversity, manage the dynamics of difference, adapt to diversity, and institutionalize cultural knowledge.
- Use an evidence-based approach to decision-making and leadership.
- Lead the development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the community college.
- Create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students.
- Promote an environment of professional learning and innovation that empowers educators to enhance student learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources.
- Provide digital age leadership and management continuously improve the organization through the effective use of information and technology resources.
Model and facilitate understanding of the social, ethical, and legal issues and responsibilities related to evolving digital culture.