Coursework and Curriculum

Required Core Courses (25 hours) 

EDU 900 - Introduction to Doctoral Studies 

EDU 910 - Critical Perspectives in Education: Challenges and Opportunities 

EDU 915 - History and Philosophy of Education 

EDU 920 - Education Policy: Impact on Teachers, Students, and Local Communities 

EDU 925 - Leadership and Organizational Change 

EDU 927 - Transformative Learning OR EDU 929 - Curriculum Change and Innovation 

EDU 950 - Educational Research 

EDU 952 - Qualitative Methods 

EDU 954 - Educational Statistics 

Comprehensive Exam (taken when core coursework is completed) 

Specialization (18-28 hours) 
The individualized specialty areas may include certifications that have a set number of credit hours to complete the state certification as approved by DESE and EPPC or an individualized selection of up to 18 credit hours approved by advisor and EdD program director.  Examples of certifications include Superintendent Certification (27 hours), Elementary Math Specialist (24 hours), Gifted and Talented Certification (18 hours), Library Media Specialist (12 hours + 6 additional elective hours). 

Dissertation Requirements (12 hours) 

4 hours of  EDU 956 - Leader Scholar Communities (LSCs) 

8 hours of  EDU 998 - Dissertation Hours 

Total Credits = 55-65 

After completing the core courses, students can pursue 18 to 28 credit hours of elective courses, allowing them to specialize in areas aligned with their career aspirations. This flexibility enables students to tailor their education to specific interests, such as principal or superintendent certification, literacy education, or elementary education. Elective courses provide students with in-depth knowledge and skills in their chosen areas of specialization.

Discover specialized areas of interest/elective courses

• Explore education courses and graduate certificates to choose electives that suit your interests.
• Review sample degree plans for various areas of interest, certificates, and certifications. 

LSC 1: Understanding the Purpose & Potential Impact of a DiP and Identifying the Problem of Practice (PoP)  

This first section of Leader Scholar Communities introduces doctoral students to the purpose and significance of a Dissertation in Practice (DiP), emphasizing its role in creating real-world educational change. Students will explore how research can bridge theory and practice, guiding them to identify a meaningful Problem of Practice (PoP) that aligns with their professional interests. Through reflective assignments and peer feedback, students will define their PoP within a local context, establishing a solid foundation for their dissertation. 

Course Objectives: 

• Develop an understanding of the Dissertation in Practice (DiP) purpose and its potential impact on educational change. 

• Identify a meaningful Problem of Practice (PoP) that aligns with professional interests.  

• Articulate the initial significance of the PoP within a local context.  

LSC 2: Refining the PoP Based on Literature Review and Root Cause Analysis & Developing Research Questions (RQs)  

In this course, students refine their Problem of Practice by situating it within existing literature and applying a root cause analysis to uncover underlying issues. Through extensive research and analysis, students will identify gaps in the literature and formulate research questions that will shape their dissertation study. This section builds upon their initial PoP, enhancing their understanding and framing of the research questions critical to their Dissertation in Practice.  

Course Objectives: 

• Conduct an extensive literature review to situate the PoP within existing research. 

• Apply a root cause analysis to understand deeper issues related to the PoP. 

• Formulate draft research questions that will guide the DiP study. 

LSC 3: Identifying Methodology & Research Design and Designing the Study  

LSC 3 equips students with the knowledge and skills needed to design a rigorous research study for their Dissertation in Practice. Students will explore qualitative, quantitative, and mixed-methods approaches, selecting the methodology best suited to answer their research questions. By the end of the course, students will have developed a preliminary study design, including sampling strategies, data collection, and analysis methods, all aligned with their dissertation goals.   

Course Objectives: 

• Develop an understanding of qualitative, quantitative, and mixed-methods approaches in the context of a DiP. 

• Identify the most suitable methodology for addressing the research questions. 

• Create a preliminary study design, including sampling, data collection, and analysis methods. 

LSC 4: Finalizing the 10 Strategic Points Document and Preparing for the Dissertation Proposal Defense 

In this final section of Leader Scholar Communities, students synthesize all elements of their Dissertation in Practice into a comprehensive 10 Strategic Points document, preparing for their dissertation proposal defense. Students will refine their work through peer and faculty feedback and engage in a mock defense to hone their presentation skills. By the end of the course, students will be well-prepared to effectively communicate their research's significance and defend their proposal with confidence.   

Course Objectives: 

• Synthesize all elements of the DiP into the 10 strategic points framework. 

• Prepare for the oral defense of the dissertation proposal. 

• Develop presentation skills and strategies for effectively communicating research ideas. 

• Finalize dissertation committee