Eastern Michigan University’s advanced professional education programs develop leaders who demonstrate reflective thought and scholarship within the context of a culturally diverse society.
Leadership & Counseling - College of Education
Jaclynn Tracy, Ph.D.
David Anderson, Ed.D.
304 Porter Building
Jaclynn Tracy, Ph.D.
304 Porter Building
To be eligible for admission to the doctoral program in educational leadership, the applicants must meet the following requirements:
The admission process for the doctoral degree includes the following steps:
The objective of this retention plan is to monitor students’ development and progress in the program, and to identify those students who need additional assistance in order to complete the doctoral program successfully.
Students may enter the doctoral program in educational leadership with a specialist’s degree in educational leadership either from Eastern Michigan University or from another accredited institution of higher education. The interface of credit from this degree with the doctoral degree differs depending on the field in which the specialist’s degree was earned.
Those students who have completed the EMU specialist’s degree in educational leadership, or in another department at EMU, must take a minimum of 37 new hours toward completion of the doctoral program. The determination of which hours can be counted will be the responsibility of the student’s doctoral advisor.
The application of conceptual, technical and human relations skills that is essential to successful educational leadership (i.e., the testing of theory against prevailing practice) is best observed and explored when there is direct involvement in administration. Students in the educational leadership doctoral program have the option of an internship of 200-400 clock hours. This internship is to be a clinical experience that occurs in a leadership role related to the student’s career goals. The internship is to be supervised by an experienced educational administrator and the director of the intern program in the educational leadership program.
The internship requirement must be completed prior to the completion of the comprehensive qualifying examination.
Although the Graduate School does not require a specific period of campus residency, it nevertheless supports the efforts of graduate programs to create a cohesive intellectual community. Rigorous graduate programs constitute a community of scholars, in which students are gradually introduced by faculty to the scholarly standards, research protocols, ethical norms, professional expectations, social history and current leaders of the discipline. Such a community must be created deliberately, especially in programs with a high concentration of students who commute, attend part time and are employed full time. Seminars, speaker programs, shared authorship and conference presentations, and social events are just some of the ways in which this socialization can occur.
When students have completed all doctoral course work except for dissertation research, they are required to complete the comprehensive qualifying examination. The purpose of this examination is to determine the student’s subject mastery of the concepts, literature base and research; and knowledge of problems and issues in the major field (educational leadership) and the cognate area of study. The student is expected to provide written evidence of the ability to analyze and synthesize information, integrate learning into a meaningful whole and draw appropriate conclusions. Consult the EDLD Doctoral Student Handbook for examination process options.
Following the writing of the comprehensive qualifying examination, the student’s responses will be reviewed by the student’s doctoral examination committee of the educational leadership program, depending upon the examination option selected. All options include an oral examination during which the student’s written exam is discussed in greater depth by the student with members of the doctoral committee.
Failure on the written portion of the comprehensive qualifying examination (either partially or totally) will cause the student’s performance in the program to be reviewed by the student’s doctoral committee in consultation with the department head. The committee will then recommend that the student either be dismissed from the doctoral program, be permitted to withdraw from the doctoral program or be allowed to retake the examination (either partially or totally) after a remediation plan has been developed and implemented. Re-examination may not take place until at least six months have elapsed, but must occur within one year. The results of the second examination are final. After the second written attempt, the student’s doctoral committee may ask the student to participate in an intensive oral examination. If, after this oral examination, the student’s doctoral committee maintains that the student has not achieved the level of proficiency needed by a professional in the field of educational leadership, the recommendation will be made to the graduate dean that the student be dismissed from the doctoral program.
A doctoral student’s individualized course of study is normally expected to encompass a minimum of 60 hours of course work beyond the master’s degree. The exact number of hours will be determined by the student’s program advisor, based on a review of previous graduate work/transcripts, the student’s professional and personal aspirations and the doctor of education degree requirements as set forth by the Graduate School and the Department of Leadership and Counseling. Therefore, some plans of study will have only 60 hours while others may include additional hours, either courses designed to remove deficiencies or courses to enhance opportunities for leadership success, at the discretion of the program advisor.
The doctoral program of study has four components: major (educational leadership), cognate, research support and dissertation research.
The minimum number of credit hours allocated to each component are:
|Major (educational leadership)||30 hours|
|Research Support||8-12 hours|
|Dissertation Research||12 hours|
The remaining 12 hours are to be selected from EDLD courses according to the student’s professional and personal goals, including considerations of career advancement and certification, and as approved by the student’s doctoral advisor. Previous graduate course work in educational leadership which was taken as part of the specialist’s degree can be used to meet some of the 30 hours in the major, as described in the credit interface section above.
The opportunity for individualization of the doctoral program is present in the selection of a cognate area of study which contributes significantly to the student’s development as a professional educator and administrator. The cognate specialization is developed through completion of a sequence of related courses that are designed to add depth to the student’s doctoral program. In order to provide maximum flexibility in meeting individual needs, the 10-hour cognate may be completed in any one or a combination of graduate academic units, departments, schools, or colleges of the University that offer a sufficient number of advanced graduate courses. Previous graduate course work in a cognate that was taken as part of the specialist degree can be used to meet some of the 10 hours in the cognate, as described in the credit interface section above.
The research support component of the doctoral program is designed to enable the student to demonstrate competence in research design, analysis and the use of research tools. Additionally, the student will have experience in conducting useful research and be able to use educational research as an informed and productive consumer. Both statistics and applications courses are needed in this area, depending upon the student’s background in this field, and as approved by the student’s doctoral advisor. Previous graduate course work in research and research support that was taken as part of the specialist’s degree can be used to meet some of the eight hours in this area, as described in the credit interface section above.
Each student in the doctor of education program will be required to complete a dissertation, a document representing an original research effort. The dissertation will focus on an area of particular interest to the student and the dissertation chair, and the research may be conducted using a variety of research designs (causal-comparative, experimental, etc.) as well as approaches (quantitative or qualitative). The student must register for a minimum of 12 hours of dissertation research, including the dissertation seminar, but may not enroll in dissertation research until he or she has completed the comprehensive qualifying examination and has been admitted to candidacy by the Graduate School. However, this stipulation does not preclude enrollment in the dissertation seminar nor in the student’s working with the dissertation chair in formulating ideas about specific research topics. Furthermore, the approval of the dissertation proposal cannot occur until after the student has passed the comprehensive qualifying examination and is enrolled in the dissertation seminar.
When the dissertation is completed, the student will present the written document to the dissertation committee for approval. In a two-hour oral examination/defense, the student will answer questions related to the dissertation research and will defend it. At the conclusion of the oral examination, the doctoral/dissertation committee will determine 1) if the written document meets doctoral standards of quality and rigor; and 2) if the student has successfully defended the research conducted. This process of review and revision continues until the doctoral committee approves both the written document and student’s oral defense of the research.
A combination of any of the following may be taken to reach the required 10 hour minimum for dissertation research: