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Doctor of Education in Leadership
City University of Seattle's Doctor of Education (Ed.D.) in Leadership program offers working professionals the
opportunity to develop advanced skills in strategic thinking, critical analysis, change management, adult learning,
international education, and organizational development.
In this multidisciplinary program, you'll receive high-quality and relevant learning experiences through a flexible
format that meets your career schedule. All classes will be conducted online with the exception of in-person residencies,
which will be offered over three summer quarters.
You'll learn from our practitioner faculty - experts who bring a strong history of research achievement in education and
organizational practice - who will prepare you to become a leader of the 21st century. Your lessons will include global and
diverse perspectives in various educational and organizational settings as well as instruction on how to identify, coach and develop tomorrow's leaders.
As a doctoral student, you'll choose from one of three concentration areas that fit your educational goal. They are:
- Educational Leadership (P-12)
- Higher Education
- Organizational Leadership
These concentrations were developed by combining the educational strengths, leadership and management skills of CityU of Seattle's
Albright School of Education and School of Management.
Finally, as a CityU Ed.D. student, you'll learn to implement data-driven solutions to today's leadership challenges, to teach current
and future leaders a systematic approach to developing sustainable businesses and to master skills to be able to work with stakeholders
at all levels. Upon graduation, you'll have all the necessary tools to assume a senior leadership position in an organization, university, or public school system.
Tuition and Financial Aid
City University of Seattle's financial aid programs
provide an opportunity for post secondary education by removing financial barriers
for students who do not have adequate funds to attend City University of Seattle. Based on federal regulations, the Financial Aid Office
determines your eligibility for aid. For more information about financial aid, click here.
For current tuition rates click here.
Accreditation
The Northwest Commission on Colleges and Universities (NWCCU) accredits City University of Seattle to offer associate, bachelor and
master degrees. CityU of Seattle recently was granted permission to offer a doctoral degree, however the university remains in candidacy status
at the doctoral level. (Candidacy status does not ensure eventual accreditation.)
According to NWCCU policy, CityU's doctorate program must produce its first set of graduates in order to receive accreditation. This allows the
NWCCU an opportunity to review the program's overall process and quality, including student work samples from each phase in the program. All schools in the NWCCU
system must abide by this policy when expanding portfolios to a new degree level.
If CityU successfully completes the accreditation process, all students who have completed the program are covered under this decision and their
degrees will be from an accredited doctoral-level institution.
| Total Required Credits: |
90 |
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| Leadership Core Courses: |
18 |
| LDRD 605 | | 3 | This course explores seminal and contemporary leadership theories and future trends and challenges for leaders. Emphasis is placed on knowledge and practical application of leadership theories to achieve sustainable organizational results. Students will identify, analyze, and apply leadership theories to enhance organizational sustainability. | | LDRD 607 | | 3 | This course examines cultural diversity and its impact on people and organizations. Emphasis is placed on developing cultural competency, sensitivity, and awareness of difference and diversity. Students will analyze the opportunities and strategies of promoting diversity as an asset and resource in organizations. | | LDRD 609 | | 3 | This course explores risks and opportunities for leaders to consider in the planning and management of organizational transitions. Emphasis is placed on analysis of uncertainty, internal and external politics, organizational culture adjustments, and communication of changes. Students will develop a comprehensive transition plan. | | LDRD 611 | | 3 | This course examines methods of managing projects in a complex organizational environment. Emphasis is placed on critical factors for successful and sustainable projects, organizational support to enhance measurement and implementation of projects, project execution ethics, and effective project management leadership. Students will learn to organize and implement an organization's initiatives using a project management process. | | LDRD 613 | | 3 | This course explores social and environmental change opportunities for proactive leaders. Emphasis will be placed on the global impact of environmentally and socially responsible leadership. Students will be able to influence operational and financial decisions within an organization. | | LDRD 615 | | 3 | This course explores seminal and current research related to individual and group decision-making. Emphasis is placed on whole-systems critical analysis to develop rational and sustainable organizational decisions. Students will apply decision-making paradigms to responsible leadership, group dynamics, ethics, and risk assessment within the workplace. |
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| Research Core Courses: |
15 |
| LDRD 617 | | 3 | This course will review the elements essential to a dissertation or research article. Emphasis is placed on scholarly writing, literature reviews, and statistical methods. Students will critically evaluate a research idea and formulate a hypothesis. | | LDRD 619 | | 3 | This course covers quantitative methods of data collection, including various types of surveys and experimental studies. Emphasis will be placed on different methodologies, validity, reliability and the formulation of research questions. Students will explore basic statistical tests used in quantitative methods. Prerequisite: LDRD 617. | | LDRD 621 | | 3 | This course covers qualitative methods of data collection including interviews, content analysis and case studies. Emphasis will be placed on different methodologies, observation, and the formulation of research questions. Students will learn when it is appropriate to use qualitative research methods. | | LDRD 623 | | 3 | In this course students will apply quantitative, qualitative, and mixed mode methodologies to research design. Emphasis will be placed on collecting, analyzing, interpreting and reporting data in research studies. Upon completion of this course, students will be able to outline the requirements for a research study and write a methods section of an article, dissertation or grant proposal. | | LDRD 625 | | 3 | This course provides students the opportunity to synthesize skills in critical thinking, scientific writing and presentation through a comprehensive review of several research articles. Emphasis will be placed on defending ideas both orally and in writing. Students will prepare and present a research article and grant proposal. |
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Concentration Area Courses (choose one):
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30 |
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The Educational Leadership concentration provides students with an individualized approach to learning. This specialty is designed for
practicing district and school administrators, education leaders, and classroom teachers. The concentration is a natural fit for those on
a leadership track in P-12 public and private schools, school systems, and other related organizations.
This Ed.D. concentration will prepare visionary leaders who are committed to social justice and the academic and personal achievement of
all children and youth. Students will develop leadership skills through self-reflection, analysis and internships. Best practices will be
used to solve real problems in educational settings through practical application. Students also will receive a comprehensive background
on social, political, and economic forces at work in societal and educational contexts. These topics also may be customized to meet varied
professional needs, goals, and interests.
In addition to a doctorate degree, students may simultaneously work toward Washington state certification as a superintendent, principal, or program administrator.
Select either block of courses from the two options below:
| Superintendent Certification Courses: |
30 |
| EDLD 641 | | 1 | This reflective seminar is the first of three that engages the candidate in analyzing, synthesizing, and evaluating progress toward mastering the entry-level knowledge, skills, dispositions, roles and responsibilities of a superintendent. The candidate focuses on the instructional aspects of a school system while continuing to develop a certification portfolio using standards-based assessment data and evidence, and reflections on professional growth experiences. Experienced school system administrators, attorneys, and superintendents join with the instructor in conducting this seminar. | | EDLD 642 | | 1 | This reflective seminar is the second of three that engages the candidate in analyzing, synthesizing, and evaluating progress toward mastering the entry-level knowledge, skills, dispositions, roles and responsibilities of a superintendent. The candidate focuses on the instructional aspects of a school system while continuing to develop a certification portfolio using standards-based assessment data and evidence, and reflections on professional growth experiences. Experienced school system administrators, attorneys, and superintendents join with the instructor in conducting this seminar. | | EDLD 643 | | 1 | Please check back soon for the full description of this course. | | EDLD 649 | | 5 | A dynamic vision for school district leadership has emerged in the 21st Century. The Executive Academy will engage participants in examining the work of the Superintendent and the school district's leadership team as they focus on creating and sustaining a high-performance school system. In the Academy, candidates will learn powerful processes for creating and implementing shared visions and strategic planning efforts. They will apply research-based strategic planning processes that fully address student performance needs while motivating and guiding professional learning communities through the deployment of Educational Reform Initiatives. They will use the School System Improvement Resource Guide (SSIRG) to involve key stakeholders and facilitate processes that focus reform around the Nine Characteristics of High Performing Schools. | | EDLD 652 | | 3 | This course prepares candidates to apply tools and strategies to support design or re-design of school system structures to ensure that all children meet academic standards. The course focuses on best practices for school system leaders to envision, plan and implement district level initiatives to increase student achievement. Leadership for Learning, on the part of adults and students, is emphasized as one of the core practices of the effective instructional leader. |
| OR: |
| EDLD 671 | | 1 | Please check back soon for the full description of this course. |
| AND: |
| EDLD 672 | | 1 | Please check back soon for the full description of this course. |
| AND: |
| EDLD 673 | | 1 | Please check back soon for the full description of this course. | | EDLD 654 | | 3 | This course is designed to prepare Executive Leadership Program: Superintendent Certification candidates with an understanding of the administrative and management skills, knowledge, and dispositions essential to effective school district leadership. In this course, candidates engage in learning to solve problems that engage them in grappling with complex organizational and resource management issues. They investigate and debate soft and hard issues that are at the heart of every successful leadership and management. They study how too provide opportunities for team support, collaboration and the development of diverse professional learning communities. The curriculum is designed to meet state (WAC 181-78A-325) and national (ISLLC) standards. Organizational leadership involves decisions about what should be done to ensure that all children receive high quality organizational, financial, facilities, technological, and human resources. Organizational leaders focus first on knowing one's skills and styles and deploying them effectively in their work with human resource management, educational facilities and technology design, construction, and management; and financial resource management. | | EDLD 656 | | 3 | This course is intended to prepare Executive Leadership Program Superintendent Certification candidates with the knowledge, skills, and experiences essential to effective district leadership with an emphasis on policy, governance, ethics, family, and community mobilization. Candidates will work on case studies, read and discuss widely, write succinct reflection papers and engage in heated discussion about issues that are germane to the expected course outcomes. A major underlying premise of this course is the need to develop informed decision making regarding issues for which there may be multiple expert opinions. Leadership in regard to policy formation is often contentious. Therefore, the reality of administrative-school board-community dynamics will be explored. The course is designed to meet state (WAC 181-78A-325) and state and national standards. Organization participants want to know that the leader is competent and can be expected to articulate a compelling vision and reality for the organization. This course will emphasize the acquisition of knowledge and the use and articulation of that knowledge as it relates to the relevant core standards of the Executive Leadership Program Matrix. | | EDLD 659 | | 4 | Please check back soon for the full description of this course. | | EDLD 680 | | 2 | This seminar initiates the Superintendent Certification Program's internship experience. Students begin the development of a certification portfolio, complete a developmental assessment, and draft a professional growth plan in preparation for the internship. Interns, mentors, and coaches engage in collaborative activities to finalize the professional growth plan for Internship I, II and III. |
| OR: |
| EDLD 670 | | 2 | This course introduces the ISLLC standards, domains, and professional certification benchmarks and process for administrator professional certification. Candidates complete a developmental assessment, which includes an assessment of leadership experiences, knowledge, skills, performances, and dispositions. As part of an electronic professional certification portfolio, candidates develop a professional growth plan that launches the growth process. | | EDLD 681 | | 2 | The internship engages the candidate in mastering the entry-level knowledge, skills, dispositions, roles and responsibilities of a superintendent. The internship consists of a minimum of 720 hours mentored by a school system executive and spans a school year. The internship engages the candidate in the foundations of school system administration: culture, teamwork, problem-solving, decision-making, and leadership. The candidate develops a certification portfolio using standards-based assessment data and evidence, and reflections on professional growth experiences. Professional growth plans and assessments are correlated to national, regional, and local standards for superintendent certification. | | EDLD 682 | | 2 | This internship is the second of three that engages the candidate in mastering the entry-level knowledge, skills, dispositions, roles and responsibilities of a superintendent. This internship consists of a minimum of 240 hours mentored by a school system executive and spans a quarter of a year. The internship engages the candidate in the foundations of school system administration: culture, teamwork, problem-solving, decision-making, and leadership. The candidate develops a certification portfolio using standards-based assessment data and evidence, and reflections on professional growth experiences. Professional growth plans and assessments are correlated to national, regional, and local standards for superintendent certification. | | EDLD 683 | | 2 | Internships I, II, and III and Reflective Seminar engage the candidate in learning and mastering the entry-level knowledge, skills, and dispositions roles and responsibilities of a school system administrator. The learning includes field-based mentored, coached, and supervised internships and seminars that include reflective and challenging dialogue, simulations, and instruction in school law, finance, and conflict management and negotiations. The three-quarters of internships follow the fall, winter, and spring quarters of the school system's academic year. The internship consists of a minimum of 720 mentored hours mentored by a school system executive. The internship includes assigned roles, problem-solving projects, decision-making, and leadership responsibilities. During the internship and seminar, candidates will maintain and reflect on developmental assessments and professional growth plans. Experienced school district administrators, attorneys, superintendents, will join with the course instructors in conducting Reflective Seminar instruction. During the internship, growth plans and assessments are correlated to Washington State's Standards for the Certification of School Superintendents and the Standards for School Leaders of the Interstate School Leaders Licensure Consortium (ISLLC). A certification portfolio will be developed using standards-based assessment data and evidence. In seminars and internship conferences interns, mentors, and coaches will collaborate to evaluate the intern's experiences and work in order to set new internship goals and action plans during Internships I, II and III. | | EDLD 684 | | 1 | The Culminating Seminar features the superintendent certification candidate's presentation of the portfolio completed during Internship III. During this seminar the candidates will also engage in collaborative activities as they work to evaluate a final report and the results of the POLE 360 assessment to develop future professional goals. Candidates will create a multi-media presentation supporting their candidacy for certification. While presenting their e-portfolios, the candidates will describe how they have developed the knowledge, skills, and background for performing the leadership roles and responsibilities within public or private K-12 school systems. They will demonstrate and explain how they have developed a capacity for greater leadership opportunities. They will describe their experiences with intellectual research, new ideas and innovation. They will show how they planned and met professional growth plan goals while practicing the art of self-evaluation and reflection. The assessments for this course will integrate the candidate's experiences, knowledge, skills, performances, and dispositions. Both of these assessments are correlated to Washington State's Standards for the Certification of School Superintendents. A panel of experienced school district executives, administrators, and superintendents will evaluate the final presentation. |
| OR: |
| EDLD 674 | | 1 | This course allows candidates to demonstrate professional growth in leadership capacity and effectiveness as a school leader through preparation for and presentation of standards-driven, performance-based, personalized integrated products and electronic professional certification portfolio. Candidates will present to seminar participants and to a State of Washington Assessment Panel. Upon successful completion of the seminar, the candidate is recommended for professional certification by the program director. Requirement: EDLD 670 Entry and Pre-Assessment Seminar |
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| Principal or Program Administrator Courses: |
30 |
| EEA 520 | | 3 | This course introduces candidates to technology literacy and applications in order to find, evaluate, and apply information to inform and improve student learning and teacher pedagogy. Candidates use digital tools to gather, evaluate, and use information in order to plan and conduct quality research, manage projects, solve problems, and make informed decisions. Applications include the electronic portfolio, instructional and curricular decisions, research and assessment, assistance to teachers, and the impact of technology on school and societal change. | | EEA 521 | | 3 | Dynamics of educational leadership emphasized in this course include: developing the student's capacity to positively impact student learning, moral leadership; transformational leadership; the ethical use of power and influence; respect for diversity and multiculturalism; resilient leadership; shared decision-making and the power of professional learning communities; embracing learning rather than teaching as a school's mission; and the relationship of public policy to education in a democratic society. Each student will create a Professional Growth Plan to guide participation in the Educational Leadership Program. The student will be able to start a portfolio that not only includes the Professional Growth Plan, but other data including a self-assessment on competencies for administrator certification. | | EEA 524 | | 3 | This course examines the legal role, responsibility, and authority of school leaders. The leader is responsible for the rights of students, parents, and personnel; responsibilities of school personnel in regard to child abuse and drug abuse; liabilities, negligence, and torts; laws governing handicapped and special needs students and personnel; equity and nondiscrimination; public disclosure; certification and contracts; collective bargaining; and program management. The student will build capacity to apply legal regulations to the educational setting. | | EEA 525 | | 3 | In this course, school leaders develop an understanding of how schools are financed and knowledge of best practices in the acquisition of resources, budgeting, accounting, and the fiscal stewardship of the school's human and financial resources. Training includes the formulation of the budget, the development of budget priorities, the administration of budget expenditures, and administration of the school's facilities and financial resources. Students become knowledgeable about the budgeting process and the school financial management responsibilities of the school leader. | | EEA 527 | | 3 | This course is designed to provide students with the knowledge and skills of personnel management. Topics include human resources management systems in employee recruitment, performance appraisal, staff and program assessment, and the supervision and development of certificated and classified employees. The students will apply best practices in human resources management. | | EEA 533 | | 3 | In this course, students develop leadership skills in effective school improvement planning and instructional supervision processes. Students examine what exemplary school leaders do to create: a vision for success; a focus on teaching and learning; a continuous shared decision making process that involves all stakeholders; and a code of ethics that develops and sustains a climate of trust and the protection of the rights of all students, families, and staff. Students evaluate a school and/or school system improvement process and become familiar with research-based strategies for increasing student achievement, data-driven backward-design curriculum processes, shared site-based decision-making, and pathways for promoting the achievement of all members of the learning community. | | EEA 605 | | 1 | These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors. | | EEA 606 | | 1 | These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors. | | EEA 607 | | 1 | These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors. | | EEA 620 | | 3 | These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors. | | EEA 621 | | 3 | These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors. | | EEA 622 | | 3 | These courses, Internships I, II, and III (3 credits each) together with Reflective Seminars I, II, and III (one credit each) engage the administrator certification candidate in applying and practicing the entry-level knowledge, skills, dispositions, roles and responsibilities of the K-12 principal and program administrator in the field. Candidates receive advanced instruction and practicum in learning the complex administrator roles and responsibilities through mentored and supervised experiences with respected educational leaders. Candidates build capacity as educational leaders by collaboratively maintaining and reflecting upon developmental assessments and professional growth plans with their mentors and field supervisors. |
The Higher Education concentration prepares graduates for leadership roles within colleges and universities, in particular in student
development, academic support, academic leadership, and administration. Students will expand leadership skills to direct higher education
programs, institutions, and agencies through analysis, self-reflection, and best practical application in the workplace. This concentration
also provides broad knowledge of social, political, and economic forces at work in society as they relate to higher education
institutions. Students become informed leaders through the utilization of scholarly research and theoretical models applied to experiential situations.
| LDRD 650 | | 3 | Higher education institutions worldwide face increasing demands for highly relevant, highly engaging curricula that prepare students for their chosen professions. Emphasis will be placed on curriculum design that is outcomes-focused, utilizes authentic learning activities, and provides mechanisms for both formative and summative assessment. Students will design curriculum from outcomes to assessment. | | LDRD 652 | | 3 | This course focuses on topics related to the planning and use of educational technology. Emphasis will be placed on investigating instructional technology models; Internet resources and web design; educational technology standards; technology integration strategies; assessment and evaluation; and societal, legal, and ethical issues associated with the use of educational technology. Students will develop a plan for incorporating educational technology into curriculum design and applying it to online learning. | | LDRD 654 | | 3 | Higher education leaders around the world need to have a clear understanding of the legal and ethical obligations that their institutions have to their students and other stakeholders. Emphasis will be placed on human resource issues including faculty employment decisions, issues relating to student protections, institutional obligations, and due process. Students will identify the legal issues involved in academic and institutional administrative matters and be able to factor due process and defensible solutions into decisions. | | LDRD 656 | | 3 | This course explores the various governance models in higher education including collective bargaining, faculty senates and other models. Emphasis will be placed on the various models of academic governance, their origins, and the advantages and challenges of each. Students will develop a governance plan that includes stakeholders in the process. | | LDRD 658 | | 3 | This course analyzes the economic factors that govern resource allocation decisions in today's colleges and universities. Emphasis is placed on access, departmental and program budgeting, finance and policies, and the identification and utilization of funding alternatives. Students will make resource allocation decisions by applying economic analysis tools to specific issues in higher education. | | LDRD 660 | | 3 | In this course, students will explore the past and current states of community, vocational and technical colleges around the world. Emphasis will be placed on the different approaches to curriculum, instruction, assessment, and interactions with four-year colleges and universities. Students will be able to establish partnerships and articulations. Students will identify and interact with the unique characteristics of institutions that focus on lower division undergraduate education and the role they play in furthering the needs of the community and supporting industries. | | LDRD 662 | | 3 | This course examines student experiences in higher education with an emphasis on college administrators, how students change through their college experience, and what that change means to the institution. This course will examine how traditional and non-traditional students, both domestic and international, change and grow through their college experience and what the institution can do to support student growth. Students will track and assess the professional and personal changes associated with college attendance. | | LDRD 664 | | 3 | With economic fluctuations, changes in funding sources, rapid development in educational technology, and shifts in international academic policies, higher education is changing dramatically. This course will focus on where, how and for whom higher education will be offered in the near and long-term future and the collaborative models that may evolve to offer transcontinental postsecondary education to a worldwide population. Students will examine the demands of accountability from multiple stakeholders such as government, education administrators, parents, and the community. | | LDRD 648 | | 3 | This course explores approaches toward sustainability for organizational long-term value and growth opportunities. Emphasis is focused on systematic decision-making as a catalyst for organizational leaders to assess leverage points for planning and implementing continuous process improvement. Students will create a sustainable solutions plan. | | LDRD 668 | | 3 | This course familiarizes students with different approaches to program assessment and evaluation in the context of emerging academic and accreditation standards. Emphasis is placed on gathering and assessing artifacts, aggregating results, evaluating achievement on outcomes at a programmatic level, and using this information to inform program revisions. Students will plan, prioritize, evaluate, and measure outcomes and resources to recommend changes that achieve learner-focused goals and create sustainable, high-quality programs. |
The Organizational Leadership concentration prepares current and future leaders to meet the challenges facing their organizations in a
complex globalized workplace. Areas within the concentration teach leaders the skills they will need to generate trust, empower others,
and implement innovative and strategic solutions. Through scholarly research, students will apply theoretical leadership models with
collaborative decision-making to promote ethical and sustainable organizations. A broad knowledge of systems-thinking will prepare
students to lead diverse organizational change that uses internal and external resources through stakeholder collaboration.
| LDRD 630 | | 3 | This course explores complex social, political, and global ethical challenges facing organizational leaders. Emphasis is placed on the implementation of organizational strategy founded in a value-based mission. Students will develop and communicate ethical leadership plans for organizational stakeholders to apply to everyday decisions. | | LDRD 632 | | 3 | This course explores the use of coaching models to improve individual and group professional development, evaluation of goal attainment, and methods to promote career-oriented empowerment and motivation. Emphasis is placed on coaching models that prepare leaders to be effective change agents. Students will attain tools and strategies to coach colleagues and followers in their pursuit of personal and professional goal achievement. | | LDRD 634 | | 3 | This course explores challenges faced by leaders in globally-connected organizations. Emphasis is placed on cross-cultural training, diverse communication strategies, and relationship building. Students examine the changing nature of international leadership, recognize the benefits of international business relationships, and evaluate opportunities global leadership provides for sustaining organizational operations. | | LDRD 636 | | 3 | This course explores organizational team building techniques for in-person, virtual, and global teaming. Emphasis is placed on practical techniques for planning, leading, coaching, and motivating collaborative teams. Students will be able to lead, follow, and collaboratively foster group synergy to promote high performing teams. | | LDRD 638 | | 3 | This course explores organizational change management in multiple contexts. Emphasis will be on planning, analyzing, implementing, and assessing organizational change. Students will develop plans for major organizational changes. | | LDRD 640 | | 3 | This course explores the process of leading strategic planning. Emphasis is placed on stakeholder input, strategic intent and planning, evaluation of internal and external influences, and managing globally-minded, results-oriented strategic alliances. Students will align strategies to organizational mission and vision. | | LDRD 642 | | 3 | This course explores the various parts of a system. Emphasis is placed on identifying system traps, mental models, feedback loops, and a systems approach of analyzing organizational inputs, processes, and outputs. Students will be able to identify and utilize leverage points to impact system behavior. | | LDRD 644 | | 3 | This course focuses on systems thinking approaches to understand and analyze self-organizing adaptive organizations. Emphasis is placed on communication, implementation, and measurement of change in complex adaptive systems. Students will be able to capitalize on organizational chaos and complexity to promote globally sustainable decision-making and planning. | | LDRD 646 | | 3 | This course builds on core topics related to socially and environmentally responsible leadership. Emphasis will be placed on data collection, measurement, analysis, and reporting of corporate social responsibility using the Global Reporting Initiative (GRI) as a reporting standard. Students will produce a sustainability report. | | LDRD 648 | | 3 | This course explores approaches toward sustainability for organizational long-term value and growth opportunities. Emphasis is focused on systematic decision-making as a catalyst for organizational leaders to assess leverage points for planning and implementing continuous process improvement. Students will create a sustainable solutions plan. |
|
|
| Comprehensive Exams: |
6 |
| LDRD 680 | | 3 | Working with an advisor, students will write four papers that address various topics within the leadership and research core of the program. Upon completion of these papers, students will present their work to a group of program faculty and will be asked to defend positions they have taken in their papers. Emphasis will be placed on affirming the leadership and research content offered in the program core. Students will strengthen their core knowledge and practice defending their positions in preparation for their dissertations. | | LDRD 681 | | 3 | Working with their Dissertation Chair, students will write four papers that address various topics within their chosen concentration. Emphasis will be placed on the demonstration of concentration-related knowledge. Students will research specific topics and produce work that can be applied to their dissertations. |
|
| Dissertation: |
18 |
| LDRD 690 | | 3 | Under the supervision of a Doctoral Chair and committee, each student will complete and submit a concept paper, typically 15- 20 pages in length, that presents his/her proposed research idea, including the statement of the problem, its background and significance, a brief review of the literature and a proposed methodology or research design to address the problem. This stage of the dissertation is complete when the student's committee gives its approval. | | LDRD 691 | | 3 | During this phase of the dissertation process, the student builds on the concept paper and completes the first three chapters of the final dissertation report (Introduction, literature review, and methods). The literature review will be exhaustive, containing sufficient references to allow the student to establish expertise relative to the research problem. The methods section, written in future tense, will provide sufficient detail to allow for replication of the proposed research. This stage of the dissertation is complete when the student's committee, the CityU Ed.D. Program Director, and the CityU Institutional Review Board have given their approval. | | LDRD 694A | | 3 | Please check back soon for the full description of this course. | | LDRD 694B | | 3 | Please check back soon for the full description of this course. | | LDRD 694C | | 3 | Please check back soon for the full description of this course. | | LDRD 694D | | 3 | During these stages, the student will build upon the completed and approved proposal and will gather research data, analyze these data, and begin to draw conclusions based on the findings. The student will also prepare the final sections of the dissertation (Results and Discussion) and make appropriate modifications to the proposal to complete the preparation of the full dissertation report. Upon completion students will defend and disseminate their research. This stage is complete with the student receives final committee and Ed.D. Program Director approval. Students who do not complete the dissertation at the end of the third dissertation course must enroll in Continuing Dissertation Services until work on the final dissertation report has been completed. | | LDRD 99 | | 0 | Students who do not complete their dissertation within the program's allotted timeframe must register for Continuing Dissertation Services each quarter until they have completed all of the milestones and are ready to take Dissertation 4 � Defense and Dissemination. (*This is an optional course used for continuing enrollment and services as needed beyond provided Dissertation courses.) |
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| Residencies: |
3 |
| LDRD 601 | | 1 | The first residency will focus on the skills needed to complete the core comprehensive examination and students will complete an example paper. Additional focus will also be placed on the steps covered in the first proposal course and students will complete and deliver sections of their actual prospectus by the end of the residency. | | LDRD 602 | | 1 | The second residency will focus on the skills needed to succeed on the concentration comprehensive exam. Students will complete a sample comprehensive paper. In addition, they will continue working on their prospectus or their proposals, and will submit a draft at the end of the residency. | | LDRD 603 | | 1 | During the third residency, students will complete the proposal and will begin working on approvals, data gathering, and analysis. Emphasis will be placed on developing the analysis, presentation, defense and writing skills needed for dissertation completion and dissemination. Students will practice defending their dissertation through simulation using the work completed on the comprehensive exams. |
Doctoral Program Orientation
Summer of 2012 in Seattle, WA - Date TBD
All students admitted to the doctoral program will attend a two-day Doctoral Program Orientation over a weekend to be conducted in Seattle.
During this orientation, students will learn more about the program, including course delivery, writing and research requirements needed for program
completion. Students also will hear presentations from faculty, receive hands-on experience with the program's first course, and interact with faculty
and fellow classmates at networking events and meals.
Times, activities, fees and travel details (for those visiting from outside of the area) will be provided as a part of the admissions materials.
Program Delivery
The Ed.D. program is offered almost entirely online with the exception of three mandatory week-long residencies offered during the summer quarters.
Upon enrollment, all students become part of a cohort designed to foster "Communities of Practice" in order to learn to work in teams for the
purposes of professional networking, group mentoring, and peer support. At the start of the first quarter (summer term), a short orientation
will take place, followed by the first online class, which will run until the end of the term.
Program Sections
The Ed.D. program is offered in three sections to be taken in the following order:
- Section one - Students enroll in mandatory research and leadership core courses that build a foundation for further doctoral study. The core consists of 11 courses - six covering core leadership and five addressing necessary research skills. These classes will be the starting point of the program. Once the last core class is finished, students should complete the first comprehensive exam.
- Section two - Students select one of three program concentrations: Educational Leadership P-12 (with Superintendent or Principal/School Administrator certification), Higher Education, or Organizational Leadership. They must complete a series of courses related to the concentration and will complete a set of comprehensive exams at the end of the concentration.
- Section three - While completing the concentration courses, students may start working on their dissertations. The dissertation is a significant research project that will be completed in three parts: prospectus, proposal and final dissertation.
- In the prospectus, students will present their intended research topic and describe their proposed methods for investigating their chosen problem.
- In the proposal, students will have the opportunity to take a much closer look at their research problem and the relevant literature. They will propose a clear methodology for conducting their research.
- In the final dissertation, students will report on the significance of their research and will prepare their findings for publication.
Residencies
Throughout the year, students will continue to work through their coursework as well as attend a week-long residency each summer in July.
These three residencies will focus on providing writing and research skills needed for success on the comprehensive exams and dissertation.
The first residency will focus on the skills needed to complete the core comprehensive examination. Focus will also be placed on the steps
involved in the first proposal course and students will complete and deliver sections of their prospectus.
The second residency will focus on the skills needed to succeed on the concentration comprehensive exam.Students will complete a sample
comprehensive paper and will continue working on their prospectus or their proposals, a draft of which will be required at the end of the residency.
During the third residency, students will complete the proposal and will begin working on approvals, data gathering, and analysis. Emphasis
will be placed on developing the presentation, defense and writing skills needed for dissertation completion and dissemination.
Program Entry Requirements
Students must have and/or complete the following entrance requirements to join the Ed.D. program:
- Master's degree from an accredited institution.
- English language proficiency confirming current university standards for graduate admission.
- City University of Seattle application with $50 application fee.
- Official transcripts demonstrating proof of degree(s) submitted by the institution(s) which granted the degree(s).
- A current resume or C.V. demonstrating three or more years of management/leadership experience.
- Three recommendations or references who can attest to the applicant's ability to be successful at doctoral level work. At least one reference should be a professional or academic reference.
- A three-to-five page writing sample in which the student must state his or her goals for completing the program.
- An interview with the program faculty. Interviews will not be conducted until the student has submitted his or her goals statement, resume, and all three letters of recommendation.
Admission Procedures
The application for admission can be completed online and the applicant will then need to obtain official transcripts from previous
institutions which should be sent directly to the admissions office at City University of Seattle.
Each applicant will then need to obtain his/her three letters of recommendation and submit
them along with a writing sample and resume/CV.
Only when all of these items have been received will the interview with the program faculty be scheduled. Once the materials have been reviewed and the interview has been conducted, the program faculty will make a decision regarding program admission and notify the prospective student.
Application Deadline
Applications are accepted throughout the year, and fully qualified applicants are admitted year-round on a first-come, first-served basis.
All applications must be received by July 15th. Candidates will be interviewed and admissions decisions will be made as applications are received.
All admissions decisions will be completed by August 1. Late applications are taken into consideration and handled on a space-available basis.
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