Program of Study - Educational Leadership (EDD)
The mission of the Doctor of Education (Ed. D. degree) in Educational Leadership is to provide its faculty and students opportunities to extend educational leadership knowledge and research in PK-12, higher education, and community settings.
Overview
The Doctor of Education degree emphasizes preparation for leadership careers in a variety of settings in the field of education: PK-12 education, community colleges, vocational schools, and universities. Additionally, graduates may secure faculty positions in Educational Leadership departments at universities. The program trains individuals to apply research and theory to practical problems. It enhances students' management skills that assist them to exhibit informed leadership. The dissertation is expected to inform practice towards the solution of important education and human development problems. The educational objectives of the program are:
- To prepare professional individuals capable of achieving the highest levels of educational competence in daily practice.
- To prepare outstanding academic and administrative leaders for educational agencies at the campus, district, higher education institution, county, regional, state and national levels, with emphasis on leadership skills required to educate minorities, particularly Hispanics.
- To provide deeper understanding of the legal, financial and operational demands on the professional educator, as well as adequate historical and contemporary contexts that influence their role.
- To provide an understanding of the theories and research methodologies that illuminate the significant role of the professional education practitioner.
- To provide professional educators with problem solving and applied research skills.
- To offer access to a doctoral-level program in educational leadership to all Rio Grande Valley citizens who have the qualifications and motivation to pursue it.
- To assist in the formation of professionals who will serve in administrative and policy positions in order to enhance the educational and economic opportunities of persons who need the most development of their human potential.
- To provide uniquely qualified leadership, teaching and research skills required to meet the special needs of the culturally diverse student population in this area.
The Doctor of Education (Ed. D. degree) in Educational Leadership offers two concentrations:
- Higher Education Administration
- Needs-Based
Admission Requirements
To be admitted to the doctoral program in educational leadership, prospective candidates must first meet all requirements for graduate admission to UT Rio Grande Valley, as well as the other requirements listed below:
- Master’s degree in Education or related field with a minimum GPA of 3.0
- Three professional letters of recommendation from academic or professional sources
- Personal statement maximum of five pages double spaced, including the following headings: Purpose for Pursuing an Ed.D. in Educational Leadership; Description of Professional Goals; and Commitment and Dedication
- Resume showing professional presentations, publications, grants, recognitions, (e.g., honors and awards for leadership, teaching, academics), five years full- time leadership, supervisory experiences or classroom experience (college/university level, school/district, business, military, regional, state-level, international, other), leadership activity in community organizations, professional associations, or community service
- Writing sample following the guideline provided by the program
- Participation of finalists in the program’s Assessment Center, a day-long session to evaluate the applicant’s verbal, written, and analytical skills
Application for admission must be submitted prior to the published deadline. The application is available at www.utrgv.edu/gradapply.
The student, upon admission to the program, becomes a member of a doctoral cohort.
Program Requirements
A minimum of 63 semester hours of post-masters’ degree coursework, plus six semester hours of dissertation are required for the Doctor of Education degree at UTRGV. Courses at the 6000, 7000 and 8000 level may be applied toward the degree. The majority of the coursework will be at the 8000 level.
Higher Education Administration Concentration:
Research Component Required Courses (12 Credits)
Choose 3 hours from the following:
Core Courses (21 Credits)
Designated Electives (6 Credits)
Choose from the following:
Resource and Field Based Courses (18 Credits)
Choose 15 hours from the following:
Free Electives (6 Credits)
| Courses at the 6000, 7000 and 8000 level, approved by advisor | 6 |
Dissertation (6 Credits)
Capstone Requirement
Written Comprehensive Exam
Dissertation Proposal Defense
Dissertation Defense
Needs-Based Concentration:
Research Courses (12 Credits)
Choose 3 hours from the following:
Core Courses (21 Credits)
| EDUL 8301 | Leadership and Organizational Behavior | 3 |
| EDUL 8302 | Theories of Learning and Instruction | 3 |
| EDUL 8303 | Educational Politics and Policy | 3 |
| EDUL 8304 | Social and Cultural Contexts of Education | 3 |
| EDUL 8306 | Ethics and Values in Educational Leadership | 3 |
| EDUL 8307 | Organizational Theory in Education | 3 |
| EDUL 8330 | Education Law Seminar | 3 |
Designated Electives (6 Credits)
Choose from the following:
Resource and Field Based Courses (18 Credits)
| EDUL 8350 | Doctoral Internship | 3 |
| Courses at the 6000, 7000, and 8000 level, approved by advisor | 15 |
Free Electives
| Courses at the 6000, 7000 and 8000 level, approved by advisor | 6 |
Dissertation (6 Credits)
Capstone Requirement
Written Comprehensive Exam
Dissertation Proposal Defense
Dissertation Defense
Total Credit Hours: 69
A maximum of 9 semester hours of relevant coursework may be transferred to the doctoral program and applied to the degree plan. No course with a grade lower than B may be transferred.
In addition to these requirements, courses are offered at UTRGV in a variety of fields which may be related to the doctoral student's particular area of interest. Many graduate courses currently in UTRGV’s inventory may be used as supporting work. Students may choose from among those courses with the advice from their advisor in order to support their career and research goals.
Individual Student Evaluation and Academic Standing
A student in the program is expected to enroll continuously in coursework. Once a student is eligible to enroll in dissertation courses (EDUL 8390 and 8395), the continuous enrollment policy only apply to fall and spring terms.
In order for students to be in good academic standing students are expected to maintain a GPA of 3.33 or higher during the entire program of study, and receive grades above a C in core and research courses. Upon receipt of a grade of C or F in a course the student will be on academic probation. In such a case the student must make an appointment with his or her Academic Advisor and the Doctoral Program Director to discuss future courses and expectations. In collaboration with the Advisor and the
Doctoral Program Director the student will develop a written plan for improvement and retake the course. Upon successful execution of the terms of the plan, the student will be released from academic probation.
Upon receipt of a second grade of C in a course the student will be suspended from the program for one full semester, effective immediately upon receipt of the grade. Returning to the program does not carry a guarantee of reinstatement of financial aid. The student may be asked to follow a plan of improvement to be decided by the Academic Advisor and the Doctoral Program Director. Upon receipt of a second F the student will be dismissed from the program.
Upon receipt of a third C the student will be dismissed from the program. A student desiring to appeal such dismissal may petition the doctoral program director. The appeal must be received within 10 days of notification to the student of dismissal. A final appeal may be made to the dean of the College of Education and P-16 Integration.
Maximum Period for Completion
A student has a maximum of 10 years from the date of first entry into doctoral-level courses to complete the degree. Under special circumstances, an extension for an additional year may be granted.