Admission
Please refer to “The Graduate Admissions Process” section for general graduate admission information. For admission to the Doctor of Education program, applicants must satisfactorily complete credential screening and a committee interview, including a written component. All applicants must also submit the following:
- Completed graduate (Ed.D.) application accompanied by a non-refundable application fee.
- Official transcripts from a regionally accredited college or university verifying completion of a bachelor’s and master’s degree. Send official transcript(s) directly to Wilmington University Graduate Admissions Office from the identified college or university. With official transcripts, submit a copy of your Immunization Records.
- Three letters of recommendation; please see the specific requirements.
- Written statement of professional and academic interest and intent; please see the specific requirements.
- Résumé.
- International students only: the results of the Test of English as a Foreign Language (TOEFL).
All of the above documents should be sent directly to the Graduate Admissions Office.
Purpose
Wilmington University’s Higher Education Leadership program is designed for practitioners who are current and future leaders at their institutions and, more broadly, in the field of higher education. Our degree program focuses on practical application, problem-solving, and leading change in higher education.
Our students learn to apply their leadership skills to advance the field of higher education. At the same time, they value and understand the history and current state of higher education. They understand, can respond to, and influence the larger political, social, economic, legal, and cultural context.
We are committed to developing higher education leaders who:
- Are committed to and promote lifelong learning.
- Empower others.
- Advocate for continuous improvement.
- Value reflection and feedback.
- Act with integrity, fairness, and sound ethics.
Program Competencies
Students in the EDD in Higher Education Leadership will also demonstrate the following ACPA/NASPAAC competencies:
- Personal & Ethical Foundations
- Values, Philosophy, and History
- Assessment, Evaluation, and Research
- Law, Policy, and Governance
- Organizational and Human Resource
- Leadership
- Social Justice and Inclusion
- Student Learning and Development
- Technology
- Advising and Supporting
Program Design
The Doctor of Education program in Higher Education Leadership reflects the College of Education’s Conceptual Framework as well as Wilmington University’s institutional values, especially those related to innovation and career-focused practical applications.
The program is designed to combine knowledge, theory, practice, and applied inquiry with the overall goal of enhancing students’ effectiveness as innovative leaders in higher education environments.
The degree program is organized into three components: the Professional Core, the Research Core, and the Guided Study Core.
The Professional Core consists of 21 credits of coursework, offered in an enhanced asynchronous online environment. An enhanced asynchronous learning environment is one in which content is fully delivered online and supplemented with synchronous meetings, called Course Roundtables, facilitated by the instructor throughout each term.
During Course Roundtables, students may discuss weekly topics, collaborate with classmates, hear from guest speakers, and make brief presentations related to course activities.
Learning activities in the Professional Core address academic writing skills; deepen students’ knowledge of issues related to higher education; explore practical applications of case studies, theories and concepts; and propose alternative solutions to problems confronting higher education leaders.
Instructors will offer several opportunities for Course Roundtables over the course of the term, with students selecting at least 7 hours that best fit their schedules.
The Research Core, comprised of 15 credits, is designed to provide students with comprehensive preparation in approaches to problem-centered research and applied inquiry. A 6-credit Applied Inquiry Project is the culminating activity for the degree. Should students not complete their Project within the allotted 6 credits, they must register for an additional 3 credits of Applied Inquiry until the project is complete.
Early in the program, students will identify a problem of practice within the field of higher education.
Throughout the Research Core, students continually develop and refine their topics, leading to an approved Applied Inquiry Project. At the conclusion of the project, lessons learned from the project are presented publicly to an audience of practitioners and peers.
If students are unable to finish within 6 credits, they may register for Sustained Applied Inquiry until the project is complete.
Finally, the Guided Study Core contains 15 credits of Guided Study, in which students and their mentors will design individualized one-on-one learning experiences based on students’ interests and career goals. Guided Study Core courses do not meet as regular class sessions. 100% of the time normally allocated in a traditional course for Face-to-Face class sessions and independent work is spent in the field, working 1:1 with a mentor.
For each Guided Study course, students will identify a topic and be matched with a Course Mentor who is an expert/practitioner in that area. Students will work with the Course Mentor to identify and measure personalized learning outcomes.
The Guided Study experience allows students to identify what they already know, what they’d like to learn, how they’d like to learn it, and what evidence they can provide to show the amount and quality of learning that took place. Each Guided Study course includes a Structured External Assignment (SEA), in which students create their own approaches to demonstrating course competencies.
Throughout the program, students continuously develop a leadership portfolio, which highlights their experiences, their growth in knowledge and skills, and how their new knowledge and skills will affect their current and future behavior as leaders.
Upon completion of each course, students add projects and artifacts to the portfolio.
Similarly, students include projects and artifacts from their Guided Study experiences in their portfolios. This provides a comprehensive collection of the candidate’s application of concepts learned through coursework, guided study, and research-based inquiry.
Format
The program is offered primarily online in an enhanced asynchronous format. For the online program, content is delivered fully online; however, students are required to attend one hour of synchronous discussion per week. At least three times will be offered weekly; students may attend the time that works best for them each week. If student interest is high, the program may also be offered in hybrid format at the Brandywine Campus. At the Brandywine Campus, students will meet weekly for 2.5 hours in the evening and complete additional online activities.
Candidates will enroll in 6 credits per term in the fall, spring, and summer terms and thus complete 18 credits per year.
Guided Study
Candidates will utilize the 15 credits (5 courses) of Guided Study to create their own specializations within Higher Education Leadership. All Guided Study plans must be approved by the Program Chair.
Portfolio
As candidates progress through the program, they maintain a portfolio of artifacts that demonstrate their mastery of program and University competencies. Portfolios are submitted and evaluated annually.
Candidacy
Candidates are raised to candidacy (i.e., eligible for Applied Inquiry project enrollment) when they have: completed all coursework with a minimum GPA of 3.0 and have received a satisfactory rating on their portfolio.
Transfer Credit
Up to 12 credits of graduate-level work may be applied to the doctoral program. Coursework must be no older than 5 years and must be directly relevant to the EDD in Higher Education Leadership. In order to be eligible for transfer, grades must be B or higher.
Time Away from the Program
The program requires continuous enrollment. Candidates must apply for Leave of Absence for any term they are not enrolled. More than one year away will require reapplication and readmission to the program.
While the program can be completed in three years, it must be completed within five years from the date of first enrollment. If the program is not completed within a five-year period, students will be required to reapply and may need to repeat some or all courses.
Program Requirements - 51 Total Credits Minimum
All courses require a B or higher. Grades of B- or lower must be repeated.
PROFESSIONAL CORE (21 Credits)
| HEL 8000 | Professional Seminar in Higher Education | 3 |
| HEL 8001 | Advanced Academic Research & Writing | 3 |
| HEL 8100 | History of American Higher Education | 3 |
| HEL 8101 | Equity & Inclusion in Higher Education | 3 |
| HEL 8102 | Ethical Decision Making in Higher Education | 3 |
| HEL 8103 | Seminar: Current Issues in Higher Education | 3 |
| HEL 8104 | Seminar: Leadership in Higher Education | 3 |
GUIDED STUDY (15* Credits)
* Each course in the sequence is worth 3 doctoral credits.
RESEARCH CORE (15-18* Credits)
* Continuing inquiry only if needed.
The Applied Inquiry project (6 credits minimum) will be supervised by a dissertation advisor mutually agreed upon between the student and program chair. Students can choose from a variety of project formats; however, Applied Inquiry projects are expected to focus on applied research (i.e., a solution to a "problem of practice") in the field of higher education. Students have the liberty to select the topic and format of the capstone, provided they have approval of the dissertation advisor and program chair.
To qualify for the Doctor of Education (Ed.D.) degree in Higher Education Leadership, students must complete the prescribed 51-credit hour program with a minimum 3.0 grade point index. In addition to the required coursework, and Applied Inquiry Project, candidates are required to complete a portfolio of activities that demonstrate the ACPA/NASPA professional competencies.