Comprehensive Exam | Comprehensive Exam is required.
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Oral Defense | Oral Defense is required.
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Research | Individualized research is required.
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Some online/blended coursework | Required |
Licensure | This program may lead to licensure. |
- Provide students with an opportunity to develop an understanding of the importance of education in our society, the significance of educational leaders, and in general, the effects leaders have on society;
- Enable students to gain higher-level skills necessary to pursue leadership careers in schools, colleges and universities, and other educational organizations;
- Provide experienced leaders with opportunity for growth in skills and knowledge to improve the services they provide; and
- Enable educational leaders to grow professionally throughout their careers by becoming dynamic lifelong learning professionals.
- Elucidate the philosophical theories and approaches to inquiry and schools of practice in education, articulates their sources, and illustrates both their applications and their relationships to K-12.
- Assess the contributions of major figures and organizations in the sociological foundations of education, describes major methodologies and practices, and identifies how they impact the current field of education.
- Understand one’s own leadership style and intercultural development level and be able to articulate the cultural environment and views of others.
- Analyze organizations from philosophical, social, historical, political, and intercultural points of view.
- Analyze historical processes and events and their interrelation, then synthesize and evaluate the pertinent arguments and debates to explore how leaders in education have addressed various organizational and societal challenges.
- Analyze the impact, interactions, and implications of various public sectors on educational systems
- Apply information about an organization (its cultures, environments, patterns, etc.) to develop organizational strategies designed to improve the quality of education and promote the success of all students, while sustaining an institution’s mission.
- Equitably and ethically sustain people, processes, information, and assets, to fulfill the mission, vision and goals of their institutions
- Use precise listening, speaking, and writing skills to engage in honest, open dialogue
- Demonstrate the ability to develop responsive, cooperative, mutually beneficial, and ethically sound internal and external relationships; ones that nurture diversity, foster student success, and promote the organization’s mission
- Set high standards for self and others, demonstrate personal accountability, and ensure the long-term growth of self and the organization
- Recognize, commit to, and advance the mission, vision, and goals of the organization
- Apply an appropriate model of change to an issue or problem and be able to design and execute a strategic management plan from beginning to end
- Understand and be able to articulate the differences between leadership models and be able to apply leadership models to challenges within the organization and disseminate the results of the scholarship involved in these actions.
- Synthesize and apply organizational and administrative theories to think strategically, solve problems and build community.
- Engage in scientific methods to assess, practice, examine results, and promote sound decision-making
- Evaluate a range of qualitative, quantitative and mixed methods research on educational leadership
- Design, critique and implement relevant research to affect practice, and enact effective change
- Interpret program evaluations, research reports, to identify programmatic applications of research findings
- Articulate significant challenges involved in practicing the field of study, elucidates its leading edges, and explores the current limits of theory, knowledge and practice through a project that lies outside conventional boundaries
- Utilize creativity and innovative skills to select a topic for research and find new information as an outcome of the dissertation process
- Articulate a theoretical framework for the project (including conducting a literature review to assess the theoretical and methodological contributions previously made to this area)
- Identify and define appropriate variables and methods of data collection, select and apply quantitative and qualitative research methods appropriate to the research design, and analyze, interpret and explain your findings
- Evaluate the effectiveness of the project and its implications to the field of Education
- Present your original research to professional and non-professional audiences, articulating sustained, coherent explanations summarizing your work
- Conduct a dissertation defense to a community of educational leadership faculty and peers
- Facilitating the development, articulation, implementation, and stewardship of a shared district vision of learning through the collection and use of data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals; promotion of continual and sustainable district improvement; and evaluation of district progress and revision of district plans supported by district stakeholders
- Sustaining a district culture conducive to collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous, and coherent curricular and instructional district program; developing and supervising the instructional and leadership capacity across the district; and promoting the most effective and appropriate technologies to support teaching and learning within the district.
- Ensuring the management of the district’s organization, operation, and resources through monitoring and evaluating district management and operational systems; efficiently using human, fiscal, and technological resources within the district; promoting district-level policies and procedures that protect the welfare and safety of students and staff across the district; developing district capacity for distributed leadership; and ensuring that district time focuses on high-quality instruction and student learning.
- Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources for the district by collecting and analyzing information pertinent to improvement of the district’s educational environment; promoting an understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources throughout the district; building and sustaining positive district relationships with families and caregivers; and cultivating productive district relationships with community partners.
- Acting with integrity, fairness, and in an ethical manner to ensure a district system of accountability for every student’s academic and social success by modeling district principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the district; safeguarding the values of democracy, equity, and diversity within the district; evaluating the potential moral and legal consequences of decision making in the district; and promoting social justice within the district to ensure individual student needs inform all aspects of schooling.
- Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context within the district through advocating for district students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning; and anticipating and assessing emerging trends and initiatives in order to adapt district-level leadership strategies.
Graduate Admission Information
The NAU graduate online application is required for all programs. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College. Admission requirements include the following:
- Transcripts.
- Undergraduate degree from a regionally accredited institution with a 3.0 GPA on a 4.0 scale ("A" = 4.0), or the equivalent.
Visit the NAU Graduate Admissions website for additional information about graduate school application deadlines, eligibility for study, and admissions policies. Ready to apply? Begin your application now.
International applicants have additional admission requirements. Please see the International Graduate Admissions Policy .
Additional Admission Requirements
Individual program admission requirements over and above admission to NAU are required.
- Applicants for this degree must possess a principal credential
- Master's degree from a regionally accredited institution
- Three letters of recommendation
- A writing sample
- A personal statement or essay
Doctoral Requirements
This Master’s degree requires 63 units distributed as follows:
- Area I - Professional Foundations: 9 units
- Area II - Leadership Theory: 9 units
- Area III - Community College/Higher Education Administration Professional Leadership: 18 units
- Area IV – Evaluation and Research: 27 units
Take the following 63 units: Area I - Professional Foundations (9 units)
- Prerequisite: EDF 677">EDF 703 , Prerequisite: Graduate Status">EDF 784 (6 units)
- EDF 673 , EDF 704 , Prerequisite: EDF 670">EDF 711 , Prerequisite: EDF 671 or consent of instructor">EDF 742
- EDL 733 , Prerequisite: Admission to Educational Leadership (EdD)">EDL 788 , Prerequisite: Admission to Educational Leadership (EdD)">EDL 789
- EDL 724 , Prerequisite: EDL 635 or consent of instructor">EDL 734 , EDL 736 , EDL 797 (12 units)
- Electives: graduate courses (doctoral preferred) from the College of Education or other Northern Arizona University colleges. (6 units)
- Prerequisite: EDR 798">EDL 799 Dissertation (12 units)
- Prerequisite: Admission to NAU doctoral program and Corequisite: EDR 610">EDR 720 , Prerequisite: EDR 610 and EDR 720">EDR 798 (6 units)
- EPS 525 (3 units)
- Prerequisite: EDR 610">EDR 725
- Prerequisite: EPS 525">EPS 625
- It is recommended that applicants to the doctoral program complete EDR 610 , “Introduction to Research” or its equivalent, as the concepts learned in this course are foundational for the Area IV doctoral research coursework.
- At least one unit of Prerequisite: EDR 798">EDL 799 (dissertation units) must be taken in continuous enrollment until 12 units are taken. If additional dissertation units are needed, students may enroll in 1 unit at a time, after they have completed 12 units. Students must be enrolled in Prerequisite: EDR 798">EDL 799 during the semester they defend their dissertation.
- No graduate credit-units may be transferred into the program with the exception of credit-units taken from Northern Arizona University for the purpose of Superintendent Certification.
- For more information about residency and other requirements that pertain to this degree, see Doctoral Requirements Policy.
Students enrolled in this plan may not enroll in or pursue the following due to the number of overlapping units:
- Educational Leadership - Community College / Higher Education Administration , EdD
- Principalship requires 36 units.
- Superintendency requires an additional 24 units.
Additional Information
Be aware that some courses may have prerequisites that you must also successfully complete. For prerequisite information, click on the course or see your advisor.
Campus Availability
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A&T Expands Graduate Degree Programs Amid Unprecedented Growth
By Hope Baptiste / 09/03/2024 Academic Affairs
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EAST GREENSBORO, N.C. (Sept. 3, 2024) – North Carolina Agricultural and Technical State University has added five new graduate degree programs to its curriculum — three of which gained approval in a single academic year. The university now offers nearly 50 graduate programs across nine colleges and two schools.
The university welcome the first cohorts of students this fall to its M.S. and Ph.D. programs in criminal justice , as well as its Doctor of Nursing Practice (DNP) program. The doctoral program in criminal justice is the only one of its kind in North Carolina.
N.C. A&T is also launching a Ph.D. program in applied psychology, which is awaiting accreditation by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) , an institutional accreditor for quality assurance in higher education; and an M.S. in physician assistant studies, which is awaiting specialized accreditation. These programs hope to enroll students beginning Fall 2025.
“Data show that the greatest need for advanced-degree training is centered in healthcare and STEM-related fields,” said Clay Gloster Jr., Ph.D., P.E., vice provost for Graduate Research and dean of The Graduate College. “These new programs will help address those critical needs in the workforce and expand opportunities in law and criminal justice, as well.
“As the nation’s most affordable doctoral research university , A&T is making exceptional graduate education accessible and strengthening its position as a top research and doctorate producing institution."
Housed in the Department of Criminal Justice within A&T’s College of Arts, Humanities and Social Sciences , the criminal justice master’s and doctoral programs provide exceptional graduate education and training in criminal justice with four areas of specialization: investigative science, digital forensics, research methodology and social justice. The Ph.D. is the college’s first doctoral program.
The two programs emphasize an interdisciplinary approach to academics, research, professional development and leadership. The curriculum and training build on the department’s partnership with local and regional law enforcement agencies. The master’s program is available on campus and online, while the Ph.D. program is offered on campus only.
A&T’s School of Nursing , housed within the John R. and Kathy R. Hairston College of Health and Human Sciences, offers the entry option for the BSN, the traditional four-year BSN, the accelerated one-year BSN for graduates with a bachelor’s degree and the RN-BSN completion for registered nurses.
The new DNP prepares BSN and master trained nurses for advanced clinical practice and leadership. Delivered in a hybrid format, the DNP curriculum integrates emerging technology as well as health equity and social justice components to strategically address healthcare challenges. The overall goal is to increase minority students' representation in advanced nursing practice and leadership.
The program bridges workforce gaps in two critical areas: Psychiatry/Mental Health Nurse Practitioner (PMHNP) providers and Nursing Leadership. More importantly, the program equips future nursing leaders with emerging healthcare technology skills (e.g. telehealth, artificial intelligence, sensors and virtual reality) and competencies to address health equity and social justice.
“North Carolina A&T’s longstanding commitment to academic excellence ensures future generations of practitioners, public servants and change-makers are well prepared to make positive, lasting impacts in our communities and beyond,” said Tonya Smith-Jackson, Ph.D., provost and executive vice chancellor for Academic Affairs. “These programs further bolster our place among the nation’s leading doctoral research universities and give our students the tools, training and support they need to learn, thrive and succeed.”
These new degree programs punctuate A&T’s phenomenal growth over the past decade. While final enrollment figures are not yet available, the university has enrolled more than 14,000 students for academic year 2024-25, eclipsing its enrollment of 13,885 for academic year 2023-24 . The university continues to invest in infrastructure, resources, support services and student success efforts to sustain and enhance its excellence as it grows.
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Cancer Researcher Norman Lee, PhD, Selected to Lead Integrated Biomedical Sciences PhD Program
The George Washington (GW) University School of Medicine and Health Sciences (SMHS) selected Norman Lee, PhD, professor of pharmacology and physiology at SMHS, to serve as director for the Integrated Biomedical Sciences (IBS) PhD Program. Beginning Aug. 1 and reporting to Senior Associate Dean for Research Alison Hall, PhD, Lee provides leadership and oversite for GW’s five IBS PhD programs — cancer biology, genomics and bioinformatics, microbiology and immunology, neuroscience, and pharmacology and physiology.
“I am honored to step into the role of Director of the IBS PhD program, following in the footsteps of Dr. Alison Hall,” said Lee. “Her visionary leadership and dedication have been pivotal in shaping the program’s success and fostering an environment of academic excellence. I am committed to building on that legacy.”
Lee brings extensive graduate training experience to the role. He is an accomplished teacher in SMHS medical and graduate school courses, and serving as a Graduate Program Director for the Cancer Biology PhD program and co-leading the T-32 research training grant from the National Cancer Institute in support of the GW Cancer Biology Training Program. Lee also co-leads the Cancer Biology and Immunology Program at the GW Cancer Center. His research interests focus on cancer genomics and regulation of RNA splicing, as well as molecular mechanisms of metastasis and disparities in prostate cancer.
The IBS program offers a common core of interdisciplinary science and professional skills training, as well as foundational courses and electives in each PhD program. The program features more than 60 faculty members offering biomedical research opportunities for PhD students.
“Elevating biomedical graduate programs has been an SMHS priority, given the number of students, the breadth of programs and the opportunity for the school to be at the cutting edge of graduate training and career development in biomedicine,” said Hall. IBS graduates, she noted, go on to research careers in academia, industry/biotech, and government/nonprofit, as well as careers in science communication and science policy.
The IBS program, added Hall, has been particularly successful in earning two NIH T-32 grants to support PhD training in cancer biology — led by Lee and Edward Seto, PhD, King Fahd Professor of Cancer Biology and associate center director for basic sciences at GW Cancer Center — and HIV Persistence, comorbidities, and treatment — led by Alberto Bosque, PhD, MBA, associate professor of microbiology, immunology, and tropical medicine, and Sanjay Maggirwar, PhD, MBA, professor and chair of the Department of Microbiology, Immunology and Tropical Medicine — and many IBS students have won F31 and other independent fellowships.
“As I take on this new challenge, I look forward to working closely with our faculty, students, and staff to continue driving the program’s growth and impact, ensuring that we remain at the forefront of research and education,” said Lee.
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