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Doctorate (EdD) in Educational Leadership

Degree Requirements

Completion of the EdD requires a total of 80 semester course credits. Students who are admitted to the program may petition for transfer of up to 24 semester course credits of relevant prior graduate-level work. Upon admission to the program, each student develops a sequence of study in consultation with his or her academic advisor. This sequence will include core courses related to the theory and practice of leadership, a required set of courses in research methods, an area of specialization, and completion of the doctoral dissertation. The program generally requires two to three years of course work followed by the doctoral dissertation.

In students' first and possibly second year of course work, they work with their advisors to shape a course sequence that meets their educational and professional goals. These courses can consist of the Administrative Services Credential, the MA in Educational Leadership, the Leadership Program in Early Childhood MA, or any set of courses from those listed below. With the approval of the advisor, appropriate courses from other departments may also be included in the doctoral program.

EDUC 208 Chicanos and Education (4)

EDUC 227/427 Issues of Race and Ethnicity in Education (4)

EDUC 229 Schools, Sexuality, and Gender (4)

EDUC 230 History of Education in the United States (4)

EDUC 401 School Leadership (4)

EDUC 403 Administrative Leadership: Theory, Concepts, and Practice (4)

EDUC 404 Instructional Leadership (4)

EDUC 405 Leading Diversity (4)

EDUC 407 Perspectives on Human Resource Management (4)

EDUC 410 Schools, Community, and Critical Social Theory (4)

EDUC 411A Independent School Leadership (4)

EDUC 411B Independent School Leadership (4)

EDUC 419 Educational Technology and Information Systems (2)

EDUC 420 Education Research Colloquium (2)

EDUC 421A Inquiry into Leadership: Practice into Theory I (4)

EDUC 421B Inquiry into Leadership: Practice into Theory II (4)

EDUC 424 Educational Program Evaluation (4)

EDUC 426 Ethical and Moral Considerations in Educational Leadership (4)

EDUC 428 Organizational Development and School Improvement (4)

EDUC 432 Curricular Leadership (4)

EDUC 436 California Community College Finance, Politics and Policy (4)

EDUC 437 Issues and Trends in Higher Education (4)

EDUC 440 Hip Hop Pedagogy (4)

EDUC 446 Working with Communities and Families (2)

Students next enter the "doctoral core" phase of the EdD program. This consists of a sequence of required courses outlined below:

EDUC 413 Qualitative Methods (4)

EDUC 414 Quantitative Methods (4)

EDUC 425 Introduction to Research Design (4)

EDUC 434 Research Methods: Proposal Design and Development I (4)

EDUC 497 Directed Reading for Dissertation (4)

EDUC 450 Dissertation Research (2–4; may be repeated for credit)

Community College Leadership Specialization

Students wishing to specialize in Community College Leadership and to have that specialization show on their transcript will need take two additional required classes (EDUC 436 Community College Finance, Policy, and Politics, and EDUC 437 Issues and Trends in Higher Education). One of these courses may count as an elective in the program, but students wishing the Community College Specialization must complete 84 units in their degree program. The two required courses are described below, and will typically be offered in alternating years either during regular academic year or in the summer.

EDUC 436: California Community College Finance, Politics and Policy

California community colleges operate in between K-12 schools and state run universities: They have more autonomy than K-12 schools but less autonomy than universities. Community college leaders need to work with legislatures around state mandates and funding proposals, and knowing the history, politics, financing, and policy models are important. Community College leaders need to supervise and manage public dollars according to the appropriate laws, but also need to plan for funding changes associated with student growth and attrition, financial aid policies, and community bond measures. Understanding the California Master Plan for higher education and its history will help leaders place new initiatives and mandates in a broader context.

EDUC 437: Issues and Trends in Higher Education

This course will focus on current issues and dilemmas facing higher education generally, but with a particular focus on California community colleges. This course provides higher education leaders the opportunity to think deeply with peers about pressing issues. Topics will include, but not be limited to: Dilemmas surrounding remedial course work; balancing vocational training and university transfer curriculum; improving student transfer rates and retention at 4 year colleges, graduation rates, maintaining access while also managing budget concerns; helping faculty and student services staff manage issues such as English Language Development, undocumented students.


Last Updated: 3/1/16