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So you’re hoping to increase your qualifications as an educational leader? The Doctor of Education (EdD) degree at North Greenville University will provide you with the knowledge and skills you need to attain leadership positions in either K-12 or higher education settings, even if you’re currently a working professional. NGU's Graduate School of Education faculty members are prepared and willing to help you succeed in impacting the world for Christ in the field of education.

 

QUICK FACTS

 

  • 60 - Credit hours in the Ed.D. degree at NGU
  • 8 - Weeks per term (some classes are hybrid, fully online, or in 1-week intensives)
  • 2 - Start dates throughout the year
  • 0 - Years of teaching experience required

 

DEGREE DESCRIPTION

 

The 60-hour EdD program at NGU is designed to develop trained and skilled educational leaders who make a difference. The degree sets students apart by providing broad knowledge of social, political, and economic forces at work in society, as well as developing leaders that can meet both current and future leadership challenges in education. In the EdD program at NGU, you’ll learn the knowledge and skills required for your future, including the following:

  • Applied research
  • Higher-order cognitive skills
  • Problem-solving
  • Professional development
  • Social intelligence
  • Systems thinking 

 

TRACKS / CONCENTRATIONS

 

  • K-12 Leadership
  • Higher Education Leadership

Career Opportunities

 

  • Academic Dean
  • Assistant Principal
  • Curriculum Coordinator
  • Director of Student Services
  • Education Administrator
  • Principal
  • Professor
  • Provost
  • Superintendent
  • Teacher

If you have earned a master’s degree from an accredited university and maintained an overall GPA of at least 3.0 on a four-point scale in your graduate coursework, then you can be considered for admission to NGU’s Ed.D program. To apply, complete the following steps:

  1. Fill in the online graduate school application.
  2. Send the following documents to NGU’s Office of Adult and Graduate Admissions at 405 Lancaster Ave., Greer, SC 29650:
    1. One of the following test score and writing sample combinations:
      1. Test score for the Graduate Record Examination (GRE) and an academic writing sample of 300 words or more
      2. Test score for the Miller Analogies Test (MAT) and an academic writing sample of 1,000 words or more
    2. Three professional letters of recommendation
    3. A check for the $50 application fee
    4. Test score for the Test of English as a Foreign Language (TOEFL) (This only applies to applicants whose native language is not English.)
  3. Download, print, and fill in the College Transcript Request Form, and then send it to the registrar of any colleges or universities you have previously attended. (They will then send your official transcripts directly to NGU.)
  4. Have an intake interview with the program director online or in person.

Notes:

  • Candidates who hold an earned doctorate from a regionally accredited institution will be exempt from the testing requirement for admission. Candidates that have earned nine credit hours in a regionally accredited doctoral program with a minimum grade of “B” in all courses will be exempt from the testing requirement for admission. These candidates must provide an academic writing sample of 1,000 words or more. Up to nine hours of doctoral work may be transferred to NGU upon the approval by the dean of the Graduate School of Education after transcript analysis.
  • Admission to the program depends on several factors, including the overall quality of application materials, depth of professional experience, relevant degree(s) from accredited institutions, applicant/program fit, and a preferred, target combined GRE scores of 290 on the verbal and quantitative reasoning portion, as well as a minimum of 3.5 on the analytical portion and writing sample or a preferred, target minimum score of 400 on the MAT with writing sample. All factors will be used to determine a complete picture of the candidate’s competitiveness and ability to successfully complete the EdD program.
  • To receive transfer credit, students must submit to their admissions advisor an official doctoral-level transcript, from a regionally accredited institution, along with a Graduate Credit Transfer Request form and course descriptions of the courses that are under consideration for transfer credit. Transfer credit is officially counted toward the student’s degree after successful completion of two terms in the Ed. D. program.

Curriculum Structure

 

The curriculum for NGU’s EdD degree consists of two separate course sequences, depending on your chosen concentration: K-12 leadership or higher education leadership. In addition to their required courses, students in either concentration can also select three electives.

This 60-hour degree program is made up of five 8-week terms. The format of study is blended, with both on-campus and online learning, including two course that are onsite in a week long seminar format.

 

Example Course Sequence

 

To complete the degree in the three year format, students will need to take courses with their cohort in the recommended course sequence.  Deviation from the sequence will lengthen the degree time frame. Additionally, the suggested course sequence for NGU’s EdD degree depends on which concentration you’ve chosen for your degree, whether K-12 leadership or higher education leadership:

 

K-12 Leadership Concentration

 

To complete the Doctor of Education with a concentration in K-12 leadership, complete the following courses:

 

Core Courses

 

EDL 701 Introduction to Doctoral Studies: K-12 (3 credit hours)

EDL 702 Social Foundations: K-12 (3 credit hours)

EDL 703 Organizational Development: K-12 (3 credit hours)

EDL 704 Leadership and Technology: K-12 (3 credit hours)

EDL 705 Advanced Ethical Leadership Studies: K-12 (3 credit hours)

EDL 706 Conflict Resolution, Mediation, and Personnel Management: K-12 (3 credit hours)

EDL 707 Politics of Education: Historical Frameworks: K-12 (3 credit hours)

EDL 708 Learning and Instruction: K-12 (3 credit hours)

EDL 721 Curriculum, Instruction, and Supervision (3 credit hours)

EDL 722 Accountability (3 credit hours)

EDL 723 Field Analysis of Current Practices (3 credit hours)

EDL 724 Directed Independent Study: Self Selected (3 credit hours)

 

Electives

 

Elective Course (3 credit hours)

Elective Course (3 credit hours)

Elective Course (3 credit hours)

 

Research Courses

 

EDL 761Quantitative Research (3 credit hours)

EDL 762 Qualitative Research (3 credit hours)

EDL 763 Dissertation Proposal (3 credit hours)

EDL 764 Dissertation 1 (3 credit hours)

EDL 765 Dissertation 2 (3 credit hours)

 

Higher Education Leadership Concentration

 

To complete the Doctor of Education with a concentration in higher education leadership, complete the following courses:

 

Core Courses

 

EDL 711 Introduction to Doctoral Studies: Higher Education (3 credit hours)

EDL 712 Social Foundations: Higher Education (3 credit hours)

EDL 713 Organizational Development: Higher Education (3 credit hours)

EDL 714 Leadership and Technology: Higher Education (3 credit hours)

EDL 715 Advanced Ethical Leadership Studies: Higher Education (3 credit hours)

EDL 716 Conflict Resolution, Mediation and Personnel Management: Higher Education (3

EDL 717 Politics of Education: Historical Frameworks: Higher Education (3 credit hours)

EDL 718 Learning and Instruction: Higher Education (3

EDL 731 Law and Policy in Higher Education (3 credit hours)

EDL 732 Budget, Finance, and Human Resources (3 credit hours)

EDL 733 Field Analysis of Current Practices (3 credit hours)

EDL 734 Directed Independent Study: Self Selected (3 credit hours)

 

Electives

 

Elective Course (3 credit hours)

Elective Course (3 credit hours)

Elective Course (3 credit hours)

 

Research Courses

 

EDL 761Quantitative Research (3 credit hours)

EDL 762 Qualitative Research (3 credit hours)

EDL 763 Dissertation Proposal (3 credit hours)

EDL 764 Dissertation 1 (3 credit hours)

EDL 765 Dissertation 2 (3 credit hours)

 

Course Descriptions

 

These are the relevant EdD courses offered at NGU and their respective course descriptions, listed alphabetically:

EDL 701 or EDL 711 Introduction to Doctoral Studies (3 credit hours) – This course is designed as an introduction to the doctoral program. Major themes of the course include an overview of the requirements for a doctorate, coursework, comprehensive exam process, research and the dissertation process. An overview of data analysis and data-driven decision making; modeling and critiquing effective leadership practices; developing good research questions; reviewing the steps of the doctoral process and acquainting the candidate with the process to successfully complete the degree. (Note: Lower course number is K-12 leadership concentration and higher course number is higher education leadership concentration.)

EDL 702 or EDL 712 Social Foundations (3 credit hours) – This course is designed to explore the social, historical, philosophical, and cultural foundations of United States public education. Students will examine past and contemporary school practices, educational policy and the relationship between policy, identity and practices as a leader. (Note: Lower course number is K-12 leadership concentration and higher course number is higher education leadership concentration.)

EDL 703 or 713 Organizational Development (3 credit hours) – This course provides students with the knowledge and practices necessary to identify and understand organizational behavior and development. The processes involved in managing and sustaining organizations are examined. Philosophical, psychological, social and economic issues impacting educational organizations will be identified for analysis and problem-solving as candidates learn to positively study and develop organizations. (Note: Lower course number is K-12 leadership concentration and higher course number is higher education leadership concentration.)

EDL 704 or 714 Leadership and Technology (3 credit hours) – This course focuses on preparing educational leaders to develop a system-wide analysis of educational technology and integrate technology into their leadership roles. Candidates will develop knowledge and skills required for data-driven leadership, and explore the potential of technological trends for leadership. (Note: Lower course number is K-12 leadership concentration and higher course number is higher education leadership concentration.)

EDL 705 or 715 Advanced Ethical Leadership Studies (3 credit hours) – Designed to promote students’ purposeful inquiry for knowledge in the study of ethics above the Master’s level. Applies ethics analysis and evaluates ethical decision making. Candidates study ethical leadership styles and apply that to developing public policy while examining advanced ethics and the implications for their effect on leadership. (Note: Lower course number is K-12 leadership concentration and higher course number is higher education leadership concentration.)

EDL 706 or 716 Conflict Resolution, Mediation and Personnel Management (3 credit hours) – This course examines a foundational approach to conflict resolution, mediation, mentoring and professional development from a leadership perspective. Participants will be equipped to work with and empower personnel to enhance organizational effectiveness while navigating the complex role of resolving individual, group and organizational conflict. (Note: Lower course number is K-12 leadership concentration and higher course number is higher education leadership concentration.)

EDL 707 or 717 Politics of Education: Historical Frameworks (3 credit hours) – This course examines the historical political implications on curriculum, objectives and program sequence and overall organizational functioning. Focuses on analysis of historical interactions among school district, local community, state and federal systems and their impact on leadership. (Note: Lower course number is K-12 leadership concentration and higher course number is higher education leadership concentration.)

EDL 708 or 718 Learning and Instruction (3 credit hours) – This course examines a foundational approach to learning and instruction to maximize student achievement. Instructional practices, models, applications, and innovative approaches will be examined in regards to teaching and learning. (Note: Lower course number is K-12 leadership concentration and higher course number is higher education leadership concentration.)

EDL 721 Curriculum, Instruction and Supervision (3 credit hours) – Designed to build upon candidates’ experiences as teachers and curriculum designers/evaluators. The course will develop leadership skills in analyzing system-wide curricular efforts; evaluating curriculum, supervision of personnel, developing curriculum and models of instruction and assessment. Candidates learn the complex system-wide leadership challenges under the scrutiny of local, state and national mandates.

EDL 722 Accountability (3 credit hours) – This course is designed for leaders to identify, analyze and explore educational accountability issues at the classroom, district, state and national levels relative to policy mandates. The current practices of high learning standards, performance evaluation models, accountability models and curriculum accountability initiatives are explored.

EDL 723 Field Analysis of Current Practices (3 credit hours) – This course is an instructor directed field study for candidates who are currently placed in an educational setting (or other approved setting) to intensively study practices, leadership style and overall leadership effectiveness.

EDL 724 Directed Independent Study: Self-Selected Research (3 credit hours) – This course is a self- selected/directed field study for candidates that involves intensive study of a topic in the student’s research area. (Prerequisites: Admission to the EdD program and permission of instructor)

EDL 731 Law and Policy in Higher Education (3 credit hours) – This course is an advanced study of law and policy and their relationship to higher education with a specific emphasis on analysis of the implications on the work of higher education leaders across institutional settings. It is designed to enable leaders to become knowledgeable, effective, and responsible participants within the political and policy functions of higher education.

EDL 732 Budget, Finance, Human Resources (3 credit hours) – The course provides higher education leadership study with the theoretical and working knowledge of techniques, issues, policy, and practices as they are related to budget and finance in higher education institutions. The course also covers the diversity and complexity of roles and responsibilities when managing human resources in higher education institutions.

EDL 733 Field Analysis of Current Practices (3 credit hours) – This course is an instructor directed field study for candidates who are currently placed in an educational setting (or other approved setting) to intensively study practices, leadership style and overall leadership effectiveness as it relates to higher education.

EDL 734 Directed Independent Study: Self-Selected Research (3 credit hours) – This course is a self- selected/directed field study for candidates that involves intensive study of a topic in the student’s research area in higher education. (Prerequisites: Admission to the EdD program and permission of instructor)

EDL 741 or 751 Educational Policy (3 credit hours) – This course is designed for advanced study of educational policies and law. It builds upon coursework taken at the Masters level. The course will develop the ability of leaders to analyze and assess laws, policies and practices that impact educational systems. It will also provide candidates with frameworks to improve organizational effectiveness at both the technical and human resource level. (Note: Lower course number is K-12 leadership concentration and higher course number is higher education leadership concentration.)

EDL 742 or 752 Systemic Resource Management (3 credit hours) – This course provides the analysis, development of strategies, and management of unit internal and external funds. Candidates will learn the resource development and resource management including personnel and financial. Resource study will include internal and external funding budgets, resource allocation models and examine private, state, and federal compliance regulations. (Note: Lower course number is K-12 leadership concentration and higher course number is higher education leadership concentration.)

EDL 743 or 753 Strategic Planning (3 credit hours) – This course focuses on practical approaches for long-term and short-term planning including strategic thinking, developing core competencies, strategic formulation, decision making, communicating decisions and planning for successful implementation of strategies.  Candidates learn the complexities of planning and implementing the processes as a leader. (Note: Lower course number is K-12 leadership concentration and higher course number is higher education leadership concentration.)

EDL 744 or 754 Today’s Student (3 credit hours) – This course assists leaders in developing a clear understanding of the developmental issues facing students and the process by which development occurs. Extensive study of social development and the application of principles of educational settings will assist professionals in supporting diverse student populations and leading increasingly complex groups. (Note: Lower course number is K-12 leadership concentration and higher course number is higher education leadership concentration.)

EDL 745 or 755 Academic Culture & Learning (3 credit hours) – This course is an intensive examination of the student, faculty, and administrative cultures in education environments. Topics include the history and philosophy of academic culture and the internal and external influences on teaching and learning, faculty and students, and instructional models and methods. (Note: Lower course number is K-12 leadership concentration and higher course number is higher education leadership concentration.)

EDL 746 Dissertation Seminar (3 credit hours) – This is a one-hour credit course for those candidates who require additional time, above the program requirements of six, to complete the dissertation process.

EDL 761 Quantitative Research (3 credit hours) – Provides knowledge and skills in applied statistics. Focus is on skill development to appropriately develop, examine and apply statistical analysis in their respective program studies and professional settings.

EDL 762 Qualitative Research (3 credit hours) – This course provides knowledge and skills in qualitative methods commonly used in educational settings. Major components of the course include qualitative theoretical/conceptual frameworks, research designs, instrument development and data collection procedures, data analysis and interpreting and reporting results.

EDL 763 Dissertation Proposal (3 credit hours) – This course will allow students to discuss the fundamental concepts and tools of research applied to educational problems. Each student will prepare a proposal for the dissertation. This course requires knowledge of the literature and ongoing student engagement in research. The student will complete the IRB application process in this course.

EDL 764 Dissertation 1 (3 credit hours) – This course is to develop an approved dissertation proposal. Credit hours taken by students to assist them in analyzing their research data and begin writing their dissertation.

EDL 765 Dissertation 2 (3 credit hours) – This course is to further develop and finalize their research data and writing their complete dissertation in preparation for formal dissertation defense.


For more information on our upcoming terms, course offerings, and the textbooks you’ll need, follow the links below:

All Graduate School of Education faculty members at NGU hold doctoral degrees in various educational areas. Additionally, faculty members are experienced teachers who are seasoned leaders. 

Students in NGU’s Ed.D program are taught and mentored by these highly credentialed faculty, who not only possess years of experience in their respective fields of study, but also enable students to think critically and develop into more effective and impactful leaders in the field of education. 

 

Dr. Shelley Dugle

Dean of the Graduate School of Education

Shelley Dugle has served as the dean of the Graduate School of Education at NGU since 2010, where she has developed the M.Ed. and MAT programs with her team of faculty members. She enjoys both administrative tasks and teaching graduate courses. Prior to this, Dugle taught K-8 students with mild to moderate disabilities in the public school setting and also undergraduate education majors at an Ohio institution. Dugle enjoys spending time with her two daughters, three dogs, and family/friends. She currently serves as a Merge ministry small group leader at Fellowship Greenville and is thankful for every day God has given her to enjoy love and life.

Dr. Michael Butler

Professor of Education

Michael Butler served as the Secondary Education Coordinator for the North Greenville University undergraduate Teacher Education programs from 2007-2011. While serving on the undergraduate campus, Butler co-founded the NGU Student Chapter of Association for Supervision and Curriculum Development and was an NCATE Standard writer for the accreditation renewal process. Butler currently serves in the graduate school college of education, where he co-authored the Master of Art in Teaching program and the Educational Leadership Doctoral program. Butler’s specializations are the social and historical foundation of education, educational public policy, applied research, and assessment.

 

Dr. Harold Long

Associate Professor and Director of Supervised Student Teaching

Harold Long is a professor with the Graduate School of Education and directs student teaching. He has earned degrees in Psychology (B.S.), Elementary Education (M.A.) and Educational Administration (Ed.D.). Prior to joining NGU, he spent his career in public education working at every level including elementary, high school and coordinating educational research at Clemson University. In addition to his duties at the graduate school, he conducts educational research, writes and has consulted with several schools and districts. In his free time, Long particularly enjoys traveling the United States with his family in their RV.

Dr. Mary Ann Solesbee

Read to Succeed Specialist

Mary Ann Solesbee served as chair of the Education Department at North Greenville University from 1995-2005, where she led the team to develop the inaugural undergraduate teacher education program. She has also worked in public education as a teacher, literacy coach, and director of the Teaching American History Grant, Teaching American History Right Under Our Feet. She is the author of the Sal and Amanda book series for children, which highlights South Carolina history with a bit of mystery. She is presently serving as the Read to Succeed Specialist for the Graduate School of Education at NGU.

Dr. Tawana Scott

Assistant Vice President of Graduate Academic Services

Adjunct Professor

Dr. Tawana Scott is a graduate of The University of Georgia, North Greenville University, and Union University. She has served North Greenville University for 10 years as Director of Graduate Enrollment, Dean of Graduate Enrollment, Dean of Graduate Academic Services and most recently as Assistant Vice President of Graduate Academic Services. She also serves in the role of adjunct teaching for the graduate school. One of her greatest passions is assisting students reach their educational goals.

If you’re a prospective student who’s interested in this degree at NGU, then you can contact our Office of Adult and Graduate Admissions directly to learn more:

Justin J. Pitts
Director of Adult and Graduate Admissions
Local: (864) 663-7507
Toll Free: 1-844-333-4566
Justin.Pitts@ngu.edu

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