The structural design of this doctoral program allows for graduation in as few as 33 to 36 months. The dissertation track guides students through the dissertation process from beginning to completion of the program. The Doctoral Studies Orientation provides new students with an entire overview of the program from course work to dissertation proposal and finally to successful completion of the dissertation.
This course will equip students with knowledge and skills to understand and practice their role as educational leaders. This course will provide students with knowledge and capacity to lead an instructional program that is systemically structured to foster professional growth for teachers and benefit student achievement. This course will provide students opportunities to learn and to utilize technology for pursuit of information, providing transformational leadership, communicating effectively with all stakeholders, and fostering an organizational culture that embraces technology toward ongoing improvement. This course will provide students with the knowledge and skills to effectively manage human resources in a sustainable way that supports learning for all students, fosters a professional work environment, upholds contractual agreements, and develops employee capacity fairly and ethically. This course will equip students with the knowledge and skills to effectively analyze and evaluate education finance to lead educational organizations in a climate of change.
This course will provide students with insight into the development of, response to, and ability to influence the larger political, social, economic, legal, and cultural contexts impacting educational organizations and practices. This course will provide students insight, knowledge, and motivation to lead in response to identified needs for educational change in global community: applying change-agent leadership vision, promoting future success among all groups of students, using influences of diversity to improve teaching and learning, and motivating others to seek innovation.
This course will provide students with an overview of statistics as applied to the educational setting and for the purpose of leading schools. This course provides students with an exposure and skill development in the use of quantitative methods for the study of educational research.
This course develops students' skill set in the use of qualitative methods for the study of educational research. Dissertation Seminar 1 serves as an orientation to the initial stages of the dissertation seminar process.
Dissertation Seminar 2 will build on the information covered in Dissertation Seminar 1 with the final outcomes of the seminar to be the completion of a prospectus for the dissertation and selection of a dissertation chair and possibly committee members.
Dissertation Seminar 3 serves as a time for students to focus on scholarly writing skills and specifically on the development of a problem statement and a preliminary chapter two of the dissertation proposal. In Dissertation Seminar 4 students will focus on the development of the preliminary methodology chapter for the preliminary dissertation proposal and on the development and alignment of research questions to research methods described in the chapter. Dissertation Seminar 774b serves as a time for writing, review, revision, and approval of the preliminary dissertation proposal. Dissertation Seminar 774c provides the student time to review and collaborate with the chair of the dissertation committee to prepare for the implementation of the comprehensive dissertation proposal. EDD 774d is a course extension requirement for students who have not completed the preliminary dissertation proposal and gained approval for assignment to a dissertation committee by the Executive Director of the program. Dissertation Seminar 5 parallels EDD 791 (a-c) to provide doctoral candidates further direction and strategies in implementing the comprehensive dissertation proposal, addressing challenges that arise in the collection and analysis of data, organizing and writing chapter 4 and chapter 5 of the final dissertation document, and preparing for the dissertation oral defense as outlined in the doctoral student handbook.
During the dissertation proposal and research phases, the doctoral candidate engages in a number of activities and tasks to fulfill the requirements of the dissertation track. A doctoral student may need additional time to complete the preliminary dissertation proposal, under the guidance of the student’s Seminar 4 professor.
Under the direction of the dissertation chair and working with committee members, the doctoral candidate develops final versions of the dissertation proposal including the problem statement, literature review, and research design. Dissertation research involves implementation of the dissertation research design, collection and analysis of data, and reporting and discussion of research findings. EDD 792 Dissertation is a course extension requirement for candidates who have not completed the dissertation and the dissertation oral defense. EDD 793 Dissertation is a course extension continuous enrollment requirement for candidates who have not completed the dissertation and the dissertation oral defense, by the end of EDD 792c.
The program embeds educational trips within the curriculum to enhance student understanding of how policy, law and culture affect learning organizations. The faculty in this doctoral program are deeply committed to the transformation of educational and instructional practices to better meet the needs of every learner. The estimated total cost of the program ranges from $45,240 - $48,240, depending on if you elect to participate in the optional educational trip to the People's Republic of China. These estimated costs do not include application and graduation fees, costs for textbooks and materials, costs for a computer and accessories including a webcam, dissertation related costs, and other costs typically associated with a doctoral program such as academic regalia. The prospective candidate submits the following program admission documents to the Director of Graduate Admissions.
Three letters of recommendation on CUI forms, one completed by the applicant's supervisor and two from persons who can attest to the applicant's potential for doctoral study and leadership. A valid California Certificate of Clearance (A copy of a valid California credential may be used in lieu of a certificate).
All program admission documents must be submitted before an application file is considered complete. During the in-person interview the prospective candidate meets with the Executive Director of the Ed.D. Within two weeks of the interview, the candidate is notified as to whether or not the candidate has been officially accepted to the Ed.D.


Have questions about Concordia University's online doctoral degree in Educational Leadership?
The entry-level 72-credit hour Mental Health Counseling program prepares students for positions as Mental Health Counselors in community, state, federal, and private social service agencies and for EAP positions in business and industry.
Students who complete the program are eligible to take the National Counselor Examination (NCE) offered by the National Board For Certified Counselors (NBCC) in order to qualify for National Certified Counselor status.
Provide competent professional service and leadership within the mental health field upon graduation.
Atlantic International University: bachelor, master, doctoral degree programs by distance learning, online, correspondence, or home study. Description: Online University Distance learning degree programs for adult learners at the bachelors, masters, and doctoral level. Blended instructional models are growing in popularity because adult students appreciate meaningful face-to-face classroom connection times while being able to complete coursework primarily online.
The common goal of starting and completing the program together encourages students to work collectively, which promotes the development of personal relationships and the building of a professional network.
Initially, students collaborate in small groups with a senior faculty member in search of a researchable problem and to identify a prospective dissertation chair. The orientation will cover the scope and sequences of the coursework with an overview of how the research benchmark assignments are integrated to prepare students for successful dissertation proposal and completion. An emphasis will be placed on systems theory applied to education, leadership, learning communities, and effective practices for sustaining strong leadership in continuously improving organizations.
Emphasis will be placed on service to diverse student populations, implementation of the Common Core State Standards, research-based pedagogical innovations, and successful use of summative and formative assessment measures. The course covers a wide spectrum of available technological resources to help leaders better understand student achievement as well as contextual factors (ex.
Specific emphasis will be focused upon promoting a learning organization through effective and collaborative performance reviews, legal compliance, and strategic placement of resources to maximize organizational effectiveness toward student learning. The course provides an overview of fiscal leadership by surveying the dynamic landscape of education finance from federal, state, and local levels, with emphasis given to funding educational institutions equitably and adequately. Specific emphasis will be given to standards, policies, and entities presently guiding decisions at national, state, district, and school levels. This course prepares students to recognize threats to organizational effectiveness, develop sustainable plans to minimize threats, and focus learning organizations toward the meeting of goals. The experience will be designed to generate a comparative analysis of different educational systems, and to identify desirable attributes to incorporate into local organizational settings.
The course will review basic statistics and utilize the Statistic Package for Social Sciences (SPSS) as the technological platform for managing and understanding data to drive decision making in schools. Students will learn and understand the theoretical underpinnings of quantitative methods and the application of these methods for effective leadership in dynamic educational settings. Students will learn and understand the theoretical basis of qualitative methods and how these methods are applied toward the successful leadership of curriculum and instruction, schools and educational organizations.
This seminar will focus on identification of a potential research topic, conducting a broad scan of the literature, reviewing, summarizing, and classifying annotated sources, and mastering the academic writing style (American Psychological Association). In this seminar a focus will be given to the discussion, review, and guidance of students toward identifying problem statements and research questions that can guide their completion of the dissertation proposal. Important in this seminar will be the student’s identification of a theoretical framework and the kinds of references they will need to continue to gather for the literature review. Students will be guided on the collection and analysis of data, both quantitatively and qualitatively, to lead them to the answering of their research questions, based on skills that have been developed through the Research Benchmarks: Quantitative Research Plan and Qualitative Research Plan. Students will also be provided with direction in developing a detailed timeline leading them to successful completion of the next stages of the dissertation process. Students will also be given direction in developing a detailed timeline leading them to successful completion of the next stages of the dissertation process.
Candidates will also attend and participate in a professional conference to gain a complete understanding of the research process and to promote networking among professionals.
The candidate will also receive training and gain certification on the institutional review board (IRB) approval process at Concordia and submit proposals to the IRB. Candidates, who have not completed the dissertation and the dissertation oral defense in EDD 793a, enroll in EDD 793b and then EDD 793c, etc.
During the Washington, DC trip, students meet with government officials to discuss standards, policies, and entities that presently guide decisions at the national-level and how political aspects impact education policy.
Their collective experience and diverse backgrounds have uniquely qualified them to partner with you, the next generation of educational reformers.
Margaret Christmas Thomas, who brings her specialized expertise and leadership skills to her role of Assistant Professor of Education. The cost per credit unit ($890 per credit unit, with 46 required credit units) is a locked rate for the duration of a cohort. This should be a double-spaced paper, five to seven pages in length detailing the applicant's: a) educational goals, b) short- and long-term professional goals, c) professional activities, d) research interests to be pursued in the program, e) research experience, f) distance learning experience, and g) reasons for choosing the CUI doctoral program.
Graduates provide services, such as child, youth, couple, family, employment, health, gerontological, substance abuse, and wellness counseling. They are also eligible to become members of the American Counseling Association (ACA) and the American Mental Health Counselors Association (AMHCA).


AIU offers an affordable, nontraditional, online university for adult and continuing education via distance learning allowing professional adults to finish college, earn a degree, and advance their careers. As a nontraditional university, self paced programs taken online, by correspondence or home study.
That means less time on campus, more time online, and the flexibility to fit continuing education into your home, family, and work life. Cohort membership enables students to support and learn from other students, raising expectations that all but the occasional student will complete the program successfully. The idea is that once students have achieved success, they exhibit increased confidence to tackle increasingly difficult concepts, methods and skills.
The Doctoral Studies Orientation includes an overview of the library resources available within the library and through outside access. Additional emphasis will be given to the role of leadership in setting the moral example, fostering a caring environment, and developing a community of learners respectful of all members and differences.
Students will develop sustainable instruction and assessment plans that could be implemented in their own organizational settings that intentionally focus on the alignment of instruction and assessment to student learning outcomes. The course also covers some aspects of business administration such as revenue sources, local control, budgeting, accounting, and auditing to provide students a foundation in education finance.
The course provides a rich history of the political aspects inherent to education policy and how these policies transverse from the federal government, to state education agencies, district offices, and are ultimately implemented at the local level. Specific emphasis is placed on applied theory and research on organizational change and systems thinking in diverse educational settings.
Students will participate in hands on learning labs in the application of statistical analysis to real data sets. The course approaches conducting research and the understanding of research as a key competency for those who will successfully lead school organizations in the 21st century.
Students will be provided with an overview of dissertation topics and sample dissertation proposals. Students build upon the Preliminary Literature Review Benchmark Assessment to move students toward a preliminary outline for the dissertation proposal.
This seminar builds on the Annotated Bibliography and Preliminary Literature Review Benchmarks toward developing student broader understanding of their research ideas related to the literature. Students will also receive feedback from the instructor on drafts of chapter one (problem statement, purpose of the study, & research questions) and chapter three of the preliminary dissertation proposal. During this time the candidate also prepares for the oral defense of the dissertation proposal and work with the dissertation chair to schedule the oral defense of the proposal.
During the trip to the People’s Republic of China, students interact with Chinese colleagues and students to generate a comparative analysis of different educational systems and to identify desirable attributes to integrate within their local educational system. In the interview, the candidate is asked to discuss how candidate interest in the doctoral program in educational leadership related to the candidate’s career goals, experience with online learning environments, interests in scholarship, prior research activities, and how future educational pursuits align to the overall mission of Concordia University Irvine. AIU's Fast track affordable degree programs allow professional adults to finish college earn a degree and advance their careers. A dissertation committee consisting of the chair, a methodologist, and a content expert is formed upon successful completion of the content and research courses. With mastery of each successive step, it will become much easier for students to undertake the challenges of conducting and completing dissertation research, which requires mastery of research methods and skills.
Also highlighted in this orientation will be an overview of the blended learning approach taken in the program and expectations for student performance as outlined in the doctoral student handbook.
Students will understand the dynamics of organizational management, operations and resources to create and sustain a safe and effective learning organization. Specific emphasis will be given to exploration of potential applications of technological resources in a current organizational setting for becoming an integral component of educational leadership and school culture, performance monitoring, and enhancing learning options for students and staff members.
Specific emphasis will be given to financing California school districts and institutions of higher education. Special attention is given to the quantitative methods that will help leaders guide teachers and stakeholders to better solutions for solving educational problems in the local context. This course also prepares students to craft and answer important educational questions using qualitative methods. The seminar will also reference work done on the Annotated Bibliography Benchmark Assessments. These trips also offer students and faculty the opportunity to build a sense of community and camaraderie within the cohort.
Research skills will be strengthened through activities investigating theory in systems thinking, educational psychology, instructional leadership, and organizational planning as they relate to successful leadership and effective schools. This course also prepares students to craft and answer important educational questions using quantitative methods and applied statistical analysis.
The final outcomes include the identification of a research problem completion of a preliminary chapter two literature review.



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