Ed.D. in Executive Leadership

Program Director: Dana Hart

Professor: Cathy Brownell, Stephen Fleury, Wen Ma, Margaret Wells

Associate Professor: Robert White

Assistant Professor: Andrea L. Tochelli-Ward

Professor of Practice: Renée V. Downey, Kathy Gray-Siracusa

Adjunct Faculty: Maureen Patterson, Royce Robertson

Le Moyne’s Ed.D. in Executive Leadership provides leadership development for professionals in the fields of education, business and healthcare or for those seeking to enter the educational arena. Our new and innovative program offers a unique learning opportunity for professionals who, as leaders, are committed to promoting a just society and serving as men and women for and with others. 

Whether leading in education, healthcare, social work, non-profit or business, the program supports the development of executive leaders responsible for the creation and enactment of an organization’s shared mission. As executive leaders, graduates of the program will formulate a vision and values as they promote a culture of caring and develop the professional capacity of all organizational members while facilitating innovative change processes that support continuous organizational growth and improvement.

Those with expertise in administration, whether it be in public or private school settings, higher education, teacher leadership as well as those responsible for organizational growth and development in healthcare, business and other entities will grow their competencies in leadership and research. Students will work collaboratively, as a community of learners with faculty members and research mentors, to enhance their leadership skills. 

Graduates of this program will be transformative leaders who use a multidisciplinary approach to design and implement change that is socially responsible to solve problems and create solutions that constructively impact their institutions and organizations.

Program Vision, Goals and Outcomes. Organizational leadership, especially in education, at the executive level cannot exist in a silo and at its best should be world serving. The interconnectedness of our world supports the development of academic programs that model collaboration among diverse individuals with divergent types and levels of professional experience. Executive leaders in education, as well as those responsible for organizational growth and development, should be able to engage in collaborative problem solving with a variety of stakeholders from within their organizations as well as with parties outside the organization in both the private and public sectors. Organizations and communities are interdependent. Le Moyne College’s proposed doctoral program mirrors this interdependency and will be central to the leadership and administrative growth of candidates. The program is built to attract and support the development of leaders that will aspire to create educational cultures that model collaboration built upon foundations of social justice and that are informed by best practices in leadership and administration from multiple organizational settings, such as teacher leadership, higher education, business and health care.

True to our Jesuit mission and Jesuit tradition, graduates of this program will become transformative leaders who use a multidisciplinary approach to design and implement socially responsible change. Program goals reflect four pillars of excellence: Leadership that Transforms, Social Responsibility, Scholarship and Communication. Each pillar further specifies one or two program outcomes in the leadership development of doctoral graduates. 

PillarProgram Outcome
Leadership that TransformsCandidates will generate new ways to demonstrate compassionate engagement in the world; a commitment to service; promotion of community spirit; and, the ability to foster and lead necessary change.
Leadership that TransformsCandidates will expand upon their own refined moral and ethical code of conduct; and, consistent actions that promote a more just society.
Social ResponsibilityCandidates will create new inclusive structures and opportunities to embrace and show respect for cultural and social differences; behavior that reflects how they structure societies; and; actions that value full inclusion.
Social ResponsibilityCandidates will analyze and synthesize a personal awareness of the Jesuit tradition that encourages examination of issues of ultimate meaning; examines what it means to be the ideal of men and women for and with others; and, models the care of the whole person.
ScholarshipCandidates will evaluate and generate: a strong foundational knowledge in executive leadership content, skills and dispositions; specialized expertise in the field of education; collaboration skills within multidisciplinary learning opportunities; critical thinking; effective communication; and, the ability to make intellectual connections.
CommunicationCandidates will integrate strong and effective communication skills in all modalities that permeate each of the other pillars.

Program of Study. The program, meeting year round, is based on small entering classes that will move collectively through the core, research and professional leadership courses as a community of learners. The program becomes more individualized as doctoral students reach the courses supporting development of their respective dissertations. The curriculum provides a rigorous sequence of leadership courses and experiences. The 60-credit program is comprised of the following: 15 credits of core courses, 9 credits of research, 15 credits of professional leadership, and 21 credits of dissertation seminars.

The five required Core Courses emphasize critical contemporary problems confronting leadership in organizations as well as cultural and socially conscious leadership that provide a foundation for understanding and exploring the deeper, complex aspects of transformational change. The three Research Courses build and provide solid qualitative analytic competencies along with quantitative skills to conduct informative research. And, the five Professional Leadership Courses emphasize comprehensive theoretical applied leadership concepts and contemporary problems in the field of education from the perspective of alternative disciplines, i.e., legal, ethical, human resource and financial.

Upon completion of all core, research and professional leadership courses, Ed.D. students must take and pass a Comprehensive Exam. Students who pass the Comprehensive Exam move forward into candidacy. Upon advancement to candidacy, each candidate begins the dissertation seminar series with scheduled deliverables during the dissertation development and research process.  During the dissertation stage each student’s academic work becomes more individualized.  At this stage, students work more closely with their respective dissertation committee members to complete and successfully defend their dissertation, but come together for scheduled colloquia and reflective conversations in support and facilitation of their research.

The program is designed to be completed in 48 months on a part-time basis with all core, research and professional leadership courses completed at the end of 28 months. Students enrolling in the program full-time can complete program requirements in 36 months.  

Admission Criteria & Requirements. Admission to the Ed.D. in Executive Leadership program will be based on the following:

  • Submission of a complete graduate application to the graduate admission office or online at www.lemoyne.edu/apply along with a $75 application fee. The application fee is waived for Le Moyne alumni.
  • Completion of a master’s degree from a higher education program that meets national accreditation standards (with a minimum G.P.A. of 3.5) * official transcripts required.
  • Completion of three years in a leadership or management position.
  • Submission of three letters of written recommendation by the individual’s supervisor and key leaders in the candidate’s profession attesting to the candidate’s ability to successfully engage in doctoral level study, her or his demonstrated ability as a leader, critical thinker, problem solver, collaborator, and promoter of a just society.
  • Current resumé.
  • A reflective essay on goals for enhancing leadership skills and impacting the community through education.
  • A personal admissions interview with the admissions committee.
  • A copy of the test score or report for English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS) is required of non-native English speaking applicants.  A minimum test score of 79 is required on the TOEFL or a minimum test score of 6.5 on the IELTS.

Academic Good Standing, Probation and Termination.  Students must remain in academic good standing throughout the program. To remain in academic good standing, students must maintain and have an overall cumulative GPA of 3.00 or above; and, students must earn a grade of B or above in all core, research, professional leadership and dissertation seminar courses. The completion of all pre-requisite courses is required before moving forward into subsequent coursework. If a student does not remain in academic good standing, then matriculated students with a cumulative G.P.A. of less than 3.0 are immediately placed on academic probation. The student will be notified and must meet with the Program Director before continuing with further study. Until the student meets with the Program Director, a hold will be placed on his or her registration. The Program Director, in consultation with the student, will specify a time and course schedule after which the student is expected to have raised his or her cumulative G.P.A. to the required 3.0 level. If the student does not meet the requirement by the specified time schedule, he or she will not be allowed to continue with the program.

Residency. The residency requirement must be fulfilled for all Doctoral students and is designed to support a person employed full-time.  The requirement is completion of at least 30 credit hours of graduate work within a consecutive 2 ½ year period.  This requirement is completed in our program through the student's continuous enrollment in coursework offered in four residency weekends per fall and spring semester throughout the program. In addition, students are required to enroll and complete coursework offered in three residency weekends per summer term on the Le Moyne campus. 

Time To Completion.  Le Moyne College allows 6 years to complete the Ed.D. program.  Normal time to completion for this program is 48 months on a part-time basis.  Students who are unable to complete the Ed.D. in Executive Leadership Program within the stated time limits are dismissed.  If a student believes they have extenuating circumstances they may document the circumstances and send a request for consideration to the Dean of the Purcell School of Professional Studies.  Exceptions to the policy are determined on a case-by-case basis and are granted only once.

Request For An Extension Of A Deadline.  If special circumstances occur that prevent a student from meeting the deadline for completing a program requirement, the student may petition for an extension. The petition must explain the special circumstances and specify the date by which the requirement will be completed. The petition must be signed by the student, the Faculty Advisor, and submitted to the Ed.D. Director, who will bring the documents to the Dean of the Purcell School of Professional Studies for final review and approval.

Leave Of Absence.  The Ed.D. program is specifically designed to function as a community of learners throughout the required core, research and professional leadership courses. Not completing the program in the designed sequence could be disruptive for the student and their colleagues. All students are strongly encouraged to maintain continuous registration so as to make steady progress toward the degree. A student wishing to apply for a Leave of Absence (to take effect at the beginning of the next academic session after applying) must complete and submit the Personal Leave of Absence Request Form available through the Office of the Registrar before the beginning of the session for which leave is requested.  The signatures of the student's Faculty Advisor and the Ed.D. Director are both required.

  • Only students in academic good standing are eligible for an approved Leave of Absence. A student on Academic Probation must ordinarily repair all deficiencies in order to qualify for a leave.
  • Leaves of Absence will be granted for extenuating circumstances including, but not limited to: health reasons, unforeseen financial problems, and family crisis.
  • The maximum term for an approved Leave of Absence is one academic semester.
  • A request to renew a Leave of Absence must be submitted in advance to the Purcell School of Professional Studies Dean; substantial justifications and program approval will be required to obtain renewal.
  • While on a Leave of Absence, a student may be restricted from use of some College facilities.

Family and Medical Leave.  In order to support Ed.D. students in caring for families (e.g., childbirth, adoption, elder care, infant care, family illness), or student medical needs, the Purcell School will approve a petition to the Ed.D. Program Director for a one semester extension to normative time. For students who have been approved for a leave of absence due to family needs (e.g., childbirth, adoption, elder care, infant care, family illness), or student medical needs, the clock will stop. Extensions of the leave need to be approved by the Purcell School of Professional Studies Dean.  A Voluntary Medical Leave of Absence/Withdrawal Request Form is available through the Registrar’s Office.

Program Requirements

Ed.D. in Executive Leadership (60 credits):

Le Moyne College's Ed.D. in Executive Leadership provides a rigorous sequence of leadership courses and experiences for individuals seeking to become transformative leaders nurturing organizational growth and bringing change that is socially responsible. 

Core Courses
EXDL 801Critical Issues in Leadership3
EXDL 803Culturally Proficient Leadership3
EXDL 808Transformational Change3
EXDL 812Socially Conscious Leadership for Community Engagement3
EXDL 814Transformational Leadership3
Research Courses
EXDL 804Research Methods I3
EXDL 806Research Methods Ii: Qualitative Research Methods3
EXDL 807Research Methods Iii: Quantitative and Statistical Research Methods3
Professional Leadership Courses
EXDL 809Lessons in Leadership3
EXDL 810Ethical Leadership3
EXDL 811Legal Issues for Executive Leaders3
EXDL 813Issues in Finance for Executive Leaders3
EXDL 815Leadership for Human Resource Development3
Dissertation Requirements
EXDL 802Doctoral Seminar for Transformative Leaders3
EXDL 890ADissertation Seminar a3
EXDL 890BDissertation Seminar B3
EXDL 890CDissertation Seminar C3
EXDL 890DDissertation Seminar D3
EXDL 890EDissertation Seminar E3
EXDL 890FDissertation Seminar F3

The Ed.D. in Executive Leadership Program is designed to be completed in 48 months on a part-time basis with all core, research and professional leadership courses completed at the end of 28 months.  What follows is a typical student program over a proposed 48-month period.  As can be observed in the sample program of study, six credit hours of course work is scheduled each fall, spring and summer session.  Core, research and professional leadership courses are scheduled to run simultaneously.  The dissertation seminars are scheduled over two consecutive eight-week sessions per semester.  During the dissertation stage each student’s academic work becomes more individualized.  At this stage, students work more closely with their respective dissertation committee members, but come together for scheduled colloquia. 

Plan of Study Grid
Year I
FallCredit Hours
EXDL 801 Critical Issues in Leadership 3
EXDL 802 Doctoral Seminar for Transformative Leaders 3
 Credit Hours6
Spring
EXDL 803 Culturally Proficient Leadership 3
EXDL 804 Research Methods I 3
 Credit Hours6
Summer
EXDL 806 Research Methods Ii: Qualitative Research Methods 3
EXDL 808 Transformational Change 3
 Credit Hours6
Year II
Fall
EXDL 807 Research Methods Iii: Quantitative and Statistical Research Methods 3
EXDL 809 Lessons in Leadership 3
 Credit Hours6
Spring
EXDL 810 Ethical Leadership 3
EXDL 811 Legal Issues for Executive Leaders 3
 Credit Hours6
Summer
EXDL 812 Socially Conscious Leadership for Community Engagement 3
EXDL 813 Issues in Finance for Executive Leaders 3
 Credit Hours6
Year III
Fall
EXDL 814 Transformational Leadership 3
EXDL 815 Leadership for Human Resource Development 3
 Credit Hours6
Spring
EXDL 890A Dissertation Seminar a 3
 Credit Hours3
Summer
EXDL 890B Dissertation Seminar B 3
EXDL 890C Dissertation Seminar C 3
 Credit Hours6
Year IV
Fall
EXDL 890D Dissertation Seminar D 3
EXDL 890E Dissertation Seminar E 3
 Credit Hours6
Spring
EXDL 890F Dissertation Seminar F 3
 Credit Hours3
 Total Credit Hours60

EXDL

EXDL 801. Critical Issues in Leadership. 3 Credit Hours.

This course will provide students the opportunity to examine in detail several critical issues in their respective fields both from the perspective of those who favor making changes to better handle the issue and those who oppose making the change. Issues confront us every day. Perspectives are varied; voices are persistent. There are those who want to maintain the status quo, those who want to go back to the "good old days," and those who want to make major changes in the structures that currently exist and create a new concept for the field of education and educational organizations. Controversy is the basis of change and often improvement. Controversy prompts reexamination and perhaps renewal. Each student with colleagues will study in detail as a community of learners a critical issue with the lens of leadership, share with the class the pros and cons of the issue, and will have the opportunity to express in writing and presentation their personal and professional positions on the issue. In addition to learning about the issue each studies, every student will learn from their colleagues about other critical issues facing the world today and will have the opportunity to express an opinion and provide feedback on the issue as presented by their peers.

EXDL 802. Doctoral Seminar for Transformative Leaders. 3 Credit Hours.

This course begins to establish the concepts of transformational leadership. The learnings will explore strength-based leadership and establish a community of learners to develop research interests for doctoral work and beyond. The course will integrate the concepts of leadership, professional standards, process models, and personal and professional strengths within the structures of collaboration and case studies. there will be an introduction of the Global Jesuit Case Studies Series (GJCS).

EXDL 803. Culturally Proficient Leadership. 3 Credit Hours.

This course provides an opportunity for students to incorporate diverse persepectives in leadership and management within their own settings and in the settings of their colleagues. Students will integrate major frames for analyzing a local organizational culture by defining culturally responsive leadership skills, and seeking to understand the complexities of organizational change within a culture. Students will become more culturally responsive and proficient as they analyze the literature from varied perspectives and gain enhanced knowledge, skills, and dispositions toward solving the impediments to change within students' settings.

EXDL 804. Research Methods I. 3 Credit Hours.

Dissertation research is the capstone project in the Ed.D. in Executive Leadership Program. This course introduces qualitative and quantitative research methods for empirical research. Coursework ranges from the philosophical foundation of data-driven inquiry, the steps in the research process, diffrent research designs to professional research writing. Students who complete the course learn how to plan, conduct, and evaluate qualitative and quantitative research, thus acquiring the needed knowledge and skills for developing their dissertation research proposal.

EXDL 806. Research Methods Ii: Qualitative Research Methods. 3 Credit Hours.

This course is designed to engage students in paradigm, process, and products of qualitative methods in education research. Students engage in qualitative research with emphasis on such qualitative methods as ethnographic, case study, focus groups, interviewing, and document analysis. Also, students develop a philosophical, organizational, and operational approach to a qualitative dissertation research study. The course is intended to develop competent qualitative researchers who value the lived experience as means of creating knowledge. These steps will be applied to the student's dissertation, if applicable, and to better analyzing qualitative data that is embedded in their work in the field. Content and skills developed here will be incorporated into their Dissertation Seminar EXDL 890B.

EXDL 807. Research Methods Iii: Quantitative and Statistical Research Methods. 3 Credit Hours.

The course is designed to provide executive leaders with a hands-on approach to analyzing and completing quantitative studies. Students will learn and apply research steps including: identifying research questions and hypothesis; clarifying the study variables; determining appropriate research designs; conductiong an a priori power analysis; choosing the appropriate statistic for a problems; analyzing a data set; using IBM SPSS to test null hypotheses; interpreting results; applying skills to a multi-disciplinary team project and writing results these steps will be applied to the student's dissertation, if applicable, and to better analyzing quantitative data that is embedded in their work in the field. Content and skills developed here will be incorporated into their Dissertation Seminar EXDL 890B.

EXDL 808. Transformational Change. 3 Credit Hours.

The purpose of this course is to acquaint students with central concepts of organizational and transformational change. Students are expected to read and discuss theories and paradigms related to change, to reflect on their own experiences in organization undergoing change, and to analyze an issue related to organization change. Students are expected to include multiple considerations, use/apply varying change structures, and discuss the cultural relevancy embedded in organizational and transformational change that is equitable for all stakeholders. The GJCS will be used as a basis for analyzing the change process.

EXDL 809. Lessons in Leadership. 3 Credit Hours.

This course explores the primary ideas, values and competencies required for modern day leadership. This course will challenge students to use what they have learned in readings and discussions about leadership to analyze both themselves and well known leaders. Using the case study method, students will consider how the concept of leadership is changing in our dynamic world and will write a case study on a leader. The concept of leadership has been examined and dissected since ancient times, in search of a replicable process which could be somehow infused to create great leaders. From classic theories to situational explorations, the power to lead can create a better town, a more successful company, a more equitable world.

EXDL 810. Ethical Leadership. 3 Credit Hours.

Through a multidisciplinary approach, we will examine ethical dilemmas in leadership as well as the foundations and context of moral implications of decision making within organizations and the impact upon all stakeholders. We will investigate the ethical challenges and decision criteria for ethical decision making. We will continue to design case studies that are focused on ethical issues. Ethical theories and principles used in administration and especially educational organizations will be explored. The GJCS will be used here as students highlight ethical dilemmas that leaders face. The practice of leadership is not confined to those in positions of authority but is required of every member of all professions. Leadership qualities and skills are essential requirements for expert practice in all settings. This course is designed to create opportunities to investigate the ethical and moral reasoning behind our decision making and to be informed by lessons learned in other professions. Emphasis is placed on the values of caring for the whole person and equity.

EXDL 811. Legal Issues for Executive Leaders. 3 Credit Hours.

This course will investigate the intersections of the multidisiplinary fields of education, health care, business and social work, as well as strengthening the basic knowledge of legal issues within each specific discipline. This multidisciplinary approach to legal issues allows for a broader dialogue from wider perspectives. This course is not intended to be an in-depth investigation of any one discipline, but rather their intersection and relevance to one another. Students will contribute knowledge and investigate specific issues relative to educational organizations with the outcome to develop a practical framework for comparing and contrasting the legal issues in various disciplines. The course will cover constitutional law as it applies to various disciplines. The course will cover constitutional law as it applies to various settings, labor law issues, civil rights, governance, regulatory compliance, contract law, legal issues relative to finance, among other areas. The course provides students with a working knowledge of the law regarding such issues as well as a functional ability to identify and analyze such legal issues and to ascertatin the state of the law their regard.

EXDL 812. Socially Conscious Leadership for Community Engagement. 3 Credit Hours.

Leadership demands intention, commitment, and purposeful action. As a member of a global society that strives to be inclusive and sustaining, leaders in every field must consider their role in identifying and solving community challenges. Varied perspectives must be considered for understanding of a challenge to be developed, and actions to be implemented. Collaborating with other colleagues in class and a socially conscious community leader, the student will create an action research project that will be initiated in 812, and completed in 814. The expectation is for the student to develop their inner socially conscious leader and with involvement in the action research project. Working in conjunction with a community leader who embodies socially conscious leadership and provides modeling of skills, the student will develop a communication plan that speaks to the needs of the stakeholders to be involved in the project for sustainability to occur.

EXDL 813. Issues in Finance for Executive Leaders. 3 Credit Hours.

This course provides a conceptual and technical understanding of the business function in public and not-for-profit school systems, health care systems, social systems, higher education and other educational organizations. Topics include examination of the role of business managers, developing competencies in areas of budgeting, purchasing, fund accounting, state aid, property taxes, human resources, and long range fiscal planning.

EXDL 814. Transformational Leadership. 3 Credit Hours.

The concept of transformational leadership evokes definitions of worldliness and grandeur in ideas and actions. A leader who demonstrates transformational skills should have global, national, and local perspectives and experiences, and view the processes of problem-solving and decision-making through a variety of lens, including political, economic, intellectual and social. Le Moyne College has undertaken a partnership using case studies as a means of study and research, and this course will complement that partnership with a culminating activity that includes development and filming of a case study for use by other doctoral students. the focus of the case study will be on characteristics and skills of transformational leadership as defined by the literature, and as evidenced in a community project. This course will also afford the student the ooportunity to complete the Action research Project from EXDL 812, and continue work with community leader. Integration of varied research topics and action research will allow collaborative groups of students to use research practices and contribute to a changing community.

EXDL 815. Leadership for Human Resource Development. 3 Credit Hours.

This course provides a conceptual and technical background in the human resources function. The course requires students to analyze the processes by which these entities can recruit, select, acculturate, develop, evaluate, compensate and retain the personnel necessary to accomplish its objectives. All categories of personnel, both professional and non-professional, will be discussed. Students will conduct research and practice problem solving and leadership skills as applied to human resources.

EXDL 890A. Dissertation Seminar a. 3 Credit Hours.

During Seminar A, candidates will be expected to integrate the inquiry and teachings based on major themes, program learning outcomes, institutional learning outcomes, professional standards and data relevent to their research interests from prior leadership and research courses with the initial steps of the dissertation process. Seminars will be held with the Dissertation Chair and the Candidate on a consistent basis in order to facilitate the completion of the dissertation steps. Dissertation steps to be completed include: Identify the Dissertation Chair; Explore initial research questions; Perform initial literature survey; Identify remaining membership of Dissertation Committee (i.e., methodologist, reader); and, Determine research question and begin literature review.

Prerequisite: Admission to Candidacy.

EXDL 890B. Dissertation Seminar B. 3 Credit Hours.

During Seminar B, candidates will be expected to integrate the inquiry and teachings based on major themes, program learning outcomes, institutional learning outcomes, professional standards and data relevant to their research interests from prior leadership and research courses with the next steps of the dissertation process. The seminar will be held with the Dissertation Chair and the Candidate on a consistent basis in order to facilitate the completion of the dissertation steps. Dissertation steps to be completed include: Prepare Dissertation Proposal; Submit Dissertation Proposal to Dissertation Committee for approval; Successfully defend Dissertation Proposal; and, Obtain Institutional Review Board (IRB) approval, if required, after proposal defense.

EXDL 890C. Dissertation Seminar C. 3 Credit Hours.

During Seminar C, candidates will be expected to integrate the inquiry and teachings based on major themes, program learning outcomes, institutional learning outcomes, professional standards and data relevant to their research interests from prior leadership and research courses with the next steps of the dissertation process. The seminar will be held with the Dissertation Chair and the Candidate on a consistent basis in order to facilitate the completion of the dissertation steps. Dissertation steps to be completed include: Continue refining problem statment, literature review, and research method; and, Begin data collection and analysis.

Prerequisite: EXDL 890B.

EXDL 890D. Dissertation Seminar D. 3 Credit Hours.

During Seminar D, candidates will be expected to integrate the inquiry and teachings based on major themes, program learning outcomes, institutional learning outcomes, professional standards and data relevant to their research interests from prior leadership and research courses with the next steps of the dissertation process. The seminar will be held with the Dissertation Chair and the Candidate on a consistent basis in order to facilitate the completion of the dissertation steps. Dissertation steps to be completed include: Continue data collection and analysis; and, Prepare draft chapter summarizing results of data collection and analysis.

Prerequisite: EXDL 890C.

EXDL 890E. Dissertation Seminar E. 3 Credit Hours.

During Seminar E, candidates will be expected to integrate the inquiry and teachings based on major themes, program learning outcomes, institutional learning outcomes, professional standards and data relevant to their research interests from prior leadership and research courses with the next steps of the dissertation process. The seminar will be held with the Dissertation Chair and the Candidate on a consistent basis in order to facilitate the completion of the dissertation steps. Dissertation steps to be completed include: Finalize edits of chapters on problem statment, literature review, and research method; Finalize chapter on results summary; Prepare draft chapter summarizing conclusions and implications from the results; and, Complete Presentation and Dissertation Graphics.

Prerequisite: EXDL 890D.

EXDL 890F. Dissertation Seminar F. 3 Credit Hours.

During Seminar F, candidates will be expected to integrate the inquiry and teachings based on major themes, program learning outcomes, institutional learning outcomes, professional standards and data relevant to their research interests from prior leadership and research courses with the next steps of the dissertation process. The seminar will be held with the Dissertation Chair and the Candidate on a consistent basis in order to facilitate the completion of the dissertation steps. Dissertation steps to be completed include: Write Abstract; Complete Dissertation, obtain feedback from Dissertation Committee and finalize revisions; Submit final Disseration to Dissertation Committee for approval to defend; and, Successfully defend Dissertation.

Prerequisite: EXDL 890E.