CLEMSON UNIVERSITY DOCTORAL PROGRAM
GENERAL PROGRAM INFORMATION
Program name: Ph.D. - Educational Leadership College: College of Health, Education, and Human Development, School of Education Department: Counselor Education and Educational Leadership Degrees and Emphases: M.ED. - Student Affairs Practice in Higher Education (Administration); Student Affairs Counseling Tuition and Fees: http://www.clemson.edu/attend/undrgrd/cost/feesched.htm |
Contact Persons: Dr. Frankie Williams-Educational Leadership-Higher Education Web Page (URL) address: http://www.hehd.clemson.edu/schoolofed/ Degree first offered: 1992 Typical number of students admitted each year: 15 |
PROGRAM STATEMENT
The Doctor of Philosophy degree in Educational Leadership is designed to provide students with a strong background in two basic academic areas: educational research and educational leadership. It provides students with competencies and skills needed for effective functioning in a formal leadership capacity in an educational (or related service) organization.
As the highest academic degree granted by Clemson University, the Ph.D. is designed to prepare students to become scholars who can discover, integrate, and apply knowledge. Furthermore, the intent is to produce effective administrators. This preparation enables students to understand and critically evaluate existing knowledge in educational leadership. This is accomplished through close association with and apprenticeship to faculty members experienced in research, teaching, and administration.
A student admitted to the Educational Leadership doctoral program must begin course work within one year from the semester of acceptance or re-apply for admission. Students are discouraged from taking more than six (6) hours of doctoral course work prior to being admitted to the program.
Program Objectives
- To prepare student affairs practitioners to effectively work with faculty, students, administrators, and other members of the academic community.
- To prepare individuals to be employed in higher education settings in a variety of roles.
- To train student affairs practitioners to act as consultants throughout the higher education setting.
- To provide student affairs practitioners with the understanding and skills related to counseling and developmental needs at the post-secondary level.
- To provide student affairs practitioners with a high degree of self-understanding.
- To facilitate student affairs practitioners to effectively communicate with all cultural groups.
- To facilitate student affairs practitioners in developing a high degree of sensitivity and acceptance of diversity in thought and action.
- To foster an awareness of the responsibilities of student affairs practitioners to the developmental needs and maintenance of quality experiences for students, faculty members, administrators, and staff.
- To expect ethical practices of student affairs practitioners.
PROGRAM MISSION
(encompassed above)
PROGRAM UNIQUENESS
Student Affairs Practice and Student Affairs Counseling-Masters
The Masters in Education in Student Affairs is housed within the School of Education and is designed to promote a holistic approach to student affairs. The Masters in Education in Student Affairs and the Doctoral of Educational Leadership is housed within the Eugene T. Moore School of Education. The masters’ degree is designed to promote a holistic approach to student Affairs. The program conceptualizes the field of student affairs as encompassing the intellectual, emotional, social, and spiritual facts of student development. The doctoral program incorporates a variety of instructional design and teaching methodologies. Courses are offered in the traditional format, online format, and in a hybrid format.
Strengths of the Masters and PhD program and its faculty include:
1) allowing students to emphasize course work in either administration or counseling
2) practical hands-on experience through field experiences
3) close collaboration of the program faculty with the Division of Student Affairs and other administrative staff
4) a demanding academic program integrating theory, research and practice
5) numerous opportunities for professional and persona growth and development
6) blending of theoretical background in leadership in higher education, student development and counselor education
Meets ACPA Professional Preparation Commission Standards: YES/NO
Meets CAS Standards: YES/NO
Other/Comments:
APPLICATION AND ADMISSIONS REQUIREMENTS
- A completed application form (Form GS1, available at http://www.grad.clemson.edu)
- Official transcripts of all undergraduate and graduate work.
- Three letters of recommendation that address the applicant's professional experience and scholarly potential.
- Current test scores (within 5 years of the application date) for the Graduate Record Exam (GRE).
- A two (2) page letter in which you discuss your reasons for pursuing the Ph.D. degree. This letter will be evaluated as a writing sample.
- A current curriculum vita listing educational background, work experiences, professional service experiences, and other related experiences. (For applicants interested in the P-12 concentration, evidence of principal certification is required for admissions.)
- October 1 application deadline for Spring admission
- March 1 application deadline for Summer or Fall admission
CURRICULUM INFORMATION
Program Required Hours:58 credit hours post master’s semester hours plus 18 hours dissertation
Program Curriculum:
Degree Requirements
In accordance with departmental policy, the program of study in Educational Leadership will include a minimum of 58 graduate level course credits beyond the Master's Degree and an 18 hour dissertation project including:
Program Requirements
These required courses represent a basic body of knowledge in Educational Leadership. A student must demonstrate a proficiency in this material through the comprehensive examination. The following is a list of core courses:
I. Program Core-15 hours
EDL 910 Introductory Doctoral Seminar
EDL 900 Principles of Educational Leadership
EDL 905 Theory and Practice in Educational Leadership
EDL 989 Advanced Seminar in Educational Leadership
EDL 990 Clinical Research in Educational Leadership
II. Research and Assessment Methodology: 13 hours
All courses must be approved by the committee.
Experimental/Non-experimental Research Methods in Education
Qualitative Research in Education
EDL 995 Directed Research
EX ST 801 Statistical Methods
III. Specialty Area- 18 hours
The field of specialization may be either Public School Administration or Higher Education. The courses for specialization should be selected in close consultation with the student's Advisory Committee. These courses allow the student and Advisory Committee to tailor the program to the unique needs of the student within the overall philosophy and structure of the program. An 18-hour minimum is required from the following listing of courses. Other courses may be approved by the department.
ED L 765: Assessment in Higher Education
ED L 805: Advanced Educational Leadership: Theory and Practice
ED L 820: Politics of Education
ED L 839 Research Methods in Educational Leadership
ED L 935: History of Higher Education
ED L 950: Educational Policy Studies
ED L 955 (VT ED 955): The Two-Year College
ED L 960: Legal Principles in the Administration of Institutions of Higher Education
ED L 965: Higher Education Finance
ED L 970: Foundations of Higher Education
ED L 972: Ethics in Educational Leadership
ED L 976: External Effectiveness in Higher Education
ED L 980: Current Issues in Educational Leadership
EDC 804 Student Development Theory
IV. Internship - 6 hours
The student is required to complete six semester hours of internship experiences which will be supervised by a practicing educational leader and by a faculty member. The internship experience is designed to acquaint the student with the practical applications of education theory. Based on a written description of activities, the internship experience must be a planned, extensive, and closely monitored opportunity for the student to work in a setting which reflects the student's long range goals. The student's Advisory Committee chair must approve the internship experience prior to beginning the program.
EDL 985 Internship in Educational Leadership
V. Cognates- 6 hours
Cognates are courses from another area of study. As part of the program of study, each student must complete six graduate semester hours in a field outside education. All six hours must be from the same discipline and approved by the student's graduate committee.
VI. Dissertation- 18 hours
EDL 991 Doctoral Dissertation Research
Is a thesis required?
STUDENT DEMOGRAPHIC INFORMATION - Students in student affairs or higher education administration programs (2005-2006):
| Total | 40 | 15 | 25 | 25 | 15 |
| 95 | 5 | 20 | |||
PROGRAM FACULTY (Name, title, typical number of coursed taught annully, interests)
Professor
| Name | Title | Number of Courses Taught | Interests |
| Frankie Williams | Assistant Professor/Coordinator of the Educational Leadership Higher Education Program | 4 | |
| Dennis Wiese | Visiting Assistant Professo | 6 | integration of spirituality in the training of student affairs professionals; student learning; transitional issues faced by academically high achieving students |
| Jack Flanigan | Professor | 2 | Legal issues |
| Russ Marion | Professor | 2 | leadership and complexity theory; learning organizations; leadership improvements |
Last modified
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>December 11, 2006
Information submitted by: Tony Cawthon
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