Program Overview

Argosy University developed the EdD in Instructional Leadership program to address the growing need for highly-trained curriculum supervisors. This program is ideal for students that want to be better instructional coordinators and stronger educational leaders with curriculum as their main focus.

The program can enhance your professional expertise and classroom skills while you explore the historical, philosophical, psychological, technical, theoretical and practical aspects of education and institutional administration. Argosy University designed this EdD program for working professionals who want to achieve a balance between their career, family, and education.

In addition to learning specialized skills, the program prepares students to meet the demands of current educational practice, make research-based decisions, implement instructional technology and respond to ethical and professional issues within the educational community.

As a student at Argosy University, you will join one of the largest graduate student communities in the nation and enjoy a collegial, supportive academic environment. You will take classes online in our interactive, user-friendly classroom and learn from seasoned faculty members who provide personalized attention in a small class setting.

Throughout your matriculation, we will support you with a student advisor, faculty mentor, career services, and an online campus community enabling you to connect with your global peers.

As a doctoral student you must also attend a minimum of two residency programs. These interactive sessions are designed to enhance student success, provide the opportunity to network, meet faculty, and acquire knowledge and skills that will assist throughout their program. The residency programs will be offered at various campus locations throughout the academic year.

In the EdD Instructional Leadership program you will take courses that reinforce and expand core skills in all aspects – both practical and theoretical – of education, as well as to introduce you to advanced curriculum training. You must also select from one of the following four-course concentrations:

Please note while the courses and curriculum in the EdD in Instructional Leadership program are designed to satisfy prevailing state licensure and certification requirements in many states, students are responsible for checking with the educational administrator certification agency in the state in which they plan to work or teach to confirm the applicability and eligibility of program courses and degrees to meet local requirements prior to enrollment.

All doctoral students attend a minimum of two residency programs designed to enhance student success, provide the opportunity to network, meet faculty, and acquire knowledge and skills that will assist throughout their program. The residency programs will be offered at various locations throughout the academic year.

The first residency program is four days in duration, earns each student three semester credit hours, and must be completed within the first 15 semester credit hours of the doctoral program. The first residency program is required. It focuses on topics pertinent to beginning doctoral students, including: success for learning online, conducting research, critical thinking skills, an overview of Argosy University policies, procedures, and support systems, an overview of the comprehensive examination process and guide, an understanding of Argosy University library databases and resources, and successful navigation of the online course management system. Students do not pay an incremental fee for the residency; they pay for the three semester credit hours, their room, travel, and lodging.

The second residency program is three days in duration and coincides with registration for the first three semester credit hours of the dissertation. The second residency program is required, follows the successful completion of the comprehensive examinations, and earns each student three semester credit hours. This program focuses on the successful completion of the dissertation, including: the completion of the plan of studies, more in depth library research, dissertation formatting and style, mind maps, committee meetings, and an overview of the Institution Research Board and Dissertation Guides. Students will also have an opportunity to observe dissertation defenses and hear presentations from advanced doctoral students. Students do not pay an incremental fee for the residency; they pay for the three semester credit hours, their room, travel, and lodging.

The third residency program (one day in duration) is the dissertation defense itself and is not required. Students have the opportunity to make their dissertation defense in person during the Residency I-II. For those students unable to make their defense in person, they will make their defense via teleconference.

The fourth residency program is entitled the Pinnacle Seminar and is delivered as a three semester credit hour, blended delivery course. Each student attends a 7.5-week online course that culminates with an in-person weekend of workshops led by a distinguished national leader in a topic related to their doctoral studies. In addition to working with the visiting professor, students interact with professors and peers in course activities. Students do not pay an incremental fee for the residency; they pay for the three semester credit hours, their room, travel, and lodging.

The Doctor of Education (EdD) in Instructional Leadership Program requires the satisfactory completion of 60 semester credit hours distributed as follows:

All courses are 3 semester credit hours in length.

There are 24 credit hours in core courses needed for the Doctor of Education (EdD) in Instructional Leadership Program.

E7034 Contemporary Problems & Issues

Problems and issues that relate to the present and the future of public and private education are the core of the course. They are identified in a forum that brings experience and current methodology together to address problems that relate to the specific roles of the course participants. Long-range and short-range problem-solving strategies, directed toward increasing the scope of curriculum options and expanding the broad applicability of instructional resources, are addressed in terms of current situational models.

E7111 Introduction to Advanced Academic Study and Writing

This course demystifies the doctoral level research process and provides a solid foundation for academic writing by analyzing and evaluating current research articles, literature reviews, and dissertations. Emphasis will be placed on APA style guidelines, preparation for the doctoral comprehensive examination, and university publication requirements. It also includes a self-inventory based on state and national standards and develops a self improvement plan that is the basis for activities during internship.

E7134 Comprehensive Planning and Implementation

This course focuses on concepts and strategies associated with effective planning in educational and human services organizations. A decision-oriented evaluation model is also considered. Examples demonstrate how data can be used as input for a comprehensive plan. Strategies for the coordination of curriculum and instruction delivery systems into an overall management plan are presented. Specific administrative levels of responsibility are defined. An evaluation component of comprehensive planning is outlined in both objective and subjective terminology.

E7245 Teaching and Effective Learning Strategies

The use of best practices and sound research on helping all students to learn more successfully is the core of this course. Issues related to human development theory, proven learning strategies, modern technologies; barriers to learning and concern for diversity are studied for their impact on effective teaching and learning. The development of lifelong learners is emphasized. A field experience is part of this course.

E7331 Curriculum Theory & Design

This examines the theoretical assumptions underlying curriculum design. Students clarify definitions, explore conflicting conceptions of the curriculum, and develop strategies for constructing, developing, and implementing curricula that are consistent with specific theoretical principles. Students also examine the impact of research upon curricula, various methods for implementing specific differentiated curriculum plans, and the basis for evaluating curricula in terms of design and delivery.

E7335 Advanced Supervision of Curriculum & Instruction

This seminar analyzes the relationship between current practice and research in the supervision of curriculum and instruction. Specific administrative theory related to the supervisory role are examined and used to evaluate current and recommended practices in program management and classroom instruction. Topics include the concepts and techniques necessary for establishing a research-based, comprehensive program for staff supervision; establishing performance standards; diagnosing staff needs; matching supervision with staff needs; creating the supervising climate; and using the results effectively.

E7834 Writing for Research (Must be taken as last course)

This course provides a solid foundation necessary for academic writing. Topics include formats, literature reviews, citations, problem statements, research proposals, research questions, hypotheses, critiques of journal articles, evaluation of dissertations and dissertation abstracts, and writing for journals. The course is completed when the student, after completing all prior assignments, submits a finished prospectus for a research study.

R7036 Program Evaluation Methods

This seminar emphasizes the acquisition of knowledge and skills in program evaluation methodology. Six alternative evaluation approaches are surveyed, with a focus on developing a management/decision-oriented evaluation plan. This seminar also serves as a practicum for the conceptualization and development of a doctoral research study that employs a program evaluation model.

There are 12 credit hours in Concentration courses needed for the Doctor of Education (EdD) in Instructional Leadership Program (Must choose one: Higher Education or K-12 Education).

E7136 Higher Education in the United States

Theories and models of institutional arrangement, as well as governance and management processes, are considered in this course. Planning and assessment methods are also examined.

E7336 The Adult Learner

This course considers the instructional theories and motivational techniques that may be employed to enhance education for adult students. The role of the teacher as a diagnostician, planner, and facilitator is also considered.

E7345 College Teaching

This seminar aims to develop in students the essential concepts and skills for successful college teaching. Beginning with an exploration of today's higher education environment and a problem-solving skill framework for college teaching and learning, students then work toward practical solutions to learning, proactive planning, self-awareness, and self-assessment, the course guides students to formulate a teaching style that capitalizes on their individual personality and talents.

E7233 Organizational Communication Systems and Internship Seminar

This course focuses on effective communication in organizations. This course will include relevant theories, technologies, leadership, teamwork, diversity, global organizations, and ethics. In addition to learning about issues embedded in organizational communication systems, students will complete a 7-week internship.

E7233 Organization Comm. Systems and Internship Seminar

This course focuses on effective communication in organizations. This course will include relevant theories, technologies, leadership, teamwork, diversity, global organizations, and ethics. In addition to learning about issues embedded in organizational communication systems, students will complete a 7-week internship.

All internship projects, activities, and assignments may be completed through the student’s current place of employment, or an equivalent accessible workplace environment.

E7337 Special Topics in Curriculum and Instruction

This seminar provides an opportunity for advanced graduate students to explore selected topics, issues, and problems in curriculum and instruction with the guidance of a faculty member.

E7340 Curriculum Design (K-12)

This course focuses on the systematic design, implementation, and evaluation of instruction for grades K–12, examining both the knowledge and product approaches to systematic curriculum design and instruction. The course considers curriculum and instructional design models and evaluation methods and their practical application to primary and secondary education.

E7805 Distance Learning Technologies and Teaching Methodologies

This course examines the concepts, technologies and issues related to the development and delivery of distance education. The learner will explore the theory and history of distance education, current technologies in distance learning, components beyond the course website of a distance education system, course design and development, technology and media, instruction and interaction, and policy and administration in distance education.

There are 9 credit hours in research courses needed for the Doctor of Education (EdD) in Instructional Leadership Program.

R7031 Methods and Analysis of Quantitative Research

This seminar focuses on the structure and process of descriptive research across the disciplines of business, education, and behavioral science. It presents the concepts of relationships, correlations, and descriptive paradigms. Upon completion of the seminar, the student will be able to design a descriptive research study. The student will be able to utilize correct descriptive sampling techniques, collect and organize data systematically, adhere to acceptable reliability and validity standards in measurement, apply appropriate descriptive methodology, perform descriptive statistical analysis including mean, mode, median, correlations, chi square and t-tests with matched groups, and fully present findings. The student will also master the language of descriptive research, distinguish between various methodologies, conduct literature surveys that provide the foundation of investigation, critique descriptive research, review the dissertation research process, and construct effective descriptive research proposals. Computer applications, logistical issues, and ethical considerations are examined.

R7035 Methods and Analysis of Qualitative Research

This course introduces the assumptions, theories, and processes of qualitative inquiry. The purpose of this course is to provide advanced graduate students with the theoretical foundations necessary to understand qualitative inquiry, and to enhance their abilities to conduct qualitative research and evaluation.

R7038 Action Research Methods

The course advances the proposition that the action research approach is a useful paradigm in the field and worthwhile model for dissertation work. Historical, philosophical and theoretical foundations will be discussed, but practical application will be the primary focus simultaneously with learning. This is consistent with an action research approach. Collaboration and group work is also a hallmark of action research so students will demonstrate their abilities to design, diagnose, plan, implement, observe, and reflect in cooperation with classmates. The various roles and skills necessary to be an effective action researcher will be discussed, as well as important issues related to empowerment, contextualization, ethical considerations, and validity.

There are 3 credit hours in an elective course needed for the Doctor of Education (EdD) in Instructional Leadership Program. Students may substitute the following with any approved elective.

S7200 Pinnacle Seminar

This seminar focuses on a contemporary topic of scholarship through selected writings of a current nationally recognized author. The weekend residence portion of the blended online seminar will provide students the opportunity to personally interact with the nationally recognized author, serving as a visiting professor, in a structured but relaxed conference type setting. Throughout the seminar, students will examine an area of study through the writings and experiences of this expert, and explore the thoughts and leading edge ideas of the visiting professor's specialty.

There are 12 credit hours in Dissertation Courses needed for the Doctor of Education (EdD) in Instructional Leadership Program. Students may substitute the following with any approved elective.

E7935 Dissertation — Education

The dissertation is offered in four, 3-semester-credit blocks, each lasting one semester. Block I

Block II

Block III

Block IV

NOTE: Students who do not complete in four semesters must apply for a dissertation extension