University of Redlands
The Doctorate in Leadership for Educational Justice (Ed.D.) is a nationally unique program that engages students in rigorous study, debate, research, and practice. Our driving mission is to produce scholarly practitioners who are sought for leadership roles in schools, districts, colleges, universities, agencies and public service.
Learning outcomes for the Doctorate in Leadership for Educational Justice (Ed.D.) are found online at www.redlands.edu/EDD-LDREJ/learning-outcomes.
Program Requirements
The entire program comprises 60 semester credits of advanced graduate work taken over three or four years. The requirements include 21 credits of core content coursework, 15 credits of concentration coursework, 9 credits of methods coursework, and 15 credits of dissertation work. Each student will declare a concentration from the following: higher education and student affairs, education administration (with Preliminary Administrative Services credential), education administration (without credential), community-engaged leadership in schools and society, or general concentration. With faculty approval, students may transfer in up to 6 credits of master’s or higher-level coursework if it is relevant to and aligns with program curriculum. Coursework must comply with the doctoral credit obsolescence policy. Please refer to the Ed.D. Handbook for additional information and requirements.
Concentration Descriptions:
The concentration in Higher Education and Student Affairs exposes students to the social, cultural, and organizational contexts of higher education, theories of leadership and student development, and discussion of current issues. Students in this concentration will select five content courses from the Higher Education and Student Affairs program.
The concentration in Education Administration with an embedded preliminary administrative services credential (PASC) provides candidates with the opportunity to expand on their leadership skills in a deep and meaningful way, meet the state standards for educational leadership, engage in meaningful fieldwork in education administration, and complete the state performance assessment for education leaders (California Administrator Performance Assessment—CalAPA). In this five-course series, students engage in a deep dive into program evaluation and assessment; education law, finance, and personnel management; coaching and teacher development; and, applied leadership skills in leadership labs.
The concentration in Education Administration (with no credential) provides candidates, particularly those who already possess an administrative credential, with the opportunity to expand on their leadership skills in a deep and meaningful way. Students in this concentration will select five content courses from the Education Administration Program.
The concentration in Community Engaged Leadership in Schools and Society provides candidates with opportunities to explore the power and promise of community-embedded approaches to social change. Students in this concentration will take five courses examining the role of educational leaders in promoting democratic participation in K-12 schools and communities.
The general concentration provides a lot of choice and is intended to allow students to take a range of graduate courses, as per their interests. Students should discuss possible choices with their advisor or dissertation chair.
Required program courses:
Courses are listed numerically, not sequentially. Please see program website for course sequence and/or pathway.
Examines the historical foundations of US education (PK-12 and higher education) through a social justice lens. Explores how gender, race, class, religion, sexuality, and ableism interact with changing purposes, systems, and institution-building of education considering access to, leadership within, and provision of education.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.
Examines social justice theories and their implications in developing leadership in school reform. Identifies the social, cultural, political, and economic factors that influence schooling in a diverse society. Provides leadership knowledge, skills, and abilities for dealing with societal and institutional barriers to academic success and personal growth of all learners.
Prerequisite: admission to Ed.D. program.
Explores legal and ethical issues in educational leadership in the context of the current policy environment. Course topics focus on laws affecting education and the application of legal and ethical practices in areas of personnel management, student services, and curriculum and program development.
Prerequisite: admission to Ed.D. program.
Explores how revenues are generated, negotiated, distributed, and budgeted to achieve desired educational outcomes. Topics include the underlying social, political, and economic tensions associated with planning, developing, delivering, and managing educational finance resources, funding sources, facilities, and means of resolving programmatic tensions related to revenue generation, negotiation, distribution, and budgeting.
Prerequisite: admission to Ed.D. program.
Deeply examines leadership perspectives in organizations. Utilizing a historical and organizational perspective, critically examines leadership and management, including leadership theories, models, and application for emerging social justice scholarship and practice.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.
Explores organization theory, attending to administration and policy associated with education organization for social justice leaders. Students create a conceptual understanding of education organization and governance so that participants can apply multiple theoretic constructions to critically examine educational organization functioning. Students develop competency as critical examiners of educational organizational functioning.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.
Explores organization theory, attending to administration and policy associated with education organization for social justice leaders. Students create a conceptual understanding of education organization and governance so that participants can apply multiple theoretic constructions to critically examine educational organization functioning. Students develop competency as critical examiners of educational organizational functioning.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.
Explores organization theory, attending to administration and policy associated with education organization for social justice leaders. Students create a conceptual understanding of education organization and governance so that participants can apply multiple theoretic constructions to critically examine educational organization functioning. Students develop competency as critical examiners of educational organizational functioning.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.
A special topics seminar examining social justice and education leadership across Pk-12 and higher education. Topics alternate according to instructor and year of offering. May be repeated up to 6 credits.
Prerequisite: Admission to the Ed.D. Program.
Numeric grading only.
Please note: students complete EDUC 846 or EDUC 847.
Introduces the purpose and means of various statistical practices within academic research. Acquaints students with the language of quantitative research; different understandings of the purpose and use of statistical research; various ways of framing research questions and designing studies; and generally accepted procedures for generating, analyzing, and interpreting statistical data.
Prerequisite: admission to Ed.D. program.
An in-depth study of the major paradigms and perspectives of qualitative research. Strategies of inquiry, methods of data collection and analysis, interpretation, evaluation, and representation will be the focus of the course.
Prerequisite: admission to Ed.D. program.
Extends understanding of quantitative research designs and the statistical analyses most appropriate for answering research questions under each for the purpose of educational improvement. Introduces statistical procedures used to make inferences. Supports satisfying the early research project requirement of the program.
Numeric grading only.
Prerequisites: EDUC 841 and EDUC 842.
Extends understanding and skills involved in qualitative research. Explores advanced qualitative design approaches to qualitative data gathering, analysis, and interpretation. Students produce an original piece of qualitative research as part of this course. Supports satisfying the early research project requirement of the program.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.
Systematically develops knowledge, skills, and abilities necessary to produce a literature review that demonstrates mastery of a topic with emphasis on each student producing their dissertation literature review. Students will conduct library research, topic refinement, bibliography development, and literature analysis.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.
Systematically develops knowledge, skills, and abilities necessary to produce a literature review that demonstrates mastery of a topic with emphasis on each student producing their dissertation literature review. Continues with literature analysis, synthesis, critique, and outlining a first draft. Deepens conceptual understand of research methods used in the literature reviewed.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.
Systematically develops knowledge, skills, and abilities necessary to produce a literature review that demonstrates mastery of a topic with emphasis on each student producing their dissertation literature review. Culminates with writing a final draft, including compliance with all technical standards for manuscript preparation.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.
Students use this course to start work on their dissertation research proposal. With guidance of the course faculty member students will devise a dissertation topic, recruit a chair, hone in on a research question(s), and produce a piece of work that establishes the importance of the topic and the scope of the problem.
Prerequisite: Admission to Ed.D. Program.
Students update and refine their literature review based on the development of the research questions in EDUC 860A. Further develops context, purpose, and scope of their dissertation study.
Prerequisite: Admission to Ed.D. Program.
Students submit a dissertation research proposal that includes methodological content congruent with the purpose and scope of the study.
Prerequisite: Admission to Ed.D. Program.
EDUC 861 Dissertation Writing (1–9) must be taken for a total of 9 credits.
Normally, candidates enroll in EDUC 861 for three terms for 3 credits each term. If the dissertation process extends longer than 9 credits, candidates enroll in EDUC 862 each term for 0 academic credits until finished.
Note: A fee equivalent to one credit of tuition is assessed each term of EDUC 862 in order to remain an active student.
Dissertation writing is completed under the supervision of the candidate’s faculty research chair and the dissertation committee. Normally, candidates enroll in EDUC 861 for three terms for 3 credits each term. If the dissertation process extends longer than 9 credits, candidates enroll in EDUC 862 for 0 credits until finished.
Credit/no credit only.
Prerequisite: dissertation proposal acceptance.
Students will select a concentration at the start of the program from among the following options.
The concentration in Higher Education and Student Affairs exposes students to the social, cultural, and organizational contexts of higher education, theories of leadership and student development, and discussion of current issues. Students in this concentration will select five content courses from the Higher Education and Student Affairs program.
Students will take one (1) required course:
And will also choose four (4) courses from the following options:
This graduate survey course examines five themes in American higher education: (a) history of higher education, (b) educational access, (c) student populations, (d) roles of educators, and (e) current context.
Introduction to contemporary issues concerning community colleges today. Emphasis will be on the academic areas, as well as those facing student support services. Faculty and professional staff issues will also be addressed.
Topics courses address questions, theories, and practice related to a special topic or area in higher education. Prerequisite: EDUC 607 or by permission of instructor.
Emphasis on the evaluation of program efficiency, effectiveness, and impact, as well as the assessment of learning in and out of classroom settings in higher education. Intends to build the skills of planning, development, implementation, analysis, and communication of findings in projects related to evaluation and assessment.
Prerequisite: EDUC 607 or by permission of instructor.
Student affairs is integral to students’ experiences and success. This introductory course examines four areas as a foundation for student affairs practice: 1) the historical context of student affairs; 2) philosophy and ethics of the profession; 3) functional units and their purpose; and 4) core concepts as part of student affairs practice.
Prerequisite: EDUC 607.
This class explores the representation of higher education in popular culture and applies what is learned to higher education research and practice. Students consider the use of media as part of their professional practice.
Prerequisite: EDUC 607.
This course introduces students to the main theories of college student development. Students will become familiar with and develop their own understanding of holistic, psychosocial, cognitive, and social identity theories related to college student development. Students will consider what these theories mean for their work in institutions of higher education.
Prerequisite: EDUC 607 or by permission of instructor.
Students in this course explore law, policy, and finance issues in higher education. The purpose is threefold; 1) to develop an understanding of these issues at the international, national, state, and institutional levels; 2) to conduct analysis of these areas; 3) to develop an integrated view of law, policy, and finance for practice.
Prerequisite: EDUC 607.
This course investigates the role and function of student affairs professionals working with college students. The various functional areas that comprise student services, contemporary issues in student services, and the role of assessment in student affairs will be addressed.
Prerequisites: EDUC 607 and EDUC 611.
This course introduces students to theory, research, and practice related to diversity in American higher education. Students learn about crucial topics such as those related to discrimination and privilege, as well as developing a critical understanding of what these issues mean for institutions and their own professional practice.
Prerequisite: EDUC 607 or by permission of instructor.
The concentration in Education Administration with an embedded preliminary administrative services credential (PASC) provides candidates with the opportunity to expand on their leadership skills in a deep and meaningful way, meet the state standards for educational leadership, engage in meaningful fieldwork in education administration, and complete the state performance assessment for education leaders (California Administrator Performance Assessment—CalAPA). In this five-course series, students engage in a deep dive into program evaluation and assessment; education law, finance, and personnel management; coaching and teacher development; and, applied leadership skills in leadership labs.
Students will take the following courses:
EDUC 828, EDUC 643, EDUC 670, EDUC 675, EDUC 634A, EDUC 634B, and EDUC 634C.
Introduction to and application of: 1) education federal and state laws and legal opinions; 2) California school finance and; 3) California personnel law, practices, and procedures. Topics covered include constitutional law, administrative law, federal, state, and district, and school policies that contribute to positive school climate and improvement.
Numeric grading only.
Prerequisite: Admission to Ed.D. Program.
Introduction to the foundational theories of curriculum design and implementation, adult learning, and professional development. Students will apply theory to create professional development strategies in support of teacher performance.
Numeric grade only.
May be repeated for degree credit.
Emphasis on the theoretical and practical perspectives of management and evaluation of programs and program design. Introduction to organizational theory and management, team learning in a school environment, and curricular programming. Application of work required in a program proposal, including design, implementation, and evaluation strategies. Fieldwork required.
Consideration of the philosophical and historical elements of curriculum, as well as emerging issues. Specific attention given to planning, developing, implementing, and evaluating programs. Additional topics include current research in teaching practices, special programs, and the process of change within a school.
In this one-hour field experience, students are introduced to the expectations of the Educational Administration program, professional standards, state licensure requirements, and the CalAPA; practice the skills needed to successfully complete CalAPA Cycle 1: Analyzing Data to Inform School Improvement and Promote Equality.
Co-requisite EDUC 635A.
Numeric grading only.
May not be repeated for degree credit.
In this one-hour field of experience, students practice the skills needed to successfully complete CalAPA Cycle 2: Facilitating Communities of Practice and reflect on their applications of theory to practice. Students will work on professional growth and identify practice-based opportunities for applied leadership.
Co-requisite EDUC 635B.
Numeric grading only.
May not be repeated for degree credit.
In this one-hour field experience, students practice the skills needed to successfully complete CalAPA Cycle 3: Supporting Teacher Growth and reflect on their application of theory to practice. Students will work on short and long term professional growth and identify practice-based opportunities for applied leadership.
Co-requisite EDUC 635C.
Numeric grading only.
May not be repeated for degree credit.
The concentration in Education Administration (with no credential) provides candidates, particularly those who already possess an administrative credential, with the opportunity to expand on their leadership skills in a deep and meaningful way. Students in this concentration will select five content courses from the Education Administration Program.
Students will take five (5) courses from the following course offerings:
EDUC 602, EDUC 641, EDUC 643, EDUC 670, EDUC 671, EDUC 673, EDUC 674, EDUC 675, or EDUC 676.
Examination of how leaders adapt communication, leadership style, social, emotional, and academic services to support the success of all students. Emphasis on the relationship of race, ethnicity, gender, class, and culture on student success in classrooms, schools, and educational systems.
Introduction to theories and strategies of personal and organizational change. Emphasis on personal and organizational reflective practice, the dynamics of nested educational communities, and the purpose and process of implementing change to improve student learning and school culture.
Introduction to the foundational theories of curriculum design and implementation, adult learning, and professional development. Students will apply theory to create professional development strategies in support of teacher performance.
Numeric grade only.
May be repeated for degree credit.
Emphasis on the theoretical and practical perspectives of management and evaluation of programs and program design. Introduction to organizational theory and management, team learning in a school environment, and curricular programming. Application of work required in a program proposal, including design, implementation, and evaluation strategies. Fieldwork required.
Introduction to leadership theory, problem framing, individual leadership assessment, and administrative styles. Emphasis on organizational management, ethical decision making, problem-solving, and reflective practice.
Introduction to sound fiscal procedures and budgeting, including an examination of federal, state, and local educational financing. Topics include equitable resource management, setting budgetary priorities at the school site, facilities management, and school modernization.
Introduction to and application of federal and state laws and legal opinions as they relate to educational policies and procedures. Topics covered include constitutional law, administrative law, district policies, and school governance and politics in relation to positive school climate and improvement.
Numeric grading only.
May not be repeated for degree credit.
Consideration of the philosophical and historical elements of curriculum, as well as emerging issues. Specific attention given to planning, developing, implementing, and evaluating programs. Additional topics include current research in teaching practices, special programs, and the process of change within a school.
Examination of techniques and styles for selecting, supervising, and evaluating school personnel. Includes opportunities to observe and monitor staff performance and offers various professional in-service approaches. Employee relations, motivation, and negotiations included as students develop skills in personnel management.
The concentration in Community Engaged Leadership in Schools and Society provides candidates with opportunities to explore the power and promise of community-embedded approaches to social change. Students in this concentration will take five courses examining the role of educational leaders in promoting democratic participation in K-12 schools and communities.
Students are required to take the following courses
EDUC 836, EDUC 837, EDUC 686, EDUC 501/MALT601 (Inside-Out), and EDUC *** Special Topics in Community Engaged Leadership (3)
This course provides an introduction and overview of the Black Freedom Movement and explores questions of racial equity in schools and society, as well as how educational leaders can address these issues. Other topics include racial capitalism, systemic racism, neoliberalism, abolitionist teaching, decolonization, and antiracism.
Numeric grading only.
Examines the intersection of literacy and democracy. Students consider broad theoretical issues and philosophical questions related to preparing citizens for a democracy, as well as the historical and contemporary role of schools, teachers, and communities in this project.
Numeric grading only.
This course will examine special topics in community-engaged leadership in schools and society.
Numeric grading only.
Introduction to the field of education; its history, major philosophies, socio-cultural context, diversity, pedagogy, educational psychology, legal issues, and educational reform. Integrates traditional educational thinking with culturally relevant perspectives based on current research on practice.
A special topics seminar examining social justice and education leadership across Pk-12 and higher education. Topics alternate according to instructor and year of offering. May be repeated up to 6 credits.
Prerequisite: Admission to the Ed.D. Program.
Numeric grading only.
Students may select 5 graduate courses for a personalized concentration.
Required:
A special topics seminar examining social justice and education leadership across Pk-12 and higher education. Topics alternate according to instructor and year of offering. May be repeated up to 6 credits.
Prerequisite: Admission to the Ed.D. Program.
Numeric grading only.
