Online Educational Leadership Courses at Accredited Schools

Walden University, the school below with the highest overall ranking, is effective at equipping students via its educational leadership courses to be successful principals, education administrators, educational leadership specialists, educational coaches, etc. and connect them to future employers. According to the US Bureau of Labor Statistics, at present there are 28,710 people employed as education administrators alone in the US, and their average annual salary is $80,140. Education administrators, elementary and secondary school make on average $87,390 per year and there are about 219,280 of them employed today.

Educational Leadership Organizations Educational Leadership Common Job Tasks
  • identifying needy students for financial aid
  • conducting educational research
  • resolving disputes
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Educational Leadership Courses at Walden University

Program Name: Education Specialist (Ed.S.) Teacher Leadership - General
Teacher Leadership
Course Number EDUC 7004
Credits 6.0

The purpose of Foundations is to engage learners with the environment, expectations, and content of post-master’s work in the Teacher Leadership program. Through participating in the course, learners will develop 1) facility with Walden University’s online learning environment and understanding of the university’s and the program’s support systems and expectations, outcomes, and 2) knowledge about the field, synthesized with reflection on one’s own experience and goals.


Collegial Interactions and Professional Development (6 sem. cr.)
Course Number EDUC 7213
Credits 6.0

Grounded in research and theory about learning differences, this course explores the repertoire of practices that facilitate learning from both the teaching and learning perspective. These practices range from mentoring and coaching through collaborative engagement and reflective practices. Learners will deepen their understanding of research methods both through critiquing articles and by designing research studies to investigate specific learning practices.



Leadership for Today’s Schools
Course Number EDAD 7200
Credits 6.0

Today’s schools are dynamic places and demand leaders in all arenas, from the boardroom to the classroom. Leaders must understand how learning communities operate and thrive, but be prepared to deal with the demands of internal and external forces. The 21st- century leader who understands change theory will continually appraise the evolving needs of the learning community and apply a grounded knowledge -base of theory and practical strategies supported by research. This course empowers leaders to explore current and future technology as they assess educational trends and issues. Learners will also analyze their own and others’ paradigms and leadership styles, and determine best practices to promote positive social change.


Applied Research in Education
Course Number EDAD 7201
Credits 6.0

In Applied Research in Education, learners will develop a broad understanding of theoretical frameworks and of the appropriate use of both qualitative and quantitative methods. The course will also focus on methods designed specifically for studying human development and how individuals learn. Methods will be explored through studying the philosophy of research and particular research strategies, reviewing literature in the field, and through searching for and critically analyzing literature relating to learners’ individual interests.


Teaching and Learning: Theory and Research
Course Number EDUC 8142
Credits 6.0

Research has considerably expanded our knowledge of teaching and learning in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, students will 1) advance their understanding of research methods as they examine literature about design and assessment and 2) apply research-based principles to design a project to develop learning experiences for a specific population of learners, whether on-site, online, or through a hybrid model.


Program description: The Ed.S. in Teacher Leadership program is designed for educators who want to quickly increase their ability to make contributions to their school or organization, thereby improving the lives of their students. The program’s curriculum focuses on best practices that can be applied immediately in the classroom. This empowers educators at all levels of experience to use research to effect change and improve student learning, while developing the skills needed for professional advancement. And since there is no residency requirement, you can more easily balance your education with your personal and professional commitments. In addition, some of the coursework you complete as part of this post-master's degree program can apply to a Walden doctoral degree in education, allowing you to earn that degree in less time.

Educational Leadership Courses at Western Governors University

Program Name: M.S. in Educational Leadership
Performance Excellence Criteria for Educational Leaders
Course Number LPT1
Credits 4.0

This subdomain reviews the case study model and prepares you to complete a thorough review of the effectiveness of their case study site’s operations, outcomes, and leadership.


Governance, Finance, Law, and Leadership for Principals
Course Number LGT1
Credits 5.0

This subdomain contains content in educational law, finance, and administration as well as a case study review of your site’s leadership practices.


Strategic Planning for Educational Leaders
Course Number LST1
Credits 2.0

This subdomain reviews principles and practices of the strategic planning process as well as a case study review of the strategic planning processes in your case study site.


Student, Stakeholder, and Market Focus for Educational Leaders
Course Number LFT1
Credits 5.0

This subdomain reviews principles and practices of meeting stakeholder needs and reviews your case study site’s effectiveness in managing stakeholder relationships.


Measurement, Analysis, and Knowledge Management for Educational Leaders
Course Number LMT1
Credits 4.0

This subdomain reviews principles and practices of program and curriculum effectiveness evaluation as well as best practices in technology for educational leaders. You also complete a program, practice, or curriculum effectiveness evaluation in your case study site as well as an evaluation of technology implementation.


Workforce Focus for Educational Leaders
Course Number LWT1
Credits 4.0

This subdomain reviews best practices in human resource administration for educational leaders, as well as an evaluation of your case study site’s workforce management practices.


Process Management for Educational Leaders
Course Number LNT1
Credits 3.0

This subdomain reviews best practices in process management for educational leaders, as well as an evaluation of your case study site’s process management policies and practices.


Comprehensive Educational Leadership Integration
Course Number LEC1
Credits 2.0

You will complete a comprehensive objective proctored assessment in Educational Leadership theory and practices, including administrative theory, school law, school finance, curriculum development and implementation, personnel management, public relations, and technology. You will be required to pass the Comprehensive Educational Leadership Integration objective assessment.


Practicum in Educational Leadership
Course Number LRT1
Credits 7.0

Includes A Series Of Performance Tasks To Take Place Under The Leadership Of A Practicing School Principal Or Assistant Principal In A Practicum School Site (k–12). This Assessment Also Includes Completion Of Assigned Administrative Duties To Take Place In Both Elementary (k–6) And Secondary (7–12) Settings Under The Leadership And Supervision Of The Cooperating Administrator In Your Case Study School Site. The Number Of Hours Required Will Vary By Your State Of Intended Licensure But Will Be Between 150 And 450 And Must Be Completed In A Consecutive Six Month Time Frame. You Will Be Required To Pass The Practicum In Educational Leadership Performance Assessment And Successfully Submit Other Documentation, Including Evaluations Of Your Performance Completed By The Cooperating Administrator And Documentation Of Completion Of State-required Hours Of Assigned Administrative Duties. The Educational Leadership Practicum Will Require Both A Practicum Fee And A Wireless Internet Data Plan To Be Used With A Pda Device. During The Educational Leadership Practicum, You Will Also Be Expected To Take And Pass Your State’s Licensure Examination(s) Required For Certification As A School Principal. If Your State Does Not Require A Licensure Examination Or Examinations, You Will Be Required To Take And Pass The Slla (school Leaders Licensure Assessment) Or Other Assessment As Acceptable To Wgu.


Capstone Written Project in Educational Leadership
Course Number CWEL
Credits 3.0

The capstone project will consist of the design and implementation of a short-term datadriven school improvement initiative. Through the case study approach and during the capstone experience, you will identify one or more measurable outcome improvement areas in your case study / practicum site. You will propose and develop short-term school improvement initiatives and will then measure the outcomes and results of your implemented improvement initiatives.


Education Without Boundaries
Course Number EWB2
Credits 2.0

Program description: Our online education leadership master’s degree will put you in an excellent position to take leadership of your own school. The M.S. in Educational Leadership will prepare you for certification to become a principal, vice principal, or assistant principal. You will become a highly effective, instruction-based, certified principal in 42 of the 50 states.

Program Name: Endorsement Prep. Program in Educational Leadership
Education Without Boundaries
Course Number EWB2
Credits 2.0

Performance Excellence Criteria for Educational Leaders
Course Number LPT1
Credits 4.0

This subdomain reviews the case study model and prepares you to complete a thorough review of the effectiveness of their case study site’s operations, outcomes, and leadership.


Governance, Finance, Law, and Leadership for Principals
Course Number LGT1
Credits 5.0

This subdomain contains content in educational law, finance, and administration as well as a case study review of your site’s leadership practices.


Process Management for Educational Leaders
Course Number LNT1
Credits 3.0

This subdomain reviews best practices in process management for educational leaders, as well as an evaluation of your case study site’s process management policies and practices.


Student, Stakeholder, and Market Focus for Educational Leaders
Course Number LFT1
Credits 5.0

This subdomain reviews principles and practices of meeting stakeholder needs and reviews your case study site’s effectiveness in managing stakeholder relationships.


Measurement, Analysis, and Knowledge Management for Educational Leaders
Course Number LMT1
Credits 4.0

This subdomain reviews principles and practices of program and curriculum effectiveness evaluation as well as best practices in technology for educational leaders. You also complete a program, practice, or curriculum effectiveness evaluation in your case study site as well as an evaluation of technology implementation.


Workforce Focus for Educational Leaders
Course Number LWT1
Credits 4.0

This subdomain reviews best practices in human resource administration for educational leaders, as well as an evaluation of your case study site’s workforce management practices.


Strategic Planning for Educational Leaders
Course Number LST1
Credits 2.0

This subdomain reviews principles and practices of the strategic planning process as well as a case study review of the strategic planning processes in your case study site.


Comprehensive Educational Leadership Integration
Course Number LEC1
Credits 2.0

You will complete a comprehensive objective proctored assessment in Educational Leadership theory and practices, including administrative theory, school law, school finance, curriculum development and implementation, personnel management, public relations, and technology. You will be required to pass the Comprehensive Educational Leadership Integration objective assessment.


Practicum in Educational Leadership
Course Number LRT1
Credits 7.0

Includes A Series Of Performance Tasks To Take Place Under The Leadership Of A Practicing School Principal Or Assistant Principal In A Practicum School Site (k–12). This Assessment Also Includes Completion Of Assigned Administrative Duties To Take Place In Both Elementary (k–6) And Secondary (7–12) Settings Under The Leadership And Supervision Of The Cooperating Administrator In Your Case Study School Site. The Number Of Hours Required Will Vary By Your State Of Intended Licensure But Will Be Between 150 And 450 And Must Be Completed In A Consecutive Six Month Time Frame. You Will Be Required To Pass The Practicum In Educational Leadership Performance Assessment And Successfully Submit Other Documentation, Including Evaluations Of Your Performance Completed By The Cooperating Administrator And Documentation Of Completion Of State-required Hours Of Assigned Administrative Duties. The Educational Leadership Practicum Will Require Both A Practicum Fee And A Wireless Internet Data Plan To Be Used With A Pda Device. During The Educational Leadership Practicum, You Will Also Be Expected To Take And Pass Your State’s Licensure Examination(s) Required For Certification As A School Principal. If Your State Does Not Require A Licensure Examination Or Examinations, You Will Be Required To Take And Pass The Slla (school Leaders Licensure Assessment) Or Other Assessment As Acceptable To Wgu.


Program description: Our online endorsement in education leadership program is a great way for those with master’s degrees to become a principal, vice principal, or associate principal. This program is designed for currently licensed teachers who desired to become licensed as a school principal. You will become a highly effective, instruction-based, certified principal.

Educational Leadership Courses at University of Phoenix

Program Name: Doctor of Education in Educational Leadership
Social Contexts and Contemporary Issues
Course Number EDD711

This course focuses on the historical concepts, demographic trends, and current issues of education. An analysis of institutions, unionization, technology, and diversity are of focus.


Leadership in Contemporary Organizations
Course Number EDD712

This course explores organization theory, culture, and change. The influence of leadership on the organization is examined in depth. The different functions of administration, management, and leadership are of focus.


Lifelong Learning: Leadership in the Educational Continuum
Course Number EDD713

The concept of lifelong learning and the impact it has on education providers is the focus of this course. Theories of learning, and specifically, adult learning, are examined. The role that P-12 education, higher education, corporate education/training and the military play in instilling a belief in lifelong learning is of focus.


Comparative Models of Educational Environments
Course Number EDD714

This course examines the various models of educational environments available to students today. Discussion topics range from the wealth of options available for P-12 school students to adult learners to alternative learning environments. Specific focus is placed on distance education modalities for learners of all ages.


Research Design
Course Number RES722

How to apply methods of research and statistics to your proposal are identified. Writing the prospectus, collecting and analyzing data, as well as posing research questions are the focus of this course.


Planning and Leading Change
Course Number EDD721

This course examines the concept of change and its impact on educational organizations. How to manage and lead change, counteract resistance to change, and the politics and economics of change are of special focus. Understanding the dynamics of change and how it influences strategic planning of an institution are explored.



Ethics and Values in Learning Organizations
Course Number EDD723

The ethics and values-based decisions that learning organizations are faced with are explored in-depth. Case studies on access, diversity, plagiarism, technology, confidentiality, student-faculty relationships, and harassment are discussed. The roles of value education, codes of conduct, and codes of ethics are debated.


Instructional Leadership
Course Number EDD724

This course analyzes the process of instruction and curriculum development. Effective teaching and learning strategies are explored as they relate to the use of technology, motivating staff and students, and creating dynamic learning environments. The importance of faculty development and their involvement in research and public service are of special focus.


Collaborative Case Study
Course Number DOC731R

This 5-day residency course is an exercise in practical, professional management decision making and is intended to focus the learner on the challenges faced by managers who must balance the needs of customers, shareholders, employees, and other stakeholders. The course requires the learner to synthesize and integrate theory and practice and to apply them toward the development of recommended solutions for specific managerial situations found within the organization's environment. This course will incorporate learners from various doctoral programs/disciplines.


The Economics of Education
Course Number EDD731

The principles and theories of the economics of education are examined. The role that federal, state, and local governments play in the economics of education is explored in-depth. Key topics include budget management, grants, financial aid, expenditures and revenues, and the rising cost of education. Economic policy analysis is a focus in this course.


Contemporary Policy Analysis and Development
Course Number EDD732

This course provides an overview of contemporary education policy analysis and development. The federal, state, local, and institutional levels of policy development are explored. The factors that influence the analysis and development of policy are discussed in depth. The evaluation and revision of policies and future trends and implications are examined.


Evaluation and Assessment Methods
Course Number EDD733

This course explores the evaluation and assessment methods utilized in learning organizations. The merits and faults of these methods are debated. Accreditation issues, outcomes-based assessment, institutional research, and staff and faculty evaluation are key topics. The influence of leadership style on evaluation and assessment methods also is examined.


Communication Strategies
Course Number COM705

This 3-week, online course provides doctoral program applicants with an introduction to advanced communication strategies for academic success within the University of Phoenix's adult learning model. Topics include the scholarship-practice-leadership model, scholarly writing practices, and Learning Team effectiveness. Learners who successfully complete COM/705 are eligible to enroll in the doctoral program.


Creative and Critical Thinking
Course Number PHL700R

This course challenges the learner to become a creative leader/problem-solver and to begin the process of personal transformation by questioning one's assumptions and conventional patterns of thinking. Throughout the course, students will demonstrate characteristics of creative and critical thinking in individual and collaborative situations.


Doctoral Program Orientation Seminar
Course Number SEM700R

This 2-week online orientation introduces learners to key components of the doctoral program. Through structured activities and facilitator-guided dialogue, learners gain a foundational understanding of the doctoral program goals, structure, and culture. Learners develop strategies for successfully engaging in doctoral learning and building an effective doctoral community.


Fundamental Principles of Sound Research
Course Number RES711

This course surveys a broad range of quantitative and qualitative research methodologies to prepare learners to apply them to a variety of research questions. Topics include an overview of the research process, developing problem statements, framing research questions, conducting a literature review (with an emphasis on reading and evaluating existing research), and plagiarism.


Doctoral Seminar I
Course Number DOC721R

This 3-day residency course begins the formal development of the learner’s dissertation. This development will be ongoing throughout the curriculum and result in the dissertation’s submission at the end of the program. Topics in the course include problem statements, research questions, hypotheses and testing, samples and populations, the intended impact of the study on the profession and society. The outcome of this course is a prospectus (or blueprint) that articulates a specific goal and plan that will evolve into the learner’s dissertation. This course will incorporate learners from various doctoral programs/disciplines.


Doctoral Seminar II
Course Number DOC722

This course is designed to focus on the Doctoral Proposal for approval. During this course the Prospectus from the Weekend Residency will be applied to the development of the Proposal. Topics in this course include focused literature review, statistical and qualitative tools, data gathering and data analysis approaches, past research and current theory, proposal chapter format requirements, Human Subjects research requirements, and submission timelines.


Doctoral Seminar III
Course Number DOC732R

This 3-day residency course is designed to facilitate the process from an approved Doctoral Proposal to final submission of the Doctoral Research Study due at the end of the program. Chapters 4 and 5 requirements from the dissertation are explored for content and format.


Doctoral Dissertation
Course Number DOC733

This is a mentor-guided course. Learners enroll for this course while finalizing their Doctoral Project with their Committee. The learner/mentor relationship is the catalyst for completing the Doctoral Project research, findings, recommendations, and conclusions.


Doctoral Project IV
Course Number DOC734

This is a mentor-guided course. This is the last course where the learner completes the formal Oral Defense of the Doctoral Project and then prepares and submits the Doctoral Project for University approval. An approved Doctoral Project is required to complete this class.


Annual Renewal Residency
Course Number DOC740R

This Non-credit-bearing, 3-day Course Is Required Only When A Learner Has Not Completed The Dissertation Within 12 Months Of Completing All Courses, Excluding Doc/733 And Doc/734. This Residency Session Is Designed To Allow For Concentrated Time Between The Learner And A Faculty Member, Focusing On Dissertation Completion. This Annual Renewal Residency Is Required For Every Full Year A Learner Remains In “all But Dissertation” Status.


Program description: The Educational Technology specialization of the Doctor of Education in Educational Leadership program will prepare learners to become education leaders who strategically manage and lead processes related to the integration of technology in various learning environments. Graduates will demonstrate both practical and scholarly knowledge in their use of analytical, critical, and innovative thinking to improve the performance of educational institutions by utilizing technological innovations to support and enhance the educational process.

Historically, education has been a field of constant evolution, continually shifting to meet the rapidly expanding needs of learners and demands of our society. The correct utilization of educational technology plays a key role in establishing education reform and transformation in the 21st century. Graduates of the Educational Technology specialization will be prepared to take on these challenges and to assume the lead in advocating technological innovation in educational environments. Learners will develop in-depth knowledge of the analytical, planning, implementation, and evaluation processes necessary to implement the new and expanding technologies into the classroom and to promote technological competence in their administrations. In addition, learners will explore germinal and contemporary research in educational technology, instructional design, instructional media, and distance learning.

For program disclosure information, click here.

While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

Program Name: Doctor of Education in Educational Leadership with a specialization in Curriculum and Instruction
Developmental and Learning Theories
Course Number CUR711

Theories on the physical, social, emotional, and intellectual development of learners across the lifespan are the focus of this course. These theories and their effect on the educational process and the design and implementation of instructional programs will be examined.


Assessment of Student Learning
Course Number CUR723

This course explores student assessment methods utilized in learning organizations. The merits and faults of these methods are debated. Among the key topics are outcomes-based assessment- such as standardized achievement and criterion assessment, as well as the influence of leadership styles on these outcomes.


Communication Strategies
Course Number COM705

This 3-week, online course provides doctoral program applicants with an introduction to advanced communication strategies for academic success within the University of Phoenix's adult learning model. Topics include the scholarship-practice-leadership model, scholarly writing practices, and Learning Team effectiveness. Learners who successfully complete COM/705 are eligible to enroll in the doctoral program.


Doctoral Program Orientation Seminar
Course Number SEM700R

This 2-week online orientation introduces learners to key components of the doctoral program. Through structured activities and facilitator-guided dialogue, learners gain a foundational understanding of the doctoral program goals, structure, and culture. Learners develop strategies for successfully engaging in doctoral learning and building an effective doctoral community.


Creative and Critical Thinking
Course Number PHL700R

This course challenges the learner to become a creative leader/problem-solver and to begin the process of personal transformation by questioning one's assumptions and conventional patterns of thinking. Throughout the course, students will demonstrate characteristics of creative and critical thinking in individual and collaborative situations.


Social Contexts and Contemporary Issues
Course Number EDD711

This course focuses on the historical concepts, demographic trends, and current issues of education. An analysis of institutions, unionization, technology, and diversity are of focus.


Instructional Leadership
Course Number EDD724

This course analyzes the process of instruction and curriculum development. Effective teaching and learning strategies are explored as they relate to the use of technology, motivating staff and students, and creating dynamic learning environments. The importance of faculty development and their involvement in research and public service are of special focus.


Fundamental Principles of Sound Research
Course Number RES711

This course surveys a broad range of quantitative and qualitative research methodologies to prepare learners to apply them to a variety of research questions. Topics include an overview of the research process, developing problem statements, framing research questions, conducting a literature review (with an emphasis on reading and evaluating existing research), and plagiarism.


CurriculumTheory
Course Number CUR712
Credits 3.0

This course examines historical, current, and cross-cultural theories of curriculum.With a foundation in themajor theorists and tenets of their theories, learners analyze curriculum documents for evidence of the various theories, investigate implications of the theories for educational programming, and interpret the interaction of these theories with public policy. (3 credits) Prerequisite: EDD 721.


Doctoral Seminar I
Course Number DOC721R

This 3-day residency course begins the formal development of the learner’s dissertation. This development will be ongoing throughout the curriculum and result in the dissertation’s submission at the end of the program. Topics in the course include problem statements, research questions, hypotheses and testing, samples and populations, the intended impact of the study on the profession and society. The outcome of this course is a prospectus (or blueprint) that articulates a specific goal and plan that will evolve into the learner’s dissertation. This course will incorporate learners from various doctoral programs/disciplines.


Research Design
Course Number RES722

How to apply methods of research and statistics to your proposal are identified. Writing the prospectus, collecting and analyzing data, as well as posing research questions are the focus of this course.


Planning and Leading Change
Course Number EDD721

This course examines the concept of change and its impact on educational organizations. How to manage and lead change, counteract resistance to change, and the politics and economics of change are of special focus. Understanding the dynamics of change and how it influences strategic planning of an institution are explored.


CurriculumDesign
Course Number CUR721
Credits 3.0

In this course, learners focus on the creation of systemicmodels of curriculumdevelopment, including consideration of schedule, structure, stakeholder involvement, and end products. Learners will also analyze the implicit, hidden, cultural, and institutional aspects of existing curricularmodels to formtheir own development approach. (3 credits) Prerequisite: CUR 712.


Doctoral Seminar II
Course Number DOC722

This course is designed to focus on the Doctoral Proposal for approval. During this course the Prospectus from the Weekend Residency will be applied to the development of the Proposal. Topics in this course include focused literature review, statistical and qualitative tools, data gathering and data analysis approaches, past research and current theory, proposal chapter format requirements, Human Subjects research requirements, and submission timelines.


Instructional Modelsgies
Course Number CUR722
Credits 3.0

This course analyzes themodels and process of instruction. Effective instructionalmodels are explored as they relate to teaching strategies and learner outcomes. Instructionalmodels for diverse populations, improvement of instructional programs and staff development are of special focus. (3 credits) Prerequisite: CUR 712.


Collaborative Case Study
Course Number DOC731R

This 5-day residency course is an exercise in practical, professional management decision making and is intended to focus the learner on the challenges faced by managers who must balance the needs of customers, shareholders, employees, and other stakeholders. The course requires the learner to synthesize and integrate theory and practice and to apply them toward the development of recommended solutions for specific managerial situations found within the organization's environment. This course will incorporate learners from various doctoral programs/disciplines.


Doctoral Seminar III
Course Number DOC732R

This 3-day residency course is designed to facilitate the process from an approved Doctoral Proposal to final submission of the Doctoral Research Study due at the end of the program. Chapters 4 and 5 requirements from the dissertation are explored for content and format.


Supervision of Curriculumand Instructionn Making
Course Number CUR731
Credits 3.0

This course explores the supervision and evaluation of instructional programs. Topics include effective techniques for managing curriculum, effective evaluation instruments, conferencing, classroommanagement, and recommendations for improvement. Traditional and alternativemethods of evaluating student achievement will be discussed. (3 credits) Prerequisite: CUR 712.


Contemporary Policy Analysis and Development
Course Number EDD732

This course provides an overview of contemporary education policy analysis and development. The federal, state, local, and institutional levels of policy development are explored. The factors that influence the analysis and development of policy are discussed in depth. The evaluation and revision of policies and future trends and implications are examined.


Program Evaluation
Course Number RES562
Credits 3.0

This course prepares students to apply techniques to evaluate public sector programs. Students will be evaluating public sector programs using analytical tools. Other topics, at the state and local level, include measures of effectiveness, benchmarks, baselines, performance standards, and customized stakeholder communication and collaboration.


Doctoral Dissertation
Course Number DOC733

This is a mentor-guided course. Learners enroll for this course while finalizing their Doctoral Project with their Committee. The learner/mentor relationship is the catalyst for completing the Doctoral Project research, findings, recommendations, and conclusions.


Doctoral Project IV
Course Number DOC734

This is a mentor-guided course. This is the last course where the learner completes the formal Oral Defense of the Doctoral Project and then prepares and submits the Doctoral Project for University approval. An approved Doctoral Project is required to complete this class.


Annual Renewal Residency
Course Number DOC740R

This Non-credit-bearing, 3-day Course Is Required Only When A Learner Has Not Completed The Dissertation Within 12 Months Of Completing All Courses, Excluding Doc/733 And Doc/734. This Residency Session Is Designed To Allow For Concentrated Time Between The Learner And A Faculty Member, Focusing On Dissertation Completion. This Annual Renewal Residency Is Required For Every Full Year A Learner Remains In “all But Dissertation” Status.


Program description: The Curriculum and Instruction specialization of the Doctor of Education in Educational Leadership program will prepare learners to become instructional leaders who will strategically manage and lead processes related to curriculum, instruction, and assessment. Graduates will demonstrate both practical and scholarly knowledge in their use of analytical, critical, and innovative thinking to improve the performance of educational institutions.

Historically, education has been a field of constant evolution and debate, with the pull of philosophical, cultural, and political influences felt throughout the industry. As such, contemporary educators face challenges unlike those faced by their predecessors: Educational leaders must design and facilitate learning in culturally diverse classrooms; manage the needs of multiple stakeholders; develop their classrooms, schools, and systems effectively and efficiently in the face of severe funding pressures; address the demands of regulatory bodies; and meet the outcomes established by the greater educational community.

For program disclosure information, click here.

While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

Program Name: Doctor of Education in Educational Leadership with a specialization in Educational Technology
Educational Technology Research
Course Number EDT711

Course Description This course explores research on learning with technology. Focal areas include learner control, media preference, motivation, collaborative learning, and computer-mediated communication. Learners formulate conclusions based on refereed studies and consider the relationship between research design and questions. Course Competencies * Examine historical and current practices in educational technology. * Forecast future trends in educational technology. * Evaluate educational technology research for its effectiveness in supporting learning outcomes. * Develop an educational technology research proposal.


Distance Learning
Course Number EDT722

Course Description: This course traces the development of distance learning, including past, present, and future trends. Learners will relate social contexts and educational goals to the evolution of technologies and their intended support of learning. Learners will explore the delivery of instruction over physical distance, focusing on concepts such as transactional distance, cultural considerations, anonymity, privacy, and accountability. Team learning is heavily emphasized and applied in this course. Course Competencies * Incorporate an understanding of the historical and current evolution of distance learning into a vision of the future. * Apply the dynamics of leadership in distance learning. * Analyze the relevant issues impacting distance education


Instructional Media and Design Techniques
Course Number EDT723

Course Description Learners will apply instructional design principles in the development of electronic media. Learners explore delivering instruction through multimedia and/or multiple modalities with a focus on matching appropriate technologies to learning outcomes. Design principles include the effects of contrast, continuity of text and graphics, relevancy of graphics to text, and alignment. Course Competencies * Apply the principles of instructional design in the developement of electronic media. * Analyze the delivery of instruction through interactive multimedia. * Determine appropriate technologies to facilitate learning outcomes for multiple modalities. * Evaluate electronic media materials using visual design principles. * Design a model to address an identified problem in instructional media leadership.


Systems Analysis and Design
Course Number EDT731

Course Description This Course Follows The Phases Of Planning, Needs Analysis, Design, Implementation, And Evaluation That Are Integral To Large-scale Instructional Technology Projects. Learners Consider Technology Selection, Vendor Selection, Organizational Constraints, Maintenance, And Enhancements In An Effort To Address Presesnt And Future Needs. Learners Focus On Developing Systemic Solutions That Avoid The Pitfalls Of Piecemeal Technology Adoptions. Course Competencies * Develop Innovative Strategies For Technology Solutions Throughout The Systems Development Life Cycle (sdlc). * Evaluate Applications Of User-centered Design Principles Within The Sdlc. * Assess Instructional Technology Project Opportunities Based On Feasibility, Cost-effectiveness, And The Return On Investment For A Large-scale Enterprise. * Synthesize A Strategic Plan For An Instructional Technology Project.


Integrating Technology and Curriculum
Course Number EDT732

Course Description This course is designed to develop strategies for effective and appropriate integration of digital technology and educational goals. Learners explore the possibilities enabled by technology, the perceived need to master technologies for vocational readiness, and the design of technological implementations that enhance educational experiences. A running theme of this course is balancing the competing priorities of technology and curriculum decisions. Course Competencies * Examine the historical foundations, current issues, and future trends of digital technology in education. * Evaluate strategies for the integration of technology into the curriculum. * Integrate technologies to facilitate different groups of learners. * Analyze professional development initiatives in technology for educators and administrators. * Examine leadership issues in balancing competing priorities of technology and curriculum.


Communication Strategies
Course Number COM705

This 3-week, online course provides doctoral program applicants with an introduction to advanced communication strategies for academic success within the University of Phoenix's adult learning model. Topics include the scholarship-practice-leadership model, scholarly writing practices, and Learning Team effectiveness. Learners who successfully complete COM/705 are eligible to enroll in the doctoral program.


Annual Renewal Residency
Course Number DOC740R

This Non-credit-bearing, 3-day Course Is Required Only When A Learner Has Not Completed The Dissertation Within 12 Months Of Completing All Courses, Excluding Doc/733 And Doc/734. This Residency Session Is Designed To Allow For Concentrated Time Between The Learner And A Faculty Member, Focusing On Dissertation Completion. This Annual Renewal Residency Is Required For Every Full Year A Learner Remains In “all But Dissertation” Status.


Doctoral Program Orientation Seminar
Course Number SEM700R

This 2-week online orientation introduces learners to key components of the doctoral program. Through structured activities and facilitator-guided dialogue, learners gain a foundational understanding of the doctoral program goals, structure, and culture. Learners develop strategies for successfully engaging in doctoral learning and building an effective doctoral community.


Creative and Critical Thinking
Course Number PHL700R

This course challenges the learner to become a creative leader/problem-solver and to begin the process of personal transformation by questioning one's assumptions and conventional patterns of thinking. Throughout the course, students will demonstrate characteristics of creative and critical thinking in individual and collaborative situations.


Social Contexts and Contemporary Issues
Course Number EDD711

This course focuses on the historical concepts, demographic trends, and current issues of education. An analysis of institutions, unionization, technology, and diversity are of focus.


Developmental and Learning Theories
Course Number CUR711

Theories on the physical, social, emotional, and intellectual development of learners across the lifespan are the focus of this course. These theories and their effect on the educational process and the design and implementation of instructional programs will be examined.


Fundamental Principles of Sound Research
Course Number RES711

This course surveys a broad range of quantitative and qualitative research methodologies to prepare learners to apply them to a variety of research questions. Topics include an overview of the research process, developing problem statements, framing research questions, conducting a literature review (with an emphasis on reading and evaluating existing research), and plagiarism.


Leadership in Contemporary Organizations
Course Number EDD712

This course explores organization theory, culture, and change. The influence of leadership on the organization is examined in depth. The different functions of administration, management, and leadership are of focus.


Doctoral Seminar I
Course Number DOC721R

This 3-day residency course begins the formal development of the learner’s dissertation. This development will be ongoing throughout the curriculum and result in the dissertation’s submission at the end of the program. Topics in the course include problem statements, research questions, hypotheses and testing, samples and populations, the intended impact of the study on the profession and society. The outcome of this course is a prospectus (or blueprint) that articulates a specific goal and plan that will evolve into the learner’s dissertation. This course will incorporate learners from various doctoral programs/disciplines.


Research Design
Course Number RES722

How to apply methods of research and statistics to your proposal are identified. Writing the prospectus, collecting and analyzing data, as well as posing research questions are the focus of this course.


Planning and Leading Change
Course Number EDD721

This course examines the concept of change and its impact on educational organizations. How to manage and lead change, counteract resistance to change, and the politics and economics of change are of special focus. Understanding the dynamics of change and how it influences strategic planning of an institution are explored.


Instructional Design
Course Number AET515

This course focuses on systematic approaches to instructional design. Learners create an instructional plan that outlines each of the five components of a systematic instructional design model (i.e., ADDIE: analysis, design, development, implementation, and evaluation). The course identifies trends and issues in instructional design for adult learners. Topics and Objectives Instructional Design Models and Analysis Analyze systematic approaches to instructional design. Examine the components of a needs assessment. Identify performance gaps based on a needs assessment. Design Construct goals for an instructional plan. Create performance-based objectives that align with instructional goals. Describe a summative assessment to support learner outcomes. Analyze the impact of learner characteristics and learning context on instructional design. Development Determine delivery modality. Select instructional strategies. Implementation Create an implementation schedule for the instructional plan. Evaluate resources for instructional delivery. Analyze the purposes of formative evaluations. Evaluation Examine strategies for evaluating a systematic approach to instructional design. Identify criteria for determining that design goals, performance-based objectives, and learning outcomes were achieved. Analyze possible recommendations for future use. Trends and Issues in Instructional Design Describe issues and trends in various instructional settings. Analyze issues and trends in the use of various instructional modalities. Predict how current issues and trends will impact the future of instructional design.


Doctoral Seminar II
Course Number DOC722

This course is designed to focus on the Doctoral Proposal for approval. During this course the Prospectus from the Weekend Residency will be applied to the development of the Proposal. Topics in this course include focused literature review, statistical and qualitative tools, data gathering and data analysis approaches, past research and current theory, proposal chapter format requirements, Human Subjects research requirements, and submission timelines.


Collaborative Case Study
Course Number DOC731R

This 5-day residency course is an exercise in practical, professional management decision making and is intended to focus the learner on the challenges faced by managers who must balance the needs of customers, shareholders, employees, and other stakeholders. The course requires the learner to synthesize and integrate theory and practice and to apply them toward the development of recommended solutions for specific managerial situations found within the organization's environment. This course will incorporate learners from various doctoral programs/disciplines.


Doctoral Seminar III
Course Number DOC732R

This 3-day residency course is designed to facilitate the process from an approved Doctoral Proposal to final submission of the Doctoral Research Study due at the end of the program. Chapters 4 and 5 requirements from the dissertation are explored for content and format.


Contemporary Policy Analysis and Development
Course Number EDD732

This course provides an overview of contemporary education policy analysis and development. The federal, state, local, and institutional levels of policy development are explored. The factors that influence the analysis and development of policy are discussed in depth. The evaluation and revision of policies and future trends and implications are examined.


Doctoral Dissertation
Course Number DOC733

This is a mentor-guided course. Learners enroll for this course while finalizing their Doctoral Project with their Committee. The learner/mentor relationship is the catalyst for completing the Doctoral Project research, findings, recommendations, and conclusions.


Doctoral Project IV
Course Number DOC734

This is a mentor-guided course. This is the last course where the learner completes the formal Oral Defense of the Doctoral Project and then prepares and submits the Doctoral Project for University approval. An approved Doctoral Project is required to complete this class.


Program description: The Educational Technology specialization of the Doctor of
Education in Educational Leadership programwill prepare
learners to become education leaders who strategicallymanage
and lead processes related to the integration of technology in
various learning environments. Graduates will demonstrate both
practical and scholarly knowledge in their use of analytical,
critical, and innovative thinking to improve the performance of
educational institutions by utilizing technological innovations to
support and enhance the educational process. The programhas a
requirement of 62 credits.
COM 705
Communication Strategies
This 3-week, online course provides new doctoral learners with an
introduction to advanced communication strategies for academic
success within the University of Phoenix?s adult learningmodel.
Topics include enhanced communication skills, academic rigor,
scholarly practices, APA formatting and style, individual and group
presentation techniques, doctoral level research tools, critical
thinking strategies and skills, stress and timemanagement, and
Learning Teamdynamics. (1 credit)
LDR 711
Transformational Leadership and Innovation
The learner takes a research-based approach to investigate
transformational leadership and innovation in order to create
models and expand the body of knowledge. Learners will create a
personal leadership plan that incorporates the values of
transformational leadership. (3 credits)
SEM 700R
Doctoral Program Orientation Seminar
Upon completion of this course, learners will have a stronger
understanding of the scholar/practitioner/leadermodel and their
doctoral programof study. The doctoral orientation seminar
includes scholarly communication skills and the purpose and
structure of the doctoral dissertation. (0 credits)
PHL 700R
Creative and Critical Thinking
This course challenges the learner to become a creative
leader/problem-solver and to begin the process of personal
transformation by questioning one?s assumptions and
conventional patterns of thinking. Throughout the course,
learners will demonstrate characteristics of creative and critical
thinking in individual and collaborative situations. (3 credits)
RES 711
Fundamental Principles of Sound Research
This course surveys a broad range of quantitative and qualitative
researchmethodologies to prepare learners to apply themto a
variety of research questions. Topics include an overview of the
research process, developing problemstatements, framing
research questions, conducting a literature review (with an
emphasis on reading and evaluating existing research), and
plagiarism. (3 credits)
EDD 711
Social Contexts and Contemporary Issues
This course focuses on the historical concepts, demographic
trends, and current issues of education. An analysis of
institutions, unionization, technology, and diversity are of focus.
(3 credits)
CUR 711
Developmental and Learning Theories
Theories on the physical, social, emotional, and intellectual
development of learners across the lifespan are the focus of this
course. These theories and their effect on the educational process
and the design and implementation of instructional programs will
be examined. (3 credits)
EDT 711
Educational Technology Research
This course explores research on learning with technology. Focal
areas include learner control,media preference,motivation,
collaborative learning, and computer-mediated communication.
Learners formulate conclusions based on refereed studies and
consider the relationship between research design and questions.
(3 credits)
EDD 712
Leadership in Contemporary Organizations
This course explores organization theory, culture, and change.
The influence of leadership on the organization is examined in
depth. The different functions of administration,management,
and leadership are of focus. (3 credits)
DOC 721R
Doctoral Seminar I
This 3-day residency course begins the formal development of the
learner?s dissertation. This development will be ongoing
throughout the curriculumand result in the dissertation?s
submission at the end of the program. Topics in the course
include problemstatements, research questions, hypotheses and
testing, samples and populations, the intended impact of the
study on the profession and society. The outcome of this course is
a prospectus (or blueprint) that articulates a specific goal and
plan that will evolve into the learner?s dissertation. This course
will incorporate learners fromvarious doctoral
programs/disciplines. (2 credits)
EDD-ET-001-05-08-3
Doctor of Education in Educational Leadership with a Specialization in Educational Technology
RES 722
Research Design
How to applymethods of research and statistics to your proposal
are identified.Writing the prospectus, collecting and analyzing
data, as well as posing research questions are the focus of this
course. Emphasis is placed on University of Phoenix dissertation
models. (3 credits)
EDD 721
Planning and Leading Change
This course examines the concept of change and its impact on
educational organizations. How tomanage and lead change,
counteract resistance to change, and the politics and economics
of change are of special focus. Understanding the dynamics of
change and how it influences strategic planning of an institution
are explored. (3 credits)
EDT 721
Instructional Design
This course focuses on the principles of instructional design
including a survey of instructional designmodels. Using the
overarching ADDIE process learners will relate each of the five
design phases to an educational goal. Fromtheir analyses,
learners will justify the use of an instructional designmodel and
produce a course-level unit. (3 credits)
DOC 722
Doctoral Seminar II
This is amentor-guided course designed to focus on preparing
the dissertation proposal for approval. During this course, the
learner?s prospectus will be applied to the development of a
proposal. Topics in this course include focused literature reviews,
statistical and qualitative tools, data gathering and data analysis
approaches, past research and current theories, proposal chapter
format requirements, human subjects research requirements, and
submission timelines. (3 credits)
EDT 722
Distance Learning
This course traces the development of distance learning, including
past, present, and future trends. Learners will relate social contexts
and educational goals to the evolution of technologies and their
intended support of learning. Learners will explore the delivery of
instruction over physical distance, focusing on concepts such as
transactional distance, cultural considerations, anonymity, privacy,
and accountability. Teamlearning is heavily emphasized and
applied in this course. (3 credits)
EDT 723
Instructional Media and Design Techniques
Learners will apply instructional design principles in the
development of electronicmedia. Learners explore delivering
instruction throughmultimedia and/ormultiplemodalities with a
focus onmatching appropriate technologies to learning
outcomes. Design principles include the effects of contrast,
continuity of text and graphics, relevancy of graphics to text, and
alignment. (3 credits)
DOC 731R
Collaborative Case Study
This 5-day residency course is an exercise in practical,
professionalmanagement decisionmaking and is intended to
focus the learner on the challenges faced bymanagers whomust
balance the needs of customers, shareholders, employees, and
other stakeholders. The course requires the learner to synthesize
and integrate theory and practice and to apply themtoward the
development of recommended solutions for specificmanagerial
situations found within the organization?s environment. This
course will incorporate learners fromvarious doctoral
programs/disciplines. (3 credits)
DOC 732R
Doctoral Seminar III
This 3-day residency course is designed to facilitate the process of
progressing froman approved proposal to final submission of the
dissertation at the end of the program. The requirements for
chapters 4 and 5 of the dissertation will be explored for content
and format. This course will incorporate learners fromvarious
doctoral programs/disciplines. (2 credits)
EDT 731
System Analysis and Design
This course follows the phases of needs analysis, planning,
implementation, and evaluation that are integral to large-scale
instructional technology projects. Learners consider vendor
selection, organizational constraints,maintenance, and
enhancements in an effort to address learners? present and future
needs. Learners focus on developing systemic solutions that avoid
the pitfalls of piecemeal technology adoptions. (3 credits)
EDD 732
Contemporary Policy Analysis and Development
This course provides an overview of contemporary education
policy analysis and development. The federal, state, local, and
institutional levels of policy development are explored. The
factors that influence the analysis and development of policy are
discussed in depth. The evaluation and revision of policies and
future trends and implications are examined. (3 credits)
EDT 732
Integrating Technology and Curriculum
This course is designed to develop strategies for effective and
appropriate integration of digital technology and educational
goals. Learners explore the possibilities enabled by technology,
the perceived need tomaster technologies for vocational
readiness, and the design of technological implementations that
enhance educational experiences. A running theme of this course
is balancing the competing priorities of technology and
curriculumdecisions. (3 credits)
DOC 733
Doctoral Dissertation
Learners enroll in thismentor-guided course while finalizing their
dissertation with their committee. The learner/mentor relationship
is the catalyst for completing the study?s research, findings,
recommendations, and conclusions. An approved dissertation
proposal is required prior to beginning this course. (3 credits)
EDD-ET-001-05-08-3
University of live for today, learn for tomorrow
EDD-ET-001-05-08-3
DOC 734
Doctoral Project IV
This is amentor-guided course. Learners enroll for this course
while finalizing their dissertation with their committee. The
learner/mentor relationship is the catalyst for completing the
dissertation research, findings, recommendations, and
conclusions. (3 credits)
DOC 740R
Annual Residency Renewal
This non-credit-bearing, 3-day course is required only when a
learner has not completed the dissertation within 12months of
completing all courses, excluding DOC 733 and DOC 734. This
residency session is designed to allow for concentrated time
between the learner and a facultymember, focusing on
dissertation completion. This annual renewal residency is
required for every full year a learner remains in ?all but
dissertation? status. (0 credits)
? 2008 University of Phoenix, Inc. All rights reserved.

For program disclosure information, click here.

While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

Program Name: Continuing Teacher Education - Administration
School Finance
Course Number ADM502

Course Description This course investigates the concepts of funding public education. Methods of revenue sources, taxation, legislative issues, adequate funding, equality of funding, financing school facilities, and other school finance considerations will be examined. The development and practical application of the public school budget will be analyzed. Topics and Objectives Economic and Social Considerations Describe the social and economic considerations that influence educational funding. Examine the implications of the changing demographics of America and the impact on school finance. Analyze the benefits of education on the economy and society. Financing Education Adequately and Equitably Define "adequate and equitable" as related to school funding in America. Analyze the relationship between funding equity and equal educational opportunities for students. Sources of Revenue Examine the various sources of revenue available to support public education. Describe the history and use of taxes in funding education. State Funding Formulas Examine the advantages and disadvantages of state funding formulas. Analyze the state funding for a specific state. Federal Role in Financing Education Describe the federal government's role in public education as prescribed by the United States' Constitution and federal legislation. Analyze the impact of federal aid implemented through legislation to current public school programs. School Finance and Litigation Analyze the roots of public school finance challenges. Identify the principles involved. Analyze court cases dealing with funding equity and educational opportunities that have influenced state funding formulas. School District Budgeting and Accounting Procedures Analyze the various components of a school district annual budget. Identify the necessary steps and stakeholders involved that result in a cooperatively developed annual budget. Examine budget documents. Differentiate between revenue and expenditure budgets. Explain the impact of "weighted student count" figures on the budget development process. Identify the requirements for accounting, reporting, and auditing procedures relating to school financial matters under state law. Purchasing and Inventory Control Examine purchasing and inventory control procedures that contribute to sound budget policy and budget management. Bonding and Capital Outlay Procedures Analyze the various methods of funding capital outlay projects. Impact of Political Issues on School Finance Identify current and future "politically charged" issues that influence school funding.


Personnel Administration in Education
Course Number ADM503

Course Description This course focuses on the responsibilities of personnel administration and human resources in education. Students examine methods of recruitment, selection, induction, development, compensation, and appraisal. Students analyze strategic planning; employment continuity; employment justice, including laws, policies, and procedures; and unionism. Topics and Objectives Foundations of the Human Resource Function Explain how personnel processes are related to an organization’s mission and effectiveness. Align a human resource plan to an organization’s mission. Human Resource Processes: Recruitment, Selection, Orientation, Performance Appraisal, and Compensation Compare and contrast recruitment and selection processes from the applicant’s perspective and from the organization’s perspective. Explain the components of an effective orientation process that help new employees contribute to the organization’s goals. Describe how specific purposes of performance appraisal require different operational processes. Employment Continuity, Development, Collective Bargaining, and Unionism Design an approach for employment continuity that demonstrates relevance to strategic implications. Summarize how elements in the staff development process can reflect strategic planning. Analyze the human resource function in administering the collective bargaining process.


Public School Law
Course Number ADM504

This course provides opportunities for students to examine the constitutional framework and amendments, court systems, and current legal issues, as well as the effect each has on the educational environment. Landmark cases are reviewed and analyzed regarding their effect on the educational community.


Charter School Administration
Course Number ADM510

This course is designed to give students an understanding of charter schools within the framework of public education. Students will develop, design, and discern the value of charter schools within their community. This course will teach the critical components of developing a charter, understanding the governance of charter schools and applying those rules and laws within their charter development, and comparing the value of charter schools within their community.


The Superintendency
Course Number ADM520

This course focuses on the duties and responsibilities of the superintendent and the local school board. The importance of the internal and external relationships will be addressed. Particular attention will be given to the relationship between the superintendent and the local school board, communication, and leadership skills. Insight will be provided on the process of preparing and obtaining the superintendency.


Educational Leadership: Issues for Women
Course Number ADM535

This course is designed to provide students with an overview of educational leadership and an understanding of the issues facing women in educational leadership positions. It examines the various styles of leadership and explores how leadership occurs in an educational environment. The course provides women with the foundation necessary to become educational leaders and explores the unique perspective of women as high achieving leaders.


School-Based Management
Course Number ADM541

This course is designed to provide information and direction for the formal implementation of school-based management. The course describes the roles of stakeholders, including the district, governing board, and site councils. In addition, participants identify parameters on a district-wide basis to ensure quality and accountability. Participants explore school reform as it relates to school-based management and school councils.


Special Education Program Administration
Course Number ADM545

This course provides information on federal and state laws and guidelines related to implementing special education within the school setting. Parents' and students' rights are addressed. The course focuses on the responsibilities of the administration and the impact on the educational program as a whole.


Ethics in Education
Course Number ADM560

This course will examine the ethical principles of an administrator in the educational setting. Students will develop and refine the skills necessary to analyze and integrate constructive ethics into practices that lead to success. Emphasis is placed on the ways ethics affect thinking, decision making, professional conduct, and learning.


Program description: Earn the continuing education credits you need for potential recertification, endorsements or professional growth online from the comfort of your home or office.

University of Phoenix offers continuing teacher education courses to educators in various fields. Our graduate-level courses are taken entirely online offering greater flexibility to accommodate your schedule. Classes are taught by experienced, graduate-level educated faculty who work in those same fields. Class assignments relate to your job and the needs of your school.

Educational Leadership Courses at Capella University

Program Name: EdD - Educational Leadership and Management
Foundations of Educational Leadership and Management I
Course Number EDD8100
Credits 6.0

This course is the first of two consecutive introductory courses for all learners in the EdD Educational Leadership and Management specialization. It provides an overview of the specialization’s structure, competencies, and requirements and presents the fundamental principles and skills of leadership and management. Learners study the leader’s role in achieving organizational objectives and developing shared mission, vision, and values. Learners also explore methods of effective financial, human resource, and operations management and examine principles of inquiry and systems thinking.


Foundations of Educational Leadership and Management II
Course Number EDD8102
Credits 6.0

This course is the second of two consecutive introductory courses for all learners in the EdD Educational Leadership and Management specialization. Learners build on the knowledge gained during EDD8100 and continue their study of fundamental leadership and management principles and skills.


Leadership Through Personal and Professional Development
Course Number EDD8104
Credits 6.0

In this course, learners analyze the personal, relational, and metacognitive dimensions of leadership. Learners reflect on personal values and behaviors and use metacognitive skills to examine their own learning and growth. Learners also employ the language and tools of various systems models to frame and solve problems and examine ways to negotiate and influence outcomes within organizations.


Creating a Culture of Learning
Course Number EDD8106
Credits 6.0

Learners in this course identify the leadership and management skills needed to develop an assessment-, knowledge-, learning-, and community-centered culture. Learners explore ways to advocate for students and institutions; lead continuous and data-driven curriculum and instruction improvement processes; and promote academic excellence and cultural competence.


Data-Informed Decision Making for Educational Leaders
Course Number EDD8108
Credits 6.0

In this course, learners examine the use of data in the planning, execution, and assessment of educational decision making. Learners consider research, multiple perspectives, laws and regulations, organizational resources, and ethics to make data-informed decisions using a variety of decision-making strategies, models, and tools.


Leading and Managing Change I
Course Number EDD8110
Credits 6.0

This is the first of two consecutive courses in which learners apply the leadership and management competencies gained from previous course work to real-world situations. Learners identify and demonstrate the inquiry, analysis, communication, decision making, and leadership skills needed to address and solve problems; plan, implement, and evaluate change; improve processes; and demonstrate cultural competence.


Leading and Managing Change II
Course Number EDD8112
Credits 6.0

This is the second of two consecutive courses in which learners apply the leadership and management competencies gained from previous course work to real-world situations. Learners continue to identify and demonstrate the skills exhibited during EDD8110.


Practicum in Educational Leadership and Management
Course Number EDD8114
Credits 6.0

The practicum is the final course prior to the dissertation course sequence. Learners identify skills or knowledge related to specific competencies in their degree program that require further development and under the supervision of a Capella faculty member and site supervisor, create an improvement plan to address them during a 100-hour field experience. The course culminates in a final professional portfolio review.


Dissertation Courseroom
Course Number EDD9920
Credits 0.0

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.


Dissertation Research 1
Course Number ED9921
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 2
Course Number ED9922
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 3
Course Number ED9923
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 4
Course Number ED9924
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Program description: The EdD specialization in Educational Leadership and Management, structured as a cohort, is designed to prepare practicing professionals to effectively lead colleges; universities; P–12 public, private, religious, charter, and non-traditional schools; and corporate, nonprofit, and governmental educational institutions. Throughout the specialization, learners focus on financial, human resource, operations, and change management; effective decision-making strategies, models, and tools; curriculum and instruction improvement processes; and cultural competence and advocacy. The curriculum is based on current industry knowledge and standards and provides learners with the opportunity to strengthen their inquiry, analysis, communication, decision-making, and leadership skills and use them to address critical, real-world problems. This specialization does not satisfy licensure requirements for P–12 public school teachers or administrators.
The EdD Educational Leadership and Management specialization is structured using a cohort model. Beginning in their first quarter, learners enroll in their courses in a prescribed sequence, progressing through their program with the same group of learners. Earning the EdD as part of a cohort enhances opportunities to gain skills and knowledge and develop professional relationships with other learners.

Program Name: EdD - Reading and Literacy
Theoretical Models and Processes of Literacy
Course Number EDD8200
Credits 6.0

This course provides an overview of the specialization’s structure, competencies, and requirements and presents the psychological, sociological, and linguistic foundations of reading and writing processes and their instructional applications in various educational contexts. Learners also focus on developing writing skills and building the research competencies needed to be successful throughout their course of study.


Foundations of Reading and Literacy
Course Number EDD8202
Credits 6.0

This course presents the fundamental components required of leaders in the reading and literacy field and the ways those leaders advocate for technology as an integral component of a literacy philosophy. Learners synthesize knowledge, research, and theoretical components of reading and explore their instructional applications in various educational contexts. Learners also model authentic reading and writing strategies for their students.


Reading and Literacy Assessment and Evaluation
Course Number EDD8204
Credits 6.0

In this course, learners examine ways to apply formal and informal reading and literacy assessments to improve student achievement. Learners analyze reading and literacy assessment data, communicate assessment results to various stakeholders, and develop appropriate instruction plans to meet the needs of students. Learners also focus on providing leadership in creating effective instructional assessment models in diverse school settings.


Reading and Literacy Field Experience I
Course Number EDD8206
Credits 1.0

In this course, learners engage in a field experience during which they prepare an action research plan to study a literacy challenge or opportunity within a diverse school setting. Learners diagnose a problem and identify key questions that provide the foundation for the research.


Leading and Managing Literacy Programs
Course Number EDD8208
Credits 6.0

In this course, learners focus on developing the ability to lead and manage literacy program operations and resources. Learners also gain knowledge in leading continuous and data-informed curriculum, instruction, and assessment improvement processes and making legal and ethical decisions.


Data-Driven Decision Making in Literacy Programs
Course Number EDD8210
Credits 6.0

Learners in this course examine the ways data is used to make decisions associated with reading and literacy programs. Learners prepare themselves to develop a research plan, implement the plan, analyze and evaluate the resulting data and outcomes, and communicate results to stakeholders.


Grant Writing and Policy for Reading and Literacy Programs
Course Number EDD8212
Credits 6.0

In this course, learners examine and research the implications of local, state, and federal policy on reading and literacy programs. Learners focus on developing the skills needed to effectively write grants and prepare presentations for different audiences. Learners also continue to strengthen their professional research skills.


Reading and Literacy Field Experience II
Course Number EDD8214
Credits 1.0

In This Course, Learners Engage In A Field Experience During Which They Apply Research Skills To Promote A School- Or District-wide Literacy Philosophy That Integrates Technology Into The Literacy Environment. Learners Define A Research Problem, Develop An Associated Research Plan And Reflect On The Next Steps Associated With The Research Planning Stage. For Edd Reading And Literacy Learners Only. Prerequisite(s): Concurrent Enrollment In Edd8208 Or Edd8210 Or Edd8212. Cannot Be Fulfilled By Transfer.


Literacy in School and Community Contexts
Course Number EDD8216
Credits 6.0

This course emphasizes advocating for a philosophy of literary instruction that is supported by theory and research and using it to develop and maintain a culture of literacy in school, district, and community settings. Learners explore the role of leadership in making decisions related to intervention models and demonstrate the belief that all children can learn at high levels.


Leading and Managing Professional Development
Course Number EDD8218
Credits 6.0

Learners in this course examine theories and research of adult learning to explore the fundamental characteristics of effective literacy team collaboration. Learners also focus on developing the professional knowledge, skills, and dispositions associated with committing to reflective practice and lifelong learning and needed to coach and enhance the professional development of teachers and other education professionals.


Reading and Literacy Field Experience III
Course Number EDD8220
Credits 1.0

In this course, learners engage in a field experience during which they research a literacy challenge or opportunity associated with leading and managing professional development in literacy. Learners complete the steps of the research cycle, including planning a research study, conducting and implementing the research, and evaluating and reflecting on the research outcomes.


Reading and Literacy Internship
Course Number EDD8222
Credits 6.0

In this course, learners engage in an internship experience during which they participate in professional development exercises, including coaching, supporting teachers, and reflecting on the professional development process.


Dissertation Courseroom
Course Number EDD9920
Credits 0.0

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.


Dissertation Research 1
Course Number ED9921
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 2
Course Number ED9922
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 3
Course Number ED9923
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Dissertation Research 4
Course Number ED9924
Credits 5.0

Learners complete the required dissertation milestones and prepare their dissertation for publication.


Program description: The EdD specialization in Reading and Literacy, structured as a cohort, is designed to prepare learners to become leaders in the field of literacy who create and manage long-term professional development processes that support field-based best practices and advocate for systematic change in educational settings. Throughout the specialization, learners focus on developing the knowledge and skills needed to work with diverse populations, engage in a research cycle that results in data-informed decisions, and lead and manage in various P–12 and adult educational contexts, including literacy program operations and professional development. Successful graduates of this specialization are prepared to work as reading specialists, reading or literacy coaches, or supervisors or coordinators of reading/literacy programs.

The EdD Reading and Literacy specialization is structured using a cohort model. Beginning in their first quarter, learners enroll in their courses in a prescribed sequence, progressing through their program with the same group of learners. Earning the EdD as part of a cohort enhances opportunities to gain skills and knowledge and develop professional relationships with other learners.

Program Name: EdS - Leadership in Educational Administration
Leading Innovation
Course Number ED8007
Credits 4.0

This is a foundational course for learners in P–12 specializations. Learners are introduced to discipline-specific topics and begin to put into practice the academic developmental and behavioral competencies they are expected to master during their degree program. In particular, learners examine change, behavior, and leadership theories, principles, and case studies to gain an understanding of educational change processes and their associated impacts on the practice of education. Learners also engage in scholarly inquiry, research, critical thinking, and communication within the context of their specialization.


Educational Research Methods
Course Number ED8112
Credits 4.0

This course is an exploration of the quantitative and qualitative research methodologies often used in educational research. Learners analyze and evaluate the characteristics, strengths, and weaknesses of specific quantitative and qualitative research methodologies and designs and examine strategies for designing specific, appropriate, and feasible research questions.


Principles of Educational Administration
Course Number ED7820
Credits 4.0

This course presents an overview of the basic principles of administrative theory and practice and the six Educational Leadership Constituents Council (ELCC) standards. Learners examine business and public administration models and explore theoretical constructs from various disciplines.


The Funding of Educational Institutions
Course Number ED7822
Credits 4.0

Learners in this course examine a variety of public education funding issues. In particular, learners examine the effect of litigation and politics on present and future funding patterns and school finance reform. Learners also identify the ways politics have affected the allocation of resources at all levels of government.


Education and the Law
Course Number ED7823
Credits 4.0

In this course, learners analyze laws and legal issues affecting P–12 school systems and their constituents. Learners focus on recognizing legal issues before they arise and study the methods and tools used to prevent and resolve legal problems.


Teacher Supervision and Evaluation
Course Number ED7541
Credits 4.0

Learners in this course examine current theories and best practices of teacher supervision and evaluation. In particular, learners focus on instructional leadership and professional development as part of a systemic plan to improve student learning.


Special Education Administration
Course Number ED7545
Credits 4.0

This course provides an overview of special education administration functions and services. Learners identify the human and material resource responsibilities, activities, and challenges associated with integrating students with disabilities into educational programs. Learners also examine the ethical, legal, and financial roles administrators have to staff, students, and families in administering special education programs and services


The Politics of P–12 Education
Course Number ED7542
Credits 4.0

This course provides learners with a theoretical foundation of education policy and presents the basic analytical categories of political science as they apply to education. Topics include the influence of federal, state, and local governments in school policy making; school and community relations; privatization and choice; decentralization; school finance; desegregation; affirmative action; bilingual education; technology; and teacher empowerment.


P–12 Principalship
Course Number ED7852
Credits 4.0

Learners in this course gain an understanding of the responsibilities and issues associated with the role of the 21st-century P–12 principal. Topics include effective P–12 school leadership and management, curriculum and instruction planning and assessment, and collaboration with stakeholders.


Internship in Educational Administration I
Course Number ED7901
Credits 4.0

Internship in Educational Administration II
Course Number ED7902
Credits 4.0

The Superintendency
Course Number ED7543
Credits 4.0

In this course, learners explore the complex and challenging position of the school superintendent. Learners acquire knowledge and skills related to superintendent roles and responsibilities, material and human resource management, school board relationships, and school district organization and culture.


Internship in the Superintendency I
Course Number ED7903
Credits 4.0

Internship in the Superintendency II
Course Number ED7904
Credits 4.0

Program description: Position yourself to advance in the field of P–12 administration. Capella offers one of the few state-approved specializations in Leadership in Educational Administration available within an online EdS program. Through a curriculum designed around the Interstate School Leaders Licensure Consortium (ISLLC) standards, you will explore such topics as effective management, collaboration with school stakeholders, and development of a shared vision of learning. Throughout the program, which includes a specialized internship and residential colloquia, you will develop a professional portfolio to demonstrate your EdS-level competencies to current and future employers. People who choose this specialization are often licensed teachers or school administrators seeking principal and/or superintendent licensure or pursuing other building or district leadership positions. Equivalent course work taken as part of the EdS program may be applied to degree requirements for a Capella PhD.

Educational Leadership Courses at The George Washington University

Program Name: Master of Art's in Educational Leadership and Administration
Instructional Needs Analysis
Course Number EDUC 6422
Credits 3.0
More Info http://nearyou.gwu.edu/ea-eds-hr/descriptions.html#6422

no description availible


Fundamentals of Educational Leadership and the Change Process
Course Number EDUC 6240
Credits 3.0
More Info http://nearyou.gwu.edu/ea-eds-hr/descriptions.html#6422

no description availible


Supervision and Evaluation of Instruction
Course Number EDUC 6232
Credits 3.0
More Info http://nearyou.gwu.edu/ea-eds-hr/descriptions.html#6422

no description availible


Site-Based Leadership: K-12
Course Number EDUC 6234
Credits 3.0
More Info http://nearyou.gwu.edu/ea-eds-hr/descriptions.html#6422

no description availible


School-Community Relations
Course Number EDUC 6244
Credits 3.0
More Info http://nearyou.gwu.edu/ea-eds-hr/descriptions.html#6422

no description availible


School Law and Policy
Course Number EDUC 6236
Credits 3.0
More Info http://nearyou.gwu.edu/ea-eds-hr/descriptions.html#6422

no description availible


Quantitative Methods II: Research Design and Data Analysis
Course Number EDUC 6114
Credits 3.0
More Info http://nearyou.gwu.edu/ea-eds-hr/descriptions.html#6422

no description availible


Seminar: Applied Educational Administration
Course Number EDUC 6246
Credits 3.0
More Info http://nearyou.gwu.edu/ea-eds-hr/descriptions.html#6422

no description availible


Internship: Administration
Course Number EDUC 6287-A
Credits 3.0
More Info http://nearyou.gwu.edu/ea-eds-hr/descriptions.html#6422

no description availible


Internship: Administration (summer internship)
Course Number EDUC 6287-B
Credits 3.0
More Info http://nearyou.gwu.edu/ea-eds-hr/descriptions.html#6422

no description availible


Program description: The Master's Degree in Education and Human Development in the field of Educational Leadership and Administration is designed for the working professional in the K-12 arena who is interested in various school-based and central office leadership positions, supervisory positions, and increased responsibility in teaching. The program is designed to prepare graduates for advanced levels of professional responsibility in diverse school communities and to increase their technical, conceptual, political, and leadership skills.

The master's program, which includes courses and field experiences as recommended by NCATE standards, has been designed to meet the coursework requirements that are part of the licensure process. Although state licensing requirements vary from state to state, the SLLA test is part of the licensure process in Maryland, Virginia, North Carolina, and the District of Columbia. Upon completion of this program, students will be qualified to take the School Leaders Licensure Assessment (SLLA) test for administrative or supervisory licensure.

Educational Leadership Courses at Abilene Christian University

Program Name: Graduate Certificate in Superintendency
Politics and Policy in Education
Course Number EDUC 674

Students will develop an awareness of the responsibilities of a superintendent from the perspectives of political dynamics and their connections to the policy process.


Educational Facilities
Course Number EDUC 672

This course will provide students opportunities to evaluate educational facilities related to planning, financing, design, construction and maintenance


School Finance
Course Number EDUC 656

The course will give graduate students the ability to promote the success of students all by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.


District Instruction Leadership
Course Number EDUC 676

Students will study the foundations and contemporary issues in K-12 curriculum and assessment from the perspective of a superintendent.


Practicum in School Superintendent
Course Number EDUC 688

Provides significant opportunities for candidates to synthesize and apply the skills identified in the national standards.


Program description: Abilene Christian University's Superintendency Certificate is designed to prepare future school leaders for the essential position of superintendent of K-12 schools. The program is for practicing administrators and/or those with masters' degrees and principal certificates who wish to work toward Superintendent Certification. The Certificate has been built on national standards and the online format allows working professionals to fit required course work into their work schedule and complete their certification requirements without ever leaving home.

Educational Leadership Courses at Grand Canyon University

Program Name: M.Ed. In Educational Leadership
Educational Administration Foundation and Framework
Course Number EDA 534
Credits 4.0

This course orients students to the program, the field, and the six Interstate School Leaders Licensure Consortium standards guiding them. It includes an introduction to creating a professional portfolio. This course does not require embedded field experience/practicum hours.


Educational Leadership in a Changing World
Course Number EDA 575
Credits 4.0

This Course Provides A New Paradigm For The School Leader. Students Examine The Fundamental Concepts Of Organizational Theories And Leadership Models On A Macro Level And Relate Those Theories And Models To The Educational Enterprises. Upon Completion Of This Course, Educational Leaders Possess An Understanding Of The Complexity Of Being A School Leader, With Experiences Ranging From The Development Of A Vision For Systemic Change To The Demonstration Of Practical Skills That Work To Ensure Smooth Day-to-day Operations Of A School. This Course Is Primarily Germane To The Interstate School Leaders Licensure Consortium (isllc) Standards 1 And 3. This Course Does Not Require Embedded Field Experience/practicum Hours. Prerequisite: Eda 534.


Data-Driven Decisions for School Improvement
Course Number EDA 577
Credits 4.0

This Course Provides Participants With A Wide Range Of Strategies To Facilitate The Process Of School Improvement Through Evidence Based Inquiry. Students Utilize Systematic Processes To Describe The Existing Environment And Areas Of Weaknesses In Order To Facilitate And Promote Continuous And Sustainable School Improvement Through Innovation And Change. This Course Focuses Primarily On Isllc Standards 1 And 3, And Requires 15 Embedded Field Experience/practicum Hours. Prerequisites: Eda 534 And Eda 575.


Public School Finance
Course Number EDA 535
Credits 4.0

Upon Completion Of This Course, Students Possess Knowledge And Understanding Of The Application Of School Finance Topics Related To Education At The Federal, State, And Local Levels. The Students Explore Basic Administrative Theories, Processes, And Techniques, As Well As Discuss The Major Challenges Facing Them In The Daily Operation Of Local Schools. In Addition, Students Gain An Understanding For The Application Of Financial, Organizational, And Implementation Challenges Of Integrating Technology Into The Educational Community. This Course Focuses On Isllc Standards 3 And 6, And Requires 15 Embedded Field Experience/practicum Hours. Prerequisite: Eda 577.


Supervision and Instructional Leadership
Course Number EDA 551
Credits 4.0

Because Of The Pervasive Nature Of Supervision And Instructional Leadership, This Course Approaches The Topic Within Several Arenas Of The Educational Environment. Upon Completion Of This Course, Students Possess Knowledge And Understanding For The Application Of The Models And Theories Of Supervision And Instructional Leadership, The Interpersonal And Technical Skills Needed For Supervision, And The Tasks And Functions Of The Supervisor. In Addition, Students Possess An Understanding For The Application Of Financial, Organizational, And Implementation Challenges Of Integrating Technology Into The Educational Community, As Well As Leadership Strategies To Integrate Technology Into The Educational Community. This Course Focuses Primarily On Isllc Standard 2 And Requires 15 Embedded Field Experience/practicum Hours. Prerequisite: Eda 577.


Curriculum Development for School Improvement
Course Number EDA 561
Credits 4.0

Upon Completion Of This Course, Educational Leaders Possess The Skills To Examine Existing Curriculum For Gaps, Strengths, And Weaknesses. They Also Understand The Variety Of Components Necessary To Build A Rigorous Curriculum That Is Also Flexible Enough To Adapt To A Constantly Changing World And Can Withstand Personal And Community Bias. The Essential Elements Of Curriculum Development For School—including Improvement By Examining Goals, Beliefs, And Current Outcomes—are Also Examined And Discussed. In Addition, Students Explore Leadership Strategies Designed To Integrate Technology Into Both Teaching And Learning. This Course Responds To The Interstate Leaders Licensure Consortium (isllc) Standard 2 And Requires 20 Embedded Field Experience/practicum Hours. Prerequisite: Eda 577.



Leadership Styles and Development
Course Number LDR 600
Credits 4.0

This course explores the nature of business leadership models and theories, examines these models through a broad variety of insights and viewpoints, and provides a description and analysis of these approaches to leadership, giving special attention to how the models can improve leadership in real-world organizations.


Organizational Culture and Team Leadership
Course Number LDR 625
Credits 4.0

This course equips students to fully understand the complexities of organizational systems and cultures, the ways in which these forces manifest themselves, and the means by which leaders intentionally impact the shape that these forces take in their organizations. Additionally, this course covers team dynamics, group processes, and strategies for designing and supporting teams in the workplace.


Program description: MEd In Educational Leadership
The Master of Education in Educational Administration with an Emphasis in Organizational Leadership (Not Eligible for Credential) is a program designed for any individual interested in the administration of educational and social services settings for children in the Grade K-12 setting, but who must postpone a school site-based administrative internship, or who does not choose to seek a K-12 administrative certificate. The format and courses of the regionally accredited program are tailored to meet the needs of the adult learner and to maximize the content knowledge that the student already possesses. Courses are taught by experts in their respective fields who share knowledge and experience in areas of educational leadership, organizational theory, and strategic management. Opportunities are provided to apply concepts, theories, and research throughout the program. Assignments within each course guide students through observational and practice-based experiences. Students must have access to a school or children’s social services setting to complete the program assignments. Graduates of the program are prepared to become educational leaders in the home, church, private schools, and other settings not requiring an administrative credential. The students are also prepared to move into an administrative internship/credentialing component with Grand Canyon University at a later date. Students must have a current K-12 teaching certificate.

Program Name: Ed.D in Organizational Leadership with an Emphasis in Organizational Development
Ethical Dilemmas and Stewardship
Course Number LDR 800
Credits 3.0

This course examines multiple ethical frameworks, principles, and theories as they apply to the study and practice of leadership. Corporate social responsibility will be addressed from the perspective of ethical decision making


The Nature and Dynamics of Organizations
Course Number ORG 805
Credits 3.0

This course provides a broad overview of the major theoretical frameworks of organizational theory and organizational behavior. Topics include organizational structure, culture, organizational design and effectiveness, learning organizations, motivation, communication, and decision making


Leading the New Organization
Course Number ORG 810
Credits 3.0

Leadership styles and organizational challenges faced by 21st century leaders are largely unparalleled and radically different from what we have known. A major contributory factor is the rate of change in the environment, and there are no signs of abating. Leadership styles and organizational methods developed for use under stable conditions are no longer as effective; hence, there have emerged different and newer ways of organizing, and a resultant revolution and redefinition of the competencies, skills, and abilities needed for successful leadership in the new era


Servant Leadership
Course Number LDR 809
Credits 3.0

This course examines the essence of what makes servant leadership distinct from other styles of leading. The focus on the needs of others rather than self, leading without ego, and creating interdependence rather than dependency are examples of topics that will be examined. The pathway to becoming a servant leader will also be explored, including the concept that one chooses to serve first and then is compelled to lead in order to fulfill that service


Understanding Toxic Leadership
Course Number ORG 815
Credits 3.0

This course analyzes why we are attracted to leaders who do not have the best interests of their followers (or organizations) at heart. These leaders often display a charisma and style that mask their real intentions, which are ultimately about creating dependency and promoting their own careers and agendas. The consequences of this dysfunctional leadership style can be devastating to both the organization and its stakeholders


Organizational Governance and Accountability
Course Number ORG 820
Credits 3.0

This course analyses the reasons for the growing importance of organizational governance and accountability in both for-profit and not-for-profit organizations. Technology (Web 2.0), recent ethical scandals, financial debacles, and globalization have shifted the paradigm of governance. This course covers the new ways to build organizational governance and accountability


Leading ValueDriven Organizations
Course Number ORG 825
Credits 3.0

This course examines the rise of the value-driven organization, where the workplace is defined as something more than just a business contract between employer and employee. The phenomena of putting meaning into work and how this can support a responsive and adaptive organizational culture while driving competitive advantage is explored


Introduction to Advanced Graduate Studies and Scholarship
Course Number RES 811
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Progressions in Leadership Thought
Course Number LDR 802
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Analysis of Existing Research
Course Number RES 861
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Strategic Planning and Change
Course Number LDR 825
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Understanding Research and Methodology
Course Number RES 862
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Residency: Dissertation
Course Number RSD 851
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Developing the Formal Proposal
Course Number RES 871
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Leading Across Cultures
Course Number LDR 804
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Innovation: The Last Frontier of Competitive Advantage
Course Number LDR 805
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation I
Course Number DIS 955
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation II
Course Number DIS 960
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation III
Course Number DIS 965
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Residency: Presentation of Progress or Results
Course Number RSD 881
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Program description: Grand Canyon University's Doctor of Education in Organizational Leadership program with an Emphasis in Organizational Development is designed to prepare students to handle the challenges that modern organizations face in this rapidly evolving global environment. Learn more about Grand Canyon University's Doctor of Education in Organizational Leadership with an Emphasis in Organizational Development here.

Students enrolled in the Doctor of Education in Organizational Leadership program with an Emphasis in Organizational Development at Grand Canyon University have the opportunity to learn about organizational theory, structure, and behavior. The program is designed to offer students the skills needed to deal with the challenges that contemporary organizations face and to develop new styles of leadership and organizational methods. Students also study how toxic leadership can destroy organizations, the need for organizational accountability and governance, and the rising trend of value-driven organizations that are redefining the relationship between employer and employee by adding meaning to the workplace.

Program Name: Ed.D. in Organizational Leadership with an Emphasis in Effective Schools
Introduction to Advanced Graduate Studies and Scholarship
Course Number RES 811
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Progressions in Leadership Thought
Course Number LDR 802
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Ethical Dilemmas and Stewardship
Course Number EDA 805
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Effective Schools Research
Course Number EDA 810
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Analysis of Existing Research
Course Number RES 861
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Strategic Planning and Change
Course Number LDR 825
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Leadership for Continuous School Improvement
Course Number EDA 815
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Leadership and Sustainable Educational Change: The District Context
Course Number EDA 820
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Staff Development and Deep Organizational Learning
Course Number EDL 810
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Understanding Research and Methodology
Course Number RES 862
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Residency: Dissertation
Course Number RSD 851
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Developing the Formal Proposal
Course Number RES 871
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Leading Across Cultures
Course Number LDR 804
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Innovation: The Last Frontier of Competitive Advantage
Course Number LDR 805
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation I
Course Number DIS 955
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation II
Course Number DIS 960
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation III
Course Number DIS 965
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Residency: Presentation of Progress or Results
Course Number RSD 881
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Servant Leadership
Course Number PSC 410
Credits 4.0

This course focuses on servant leadership and ethical leadership, explores how servant leadership is different from other styles of leadership, and examines how this connects to ethics, accountability, and being a responsible leader


Program description: The Doctor of Education in Organizational Leadership program develops leaders capable of generating new
knowledge and responsibly applying knowledge to achieve organizational outcomes. Students will study the
major bodies of literature in leadership, will reflect critically on existing theory, and will identify appropriate
applications of theory in educational, business, and other organizational environments. Students will develop
academic and organizational research expertise through the study of research methodology. The program of
study is consistent with Grand Canyon University's mission to develop students who are global citizens, critical
thinkers, effective communicators, and responsible leaders.

Program Name: Ed.D. in Organizational Leadership with an Emphasis in Higher Education Leadership
The History and Politics in Higher Education
Course Number EDU 805
Credits 3.0

In order for higher education leaders to make informed decisions, both today and looking into the future, it is essential that leaders establish a working understanding of the history of higher education. This course will explore early conventions and foundational beliefs regarding higher education and attempt to articulate the relationship between these origins and the work that is led in higher institutions today. Furthermore, the historic influence of politics in higher education has served to shape its trajectory and this course explores the leader’s role in managing this factor in relationship to the change process


Funding and Budgetary Challenges in Higher Education
Course Number EDU 810
Credits 3.0

This course examines the complex world of funding in higher education. Higher education leaders in private and public institutions must be able to strategically evaluate funding and budgetary challenges and be able to establish systemic responses to the ongoing challenge of comprehensively supporting the needs of the organization. Funding sources in higher education today include Federal Title grants, income from tuition, and the support of alumni groups and various benefactors, just to name a few. Acknowledging the management of these funding resources in relationship to annual budget goals, while simultaneously being faithful to organizational values and beliefs, are the challenges this course will explore.


Curriculum Leadership and Development in Higher Education
Course Number EDU 815
Credits 3.0

Clearly, higher education leadership is defined to a great extent by the influence on the academic programming. Being cognizant of those factors that influence the instructional program is essential in this process, and this course examines how leaders think about these challenges and the steps they must take to consistently and strategically lead state-of-the-art teaching and learning experiences for the higher education students the leader serves. Consideration for national curriculum standards, labor needs, and other demographic issues that influence this process will also be explored.


Supervision and Staff Development in Higher Education
Course Number EDU 820
Credits 3.0

This course examines the responsibilities a higher education leader has in supervising and developing the staff connected with the work associated with higher education. Supervision is a process that is made increasingly complex by the legal parameters associated with human resources and the steps that are required in order to provide appropriate levels of feedback throughout the supervisory process. The research has made it clear that staff development is an extremely essential aspect to helping an employee be successful on the job, and this course will explore the leader’s role in creating a systemic response to the need to develop the talents and skills of those working in institutions of higher education.


Facilities Management and Continuous Renewal
Course Number EDU 825
Credits 3.0

Leaders in higher education must be cognizant of the facility needs that are germane to the work of the institutions they serve. Those facility needs could include the management of the virtual networking hardware and software applications that are the lifeblood of the organization. Leaders must also consider various space options in which to conduct their business, including the maintenance of a campus learning environment and/or consideration of other satellite learning spaces. This course will comprehensively evaluate these challenges and examine the steps a higher education leader must consider in order to thoughtfully meet the needs of the learners and to plan strategically for future programming and administrative applications.


Introduction to Advanced Graduate Studies and Scholarship
Course Number RES 811
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Progressions in Leadership Thought
Course Number LDR 802
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Ethical Dilemmas and Stewardship
Course Number EDA 805
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Analysis of Existing Research
Course Number RES 861
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Servant Leadership
Course Number PSC 410
Credits 4.0

This course focuses on servant leadership and ethical leadership, explores how servant leadership is different from other styles of leadership, and examines how this connects to ethics, accountability, and being a responsible leader


Strategic Planning and Change
Course Number LDR 825
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Understanding Research and Methodology
Course Number RES 862
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Residency: Dissertation
Course Number RSD 851
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Developing the Formal Proposal
Course Number RES 871
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Leading Across Cultures
Course Number LDR 804
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Innovation: The Last Frontier of Competitive Advantage
Course Number LDR 805
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation I
Course Number DIS 955
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation II
Course Number DIS 960
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation III
Course Number DIS 965
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Residency: Presentation of Progress or Results
Course Number RSD 881
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Program description: The Doctor of Education in Organizational Leadership program develops leaders capable of generating new
knowledge and responsibly applying knowledge to achieve organizational outcomes. Students will study the
major bodies of literature in leadership, will reflect critically on existing theory, and will identify appropriate
applications of theory in educational, business, and other organizational environments. Students will develop
academic and organizational research expertise through the study of research methodology. The program of
study is consistent with Grand Canyon University's mission to develop students who are global citizens, critical
thinkers, effective communicators, and responsible leaders.

The Doctor of Education in Organizational Leadership with an Emphasis in Higher Education Leadership
program prepares graduates to lead a higher education institution through strategy, financial management, and
planning, both of the physical plant and of the human resources within the organization. Students learn about
the foundation and history, organizational needs, and learning environment of higher education in order to lead
the institutions of today and plan for the institutions of tomorrow.

Program Name: Ed.D. in Organizational Leadership with an Emphasis in Instructional Leadership
Training and Collaboration for Learning
Course Number EDL 805
Credits 3.0

Clearly, instructional leadership today is driven to a great extent by the capacity to lead teaming and collaboration. This course will explore the leadership required to support teaming at all levels. For example, horizontal teams are required in schools today in order to be thoughtful about the instructional leadership decisions that must be made on a consistent basis. This requires strategic grade-level collaboration that helps to ensure horizontal alignment of the curriculum and consistency in instructional practice. Furthermore, vertical collaboration includes teachers and administrators from different levels—perhaps from central office, etc.—all working together toward instituting a more comprehensive implementation of the instructional plan. This exploration will include an examination of Professional Learning Communities and the mechanisms used to make this reform model successful.


Systematic Structures for Innovation and Change
Course Number EDL 815
Credits 3.0

This course will specifically examine the change process from a systemic standpoint. Clearly, there are a number of sources for innovation, change, and growth in any school. Included in this exploration will be topics related to teacher leadership, the use of collaboration in Professional Learning Communities, and the connection between district-level strategic planning processes and the steps schools can take to lead innovation and change from the building level. Examining the points wherein these systems connect and ultimately emerge represents a major focal point of the course


The Systematic Use of Data for Innovation and Change
Course Number EDL 820
Credits 3.0

Data today clearly drives how we think about school improvement and change. The strategic and appropriate use of data allows us to be much more thoughtful about where we have been, our current levels of progress, and the steps we should take moving forward to continue to influence these most essential results. This course will focus on the leader’s role in identifying the appropriate data sets and the mechanisms that can be put into place to consistently evaluate data streams and be thoughtful about their exploration and deep-level analysis.


Prevention and Intervention Strategies
Course Number EDL 825
Credits 3.0

Throughout the instructional leadership program, learners will examine the steps leaders can take to be thoughtful about their instructional planning processes and the influencers on that process. This course focuses on what leaders must do when they identify learning challenges in the system and the steps they must take from an instructional planning standpoint to both prevent learning failure and, at times, intervene in response to failure that is happening within the delivery of the instructional plan. This is an often neglected step in the instructional process, in that schools may develop change initiatives without being thoughtful as to what they will do when a cadre of students are not successful in the process. Preventing learning failure and intervening when those failures emerge is an essential aspect of instructional leadership and will be explored in this course.


Introduction to Advanced Graduate Studies and Scholarship
Course Number RES 811
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Progressions in Leadership Thought
Course Number LDR 802
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Ethical Dilemmas and Stewardship
Course Number EDA 805
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Staff Development and Deep Organizational Learning
Course Number EDL 810
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Analysis of Existing Research
Course Number RES 861
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Servant Leadership
Course Number PSC 410
Credits 4.0

This course focuses on servant leadership and ethical leadership, explores how servant leadership is different from other styles of leadership, and examines how this connects to ethics, accountability, and being a responsible leader


Strategic Planning and Change
Course Number LDR 825
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Understanding Research and Methodology
Course Number RES 862
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Residency: Dissertation
Course Number RSD 851
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Developing the Formal Proposal
Course Number RES 871
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Leading Across Cultures
Course Number LDR 804
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Innovation: The Last Frontier of Competitive Advantage
Course Number LDR 805
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation I
Course Number DIS 955
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation II
Course Number DIS 960
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Dissertation III
Course Number DIS 965
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Residency: Presentation of Progress or Results
Course Number RSD 881
Credits 3.0

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes


Program description: The Doctor of Education in Organizational Leadership program develops leaders capable of generating new
knowledge and responsibly applying knowledge to achieve organizational outcomes. Students will study the
major bodies of literature in leadership, will reflect critically on existing theory, and will identify appropriate
applications of theory in educational, business, and other organizational environments. Students will develop
academic and organizational research expertise through the study of research methodology. The program of
study is consistent with Grand Canyon University's mission to develop students who are global citizens, critical
thinkers, effective communicators, and responsible leaders.

Educational Leadership Courses at Liberty University Online

Program Name: Doctor of Education - Educational Leadership
Theories and Research in Educational Psychology
Course Number EDUC 701
Credits 3.0

Theories of Historical and Social Foundations
Course Number EDUC 703
Credits 3.0

Leadership Principles and Ethics
Course Number EDUC 740
Credits 3.0

Theories of Educational Leadership 1 & 3
Course Number EDUC 741
Credits 3.0

Advanced Educational Statistics
Course Number EDUC 712
Credits 3.0

Quantitative Methods of Research
Course Number EDUC 715
Credits 3.0

Qualitative Methods of Research
Course Number Qualitative Methods of Research
Credits 3.0

Qualitative Methods of Research EDUC 919
Course Number EDUC 919
Credits 3.0

Educational Leadership and Public Relations
Course Number EDUC 742
Credits 3.0

Systems Analysis
Course Number EDUC 745
Credits 3.0

Conflict Resolutions
Course Number EDUC 746
Credits 3.0

Advanced School
Course Number EDUC 747
Credits 3.0


elective course
Course Number 600-800
Credits 3.0

Culture and Educational Leadership
Course Number EDUC 848
Credits 3.0

College and University Administration (Higher Education)
Course Number EDUC 849
Credits 3.0

Comprehensive Exam
Course Number EDUC 970
Credits 3.0

Dissertation Prospectus
Course Number EDUC 980
Credits 3.0

EDUC 980 Dissertation Proposal and Research 2
Course Number EDUC 989
Credits 3.0

Dissertation Defense
Course Number EDUC 990
Credits 3.0

Required of all candidates for the Doctor of Education degree. Research is completed on an educational topic related to the concentration in the Ed.D. degree. Credit is awarded when the dissertation has been accepted.


Program description: Liberty University's Doctor of Education program provides advanced training for individuals seeking positions in higher education. The program aims to develop competent and effective leaders with a Christian worldview who will model high academic standards and assume a leadership role in the field of education. You will focus on classes specializing in educational leadership, leadership development and best practices. Specialized courses develop the skills necessary to assume a facilitating role in accomplishing the goals and objectives of an education system, whether as teacher, superintendent, principal, college instructor or another academic position requiring strong leadership and decision-making abilities. Three on-campus intensives are required in addition to a final dissertation defense. As a student of this program you may choose a concentration in educational leadership or teaching and learning. This program is approved through the National Council for Accreditation of Teacher Education (NCATE).

Educational Leadership Courses by State & City

Top 20 US Educational Leadership Schools (campus and online)

Harvard University
Total Programs 113
Number of Subjects 76
Rank in USA 1st
Yale University
Total Programs 132
Number of Subjects 95
Rank in USA 2nd
Stanford University
Total Programs 126
Number of Subjects 95
Rank in USA 3rd
Columbia University in the City of New York
Total Programs 192
Number of Subjects 141
Rank in USA 4th
University of Pennsylvania
Total Programs 188
Number of Subjects 140
Rank in USA 5th
University of California-Berkeley
Total Programs 145
Number of Subjects 105
Rank in USA 6th
University of California-Los Angeles
Total Programs 168
Number of Subjects 111
Rank in USA 7th
Brown University
Total Programs 135
Number of Subjects 88
Rank in USA 9th
University of Southern California
Total Programs 251
Number of Subjects 166
Rank in USA 10th
Northwestern University
Total Programs 197
Number of Subjects 139
Rank in USA 11th
New York University
Total Programs 204
Number of Subjects 146
Rank in USA 13th
University of Virginia-Main Campus
Total Programs 106
Number of Subjects 103
Rank in USA 16th
Vanderbilt University
Total Programs 144
Number of Subjects 81
Rank in USA 17th
The University of Texas at Austin
Total Programs 169
Number of Subjects 141
Rank in USA 18th
Johns Hopkins University
Total Programs 178
Number of Subjects 136
Rank in USA 19th
University of North Carolina at Chapel Hill
Total Programs 148
Number of Subjects 126
Rank in USA 20th
University of California-San Diego
Total Programs 121
Number of Subjects 89
Rank in USA 22nd
University of Wisconsin-Madison
Total Programs 215
Number of Subjects 164
Rank in USA 23rd
University of Washington-Seattle Campus
Total Programs 243
Number of Subjects 168
Rank in USA 26th
Boston College
Total Programs 112
Number of Subjects 94
Rank in USA 29th