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.

Earn your EdD in three years, fully online

Choose from one of five EdD concentrations, each of which can be completed 100% online in three years. Classes are eight weeks in length, and are limited to 20 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 concentration is designed for people interested in public or private sector professional and institutional management.

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This program includes an emphasis on both higher education administration and higher education teaching to prepare servant-leaders for leadership, teaching, and service positions.

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The Instructional Leadership concentration helps you develop the knowledge, ability, and capacity to positively impact practice, programs, and policy.

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The Professional Leadership, Inquiry, and Transformation concentration offers candidates the ability to design a customized program of study from an array of doctoral coursework.

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Transformational Leadership is an administrative and leadership concentration for individuals who want to advance in business, organization, and church leadership and management.

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GOALS & OBJECTIVES

Hone your vocational skills with a Concordia EdD

EdD Program Goals & Objectives

The Concordia University-Portland doctoral program focuses on developing reflective practitioners and transformative leaders who:

  • Understand the theoretical bases of practice, are able to turn theory into action, and can utilize skills and strategies to improve practice
  • Apply organizational skills and strategies, apply capacity-building program analyses, and have a willingness to recognize need and confront it with reason and grace
  • Are grounded with a solid ethical, moral, and faith-based truth-telling, integrity, and a spirit of service
  • Understand purposeful collaboration, democratic participation, and choice as a guiding style that produces strong and powerful results
  • Have the capacity to meld reason and imagination, analysis and hunch, and accept a tolerance for ambiguity
  • Have a willingness to think and act critically, unravel dense meaning, and probe complicated projects with sense and clarity
  • See themselves as scholars who are committed to study as intentional, intriguing, and inspiring
They want you to succeed. It is an investment that they are making in you as well. And they will do their best to see you through to the end.
LISA FEE, EdD Graduate '17

COURSE DESCRIPTIONS

Earn your EdD in three years

CORE & CONCENTRATION COURSES

Year 1
21 credits
EDDC 700 (0.5)
Scholarly Writing - Identity

The courses in this sequence (EDDC 700 through 705), Scholarly Writing, provide 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 both during and beyond their academic career. 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 their own writing are also covered. Candidates will practice concrete strategies for drafting and revising texts and will develop greater metacognitive awareness of their writing processes. Through peer editing experiences, candidates will develop the ability to be thoughtful readers of their peers’ writing. Candidates write and revise various genres of scholarly writing during the course sequence, culminating in 705 with a revised draft of the Comprehensive Connection paper.

EDDC 712 (3)
The Ethical Educator

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.

EDDC 701 (0.5)
Scholarly Writing - Style

The courses in this sequence (EDDC 700 through 705), Scholarly Writing, provide 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 both during and beyond their academic career. 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 their own writing are also covered. Candidates will practice concrete strategies for drafting and revising texts and will develop greater metacognitive awareness of their writing processes. Through peer editing experiences, candidates will develop the ability to be thoughtful readers of their peers’ writing. Candidates write and revise various genres of scholarly writing during the course sequence, culminating in 705 with a revised draft of the Comprehensive Connection paper.

EDDC 714 (3)
Transformational Learning

Based on the view that an individual's beliefs influence his or her actions in powerful ways, this course encourages candidates to reframe their world-view to move away from knowledge transmission towards transformational learning. Candidates will deconstruct conformity to social and cultural canons which have permeated U.S. public schools to a negative effect. They will examine theories that are meant to catalyze social transformation and individual change, and develop their own theory and practice of transformative learning for social change.

EDDC 702 (0.5)
Scholarly Writing - Analysis

The courses in this sequence (EDDC 700 through 705), Scholarly Writing, provide 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 both during and beyond their academic career. 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 their own writing are also covered. Candidates will practice concrete strategies for drafting and revising texts and will develop greater metacognitive awareness of their writing processes. Through peer editing experiences, candidates will develop the ability to be thoughtful readers of their peers’ writing. Candidates write and revise various genres of scholarly writing during the course sequence, culminating in 705 with a revised draft of the Comprehensive Connection paper.

EDDC 716 (3)
Creativity, Inquiry, and Innovation

This course emphasizes the need for organizations to foster an environment where creativity, inventiveness, and entrepreneurship are expectations in the culture. Topics are investigated through popular literature and case studies of individuals who have made significant break-through contributions in the areas of science, music, art, and business. The course will address such questions as "What is the essence of creative work? Can creativity be learned? How critical is it for organizations and leaders to innovate? What conditions are necessary in the workplace to foster an environment where creativity, experimentation, and innovation are welcomed? Who determines what is creative and what is not? Why is innovation more likely found in the commercial and nonprofit sector rather than schools?" Lastly, the course hopes to tap the creative potential within all of us and illustrate its value for our own growth as well as the health of the organization.

EDDC 703 (0.5)
Scholarly Writing - Synthesis

The courses in this sequence (EDDC 700 through 705), Scholarly Writing, provide 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 both during and beyond their academic career. 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 their own writing are also covered. Candidates will practice concrete strategies for drafting and revising texts and will develop greater metacognitive awareness of their writing processes. Through peer editing experiences, candidates will develop the ability to be thoughtful readers of their peers’ writing. Candidates write and revise various genres of scholarly writing during the course sequence, culminating in 705 with a revised draft of the Comprehensive Connection paper.

EDDC 718 (3)
Leading Organizational Change

This course focuses on helping learners internalize the knowledge, attitudes, skills, and values necessary for facilitating organizational improvement in schools and colleges. In particular, it zeros in on the theory and technology of Organizational Development (OD), and the "what, why, and how" of planned change in diverse educational settings from pre-school to graduate school. Additionally, the course content is undergirded by person-centered values, democratic leadership skills, as well as the ideology of service-management, and is aimed at facilitating excellence in student-centered teaching and learning.

EDDC 704 (0.5)
Scholarly Writing - Issue Exploration

The courses in this sequence (EDDC 700 through 705), Scholarly Writing, provide 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 both during and beyond their academic career. 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 their own writing are also covered. Candidates will practice concrete strategies for drafting and revising texts and will develop greater metacognitive awareness of their writing processes. Through peer editing experiences, candidates will develop the ability to be thoughtful readers of their peers’ writing. Candidates write and revise various genres of scholarly writing during the course sequence, culminating in 705 with a revised draft of the Comprehensive Connection paper.

EDDx 1 (3)
Concentration Course 1

The first course specific to your concentration.

EDDC 705 (0.5)
Scholarly Writing - Connections

The courses in this sequence (EDDC 700 through 705), Scholarly Writing, provide 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 both during and beyond their academic career. 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 their own writing are also covered. Candidates will practice concrete strategies for drafting and revising texts and will develop greater metacognitive awareness of their writing processes. Through peer editing experiences, candidates will develop the ability to be thoughtful readers of their peers’ writing. Candidates write and revise various genres of scholarly writing during the course sequence, culminating in 705 with a revised draft of the Comprehensive Connection paper.

EDDx 2 (3)
Concentration Course 2

The second course specific to your concentration.

CONCENTRATION & RESEARCH COURSES

Year 2
17 credits
EDDR 706 (0.5)
Research Writing - Literature Search

This course focuses on library research in support of a literature review along with continuing development of candidates’ academic writing. The course builds upon the critical thinking practices developed in EDDC 702 and 703, and it emphasizes the interrelatedness of critical reading, writing, and thinking in the pursuit of identifying and understanding the research literature on a topic. Candidates will locate and closely examine peer-reviewed, published research articles on their chosen dissertation topic. Candidates will leave this course with a substantial annotated bibliography of literatures on their topic and a completed literature matrix.

EDDx 3 (3)
Concentration Course 3

The third course specific to your concentration.

EDDR 707 (0.5)
Research Writing - Literature Review

This course builds upon the work completed in EDDC 706. Candidates will use the annotated bibliography and matrix to write an initial Literature Review that presents an argument about the state of research on their topics. Substantial time will be devoted to critiquing previously written Literature Reviews as a way of helping the student understand the differences between a well-written and a poorly-written literature review. The completed literature review will provide the foundation for developing a quantitative research question and prospectus about the topic in EDDC 708 and a qualitative research question and prospectus for the topic in EDDC 709.

EDDx 4 (3)
Concentration Course 4

The fourth course specific to your concentration.

EDDR 708 (0.5)
Prospectus Writing - Quantitative

This course focuses on developing scholarship and understanding in behavioral and social science quantitative research. Doctoral candidates will craft an initial quantitative research prospectus based on the quantitative research question developed previously in EDDR 707. Candidates will identify their research niche (i.e., find a gap, or weak connection, or alternate connection in literature); establish their research niche (i.e., situate their research question in context, purpose, and conceptual framework); and occupy their research niche (i.e., state the proposed study’s significance and the nature of the study, operationalize variables, and determine assumptions, delimitations and limitations).

EDDR 790 (3)
Quantitative Research Methods

This course helps beginning educational researchers balance the competing demands of formal experimental and survey design principles with the ever-present practical constraints of the real world so that they can conduct sound quantitative research. Emphasis will be placed on formulating research questions, identifying relevant target populations, selecting respondents for study, refining definitions of the effects of interest, identifying relevant comparisons, selecting appropriate measures, including descriptive, inferential, and probability statistics, determining how many subjects to study, taking advantage of the results of previous research and pilot studies, and anticipating the unanticipated. The quantitative research designs of survey, correlation, causal-comparative, and comparative will be examined.

EDDR 709 (0.5)
Prospectus Writing - Qualitative

The prospectus is a preliminary description of the proposed research study. The prospectus provides doctoral candidates the opportunity to develop a draft of a qualitative research prospectus, under the guidance of their Faculty Chair. The prospectus demonstrates the doctoral candidate’s ability to present his or her view of an investigative passion or situation, as a research idea, that he or she is making a case for using relevant, rigorous, and feasible methods.

EDDR 791 (3)
Qualitative Research Methods

The goal of this course is to examine inquiry from a relativistic, but systematic, way of knowing. Candidates will apply qualitative research principles through coherent study of the established methodological designs of narrative, phenomenology, grounded theory, ethnography, and case study. The issues of alternative knowledge claims, validity or trustworthiness, in-depth field work, and data collection and analysis will be examined through these six strategies of inquiry.

EDDR 798 (3)
Dissertation

Taken twice in Year 2

Under the guidance of the Faculty Chair and dissertation committee, candidates will develop and execute a feasible, ethical, and scientifically valid dissertation research study and write a dissertation to report the development, execution, and completion of the study. The dissertation will include: a logical, organized Introduction; a synthesized Literature Review; a well-articulated and sound Methodology; a scientifically accurate and precise presentation of Data Analysis and Results; and, a well-developed Discussion and Conclusion. The dissertation is a scholarly document or presentation intended to demonstrate the research competence of the author and to produce greater understanding resulting from a comprehensive, logical, and ethical investigation. The dissertation is an expression of a high level of critical thought and is expected to be a substantive contribution to the theory or practice of its discipline or field of study.


NOTE: Must take a minimum of eight times. May be repeated for up to 78 credits within the seven-year time limit to earn the degree.

DISSERTATION

Year 3
3 credits
EDDR 798 (3)
Dissertation

Taken twice in Year 2

Under the guidance of the Faculty Chair and dissertation committee, candidates will develop and execute a feasible, ethical, and scientifically valid dissertation research study and write a dissertation to report the development, execution, and completion of the study. The dissertation will include: a logical, organized Introduction; a synthesized Literature Review; a well-articulated and sound Methodology; a scientifically accurate and precise presentation of Data Analysis and Results; and, a well-developed Discussion and Conclusion. The dissertation is a scholarly document or presentation intended to demonstrate the research competence of the author and to produce greater understanding resulting from a comprehensive, logical, and ethical investigation. The dissertation is an expression of a high level of critical thought and is expected to be a substantive contribution to the theory or practice of its discipline or field of study.


NOTE: Must take a minimum of eight times. May be repeated for up to 78 credits within the seven-year time limit to earn the degree.

Concordia's Virtual Residency Advantage

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.

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What’s a Virtual Residency?

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.

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How Does the Virtual Residency Work?

  • Utilizes an Orientation Module to introduce new doctoral candidates to a rigorous course of study and identifies resources needed to engage fully in the doctoral experience
  • Employs the cohort model to generate a source of sustained collaboration and support among peers
  • Provides interactive group projects designed to build community, cooperation, and creativity
  • Provides networking opportunities embedded in proposal and dissertation development, which creates pride, fellowship, and esprit de corps with dissertation chairs, dissertation committee faculty, and fellow students in a cohort
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Get the Support You Need

“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.

PROGRAM OUTCOMES

Is Concordia’s online EdD program right for you?

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:

  • Learn how to use systematic inquiry to improve classroom and school practice
  • Lead organizational change using empirically developed and proven strategies
  • Work together in small research communities to share resources and ideas

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.

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