Inquire Now

Online Ed.D

We understand the importance of online flexibility for busy, working professionals and we are strongly committed to a meaningful education experience. That’s why we developed an online Ed.D. that feels like a face-to-face learning experience – complete with the academic rigor and quality instruction that people expect from College of Saint Mary.

The Ed.D. is offered online as a cohort program, which means you take classes with the same group of people as interested in moving up in their careers as you are. All classes are online with opportunities to connect virtually with faculty and peers. And of course, we will always be happy to have you on campus!

  • Learn conveniently ONLINE!
  • Immerse yourself in the 3-year program of study (view as pdf) and relevant courses on curriculum, assessment and quality improvement, teaching and learning theories and concepts, leadership in educational organizations, and more.
  • Participate in virtual meetings with peers and faculty in order to enhance that face-to-face feel in our online program.
  • Gain support and assistance from caring and knowledgeable professors in all of your courses.
  • Complete your dissertation through a series of research courses that guide you through the process and help you complete your dissertation in a timely manner.
  • Frequently Asked Questions (View as pdf.)

Doctor of Education with an Emphasis in Educational Leadership

3-Year Program of Study

Required Courses

Doctoral Seminar 1 (1 credit hour)

Inquiry and Communication

Doctoral Seminar 2 (1 credit hour)

Critical and Analytical Thinking Skills

Doctoral Seminar 3 (1 credit hour)

Scholarship and Contribution to the Professional Field

*These 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 quality improvement of an education program for higher education, continuing education, patient education, professional development or P-12 education.

Ethics in Educational Leadership

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.

Teaching and Learning Theories

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.

Teaching and 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, outcomes for the individual learner, group or organization. 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.

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.

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).

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).

Advanced Statistics

This course will prepare you to utilize and interpret statistics for a dissertation. You will review descriptive and inferential statistics. Students will review and use descriptive and inferential statistics. ANOVA, multiple regression, and multivariate statistics are topics in this course. Students will apply concepts to data sets in education or health care. EDU 642 Research Statistics, graduate level statistics from another institution, successful completion of a competency test or instructor permission is required.

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. Concepts such as accreditation, governance, strategic planning, higher education law and academic quality improvement processes will be studied in a variety of academic organizations to include P-12 education, higher education, professional development, continuing education and patient education.

Dissertation Readings

You will 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.

Educational Leadership Practicum

Practical experience in a professional setting.

 

Comprehensive Exam

Before beginning the Research Proposal I, students will pass a comprehensive exam that 1) demonstrations understanding and ability to apply information from completed coursework and 2) indicates ability to proceed to the next phase of the program in which students will write a research proposal in preparation for the dissertation.

Research Proposal I

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

Research Proposal II

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, patient education, professional development or P-12 education.

Dissertation and Oral Defense

You will complete an original 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.

Important Links for On-line Students

Requirements for Graduation from College of Saint Mary

EDL 811: Doctoral Seminar I: Introduction to Doctoral Education (1)

This experiential graduate level course introduces the doctoral student to various elements of doctoral education.  This course will offer a variety of topics that support the student at the beginning of this journey. Topics focus on the culture of doctoral education with an emphasis on scholarship and educational leadership.

EDL 812: Doctoral Seminar II: Critical and Analytical Thinking Skills for Educational Leaders (1)

This experiential graduate level course builds on various elements of doctoral education.  This course offers the student an opportunity to explore, in depth, an educational or educational leadership topic of interest.  Literature on the selected topic is critically analyzed and incorporated into a concept analysis paper.

EDL 813: Doctoral Seminar III: Pathway to Educational Leadership (1)

This seminar is the third in a series that is designed to provide an opportunity for doctoral students to make a successful transition into the role of doctorally prepared educational leaders. This particular seminar focuses on gaining an understanding of the role of scholar and leader in one’s professional field, the community and society in general.

EDL 821: Curriculum, Assessment, and Quality Improvement (3)

This graduate level course focuses on designing curriculum in diverse learning environments using evidence-based theories and concepts, as well as relevant standards and criteria for educational evaluation and assessment.  Development, implementation, and improvement of an education program for higher education, continuing education, professional development, P-12 education, or patient education is emphasized.    

EDL 823: Leadership in Educational Organizations (3)

This graduate level course characterizes best practices of leadership in educational institutions. Systems theory and organizational best practices form the framework for this course. Concepts such as accreditation, governance, strategic planning, higher education law and academic quality improvement processes will be studied in a variety of academic organizations to include P-12 education, higher education, professional development, continuing education and patient education.

EDL 824:  Ethics in Educational Leadership (1) 

This applied ethics course provides the background and tools for ethical decision-making in educational leadership.  Students will review philosophical ethics and apply ethical principles and decision-making strategies to ethical dilemmas in educational settings. 

EDL 837:  Technology Leadership (3)

This course is focused on how technology can be integrated into the creation of effective learning environments including, but not limited to, professional development, learning communities, P-12, and/or higher education. Students will develop leadership skills and ethical practices for creation and delivery of a shared vision for educational technology integration. Research, best practices, and current standards will be integrated into the planning, implementation, and assessment of current and emerging technologies for innovative teaching.

EDL 842: Advanced Statistics (3)

Advanced level course prepares the doctoral student to utilize and interpret statistics for a dissertation. Students will review descriptive and inferential statistics.  The course will focus on ANOVA, multiple regression, and multivariate statistics.  Students will be able to run moderately challenging analysis using PASW/SPSS with confidence.  35% of the course will focus on application, including an annotated review of data analysis in health care, business or education research studies.  Students will perform analysis of health care, business or education related data sets using SPSS. 

EDL 845: Teaching and Learning Theories (2)

This course is an exploration of historical and current views of human learning.  Specifically, a constructivist view of the learner as an active processor of information is examined, with an emphasis on application of theory to practice.  An overview of assessment issues is also a part of this course.  

EDL 855: Teaching and Learning Concepts (3)

This graduate level course examines the role of the educator in health professional programs or business or corporate settings through the application of teaching and learning concepts. Evidence-based teaching strategies to engage learners in inquiry and overt, active learning will be foundational in creating a stimulating learning environment to meet mutually determined outcomes for the individual learner, group, or organization. Application of principles to either higher education, continuing education, professional development, or patient education is expected.

EDL 856 Adult Learning Theory (3)

This graduate level course focuses on adult education theories and practices.  The course will identify the stages of adult development and explore the concept of andragogy vs. pedagogy.  The course will also explore the social context of adult development, considering influences such as gender, race, and culture.  Application of principals to higher education, continuing education, and professional development is expected.

EDL 864: Quantitative Research Methods (3)

The graduate student will explore various quantitative research designs. Topics include experimental and non-experimental design. Application of quantitative research in P-12 education, higher education, continuing education, professional development or patient education is expected.

EDL 866:  Qualitative Research (3)

The graduate student will explore various qualitative research traditions. Topics include characteristics of qualitative designs and the major traditions (ethnography, phenomenology, hermeneutics, grounded theory, ethnomethodology, case study, narrative, and historical analysis). Application of the principles of qualitative research to P-12 education, higher education, continuing education, professional development or patient education is expected.

EDL 869: Dissertation Readings (3)

This graduate level course requires the student to 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). Each student will conduct a thorough literature review with depth and breadth. There is the potential that the readings can be useful in defining and designing the literature review for the dissertation.   Topics will be selected in conjunction with the graduate faculty.

EDL 879: Educational Leadership Practicum (3)

This graduate level course characterizes best applications of leadership in higher education, professional development, continuing education, P-12 education, or patient education.  The individual leadership role will be analyzed and applied in collaboration with a leadership preceptor in an educational organization. Evidence-based leadership strategies will be developed into a comprehensive plan regarding accreditation, governance, strategic planning, budgets, administrative roles, and quality improvement.  Outcomes for the practicum will be mutually determined by the individual learner, the preceptor, and the faculty.

EDL 959: Research Proposal I: Generating a Research Proposal (3)

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

EDL 969:  Research Proposal II:  Data Collection and Analysis (3)

This course prepares the graduate student to design and implement appropriate data collection methods to address their specific research questions. The student will plan data analytic techniques most appropriate for the selected research design.  It is expected that students will apply data collection and analysis principles for a research proposal relevant to higher education, continuing education, professional development, P-12 education, or patient education. At the completion of the course the student will be prepared to present the proposal to the dissertation committee for approval and subsequently for Institutional Review Board (IRB) approval.

EDL 999: Dissertation (1-12)

This course requires the doctoral student to successfully complete an original dissertation under the supervision of a dissertation committee of graduate faculty and chaired by an expert in the topic of research. Students will 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.  Prerequisite: Committee approval of the Dissertation Proposal.

 

The Assurance of Accreditation

College of Saint Mary is approved to offer online programming by The Higher Learning Commission and is a member of the State Authorization Reciprocity Agreements (SARA). College of Saint Mary is authorized to deliver online programs and courses to students residing in the United States, excluding U.S. territories of Guam and the Commonwealth of the Northern Mariana Islands. If you have questions about enrolling in the online program, contact enroll [at] csm.edu (Enrollment Services).

Important Links for Online Students

Requirements for Admission to College of Saint Mary

  • Completed application for College of Saint Mary’s Ed.D. program
  • Official transcripts from institution/s accredited to award master’s degree/s
  • Cumulative master's level GPA of at least 3.0
  • Scholarly writing sample that demonstrates the ability to do graduate level work
  • Statement of Purpose
  • Resumé
  • Two letters of recommendation by qualified persons acquainted with applicant’s scholarly and professional work, achievements and potential for leadership

 

Important Links for On-line Students

Academic Description

Online Ed.D

We understand the importance of online flexibility for busy, working professionals and we are strongly committed to a meaningful education experience. That’s why we developed an online Ed.D. that feels like a face-to-face learning experience – complete with the academic rigor and quality instruction that people expect from College of Saint Mary.

The Ed.D. is offered online as a cohort program, which means you take classes with the same group of people as interested in moving up in their careers as you are. All classes are online with opportunities to connect virtually with faculty and peers. And of course, we will always be happy to have you on campus!

  • Learn conveniently ONLINE!
  • Immerse yourself in the 3-year program of study (view as pdf) and relevant courses on curriculum, assessment and quality improvement, teaching and learning theories and concepts, leadership in educational organizations, and more.
  • Participate in virtual meetings with peers and faculty in order to enhance that face-to-face feel in our online program.
  • Gain support and assistance from caring and knowledgeable professors in all of your courses.
  • Complete your dissertation through a series of research courses that guide you through the process and help you complete your dissertation in a timely manner.
  • Frequently Asked Questions (View as pdf.)

Accreditation

The Assurance of Accreditation

College of Saint Mary is approved to offer online programming by The Higher Learning Commission and is a member of the State Authorization Reciprocity Agreements (SARA). College of Saint Mary is authorized to deliver online programs and courses to students residing in the United States, excluding U.S. territories of Guam and the Commonwealth of the Northern Mariana Islands. If you have questions about enrolling in the online program, contact enroll [at] csm.edu (Enrollment Services).

Important Links for Online Students

Admissions Requirements

Requirements for Admission to College of Saint Mary

  • Completed application for College of Saint Mary’s Ed.D. program
  • Official transcripts from institution/s accredited to award master’s degree/s
  • Cumulative master's level GPA of at least 3.0
  • Scholarly writing sample that demonstrates the ability to do graduate level work
  • Statement of Purpose
  • Resumé
  • Two letters of recommendation by qualified persons acquainted with applicant’s scholarly and professional work, achievements and potential for leadership

 

Important Links for On-line Students

Curriculum

Doctor of Education with an Emphasis in Educational Leadership

3-Year Program of Study

Required Courses

Doctoral Seminar 1 (1 credit hour)

Inquiry and Communication

Doctoral Seminar 2 (1 credit hour)

Critical and Analytical Thinking Skills

Doctoral Seminar 3 (1 credit hour)

Scholarship and Contribution to the Professional Field

*These 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 quality improvement of an education program for higher education, continuing education, patient education, professional development or P-12 education.

Ethics in Educational Leadership

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.

Teaching and Learning Theories

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.

Teaching and 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, outcomes for the individual learner, group or organization. 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.

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.

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).

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).

Advanced Statistics

This course will prepare you to utilize and interpret statistics for a dissertation. You will review descriptive and inferential statistics. Students will review and use descriptive and inferential statistics. ANOVA, multiple regression, and multivariate statistics are topics in this course. Students will apply concepts to data sets in education or health care. EDU 642 Research Statistics, graduate level statistics from another institution, successful completion of a competency test or instructor permission is required.

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. Concepts such as accreditation, governance, strategic planning, higher education law and academic quality improvement processes will be studied in a variety of academic organizations to include P-12 education, higher education, professional development, continuing education and patient education.

Dissertation Readings

You will 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.

Educational Leadership Practicum

Practical experience in a professional setting.

 

Comprehensive Exam

Before beginning the Research Proposal I, students will pass a comprehensive exam that 1) demonstrations understanding and ability to apply information from completed coursework and 2) indicates ability to proceed to the next phase of the program in which students will write a research proposal in preparation for the dissertation.

Research Proposal I

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

Research Proposal II

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, patient education, professional development or P-12 education.

Dissertation and Oral Defense

You will complete an original 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.

Important Links for On-line Students

Degree Requirements

Requirements for Graduation from College of Saint Mary

EDL 811: Doctoral Seminar I: Introduction to Doctoral Education (1)

This experiential graduate level course introduces the doctoral student to various elements of doctoral education.  This course will offer a variety of topics that support the student at the beginning of this journey. Topics focus on the culture of doctoral education with an emphasis on scholarship and educational leadership.

EDL 812: Doctoral Seminar II: Critical and Analytical Thinking Skills for Educational Leaders (1)

This experiential graduate level course builds on various elements of doctoral education.  This course offers the student an opportunity to explore, in depth, an educational or educational leadership topic of interest.  Literature on the selected topic is critically analyzed and incorporated into a concept analysis paper.

EDL 813: Doctoral Seminar III: Pathway to Educational Leadership (1)

This seminar is the third in a series that is designed to provide an opportunity for doctoral students to make a successful transition into the role of doctorally prepared educational leaders. This particular seminar focuses on gaining an understanding of the role of scholar and leader in one’s professional field, the community and society in general.

EDL 821: Curriculum, Assessment, and Quality Improvement (3)

This graduate level course focuses on designing curriculum in diverse learning environments using evidence-based theories and concepts, as well as relevant standards and criteria for educational evaluation and assessment.  Development, implementation, and improvement of an education program for higher education, continuing education, professional development, P-12 education, or patient education is emphasized.    

EDL 823: Leadership in Educational Organizations (3)

This graduate level course characterizes best practices of leadership in educational institutions. Systems theory and organizational best practices form the framework for this course. Concepts such as accreditation, governance, strategic planning, higher education law and academic quality improvement processes will be studied in a variety of academic organizations to include P-12 education, higher education, professional development, continuing education and patient education.

EDL 824:  Ethics in Educational Leadership (1) 

This applied ethics course provides the background and tools for ethical decision-making in educational leadership.  Students will review philosophical ethics and apply ethical principles and decision-making strategies to ethical dilemmas in educational settings. 

EDL 837:  Technology Leadership (3)

This course is focused on how technology can be integrated into the creation of effective learning environments including, but not limited to, professional development, learning communities, P-12, and/or higher education. Students will develop leadership skills and ethical practices for creation and delivery of a shared vision for educational technology integration. Research, best practices, and current standards will be integrated into the planning, implementation, and assessment of current and emerging technologies for innovative teaching.

EDL 842: Advanced Statistics (3)

Advanced level course prepares the doctoral student to utilize and interpret statistics for a dissertation. Students will review descriptive and inferential statistics.  The course will focus on ANOVA, multiple regression, and multivariate statistics.  Students will be able to run moderately challenging analysis using PASW/SPSS with confidence.  35% of the course will focus on application, including an annotated review of data analysis in health care, business or education research studies.  Students will perform analysis of health care, business or education related data sets using SPSS. 

EDL 845: Teaching and Learning Theories (2)

This course is an exploration of historical and current views of human learning.  Specifically, a constructivist view of the learner as an active processor of information is examined, with an emphasis on application of theory to practice.  An overview of assessment issues is also a part of this course.  

EDL 855: Teaching and Learning Concepts (3)

This graduate level course examines the role of the educator in health professional programs or business or corporate settings through the application of teaching and learning concepts. Evidence-based teaching strategies to engage learners in inquiry and overt, active learning will be foundational in creating a stimulating learning environment to meet mutually determined outcomes for the individual learner, group, or organization. Application of principles to either higher education, continuing education, professional development, or patient education is expected.

EDL 856 Adult Learning Theory (3)

This graduate level course focuses on adult education theories and practices.  The course will identify the stages of adult development and explore the concept of andragogy vs. pedagogy.  The course will also explore the social context of adult development, considering influences such as gender, race, and culture.  Application of principals to higher education, continuing education, and professional development is expected.

EDL 864: Quantitative Research Methods (3)

The graduate student will explore various quantitative research designs. Topics include experimental and non-experimental design. Application of quantitative research in P-12 education, higher education, continuing education, professional development or patient education is expected.

EDL 866:  Qualitative Research (3)

The graduate student will explore various qualitative research traditions. Topics include characteristics of qualitative designs and the major traditions (ethnography, phenomenology, hermeneutics, grounded theory, ethnomethodology, case study, narrative, and historical analysis). Application of the principles of qualitative research to P-12 education, higher education, continuing education, professional development or patient education is expected.

EDL 869: Dissertation Readings (3)

This graduate level course requires the student to 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). Each student will conduct a thorough literature review with depth and breadth. There is the potential that the readings can be useful in defining and designing the literature review for the dissertation.   Topics will be selected in conjunction with the graduate faculty.

EDL 879: Educational Leadership Practicum (3)

This graduate level course characterizes best applications of leadership in higher education, professional development, continuing education, P-12 education, or patient education.  The individual leadership role will be analyzed and applied in collaboration with a leadership preceptor in an educational organization. Evidence-based leadership strategies will be developed into a comprehensive plan regarding accreditation, governance, strategic planning, budgets, administrative roles, and quality improvement.  Outcomes for the practicum will be mutually determined by the individual learner, the preceptor, and the faculty.

EDL 959: Research Proposal I: Generating a Research Proposal (3)

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

EDL 969:  Research Proposal II:  Data Collection and Analysis (3)

This course prepares the graduate student to design and implement appropriate data collection methods to address their specific research questions. The student will plan data analytic techniques most appropriate for the selected research design.  It is expected that students will apply data collection and analysis principles for a research proposal relevant to higher education, continuing education, professional development, P-12 education, or patient education. At the completion of the course the student will be prepared to present the proposal to the dissertation committee for approval and subsequently for Institutional Review Board (IRB) approval.

EDL 999: Dissertation (1-12)

This course requires the doctoral student to successfully complete an original dissertation under the supervision of a dissertation committee of graduate faculty and chaired by an expert in the topic of research. Students will 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.  Prerequisite: Committee approval of the Dissertation Proposal.