Postsecondary Teaching and Instructional Leadership Ed.D.
The Ed.S. and Ed.D. degrees in Teaching and Learning with a major in Postsecondary Teaching and Instructional Leadership is an advanced professional practitioner program for college and university faculty. This program serves postsecondary educators who seek to deepen their professional teaching practice, expand knowledge of instructional approaches that help college students learn, adopt a critically reflective approach to teaching, and strengthen capacities to approach college students as adult learners. With emphasis on teaching and learning processes, this major prepares educators for a variety of academic roles related to instructional leadership in postsecondary institutions.
Program Learning Outcomes (PLOs):
PLO1. Demonstrate depth of knowledge in a primary teaching area.
PLO2. Apply knowledge of adult learning theory and cultural proficiency to create stimulating, inclusionary learning environments aligned with diverse attributes of the specific learners in the teaching environment.
PLO3. Apply knowledge of curriculum theory and educational research to selection of effective instructional practices and methods at the postsecondary level.
PLO4. Design effective instructional plans to set measurable learning objectives, create relevant and authentic student learning activities, and assess student outcomes with validity and reliability.
PLO5. Create stimulating classroom-based, blended, and online learning environments using instructional design principles and appropriate technology.
PLO6. Assess cognitive and dispositional outcomes of student learning to improve quality of instruction.
PLO7. Utilize knowledge of higher education governance and organizational theory to foster effectiveness in academic leadership roles and institutional improvement.
PLO8. Create a doctoral research project framed by a curricular problem of instructional practice, contributing new knowledge to the professional field.
In addition toNational College of Education Doctoral Admissions Requirements, applicants must:
- Submit three letters of recommendation. Two of the three required letters should be completed by people who can attest to the candidate’s capacity to complete rigorous graduate studies and one by a person supervising the applicant’s professional work.
- Submit written responses to the following four questions:
- What are your professional goals and how do you envision doctoral experiences supporting and/or relevant to achieving those goals?
- What previous professional and personal experiences encouraged you to apply to this program?
- Please explain what readings, academic studies or specific ideas have contributed to your current understandings as a professional.
- How do you strive to enact these understandings?
- Note: The admission process occurs in two stages:
- First, the applicant submits the application and supporting documentation to the Office of Admissions by the published deadlines. The Office of Admissions will forward to the doctoral committee the completed application form once all documentation is received. A faculty committee will review the documents and decide if and when to invite the applicant for a second stage of the admissions process.
- The second stage will consist of having all applicants who appear to be a good match for the program being invited to campus for the second stage of the review process that includes three components: a group interview, a written response, and an individual interview
- The first part of this will be a group interview in which a faculty committee will interview
applicants as a group. This will include a discussion/conversation among the candidates and the committee members, focusing on an article, selected by faculty and sent to the
applicant in advance.
- After the group discussion, students will write a reflective essay on the ideas provoked by the
discussion. Faculty will later review the essays to assess the student’s ability to construct a written document.
- Individual interviews will follow the writing portion to enable faculty and the applicant to
focus on individual and programmatic goals
Program Details:
- Requires 60 SH for completion
Postsecondary Teaching and Instructional Leadership Major - 48 SH
Required Courses
| CCD 615 | Psychological Foundations of Teaching and Learning | 3 |
| CCD 604 | Data Analysis, Interpretation, and Presentation | 3 |
| CCD 625 | Critical Policy Analysis | 3 |
| CCD 698 | Dissertation Research Seminar | 1 TO 3 |
| CCD 699G | Dissertation: Content Specialization Research | 1 TO 12 |
| HED 600 | Higher Education in the United States | 3 |
| LSE 601 | Instructional Design in Higher Education | 3 |
| LSE 605 | Postsecondary Teaching in Content Specializations | 3 |
| LSE 691 | Field Study for Postsecondary Teaching in Content Specializations | 3 |
| EDL 605 | Leading Change | 3 |
| EDL 622 | Developing Curriculum and Evaluating Programs | 3 |
| EDL 625 | Scholarly Writing for Practitioners | 1 TO 4 |
| EDL 626 | Leading Instruction to Advance Student Learning | 3 |
| EDL 630 | Understanding and Using Educational Research | 3 |
| EDL 632 | Utilizing Data to Inform Decision Making | 3 |
| EDL 691 | Internship in Postsecondary Teaching in the Content Area | 1 TO 8 |
Note: CCD 698 must be taken for 3 SH, CCD 699G must be taken for a total of 12 SH, EDL 625 must be taken for 5 SH, and EDL 691 must be taken for 4 SH.