Note to Students in School Specialization:

The Department of Educational Leadership follows the North Carolina Standards for Superintendents as approved by the State Board of Education, September 6, 2007. A complete copy of the standards and guidelines is available online at http://www.ncpublicschools.org/docs/effectivenessmodel/ncees/standards/superintendent-standards.pdf.

Adult and Higher Education Focus and Educational Research Focus

The community specialization is designed for those interested in careers as senior level leaders in non-school settings, including higher education, adult education, and research. To ensure the effectiveness and competence of individuals in such positions, coursework within the program is comprised of foundational work in educational leadership, research, and a specialization area in adult and higher education or educational research. Prospective students should already have a Master’s degree in an appropriate and related field. They are neither required to hold North Carolina PK-12 licensure nor will any license or certificate be recommended upon graduation.

School Specialization

In addition to the general requirements for admission to the Graduate School, applicants must have a master’s degree from an accredited institution. Candidates must have an entry-level license in educational administration or supervision; and they must have a minimum of three years of successful leadership experience, which may include the full-time internships. Applicants must also submit a personal essay of purpose; a description of their previous relevant employment, highlighting their leadership experiences in school-settings; and recommendations from school administrators and former university instructors.

Admission decisions are based on a comparison on of applicant profiles and are made by a departmental admissions committee that includes program faculty. Applicants with the highest profile rankings are invited to participate in interviews that are conducted by the Ed.D. Admissions Committee. It is designed to provide evidence of an applicant’s academic strength, leadership potential, and personal characteristics. Admission decisions are based not only on the comparative profiles of all applicants, but also on the commitment of the Admissions Committee to achieve diversity among the students admitted in each year’s cohort group. Admission decisions are made in the Spring and Fall prior to each semester.

Community Specialization

In addition to the general requirements for admission to the Graduate School, applicants must have a master’s degree from an accredited institution. Applicants should have a minimum of three years of documented successful work-related experience. The applicant should provide a statement of purpose, description of previous relevant employment, and the nature of previous educational experiences in the essay. Recommendations from employers and former University instructors are required.

Admission decisions are competitive. These decisions are made by a departmental admissions committee that includes program faculty. Applicants with the highest profile rankings are invited to participate in interviews that are conducted by the Ed.D. Admissions Committee. The interview is designed to provide evidence of an applicant’s academic strength, leadership potential, and personal characteristics. Decisions are based not only on the comparative profiles of all applicants, but also on the commitment of the Admissions Committee to achieve diversity among the students admitted each year. Admission decisions are made in the Spring and Fall prior to each semester.

Research Courses (12 credit hours)

• RSCH 8110 - Descriptive and Inferential Statistics (3)
• RSCH 8111 - Qualitative Research Methods (3)
• RSCH 8120 - Advanced Statistics (3)
• RSCH 8210 - Applied Research Methods (3)

Specialization Courses (33 credit hours)

Select 33 credit hours of foundations and/or specialization coursework which includes one of the following areas of focus: Educational Leadership/Superintendency; Curriculum and Supervision; Adult and Higher Education; or Educational Research.

Elective Courses (6 credit hours)

Elective courses must be at the 8000 level and offered within the University. Permission of the department offering the course and approval by the student’s advisor and doctoral coordinator are required.

Dissertation Proposal Design (3 credit hours)

• ADMN 8699 - Dissertation Proposal Seminar (3)

Dissertation (6 credit hours)

Students continue to enroll in dissertation study a minimum of 6 credit hours until completion of the degree.

Phase l

The doctoral coordinator or an assigned faculty member serves as the “temporary advisor” when students enter the program. During this phase, the advisor plans a course of study with students during the initial stages of the program. A Program Planning Sheet is used to document tentative plans for projected coursework. The planning sheet should be kept by the student and a copy should be provided to the advisor.

Phase 2

By the end of the first year of the program, students select a “program advisor” to serve as a guide through the completion of the coursework. This person also serves as the coordinator of the process to complete the Qualifying Examination. This advisor also helps the student identify faculty whose research interests and expertise are congruent with the student’s probable area of inquiry for the dissertation. This advisor in consultation of the student has the responsibility for creating a “doctoral committee” that is made up of the faculty who prepares and evaluates the written and oral comprehensive qualifying exam. (See Qualifying Examination section.)

The responsibility of the doctoral committee members includes:

1. the approval of the student’s course of study;
2. approval of the dissertation proposal; and
3. evaluation of the final dissertation and oral defense.

Phase 3

Upon successful completion of the Qualifying Examinations, students are recommended for admission to candidacy. They may then select a “dissertation advisor” and a dissertation committee and complete a “Change of Advisor Form” if  needed. These committee members are appointed to serve on the committee with mutual consent between the student and each faculty member. The committee consists of four members of the Graduate Faculty: the Chairperson and two other members from the Department and one member appointed by the Graduate School from outside the Department of Educational Leadership.

The purpose of this process is to provide students with an opportunity to develop a direct working relationship with several faculty members. At the same time, it provides an individualized and personalized approach to the advising process. For example, some students may choose to keep the same faculty member to serve as both the program advisor and the dissertation advisor. Likewise, the doctoral committee and the dissertation committee could include some or all of the same faculty.