Become a Leader

Developing globally minded, ethical leaders who appreciate varied perspectives is at the core of a Saint Mary’s University of Minnesota education.

The Education Doctoral Degree in Leadership program offered at Saint Mary’s is especially designed for professionals who are passionate about the intersection of leadership and scholarship. Since its inception, the program’s innovative, practitioner-focused curriculum has inspired leaders in a variety of fields—education, healthcare, corporations, nonprofits, and more. Upon successful completion of the program, Saint Mary’s graduates are well prepared to manage people, lead departments, and serve as top-level executives.

In-person and Online Course Delivery

With two delivery options to choose from—traditional, which features evening and weekend classes that meet in person, or blended—which offers online coursework that is enhanced through a summer residency—students will find a convenient class schedule that meets their needs. Regardless of your preference, you’ll find a diverse learning environment that encourages collaboration and in-depth conversations with your peers. You will also have the opportunity to explore your passions through research and reflection alongside highly regarded scholar-practitioners.


Current students and faculty discuss the value of the Ed.D. in Leadership program and the convenience of blended course delivery.

Program Outcomes

Graduates of this program are expected to be able to:

  • Communicate effectively
  • Engage in complex critical thinking
  • Engage others with justice, empathy, compassion, and cultural competence
  • Become capable contributors to our knowledge
  • Create and nurture learning organizations
  • Lead appropriate organizational change
  • Operate in a complex, global environment
  • Demonstrate leadership competencies

Frequently Asked Questions

The Ed.D. degree is a practitioner-focused program for those who plan to move into leadership positions within their professional area of expertise, or who wish to expand their professional profile and opportunities to enable them to work in teaching or leadership roles in education, business, healthcare, or training. Traditionally the Ph.D. degree is seen as primarily research-focused for those who plan to teach and research full time.

Upon graduation from the Ed.D. in Leadership program, you will receive the credential of doctorate or doctoral degree. You will be referred to as a Doctor of Education and your signature line may include Ed.D. after your name.

The Ed.D. program offers two delivery formats to meet the learning and schedule needs of working adults:

  • Face-to-face campus-based model 
  • Online with residency model

Both formats take approximately three years to complete the coursework. Upon completion of the coursework, learners will move into the comprehensive exam and then the dissertation. Many learners complete the full program in five to seven years. Program policy requires that the full program be completed in eight years or less.

Courses are completed face-to-face one evening per week and on occasional Saturdays at the Twin Cities Campus in Minneapolis or at the Rochester Center.

Courses are offered year-round during spring, summer, and fall semesters. Students take two courses per semester (one class every eight weeks for the face-to-face model).

For students in the online model, this schedule is slightly altered during the summer semester to account for the residency.

Blended learning cohorts allow learners to complete most coursework via online course delivery. Blended cohort learners participate in three, two-week summer residencies (typically held for two weeks in July) at the Twin Cities Campus. Learners in the blended cohort follow the same curricular path as those in the traditional model, however, the majority of the coursework is completed online.

Applicants for the face-to-face model are encouraged to apply throughout the year and, if accepted, begin with the next available face-to-face cohort at the Twin Cities Campus or Rochester Center.

Learners choosing the blended model begin the program once per year. Program orientation is offered at the end of April, with learners starting online coursework in May.

Learners are expected to have access to a computer with video and microphone capabilities. High speed internet access is essential.

Both. There will be course activities and assignments that can be completed at your leisure. You will also be expected to join online group work and discussions at prearranged days and times. These requirements will be clearly outlined on course syllabi.

Tuition and fees for the program are outlined here. In addition to the cost per credit, students will pay an application fee, a dissertation defense fee, and a graduation fee. Students are also responsible for the cost of books and technology.

We encourage you to focus your study on the areas of education and research that most interest you. Our faculty come from a wide range of educational and professional backgrounds to mirror that of our students.

Here are some dissertation topic examples:

  • A Phenomenological Study of how Individuals Experience Re-employment After Being Laid Off
  • A Comparison of Student Open-ended Written Comments in Traditional to Online College Course Evaluations: a Quantitative Content Analysis
  • Differing Conceptions of Past Practice in Wisconsin Public School Contract Negotiations: a Phenomenographical Study

Information about the professional and educational backgrounds of faculty may be found in the faculty listings below.

This may be a possibility for some learners, if schedules align. You will work closely with program staff to determine if both online and face-to-face courses fit into your degree plan.

The comprehensive examination is taken at the culmination of the coursework in the program and prior to the dissertation.

The comprehensive examination is an integrative experience requiring students to demonstrate personal mastery of concepts studied during the core sequence, as well as the ability to apply those concepts to challenges in their areas of specialization.

From Start to Finish

  • You can earn your Ed.D. in Leadership degree in less than four years.
  • Courses begin every summer and fall.
  • To apply, you'll need to submit an application, $25 application fee, résumé, brief personal statement outlining your professional and educational goals, official transcripts, and letters of reference. For more information, visit the graduate admission page.

Apply Today

Locations

This program is offered at our Twin Cities and Rochester locations and online.

Degree Requirements

Degree Requirements

Required Orientation 0 cr.
Required Organizational Leadership Core 12 cr.
Required Education Core 15 cr.
Required Inquiry Core 15 cr.
Contextual Electives 12 cr.
Required Program Examinations 13 cr.
Total 67 cr.

Required Orientation

EDD800 Student Orientation (0 cr.)

EDD student orientation sessions are held prior to the beginning of each semester. Attendance is required before EDD students begin coursework. The orientation sessions introduce new students to the faculty; provide a thorough description of the program's academic expectations of its students; introduce students to library services and the writing center staff; provide valuable information regarding course registration; demonstrate the use of Blackboard®; and include a discussion of other important administrative matters.

Upon completion of this course, students are expected to be able to do the following:

  1. Enroll in EDD courses online.
  2. Procure appropriate services from the Library and Writing Center website or staff.
  3. Contact his/her academic adviser.
  4. Contact the Program Coordinator or Program Director.
     

Required Organizational Leadership Core (12 cr)

EDD802 Leadership Theory (3 cr.)

This course focuses on applied theories of leadership behavior. It surveys the concepts of leadership effectiveness: leaders as change agents, and leaders as servants. The role of leadership in organizational communication, control, empowerment, and conflict resolution are analyzed.

Upon completion of this course, students are expected to be able to do the following:

  1. Analyze and demonstrate strategies for improving the organization structure and culture and climate for all stakeholders.
  2. Evaluate models of leadership theories.
  3. Apply leadership theories to appropriate situations.
  4. Analyze strategies that ground effective organizational leadership.
  5. Evaluate self-discovery as a factor in leadership.
  6. Evaluate the development of organizational vision.
  7. Evaluate the role of culture in leadership.
  8. Evaluate the role of ethics in leadership.
  9. Analyze the value of organizational diversity.
  10. Facilitate and evaluate organizational change.
  11. Demonstrate effective communication in various leadership situations.
     

EDD805 Ethical Dimensions in Organizational Leadership (3 cr.)

This course focuses on developing an awareness of the major ethical positions and critically examining the foundational ethic theories and decision-making processes throughout history. Various ethical theories are examined in relation to contemporary examples of the ethical challenges faced by leadership. The course seeks to enable individuals to reflect on their personal ethical stances and to analyze and critique ethical issues related to a variety of leadership contexts and situations.

Upon completion of the course, students are expected to be able to do the following:

  1. Understand and become conversant with ethics as a discipline and selected basic ethical moral principles.
  2. Analyze and integrate the basic ethical and moral principles.
  3. Distinguish among cultural norms, personal preferences and values, policies, and moral and ethical principles.
  4. Analyze major ethical theories and be able to evaluate both their strengths and weaknesses.
  5. Recognize and apply a methodology for ethical decision making.
  6. Evaluate personal and professional ethics.
  7. Analyze the role of ethical leaders in organizations.
     

EDD855 Organization Development (3 cr.)

This course applies the principles of education to the discipline of organization development, which studies the ways in which individuals as well as the organization refines existing skills and develops new skills. Topics include the examination of assumptions, strategies, models, and motivational systems that contribute to organizational performance, as well as techniques that develop the organization's ability to innovate, improve, and manage change.

Upon completion of the course, students are expected to be able to do the following:

  1. Analyze organization development.
  2. Evaluate various organization interventions.
  3. Evaluate appropriate applications of OD to various organizations.
  4. Apply organization development theory to an existing organization.
  5. Analyze the history of organization theory.
  6. Evaluate models of resource management.
     

EDD856 Organizational Effectiveness (3 cr.)

This course applies the principles of assessment to the development of authentic systems to monitor and measure the effectiveness of organizations. Models include the systems approach, the goal-attainment approach, the strategic-constituencies model, and the competing-values model. These models provide a framework for assessing the criteria which are relevant to the long-term survival of any organization.

Upon completion of the course, students are expected to be able to do the following:

  1. Analyze and evaluate the development of organizational effectiveness.
  2. Analyze and evaluate various organizational effectiveness theories.
  3. Evaluate assessment instruments for specific purposes within the framework of organizational effectiveness.
  4. Create an appropriate model of organizational effectiveness for an organization.
  5. Evaluate organizational life and decline cycles.
  6. Demonstrate appropriate APA writing style.
     

Required Education Core (15 cr)

EDD810 Communication In Adult Learning Settings (3 cr.)

This course studies dimensions of effective communication in adult learning settings.  Emotional intelligence, cultural perspectives on communication, and strategies for communicating effectively with adult learners are critiqued.

Upon completion of this course, students are expected to be able to do the following:

  1. Evaluate systems for communication in a learning setting.
  2. Employ and evaluate effective oral communication and presentation strategies.
  3. Facilitate and evaluate creative collaborations through dialogue.
  4. Utilize emotional intelligence as leadership competencies for critical thinking.
  5. Evaluate the power dimensions of organizational communication in adult learning settings.
     

EDD811 Theories of Adult Learning (3 cr.)

This course addresses a comprehensive range of philosophies and theories of adult learning that influence leadership approaches. Issues such as demographics and characteristics of adult learners, motivation, developmental theories, the impact of age on learning, learning styles, and cultural issues are addressed.

Upon completion of this course, students are expected to be able to do the following:

  1. Analyze and evaluate classical and emerging philosophies and theories of adult learning.
  2. Analyze and evaluate adult learning theories and integrate these with leadership strategies.
  3. Understand current literature on brain function as it relates to adult learning and development.
  4. Analyze and evaluate motivation theory.
  5. Analyze and evaluate ethical implications of learning.
  6. Demonstrate application of appropriate APA writing style.
     

EDD812 Advanced Teaching Techniques for Adult Learners (3 cr.)

Participants in this course examine characteristics of adult learners as students or employees, and explore various strategies by which to facilitate adult learning. Participants analyze environments as places of learning for adults, and the leader as a culturally competent facilitator of learning.

Upon completion of this course, students are expected to be able to do the following:

  1. Evaluate classical and emerging teaching strategies for adult learning.
  2. Facilitate and evaluate the intrinsic and extrinsic motivations for learning.
  3. Evaluate instructional strategies for cultural appropriateness.
  4. Evaluate the ethical implications of teaching.
     

EDD813 Advanced Curriculum Design (3 cr.)

In this course students examine models for professional development, curricular implementation, and assessment with special emphasis on systematic instructional design. Topics to be addressed include the needs of assessment, goal setting and analysis, objective writing, generating curriculum and instructional strategies, and determining appropriate assessments, evaluations, and feedback.

Upon completion of the course, students are expected to be able to do the following:

  1. Evaluate and apply instructional systems design theories.
  2. Assess curricular effectiveness.
  3. Evaluate ethical implications of curricular design.
  4. Apply and evaluate adult learning theory and teaching techniques for adults to instructional systems design.
  5. Evaluate educational psychology through curricular design.
     

EDD814 Assessment: Theory and Practice (3 cr.)

This course focuses on the concept of assessment across learning taxonomies and how they link to learning processes. Topics include clarification of terminology, limitations of conventional evaluation, relating assessment to instruction and teaching practices, performance criteria, assessment tools and strategies, assessment strategies for adult populations, and the creation and evaluation of instruments.

Upon completion of this course, students are expected to be able to do the following:

  1. Evaluate measurement scales including nominal, ordinal, interval, ratio, norm referenced, and criterion referenced.
  2. Evaluate score reporting formats including standardized and non-standardized scores, normal curve, percentiles, grade/age equivalents, scale scores, and normal curve equivalents.
  3. Evaluate the terminology and concepts of validity including construct, content, and criterion referenced.
  4. Evaluate reliability including internal consistency, test/retest, alternate form, and inter‐rater reliability.
  5. Evaluate the ethics of assessment including fairness, bias, confidentiality, and tests for diverse populations.
  6. Analyze the common forms and uses of various item types.
  7. Evaluate and create assessment instruments.
  8. Demonstrate appropriate research writing style (APA).
     

Required Inquiry Core (15 cr)

EDD809 Advanced Research Writing (3 cr.)

This course focuses on developing and refining a writing process for extensive research projects. Emphasis is on identifying and strengthening one's voice as an academic writer; establishing a relationship with readers; achieving advanced skills in development, analysis, revision of ideas, and editing to mastery of research writing. APA style is a key component of the class.

Upon completion of this course, students are expected to be able to do the following:

  1. Engage the research writing process.
  2. Master APA writing style.
  3. Evaluate the use of primary and secondary sources of research.
  4. Conduct and evaluate effective manual and electronic literature searches.
  5. Create a literature review employing an academic/scholarly research writing format.
  6. Evaluate literature content.
  7. Evaluate research ethics.
  8. Evaluate the nature of research.
     

EDD820 Introduction to Research (3 cr.)

This course examines basic ideas that are foundational to conducting organizational research. Fundamental elements such as problem statements, research questions, hypotheses, critical thinking skills, inclusion of social and economic contingencies, and research ethics are investigated in preparation for the design of a scholarly research proposal.

Upon completion of this course, students are expected to be able to do the following:

  1. Develop an effective research problem statement.
  2. Develop effective research questions and hypotheses.
  3. Evaluate the differences between quantitative and qualitative research.
  4. Apply critical thinking in a research context.
  5. Evaluate social, political, and economic contingencies that impact organizations.
  6. Evaluate ethical dimensions of organization research.
     

EDD821 Techniques for Research (3 cr.)

This course introduces the basic techniques needed to conduct organizational research. Fundamental elements such as hypotheses, sampling techniques, data analysis, design validity, and research ethics are investigated in preparation for the design of a scholarly research proposal.

Upon completion of the course, students are expected to be able to do the following:

  1. Evaluate various quantitative and qualitative research designs.
  2. Evaluate design validity.
  3. Evaluate sampling techniques.
  4. Address critical research issues.
  5. Apply research ethics.
  6. Demonstrate appropriate research writing style (APA).
  7. Create an effective research proposal.
  8. Evaluate the validity of alternative experimental designs.
     

EDD822 Qualitative Research Design and Methods (3 cr.)

This course provides an in-depth look at qualitative research methods through exploration of qualitative research paradigms; various qualitative methodologies; design, implementation, analysis, and presentation issues; the use of technological data analysis tools in qualitative research; and ethical issues.

Upon completion of the course, students are expected to be able to do the following:

  1. Analyze, synthesize, and evaluate research ethics to a qualitative design.
  2. Analyze, synthesize, and evaluate the applications of various qualitative methods.
  3. Analyze, synthesize, and evaluate qualitative sampling methods.
  4. Develop qualitative data collection instruments.
  5. Analyze, synthesize, and evaluate researcher and subject qualification requirements.
  6. Analyze, synthesize, and evaluate qualitative design validity.
  7. Analyze, synthesize, and evaluate qualitative data analysis including coding.
  8. Evaluate qualitative data analysis.
  9. Demonstrate appropriate research writing style (APA).
  10. Design a qualitative research study.
     

EDD823 Quantitative Research Design and Methods (3 cr.)

This course explores quantitative research methods. It includes a general survey of descriptive statistical techniques, selection of appropriate statistical measure, development of samples or databases, and analysis of findings. Computer application and use of statistical programs to develop, manipulate, and analyze data constitute an integral part of the course.

Upon completion of the course, students are expected to be able to do the following:

  1. Analyze and evaluate the application of various quantitative methods.
  2. Evaluate quantitative research.
  3. Evaluate quantitative sampling methods and statistical power analysis.
  4. Evaluate results/interpretation techniques.
  5. Apply and evaluate research ethics to quantitative research design.
  6. Evaluate quantitative data analysis.
     

Contextual Electives (12 cr)

EDD816 Seminar: Topics in Education (3 cr.)

This course provides students with the opportunity to examine in detail, and to discuss, topics in education that have emerged, either from earlier courses or from their professional life that they consider important.

Upon completion of the course, students are expected to be able to do the following:

  1. Analyze and evaluate research topics in an unbiased manner.
  2. Create and defend multiple perspectives of a research topic.
  3. Evaluate academic arguments.
  4. Create and present a comprehensive literature review on a topic of interest to the student.
     

EDD818 Knowledge Development: Theory, Formats, and Applications (3 cr.)

This course explores and applies principles of adult learning theory, instructional design, and leadership to the creation, production, and distribution of knowledge in a technologically advanced society.  This constructivist approach is grounded in an understanding of the complex interactions of social learning and the social construction of meaning.  Topics include the politics of research and knowledge, how practice and technology are framing meaning, facilitating innovation, and transforming processes in business and education.  Implications for leadership, technology stewardship, and the development of organizations are considered.

Upon completion of the course, students are expected to be able do the following:

  1. Apply principles of adult learning theory and instructional design to the development of knowledge.
  2. Critically assess the alignment of technology, learning, symbol systems, and practice in facilitating knowledge creation.
  3. Evaluate the power dynamics and influences of community and technology in creation and distribution of knowledge.
  4. Create a social system model and evaluative structure for facilitating/promoting inquiry and responsible action within digital habitats.
  5. Analyze knowledge creation as an essential means of personal growth, social action and responsibility.
  6. Evaluate your role in leading and stewarding knowledge creation and development.
     

EDD824 Leadership in Literature (3 cr.)

This course examines ways in which significant works of literature explore, reflect, and shape major themes and theories of leadership style and behaviors. Literature both develops society's views, through its widespread influence, and reflects the prevailing attitudes. By studying how leadership is exemplified within works that have been widely read, students examine how concepts of leadership have existed and changed over time, and critically assess some of the cultural underpinnings of leadership models.

Upon completion of this course, students are expected to be able to do the following:

  1. Critically read and engage literary texts as cultural artifacts.
  2. Engage in debate over the types of leaders and leadership models demonstrated within the texts, integrating into their discussion established leadership theories.
  3. Analyze the ethical struggles and dilemmas faced by characters within the texts, integrating the ethical frameworks they have previously studied into the current discussion.
  4. Assess the role of rhetoric as a tool in leadership.
  5. Analyze the cultural components of leadership models as reflected in the texts.
  6. Compare, synthesize, and create new models based on models from the texts.
  7. Create documents which adhere to APA format and ethical methods of using sources.
     

EDD826 Non-Western Cultural Thought: An Ethnographic Approach to Research and Leadership (3 cr.)

In this course non-Western cultural pedagogy, philosophy, and ideology are examined to understand the complexities of learning, leadership, and research using ethnographic research methods. Strategies for non-Western cultural and Indigenous ways of learning are analyzed and synthesized.

Upon completion of this course, students are expected to be able to do the following:

  1. Understand and be able to apply ethnographic research methods.
  2. Evaluate, analyze, and synthesize effective non-Western and Indigenous cultural ways of teaching learning, leadership, and research strategies.
  3. Analyze, synthesize, and evaluate the applications of Indigenous research methods.
  4. Develop and present ethnographic findings on concepts and representations of non-Western cultural or Indigenous leaning philosophies and ideologies for leadership and research topic of interest to the student.

EDD840 Creativity and Innovation (3 cr.)

This course examines creativity and innovation from a scientific perspective.  Topics include the varying definitions of these phenomena, the process of how they occur, the examination of eminent cases, the application to real-world situations, and strategies for assessment.

Upon completion of the course, students are expected to be able to do the following:

  1. Evaluate the varying definitions of creativity and innovation.
  2. Understand key concepts from the creativity and innovation literature.
  3. Analyze, synthesize, and evaluate scientific perspectives on creativity and innovation.
  4. Apply scientific theories and models of creativity and innovation on personal, organizational, and societal levels.
  5. Evaluate the importance of creativity and innovation in context.
  6. Demonstrate appropriate research writing style (APA).
     

EDD850 Social Justice in a Global World (3 cr.)

This course address issues of leadership and social justice, its theory, and principles.  Social justice from a local, national, international, and global perspective is examined. The course aims to assist students to think critically, to clarify their assumptions and values, and to develop their own positions on social issues.

Upon completion of this course. students are expected to be able to do the following:

  1. Analyze and integrate into one's understanding the basic principles of social justice.
  2. Analyze the similarities and differences of applying social justice in societal and global frameworks.
  3. Articulate and evaluate the connection between social justice, human relations and leadership.
  4. Compare, contrast, and evaluate different scholars' theories and concepts of social justice.
  5. Analyze, synthesize and evaluate the transnational struggles against injustice.
  6. Evaluate how the various theories of social and economic justice respond to and address the causes of poverty, discrimination, exploitation and oppression in human societies.
     

EDD851 Historical and Contemporary Perspectives on Higher Education (3 cr.)

This course begins with a historical perspective of higher education, including European roots, the founding of American universities, land-grant colleges, the research university, the two-year college movement, and changes since World War II. The course examines both the historical and the contemporary governance structure and fictions, and the impetus for institutional reform. Future trends, such as those driven by the information age and demographic change, are explored.

Upon completion of the course, students are expected to be able to do the following:

  1. Evaluate the relevance of historical information to today's higher education environment.
  2. Apply historical trends to current issues in education.
  3. Predict outcomes or progression of the resolution of current issues in education based upon historical precedents.
  4. Identify and analyze the components of historical information.
  5. Synthesize information from a variety of historians to provide a deeper understanding of the whole of higher education.
  6. Compare current higher education trends to historical trends.
     

EDD852 Policy and Politics in Higher Education (3 cr.)

This course provides an overview of policy formulation in postsecondary institutions, including the role of boards, administrators, faculty, and students. The forces exerted by federal and state policy and regulatory agencies on both public and private institutions are examined. Related topics include policies on academic freedom, the future of the tenure system, faculty participation in institutional planning, and the effects of external and internal policy-making on financial planning.

Upon completion of the course, students are expected to be able to do the following:

  1. Identify higher education policy issues.
  2. Research higher education policy issues.
  3. Analyze the components of identified higher education policy issues.
  4. Understand the process of policy development.
  5. Synthesize all elements of a problem into a clear, cohesive, and defendable policy.
  6. Evaluate policy based upon constructed criteria.
  7. Understand the role of lobbying in policy development and adoption.
  8. Synthesize policy issues in the development of a lobbying effort.
     

EDD853 Development and Evaluation of Postsecondary Education (3 cr.)

The course focuses on the variety of issues surrounding the design and assessment of academic programs. Topics include traditional, contemporary and future models of postsecondary programs; the effects of the changing student population on program development, particularly adult learners; educational offerings in the workplace; keeping quality control in the midst of changes, such as an increase in part-time faculty; accreditation issues; the impact of student and faculty evaluations on quality programming; and faculty development as an institutional response to quality programming.

Upon completion of the course, students are expected to be able to do the following:

  1. Analyze and critique program development processes.
  2. Create or revise an academic, student services, or workplace learning program.
  3. Analyze and critique institutional and program assessment processes.
  4. Design an assessment plan and an implementation plan for an academic, student services, or workplace learning program.
     

EDD854 Organizational Learning (3 cr.)

This course applies the concepts of learning to the methods and techniques through which organizations communicate information and learn. Supported by the learning organization model of organization theory, this course examines the structures and systems that allow organizations to learn as well as those that inhibit or eliminate organizational learning.

Upon completion of the course, students are expected to be able to do the following:

  1. Analyze and discuss the development of organizational learning.
  2. Apply organizational learning to the structure of an existing organization.
  3. Demonstrate defensive reasoning and the structures that support it.
  4. Apply the concepts of organizational learning to the development of a new organization or the re-engineering of an existing organization.
     

EDD871 Archival Research Methods (3 cr.)

This course explores the process of historical research in Lasallian contexts. Topics include archival research methods, document verification, document analysis, and ethical issues.

Upon completion of this course, students are expected to be able to do the following:

  1. Evaluate archival research methods.
  2. Critique historical documents.
  3. Analyze historical data.
  4. Analyze ethical issues in historical research.

EDD872 Leading Multi-Faith Lasallian Communities (3 cr.)

This course investigates the leadership of Lasallian ministries that serve multi-faith and majority non-Catholic communities. Ecumenism, interfaith dialogue, and cultural competence are critically analyzed.

Upon completion of this course, students are expected to be able to do the following:

  1. Analyze the challenges of leadership in multi-faith environments.
  2. Analyze the relationship of Lasallian ministries with their internal and external constituencies in multi-faith communities.
  3. Critique cultural competence in the context of Lasallian leadership.

EDD873 Association for Mission (3 cr.)

The Brothers of the Christian Schools have taken a vow of "association" since the beginning of the Institute. As the number of ministries has increased, the Brothers have come to work in association with lay partners to help carry on the mission. This course explores the concept of association within the Lasallian community and examines various models of implementation.

Upon completion of this course, students are expected to be able to do the following:

  1. Critique models of association from a variety of contexts.
  2. Explore the evolution of association within the Lasallian global network.
  3. Evaluate the implications of lay association on the Lasallian charism.
     

EDD874 Lasallian Leadership Traditions (3 cr.)

This course focuses on the leadership approaches used by individuals who have provided leadership to the Lasallian movement from the beginning to modern day. Historical texts and biographies are analyzed to promote understanding of how individuals within the Lasallian community provided leadership and support for the continuation of the Lasallian Mission.


Upon completion of this course, students are expected to be able to do the following:

  1. Evaluate the impact on Lasallian ministries of key historic figures within and outside the Institute of the Brothers of the Christian Schools.
  2. Analyze effective leadership in a variety of historic, cultural, and ministry contexts.
  3. Analyze the decision and leadership processes employed by the modern Institute of the Brothers of the Christian Schools.
     

EDS715 Curriculum, Assessment, and Instructional Leadership (3 cr.)

The role of the instructional leader is explored in this course. Analysis and development of policies supporting effective curriculum, assessment, and instruction systems are conducted and policy advocacy strategies evaluated. Research-based strategies for differentiating learning for special populations, including special education, gifted, English language learners, and culturally diverse learners are explored. Effective professional development design and delivery models are examined, and adult learning theories are investigated. This course also examines the processes of implementing the design plans of curriculum, assessment, and instruction.

Upon completion of the course, students are expected to be able to do the following:

  1. Analyze characteristics of effective instructional leaders.
  2. Evaluate the effectiveness of school district policies supporting curriculum, assessment, and instruction.
  3. Practice advocacy for curriculum, assessment, and instruction.
  4. Design strategies for differentiating learning for each of the following special populations: a) special education, b) gifted, c) English language learners, d) culturally diverse learners.
  5. Evaluate characteristics of effective professional development models.
  6. Analyze adult learning theories.
     

 

EDS741 Financial Management (3 cr.)

The emphasis of this course is on budget allocation, planning, reporting, and auditing laws and rules governing schools and school districts in Minnesota. Financial systems at the state, district, and school levels are evaluated. The course reviews the historical development of state funding for public education in Minnesota.

Upon completion of the course, students are expected to be able to do the following:

  1. Describe the historical progress of public education funding in Minnesota including the overall scope of the current system used to fund schools.
  2. Calculate and apply the various revenue formulas used to finance schools in Minnesota.
  3. Apply the principles of fund accounting used in the Uniform Financial Accounting and Reporting System for Minnesota Schools (UFARS) in the development of budgets and the chart of accounts.
  4. Research the Minnesota property tax system that relates to school finance.
  5. Evaluate differing methods of budget development, their implementation, and their strengths and limitations.
  6. Analyze the legal issues involved in school financial management.
  7. Explain the need for accurate fiscal records for school and district finances, and budgets.
  8. Analyze options for allocation of personnel and material resources.

EDS742 Legal Issues in Education (3 cr.)

The emphasis of this course is on the identification, interpretation, and implementation of state and federal laws and legal issues affecting schools and school systems. Education case law, contract law, labor relations, policies, and regulations pertinent to school districts are discussed. Dispute resolution processes and resources are examined.

Upon completion of the course, students are expected to be able to do the following:

  1. Review, analyze, and interpret federal and Minnesota statutory law related to education.
  2. Apply relevant case law, rules, policies, and regulations to school districts.
  3. Recognize and analyze issues and legal concepts specific to school law.
  4. Describe provisions of state and federal law pertaining to special needs.
  5. Analyze state and federal statutes, laws and provisions for alternative schools.
  6. Critique the process of collective bargaining of master contracts including negotiation, mediation, and arbitration between the school board and the various employee groups, and provisions of the master contracts.
  7. Articulate the process of dispute resolution as it pertains to conflict with parents, students, and various staff employee groups.
     

Required Program Examinations (13 cr)

EDD830 Dissertation (12 cr.)

Individualized sessions are conducted with the candidate's committee chairperson to prepare the dissertation proposal and the dissertation as well as the presentation to the committee. Candidates are required to register for at least one dissertation credit each semester until finished with a minimum of 12 credits required to complete the degree.

Upon completion of this course, students are expected to be able to do the following:

  1. Demonstrate satisfactory progress has been made toward completion of the dissertation.
     

EDD899 Comprehensive Examination (1 cr.)

Doctoral students are required to take a comprehensive examination upon completion of coursework. The comprehensive examination is an integrative experience requiring students to demonstrate personal mastery of concepts studied during the core sequence as well as the ability to apply those concepts to challenges in their areas of specialization.

Upon successful completion of the examination, students are expected to be able to do the following:

1.  Display abilities to analyze, synthesize, evaluate, and apply knowledge as evidenced by an ability to

  • Separate a concept into its constituent parts
  • Assimilate other information and assemble the parts into new concepts
  • Evaluate the appropriateness of the new concept
  • Create a standard for evaluating new ideas
  • Use information that is appropriate to the application

2.  Display abilities to organize ideas and to communicate effectively both in writing and in speaking as evidenced by

  • Logical thinking processes
  • Adherence to APA editorial style
  • Smooth transitions between ideas
  • Organized thinking when speaking
  • An ability to listen to questions
  • Answering appropriately

3. Display a breadth and depth of knowledge of leadership theories and strategies as evidenced by

  • Comprehensive review of theories
  • Use of theories appropriate to the identified application
  • Comprehensive understanding of each theory
  • Use of appropriate organizational theories and strategies

4. Display a breadth and depth of organizational culture and change theories and strategies as evidenced by

  • Comprehensive review of theories
  • Use of theories appropriate to the identified application
  • Comprehensive understanding of each theory
  • Use of appropriate organizational change theories and strategies.

5. Display abilities to research, write, and defend a meaningful doctoral dissertation as evidenced by an ability to

  • Identify, locate, and report literature pertinent to the questions
  • Write a comprehensive and balanced literature review
  • Create appropriate systems for data analysis
  • Design a reliable and valid instrument for data collection
  • Create an appropriate research design
  • Support conclusions with appropriate literature.
     

EDD900 Dissertation Defense (0 cr.)

Each EDD student is required to provide a presentation of the dissertation project to the student’s committee and the public. The committee and the public are encouraged to ask questions of the student regarding the research project, the student’s written dissertation, points developed in the presentation, or any other related matter.

Upon completion of this course, students are expected to be able to do the following:

  1. Create a written, bound dissertation that meets all requirements of the student’s committee and the EDD program.
  2. Create a public presentation of the dissertation project and its results.
     



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Michelle Dougherty, M.A.

SGPP Admission - Enrollment Counselor Graduate School of Education

LaSalle Hall-TC Campus, LSH112

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(612) 728-5122

mdougher@smumn.edu