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Home , Educational Specialist, School of Education, Specialist degree

DOCTOR OF IN EDUCATIONAL LEADERSHIP SCHOOL OF EDUCATION

Available on the Jackson, Germantown, with special attention to the needs of smaller independent and Hendersonville Campuses; institutions of . The degree program is Leadership in School Reform available delivered in a combination of campus, blended online/ campus, and fully online courses to ensure service to a online. national community. Its goals include the ’s guiding principles of academic excellence, Christian School of Education Mission values, development of the whole person, and future- Statement/Conceptual driven scholastic agendas. Framework The mission of the School of Education is to prepare The Cohort Approach and educators of character and competence who reflect Christ Calendar as they serve and lead in their schools and communities. Each degree program or concentration is a cohort- The Ed.D. degree is guided by the conceptual framework based enrollment program with the exception of the of the Educator Preparation Program: a teacher-student dissertation, which is highly individualized. The cohort dynamic of sensitivity, reflection, and faith.The university’s approach to program delivery accepts students in groups mission is “to provide Christ-centered higher education who begin their series of courses and experiences together. that promotes excellence and character development in P-12 School Administration doctoral students begin their service to Church and society.” courses each February. Higher Education doctoral students begin each June. Each degree program offers courses in 3 Ed.D. Description and Purpose ½ to 4-year cycles. Hallmarks of the cohort-approach are lifelong friendships, collaboration and mutual support, The (Ed.D.) is the highest faculty attention to individual student needs, course in education. Individuals who have sequencing, and the student-centered certainty of course earned this degree are recognized for their wide knowledge delivery. 61 of theory and and for their commitment to Each cohort is presented its unique calendar for the the application of knowledge for the improvement of complete program. Current Ed.D. calendars are available educational policy and practice. The Union Ed.D. is at http://www.uu.edu/academics/graduate/edd/ designed for active professionals who will graduate ready to assume leadership and teaching roles in Preschool- Grade Twelve schools, , government and Doctor of Education business. Ed.D. graduates can positively contribute to Admissions Process administration, teaching, policy and curriculum formation, Union University offers two specializations in its and research. Each doctoral degree is designed to be a Ed.D. in Educational Leadership degree program: P-12 blend of theory and practice, classic knowledge and current School Administration and Higher Education. Each research, analysis and synthesis, macro-perspective and degree program is a cohort-based enrollment program micro-functionality. with the exception of the dissertation, which is highly Union University offers the doctoral degree in individualized. The cohorts for the P-12 School educational leadership with two areas of specialization: Administration program begin each February on the 1. The Ed.D. in Educational Leadership with a Jackson, Germantown, and Hendersonville campuses specialization in Preschool-Grade Twelve (P-12) as well as online for the Leadership in School Reform School Administration, and concentration. The cohort for the Higher Education 2. The Ed.D. in Educational Leadership with a program begins each June on the Jackson campus only. EDUCATION & HUMAN STUDIES specialization in Higher Education. Please visit the Union website at www.uu.edu for program The Ed.D. in Educational Leadership P-12 School calendars. Administration degree has two areas of concentration Admission Criteria. Candidates for admission to the offered on the Jackson, Germantown, and Hendersonville Ed.D. in Educational Leadership at Union University will campuses: Instructional Leadership (P-12) and Teacher submit the following criteria: Leadership (P-12). A third area of concentration, • Application Form: A completed application form Leadership in School Reform, is offered fully online.

2014–2015 submitted in a timely manner The Ed.D. in Educational Leadership Higher Education • Application Fee: A nonrefundable application degree, offered only on the Jackson campus, is designed fee of $50. Checks should be made to Union to prepare and university professionals to serve as University to the address indicated below. administrators, teachers, policy-makers, and researchers, • Official Transcripts: Official transcripts from ALL 6. Instructional Leadership Screening Committee undergraduate and graduate schools attended. Interview. Candidate is interviewed by an The minimum requirement for admission is an admission screening committee comprised of official Master’s degree transcript from a regionally university and public school personnel who accredited college/university with a minimum will make a recommendation to the Dean and GPA of 3.20. In addition, students must ensure Graduate Admission Committee concerning that transcripts received from non-US institutions admission to the Instructional Leadership program. are translated and evaluated by a recognized • Mailing Address: Applications, fees, and agency, and forwarded directly to Union supplementary materials should be sent to: University to the address indicated below. Union University Box 1876 • Test Requirements: Official test scores from the Office of Graduate Studies in Education Graduate Record Exam (GRE) must be forwarded 1050 Union University to Union University (Institution Code: 1826), Jackson, TN 38305-3697 reflecting scores for all three sections of the GRE OR (verbal, quantitative, and writing). Results must be Union University Germantown current within the last five years. For all applicants Office of Graduate Studies in Education who are not native English speakers, a TOEFL test 2745 Hacks Cross Road is required and official test scores must be forwarded Germantown, TN 38138 to Union University (Institution Code: 1826). OR • Documentation of at least five years of relevant Union University Hendersonville professional experience in the Education sector 205 Indian Lake Blvd. (Verification of Experience form). Hendersonville, TN 37075 • Career Aspiration Essay: Students must submit an • Notification: Each student will be notified essay, typewritten and not to exceed 750 words, in writing of the decision regarding his/her that addresses their reasons for seeking this degree admittance into the program. and program, their leadership career aspirations, The Graduate Education Admission Committee and their future professional goals. Review. The Graduate Education Admission Committee • Recommendations: Rating forms from four must screen all students who have completed application persons: one from the applicant’s employer for admission to the Doctor of Educational Leadership (principal or supervisor for P–12 specialization); program. Incomplete applications will not be presented to 62 one from a previous graduate ; and two the committee. The committee, charged with selection of from professional colleagues. the best candidates for admission, reviews and evaluates • Interview: Once the application has been reviewed, each student’s potential for admission according to a students may be scheduled for a personal interview portfolio of the admission criteria. with the program director. The appointed Graduate Education Admission • Leadership Role: Students are expected to have Committee utilizes uniform evaluation forms. After served a minimum of two years in a leadership study of the student’s admission portfolio, the committee position. recommends full acceptance, provisional acceptance, or • Students applying for admission to the Ed.D. rejection. A student provisionally accepted must complete in Educational Leadership Program with a designated criteria before being fully accepted to the specialization in P-12 School Administration program; however, she/he must take a maximum of 9 Instructional Leadership license concentration course credits on a provisional basis. must provide the following additional items: 1. Proof of teacher licensure Program of Study 2. Personal Summary including brief professional development plan and documentation of data At the time of admission, a student may petition to showing improvement in student achievement transfer up to 9 graduate semester hours (recent “A” or (summary of TVAA/TCAP data, Gateway “B” work from a regionally accredited institution) into

EDUCATION & HUMAN STUDIES scores, etc.); copy of most recent performance the doctoral program with the approval of the Program appraisal (In TN, the Framework for Evaluation Director. In addition, students in the P-12 School and Professional Growth). Administration specialization may petition to transfer 3. Verification of Experience form completed by a maximum of 15 semester hours of education specialist applicant’s school system documenting at least 3 credit from regionally accredited institutions. Transferred years of teaching experience. credits become a part of an official Program of Study that is 4. Recommendation form completed by the furnished to the student. It is the student’s responsibility to Director of the school system where the follow the Program of Study carefully in scheduling classes. applicant is employed. 5. Current professional resumé. Academic Requirements for Time Limitations Progression, Probation, and All requirements for the doctoral degree must be Suspension completed within 6 years from the first semester of enrollment. Students needing more than 6 years to Students in the Doctor of Education program must complete the degree must file a time extension petition maintain an overall Grade Point Average of at least 3.2 with the Dean of the College. After successful completion to remain in Good Academic Standing. of coursework, doctoral students must maintain continuous After completion of nine graduate hours at Union enrollment status until graduation by enrolling in EDR University, an Ed.D. student whose cumulative program 790 Dissertation each session. GPA from courses taken at Union is below 3.2 will be placed on academic probation. A student placed on academic probation has one semester to increase his/her Graduation Requirements Ed.D. program GPA to 3.2 or higher. All students completing the Doctor of Education If the student fails to attain the required minimum 3.2 Degree in Educational Leadership must meet the following GPA during the probationary semester, the student will be criteria for graduation. suspended from the Ed.D. program. While suspended from 1. Successful completion of the required 60 semester the program, the student may repeat courses in which a hours of coursework with a minimum GPA of 3.2. grade of B, C, or F has been earned in an effort to improve 2. Submission and presentation of The the GPA. The student may apply for readmission to the Qualifying Paper (P-12 School Administration program after the cumulative Ed.D. program GPA has been Specialization). raised to 3.2 or higher. 3. Successful completion of the written and oral A student suspended from a graduate program is not Comprehensive Examinations. eligible for Veterans Administration Benefits. 4. Submission of approved Dissertation. 5. Successful defense of the Dissertation.

Financial Information 2. FACTS monthly electronic draft from checking or Tuition for the Ed.D. program for the 2014-2015 year savings. is $560. 3. Financial Aid. The Federal Stafford Loan 63 (subsidized or unsubsidized) is available to Ed.D. The following are non-refundable fees: students who need financial assistance. A Master Application Fee:...... $ 50 Promissory Note must be on file in the Student Practicum/IL:...... $200 Financial Planning Office. To qualify for a student Graduation Fee:...... $25 loan, the graduate student must: Lab Fees, EDR 710, 720, 725:...... $15 1. Be accepted to the Ed.D. Degree program. IL Portfolio Fee (when applicable)...... $150 2. Not be in default on a former loan or owe a refund on any grant. 3. Complete the FAFSA The following payment plans are available for students 4. Complete all applicable Graduate Application in the Ed.D. program. forms for Financial Assistance. 1. Payment may be made by the semester with 50% due before classes begin and 50% due one month later.

Doctoral Processes effective presentation skills. The final product of the The Qualifying Paper. Required of students who seminar is the completion of the Qualifying Paper. The specialize in P-12 School Administration, the Qualifying Qualifying Paper must be completed, approved, and on file EDUCATION & HUMAN STUDIES Paper is a substantial critical analysis of the theoretical and in the graduate program office prior to enrollment in EDR empirical literature related to educational leadership, which 712-Dissertation Seminar. In addition, EDR 707 prepares may or may not be the related to the student’s dissertation students for academic writing in other doctoral classes and topic. The Qualifying Paper is completed by doctoral assists students in preparation for Educational Leadership students in EDR 707-Leadership Research Seminar during a Comprehensive Examinations. Each student’s dissertation 9-month period (Sept.–May) in the student’s first year and chair, who is assigned during the fall segment of this seminar, a half of enrollment. This seminar serves as experimental augments advising for the Qualifying Paper. The seminar ground for creating a scholarly community among doctoral instructor and the student’s dissertation chair constitute a students while they explore communication essentials, such Qualifying Paper Committee, with the seminar instructor as evaluating research articles, writing academic pieces having primary evaluation responsibility. Students present including abstracts and literature reviews, and examining the Qualifying Paper to a symposium of doctoral students, professional goals and area of specialization of the student faculty, and community as an exit requirement for EDR 707. and expertise of the faculty. Working with a dissertation The Comprehensive Examinations. Upon completion chair early in the program and with faculty throughout the of all courses prior to the dissertation, the student coursework, the student develops a research problem and will receive clearance to take the written and oral proposal. Using the expertise and knowledge developed Comprehensive Examinations when: in the research core courses and under the direction of a • The student has earned a minimum GPA of 3.2 dissertation chair and committee, the student conducts in pre-dissertation coursework as specified by the the research and produces a quality report of the findings. Program of Study. It is expected that the dissertation will follow standard • A dissertation committee for the student has been accepted research methodologies and format. Requiring approved by the Program Director. a broad-based understanding of theory and research, the The Comprehensive Exams serve as an integrated measure Ed.D. dissertation should integrate knowledge and provide of assessment and are directed at practical application of solutions to problems in the educational community, knowledge across the curricula. These examinations cover focusing on a specific setting. Results should include issues, practice, and research in educational leadership. The specific solutions or changes in educational practice. As a written exam is prepared by program directors with specific final demonstration of scholarly competence, the student input from who write the examination questions conducts an oral presentation in defense of the research. and takes place over the course of three days. The written The Dissertation Committee. Doctoral students are exam consists of questions designed to provide students assigned a dissertation committee chair by the program the opportunity to demonstrate an ability to analyze and director as early as possible in the research process, usually synthesize pertinent knowledge in educational leadership the fall of the first year of enrollment. Selection of the while addressing significant problems and issues in their dissertation chair is a critical step in the completion field. The exam is administered under supervision without of the doctoral degree. Factors considered in selection the aid of texts or related materials. An oral Critique/ are: 1) expertise in the area of proposed research, 2) Clarification with the student’s dissertation committee availability, and 3) compatibility. The chair is an integral follows. Successful completion of the comprehensive part of a doctoral scholarly community where students, examination advances the student to doctoral candidacy, a chairs, seminar leaders, and research design and statistics requirement for registration for dissertation hours. No more instructors collaborate to ensure quality inquiry and than two attempts to pass the examination are permitted. writing. The doctoral student also works with his or her The Dissertation. The doctoral dissertation is the dissertation chair to recommend two other graduate 64 culminating experience and exit requirement of the Doctor faculty members to serve on the dissertation committee. of Education program. The dissertation is scholarly inquiry In addition, the faculty members who teach one or more of into an area of professional and intellectual interest. It is a the research courses (EDR 710, 720, 725) serve as resource highly individualized experience for the graduate student; committee members for all dissertation committees. thus, the topic of research may vary depending on the

Program Descriptions 1. Focus on issues, practice, and research in the field of educational leadership. 2. Foster scholarly inquiry in areas of professional and Ed.D. in Educational Leadership intellectual interest. Specialization: P-12 School 3. Provide highly individualized experiences that Administration meet individual career goals. 4. Foster analysis and problem solving skill and The Ed.D. in Educational Leadership with a expertise. specialization in P-12 School Administration is a blend 5. Prepare leaders who effectively deal with the real of theory, research, scholarly inquiry, and best practice issues of school policy and improvement, including EDUCATION & HUMAN STUDIES in a context of Christian values designed to prepare best practices in teaching and learning. instructional leaders who can articulate the central issues 6. Encourage ethical service in a framework of and solve the salient problems of contemporary education Christian values. society. The primary purpose is to provide experienced The outcomes and statement of purpose emphasize educators a broad, systematic understanding of educational commitment to service in education within a framework theory, inquiry, and practice, as well as an ability to create of Christian ideals, the essence of the institution’s mission and apply current research to educational problems. and purpose. The program outcomes become much more Program Outcomes specific when delineated as objectives in individual course syllabi. The P-12 School Administration specialization The six outcomes of the Ed.D. in Educational is based on a set of national standards developed by the Leadership with a specialization in Preschool -- Grade Educational Leadership Constituent Council of the Council Twelve (P-12) School Administration are to: for Accreditation of Educator Preparation (CAEP). Areas of Concentration create and actualize a vision for leadership in 21st The Union University doctoral degree in Educational century schools, embodying the best of research Leadership with a specialization in P-12 School and practice in policy, child development, Administration is offered on the Jackson, Germantown, learning, teaching, and leadership within the and Hendersonville campuses as well as online for the context of school reform. In keeping with the Leadership in School Reform concentration. In each, trend of modern students and technology in doctoral courses and processes form a scholarly community learning, this degree is delivered fully online. to support students in their personal transformation and Course of Study in identifying and addressing critical educational issues at the local, state, national, and international levels. The The Ed.D. in Educational Leadership P-12 School degree program has three areas of concentration: Administration degree requires completion of a minimum 1. Instructional Leadership (IL). The IL concentration of 60 semester hours with a maximum of 9 hours allowable offers a license program which can earn the for transfer by petition from regionally accredited masters graduate the Tennessee Instructional Leadership programs and an additional transfer of 15 hours permissible License. Through this concentration, which from regionally accredited education specialist programs. includes a practicum or internship that is closely Thirty-six of the first 39 hours (EDR 707 enrolls only Ed.D. supervised and directly related to the student’s students) of Union’s doctoral program are cross listed with individual needs, doctoral students can earn the Union Education in Educational licensure as a principal or supervisor under national Leadership. Ed.S. and Ed.D. students enroll in common standards approved by NCATE and Interstate courses in cohort style, with Ed.D. students meeting School Leaders Licensure Consortium (ISLLC). doctoral level expectations in research and reflection in all 2. Teacher Leadership. The Teacher Leadership courses. Doctoral students complete a total of 60 semester concentration is identical to the IL concentration; hours of educational leadership courses that are designed however, the Teacher Leadership concentration to meet doctoral standards at the national level through does not require the practicum/internship course NCATE and ISLLC. necessary for Tennessee Instructional Leadership Students who have completed the Union Education License (Teacher Leadership students take EDU 613 Specialist Degree (Ed.S.) and desire to return to complete instead). This area of concentration is for doctoral the Ed.D., after having met doctoral admission standards, students who desire the knowledge, skills, and must complete a set of two “bridge” doctoral seminar dispositions of a school leader without the licensure. courses before enrolling in the final 21 hours of doctoral 65 3. Leadership in School Reform. The purpose of the research courses. The courses are EDR 707, Leadership Leadership in School Reform concentration is to Research Seminar, which includes the Qualifying Paper, and EDU 711, Seminar in Politics, Policy, and Instruction.

Curriculum for the Ed.D. in Instructional Leadership: The Ed.D. in Educational Educational Leadership Leadership (P-12 School Administration) has three components: Leadership Issues, Leadership Practice, and Specialization: P-12 School Leadership Research. Leadership Issues (15 hours) Administration EDU 610— and of Education Concentration: Instructional EDU 707—Legal Issues in School Governance Leadership EDU 714—Leadership Issues I: Theories and Strategies Prerequisites: Human Growth and Development, EDU 715—Leadership Issues II: Planning and Finance Instructional Technology, Educational Assessment EDU 723—Faith and Ethics in Educational Leadership Transfer Credit by Petition: Maximum of 9 semester hours of master’s credit and 15 semester hours of education Leadership Practice (18 hours) specialist credit from regionally accredited institutions EDU 702—Engaged Learning EDUCATION & HUMAN STUDIES may be applied by petition upon approval of the Ed.D. EDU 703—Supervision Program Director. EDU 706—Organizational Decision Making Licensure: The doctoral program with a concentration EDU 708—Curriculum and School Improvement in Instructional Leadership (IL) leads to a recommendation EDU 737, 738, 739—Leadership Practicum for licensure as a principal or supervisor in instruction upon OR successful completion of the first 39 hours of the 60-hour EDU 734—Leadership Internship program and satisfactory scores on the SLLA exam. The EDU 786—Seminar: Multicultural and Diversity Issues coursework is designed to meet CAEP, ISLLC, and State in Education of Tennessee licensure standards in school leadership as it integrates doctoral level outcomes in research, practice, and analysis. Leadership Research (27 hours) Exit Assessments EDR 700—Research Issues in Educational Leadership Successful Completion of: EDR 707—Leadership Research Seminar • Minimum of 3.2 GPA in Ed.D. courses EDR 712—Dissertation Seminar • The Practicum or Internship EDR 710—Intermediate Statistics • The Qualifying Paper EDR 720—Research Methods and Design • The School Leader’s Licensure Assessment (SLLA EDR 725—Advanced Statistics and Design exam required for licensure) EDR 790—Dissertation (9) • Dissertation Proposal (with Approval by Committee) • Comprehensive Examination • Oral Defense of Comprehensive Examination • Dissertation • Oral Defense of Dissertation

Curriculum for the Ed.D. in EDR 720—Research Methods and Design Educational Leadership EDR 725—Advanced Statistics and Design EDR 790—Dissertation (9) Specialization: P-12 School Exit Assessments Administration Completion of: Concentration: Teacher Leadership • Minimum of 3.2 GPA in Ed.D. courses Prerequisites: Human Growth and Development, • The Qualifying Paper Instructional Technology, Educational Assessment • Dissertation Proposal (with Approval by Transfer Credit by Petition: Maximum of 9 semester Committee) hours of master’s credit and 15 semester hours of education • Comprehensive Examination specialist credit from regionally accredited institutions • Oral Defense of Comprehensive Examination may be applied by petition upon approval of the Ed.D. • Dissertation Program Director. 66 • Oral Defense of Dissertation Teacher Leadership: The coursework for this concentration prepares teacher leaders and is based on the same CAEP and ISLLC standards as the IL coursework (without practicum or internship requirements) and Curriculum for the Ed.D. in integrates doctoral level outcomes in research, practice, Educational Leadership and analysis in school leadership. This non-licensure track has three components: Leadership Issues, Leadership Specialization: P-12 School Practice, and Leadership Research. Administration Concentration: Leadership in School Leadership Issues (15 hours) Reform EDU 610—History and Philosophy of Education Prerequisites: Candidates must have one of three EDU 707—Legal Issues in School Governance qualifications to be admitted to the program: (1) leadership EDU 714—Leadership Issues I: Theories and Strategies experience, (2) a school leadership license, or (3) a school EDU 715—Leadership Issues II: Planning and Finance leadership degree. EDU 723—Faith and Ethics in Educational Leadership Transfer Credit by Petition: Maximum of 9 semester hours of master’s credit and 15 semester hours of education Leadership Practice (18 hours) specialist credit from regionally accredited institutions EDU 613—Brain-Based Learning

EDUCATION & HUMAN STUDIES may be applied by petition upon approval of the Ed.D. EDU 702—Engaged Learning Program Director. EDU 703—Supervision EDU 706—Organizational Decision Making EDU 600 – Community Involvement for School EDU 708—Curriculum and School Improvement Improvement EDU 786—Seminar: Multicultural and Diversity Issues EDU 606 – Accountability for Greater Student Learning in Education EDU 702 – Engaged Learning EDU 711 – Politics, Policy, and Instruction Leadership Research (27 hours) EDU 716 – Purpose and Plan for Action Research EDR 700—Research Issues in Educational Leadership EDU 717 – Entrepreneurial School Leadership EDR 707—Leadership Research Seminar EDU 718 – The Changing Superintendency EDR 710—Intermediate Statistics EDU 722 – Teacher Leadership EDR 712—Dissertation Seminar EDU 723 – Faith and Ethics in Educational Leadership Exit Assessments EDU 741 – Leadership Development Research Project I Completion of: EDU 742 – Leadership Development Research Project II • Minimum of 3.2 GPA in Ed.D. courses EDR 700 – Research Issues in Educational Leadership • The Qualifying Paper EDR 707 – Leadership Research Seminar • Dissertation Proposal (with Approval by EDR 710 – Intermediate Statistics Committee) EDR 712—Dissertation Seminar • Comprehensive Examination EDR 720 – Research Methods and Design • Oral Defense of Comprehensive Examination EDR 725 – Advanced Statistics and Design • Dissertation EDR 790 – Dissertation (9) • Oral Defense of Dissertation

Ed.D. in Educational Leadership 3. Provide highly individualized experiences that Specialization: Higher Education meet individual career goals; 4. Foster analysis and problem solving skills and The Ed.D. in Educational Leadership with a expertise; specialization in Higher Education is the second area of 5. Prepare leaders who effectively deal with the specialization, along with P-12 School Administration, challenges facing higher education; including best to be offered by Union University’s School of Education. practices in teaching and learning; The in Higher Education, offered only on 6. Encourage ethical service in a framework of the Jackson campus, is designed to prepare college and Christian values. university professionals to serve as administrators and The outcomes and statement of purpose emphasize teachers, with special attention to the needs of smaller commitment to service in education within a framework independent institutions of higher education. It prepares of Christian ideals, the essence of the institution’s mission graduates to assume leadership positions in the fields and purpose. The program outcomes become much more of education, especially higher education, as well as specific when delineated as objectives in individual course government, business, and research. The degree program syllabi. is delivered in a combination of campus, blended on-line/ campus, and fully online courses to ensure service to a Course of Study national community. The primary purpose of the Ed.D. The Ed.D. in Educational Leadership Higher Education 67 in Educational Leadership with a specialization in Higher degree requires completion of a minimum of 60 semester Education is to provide experienced educators a broad and hours with a maximum of 9 hours from regionally systematic understanding of educational theory, inquiry, accredited graduate programs applied in transfer by and practice, and an ability to create and apply current petition and upon approval of the Ed.D. Program Director. research to educational problems. The degree program begins a new cohort each June on Program Outcomes the Jackson campus and is delivered in a combination of campus, blended online/campus, and fully online courses The six outcomes of the Ed.D. in Educational to ensure service to a national community. Its goals include Leadership with a specialization in Higher Education the university’s guiding principles of academic excellence, are to: Christian values, development of the whole person, and 1. Focus on issues, practice and research in the field future-driven scholastic agendas. For a schedule of courses of higher education; in the Higher Education specialization, please visit the 2. Foster scholarly inquiry in areas of professional and Union University website at www.uu.edu. intellectual interest;

EDU 728—Strategic Planning and Marketing for Higher Curriculum for the Ed.D. in EDUCATION & HUMAN STUDIES Educational Leadership Education EDU 745—Higher Education Policy and Assessment Specialization: Higher Education Leadership Practice (15 hours) The Doctor of Education curriculum for the EDU 702—Engaged Learning specialization in Higher Education has three components: EDU 705—The American College Student Leadership Issues, Leadership Practice, and Leadership EDU 720—Curriculum Design and Evaluation in Higher Research. The Higher Education Program courses for each Education component are categorized below: EDU 730—Service-Learning in Higher Education Leadership Issues (15 hours) EDU 740—Leadership Internship EDU 701—Leadership, Organizations and Change OR EDU 750—Proseminar EDU 710—History and Philosophy of Higher Education OR EDU 788—Special Studies EDU 723—Faith and Ethics in Educational Leadership Leadership Research (30 hours) Exit Assessments EDR 700—Research Issues in Educational Leadership Successful Completion of: EDR 710—Intermediate Statistics • Minimum of 3.2 GPA in Ed.D. courses EDR 720—Research Methods and Design • Dissertation Proposal (with Approval by EDR 725—Advanced Statistics and Design Committee) EDR 750—Research in Higher Education • Comprehensive Examination EDR 751—Dissertation Research • Oral Defense of Comprehensive Examination EDR 790—Dissertation (12) • Dissertation • Oral Defense of Dissertation

Course Descriptions 706. Organizational Decision Making (3) Theoretical approaches to understanding complex organizations are examined and applied to educational Education (EDU) organizations, drawn from organizational theory, 610. History and Philosophy of Education (3) development and behavior. Students develop effective A study of the history and philosophy of American solutions for interpersonal, structural, and organizational education with attention to European antecedents, problems experienced in contemporary educational and philosophical movements such as Idealism, communities. Strategic planning for educational change, Realism, Perennialism, Essentialism, Progressivism, including technological, is studied. Reconstructionism, and Existentialism. 707. Legal Issues in School Governance (3) 613. Brain-Based Learning (3) Areas of the law as it impacts school administrators are A study of teaching strategies which focus on student studied including, but not limited to, sources of the law and learning such as constructivism, brain-based teaching the courts; the law, students and educational personnel; and learning, integrated thematic instruction, inquiry and desegregation and its effects; school finance issues and multiple intelligence learning styles. school district liability; federal law; and regulations involving special education. 701. Leadership, Organizations and Change (3) 68 A critical examination of key theories, functions and 708. Curriculum and School Improvement (3) practices involving leadership and organizations with Study and evaluation of modern practices and strategies specific emphasis on individual and organizational in curriculum development with the emphasis on school responses to change. In addition to traditional applications, improvement. The process of curriculum planning with students will analyze leadership styles and organizational a focus on system accountability and student learning is case studies through multiple frameworks. studied. 702. Engaged Learning (3) 709. Legal Issues in Higher Education (3) A contemporary account of the principles of learning with Legal processes as well as legal rights, responsibilities, emphasis on engaging the learner in the classroom. Topics: duties and liabilities of faculty, administrators and students Concepts of teaching, learner characteristics, designs for within the context of higher education. Included will be learning environments, and effective teaching. Research studies from constitutional, statutory and case law. in cognition, learning, and teaching forms a foundation for the course. 710. History and Philosophy of Higher Education (3) An examination of the historical and philosophical system 703. Supervision (3) of education in the United States considering issues to Analysis of supervisory models and techniques, include: American system of education, survey of theories techniques and group processes, staffing of education, and factors and forces changing American patterns and organizational structures to support teaching education .

EDUCATION & HUMAN STUDIES and learning. Students develop skills in all aspects of instructional planning. 711. Leadership Seminar: Politics, Policy, and Instruction (3) 705. The American College Student (3) This seminar is offered to Union Ed.S. students only The social, psychological, cultural and historical contexts as one of the two bridge courses for admission to the of the student in higher education. Current trends, Ed.D. in Educational Leadership—Specialization in P-12 projections and models for practice will be considered Administration. This course is designed to allow the doctoral and analyzed. student to analyze and synthesize current knowledge related to issues in politics, and school instructional practices. The course will focus on relationships between public policy and education; recognizing policy issues; and relating policy initiatives to student welfare. Current philosophical and cultural issues reflective of local, regional, national and global contexts will be studied. 712. Pre-Candidacy Resources (0) 720. Curriculum Design and Evaluation in Higher Non-credit, non-graded course for graduate students to Education (3) allow access to university resources while they are not Curriculum planning, design, implementation and actively completing coursework. Upon receiving special evaluation by examination of purpose, content and permission from the Dean’s office, doctoral students have context of college curriculum with emphasis on the best access to the library, applicable tools and software. practices for design and evaluation. 714. Leadership Issues I: Theories and Strategies (3) 722. Teacher Leadership (3) A thorough introduction to the essential issues of This course examines practical perspectives on school educational leadership including strategic planning, administrators’ leadership of teachers. Topics include the theories of leadership development, the change process, study of professional learning communities, mentoring, school improvement, comprehensive reform in schools, and coaching. Various strategies for selection and systems perspectives and more. development of leaders are examined. Concepts include stewardship, servant leadership, transformational 715. Leadership Issues II: Planning and Finance (3) leadership, gender, and ethnicity. Prerequisite: EDU 714 An application of leadership issues related to planning and 723. Faith and Ethics in Educational Leadership (3) finance, including school improvement planning, policies A critical analysis of faith issues, ethical decision-making, for equity and diversity, the management of collective world-view frameworks and values questions in the context bargaining, fiscal and non-fiscal resources for districts, of schools and educational leadership, especially in the budget planning and management collaborative planning, public sector but not excluding the private. Techniques use of media and more. and tools are identified and practiced to analyze, clarify and evaluate ethical issues within educational contexts. 716. Purpose and Plan for Action Research (3) Purpose and Plan for Action Research exposes students to 728. Strategic Planning and Marketing for Higher the basic principles of action research. Emphasis is given Education (3) to what constitutes action research and how it differs The role of strategic planning and marketing in higher from other types of research. Topics include the process education utilizing case studies methods and applications. of scientific inquiry and data-driven decision making in an The student will develop strategic plans for utilizing era of school reform. Students will learn how to generate integrated marketing approaches for higher education. research questions, collect and analyze data, and evaluate programs. Students will develop their own research 730. Service-Learning in Higher Education (3) 69 projects, using relevant ideas based on the evaluation of A comprehensive examination of service-learning as a initiatives in their own schools or school districts. philosophy of education, and program type. Successful models of service-learning programs will 717. Entrepreneurial School Leadership (3) be analyzed and students will explore the benefits and In this course, students will learn the entrepreneurial challenges of this form of engaged learning. To include side of school leadership. Emphasis will be placed on the design of a service-learning program. the school structure of charter schools and independent schools, especially the organizational differences between 732. Leadership Growth Paper (3) these types of schools and traditional public schools. The Leadership Growth Paper is the culminating Topics will include financing, student enrollment, and experience of the Ed.S. Program. The paper affords the legal issues related to non-traditional and for-profit Educational Leadership student the opportunity to engage schools. Students will investigate the attributes of an in action-oriented research on a problem tied to school entrepreneur (such as vision casting, risk taking, and improvement. The problem is identified in EDU 708, and innovating) and determine how these could be applied data is collected at the school or school system level. This in the age of school reform. course provides a context for completion of the paper by Curriculum and Supervision students. 718. The Changing Superintendency (3) This course examines leadership at the superintendent/ 734. Leadership Internship (3) Prerequisite: Approval from Office of Graduate Studies director of schools level, and includes study of the impact EDUCATION & HUMAN STUDIES of school reform on public and private education. Topics in Education. include leadership theory and behavior, organizational The internship for the Administration and Supervision development, and change. Students study the diagnosis of track of the Ed.S. in Educational Leadership is a five- organizational needs and identification of challenges and month, mentored experience involving two or more solutions at both the interpersonal and institutional levels. settings and multiple levels with an introductory field practicum of one month. It is the application in a workplace 719. Comparative Higher Education (3) environment of the strategic, instructional, organizational A comparative study of selected delivery systems, and contextual leadership program standards. Students in theoretical constructs, cultural influences and implications, the Education Specialist Administration and Supervision governmental involvement as well as educational outcome program develop and present a “Leadership Growth Paper” expectations. in the context of their internship work. 737. Leadership Practicum I (1) 745. Higher Education Policy and Assessment (3) Prerequisite: approval from Office of Graduate Studies Current policy and assessment issues in with specific in Education. attention to the nature and function of policies that The practicum for the Administration and Supervision impact administrative posts in higher education as well concentration (Standard Route) is an eight-month, as assessment strategies and procedures in diverse higher mentored experience in a cooperating school system. education settings. It is the application in a workplace environment of the strategic, instructional, organizational and contextual 750. Proseminar in Higher Education leadership program standards. Students in the Education This Series introduces the student to the diverse, Specialist Administration and Supervision concentration interdisciplinary issues of higher education while develop and present a “Leadership Growth Paper” in the considering current issues and trends in higher education context of their practicum work. Pass/Fail. and encouraging engagement between the areas of practice, research, and theory. 738. and 739. Leadership Practicum II (1) and III (1) Continuation of 737 using a graded format. 751. Dissertation Proposal Development (3) Prereq: successful completion of all EdD coursework and 740. Leadership Internship in Higher Education (3) Comprehensive Exams. The Internship is an approved, mentored, experience that Doctoral-level course offers an opportunity, within one provides the Higher Education student the opportunity to semester, to extend the time needed by EdD students to engage with issues impacting the nature and function of develop the dissertation proposal. Special permission higher education in a workplace environment. Students for this course should be requested through the Dean’s prepare an “Executive Summary” that reflects the context office. Pass/Fail. of their internship experience. 786. Seminar: Multicultural and Diversity Issues in 741. Leadership Development Research Project I (3) Education (3) Students critique and present new and original research A seminar course dealing with the theoretical and applied relevant to leadership development. The goal is to develop bases of educational administration in multicultural a community of scholars for dialogue, presentation, and contexts. Students examine through readings the needs exhibition while including seminal issues in the field. and characteristics of various cultural groups with the focus on translation to practice and policy. 742. Leadership Development Research Project II (3) 70 Prerequisite: EDU 741 788. Special Studies (1-3) Students critique and present new and original research A variable topics course in either Leadership Issues or relevant to leadership development. The goal is to develop Leadership Practice that do not appear in regular course a community of scholars for dialogue, presentation, and offerings. These group studies may be offered as needed. exhibition while including seminal issues in the field.

Education Research (EDR) substantial critical analysis of the theoretical and empirical 700. Research Issues in Educational Leadership (3) literature related to educational leadership, which may or Students learn to locate, critique, and report research may not be related to the student’s dissertation topic. The first findings; apply introductory methods of analyzing, enrollments are graded IP (In Progress) if work is satisfactory or synthesizing and evaluating research evidence; compare F if not. The final satisfactory enrollment will award 3 graded types of qualitative and quantitative educational research; hours that repeat the IP from the previous enrollments such and design a “Problems Paper” utilizing action research in that the student earns a total of 3 hours when fully successful. an educational leadership context. 710. Intermediate Statistics (3) 707. Leadership Research Seminar (1, 3) Prerequisite: EDR 700. This course is designed to provide the student an

EDUCATION & HUMAN STUDIES Prerequisite: EDR 700 This course provides students opportunity to demonstrate opportunity to analyze data from experimental designs clear understanding of the interrelated nature of the using analysis of variance and multiple regression and to experiences from the educational leadership courses in their apply the data for school improvement. doctoral program through critical discourse on contemporary issues. The seminar series will serve as experimental ground for creating a scholarly community among doctoral students while they explore communication essentials, such as evaluating research articles, writing academic pieces including abstracts and literature reviews, and examining effective presentation skills. The final product of the 3rd segment of the seminar is the completion of the Qualifying Paper, a 712. Dissertation Research Seminar (1, 3) 751. Dissertation Research (3) Prerequisite: EDR 707 Prerequisite: EDR 750 This course is offered in seminar format in 3 segments. This course advances the student’s development as It serves as experimental ground for creating a scholarly researcher and scholar through the assessment of community among doctoral students, coinciding with researchable questions in higher education resulting in a enrollment in EDR 710, 720 and 725. The seminar assesses Dissertation Proposal. researchable questions in leadership and administration in a student’s area of specialization resulting in a Dissertation 790. Dissertation (2-4) Proposal. Repeated for a maximum of 3 hours credit. The Prerequisite: Successful completion of Ed.D. oral and first enrollments are graded IP (In Progress) if work is written comprehensive examination and approval of the satisfactory or F if not. The final satisfactory enrollment Dissertation Proposal. will award 3 graded hours that repeat the IP from the The doctoral dissertation is the culminating experience previous enrollments such that the student earns a total of the Doctor of Education degree involving a scholarly of 3 hours when fully successful. inquiry into an area of professional and intellectual interest. The student will conduct research and produce a quality 720. Research Methods and Design (3) report of the findings involving a written and oral defense Prerequisite: EDR 710. of the research. Students will register for a minimum of This course is designed to provide the student an 9–12 hours of credit. The course is graded PR (progress) opportunity to explore the issues, procedures, and problems or F (failure). Each doctoral student must submit his pre- associated with methods and design of qualitative and dissertation or dissertation manuscript for publication or experimental models. Students are required to begin the presentation, as written by him/her during enrollment in dissertation prospectus process during this course. the phase/Education Doctorate Program at Union University. Validated verification of 725. Advanced Statistics and Design (3) official submission by the student’s Dissertation Chair must Prerequisite: EDR 720. be on file in the Dean’s Office before the student will be This course is designed to address multivariate statistical permitted to defend his/her dissertation. With successful analysis and advanced design analysis in educational completion of the dissertation the final semester is graded research. Specific attention is given to individual student Pass and all previous PRs are converted to Pass. research and the completion of the dissertation proposal. 750. Research in Higher Education (3) The Series introduces students to the diverse, 71 interdisciplinary issues of higher education while considering current issues and trends in higher education and encouraging engagement between the areas of practice, theory and research. EDUCATION & HUMAN STUDIES