The College of Education and Human Development offers a Doctor of Education (Ed.D.) with an emphasis in P-12 Administration. The programmatic mission is to develop and support a community of ethical, reflective and scholarly leaders who will improve the success of K-12 students. Graduates from this program understand, apply and commission research related to elementary and secondary schools. Doctoral students and their faculty tackle tough issues related to educational leadership at the school- and district-levels, improving organizational outcomes, and addressing the needs of persistently low-performing schools. As a student in this program, your knowledge, skills and abilities will be strategically strengthened to better prepare you to meet these challenges.
Why Choose U of L's Ed.D. program?
At Home Testing Available Worldwide for the GRE® General Test
ETS has expanded the availability of at home testing for the GRE® General Test to everywhere the computer-delivered GRE General Test is normally available, with the exception of Mainland China and Iran. In Mainland China, ETS is working closely with NEEA to accommodate test takers impacted by test cancellations, including adding test dates once regular testing resumes. ETS is working to offer at home testing to Iran as soon as possible.
At home testing for the GRE General Test is for students who have been affected by the coronavirus (COVID-19). Monitoring of the test will be conducted using live remote proctors and artificial intelligence technology by ProctorU®, the leading proctoring solution for online testing.
The test is identical in content, format, on-screen experience and scoring to the GRE General Test taken at a test center. It is monitored online by a trained human proctor from start to finish to maintain test security.
The doctoral faculty tackles tough issues related to school achievement in the areas of reading, science, and mathematics as well as addressing persistently low-performing schools. As a student in this program, your knowledge, skills and abilities will be strategically strengthened to better prepare you to meet these challenges.
Marco Munoz, Ed.D.
Priority Schools Director
Jefferson County Public Schools
Katy DeFerrari, Ed.D.
Assistant Superintendent of
School Culture and Climate
Jefferson County Public Schools
Marty Pollio Ed.D.
Superintendent
Jefferson County Public Schools
For more details about program curriculum, visit the Graduate Catalog.
This program is designed for those who have or do not need administrative certification. Pre-requisite: master's degree and three years teaching experience. The program allows up to 12 hours of transfer credit from a regionally accredited university that offers advanced degrees.
EdD students complete 6 credit hours together per semester (planned format). Limited substitutions or modifications may be permitted based upon previous coursework, career goals, or individual schedule needs. Note: Students need to contact the Program Coordinator to discuss.
Students must be enrolled at UofL for a minimum of 18 hours within a 12-month period to meet the residency requirement. These hours are built into the planned format but must be considered when making program modifications.
A doctoral student must have been admitted to candidacy no later than the end of the month prior to awarding of the degree; that is:
Students apply for the EdD in ELOD each spring, with enrollment each fall.
Graduate Admissions Office
Houchens Building
University of Louisville
Louisville, KY 40292
Potential students for the program must meet the minimum requirements for admission to the University of Louisville Graduate School
Additionally, the following is required by the Doctor of Education (Ed.D) program:
Note: International students who have earned a degree from an accredited college or university in the U.S. are not required to complete the TOEFL, IELTS, or Duolingo.
All application materials are reviewed by the program faculty and are considered holistically when determining admission status. Students will be notified in writing of their admission status.
Should a candidate also desire to pursue additional certifications while enrolled as an Ed.D. student (Principal, Superintendent, Director of Special Education):KY EPSB RequirementsNote: Once all credentials have been submitted to the Graduate Admissions Office, they will automatically be forwarded to the Department of Educational Leadership, Evaluation and Organizational Development for review. The materials assist the committee in deciphering the:
Applicants will be notified in writing if they will be invited to interview in May - June.
Deb Powers, Ed.D.
Clinical Assistant Professor
Educational Leadership, Evaluation, & Organizational Development
The University of Louisville
1905 South 1st Street
Porter Building, Room 369
Louisville, Kentucky 40292
(502) 852-6428
debbie.powers@louisville.edu
Janet Olson, Administrative Assistant, 502-852-6475
Are you considering the next step in your career? If so, consider the Doctorate of Education at UofL!
The EdD in Educational Leadership and Organizational Development (ELOD) develops and supports a community of ethical, reflective, and scholarly activists who will improve the success of K-12 students. Graduates are educational leaders at the school, district, state, and national levels. They may also work in related organizations (education cooperatives or education associations) as well as in higher education.
UofL regular cost graduate tuition = $571 per credit hour
Your graduate tuition rate = $270 per credit hour
$1,800 per semester x 9 for 60 hour program | $16,200* |
* Excludes books, materials and fees
Rachel Baker, Ed.D.
Title: PARENT AND TEACHERS’ PERCEPTIONS OF EMPLOYMENT OUTCOMES FOR YOUTH WITH INTELLECTUAL DISABILITIES TRANSITIONING FROM THE PUBLIC SCHOOL SETTING.
Committee Members:
Dr. W. Kyle Ingle (Chair)
Dr. Debbie Powers
Dr. Douglas Stevens
Dr. Rachel Yarbrough
Julie Chancellor, Ed.D.
Title: URBAN TEACHERS' PERSPECTIVES ON TEACHING DIVERSE STUDENTS.
Committee Members:
Dr. Shelley Thomas (Co-Chair)
Dr. W. Kyle Ingle (Co-Chair)
Dr. Debbie Powers
Dr. Bradley Carpenter
James McMillin, Ed.D.
Title: ACADEMY STUDENT AMBASSADOR PERCEPTIONS OF THE ACADEMY MODEL: THE SUCCESSES AND AREAS FOR GROWTH.
Committee Members:
Dr. Debbie Powers (Co-Chair)
Dr. W. Kyle Ingle (Co-Chair)
Dr. Ron Sheffield
Dr. Douglas Stevens
Kendra Nolan, Ed.D.
Title: NON-TRADITIONAL INSTRUCTION: EXAMINING THE INTERACTION EFFECT BETWEEN STUDENT CHARACTERISTICS AND PERCEIVED SENSE OF CONNECTEDNESS IN AN ONLINE LEARNING ENVIRONMENT.
Committee Members:
Dr. W. Kyle Ingle (Chair)
Dr. Keith Davis
Dr. Ishwanzya Rivers
Dr. R. Aaron Wisman
Matt Anderson, Ed.D
Title: A CASE STUDY IN THE USE OF MENTORSHIPS IN ACADEMIC INSTRUCTIONAL COACH DEVELOPMENT.
Dissertation Chair: Dr. W. Kyle Ingle
Committee Members:
Dr. Harrie Buecker
Dr. Katy DeFerrari
Dr. Marco Munoz
Jennifer Cox, Ed.D.
Title: SPACE TO LEAD: COGNITIVE COACHING AS MINDFUL SCHOOL LEADER PRACTICE.
Dissertation Chair: Dr. Kyle Ingle
Committee Members:
Dr. Mary Brydon-Miller
Dr. Deborah Powers
Dr. Maggie McGatha
Terri Davenport, Ed.D.
Title: A QUALITATIVE LOOK AT SECONDARY TRAUMA THROUGH THE LIVED EXPERIENCES OF ELEMENTARY TEACHERS
Dissertation Chair: Dr. Mary Brydon-Miller
Committee Members:
Dr. Meera Alagaraja
Dr. Harrie Buecker
Dr. LaMesa Marks-Johns
Christopher Flores, Ed.D
Title: BLACK MEN WANTED: AN INSTRUMENTAL CASE STUDY EXPLORING THE SITUATIONAL FACTORS RELATED TO THE RETENTION OF AFRICAN AMERICAN MALE HIGH SCHOOL TEACHERS.
Dissertation Co-Chairs: Dr. Denise Cumberland and Dr. Debbie Powers
Committee Members:
Dr. Doug Stevens
Dr. Keith Davis
Dr. Lu Young
Cassandra Woods, Ed.D
Title: RIVERS OF LIFE: A PORTRAITURE STUDY OF THREE BLACK FEMALE EDUCATIONAL LEADERS IN A LARGE URBAN SCHOOL DISTRICT
Dissertation Chair: Dr. Mary Brydon-Miller
Committee Members:
Dr. Geneva Stark-Pittman
Dr. Keith Davis
Dr. Teri Reed
Kristy Field, Ed.D
Title: Teacher Perception of Collegial Collaboration in an Academy Structure
Dissertation Chair: Dr. Kyle Ingle
Committee Members:
Dr. B. Keith Davis
Dr. Lu Young
Dr. Deborah Powers
Nicole Fields, Ed.D
Title: The Many Facets of Trauma-High Need Index School Principals’ Perspectives on Trauma-Informed Care
Dissertation Chair: Dr. Mary Brydon-Miller
Committee Members:
Dr. Harrie Buecker
Dr. Detra Johnson
Dr. Ishwanzya Rivers
Shawn Hinds, Ed.D
Title: CAPACITY BUILDING: A STUDY OF CAREER ACADEMIES AND STUDENT CAREER SELF-EFFICACY
Dissertation Chair: Dr. Kyle Ingle
Committee Members:
Dr. Jason Immekus
Dr. Deborah Powers
Dr. Douglas Stevens
Kathy House, Ed.D
Title: Student Perceptions of Personalized Learning in a Rural School District
Dissertation Chair: Dr. Kyle Ingle
Committee Members:
Dr. B. Keith Davis
Dr. Douglas Stevens
Dr. Deborah Powers
Rajwinder Kaur, Ed.D
Title: Fostering African American Female Students' Sense of Belonging: A Digital Storytelling Participatory Action Research Approach
Dissertation Chair: Dr. Mary Brydon-Miller
Committee Members:
Dr. Harrie Buecker
Dr. Ishwanzya Rivers
Dr. Tomarra Adams
Faneshia McPherson Jones, Ed.D
Title: Kindergarten Readiness and Grade 1 Mathematics Achievement
Dissertation Chair: Dr. Jason Immekus
Committee Members:
Dr. Kyle Ingle
Dr. Tiffany Marshall
Dr. Deborah Powers
Devon Roberts, Ed.D
Title: INCLUSION OF CLASSIFIED STAFF IN THE IMPLEMENTATION OF POSITIVE BEHAVIOR SUPPORTS AND INTERVENTION: A DISTRICT CASE STUDY
Dissertation Chair: Dr. Kyle Ingle
Committee Members:
Dr. Harrie Buecker
Dr. Mary Brydon-Miller
Dr. Terry Scott
Adam Stephens, Ed.D
Title: A PHENOMENOLOGICAL STUDY OF KINDERGARTEN TEACHERS’ PERCEPTIONS OF THEIR STUDENTS IN THE AGE OF KINDERGARTEN READINESS
Dissertation Chair: Dr. Mary Brydon-Miller
Committee Members:
Dr. B. Keith Davis
Dr. Douglas Stevens
Dr. Deborah Powers