Doctor of Education in Educational Practice and Leadership

Admission Requirements:

The following criteria will be used to assess a student’s application for admission into the Doctor of Education in Educational Practice and Leadership program. No single criterion can adequately predict a student’s probable success in graduate work. Applicants should anticipate that the materials they submit will be held to high standards with submission of the following:

  1. The applicant must meet the School of Graduate Studies’ current minimum general admission requirements as published in the graduate catalog
  2. Completion of a master’s degree from an accredited college or university
  3. Grade point average from all previous graduate work (minimum of 3.5 required)
  4. Professional resume
  5. Transcripts
  6. Three letters of recommendation that address your academic ability, professional accomplishments related to your field of study, and positive character traits
  7. A statement of clear professional/educational goals that can be met by this program/specialization as specified in the graduate catalog
  8. An original essay not to exceed four double-spaced pages (exclusive of references) on a contemporary problem of practice. The writing will be reviewed for:
  • overall suitability for doctoral level study;
  • cohesive development of ideas;
  • support for ideas; and
  • writing conventions. 

9. Writing sample. 

a. Include with your application an individually-authored sample of your writing that the admission committee can use to evaluate your ability as a writer and potential success in the doctoral program.

b. The minimum length of the sample is five pages and should not exceed 30 pages.Examples of possible writing samples include, but are not limited to, journal articles, paper from a course, or some written work product such as a manual or technical report.

10. The applicant must sign a statement attesting that the goal statement, essay, and writing sample submitted were original compositions of the applicant, completed without the aid of an editor.

11. Applicants for the School Leadership specialization are required to have a teaching credential, three years of teaching experience, and leadership experience in PK-12 environments and to pass a background check.

Degree Requirements:

  1. A minimum of 90 semester credit hours of course work beyond the bachelor’s degree.
  2. Maintenance of at least a 3.0 GPA for all classes completed as a graduate student.
  3. With approval of a student’s Faculty Advisory Committee, up to 30 credits from a master’s degree may be transferred from another institution.
  4. Successful completion of comprehensive examinations.
  5. Completion of a Dissertation in Practice (9 credits).
  6. Ed.D. Core Coursework (9 credits): 
EFR 502Issues and Trends in Education3
HE 569Diversity Systems and Policy in Education3
EDL 573Advanced Leadership Theories3

7. Scholarly Tools Coursework (9 credits):

EFR 509Introduction to Applied Educational Research3
T&L 569Action Research3
Select 1 Additional Courses (3 credits)
T&L 579Inquiry into Professional Practice3
EFR 510Participatory Qualitative Research Methods3
EFR 511Program and Policy Evaluation3
EFR 512Survey Design and Analysis3
EFR 514Advanced Textual Analysis3
EFR 530Learning Analytics3

8. In addition, you may choose one or more specialization areas and complete the required courses. Applicants may also choose a "Generalist" route and complete the required number of courses based upon electives targeted to their specific needs. Elective credits can be selected from graduate courses in other specializations and from the Educational Foundations and Research (EFR) program in consultation with academic advisor.

Descriptions of Specializations:

  • Education Policy, Reform, & Equity (EPRE): Students in this specialization area examine problems of practice through the lens of policy and reform efforts with the focus on producing products that aim for equity and social change.
  • Higher Education (HE):  The HE area prepares administrators and/or professors for leadership in an academic discipline at a college or university.
  • Instructional Design & Technology (IDT): The IDT area prepares instructors, instructional designers, curriculum/technology coordinators, or directors for educational technology, faculty development centers, or training departments with a focus on understanding curriculum design, human learning, and the integration of technology.
  • School Leadership (SL):  The SL area is designed primarily for the practitioners preparing for school administration positions including elementary, middle school, and secondary principals; superintendents; special education and curriculum directors, and other school district central office positions. Upon completion of the degree, depending on state licensure credential requirements, a student generally will have completed many, if not all, coursework which will lead to an administrative credential.
  • Special Education (SPED): The SPED area is focused on preparing experienced professionals for the role as an Educational Diagnostician or for leadership roles in working with individuals with Autism Spectrum Disorder (ASD). Diagnosticians evaluate students to determine services and effective programming, as well as provide leadership at the school and district levels to inform policies and practices. Specialists in ASD evaluate and collaborate about individuals with ASD to determine services and effective programming, as well as provide leadership across a range of settings to inform policies and practices.
  • Sport Leadership (Sport): The Sport Leadership area is designed for those individuals who aspire to become Athletic Directors, Coaches, or other Administrators of either traditional sports or esports at any level, including professional, educational, or community settings.
  • Teacher Education (TE): The TE area prepares professors of education at a college or university and/or as an educational specialist to teachers in PK-12 schools.

Education, Policy, Reform, & Equity

Education Policy, Reform, & Equity Required Courses (27 Credits)

EFR 503History of American Education Policy and Reform3
EFR 505Educational Equity and Social Change in Schooling3
EFR 510Participatory Qualitative Research Methods3
EFR 527Education Policy: Theories Research3
Advanced Inquiry Experience (Choose 1)
EFR 514Advanced Textual Analysis3
EFR 520Translational and pluralistic designs in qualitative research3
Applied Policy Study
EFR 591Readings in Education (9 credits, co-enrolled with DiPs)1-4
EFR 584Internship in Educational Research1-8
Recommended Electives (6 credits)
EDL 527Legal Issues in Education3
T&L 543Scholarly Writing3
T&L 586Research in Teacher Development and Professionalization Policies3

Higher Education

Higher Education Required Courses (15 credits)

HE 532Principles and Practices in Higher Education3
HE 536Leading and Learning in Higher Education3
HE 541History of Higher Education in the United States3
HE 544Assessment in Higher Education3
HE 538College Student Experiences3

Higher Education Elective Courses (18 credits)

HE 561Curriculum in Higher Education3
T&L 545Adult Learners3
HE 571Introduction to Research Traditions in Higher Education3
HE 563Academic Administration in Higher Education3
HE 564Higher Education Student and Support Services3
HE 570Higher Education Law3
HE 573Higher Education and Public Policy3
HE 576Higher Education Planning and Finance3
T&L 539College Teaching3
T&L 543Scholarly Writing3
T&L 548The Professoriate3
T&L 547Technology in Higher Education3

Elective credits can be selected from graduate courses in other specializations and from the Educational Foundations and Research (EFR) program in consultation with academic advisor.

Instructional Design & Technology

Instructional Design & Technology Required Courses (21 credits)

IDT 520Instructional Systems Analysis and Design3
IDT 525Development, Implementation, and Evaluation of Instructional Materials3
IDT 530Introduction to Computer-Based Instruction3
IDT 550Theories and Models of Instructional Design3
IDT 580Introduction to Web-Based Instruction (Plus two courses of the following:)3
Plus two courses of the following:
IDT 510Technology-Based Instruction: Applications and Methods3
IDT 540Digital Media and the Internet in Schools3
IDT 560Instructional Design Consulting3
IDT 570Human Performance Technology3

Elective credits can be selected from graduate courses in other specializations and from the Educational Foundations and Research (EFR) program in consultation with academic advisor.

School Leadership

School Leadership Required Courses (30 credits)

EDL 523The Educational Plant3
EDL 524Educational Personnel Administration3
EDL 527Legal Issues in Education3
EDL 532K-12 Educational Program Evaluation3
EDL 571School Community Relations3
EDL 574Organizational Theory for Educational Leaders3
EDL 589Superintendency Series8
EDL 593Internship in Educational Leadership1-8

Elective credits can be selected from graduate courses in other specializations and from the Educational Foundations and Research (EFR) program in consultation with academic advisor.

Sport Leadership

Sport Leadership Required Courses (21 credits)

EDL 524Educational Personnel Administration3
KIN 511Sports Administration3
KIN 512Sports Risk Management3
KIN 531Psychology of Sports Leadership3
EDL 571School Community Relations (Plus two courses of the following:)3
Plus Two Courses of the Following
KIN 513Skill Acquisition in Sport3
KIN 534Social Issues in Sports3
KIN 5403
KIN 541Exercise Program Design3
EDL 523The Educational Plant3
EDL 532K-12 Educational Program Evaluation3
EDL 527Legal Issues in Education3
EDL 538Auxiliary School Functions3
HE 563Academic Administration in Higher Education3
HE 564Higher Education Student and Support Services3
HE 570Higher Education Law3
HE 573Higher Education and Public Policy3
HE 576Higher Education Planning and Finance3
T&L 5463
T&L 547Technology in Higher Education3

Elective credits can be selected from graduate courses in other specializations and from the Educational Foundations and Research (EFR) program in consultation with academic advisor.

Special Education

Educational Diagnostician Required Courses (32 credits)

SPED 521IEP and the Transition Process3
SPED 525Legal/Ethical Aspects in Special Education3
SPED 5443
SPED 557Progress Monitoring3
SPED 570The Educational Diagnostician3
SPED 571Social, Emotional, and Behavioral Assessment Measures in Special Education3
SPED 572Achievement Assessment Measures in Special Education3
SPED 582Internship: Educational Diagnostician1-4
T&L 529Language Development Cognition in Children3
COUN 570Cognitive Assessment Measures in Special Education3

Autism Spectrum Disorder Required Courses (32 Credits)

SPED 5454
SPED 556Advanced Methods: Intellectual Disabilities3
SPED 560ASD: Foundations and Brain Based Differences3
SPED 561Methods for Autism Spectrum Disorder3
SPED 562Autism Spectrum Disorder: Supports Across the Lifespan3
SPED 563Autism Spectrum Disorder: Medical Issues and Trends3
SPED 564ASD: Structured Teaching3
SPED 565ASD: Level 1 Supports and Foundations3
SPED 566Autism Spectrum Disorder: Intensive Early Intervention3
SPED 567Assessment in Autism Spectrum Disorder3
SPED 571Social, Emotional, and Behavioral Assessment Measures in Special Education3
SPED 578Behavior Management3
SPED 583Internship: Autism Spectrum Disorder1-6
COUN 570Cognitive Assessment Measures in Special Education3

Teacher Education

Teacher Education Required Courses (21 credits)

T&L 539College Teaching3
T&L 545Adult Learners3
T&L 548The Professoriate3
T&L 571Teacher Education: Focus on the Teacher3
T&L 572Teacher Education: Focus on the Learner3
Plus Two Courses of the Following:
T&L 543Scholarly Writing3
T&L 552Online Teaching Practice Innovation3
T&L 586Research in Teacher Development and Professionalization Policies3
HE 544Assessment in Higher Education3
EFR 506Multicultural Education3

Elective credits can be selected from graduate courses in other specializations and from the Educational Foundations and Research (EFR) program in consultation with advisor.