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When true leaders aren’t satisfied with the status quo, they step up. They take charge. But at the same time, they exude stability under pressure, a collaborative spirit, and inclusion—those are the change-maker qualities we instill in our Doctorate of Education candidates here at Concordia. Are you compelled to enhance your leadership capabilities, so you can make immediate and long-term impacts in your workplace? Do you agree that even the smallest positive change in the education sphere can have a ripple effect on the world at large? If so, you’ll find immense value in our innovative program.
Ideal for professionals who are balancing work, family, and community obligations, our online EdD program offers an intensive curriculum taught by a faculty of highly regarded scholars from diverse backgrounds, including prestigious universities and successful businesses. And you’ll join the same, supportive community they belong to: one that believes in the strength and efficacy of genuine leadership.
Choose from one of five EdD specializations, each of which can be completed 100% online in a four-phase schedule over about three and a half years. Classes are eight weeks in length, and are limited to 15 to 17 candidates to support quality instruction.
What makes Concordia’s EdD program so innovative? It originates from our first-of-its-kind campus in Portland, Oregon—in a facility that houses our College of Education, a public preK-8 school, medical facilities, food services, and more. We call it a 3 to PhD® community, living proof of our belief that health and safety matter just as much as education. What that means for you as an online student: your program is steeped in innovation, up-to-the-minute research, and people who truly care about changing the educational system.
Our doctoral program also includes an interactive “virtual residency” component, providing you with the same collaborative, in-depth academic support as traditional face-to-face residencies with the flexibility of a truly online experience.
The Administrative Leadership specialization is designed for people interested in public or private sector professional and institutional management.LEARN MORE
This program includes an emphasis on both higher education administration and higher education teaching to prepare servant-leaders for leadership, teaching, and service positions.LEARN MORE
The Instructional Leadership specialization helps you develop the knowledge, ability, and capacity to positively impact practice, programs, and policy.LEARN MORE
The Professional Leadership, Inquiry, and Transformation specialization offers candidates the ability to design a customized program of study from an array of doctoral coursework.LEARN MORE
The Concordia University-Portland doctoral program focuses on developing reflective practitioners and transformative leaders who:
CORE CANDIDACY COURSES
The doctorate curriculum requires candidates to complete core coursework that lays the foundation for the program in Phase 1, specialization courses in Phase 2, research courses in Phase 3, and a dissertation in Phase 4.
This course provides opportunities for doctoral candidates to develop and refine their scholarly writing during the first year of the education doctorate in order to become successful writers during and beyond their academic career. Writing craft development occurs through peer writing groups, close study of published texts, and interaction with faculty writers. Course topics include writing article abstracts and analyses, critiques, and literature surveys. Strategies for reading critically, organizing and developing thoughts, choosing appropriate vocabulary, and revising one’s own writing are also covered. Candidates write and revise various genre of scholarly writing throughout the year-long workshop, culminating in a revised draft of the Comprehensive Connection paper.
This course is grounded in the belief that it is the responsibility of educators to employ ethical practice in the daily activities of their personal and professional lives. Educators must also ensure that the institutional policies and practices of their school or organization adhere to the application of ethical practice throughout the workplace. The course will emphasize human subjects research issues of harm and deception. This study of the use of ethical principles in an educational context will include an examination of the underlying assumptions and implicit or explicit policies that can support or erode ethical practice. As a result of the activities and discussions completed in this course, candidates will have the opportunity to transform their personal and professional ethical lives and priorities.
SPECIALIZATION CANDIDACY COURSES
The specialization courses in Phase 2 can be found on each specialization page:
RESEARCH CANDIDACY COURSES
Candidates will be registered for one of three religion courses, based on what is being offered at the time, each of which satisfies the religion requirement.
This course explores the nature of sacred texts for practitioners of religion. Because most sacred texts were developed prior to widespread literacy and printing technologies, they require specific reading skills, particularly in extracting practical meaning from densely written texts. Focusing on the Parables of Christ, this course both explores the content of these parables and appropriate reading/interpretation of these foundational texts.
This seminar investigates the interface of religion and contemporary society through fundamental questions about the meaning of life, the reality of God, and truth and values to live by in a postmodern context. The candidate will examine critically his/her own beliefs and values in the light of popular assumptions and prevalent attitudes in our time, and the deeper questions of life that are addressed by various religious approaches.
Scholars Before Researchers I and II are courses taken back-to-back in Phase III. The classes are devoted to researching and drafting Chapter Two of the dissertation proposal. Course topics include an overview of the literature review process, advanced library research techniques, and methods of organizing and managing the literature. Students will leave the course with a completed draft of their dissertation literature review. The course is taught by the Faculty Chair who is involved in the process from topic formulation to proposal defense.
The Intense Research Module (IRM) I and II courses assist the candidate in developing the research design and the methods that are employed in the Phase IV research field experience. One intense research module content area is completed in each course to support the development of the dissertation’s research design.
Prerequisites: EDDR 610 & EDDR 619 with grade of P
This course is designed to assist doctoral candidates in completing their dissertation proposals and prepares candidates to defend a dissertation proposal before their dissertation committee. The course continues the Phase III emphasis on developing Scholars Before Researchers by guiding candidates to develop professional writing, research, and presentation skills. Candidates’ Faculty Chairs will instruct, mentor, and advise candidates as they: revise Chapters 2 and 3 of the proposal, write the Chapter 1: Introduction, and then synthesize the full proposal in order to ensure it is defense-worthy. The full dissertation committee will provide input, critique, and support during the development and defense process.
Extended Dissertation Proposal Opportunity
Should you need more than one session to complete your dissertation proposal, you may register for an additional eight weeks (2 credits). This course may be taken up to six times in order to allow additional time to complete the dissertation proposal (financial aid restrictions apply).
DISSERTATION CANDIDACY COURSES
The dissertation is a scholarly document intended to demonstrate the research competence of the author and to produce greater understanding. It is written in the formal language and style of its discipline or field of study, and it results from a comprehensive, logical, and ethical investigation. The dissertation is an expression of the highest level of critical thought and is expected to be a substantive contribution to the theory or practice of its discipline or field of study.
Candidates are required to complete a minimum of 6 credits of dissertation.
Extended Dissertation Opportunity
Should you need more than two semesters to complete your dissertation, you may register for an additional eight weeks (1.5 credits). This course may be taken up to six times in order to allow additional time to complete the dissertation(financial aid restrictions apply).
Higher education is undergoing what may be its most significant change in centuries, with innovative approaches designed to meet the needs of candidates who work and have families. We’re proud to lead the way with our EdD program’s Virtual Residency feature.SEE WHY IT WORKS
The focal point of any doctoral program is the residency. Since Concordia’s online EdD is aimed at the practitioner-scholar who already balances career, family, and other responsibilities, we designed a doctoral residency that can be completed anywhere, anytime, and completely online.SEE HOW IT WORKS
“It appears clear that one of the main reasons almost 50 percent of students don’t finish their doctoral work is that they don’t have adequate support,” says Dr. Jerry McGuire, emeritus professor and former director of doctoral studies at Concordia University-Portland.
As part of our Virtual Residency, students have a rich and expansive support system; they’re linked to mentors who can guide them throughout the program and the doctoral dissertation process.
Should you earn a Doctorate of Education from Concordia? Simply put, it depends on the kind of professional you are and the goals you have set for yourself. Prospective candidates exhibit a love of teaching both in and out of the classroom, and share many of the same objectives:
EdD courses are practical and research-based, and will help you gain valuable leadership and decision-making skills through rigorous, intensive project-based learning and purposeful collaboration.