Doctorate Ed Leadership – Doctoral Completion
The purpose of the Edgewood College Doctoral Completion Program is to provide students with advanced graduate work in an accredited education or leadership program the opportunity to complete their dissertation and earn an Ed.D. We assist All But Dissertation (ABD) students in completing their dissertation, culminating in an Ed.D. degree.
We emphasize four key components with our students: 1) course work specifically focused on the dissertation, 2) research and writing guidance, 3) intensive one-on-one advising, and 4) peer support via a cohort model. The Edgewood College Doctoral Completion Program offers support, expert guidance, and a trusting community of learners with the aim of producing scholarly researchers, academic writers, and Edgewood College leaders.
- 30-credit program, ending in an Ed.D. and dissertation. With steady enrollment and progress, students can complete the program in 18-24 months.
- 21 credits of formal coursework and 9 credits of dissertation work with advising.
- An example of course sequencing beginning in Fall 2021.
- Offered in a blended format, the Doctoral Completion Program will combine classroom learning with online support.
- Both Blackboard and Web Ex, a video conferencing tool, support our online learning environment. Learn more about how online learning works and the expectations of a successful online learner.
Want to learn more. View our webinar to learn about the Doctoral Completion program, including dissertation support and how to apply.
Application deadline - The priority application deadline for the Doctoral Completion Program, Ed.D is July 15, 2020. Applications received after July 15 will be reviewed and accepted on a space-available basis. Complete and submit the Ed.D. application (Contact your admission counselor to find out how to apply for free.).
Admissions to the Doctoral Completion Program are based on a holistic assessment of prior learning, professional experience, and commitment to completion of the degree. Admissions requirements include:
- Transcript(s) of 24 post master’s degree credits. Credits must:
- be earned within the last 20 years
- be doctoral level credits earned at a regionally accredited institution
- be in an education-related or educational leadership field (*applicants who have significant work experience in the field of education or educational leadership who earned doctoral credits in a field other than education may be considered for acceptance)
- demonstrate a minimum GPA of 3.0 in doctoral level course work
- Dissertation Prospectus that includes
- a clear and supported articulation of a research problem to be examined through a qualitative, quantitative, or mixed-methods research study
- a description that outlines the purpose of the study
- a description of the research method(s) that will be utilized to collect data
- an initial plan for carrying out the study
- Admissions interview with members of the doctoral faculty
- CV or resume
- Contact information for 3 references who can speak to the students’ academic potential and professional work
Admission to the Doctoral Completion Program occurs in the Spring, orientation happens in August, and the first class begins in the Fall semester. If accepted for admission, the student will work directly with a research team faculty member to develop a plan of study. The plan of study outlines specific courses and dissertation products necessary for completion of the program. The plan of study will be individually tailored to account for the student’s prior course work and professional experience. Students are expected to make satisfactory academic progress according to their plan of study. Students will typically complete the program within 18 months. Successful completion of the program occurs when students complete their designated plan of study, carry out their research project, and defend their dissertation to a committee of faculty.
950: Education Leadership Foundations and Ethics
This course introduces students to the Dominican ethos as it relates to students’ leadership identity, professional lives, and their doctoral work. The foundations of educational leadership are the cornerstone for this course. Students will complete the necessary ethics training for conducting research and build their expertise as it relates to academic writing and scholarly research. Students will have an opportunity to build community with their cohort members as well as become familiar the tools and resources vital to their successful completion of their dissertation.
955: Education Leadership Research Discernment
Students are guided in making the connection between their role as an educational leader and contributing to the field of educational leadership through their dissertation research project. This course is designed to guide students as they draft the first three chapters of their dissertation. Students continue to hone their study and align the critical components of their study through instructor feedback. Students learn about and incorporate their particular research method into their prospectus. Students continue to work in writing groups, conduct peer reviews, and incorporate instructor/advisor feedback.
960: Research Methods and IRB Proposal
Students will devote time to completing their research design, develop their instruments for collecting data, and prepare the IRB paperwork. Students will receive guidance in developing instrumentation (survey design, interview/focus group protocol, observation rubrics, etc.) Students will be introduced to Qualtrics, a survey design tool. Students will learn about the ethics of research and will develop an IRB proposal.
965: Proposal Writing and Presentation
Students engage in continued alignment of their critical study components including problem statement, purpose statement, theoretical/conceptual framework, literature, and method. Students present a mock proposal and get feedback from cohort members to finalize their proposal. Students continue to meet in their writing groups and incorporate instructor and advisor feedback. Students end the course with a formal proposal to their committee.
970: Data Collection
3 creditsStudents continue to meet in their writing groups. Students will begin to gather their data and are supported by advisors and experts. Students incorporate committee feedback into their proposal document. Students begin to collect data, as they continue to gain knowledge and skills related to academic writing and research through attending seminars.
975: Data Analysis
Students continue to meet in their writing groups. Students meet with research methodologist to analyze data and determine preliminary results. Students learn how to use the tools for analyzing quantitative and/or qualitative data, depending on their data set, and they work with a research methodologist to analyze their data and determine results of preliminary data analysis.
980: Study Results and Discussion
Students attend classes to work with each other, their advisors, program experts, and their peers to communicate their findings, conclusions, and recommendations. Students receive significant and substantial feedback on their findings from their advisors, committee members, and program experts to determine the conclusions and recommendations to be drawn from the data. The objectives are that students will complete their data analysis, work closely with advisors, editors, and writing groups to analyze data and communicate results.
985: Guided Dissertation Writing
Students submit their final draft of their dissertation to the Coordinator of the dissertation process, who then sets the defense date and distributes the student’s document to the committee. Students prepare the defense presentation. Upon successful completion of the defense, students incorporate feedback from the committee to prepare their document for publication to UMI. Students will successfully defend their dissertation through a presentation to their committee members. Next, students incorporate suggested changes and submit their document for publication.
Tuition and Financial Aid
Pursuing your doctorate in education (Ed.D.) is the next step for many educators looking to expand their career opportunities. An Ed.D. not only adds to your professional qualifications but it builds your network, deepens your understanding of research methods, and strengthens your academic writing.
Some students interested in a doctorate in education question the value of earning a Ph.D. vs. an Ed.D. This article in Inside Higher Ed provides a brief comparison of the strengths of each degree.
The Chronicle of Higher Education compiles information on the salaries paid to senior administrative positions. Learn more about the compensation you might expect for various positions at higher education institutions.
Tuition and Credits
Graduate tuition for the 2020-21 year (beginning Summer 2019) is $1032 per credit.
The Board of Trustees sets the tuition annually so a small increase each year is possible. In addition, doctoral students pay a $105 fee each term.
With steady enrollment and progress, students can complete the program in 18-24 months.
Completion Equals Success
Tuition is only one factor in choosing a program. Completion rates are another important element of doctoral programs. Edgewood College boasts an 85 percent completion rate, compared to 57 percent at other institutions.
Therefore, your chances of attending Edgewood College and completing your degree are much higher, making it a smart investment of both time and money.
Our individual attention to student support helps guide each student through meaningful, engaging coursework, research, and dissertation completion.
Graduate students are eligible for financial aid in the form of Federal Stafford Loans. Learn more about Stafford Loans, including eligibility requirements and application instructions.
For over 19 years, the Ed.D. Program at Edgewood College has guided students to successful dissertation defense and degree completion. Our graduation rate is about 80%, well-above the national average. One element to helping students succeed lies in the dissertation support they receive.
- Each student is paired with a dissertation advisor during the Applied Research courses wherein the dissertation advisor, research faculty, and student work together to craft the research question(s) and align methodology.
- The dissertation advisor and student continue to work together through dissertation defense, but along the way, other committee members join to offer support.
- Each student receives a dissertation editor who is skilled in APA, grammar, and academic writing that will provide feedback to ensure readiness for the dissertation proposal and defense.
- Students also receive fully formed dissertation committees, and extensive program support in scheduling proposal and defense meetings.
- Subject-matter-experts who work in the field of study instruct the content courses. These professionals bring a timely and global view to content material.
- Full-time Ph.D. research faculty who have experience in publishing and R1 research instruct our research courses.
- Our Academic Writing Specialist instructs the dissertation writing courses to guide students through the proper academic style and tone.
Our alumni are everywhere, accomplishing amazing things. The articles below are just a few examples of their latest activity.