The mission of the Ed. D. in Educational Leadership and Policy Studies is to produce leaders who can construct and apply knowledge to making a positive difference in the lives of individuals, families, and communities.

Program Features

The doctoral program in Educational Leadership and Policy Studies is an applied research program for professionals serving in educational leadership positions in preK-12 schools, higher education, social service and non-profit organizations.  The Ed.D. doctoral program is framed around issues of equity and social justice and solutions to complex problems of practice. The curriculum is grounded in professional knowledge that integrates practice and research. The program seeks to produce leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families and communities through promoting excellence in:

  • leadership and change strategies in and across organizations;
  • development of learning organizations in response to social issues;
  • design, implementation and supervision of applied research in education;
  • interpretation and application of recent research findings;
  • understanding of broad social issues and policies from the perspectives of justice, equity, and diversity;
  • analysis of policy in preK-12 through high school education, law enforcement, healthcare, and social services;
  • effective management and collaboration skills.

National Recognition

The Ed.D. in Educational Leadership and Policy Studies at UVM is a nationally recognized doctoral program and member institution of the Carnegie Project in the Education Doctorate (CPED) joining over 50 institutions of higher education across the United States.

The Cohort Model

The Ed.D. Doctorate of Education at the University of Vermont has been designed with a cohort approach to learning. In this approach, a new group of students are admitted each year and called a cohort. Each cohort will proceed through the first two years of the program together, enrolling in all required core courses. Program faculty will assist each cohort to develop into an effective learning community wherein students challenge and support one another. We believe that a cohort approach for adult learners fosters a spirit of community, maintains commitment, and leads to a higher completion rate as compared to other approaches to doctoral studies.

In addition, the composition of the cohort represents a variety of specialized interests including Pre-K-12 education, higher education and social services. Through knowledge acquisition, research, spirited dialogue and collaboration, students form lifelong professional relationships that often span decades.

Admissions Requirements

Applying to the Ed.D Program at UVM

Thank you for your interest in the Doctor of Education Degree in Educational Leadership and Policy Studies. In order for us to learn more about you, we request several types of information, including:

  • Online Application - through UVM Graduate College
  • Current Resume or CV
  • A detailed Statement of Purpose
  • 3 Letters of Recommendation - Online rating matrix and 3 professional letters of reference on letterhead with original signatures from referees
  • Transcripts from ALL institutions attended
  • Writing Sample - Must be submitted electronically to edd@uvm.edu, samples will not be returned.
  • As of 9/23/16, GRE scores are NOT required

Deadline for Application

All application materials for should be submitted to the Graduate Admissions Office as early as possible, but no later than January 15. Notification of admission, wait listing, or denial will be mailed to applicants by April 15.

Questions about the Status of your Application?

All questions regarding the status of your application should be directed to Graduate Admissions, 333 Waterman Building, University of Vermont, Burlington, VT 05405-0160 or telephone (802) 656-2699

 

Current Students

Core Curriculum Themes

The coursework and experiences contained within the 21-hour core requirement are organized around these five major themes. Associated with each theme is a listing of knowledge and skills that will be addressed across the core and other courses. Throughout the core, students will be expected to provide evidence of their knowledge and skills related to each of the themes below.

Organizational Theory, Change, and Leadership

  • Analyze, develop, and construct policy that advances humane and just goals.
  • Clarify and articulate one’s role as a leader in creating a society grounded in an ethical/moral vision of a humane and just world.
  • Communicate clearly for the purposes of critically examining an argument, reporting research, presenting a policy, and advocating for a cause.
  • Critically examine one’s own leadership dispositions and style in relation to theory and knowledge to increase one’s capacity as an effective, caring leader.
  • Understand and apply the principles of inter-professional collaboration in multiple education and human service contexts.
  • Understand and apply knowledge of organizational development and change theory to the design and implementation of strategies and practices.
  • Demonstrate one’s knowledge of the richness of diverse cultures to expand our perspectives, enhance our understanding of effective leadership, and inform what we do.

Process of Inquiry/Applied Research and Utilization of Knowledge

  • Develop a philosophical and epistemological understanding of diverse research paradigms and methods to promote applied scholarship.
  • Critically examine and interpret qualitative and quantitative data to gain insight into educational dynamics and develop strategies for intervention.
  • Utilize research skills to conceptualize and conduct a study.

Critical Perspectives

  • Critically analyze societal and educational dynamics related to justice, equity, freedom, and diversity.
  • Critically examine the interrelationships among ideology, power, and socio-historical context with particular reference to the control of knowledge.

Learning and Development

  • Employ theories of human development and learning in constructing frameworks for program development and evaluation, organizational change and professional development.
  • Apply understanding of collaborative learning and exhibits effective interpersonal skills.

Policy Study and Analysis

  • Understand the relationship of policy and practice
  • Examine policy as a lever for change
  • Apply knowledge about policy for organizational improvement

 

Concentrations

While the program is designed within the broad rubric of leaderhip, three specific concentration areas are available to students:

  • educational leadership PreK-12
  • social service and non-profit leadership
  • higher education leadership
  • policy leadership
  • special education leadership

Schedule of Coursework

The program is designed to accommodate professionals who are currently employed in full time positions in schools, health and social service agencies, and institutions of higher education. Full time enrollment is also possible. The program requires:

  • A minimum of 59 semester credit hours beyond the Masters degree 
  • Coursework is divided into 9 hours of core courses and 18 hours of courses in a selected concentration and 12 hours of research courses
  • 20 hours of dissertation research credits are required  

Year One: The Core

  • During the first year, students participate in the learning community known as the cohort. Students take two core courses in the fall and one core course in the spring for the first year. Students take an additional core course in the fall of their second year and a course focused on policy during the spring of their second year. The content of these courses includes critical perspectives, emerging views of leadership, organizational development and change, and research methods.

Year Two and Beyond

  • Students will have completed an individually designed program plan of study is constructed with the assistance of their faculty program advisor. Together an additional 21 hours of coursework related to the student’s area of interest is planned (18 concentration courses and one additional research course).

Program of Study

EdD Program of Study Requirements

Core Requirements (9 credits)

  • EDFS 455 Social Processes (3 credits)
  • EDLP 431 Organizational Leadership (3 credits)
  • EDLP 437 Policy Seminar (3 credits)

Research (12 credits - 9 preselected and 3 elective)

  • EDLP 409 Applied Qualitative Educational Research (3 credits)
  • EDLP 419 Applied Quantitative Research (3 credits)
  • EDLP 380 Mixed Methods Research (3 credits)

Elective Research Courses

  • EDLP 264 Program Evaluation (3 credits)
  • EDFS 347 Qualitative Research Methods (3 credits)
  • EDLP 350 Survey Research Methods (3 credits)
  • EDLP 429 Advanced Quantitative Research (3 credits)
  • EDLP 439 Hierarchical Modeling (3 credits)
  • EDFS 348 Analyze &Writing Qualitative Research (3 credits)

Strongly Suggested

  • EDLP 449 Dissertation Writing Seminar (3 credits)

Concentration/Electives (18 credits)

  • Guided by student interest and committee approval.

Comprehensive Examination

  • A set exam developed by program faculty given to all students after completing core courses..

Dissertation (20 credits)

  • Minimum 20 credits

 

>> Total Credits: 59

Program Elements

Primary Career Intention

  • Leadership positions in education (PreK-16), state and local government policy arenas, social service and non-profit organizations, and possibly teaching and research related to practice at the college or university level.

Purpose and Emphasis

  • Preparation of professional leaders competent in identifying and solving complex problems.
  • Focus on approaches to applied research problems and applications that use quantitative and qualitative or mixed method approaches to address and illuminate problems of practice.

Time Commitment

  • Part-time study (9 years UVM maximum)

Applicant Qualifications

  • Master’s degree in related field with prior graduate work characterized by strong academic record.
  • Demonstrated successful experience in leadership roles.
  • Strong professional writing skills.

Type of Candidate Preparation

  • In-depth understandings of systems change, leadership, and policy for high quality leadership.
  • Students develop their leadership skills and a deep understanding of research-based leadership strategies.

Dissertation Expectations

  • Standard Dissertation format with a focus on an applied research project. The candidate will conduct original well-designed research project for informing practice (per Graduate College guidelines). This format reflects theory or knowledge for addressing decision-oriented problems in applied settings.

Knowledge Assessment

  • Written and oral assessments provide evidence of ability to improve practice based on theory and research as well as demonstration of research competencies.

Research Methods

  • Courses develop competencies in applied research skills.
  • Research addresses questions of practical importance.

Frequently Asked Questions (FAQs)

When is the application deadline?

Applications are accepted only once per year, and the deadline is January 15th. Applicants will be notified of the decision by April 15th.

Can credits be transferred into the program?

Up to nine credits of relevant coursework may be transferred into the Ed.D. program with the permission of the Studies Committee, and the Ed.D. Director. Courses must be recent and related to the overall goals of the Doctoral Program. This includes courses taken prior to admission in the Ed.D. program either at another institution, or at UVM.

How long does it take to complete the program?

Most of our students attend on a part-time basis completing their core courses, and electives within 3-4 years. The dissertation process from proposal writing through the dissertation defense differs for each student depending on the research design and time commitments. Generally students complete the entire program, including the dissertation within five years.

For students who attend the program on a full time basis, they are usually able to complete the course requirements and the dissertation in 3-3.5 years.

How many years do I have to complete the program?

The maximum number of years to complete the Ed.D. is 9 years.

What courses are required?

There are three core courses (9 credits) taken over 4 semesters. In addition to the 9 core credit hours students are required to take 4 additional research courses.

When are the courses offered?

Core courses and electives are offered during the fall and spring semesters, with some electives being offered over the summer.

Do you offer on-line courses?

On-line courses are not offered for the Ed.D. program.

What is the tuition?

For up to date information about tuition rates, please visit the Student Financial Services site.

Who are the students who comprise the cohort?

They are teachers, school leaders, adminitrators in higher education, and leaders in social service and non-profit organizations. They are adults with enormous experiences, and a desire to be a part of an intellectual and caring learning community to promote change.

What are the major requirements of the program?

Students are required to complete 9 hours of core courses over four semesters. After these courses are completed, students complete a comprehensive examination associated with the core courses.

A Qualifying paper is also required prior to advancing to the research dissertation process.The format for the paper is a literature review on a research topic related to the student’s area of interest.