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Ed.D. with a concentration in Advanced Educational Leadership
– Required Courses

Core Courses

  • EDCO 800 Qualitative Data Analysis (3)
  • EFND 702 Research Design & Analysis (3)
  • EFND 705C Residency (2)
  • EFND 722 Educational Statistics (3)
  • EFND 800 Issues in Education (3)
  • EFND 906A Dissertation Research (5)
  • EFND 906B Dissertation Research (5)
  • EFND 906C Dissertation Research (5)

Some courses below may be waived for students possessing an Ed.S. or equivalent upon admission into the Ed.D.: Consult with the concentration advisor.

  • EDUC 700 Online Orientation (0)
  • ENGL 500 Graduate Academic Writing Seminar (if not exempt) (0)
  • UNIV LIB Information Research & Resources (0)
  • EADM 703 Advanced Theory & Practice of Leadership, Communication, & Organizations (3)
  • EFND 705A Residency (2)
  • EFND 705B Residency (2)
  • EFND 706 Christian Worldview for Educators (3)
  • EFND 715 Data-Driven Decision Making (3)

Concentration Courses

Complete 24 credit hours.

Required Courses

  • EDCO 801 Strategic Planning & Program Evaluation (3)
  • EDEL 807 Organizational & Institutional Change (3)

Electives (choose 4)

  • EADM 704 Advanced Curriculum, Instruction, & Assessment (3)
  • EADM 706 Legal, Ethical, Policy, & Professional Issues in Education (3)
  • EADM 720 Strategic Planning & Leadership of School Resources & Operations (3)
  • EADM 721 School & Community Relations (3)
  • EADM 810 Advanced Practices in Personnel Administration (3)
  • EDEL 850 Consulting & Entrepreneurship (3)
  • EDSL 710 The Adult Learner (3)
  • EDSL 727 Supervision & Professional Development (3)
  • EEDD 850 The Superintendency (3)
  • ESAE 820 Program Planning for Adult Learners (3)

Ed.D. with a concentration in Advanced Educational Leadership
– Course Descriptions

EDCO 800 Qualitative Data Analysis (3) Theory and practice in analyzing qualitative data. Topics include coding, meaning generation, and validation.

EFND 702 Research Design & Analysis (3) Overview of scholarly research and methods to evaluate research. Presents the basic concepts of quantitative and qualitative research methods and the diverse approaches to scholarly inquiry and reflective practice.

EFND 705 A, B, C Residency (2) One-week, on campus requirement.

EFND 722 Educational Statistics (3) Basic understanding of statistical methods, particularly as they pertain to research in education. Focuses on conceptual rather than mathematical and applied rather than theoretical–understand why a particular statistical technique is appropriate and how to make sense of the results obtained from its utilization rather than to understand the full mathematical underpinnings of the statistic. SPSS will be used as a productivity tool to perform all statistical procedures. Specific topics include descriptive statistics, visual representation of data, hypothesis testing, regression and correlation.

EFND 800 Issues in Education (3) An advanced examination of current educational issues and contributing factors.

EFND 898 Candidacy Examination Continuation (6) For doctoral students to remain active in the program after an unsuccessful attempt to complete the candidacy examination, they must register for EFND 898. During the registered semester, students should review course material to attempt to successfully complete the examination at a later date.

EFND 899 Candidacy Examination Extension (0) Doctoral students who have been granted approval to take the candidacy examinnation later than the summer of their second year must register for this course to remain active in the program.

EFND 906A Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, research and collect data, write and defend five chapters of their dissertation. Each candidate must register for a minimum of 15 dissertation credits. The credits will be equally distributed into 5 credit segments over 3 consecutive semesters.

EFND 906B Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, research and collect data, write and defend five chapters of their dissertation. Each candidate must register for a minimum of 15 dissertation credits. The credits will be equally distributed into 5 credit segments over 3 consecutive semesters.

EFND 906C Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, research and collect data, write and defend five chapters of their dissertation. Each candidate must register for a minimum of 15 dissertation credits. The credits will be equally distributed into 5 credit segments over 3 consecutive semesters.

EFND 907 Dissertation Continuation (3) Designed for doctoral candidates who have not successfully defended their dissertation within 3 semesters, as required by the School of Education doctoral program. Students will enroll in this course each semester and work closely with their dissertation committee until they have successfully defended their dissertation as required by the program.

EDUC 700 Online Orientation (0) Required during the first semester of enrollment in some programs; acclimates students to Blackboard, the platform from which online classes are launched.

ENGL 500 Graduate Academic Writing Seminar (0) Development of the scholarly writing skills of entering graduate students, including consistent standards in grammar and punctuation, academic style, avoiding plagiarism, and learning to critique academic works.

UNIV LIB Information Research & Resources (0) Teaches basic competencies in the use of computer and related information technology research and resources, including use of the library. Enroll in the course in the first semester. Required for graduation. Pass/No Pass.

EADM 703 Advanced Theory & Practice of Leadership Communication, & Organizations (3) Critical examination of theories and practices of leadership and communication as they relate to individuals and organizations within the context of educational systems.

EFND 706 Christian Worldview for Educators (3) Explores the development of a Christian worldview with a particular emphasis on Regent University's mission. Evaluates cultural and educational trends through the lens of a Christian worldview.

EFND 715 Data-Driven Decision Making (3) Descriptive statistics and data-driven decision making in problem-based learning applications.

EDCO 801 Strategic Planning & Program Evaluation (3) Examines strategic planning and the role of program evaluation in the planning-implementation-evaluation cycle to include the curriculum planning process. Topics include various theoretical and philosophical perspectives, alternative evaluation designs and related methodologies including collaborative action research and issues related to design, measurement and utilization. The goal is to help educators become active collaborators in the evaluation process and to give them the tools to judge the value of an evaluation. Whether the task is designing an internal evaluation of a local program, contracting for an external evaluation at the district level, or critically reviewing an evaluation report as a basis for making an administrative decision, this course offers important leadership preparation. Each student will prepare an evaluability assessment related to a self-selected educational program in his/her area of concentration. Prerequisite: a graduate level research course. Cross-listed with EDCO 501

EDEL 807 Organizational & Institutional Change (3) Paradigms, processes, elements, and constituents of change. Building upon foundational Biblical models, principles of an effective change process are emphasized from both macro and micro level perspectives.

EADM 704 Advanced Curriculum, Instruction, & Assessment (3) Underpinnings, principles, and issues of curriculum, instruction, and assessment as they directly relate to student learning and achievement.

EADM 706 Legal, Ethical, Policy, & Professional Issues in Education (3) Analysis, synthesis, and evaluation of key legal, ethical, policy, and professional issues confronting K-12 educators.

EADM 720 Strategic Planning & Leadership of School Resources & Operations (3) Leadership and management skills that achieve efficient and effective organizational operations. Emphasizes strategic planning (including vision/mission) and principles, practices, and issues of budgeting affecting all operations at the district and building levels including management of resources, time, and space.

EADM 721 School & Community Relations (3) Principles and practices of working collaboratively with various constituencies in relation to K-12 student learning, which provides an awareness and better understanding of cultural changes within the internal and external publics of the school and community.

EADM 810 Advanced Practices in Personnel Administration (3) Analysis and problem solving in recruitment, selection, placement, training, and evaluation of personnel as it relates to the purpose of education. Emphasis is given to human resources management and development functions in schools and school districts and the role of professionalism in advancing educational goals.

EDEL 850 Consulting & Entrepreneurship (3) Consulting and entrepreneurship within the educational arena.

EDSL 710 The Adult Learner (3) Provides an overview of the major theorists associated with adult learning based on historical and philosophical perspectives. This course will review and evaluate theory and research that make adult education a distinctive field of philosophy and practice.

EDSL 727 Supervision & Professional Development (3) Basic principles of supervision to ensure continuous and effective professional development for adult learners.

EEDD 850 The Superintendency (3) Be involved in a school district site and become directly involved in management duties and leadership experiences related to the position of district superintendent. Requires submission of a product that summarizes the experience. Prerequisite: endorsement as a principal and three years' experience in an educational administrative position.

ESAE 820 Program Planning for Adult Learners (3) Examines current trends and issues surrounding the development and administration of programs for adults including environmental, social, political, cultural, and demographic variables along with organizational and institutional roles and differences.