Ed. D. in Educational Leadership – Hybrid

About the Program
Curriculum – including courses
Admission Requirements
Start Dates and Application Deadlines
Tuition

About the Program

The Hybrid Ed.D. program focuses on developing authentic leaders. Graduates are prepared to assume leadership roles in schools, colleges, universities, educational associations, and educational advocacy groups. According to the U.S. Bureau of Labor Statistics, job opportunities for Education Administrators should be excellent over the next ten years. Also, employment of education administrators is expected to grow by 12 percent between 2006 and 2016.

In the Hybrid Ed. D. program 60% of class meetings are online and 40% are face-to-face. Students may join the cohort at the NJ Principals and Supervisors Association (NJPSA) headquarters in Monroe Township, NJ. The face-to-face class meetings take place on 3 Saturdays throughout each course at the NJPSA building in Monroe Township, NJ. This program has a focus on educational issues in P-16 settings. Students will choose a track when they enter the program (either Higher Education or P-12). The four track courses in the program will be 100% online. All other courses are taught in a hybrid delivery model.

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Curriculum – Program Code: .CXEDD-EDLDR / Major Code: D928

The Ed. D. at Rowan University requires the completion of 60 graduate semester hours (S.H.) made up of 16 courses (48 S.H.) and 12 S.H. of dissertation. The program includes three distinct benchmarks. Benchmark I takes place after the completion of four of the five core courses and consists of a written assessment, followed by an interview with a committee of faculty. Benchmark II consists of the presentation by the doctoral candidate of the dissertation proposal to the dissertation committee. Benchmark III is the dissertation defense.

Coursework

The graduate-level courses listed here are not official and are subject to change. For an official list of available courses please visit the CGCE section tally. Click on the courses below to view available course descriptions.

Course Number	Course Title	Semester Hours
The following courses are required of all Ed. D. students:
EDSU 28715	Leadership Theory The course is the foundation course for the Doctoral Program in Educational Leadership. Leadership will be defined, demystified, and distinguished from management and administration. The roles and expectations of leaders will be explored, and the competencies required for leadership will be identified. Issues of power, authority, and ethics are studied.	3
EDUC 01700	Leadership Through Professional Learning Communities This course is designed to provide Ed.D. students with the opportunity to plan and put into practice their knowledge, skills, and dispositions for providing leadership through Professional Learning Communities. This course will begin by examining the critical stages of group development in establishing Professional Learning Communities, through the lens of detailed school-based examples. Students will follow this examination by engaging in their own identification of an educational issue, and complete a subsequent PLC plan, implement the plan, document and analyze experience and report.	3
EDST 24721	Action Research in Educational Leadership This course introduces doctoral students to the action research design. Students will identify a problem in practice, research the problem and then develop and implement and action research design methodology to address the problem. Prerequisite: Matriculation into the EducationalLeadership Doctoral Program	3
EDAM 27704	Changing Organizations This course focuses on the development of leadership skills that will provide students with the ability to implement change in schools and colleges. Specific topics will involve students in the study of organizational and social change, intervention theory, organizational design, group dynamics, interpersonal communication, and the use of self in leadership.	3
EDSU 28706	Diversity in Educational Leadership This course deals with diversity both among the student body and the workforce. It addresses the ways that people are alike and explores issues of difference. It focuses on the power that valuing difference can have in establishing quality interpersonal relations, in taking advantage of the cultural richness that can result from diversity, and in creating mutual respect among groups. It examines how the educational leader might overcome resistance to change in this regard.	3
EDAM 24724	Issues in Qualitative Analysis in Educational Leadership This course explores one or more topics of importance in the field of educational leadership. The focus will be different each time that the course is offered.	3
EDAM 27750	Applied Ethics in Educational Leadership This course will enable students to examine multiple thical paradigms, to understand the Professional Code of Ethics for educators, to determine one's own code of ethics, and to develop a model for ethical decision-making.	3
EDAM 24725	Mixed Methods Research in Educational Leadership This course explores one or more topics of importance in the field of educational leadership. The focus will be different each time that the course is offered.	3
EDAM 27733	The Policy Environment Educational leaders must understand the policy environment within which they operate in order to equip them to resolve goal conflicts between education and its environment. This course teaches the skills to develop alternative choices to advance education. Topics include economic, political/legal, social, and science/technology policy, as well as cross-cutting issues such as entitlements, privatization, decentralization, deregulation, use of incentives, and funding of mandates.	3
EDAM 27719	Dissertation Seminar I This course explores one or more topics of importance in the field of educational leadership. The focus will be different each time that the course is offered.	3
EDAM 27720	Dissertation Seminar II This course is intended to assist students as they develop their dissertation proposal and prepare for the Benchmark II, the dissertation proposal defense. Students will draft Chapters 1, 2, and 3 under the guidance of Educational Leadership Faculty members.	3
EDAM 27752	Advanced Leadership This course provides students enrolled in the doctoral program with a capstone seminar experience that is designed to synthesize the various facets of leadership, organizations and change in a way that will enable students to view issues related to these topics at a critical/deeper level of analysis while working on the dissertation. Specifically, students will be able to formulate, articulate and design a method to study their personal theory of leadership in action. The course will place special emphasis on issues of contemporary leadership in times of organizational and social turbulence.	3
EDST 24795	Dissertation Research This is a 12 credit independent research project to be conducted in conformity with the student's dissertation proposal that has been approved by the student's doctoral committee. Students may register for all 12 credits at once or may register in four credit increments for three consecutive semesters including summer. Dissertations must be completed within three years of passage of the second benchmark.	12
P-12 Track Courses
EDAM 27790	Instructional Leadership and the Curriculum This course provides students enrolled in the doctoral program with learning experiences related to Instructional Leadership. Examining in depth the current "best practices," candidates will analyze the role of Instructional Leadership and curriculum. Specifically, candidates will be able to align curriculum to standards, examine potential best practices, and use assessment data to improve learning. The course will place special emphasis on how instructional leadership contributes to student learning.	3
EDAM 27749	Issues in School Governance This course identifies current issues in school governance and provides students with the understanding of how the issue develops, those instrumental in promoting the issue, and the ramifications of the issue could have for the educational systems and its leader. It will focus in part on the relationships among the educational leader, the school, and state-level authorities. The course will help students to develop their understanding of the role of the educational leader as spokesperson seeking to influence the resolution of issues of school governance.	3
EDAM 27735	Promoting Effective Learning In this course, students apply leadership skills through examination and analysis of learning and instruction in their school contexts. The course focuses on examining learning theories, identifying the ways in which certain patterns of activity and interaction promote learning, and applying theories to analyze learning environments. Students also use theoretical perspectives to consider the impact of educational reform and to understand how other social, political, economic, legal, and cultural factors can impact learning.	3
EDAM 27714	Planning and Negotiating This course teaches students to set organizational direction with specific goals and objectives to produce an integrated system of decisions regarding strategies, sub-strategies, programs and budgets that will accomplish the goals of the objectives. The course also focuses on the leadership role of creating mutual understanding and agreement among people and groups who may have fundamental differences of opinion.	3
Higher Education Track Courses
EDAM 27783	Student Development and Adult Learning Theory Students enrolled in this course will trace the historical foundations of student development theory and adult learning and development theory in higher education with a focus on traditional student and non-traditional student populations. The course will also provide students with models and techniques that guide the practice of student services administration.	3
HIED 06605	Higher Education in America This course focuses on issues and trends within higher education regarding institutional mission, the student body, curriculum, faculty, student services, governance, administration, finance, and community service (including economic development). The course will examine the challenges and opportunities confronting higher education.	3
EDAM 27746	Higher Education Governance This course will examine the layered approach to institutional governance, focusing on existing federal higher education policy, the various models of state-level higher education coordination, the function of boards of trustees, and the process of campus decision-making. Students will analyze the role of federal, state, county (if applicable), and campus policy-makers on a specific campus program.	3
EDAM 27622	Planning and Resource Allocation in Higher Education This course will teach students practical approaches to strategic and operational planning in higher education, as well as how to develop budgets that are driven by institutional mission and that support the institutional plan.	3
Total Semester Hours: 60

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Admissions Requirements

The following is a list of items required to begin the application process for the Hybrid Ed.D. program. There may be additional action or materials required for admission to the program. Upon receipt of the materials below a representative from the CGCE Admissions Processing Office will contact you with confirmation or indicating any missing items.

Completed Graduate-level CGCE Application Form. Download the PDF or click here to apply online.
$65 (U.S.) non-refundable application fee
Master's degree (or its equivalent) from an accredited institution of higher learning
Official transcripts from all colleges attended (regardless of number of credits earned)
Current professional resume
Those applying to the P-16 Track must submit the CGCE Ed.D. in Educational Leadership P-16 Track Declaration Form
Three letters of recommendation (While the official Recommendation Form is required, an actual letter from the recommender is preferred. Also if you have received your Master’s degree within the past five years, please be sure one of the recommenders is an instructor from your Master’s program.)
Recommended cumulative GPA of 3.5 in prior graduate studies
Copies of any educational certifications: (While certification is not required for the program, the Faculty Admissions Committee asks applicants to please submit a copy of any educational certifications held)
Three typewritten essays as follows:
- In 500 words or fewer, describe your reasons for wanting to enroll in the Educational Leadership Doctoral program.
- In 500 words or fewer, describe the characteristics of an effective leader. In what ways do you demonstrate those characteristics? In what ways can you improve?
- In 1000 words or fewer, describe a pressing issue facing education today. If it were your responsibility to address the issue on a national level, how would you approach the problem? With whom would you collaborate to develop your plan?
Interview with the Faculty Admissions Committee. (Those selected to move forward by the Admissions Committee will be contacted directly regarding the interview. The interview can be in person or via telephone.)

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Start Dates and Application Deadlines

Below is a list of Ed. D. anticipated start dates. The start dates indicated are based on the university calendar or the CGCE schedule. Your actual first day of class will depend on the course sequence which will be provided by a CGCE Enrollment Advisor once you have matriculated in the program.

Entry Term & Module	Start Date(s)	Application Deadline(s)
Fall 2013 – Module 1	Late Aug./Early Sept.	06/01/2013

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Tuition and Costs

$850 per semester hour

(this rate applies to academic year 2013/2014 and is subject to change)

Additional Costs:

Room and board during residency at a discounted rate (single room accommodations available)
Transportation to campus for residency requirements

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Ed. D. in Educational Leadership – Hybrid

About the Program

Curriculum – Program Code: .CXEDD-EDLDR / Major Code: D928

Coursework

Admissions Requirements

Start Dates and Application Deadlines

Tuition and Costs