Old Dominion University

2016-2017 Catalog

Department of Educational Foundations and Leadership

120 Education Building
757-683-3287

Jay Scribner, Chair

Steve Myran, EFL Graduate Program Director

The Department of Educational Foundations and Leadership offers graduate programs in community college leadership (Ph.D.), educational leadership (M.S.Ed., Ed.S., Ph.D.), and higher education (M.S.Ed., Ed.S., Ph.D.).

Due to changing University requirements, national accreditation standards, and Commonwealth licensure regulations, the programs in the Darden College of Education are under constant revision. Any changes resulting from these factors supersede the program requirements described in the catalog. Students should obtain current program information from their advisors and the Darden College of Education website at http://www.odu.edu/education.

Individual programs are described on the following pages.

Educational Leadership

  • K-12 Licensure only
  • Master of Science in Education – Educational Leadership, Administration and Supervision (K-12 Licensure) Concentration
  • Education Specialist, Educational Leadership - Administration and Supervision (K-12 Licensure) Concentration
  • Education Specialist, Educational Leadership - Administration and Supervision (Non-Licensure) Concentration
  • Doctor of Philosophy, Education – Educational Leadership Concentration

Higher Education and Community College Leadership

  • Master of Science in Education – Higher Education
    • Student Affairs Administration
    • Leadership and Administration
    • International Higher Education Leadership
  • Education Specialist, Higher Education
  • Doctor of Philosophy, Education - Higher Education Concentration
  • Doctor of Philosophy, Community College Leadership

Foundations

  • Doctor of Philosophy, Education - Educational Psychology, Research, & Program Evaluation Concentration

Continuance Policy and Procedures for all EFL Programs

The following policy has been established for continuance in all graduate programs within the EFL department.

At the end of each semester – fall, spring, and summer – the graduate program director (GPD) will review student records.  Students who do not maintain an overall GPA of at least 3.0 in their EFL program will be placed on probation.  Students placed on probation have one semester to bring their overall GPA back to a minimum of 3.0.  A student may be placed on probation only one time in their EFL program and will not be eligible for a second probationary period.  Should a student’s GPA fall below a 3.0 twice, he/she will be dismissed from the program. 

Students who receive a grade of F in any EFL required or elective program course or who receive a final grade of lower than B- in more than one class in their program will be dismissed from their program by the Department Chair.  A failing grade in dissertation credits for one semester places the student in probationary status and does not automatically dismiss the student from the program.  However, two failing grades in dissertation credits will result in dismissal from the program.  Students may follow the Grade Appeal Procedure in the ODU Graduate Catalog.  In the event a grade is appealed such that the student comes into compliance with the EFL Continuance Policy, he/she will be reinstated.  In accord with University policy, ODU email is considered official communication.

Advancement to Candidacy Policy for all EFL Programs

In the Department of Educational Foundations and Leadership, advancement to candidacy is a formal step that occurs after the student 1) completes formal coursework, 2) passes the PhD written and oral candidacy examinations, and 3) submits and successfully defends a dissertation proposal in front of a dissertation committee, which constitutes approval of the dissertation topic.  

Educational Leadership Services (PK-12)

120 Education Building
757-683-5163
http://www.odu.edu/efl

Karen L. Sanzo, GPD for Educational Leadership Services

The purpose of graduate programs in educational leadership is to prepare individuals to assume leadership responsibilities in education, training, and other human service organizations. Educational leadership offers the M.S.Ed. and the Ed.S. degrees for candidates seeking PK-12 administration and supervision licensure. Educational leadership also offers the Ed.S. degree without initial licensure and the Ph.D. in educational leadership. The programs prepare leaders who are visionary, who have depth of knowledge, and who can be effective and responsive organizational leaders. The programs develop graduates who can apply research-based knowledge, skills, and dispositions that translate into effective practice through innovative program instruction and authentic field-based experiences. The concentration area in educational administration and supervision is approved by the state of Virginia and is fully accredited by the National Council for Accreditation of Teacher Education.

The administration and supervision concentration area is based on the standards of the National Council for Accreditation of Teacher Education and approved by the Commonwealth of Virginia. Through this program participants will develop and demonstrate competence in the following areas.

  1. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.
  2. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.
  3. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.
  4. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
  5. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.
  6. Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
  7. Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1 - 6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.

Master of Science in Education - Administration and Supervision Concentration

120 Education Building
757-683-5163
http://www.odu.edu/efl

Karen Sanzo, GPD for Educational Leadership Services

Admission

To gain admission, applicants must:

  1. meet all University admissions requirements;
  2. have an undergraduate grade point average of 2.80 overall and 3.00 in the major;
  3. provide two letters of recommendation, including one from a school administrator; and,
  4. write a one page essay that explains the applicant's professional experiences and personal goals, specific ways the applicant hopes to improve public education as an educational leader, and how this degree will help the applicant address her/his professional goals.
  5. write a one page, single-spaced statement about a contemporary and critical issue facing educational leaders. Address the following:
    - What is the contemporary issue and why is it critical?
    - Why is this issue relevant to school and/or division leaders?
    - What role should school and/or division leaders play in addressing this issue and how?

In addition, all students who wish to enter the administration and supervision program with Commonwealth of Virginia accreditation must satisfactorily complete an administrative skills portfolio assessment process. ELS 700 must be the first course in which students enroll. Non-degree students may not take more than two ELS courses prior to admission. Performance in classes as a non-degree student will not guarantee admission into the program.

Exit

Students must successfully complete:

  1. the School Leaders Licensure Assessment (SLLA);
  2. the required course of study;
  3. three self assessments, one at the start of the program, one after the first internship, and one upon completion of all coursework;
  4. Two internships of 320 hours and 5 placements per VDOE administrative licensure regulations; and,
  5. have a minimum 3.00 grade point average in order to graduate.

Program Requirements

For the Master of Science in Education with a concentration in administration and supervision, a student must have completed an approved 30-hour minimum graduate program including two internships and a culminating written comprehensive examination. Approved internship experiences are required by the Commonwealth of Virginia.

Administration and Supervision Preparation for Public School PreK-12 Licensure

Requirements for this concentration area are as follows.

Prerequisite/Corequisite
ELS 700Leadership and Management for School Improvement3
Curriculum
ELS 701Accountability and Organizational Improvement3
ELS 702Educational Politics and Policymaking3
ELS 710Strategic Communication and External Relations3
ELS 727Learning Theories and Professional Development3
ELS 728Instructional Leadership and Supervision3
ELS 753Educational Finance and Budgeting3
ELS 757Educational Law and Ethics3
Clinical Experience
ELS 668Internship in Educational Leadership3
ELS 669Instructional Internship3
Total Hours30
*

This course must be taken first and include the start of an Administration Portfolio Skills Assessment.

Education Specialist - Educational Leadership (K-12 Licensure)

http://www.odu.edu/efl

Karen Sanzo, GPD for Educational Leadership Services

Students who have a master’s degree in another area and do not have a license in administration supervision PreK-12 may be accepted into the Ed.S. with Licensure Program. These students would complete the following 33 semester hours of coursework to lead to licensure as an administrator.

Admission

To gain admission, applicants must:

  1. meet all University admissions requirements;
  2. have an undergraduate grade point average of 2.80 overall and 3.00 in the major;
  3. provide two letters of recommendation, including one from a school administrator; and,
  4. write a one page essay that explains the applicant's professional experiences and personal goals, specific ways the applicant hopes to improve public education as an educational leader, and how this degree will help the applicant address her/his professional goals.
  5. write a one page, single-spaced statement about a contemporary and critical issue facing educational leaders. Address the following:
    - What is the contemporary issue and why is it critical?
    - Why is this issue relevant to school and/or division leaders?
    - What role should school and/or division leaders play in addressing this issue and how?

In addition, all students who wish to enter the administration and supervision program with Commonwealth of Virginia accreditation must satisfactorily complete an administrative skills portfolio assessment process. ELS 800 must be the first course in which students enroll. Non-degree students may not take more than two ELS courses prior to admission. Performance in classes as a non-degree student will not guarantee admission into the program.

Exit

Students must successfully complete:

  1. the School Leaders Licensure Assessment (SLLA);
  2. the required course of study;
  3. three self assessments, one at the start of the program, one after the first internship, and one upon completion of all coursework;
  4. Two internships of 320 hours and 5 placements per VDOE administrative licensure regulations; and,
  5. have a minimum 3.00 grade point average in order to graduate.

Curriculum

Prerequisite/Corequisite
ELS 800Strategic Leadership and Management for School Improvement (Curriculum)3
Course Requirements
ELS 801Accountability and Organizational Improvement3
ELS 802Educational Politics and Policymaking3
ELS 810Strategic Communication and External Relations3
ELS 827Learning Theories and Professional Development3
ELS 828Instructional Leadership and Supervision3
ELS 853Educational Finance and Budgeting3
ELS 857Educational Law and Ethics3
ELS 660Program Evaluation, Research and Planning3
Clinical Experience
ELS 668Internship in Educational Leadership (Clinical Experience) *3
ELS 669Instructional Internship (Clinical Experience) *3
Total Hours33
*

The classes marked with an asterisk are required classes for licensure.

**

Other doctoral-level classes may be taken in consultation with your advisor.

Students must successfully complete the School Leaders Licensure Assessment (SLLA).

Education Specialist - Educational Leadership (Non-Licensure)

120 Education Building
757-683-5163
http://www.odu.edu/efl

Karen Sanzo, GPD for Educational Leadership Services

The Education Specialist (Ed.S.) with a concentration in Educational Leadership program is designed to provide further opportunities for holders of master’s degrees to develop expertise at a higher professional level. Emphasis is on continued development for leadership in policy formulation, planning, and executive action related to educational and training institutions and human service organizations. Individuals who aspire to advance in educational leadership will find in this program a meaningful base for building toward their professional objectives. The Ed.S. program in educational leadership includes emphasis areas in administration and supervision and in higher education.

Admission

Students must:

  1. meet all University requirements;
  2. provide two letters of recommendation;
  3. hold a master’s degree from an accredited institution (minimum 3.25 graduate grade point average on a 4.00 scale); and,
  4. provide a one-page essay explaining why he/she should be admitted into the program.
  5. Applicants whose admission credentials are slightly below the required minimum will be considered for provisional admission. Performance in classes as a non-degree student will not be taken into consideration in the admission process.

Continuance

Students must meet all University requirements and maintain a 3.00 or higher grade point average.

Exit

Students must successfully complete:

  1. a written comprehensive examination;
  2. the required course of study; and,
  3. have a 3.00 grade point average or above.

Education Specialist Program Requirements

The Ed.S. requires the completion of a minimum of 30 approved semester credit hours consisting of at least 18 hours at the 800 level.

Course Requirements
 

ELS 835Organizational Theory and Behavior in Education3
ELS 853Educational Finance and Budgeting3
ELS 871Educational Systems Planning and Futures3
ELS 876Leadership for Social Justice3
ELS 878Leadership for Teaching and Learning3
ELS 879Field Research in School Administration and Supervision3
FOUN 722Introduction to Applied Statistics and Data Analysis3
Select three Electives from the following:9
Leadership Theory for Educational Improvement
History and Philosophy of American Public School Reform
Advanced School Law
Multicultural Curriculum Leadership and Globalization
Contemporary Issues in Education
Total Hours30

Doctor of Philosophy, Education - Educational Leadership Concentration

Karen Sanzo, GPD for Educational Leadership Services

http://www.odu.edu/efl

Program Requirements

The Ph.D. Program in Education with an Educational Leadership Concentration consists of a minimum of 48 academic credit hours beyond the master’s degree and a minimum of 12 credits for the dissertation. The curriculum includes 18 hours of ELS content area credit, 15 hours of research methods and design credit, 12 hours of elective credit, and 3 hours of dissertation seminar credit. Students entering the program may also need to complete one or more introductory statistics courses if they have not had such coursework or cannot demonstrate competency at a satisfactory level. Students who come into the Ph.D. program with a master’s degree in an academic field that is unrelated to educational leadership and/or who have not completed courses to develop competency in specified areas may need to complete other courses in lieu of electives.

Program Completion and Exit

In order to graduate from the program, students must successfully complete all degree requirements including all coursework, candidacy requirements, and the dissertation.

Continuance

Students must meet all department, college, and university policy requirements for continuation in their academic program. See department policy above. In addition, students must be continuously enrolled in the cohort.

Prerequisites
ELS 660Program Evaluation, Research and Planning3
or FOUN 611 Introduction to Research Methods in Education
or FOUN 612 Applied Research Methods in Education
FOUN 722Introduction to Applied Statistics and Data Analysis (or equivalent)3
Research Core
ELS 831Accountability Systems in Public Education3
FOUN 822Applied Linear Models in Educational Research3
or FOUN 823 Analysis of Variance Applied to Educational Research
FOUN 812Research Design and Analysis3
FOUN 814Qualitative Research Design in Education3
FOUN 813Program Evaluation in Education3
Educational Leadership and Services Concentration Courses
ELS 811Leadership Theory for Educational Improvement3
ELS 815Leadership for Equity and Inclusive Education3
ELS 821Policy and Politics in Educational Leadership3
ELS 835Organizational Theory and Behavior in Education3
ELS 876Leadership for Social Justice3
ELS 878Leadership for Teaching and Learning3
Select four Electives from the following (other electives may be substituted with advisor approval): *12
History and Philosophy of American Public School Reform
Educational Systems Planning and Futures
Advanced School Finance, and Operations
Multicultural Curriculum Leadership and Globalization
Contemporary Issues in Education
Capstone Course
FOUN 881Dissertation Seminar3
Dissertation (minimum 12 hours)12
Dissertation
Total Hours66
*

With advisor approval, two of these courses may be substituted with courses outside of the educational leadership program to allow students to form cognate areas.

Higher Education and Community College Leadership

The department offers a concentration area in higher education in the M.S.Ed., Ed.S., and Ph.D. degrees as well as the option to pursue a Ph.D. in Community College Leadership.

Master of Science in Education, Educational Leadership - Higher Education

120 Education Building
757-683-3702

Chris R. Glass, GPD for Higher Education and Community College Leadership

The Higher Education program offers professional graduate degrees for careers in advanced leadership positions in colleges, universities, non-profit organizations, or educational associations. The program has specialized curricular tracks in student affairs administration, international higher education leadership, and leadership and administration. 

Students gain professional experience through internships with a wide-variety of colleges, universities, agencies, and associations in the U.S. and abroad. A capstone experience engages students in real-life research projects that are commissioned by university and community leaders.

The program meets the requirements for graduate programs of the American College Personnel Association (ACPA), the National Association of Student Personnel Administrators (NASPA), and the Association for the Study of Higher Education (ASHE). The program meets standards established by the Council for the Advancement of Standards in Higher Education (CAS).

Admission

Prospective students seeking admission to the Master’s degree program in Higher Education must:

  1. Meet all University admission requirements as listed in the Old Dominion University Catalog;
  2. Submit transcripts of all undergraduate work with an undergraduate GPA of 2.8 overall and 3.0 in the major (students with a GPA lower than 3.0 in the major may be admitted provisionally);
  3. Provide two letters of recommendation that showcase the applicant's academic ability and leadership;
  4. Provide a well-crafted, 1-page, single-spaced personal statement;
  5. Provide a writing sample that demonstrates analytical and integrative thinking;
  6. Submit official scores from the Graduate Record Examination (GRE) taken within the last five years;
  7. Provide a resume that describes the applicant’s academic and professional background;
  8. Applicants whose native language is not English must submit a current score for the Test of English as a Foreign Language (TOFEL) iBT of at least 80.

Applicants whose admission credentials are slightly below the required minimum will be considered for provisional admission. 

Continuance

Students must meet all department, college, and university policy requirements for continuation in their academic program. See department policy above.

Exit

In order to graduate from the program, students must successfully complete:

  1. the required course of study for a total of at least 36 credit hours of coursework; and
  2. pass a written comprehensive examination.

Non-Degree

Non-degree students are limited to a maximum of 2 courses prior to admission unless they receive permission from the GPD.  Students must receive academic advising from a program faculty member prior to enrollment in any course as a non-degree student. Taking courses as a non-degree student does not guarantee admission into the program.

Curriculum

Higher Education - Student Affairs Administration

The Student Affairs Administration track prepares professionals for positions in student affairs, including academic advising, admissions, campus activities, greek life, judicial affairs, multicultural affairs, orientation, and residence life and housing. 

Core Courses12
Introduction to Research Methods in Education
Introduction to Applied Statistics and Data Analysis
Contemporary Issues in Higher Education
The Law of Higher Education
Sociocultural Contexts for Teaching and Learning
Cognate9
Introduction to Student Affairs Administration
Professional Helping Skills in Higher Education
Today’s College Student and Diversity
Electives6
Select 2 from the following:
Strategic Planning and Institutional Effectiveness
The Private College and University
Introduction to International Higher Education Administration
Higher Education Finance
Higher Education Leadership
Development and Fund Raising
Case Studies in Higher Education
College and the University Presidency
Adult and Continuing Education
The Modern Community College
External and Internal Relations for Higher Education
American Higher Education in a Global Context
Organization and Administration of Higher Education in the United States
Topics in Higher Education Administration
Foundations of Career Development
Adult and College Student Development
Field Experiences9
Internship in Higher Education Administration (A)
Internship in Higher Education Administration (B)
Comparative Higher Education Systems
Higher Education Capstone
Total Hours36

Higher Education - Leadership and Administration

The Leadership and Administration track prepares professionals for positions in mid- and senior-level positions in academic affairs in colleges, universities, agencies, and associations. 

Core Courses12
Introduction to Research Methods in Education
Introduction to Applied Statistics and Data Analysis
Contemporary Issues in Higher Education
The Law of Higher Education
Sociocultural Contexts for Teaching and Learning
Cognate9
Strategic Planning and Institutional Effectiveness
Higher Education Leadership
Organization and Administration of Higher Education in the United States
Electives6
Select 2 from the following:
Introduction to Student Affairs Administration
Professional Helping Skills in Higher Education
The Private College and University
Introduction to International Higher Education Administration
Comparative Higher Education Systems
Today’s College Student and Diversity
Higher Education Finance
The Modern Community College
Development and Fund Raising
Case Studies in Higher Education
College and the University Presidency
Adult and Continuing Education
External and Internal Relations for Higher Education
American Higher Education in a Global Context
The History of Higher Education in the United States
Topics in Higher Education Administration
Field Experiences9
Internship in Higher Education Administration (A)
Internship in Higher Education Administration (B)
Comparative Higher Education Systems
Higher Education Capstone
Total Hours36

Higher Education - International Higher Education Leadership

The International Higher Education Leadership track prepares professionals for positions in international education, including study abroad, international student and scholar services, international campus programming, and higher education for international development. 

Core Courses12
Introduction to Research Methods in Education
Introduction to Applied Statistics and Data Analysis
Contemporary Issues in Higher Education
The Law of Higher Education
Sociocultural Contexts for Teaching and Learning
Cognate6
Introduction to International Higher Education Administration
American Higher Education in a Global Context
Electives9
Select 3 from the following:
Global Political Economy
Globalization and Social Change in the World System
International Cultural Studies: History, Theory and Application
Introduction to Student Affairs Administration
Strategic Planning and Institutional Effectiveness
The Private College and University
Professional Helping Skills in Higher Education
Comparative Higher Education Systems
Today’s College Student and Diversity
Higher Education Finance
Higher Education Leadership
Development and Fund Raising
Case Studies in Higher Education
College and the University Presidency
Adult and Continuing Education
The Modern Community College
External and Internal Relations for Higher Education
The History of Higher Education in the United States
Organization and Administration of Higher Education in the United States
Topics in Higher Education Administration
Foundations of Career Development
Adult and College Student Development
Field Experiences9
Internship in Higher Education Administration (A)
Internship in Higher Education Administration (B)
Comparative Higher Education Systems
Higher Education Capstone
Total Hours36

Special Courses

These courses may be used for a variety of specialized topical seminars and may fulfill requirements in one or more of the cognate areas noted above.

HIED 795Topics in Higher Education Administration1-6

Education Specialist, Educational Leadership – Higher Education

Chris R. Glass, GPD for Higher Education and Community College Leadership

Working professionals who aspire to advance in higher education administration will find the Ed.S. program a meaningful base for building toward their professional objectives. Students who enter the Ed.S. program have diverse backgrounds, experiences, and goals.  For this reason they have the ability, through consultation with their advisor, to tailor the cognate chosen to fulfill their degree obligations towards these goals.

Admission

Prospective students seeking admission to the Ed.S. program with a Concentration in Higher Education must:

  1. Meet all University admission requirements as listed in the Old Dominion University Catalog;
  2. Have a completed Master's degree in an appropriate discipline from a regionally accredited university, and submit transcripts of all undergraduate and graduate work with a minimum GPA of 3.5. Degrees that are equivalent to a Master’s degree such as L.L.B., J.D., and D.D.S. are also acceptable;
  3. Provide two letters of recommendation that showcase applicant's academic ability and leadership;
  4. Provide a well-crafted, 1-page, single-spaced personal statement;
  5. Provide a writing sample that demonstrates analytical and integrative thinking;
  6. Submit official scores from the Graduate Record Examination (GRE) taken within the last five years;
  7. Provide a CV or resume that describes the applicant’s academic and professional background;
  8. Applicants whose native language is not English must submit a current score for the Test of English as a Foreign Language (TOFEL) iBT of at least 80.

Applicants whose admission credentials are slightly below the required minimum will be considered for provisional admission.

Non-degree students are limited to a maximum of two HIED, CCL, and/or FOUN courses prior to admission unless they receive permission from the GPD. Non-degree students must receive academic advising by a Higher Education program faculty member prior to enrollment in any course as a non-degree student. Performance in classes as a non-degree student will not guarantee admission into the program.

Continuance

Students must meet all department, college, and university policy requirements for continuation in their academic program. See department policy above.

Exit

In order to graduate from the program, students must successfully complete:

  1. the required course of study for a total of at least 30 credit hours of coursework; and
  2. pass a written comprehensive examination.

Non-Degree

Non-degree students are limited to a maximum of 2 courses prior to admission unless they receive permission from the GPD.  Students must receive academic advising from a program faculty member prior to enrollment in any course as a non-degree student. Taking courses as a non-degree student does not guarantee admission into the program.

Curriculum

The Education Specialist in Higher Education Concentration requires the completion of a minimum of 30 credit hours beyond the master’s degree. Due to the wide variation of backgrounds among students seeking this degree, the curricular requirements will be determined based upon the applicant’s background.

Required Courses *18
Students, with the assistance of their advisor, will choose six courses from the following that do not repeat courses taken for the Master’s degree:
Contemporary Issues in Higher Education
Introduction to Student Affairs Administration
Strategic Planning and Institutional Effectiveness
The Private College and University
Higher Education Policy
Professional Helping Skills in Higher Education
Introduction to International Higher Education Administration
Comparative Higher Education Systems
Today’s College Student and Diversity
The Law of Higher Education
Higher Education Finance
Sociocultural Contexts for Teaching and Learning
Higher Education Leadership
Development and Fund Raising
Case Studies in Higher Education
College and the University Presidency
Adult and Continuing Education
The Modern Community College
External and Internal Relations for Higher Education
American Higher Education in a Global Context
The History of Higher Education in the United States
Organization and Administration of Higher Education in the United States
Community College Leadership
Community College Finance
Community College Curriculum and Program Development
Community College Politics and Policy Development
Adult and College Student Development
Research Courses9
Introduction to Applied Statistics and Data Analysis
Program Evaluation in Education
Research Design and Analysis
Field Experience3
Internship: Higher Education Administration
Comparative Higher Education Systems
Total Hours30
 
* Required courses must include the following if they have not already been taken at the 700 level within a Master’s degree program
HIED 808Contemporary Issues in Higher Education3
HIED 856Higher Education Finance3
HIED 857Sociocultural Contexts for Teaching and Learning3
HIED 893The History of Higher Education in the United States3
HIED 894Organization and Administration of Higher Education in the United States3
Total Hours15

Special Courses

These courses may be used for a variety of specialized topical seminars and may fulfill requirements in one or more of the cognate areas noted above.

HIED 895Topics in Higher Education Administration1-6

Doctor of Philosophy, Education - Higher Education

Chris R. Glass, GPD for Higher Education and Community College Leadership

The Ph.D. Program in Education with a Higher Education Concentration is designed for those who aspire to senior administrative and faculty roles in institutions of higher education. Possession of this degree also provides those who have earned it with entry into business, government, research, and other leadership positions. The Higher Education Concentration is intended to prepare individuals for administrative and faculty positions and to provide these students with the skills to carry out scholarly research, lead organizations, and create new knowledge. The curriculum includes four parts: core courses, research courses, electives, and dissertation.

Admission

Prospective students seeking admission to the Ph.D. Program in Education - Higher Education Concentration must:

  1. Meet all University admission requirements as listed in the Old Dominion University Catalog;
  2. Have a completed Master's degree in an appropriate discipline from a regionally accredited university, and submit transcripts of all undergraduate and graduate work with a minimum GPA of 3.5 overall for the Master’s degree. Degrees that are equivalent to a Master’s degree such as L.L.B., J.D., and D.D.S. are also acceptable;
  3. Provide three letters of recommendation that showcase the applicant's readiness for advanced graduate study, addressing the applicant’s academic ability and leadership;
  4. Provide a well-crafted, 1-page, single-spaced personal statement;
  5. Provide a writing sample that demonstrates analytical and integrative thinking;
  6. Submit official scores from the Graduate Record Examination (GRE) taken within the last five years;
  7. Provide a CV or resume that describes the applicant’s academic and professional background;
  8. Applicants whose native language is not English must submit a current score for the Test of English as a Foreign Language (TOFEL) iBT of at least 80.

Applicants must submit completed application materials by February 1. The admissions committee composed of Higher Education and Community College Leadership faculty will review all applications then will select applicants for an interview with the committee or committee member(s). Interviews will be used to determine final admissions decisions.

Admitted students will begin in the summer semester of the same year. First- and second-year students are expected to attend the Summer Institute, a series of intensive courses offered on Old Dominion University's main campus each summer. The dissertation requires a minimum of twelve credit hours depending on the length of time necessary for completion.

Continuance

Students must meet all department, college, and university policy requirements for continuation in their academic program. See department policy above.

Exit

In order to graduate from the program, students must successfully complete all degree requirements including all coursework, candidacy requirements, and the dissertation.

Non-Degree

Non-degree students are limited to a maximum of 2 courses prior to admission unless they receive permission from the GPD  Students must receive academic advising from a program faculty member prior to enrollment in any course as a non-degree student. Taking courses as a non-degree student does not guarantee admission into the program.

Curriculum

Core Courses *18
Contemporary Issues in Higher Education
Proseminar in Higher Education
Higher Education Policy
Higher Education Finance
Sociocultural Contexts for Teaching and Learning
The History of Higher Education in the United States
Cognate (12 credits minimum) **12
Introduction to Student Affairs Administration
Strategic Planning and Institutional Effectiveness
The Private College and University
Professional Helping Skills in Higher Education
Introduction to International Higher Education Administration
Comparative Higher Education Systems
Today’s College Student and Diversity
The Law of Higher Education
Higher Education Leadership
Development and Fund Raising
Case Studies in Higher Education
College and the University Presidency
Adult and Continuing Education
The Modern Community College
Internship: Higher Education Administration
External and Internal Relations for Higher Education
American Higher Education in a Global Context
Organization and Administration of Higher Education in the United States
Community College Leadership
Community College Finance
Community College Curriculum and Program Development
Community College Politics and Policy Development
Adult and College Student Development
Globalization and Social Change in the World System
Global Political Economy
International Cultural Studies: History, Theory and Application
Research ***15
Program Evaluation in Education
Applied Linear Models in Educational Research
Analysis of Variance Applied to Educational Research
Research Design and Analysis
Qualitative Research Design in Education
Select one advanced research course from the following:
Advanced Qualitative Research
Design and Analysis for Causal Inference in Educational Contexts
Applied Multilevel Modeling in Educational Research
Applied Structural Equation Modeling in Educational Research
Applied Logistic Regression
Educational Measurement and Assessment
Dissertation Seminar3
Dissertation Seminar
Dissertation12
Dissertation (12 credits minimum)
Total Hours60
*

Some courses may be waived based on previous study. 

**

Students who enter the Ph.D. program have diverse backgrounds, experiences, and goals.  For this reason they have the ability, through consultation with their advisor, to tailor the cognate chosen to fulfill their degree obligations towards these goals. Cognate courses may be taken in the following departments: Community College Leadership, Foundations, Higher Education, International Studies, and Sports Management. The GPD may allow other cognate areas to be developed and implemented by students and advisors upon request if a particular justification is made in writing.   

HIED 868 Internship in Higher Education (3-6 credits) is required for all doctoral students who have not served in a full-time administrative position for at least three years prior to admission.

***

Prerequisites: Doctoral students with no prior coursework in statistics must enroll in FOUN 722. Doctoral students with no prior coursework in educational research must enroll in FOUN 611.

Special Courses

These courses may be used for a variety of specialized topical seminars and may fulfill requirements in one or more of the cognate areas noted above.

HIED 895Topics in Higher Education Administration1-6

Doctor of Philosophy, Community College Leadership

120 Education Building
757-683-4375

Chris R. Glass, GPD for Higher Education and Community College Leadership

The Ph.D. degree in Community College Leadership is designed to meet the executive leadership needs of the nation’s community colleges. The curriculum is designed for professionals who want to increase their knowledge and leadership opportunities in areas such as: curriculum, finance, leadership and administration, policy development, and workforce development. Students develop skills that enable them to assume advanced leadership positions at community colleges; work for state councils of higher education; or work at regional, national, and discipline-specific accrediting bodies.

Students take classes as part of a cohort which provides a shared learning experience, builds community, and broadens students' professional networks throughout their careers. Working professionals across the U.S. engage in live, online weekly class meetings throughout the year, as well as attend an annual, two-week Summer Institute where they engage faculty, colleagues, and guest scholars. The curriculum includes four parts: core courses, a research courses, electives, and dissertation.

Admission

Prospective students seeking admission to the Ph.D. program in Community College Leadership must:

  1. Meet all University admission requirements as listed in the Old Dominion University Catalog;
  2. Have a completed Master's degree in an appropriate discipline from a regionally accredited university, and submit transcripts of all undergraduate and graduate work with a minimum GPA of 3.5 overall for the Master’s degree. Degrees that are equivalent to a Master’s degree such as L.L.B., J.D., and D.D.S. are also acceptable;
  3. Submit official scores from the Graduate Record Examination (GRE) taken within the last five years;
  4. Provide a 1-page, single-spaced essay that addresses their academic and professional goals;
  5. Provide a writing sample that demonstrates analytical and integrative thinking;
  6. Provide a CV or resume that describes the applicant’s academic and professional background;
  7. Provide three letters of recommendation that showcase the applicant's readiness for advanced graduate study, addressing the applicant’s academic ability and leadership;
  8. Applicants whose native language is not English must submit a current score for the Test of English as a Foreign Language (TOFEL) iBT of at least 80.

Applicants must submit completed application materials by February 1. The admissions committee composed of Higher Education and Community College Leadership faculty will review all applications then will select applicants for an interview with the committee or committee member(s). Interviews will be used to determine final admissions decisions.

Admitted students will begin in the summer semester of the same year. First- and second-year students are expected to attend the Summer Institute, a series of intensive courses offered on Old Dominion University's main campus each summer. The dissertation requires a minimum of nine credit hours depending on the length of time necessary for completion.

Continuance

Students must meet all department, college, and university policy requirements for continuation in their academic program. See department policy above.

Exit

In order to graduate from the program, students must successfully complete all degree requirements including all coursework, candidacy requirements, and the dissertation.

Non-Degree

Non-degree students are limited to a maximum of 2 courses prior to admission unless they receive permission from the GPD.  Students must receive academic advising from a program faculty member prior to enrollment in any course as a non-degree student. Taking courses as a non-degree student does not guarantee admission into the program.

Curriculum

Core Courses24
Community College Leadership
Community College Finance
Community College Curriculum and Program Development
Community College Politics and Policy Development
Contemporary Issues in Higher Education
Proseminar in Higher Education
The Law of Higher Education
The Modern Community College
Research Courses *12
Research Design and Analysis
Program Evaluation in Education
Applied Linear Models in Educational Research
Analysis of Variance Applied to Educational Research
Qualitative Research Design in Education
Electives **6
Internship in Community College Leadership
Strategic Planning and Institutional Effectiveness
Higher Education Policy
Introduction to International Higher Education Administration
Comparative Higher Education Systems
American Higher Education in a Global Context
Organization and Administration of Higher Education in the United States
Topics in Higher Education Administration
Trends and Issues of Economic and Workforce Development
Adult and College Student Development
Dissertation Seminar3
Dissertation Seminar
Dissertation (minimum 9 credits)9
Dissertation
Total Hours54
*

Prerequisites: Doctoral students with no prior coursework in statistics must enroll in FOUN 722. Doctoral students with no prior coursework in educational research must enroll in FOUN 611.

**

CCL 868 Internship in Community College Leadership (3 credits) is required for all doctoral students who have not served in a full-time administrative position for at least three years prior to admission.

Educational Foundations

120 Education Building
757-683-5163
http://www.odu.edu/efl

Shana Pribesh, GPD for Educational Psychology and Program Evaluation

Doctor of Philosophy, Education - Educational Psychology, Research & Program Evaluation Concentration

Doctoral students pursuing the Ph.D. in Education with a Concentration in Educational Psychology, Research and Program Evaluation at Old Dominion University will develop a strong foundation in theories of learning, human development, cognition, motivation, self-regulation, and formative assessment as well as training in applied quantitative and qualitative research methods.Educational psychologists study learning across the lifespan and apply psychological principles to formal and informal educational settings in order to promote the success of students in these learning environments.Program evaluators collect and analyze quantitative and qualitative data in order to examine the effectiveness of programs and policies. Our program is designed for students who are interested in teaching, research, and program evaluation-oriented careers. For example, students may be interested in careers as university faculty, researchers in non-profit research organizations, or program evaluators in university research and evaluation centers.

We include two specialized emphasis areas:educational psychology and program evaluation. Students will complete core coursework in research methods and learning theories. Then, students will specialize in coursework and experiences tailored for positions in educational psychology or program evaluation. Along the way, students may take electives that could prepare them for work in PK-12, Higher Education or Instructional Design.

Admission

Prospective students seeking admission to the Ph.D. in Education with a Concentration in Educational Psychology, Research, and Program Evaluation must:

  1. Have earned a Master’s degree in psychology, education, statistics, higher education or other related field. When you submit transcripts, the transcript for your Master’s degree must show that degree conferred and a date of completion.
  2. Submit GRE scores that are no more than five years old. Although we do not specify minimum scores. However, the students in this program average GRE scores of Verbal Reasoning 158 (570 on prior scale) and Quantitative Reasoning 155 (700 on prior scale).Students in this program have scored an average of 4.5 on the analytical writing portion of the GRE.
  3. Submit three letters of recommendation from sources capable of commenting on the applicant’s readiness for advanced graduate study. These letters are very important in the selection process so you may consider sharing your Statement of Purpose with your references so they can candidly comment on your preparation and purpose for attending this program.
  4. Complete a Statement of Purpose essay that shows evidence of motivation, competence, intellectual passion as well as potential as a graduate student/scholar.We are interested in why you think you fit this program, which faculty you would like to work with and why, as well as how you intend to use this degree. You are welcome to talk about your past accomplishments as well as goals.We suggest you emphasize a positive perspective, use concrete examples, and make sure the essay is well-written.
  5. Submit transcripts from all colleges and universities previously attended.
  6. We encourage applicants whose native language is not English to apply. Applicants whose native language is not English must submit a current score for the Test of English as a Foreign Language (TOFEL).
  7. Selected applications will be asked to participate in a 30-minute phone interview with program faculty to discuss your Statement of Purpose.
  8. Prior course work is assumed in statistics and research methods.If that coursework has not been completed, then additional coursework will be added to the candidate’s graduate program of study.
  9. Complete and submit an online application.There is a non-refundable application fee for application to any ODU graduate program.
  10. Non-degree students are limited to a maximum of two program courses prior to admission unless they receive permission from the GPD. Performance in classes as a non-degree student will not guarantee admission into the program.

Applications are accepted and students may start the program year round.

Continuance

Student must meet all department, college, and university policy requirements for continuation in their academic program. See department policy above. After completion of coursework, students must be enrolled in either dissertation credit course or FOUN 899 until graduation.

Program Requirements

Consistent with other Ph.D. in Education concentrations, students complete a minimum of 15 core content area credits and 15 research course credits. The student, with advice and consent of the concentration advisor, will select 18 credits of emphasis courses. Lastly, content and research practices will be melded in a 12 credit research project culminating in a dissertation.

Exit

In order to complete the program, students must fully comply with the curriculum below and with all requirements noted elsewhere in the University Catalog for graduate students. It is the responsibility of the student to obtain these materials and comply with required portions.

Curriculum

Prerequisite Coursework*
FOUN 612Applied Research Methods in Education3
FOUN 722Introduction to Applied Statistics and Data Analysis3
*

 Students who do not have equivalent coursework or appropriate educational experiences must complete the prerequisite courses as listed above or equivalent as approved by the Graduate Program Director.

Research Core Courses 15
Research Design and Analysis
Qualitative Research Design in Education
Applied Linear Models in Educational Research
Analysis of Variance Applied to Educational Research
Educational Measurement and Assessment
Professional Preparation Courses 15
Theories of Learning and Instruction
Sociological and Philosophical Foundations of Education
Policy and Politics in Educational Leadership
Instructional Systems Design
Program Evaluation in Education
Emphasis Areas (Choose One)18
Educational Psychology
FOUN 831 Human Development in Education
FOUN 835 Motivation in Education
FOUN 836 Meta Cognition and Self-Regulated Learning
Formative Assessment of Student Learning for School Leaders and Curriculum Specialist
Cognition and Instructional Design
Elective
Program Evaluation
Analysis with Large Datasets
Topics in Education (Grant Writing)
FOUN 829 Teaching and Research Practicum
Advanced Qualitative Research
Policy and Politics in Educational Leadership
Elective
Dissertation Research Project12
Total Hours60

COMMUNITY COLLEGE LEADERSHIP Courses

CCL 685. Topics in Community College Leadership. 1-3 Credits.

Topics in Community College Leadership.

CCL 695. Topics in Community College Leadership. 1-3 Credits.

TOPICS IN COMMUNITY COLLEGE LEADERSHIP.

CCL 720. Community College Leadership. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: acceptance into the doctoral program or permission of the instructor. A doctoral level seminar intended to provide theoretical and practical background on issues related to community college leadership and assist the student to develop the skills necessary to fulfill the responsibilities of a senior community college administrative leadership position. Of particular importance are skills needed for community college deans, vice presidents and presidents.

CCL 724. Community College Finance. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: acceptance into the doctoral program or permission of the instructor. A doctoral level seminar intended to provide information about the financing and budgeting processes that are practiced in community colleges. This will be accomplished by examining the budget development and budget planning process and a survey of sources and uses of funds as well as the functions and techniques of responsible management of resources.

CCL 726. Community College Curriculum and Program Development. 3 Credits.

3 credits. Prerequisite: acceptance into the doctoral program or permission of the instructor. A doctoral- level seminar intended to assist students to understand the development and management of the community college curriculum. It will do this by (1) examining processes practiced in the identification of courses and degree programs, (2) the review and approval processes of individual programs and courses, (3) assessment and other accountability activities, and (4) the authorizing processes and procedures for establishing or terminating courses or programs.

CCL 768. Internship in Community College Leadership. 3-6 Credits.

3 to 6 credits. Prerequisite: acceptance into the doctoral program or permission of the instructor. The purpose of this course is to allow students to obtain hands-on experience in a leadership role at a community college setting. The student will learn about leadership skills at the community college by observing his or her mentor/site supervisor and by being given leadership tasks associated with the site he or she has chosen.

CCL 795. Topics in Community College Leadership. 1-3 Credits.

1 to 3 credits. Prerequisite: permission of the instructor.

CCL 820. Community College Leadership. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: acceptance into the doctoral program or permission of the instructor. A doctoral level seminar intended to provide theoretical and practical background on issues related to community college leadership and assist the student to develop the skills necessary to fulfill the responsibilities of a senior community college administrative leadership position. Of particular importance are skills needed for community college deans, vice presidents and presidents.

CCL 824. Community College Finance. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: acceptance into the doctoral program or permission of the instructor. A doctoral level seminar intended to provide information about the financing and budgeting processes that are practiced in community colleges. This will be accomplished by examining the budget development and budget planning process and a survey of sources and uses of funds as well as the functions and techniques of responsible management of resources.

CCL 826. Community College Curriculum and Program Development. 3 Credits.

3 credits. Prerequisite: acceptance into the doctoral program or permission of the instructor. A doctoral- level seminar intended to assist students to understand the development and management of the community college curriculum. It will do this by (1) examining processes practiced in the identification of courses and degree programs, (2) the review and approval processes of individual programs and courses, (3) assessment and other accountability activities, and (4) the authorizing processes and procedures for establishing or terminating courses or programs.

CCL 830. Community College Politics and Policy Development. 3 Credits.

Lecture 3 hours; 3 credits. Prerequisite: acceptance into the doctoral program or permission of the instructor. This course will examine the political factors that may influence educational policy-decisions at community colleges and other institutions of higher education. This course will encourage students to pursue self-directed study of the relationships community college leaders build with community college boards of trustees, county commissioners, state legislators (with emphasis on the Commonwealth of Virginia), and federal representatives. The course also will require students to research and participate in debates on current political and ethical issues affecting the community college.

CCL 868. Internship in Community College Leadership. 3-6 Credits.

3 to 6 credits. Prerequisite: acceptance into the doctoral program or permission of the instructor. The purpose of this course is to allow students to obtain hands-on experience in a leadership role at a community college setting. The student will learn about leadership skills at the community college by observing his or her mentor/site supervisor and by being given leadership tasks associated with the site he or she has chosen.

CCL 881. Dissertation Seminar. 3 Credits.

3 credits. A seminar that focuses on the design, implementation, and evaluation of community colleges under real-life conditions in the field. Students and faculty work with community college decision makers utilizing problem solving skills and analysis.

CCL 895. Topics in Community College Leadership. 1-3 Credits.

1 to 3 credits. Prerequisite: permission of the instructor.

CCL 897. Independent Study in Community College Leadership. 1-3 Credits.

Independent study of special topics in community college leadership for doctoral students. Prerequisite: permission of the instructor.

CCL 899. Dissertation. 1-12 Credits.

1 to 12 credits.

CCL 999. Doctoral Graduate Credit. 1 Credit.

This course is a pass/fail course doctoral students may take to maintain active status after successfully passing the candidacy examination. All doctoral students are required to be registered for at least one graduate credit hour every semester until their graduation.