Advance Your Teaching Career with Our Hybrid Program

Doctor of Education Degree in Educational Leadership

College of Saint Mary developed this program specifically to meet the needs of those preparing for leadership and teaching preschool through grade 12, as well as at the college/university level. The courses are delivered in a hybrid format. You will meet with your class on campus three-to-six times a semester, perform independent work outside of the classroom, meet with your faculty members individually and access web-based resources as well.

You may choose to enroll in the program full time taking nine credit hours per semester or you may attend as a part-time student. You may also opt to sample the program by taking a class as a non degree-seeking student before finalizing your application.

We offer two emphases — educational leadership and educational leadership and interdisciplinary leadership. Course requirements are differentiated in the curriculum tab.

Required Courses 

Doctor of Education with an Emphasis in Educational Leadership 

Doctor of Education with an Emphasis in Educational Leadership and Interdisciplinary Leadership

Doctor of Education with an Emphasis in Educational Leadership 

Doctoral Seminar 1 

Inquiry and Communication 

Doctoral Seminar 2

Critical and Analytical Thinking Skills

Doctoral Seminar 3 

Scholarship and Contribution to the Professional Field 

The three doctoral seminars are experiential graduate level courses that introduce you to various elements of doctoral education including policies, procedures and expectations that guide your progress.

Curriculum, Assessment & Quality Improvement

You will explore designing curricula in diverse learning environments using evidence-based theories and concepts, as well as relevant standards and criteria for educational evaluation and assessment, with an emphasis on development, implementation and improvement of an education program for higher education, continuing education, professional development or P-12 education.

Technology Leadership

You will examine the role of educational leadership as it relates to the implementation of technology in schools and other educational institutions. You will examine theory, gain knowledge and develop skills necessary to use, evaluate, plan and implement technologies effectively within a school or school system.

Adult Learning Theory

With a focus on adult education theories and practices, this course will identify the stages of adult development and explore the concept of andragogy vs. pedagogy and explore the social context of adult development, considering influences such as gender, race and culture.

Dissertation Reading

You’ll conduct a scholarly research literature review specific to a selected aspect of education in a variety of settings — P-12 education, higher education, continuing education, professional development or patient education.


Choose one of the following:

Teaching/Learning Concepts

In this course you’ll explore the role of the educator in health professional programs or educational settings through the application of teaching and learning concepts and outcomes for an individual learner, group or organization.

Teaching in Higher Education

You will utilize teaching and learning strategies, educational research findings and evaluation methods with diverse students in higher education. Using theories of education, you will explore and analyze how various teaching strategies influence teaching, learning and evaluation of student learning. You will also develop a variety of classroom management techniques and examine how they may apply to learning goals, active learning strategies and different learning environments.

OR

Educational Administration

This course will prepare you for leadership roles in educational institutions as we explore the responsibilities, accountability and challenges of leadership within today's increasingly complex educational institutions. Content is structured around a number of topics including instructional, moral, democratic, facilitative, curricular, constructivist and ethical leadership in education.

Leadership Practicum

Practical experience in a professional setting.

Teaching/Learning Theory

You’ll focus on the theoretical underlying principles of the teaching-learning process. Various theorists in the behavioral, cognitive and humanistic categories of learning theories will be compared and contrasted.


Leadership in Educational Organizations

Systems theory and organizational best practices form the framework for this course which characterizes best practices of leadership in educational institutions.

Academic Integrity

This course examines the implications of several influential philosophical theories for a broad range of questions bearing on research, teaching, role expectations, the allocation of resources and contemporary dilemmas in organizations of P-12, higher education, continuing education, professional development or patient education.

Advanced Statistics

This course will prepare you to utilize and interpret statistics for a dissertation. You will review descriptive and inferential statistics.

Quantitative Research

You will explore various quantitative research designs, including experimental, (quasi-experimental and time series) and non-experimental designs (ex post facto, correlational, retrospective, prospective and path analytic).

Qualitative Research

You will explore various qualitative research traditions, including characteristics of qualitative designs and the major traditions (ethnography, phenomenology, hermeneutics, grounded theory, ethnomethodology, case study, narrative and historical analysis).

Research Proposal — Generating an RP

This course prepares you to identify your dissertation topic, establish the research question(s), complete the literature review and plan the methodology for the dissertation requirement related to P-12 education, higher education, continuing education or professional development.

Research Proposal —Data Collection and Analysis

This course prepares you to design and implement appropriate data collection methods to address your specific research questions. You will plan data analytic techniques most appropriate for your selected research design. You will apply data collection and analysis principles for a research proposal relevant to higher education, continuing education, professional development or P-12 education.

Dissertation, Oral Defense and Comprehensive Examination

You will complete an original action research dissertation under the supervision of a dissertation committee of graduate faculty and chaired by an expert in your topic of research, and defend the dissertation orally. The research must meet all standard expectations of doctoral research and have approval of the dissertation committee prior to data collection.

Doctor of Education with an Emphasis in Educational Leadership and Interdisciplinary Leadership

Doctoral Seminar 1 

Inquiry and Communication 

Doctoral Seminar 2

Critical and Analytical Thinking Skills

Doctoral Seminar 3 

Scholarship and Contribution to the Professional Field 

The three doctoral seminars are experiential graduate level courses that introduce you to various elements of doctoral education including policies, procedures and expectations that guide your progress.

Curriculum, Assessment & Quality Improvement

You will explore designing curricula in diverse learning environments using evidence-based theories and concepts, as well as relevant standards and criteria for educational evaluation and assessment, with an emphasis on development, implementation and improvement of an education program for higher education, continuing education, professional development or P-12 education.

Technology Leadership

You will examine the role of educational leadership as it relates to the implementation of technology in schools and other educational institutions. You will examine theory, gain knowledge and develop skills necessary to use, evaluate, plan and implement technologies effectively within a school or school system.

Adult Learning Theory

With a focus on adult education theories and practices, this course will identify the stages of adult development and explore the concept of andragogy vs. pedagogy and explore the social context of adult development, considering influences such as gender, race and culture.

Dissertation Reading

You’ll conduct a scholarly research literature review specific to a selected aspect of education in a variety of settings — P-12 education, higher education, continuing education, professional development or patient education.


Choose one of the following:

Administration and Management

This course prepares you to design organizational systems that leverage human, financial, and technological resources to promote evidence-based, fiscally responsible, quality outcomes. You will address theories and concepts of organizational behavior and management relevant to higher education, continuing education, professional development, or patient education.

Teaching/Learning Concepts

In this course you’ll explore the role of the educator in health professional programs or educational settings through the application of teaching and learning concepts and outcomes for an individual learner, group or organization.

Teaching in Higher Education

You will utilize teaching and learning strategies, educational research findings and evaluation methods with diverse students in higher education. Using theories of education, you will explore and analyze how various teaching strategies influence teaching, learning and evaluation of student learning. You will also develop a variety of classroom management techniques and examine how they may apply to learning goals, active learning strategies and different learning environments.

Leadership Practicum

Practical experience in a professional setting.

Teaching/Learning Theory

You’ll focus on the theoretical underlying principles of the teaching-learning process. Various theorists in the behavioral, cognitive and humanistic categories of learning theories will be compared and contrasted.


Leadership in Educational Organizations

Systems theory and organizational best practices form the framework for this course which characterizes best practices of leadership in educational institutions.

Academic Integrity

This course examines the implications of several influential philosophical theories for a broad range of questions bearing on research, teaching, role expectations, the allocation of resources and contemporary dilemmas in organizations of P-12, higher education, continuing education, professional development or patient education.

Advanced Statistics

This course will prepare you to utilize and interpret statistics for a dissertation. You will review descriptive and inferential statistics.

Quantitative Research

You will explore various quantitative research designs, including experimental, (quasi-experimental and time series) and non-experimental designs (ex post facto, correlational, retrospective, prospective and path analytic).

Qualitative Research

You will explore various qualitative research traditions, including characteristics of qualitative designs and the major traditions (ethnography, phenomenology, hermeneutics, grounded theory, ethnomethodology, case study, narrative and historical analysis).

Research Proposal — Generating an RP

This course prepares you to identify your dissertation topic, establish the research question(s), complete the literature review and plan the methodology for the dissertation requirement related to P-12 education, higher education, continuing education or professional development.

Research Proposal —Data Collection and Analysis

This course prepares you to design and implement appropriate data collection methods to address your specific research questions. You will plan data analytic techniques most appropriate for your selected research design. You will apply data collection and analysis principles for a research proposal relevant to higher education, continuing education, professional development or P-12 education.

Dissertation, Oral Defense and Comprehensive Examination

You will complete an original action research dissertation under the supervision of a dissertation committee of graduate faculty and chaired by an expert in your topic of research, and defend the dissertation orally. The research must meet all standard expectations of doctoral research and have approval of the dissertation committee prior to data collection.

Requirements for Graduation from College of Saint Mary

To earn your doctorate degree in educational leadership, you must complete 87 total credit hours. Of that, 18 credit hours must be major courses, 6 credit hours must be cognates, 15 credit hours must be research classes, and 12 credit hours must be dissertation. Up to 36 credit hours may transfer from master's credits as determined by the program director. You must pass a comprehensive evaluation and complete and defend a dissertation.

You must meet eight competencies as detailed in the Graduate Catalog:

  1. Facilitate Learning
  2. Facilitate Learner Development and Socialization
  3. Use Assessment and Evaluation Strategies
  4. Participate in Curriculum Design and Evaluation of Program Outcomes
  5. Function as a Change Agent and Leader
  6. Pursue Continuous Quality Improvement in the Health Professional Education/Educational Leadership Role
  7. Engage in Scholarship
  8. Function within the Educational Environment

The Assurance of Accreditation

The assurance of regional accreditation means that our degrees have been evaluated for their outcomes — including how well they prepare you to meet the needs of your employers, yourself and our global society. College of Saint Mary is accredited by The Higher Learning Commission and is a member of the North Central Association of Colleges and Schools.

The University is approved to offer work leading to teacher certification in elementary and secondary education by the Nebraska Department of Education, 888-285-2556.

Requirements for Admission to College of Saint Mary

  • Completed College of Saint Mary Graduate Program application
  • Official transcripts from institution accredited to award master’s degrees
  • Current teacher certification (in accordance with Rule 21 of Nebraska Law 92 — see program director for details) or appropriate qualifying prerequisites (applicants who have completed the requirements for certification with a bachelor's degree at graduation may be eligible for admission)
  • Cumulative 3.0 GPA or higher
  • Essay or scholarly writing demonstrating the ability to do graduate level work
  • Resumé 
  • Two references

 

Students who do not have a degree in education and who have not been certified to teach will be required to complete 12 credit hours of teacher education courses prior to the beginning of the Ed.D. program. This decision is made at the discretion of the program director upon evaluation of official transcripts.

Academic Description

Advance Your Teaching Career with Our Hybrid Program

Doctor of Education Degree in Educational Leadership

College of Saint Mary developed this program specifically to meet the needs of those preparing for leadership and teaching preschool through grade 12, as well as at the college/university level. The courses are delivered in a hybrid format. You will meet with your class on campus three-to-six times a semester, perform independent work outside of the classroom, meet with your faculty members individually and access web-based resources as well.

You may choose to enroll in the program full time taking nine credit hours per semester or you may attend as a part-time student. You may also opt to sample the program by taking a class as a non degree-seeking student before finalizing your application.

We offer two emphases — educational leadership and educational leadership and interdisciplinary leadership. Course requirements are differentiated in the curriculum tab.

Accreditation

The Assurance of Accreditation

The assurance of regional accreditation means that our degrees have been evaluated for their outcomes — including how well they prepare you to meet the needs of your employers, yourself and our global society. College of Saint Mary is accredited by The Higher Learning Commission and is a member of the North Central Association of Colleges and Schools.

The University is approved to offer work leading to teacher certification in elementary and secondary education by the Nebraska Department of Education, 888-285-2556.

Admissions Requirements

Requirements for Admission to College of Saint Mary

  • Completed College of Saint Mary Graduate Program application
  • Official transcripts from institution accredited to award master’s degrees
  • Current teacher certification (in accordance with Rule 21 of Nebraska Law 92 — see program director for details) or appropriate qualifying prerequisites (applicants who have completed the requirements for certification with a bachelor's degree at graduation may be eligible for admission)
  • Cumulative 3.0 GPA or higher
  • Essay or scholarly writing demonstrating the ability to do graduate level work
  • Resumé 
  • Two references

 

Students who do not have a degree in education and who have not been certified to teach will be required to complete 12 credit hours of teacher education courses prior to the beginning of the Ed.D. program. This decision is made at the discretion of the program director upon evaluation of official transcripts.

Curriculum

Required Courses 

Doctor of Education with an Emphasis in Educational Leadership 

Doctor of Education with an Emphasis in Educational Leadership and Interdisciplinary Leadership

Doctor of Education with an Emphasis in Educational Leadership 

Doctoral Seminar 1 

Inquiry and Communication 

Doctoral Seminar 2

Critical and Analytical Thinking Skills

Doctoral Seminar 3 

Scholarship and Contribution to the Professional Field 

The three doctoral seminars are experiential graduate level courses that introduce you to various elements of doctoral education including policies, procedures and expectations that guide your progress.

Curriculum, Assessment & Quality Improvement

You will explore designing curricula in diverse learning environments using evidence-based theories and concepts, as well as relevant standards and criteria for educational evaluation and assessment, with an emphasis on development, implementation and improvement of an education program for higher education, continuing education, professional development or P-12 education.

Technology Leadership

You will examine the role of educational leadership as it relates to the implementation of technology in schools and other educational institutions. You will examine theory, gain knowledge and develop skills necessary to use, evaluate, plan and implement technologies effectively within a school or school system.

Adult Learning Theory

With a focus on adult education theories and practices, this course will identify the stages of adult development and explore the concept of andragogy vs. pedagogy and explore the social context of adult development, considering influences such as gender, race and culture.

Dissertation Reading

You’ll conduct a scholarly research literature review specific to a selected aspect of education in a variety of settings — P-12 education, higher education, continuing education, professional development or patient education.


Choose one of the following:

Teaching/Learning Concepts

In this course you’ll explore the role of the educator in health professional programs or educational settings through the application of teaching and learning concepts and outcomes for an individual learner, group or organization.

Teaching in Higher Education

You will utilize teaching and learning strategies, educational research findings and evaluation methods with diverse students in higher education. Using theories of education, you will explore and analyze how various teaching strategies influence teaching, learning and evaluation of student learning. You will also develop a variety of classroom management techniques and examine how they may apply to learning goals, active learning strategies and different learning environments.

OR

Educational Administration

This course will prepare you for leadership roles in educational institutions as we explore the responsibilities, accountability and challenges of leadership within today's increasingly complex educational institutions. Content is structured around a number of topics including instructional, moral, democratic, facilitative, curricular, constructivist and ethical leadership in education.

Leadership Practicum

Practical experience in a professional setting.

Teaching/Learning Theory

You’ll focus on the theoretical underlying principles of the teaching-learning process. Various theorists in the behavioral, cognitive and humanistic categories of learning theories will be compared and contrasted.


Leadership in Educational Organizations

Systems theory and organizational best practices form the framework for this course which characterizes best practices of leadership in educational institutions.

Academic Integrity

This course examines the implications of several influential philosophical theories for a broad range of questions bearing on research, teaching, role expectations, the allocation of resources and contemporary dilemmas in organizations of P-12, higher education, continuing education, professional development or patient education.

Advanced Statistics

This course will prepare you to utilize and interpret statistics for a dissertation. You will review descriptive and inferential statistics.

Quantitative Research

You will explore various quantitative research designs, including experimental, (quasi-experimental and time series) and non-experimental designs (ex post facto, correlational, retrospective, prospective and path analytic).

Qualitative Research

You will explore various qualitative research traditions, including characteristics of qualitative designs and the major traditions (ethnography, phenomenology, hermeneutics, grounded theory, ethnomethodology, case study, narrative and historical analysis).

Research Proposal — Generating an RP

This course prepares you to identify your dissertation topic, establish the research question(s), complete the literature review and plan the methodology for the dissertation requirement related to P-12 education, higher education, continuing education or professional development.

Research Proposal —Data Collection and Analysis

This course prepares you to design and implement appropriate data collection methods to address your specific research questions. You will plan data analytic techniques most appropriate for your selected research design. You will apply data collection and analysis principles for a research proposal relevant to higher education, continuing education, professional development or P-12 education.

Dissertation, Oral Defense and Comprehensive Examination

You will complete an original action research dissertation under the supervision of a dissertation committee of graduate faculty and chaired by an expert in your topic of research, and defend the dissertation orally. The research must meet all standard expectations of doctoral research and have approval of the dissertation committee prior to data collection.

Doctor of Education with an Emphasis in Educational Leadership and Interdisciplinary Leadership

Doctoral Seminar 1 

Inquiry and Communication 

Doctoral Seminar 2

Critical and Analytical Thinking Skills

Doctoral Seminar 3 

Scholarship and Contribution to the Professional Field 

The three doctoral seminars are experiential graduate level courses that introduce you to various elements of doctoral education including policies, procedures and expectations that guide your progress.

Curriculum, Assessment & Quality Improvement

You will explore designing curricula in diverse learning environments using evidence-based theories and concepts, as well as relevant standards and criteria for educational evaluation and assessment, with an emphasis on development, implementation and improvement of an education program for higher education, continuing education, professional development or P-12 education.

Technology Leadership

You will examine the role of educational leadership as it relates to the implementation of technology in schools and other educational institutions. You will examine theory, gain knowledge and develop skills necessary to use, evaluate, plan and implement technologies effectively within a school or school system.

Adult Learning Theory

With a focus on adult education theories and practices, this course will identify the stages of adult development and explore the concept of andragogy vs. pedagogy and explore the social context of adult development, considering influences such as gender, race and culture.

Dissertation Reading

You’ll conduct a scholarly research literature review specific to a selected aspect of education in a variety of settings — P-12 education, higher education, continuing education, professional development or patient education.


Choose one of the following:

Administration and Management

This course prepares you to design organizational systems that leverage human, financial, and technological resources to promote evidence-based, fiscally responsible, quality outcomes. You will address theories and concepts of organizational behavior and management relevant to higher education, continuing education, professional development, or patient education.

Teaching/Learning Concepts

In this course you’ll explore the role of the educator in health professional programs or educational settings through the application of teaching and learning concepts and outcomes for an individual learner, group or organization.

Teaching in Higher Education

You will utilize teaching and learning strategies, educational research findings and evaluation methods with diverse students in higher education. Using theories of education, you will explore and analyze how various teaching strategies influence teaching, learning and evaluation of student learning. You will also develop a variety of classroom management techniques and examine how they may apply to learning goals, active learning strategies and different learning environments.

Leadership Practicum

Practical experience in a professional setting.

Teaching/Learning Theory

You’ll focus on the theoretical underlying principles of the teaching-learning process. Various theorists in the behavioral, cognitive and humanistic categories of learning theories will be compared and contrasted.


Leadership in Educational Organizations

Systems theory and organizational best practices form the framework for this course which characterizes best practices of leadership in educational institutions.

Academic Integrity

This course examines the implications of several influential philosophical theories for a broad range of questions bearing on research, teaching, role expectations, the allocation of resources and contemporary dilemmas in organizations of P-12, higher education, continuing education, professional development or patient education.

Advanced Statistics

This course will prepare you to utilize and interpret statistics for a dissertation. You will review descriptive and inferential statistics.

Quantitative Research

You will explore various quantitative research designs, including experimental, (quasi-experimental and time series) and non-experimental designs (ex post facto, correlational, retrospective, prospective and path analytic).

Qualitative Research

You will explore various qualitative research traditions, including characteristics of qualitative designs and the major traditions (ethnography, phenomenology, hermeneutics, grounded theory, ethnomethodology, case study, narrative and historical analysis).

Research Proposal — Generating an RP

This course prepares you to identify your dissertation topic, establish the research question(s), complete the literature review and plan the methodology for the dissertation requirement related to P-12 education, higher education, continuing education or professional development.

Research Proposal —Data Collection and Analysis

This course prepares you to design and implement appropriate data collection methods to address your specific research questions. You will plan data analytic techniques most appropriate for your selected research design. You will apply data collection and analysis principles for a research proposal relevant to higher education, continuing education, professional development or P-12 education.

Dissertation, Oral Defense and Comprehensive Examination

You will complete an original action research dissertation under the supervision of a dissertation committee of graduate faculty and chaired by an expert in your topic of research, and defend the dissertation orally. The research must meet all standard expectations of doctoral research and have approval of the dissertation committee prior to data collection.

Degree Requirements

Requirements for Graduation from College of Saint Mary

To earn your doctorate degree in educational leadership, you must complete 87 total credit hours. Of that, 18 credit hours must be major courses, 6 credit hours must be cognates, 15 credit hours must be research classes, and 12 credit hours must be dissertation. Up to 36 credit hours may transfer from master's credits as determined by the program director. You must pass a comprehensive evaluation and complete and defend a dissertation.

You must meet eight competencies as detailed in the Graduate Catalog:

  1. Facilitate Learning
  2. Facilitate Learner Development and Socialization
  3. Use Assessment and Evaluation Strategies
  4. Participate in Curriculum Design and Evaluation of Program Outcomes
  5. Function as a Change Agent and Leader
  6. Pursue Continuous Quality Improvement in the Health Professional Education/Educational Leadership Role
  7. Engage in Scholarship
  8. Function within the Educational Environment