Doctor of Education in Comm. College Executive Leadership

Doctor of Education in Community College Executive Leadership

Program Overview

The Doctor of Education (EdD) in Community College Executive Leadership program is a program that appeals to community college administrators who are looking to move into senior administrative positions (such as president, vice-president, dean, and director) in community colleges.

Online Experience

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.

Doctoral Residency Experience

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.

Admissions Requirements

To be considered for admission to the Doctor of Education in Community College Executive Leadership program, the applicant is required to have:

A master’s degree from a regionally accredited institution or an appropriately certified institution.

A grade point average of at least 3.0 (on a scale of 4.0) in work leading to a master’s degree and any subsequent graduate study.

A minimum written TOEFL® score of 550 (paper version), 213 (computer version), or 79 (Internet version) for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction.

Recommendation from a community college leader, or provide evidence that demonstrates leadership or potential leadership in a community college setting.
All applications for admission must be submitted to the Admissions Department. An admissions representative is available to help interested applicants complete the following required documentation:

Completed Application for Admission Form

Application fee (non-refundable, except in California)

Official transcripts from all postsecondary schools attended

Documentation of applicant employment with or access to a professional or educational organization.

Prior to matriculation applicants will be required to submit a personal/professional goal statement (the statement is used for advisement purposes and does not become part of the academic file).

Doctoral Residency Programs

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.

Residency I (Required – 3 Semester Credit Hours):

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.

Residency II (Required – 3 Semester Credit Hours):

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.

Residency III (Optional):

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.

Residency IV (Pinnacle Seminar – 3 Semester Credit Hours):

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.

Course List

Program Requirements

The EdD in Community College Executive Leadership program requires the satisfactory completion of 60 semester credit hours distributed as follows:

cognate core requirements, 33 credit hours;

elective requirements, 6 credit hours; research core requirements, 9 credit hours;

and dissertation requirements, 12 credit hours

All courses are 3 semester credit hours in length.

Cognate Core Requirements—Students Are Required to Take the Following:

E7034 Critical Analysis of Problems and Issues in Education

Problems and issues that relate to the present and the future of 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.

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.

E7232 Educational Policy

This course defines school policy and recommends and demonstrates a model for policy analysis that delineates systematic procedures for identifying the real policy issue, for establishing decision criteria, for developing policy alternatives, for analyzing these policy alternatives, and for presenting these alternatives to the decision-making body.

E7236 The Community College

This course considers the history, philosophy, and purpose of institutions of this type as well as their organization and administration. Typical programs, services, and funding/budgeting patterns are also examined.

E7501 Community College Leadership

This course is intended to provide the student with theoretical and practical background on issues related to community college leadership, and to assist the student to develop the skills necessary to fulfill the responsibilities of a senior community college administrative leadership position. The course will examine leadership theory and seek to apply that theory to the community college setting. It will also examine how leadership theory, skills, and techniques are transferable to and from other settings.

E7502 Organization and Governance of Community Colleges

An examination of the organization, administration and governance of community colleges. The goal of the course is to facilitate understanding of community college governance structures and processes as a means to improve educational administration, decision making, and policy development.

E7503 Community College Finance

This course focuses on the concepts and practices in higher education finance with a special emphasis on public community college budgeting and funding. The course is designed to provide prospective higher education administrators with the theoretical knowledge, application techniques, and best practices necessary to effectively manage institutions of higher education.

E7504 Community College Executive Management Internship

This doctoral level internship provides the intern with professionally supervised, comprehensive exposure to the roles, responsibilities, and purposes of upper level administration in the community college setting. The course may be taken up to two times for credit.

E7834 Writing for Research and Professional Publications*

This course builds on the introduction to the dissertation process provided in E7111 and leads students through the university research proposal, formation of a dissertation committee, application for human subject review, and revision of dissertation research for journal publication. Students will develop their research questions or hypotheses and submit a finished research proposal or prospectus that is required prior to beginning the dissertation sequence. Prerequisite: (OC) PC6521 or equivalent.

* Must be taken as the last course.

Elective Requirements—Students Are Required to Take the Following:

S7200 Pinnacle Seminar or approved elective

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.

Doctoral-level elective

Additional information coming soon.

Research Core Requirements—Students Are Required to Take the Following:

R7031 Methods and Analysis of Quantitative Research

This course 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 this course, 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

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.

Dissertation Requirements—Students Are Required to Take the Following:

E7935 Dissertation


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		Doctor of Education in Community College Executive Leadership Program Overview The Doctor of Education (EdD) in Community College Executive Leadership program is a program that appeals to community college administrators who are looking to move into senior administrative positions (such as president, vice-president, dean, and director) in community colleges. Online Experience 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. Doctoral Residency Experience 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. Admissions Requirements To be considered for admission to the Doctor of Education in Community College Executive Leadership program, the applicant is required to have: A master’s degree from a regionally accredited institution or an appropriately certified institution. A grade point average of at least 3.0 (on a scale of 4.0) in work leading to a master’s degree and any subsequent graduate study. A minimum written TOEFL® score of 550 (paper version), 213 (computer version), or 79 (Internet version) for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction. Recommendation from a community college leader, or provide evidence that demonstrates leadership or potential leadership in a community college setting. All applications for admission must be submitted to the Admissions Department. An admissions representative is available to help interested applicants complete the following required documentation: Completed Application for Admission Form Application fee (non-refundable, except in California) Official transcripts from all postsecondary schools attended Documentation of applicant employment with or access to a professional or educational organization. Prior to matriculation applicants will be required to submit a personal/professional goal statement (the statement is used for advisement purposes and does not become part of the academic file). Doctoral Residency Programs 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. Residency I (Required – 3 Semester Credit Hours): 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. Residency II (Required – 3 Semester Credit Hours): 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. Residency III (Optional): 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. Residency IV (Pinnacle Seminar – 3 Semester Credit Hours): 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. Course List Program Requirements The EdD in Community College Executive Leadership program requires the satisfactory completion of 60 semester credit hours distributed as follows: cognate core requirements, 33 credit hours; elective requirements, 6 credit hours; research core requirements, 9 credit hours; and dissertation requirements, 12 credit hours All courses are 3 semester credit hours in length. Cognate Core Requirements—Students Are Required to Take the Following: E7034 Critical Analysis of Problems and Issues in Education Problems and issues that relate to the present and the future of 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. 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. E7232 Educational Policy This course defines school policy and recommends and demonstrates a model for policy analysis that delineates systematic procedures for identifying the real policy issue, for establishing decision criteria, for developing policy alternatives, for analyzing these policy alternatives, and for presenting these alternatives to the decision-making body. E7236 The Community College This course considers the history, philosophy, and purpose of institutions of this type as well as their organization and administration. Typical programs, services, and funding/budgeting patterns are also examined. E7501 Community College Leadership This course is intended to provide the student with theoretical and practical background on issues related to community college leadership, and to assist the student to develop the skills necessary to fulfill the responsibilities of a senior community college administrative leadership position. The course will examine leadership theory and seek to apply that theory to the community college setting. It will also examine how leadership theory, skills, and techniques are transferable to and from other settings. E7502 Organization and Governance of Community Colleges An examination of the organization, administration and governance of community colleges. The goal of the course is to facilitate understanding of community college governance structures and processes as a means to improve educational administration, decision making, and policy development. E7503 Community College Finance This course focuses on the concepts and practices in higher education finance with a special emphasis on public community college budgeting and funding. The course is designed to provide prospective higher education administrators with the theoretical knowledge, application techniques, and best practices necessary to effectively manage institutions of higher education. E7504 Community College Executive Management Internship This doctoral level internship provides the intern with professionally supervised, comprehensive exposure to the roles, responsibilities, and purposes of upper level administration in the community college setting. The course may be taken up to two times for credit. E7834 Writing for Research and Professional Publications* This course builds on the introduction to the dissertation process provided in E7111 and leads students through the university research proposal, formation of a dissertation committee, application for human subject review, and revision of dissertation research for journal publication. Students will develop their research questions or hypotheses and submit a finished research proposal or prospectus that is required prior to beginning the dissertation sequence. Prerequisite: (OC) PC6521 or equivalent. * Must be taken as the last course. Elective Requirements—Students Are Required to Take the Following: S7200 Pinnacle Seminar or approved elective 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. Doctoral-level elective Additional information coming soon. Research Core Requirements—Students Are Required to Take the Following: R7031 Methods and Analysis of Quantitative Research This course 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 this course, 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 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. Dissertation Requirements—Students Are Required to Take the Following: E7935 Dissertation







		For more information contact: James Derdock Argosy University Assistant Director of Admissions 1400 Penn Avenue Pittsburgh, PA 15222-4332 412-395-8092 Toll Free: 866-4ARGOSY X3092 jderdock@argosy.edu (Argosy official website: http://online.argosy.edu/online_education/)