College of Education
The Doctor of Education Degree is one degree supervised through the College of Education. It includes courses within specialized academic fields that are relevant to the students' dissertation topics:
- Allied Health, Recreation, and Community Services
- Curriculum and Instruction
- Educational Leadership
- Principalship
- Special Education Director
- Superintendency
- Postsecondary Education: Student Affairs
- Or interdisciplinary track that allows students to mix courses from multiple academic fields
Students interested in the Doctor of Education (Ed.D.) degree must submit a completed Application for Admission to Graduate Study and should refer to their MyUNIverse Student Center To-Do list. Graduate information and application for graduate admission can be found at https://admissions.uni.edu/application.
This program is intended to provide practicing educators, informal and nonformal settings, the opportunity to continue their study and earn the terminal professional degree in their field. The Ed.D. degree requires a minimum of 48 semester hours of credit beyond the master's degree. There are three components to the program:
| Professional Common Core (work in educational foundations, fundamentals, and research) | 24 | |
| Specialized Academic Fields | 15 | |
| Dissertation | 9 | |
| Total Hours | 48 | |
By design, all students are required to study in Professional Common Core that undergirds and defines educational practice and develops skills of problem definition, data collection and analysis, and interpretation. The Specialized Academic Fields provide a specialized focus on practice.
In some areas, it is possible to combine doctoral degree study with work toward an endorsement to perform a particular role in K-12 education.
Brief definitions of the four Specialized Academic Fields follow:
Allied Health, Recreation, and Community Services
This specialized academic field is designed to provide students with advanced planning, management, supervision and evaluation of programs in the community and its institutions. The combined areas of allied health, recreation and community services are diverse professional areas knitted together by a unified commitment to enhancing, enriching and sustaining the individual and collective well-being of people, communities and society as a whole. Graduates are prepared for careers as applied scholars, evaluators, or practitioners in public and environmental health departments, recreation and tourism industry; allied health and social services agencies; the military, government, and non-governmental agencies; religious organizations; libraries and museums; and civic and professional associations. The program of study will be based upon students' needs, interests, and upon approval by an academic advisor and program of study committee. For more information, contact the Head of the Department of Learning, Leading, and Community.
Curriculum and Instruction
This specialized academic field is designed to prepare scholar practitioners to plan, implement, evaluate, and lead educational programs for children, from infancy through adolescence, and adult learners, inclusive of a wide range of diversity. Faculty in this specialized academic field come from many departments and disciplines including, but not limited to, prekindergarten through tertiary curriculum and pedagogy; foundations of education in psychology, philosophy, social sciences; disability studies in education, gifted and talented, and multicultural education; literacy education; instructional technology, school library studies; and P-12 content areas such as mathematics, physical education, science, social studies, and language arts. Students interested in becoming special education scholar-practitioners to plan, implement, evaluate, and supervise educational programs for children and adult learners with an emphasis on inclusion and diversity will apply for admission through the Curriculum and Instruction specialized academic field. For more information, see https://coe.uni.edu/academics/doctoral-program.
Educational Leadership
This specialized academic field in education administration prepares personnel for leadership positions in PK-12 schools, post-secondary institutions, and other educational services or settings. Typical positions held by educators with the terminal degree focused on educational leadership include: principals, superintendents, school district central office administrators, professors of educational leadership, special education directors at the Area Education Agency level or Department of Education administrators and consultants. Students interested in special education administration will apply for admission through Learning, Leading, and Community. For more information, contact the Head, Department of Learning, Leading, and Community, or please see the catalog at www.uni.edu/catalog/collegeofeducation/edpsychfoundleadershipstudies or visit https://coe.uni.edu/epfls.
Postsecondary Education: Student Affairs
This specialized academic field in postsecondary education prepares personnel for leadership positions in colleges and universities. Typical positions held by educators with the terminal degree focused on postsecondary education include: department heads, directors, vice presidents, professors, and consultants. For more information, contact the Head, Department of Learning, Leading, and Community, or please see the catalog at www.uni.edu/catalog/collegeofeducation/edpsychfoundleadershipstudies or visit https://coe.uni.edu/epfls.
Interdisciplinary Track
The interdisciplinary track is designed to offer students a customizable educational path that integrates coursework from multiple academic fields within and beyond the College of Education. This track is ideal for those looking to blend disciplines such as Curriculum and Instruction, Educational Leadership, Postsecondary Education: Student Affairs, Allied Health, Recreation, and Community Services, or other disciplines offered at UNI. Courses in this track may come from a variety of departments and disciplines providing a broad spectrum of expertise and perspectives. Students have the flexibility to choose courses from any academic field offered at UNI, allowing for a personalized educational experience. Through this interdisciplinary track, students are equipped to plan, implement, and supervise programs across diverse professional contexts.
| Doctor of Education Professional Common Core for all Specialized Academic Fields | ||
| Substantive Component: 15 credit hours (3 credits per course) | 15 | |
| Foundations of Inquiry | ||
| Evidence-Based Practices, Assessment, Accountability, and Program Evaluation | ||
| Leadership in Formal and Informal Learning Environments | ||
or EDLEAD 7311 | Educational Leadership and Systems Change | |
or EDLEAD 6245 | Leadership for Effective Schools | |
| Critical Analysis of Social and Cultural Contexts in Education | ||
| Integrating Theory with Practice | ||
| Research Methods (3 credits per course) | 9 | |
| Qualitative Research Design for Practice | ||
| Quantitative Research Design for Practice | ||
Advanced Methods Course: | ||
Choose one or more of the following 3-credit-hour courses: | ||
| Educational Program Evaluation | ||
| Advanced Qualitative Methods in Educational Research | ||
| Advanced Quantitative Research in Education | ||
| Total hours in Professional Common Core | 24 | |
Allied Health, Recreation and Community Services Specialized Academic Field Requirements
| I. Professional Common Core | 24 | |
| II. Advanced Professional Studies (15 hours) | ||
| Required Courses in Allied Health, Recreation and Community Services Specialized Academic Field: | ||
| KAHHS 7410 | Critical Theories and Practices I | 3 |
| KAHHS 7329 | Research and Evaluation Seminar | 3 |
| Nine (9) credits from the following courses: | 9 | |
| Organizational and Community Transformation | ||
| Educational Leadership and Systems Change | ||
| Social Justice and Inclusion in Higher Education | ||
| Higher Education Law | ||
| College Effects on Students | ||
| Administration and Finance in Higher Education | ||
| Organizational Processes and Communication in Higher Education | ||
RTNL 6XXX - Any 6000-level course | ||
PH 6XXX - any 6000-level course | ||
| III. Dissertation Research | 9 | |
| Dissertation Research | ||
| Total Hours | 48 | |
Curriculum & Instruction Specialized Academic Field Requirements
| I. Professional Common Core | 24 | |
| II. Advanced Professional Studies (15 hours) | ||
| Required Courses in Curriculum and Instruction Specialized Academic Field: | ||
| CI 7352 | Curriculum Theory and Development | 3 |
| CI 7354 | Curriculum Implementation and Evaluation | 3 |
| CI 7389 | Seminar in Curriculum and Instruction | 3 |
| LRNTECH 6240 | Instructional Design for 21st Century Learning | 3 |
| Elective for Advanced Professional Studies | 3 | |
| Any 6000/7000-level course | ||
| III. Dissertation Research | 9 | |
| Dissertation Research | ||
| Total Hours | 48 | |
Educational Leadership Specialized Academic Field Requirements
This Specialized Academic Field is available in three tracks: The Superintendency track, the Principalship track, and the Special Education Director track.
Superintendency Track
| I. Professional Common Core | 24 | |
| II. Advanced Professional Studies (15 hours) | ||
| Required Courses in Educational Leadership Superintendency Specialized Academic Field: | ||
| EDLEAD 7310 | Human Resource Administration | 3 |
| EDLEAD 7315 | Leading Teaching, Learning and Assessment | 3 |
| EDLEAD 7319 | Power, Politics, and Ethics in School District Leadership | 3 |
| EDLEAD 7340 | Funding the Educational Program for Improved Student Achievement | 3 |
| EDLEAD 7346 | School Business Management | 3 |
| III. Dissertation | 9 | |
| Dissertation Research | ||
| Total Hours | 48 | |
Principalship Track
| I. Professional Common Core | 24 | |
| II. Advanced Professional Studies (15 hours) | ||
| Required Courses in Educational Leadership Principalship Specialized Academic Field: | ||
| EDLEAD 6232 | School Governance, Law and Intersystems Relations | 3 |
| EDLEAD 6247 | School Management for Student Learning | 3 |
| EDLEAD 6248 | Leading Instruction in Schools | 3 |
| EDLEAD 6249 | Leading Learning, Teaching, and Curriculum | 3 |
| EDLEAD 6284 | Evaluator Approval for Improved Student Learning | 3 |
| III. Dissertation | 9 | |
| Dissertation Research | ||
| Total Hours | 48 | |
Special Education Director Track
| I. Professional Common Core | 24 | |
| II. Advanced Professional Studies (15 hours) | ||
| Required courses in Educational Leadership Special Education Director Specialized Academic Field: | ||
| EDLEAD 6284 | Evaluator Approval for Improved Student Learning | 3 |
| or EDLEAD 7310 | Human Resource Administration | |
| SPIE 6260 | Special Education Law and Policy | 3 |
| or EDLEAD 6232 | School Governance, Law and Intersystems Relations | |
| or EDLEAD 7319 | Power, Politics, and Ethics in School District Leadership | |
| SPIE 6278 | Administration of Special Education | 3 |
| SPIE 6290 | Practicum | 3 |
| SPIE 6289 | Seminar | 3 |
| III. Dissertation Research | 9 | |
| Dissertation Research | ||
| Total Hours | 48 | |
Postsecondary Education: Student Affairs Specialized Academic Field Requirements
| I. Professional Common Core | 24 | |
| II. Advanced Professional Studies (15 hours) | ||
| Required Courses in Postsecondary Education: Student Affairs Specialized Academic Field: | ||
| POSTSEC 6268 | Social Justice and Inclusion in Higher Education | 3 |
| POSTSEC 7274 | Doctoral Higher Education Law | 3 |
| POSTSEC 7372 | College Effects on Students | 3 |
| POSTSEC 7373 | Administration and Finance in Higher Education | 3 |
| POSTSEC 7374 | Organizational Processes and Communication in Higher Education | 3 |
| III. Dissertation Research | 9 | |
| Dissertation Research | ||
| Total Hours | 48 | |
Interdisciplinary Specialized Academic Field Requirements
| l. Professional Common Core | 24 | |
| ll. Advanced Professional Studies in Specialized Academic Fields (15 hours) | 15 | |
| Electives for Advanced Professional Studies | ||
| Any 6000/7000-level course | ||
| lll. Dissertation Research | 9 | |
| Dissertation Research | ||
| Total Hours | 48 | |
Doctor of Education, Ed.D.
University Academic Goals:
Critical Thinking. Graduates will demonstrate critical thinking through the ability to evaluate, analyze, and integrate information from a variety of sources in order to develop reasoned positions and solutions to problems.
Communication. Graduates will display competence in oral, written, and visual communication, as appropriate for their discipline.
Program Content Knowledge. Graduates will demonstrate discipline-specific knowledge and skills in their major fields of study.
EdD Cohort Program Goals with Student Learning Outcomes:
Goal #1: Students critically analyze current issues of practice in their fields through the lenses of social justice, diversity, and inclusion, incorporating effective, adaptive, and creative responses to respond to changes and challenges in the global society. [UNI Critical Thinking]
SLO#1.1 Students identify and explain specific problems of practice in the context of their field of study.
SLO#1.2 Students link social justice, diversity, and inclusion as they relate to problems of practice in their field of study.
Goal #2: Students analyze, implement, and integrate theory and findings of research, knowledge, and practice to make informed decisions that facilitate change in their professional practice. [UNI - Program Content Knowledge]
SLO#2.1 Students demonstrate a rich knowledge and skills base on a specific issue, social theory, or body of research literature.
SLO#2.2 Students use the specific issue, social theory, or body of research to inform research design associated with a problem of practice.
SLO#2.3 Students demonstrate effective writing that adheres to the APA guidelines for scholarly literature.
Goal #3: Students communicate (written and oral format) the study of a complex problem of practice that includes a rich review of literature, current practices and engagement with the problem, and responses of practice that pursue solutions. [UNI - Communication]
SLO#3.1 Students explain a problem of practice and synthesize the body of research relevant to the problem of practice.
SLO#3.2 Students link research with past, current, and potential future solutions to the problem of practice.
Courses
KAHHS 1020. Dimensions of Wellbeing Lecture — 1 hr.
Overall, the Dimensions of Wellbeing course is designed to prepare students for healthy, proactive lifestyles through lecture, experiential learning, and various physical and wellbeing activities. The core dimensions of wellbeing for the purposes of this course include: physical, emotional, interpersonal, intellectual, spiritual, and environmental wellbeing. The lecture sections of Dimensions are designed to provide an underlying knowledge base for specific wellness topics and themes with a unifying emphasis on how these dimensions are intertwined and linked to overall quality of life. Specific health consumerism and health behavior change topics are also covered across the spectrum of Dimensions of Wellbeing course offerings. This course may not be repeated for additional credit. If a student has already satisfied this portion of the LAC Category 1D Dimensions of Wellbeing, it will be considered a repeat. (Fall, Spring, Summer)
KAHHS 1030. Dimensions of Wellbeing Lab — 1 hr.
Overall, the Dimensions of Wellbeing course is designed to prepare students for healthy, proactive lifestyles through lecture, experiential learning, and various physical and wellbeing activities. The core dimensions of wellbeing for the purposes of this course include: physical, emotional, interpersonal, intellectual, spiritual, and environmental wellbeing. The laboratory sections of Dimensions are designed to apply specific skill-related knowledge, encourage healthy active lifestyles, and motivate students to learn and practice skills related to a wide spectrum of activities and experiences related to wellbeing dimensions. This course may not be repeated for additional credit. If a student has already satisfied this portion of the LAC Category 1D Dimensions of Wellbeing, it will be considered a repeat. (Fall, Spring, Summer)
KAHHS 2045. Health and Physical Education for Elementary Teachers — 3 hrs.
Methods and materials in health education and physical education appropriate for children. No credit given for students with credit in PEMES 2045. No credit given to Physical Education or Health Education majors or minors. (Fall and Spring)
KAHHS 6210. Quantitative Methods in KAHHS — 3 hrs.
Practical statistical applications commonly used in athletic training, health promotion and education, physical education, and leisure, youth and human services with a focus on the analysis and interpretation of data through the use of computer software packages. (Fall)
KAHHS 6215. Qualitative Methods — 3 hrs.
Application of qualitative methods of data collection and analysis to topics in athletic training, health promotion and education, physical education, and leisure, youth and human services. Prerequisite(s): SPIE 6293 or equivalent. (Variable)
KAHHS 6290. Research Methods for KAHHS — 3 hrs.
Introduction to processes of research in health, physical education, and leisure services with an emphasis on critical analysis of literature, and identification of viable research projects. (Fall and Spring)
KAHHS 7329. Research and Evaluation Seminar — 1-6 hrs.
One hour taken each semester for six semesters for total of 6 hours. Applied approach to research and evaluation. Students plan and implement research and evaluation projects in athletic training, health promotion and education, youth development, leisure, and/or human services settings, working with teams of faculty and other students. Course content includes research methods, statistics, and writing for publication. Prerequisite(s): doctoral standing or consent of instructor. (Fall and Spring)
KAHHS 7365. Field Experience — 1-6 hrs.
Practical experience in leisure, youth and human services, health promotion and education, or athletic training. May be repeated to maximum of 6 hours with consent of student's advisor and graduate committee. (Fall, Spring, Summer)
KAHHS 7395. Internship — 1-6 hrs.
Practical experience in leisure, youth and human services with community agencies. May be repeated to maximum of 6 hours with consent of student's advisor and graduate committee. Prerequisite(s): Consent of graduate committee. (Fall, Spring, Summer)
KAHHS 7410. Critical Theories and Practices I — 3 hrs.
In-depth examination of current theories, philosophical foundations, history and current practices relevant to the allied health, recreation and community services fields. Building on foundational theory courses, students analyze and critique the organization and design of allied health, recreation and community services programs, based on setting and ideological model, in the U.S. and around the world. Students develop praxis design principles consistent with the developmental, normative focus of informal and formal education. Recommended for second year students. Prerequisite(s): consent of instructor. (Variable)
KAHHS 7412. Critical Theories and Practices II — 3 hrs.
Second course in a two-course sequence that surveys allied health, recreation and community services practices and theories in a wide variety of out-of-school and co-curricular settings. Covers theories, models, and best practices in the delivery of services. Students analyze and critique the organization and design of allied health, recreation and community services programs, based on setting and ideological model, in the U.S. and around the world. Students develop praxis design principles consistent with the developmental normative focus of informal and formal education. Recommended for third year students. Prerequisite(s): KAHHS 7410. (Variable)