Appalachian State University’s Doctoral Program in Educational Leadership fosters the development of educators who embrace just and sustainable practices. We support and nurture a wide variety of research methodologies that enhance collaborative learning to create positive individual, social, cultural, and institutional change. We consistently engage in a critical analysis of biases, including race, gender, poverty, and all other identities that shape our lives. Across a variety of disciplines, our inclusive and challenging program inspires a diversity of critical thought and unique transformative experiences. 

The Ed.D. is designed for potential and practicing educational leaders who wish to develop and refine their leadership capabilities in educational organizations. 

• Introduce students to the methodologies of critical analysis of educational theories and practices.

• Engage students in disciplined inquiry in the field of education.

• Prepare students for making contributions to educational theory and practice.

• Prepare students to become leaders and agents of change in diverse educational settings.

This program offers five concentrations. Requirements for each concentration are linked below. For all concentrations, if a course must be taken that deviates from the outlined curriculum, it must be a 5000, 6000, or 7000 level and have prior approval by the Doctoral Advisor and/or Ed.D. Program Director.  The Doctoral Advisor will be the main point of contact for all course and programmatic questions. The Doctoral Advisor will offer individual meetings with all incoming students, semesterly cohort meetings, and ongoing individual consultations.. The Doctoral Advisor will communicate upcoming programmatic opportunities as well as all scheduling information.. There are checklists for each concentration provided in the appendices (top right tab of the handbook).

Educational Administration, Ed.D. and Educational Administration, EdS Dual-Degree

This dual degree program provides coursework for the Education Specialist (EdS) degree in School Administration, with eligibility for Superintendent Licensure (Specialist Level), along with coursework and dissertation research leading to the doctoral degree (Ed.D.), with eligibility for licensure upgrade to Doctoral level. 

*NC principal licensure is required for admission.

Higher Education

The concentration is intended for change-oriented professionals working in a community college,  college, and/or university and settings.

Instructional Technology Leadership

This concentration focuses on instructional uses of technology in K-12 and higher education. 

*Students will earn a graduate certificate in Instructional Technology Leadership upon completion of concentration/certificate requirements.

Interdisciplinary Studies

The concentration is intended for professionals with cross-disciplinary interests in educational leadership, inquiry, and innovative practice.

Literacy in Exceptionalities

This concentration focuses on all facets of reading instruction, literacy, and specific areas of special education.

The cohort model of education is central to the Ed.D. Program. Working in concentration-based cohorts, students acquire skills in using research to understand organizational and social issues, with a growing capacity for leading adaptive, sustainable, and just change. Through a selective admissions process, cohort members are chosen from diverse educational leadership settings. This model allows for the integration of educational scholarship and practice in a supportive, collegial environment. 

The doctoral degree has a minimum 60 credit hour requirement. The core curriculum involves 36 credit hours, including core RES/EDL electives. . Additionally, the program requires 18 elective credit hours and 6 dissertation credit hours. Because 48 hours of coursework must be at the 6000 or 7000 levels, a maximum of 12 credits may be taken at the 5000 level.

The minimum educational requirement for all applicants is a master’s degree. For students entering the program with an Ed.S. from Appalachian State University (or other accredited university) in higher education or educational administration, up to 30 credit hours may be waived toward the doctoral required 60 credit hours. 

To accommodate working professionals, classes are offered online (primarily synchronous) in the evenings two nights each week during fall, spring and summer terms. Online courses may involve both synchronous and asynchronous components. The scheduling of elective courses varies by individual and concentration. Students are expected to register for courses designated for their cohort and progress in accordance with an established cohort course sequence involving two courses per term. Students with unexpected and/or difficult life circumstances that may require adjustments in course sequences should discuss options with the Doctoral Advisor as soon as possible. Such adjustments are likely to prolong the timeline for degree completion. 

Continuous enrollment in doctoral coursework is expected, typically involving two courses per term, including summer.

The required courses for the Doctoral Program in Educational Leadership are listed below. Course descriptions may be found in the Graduate Bulletin. 

NOTE: Educational Administration core curriculum differs from below. Refer to the current Educational Leadership - Educational Administration, Ed.D. and Educational Administration, EdS Dual Degree Graduate Bulletin for a list of current curriculum. 

Foundational and Professional Courses (21 Credit Hours):

• EDL 7011: Theoretical Frameworks for Social Inquiry & Practice (3)

• EDL 7020: Organizational and Systems Theory (3)

• EDL 7025: Leadership in Theory and Practice (3)

• EDL 7027: Leadership for Organizational Innovation (3)

• EDL 7032: Educational Leadership Policy Seminar (3)

• EDL 7065: Writing for the Professional Educator (3)

• Additional Elective approved by the Ed.D. Program Director (3)

Research Courses (15 Credit Hours):

• RES 7160: Qualitative Research Traditions in Education (3)

• RES 7165: Quantitative Research Methods in Education (3)

• RES 7190: Dissertation Proposal Seminar (3)

Advanced Research Electives:

• Two additional RES electives (3+3)

Based on the concentration, students will either enroll in required concentration courses or (for the Interdisciplinary concentration) choose elective courses, in consultation with the Doctoral Advisor. Electives must be graduate-level (5000, 6000, or 7000 levels) and advance the student’s academic goals concerning the student’s concentration, professional development, and/or research interests.. 

Elective credit hours may be waived for students who have completed an Ed.S. degree from Appalachian State University or other accredited university.

Upon completing all coursework, Qualifying Exam/Essay, and approval of a Proposal/Prospectus by the School of Graduate Studies, students are required to register for 6 credit hours of EDL 7999, typically taken over two consecutive semesters.

For essential details, see the EDL 7999 section below. 

An Independent Study is an opportunity for a doctoral student to complete more intensive and focused coursework around a topic not already presented in another doctoral course. It is not a required course. Arrangements for an Independent Study must be negotiated with a supervising faculty member. Please be aware that supervising an independent study is an additional, uncompensated responsibility for a faculty member and should only be pursued in extenuating circumstances.

For an Independent Study to be approved, a student must email a syllabus no later than 3 weeks before the start of the semester to the Ed.D. Program Director, the faculty member supervising the Independent Study, and the Ed.D. Program Associate.

The syllabus must contain the following: 

• Name of student and faculty member

• Semester of study

• Course number (EDL 7500)

• Title of the course

• Purpose of the course

• Course objectives and outcomes

• Major assignments and readings

• Required university syllabus policies (found here)

EDL 7989 is a non-credit earning, fee-bearing course intended to maintain enrollment after coursework. To maintain continuous enrollment, students should register for the appropriate section of EDL 7989 when not enrolled in other coursework. Students who don't complete the Qualifying Essay during their coursework must enroll in EDL 7989-375 until it is submitted and approved. EDL 7989 is used primarily during the Prospectus/Proposal (EDL 7989-376) phase. 

Students who have successfully completed 6 credit hours of EDL 7999: Dissertation Research, but need additional semesters to complete their dissertation, must register for EDL 7989-377 for every consecutive major semester (Fall and Spring) until their dissertation is completed and they have successfully defended. Students will be invited to participate in occasional support sessions based on their respective stage during their EDL 7989 enrollment. 

Continuous Enrollment: Doctoral students are required to maintain continuous enrollment during the major academic semesters (Fall and Spring) for the program's entirety. Enrollment in summer terms is not required, unless students are actively working with a faculty committee to complete a dissertation proposal, defending a dissertation during a summer term, or anticipating an August degree conferral.  

Students should consider the following in planning ahead:

• If students choose not to register in the Summer semesters, they will not have access to the University library and may lose access to other University resources during those semesters.  

• Students are not able to submit documents such as the Qualifying Essay or Proposal/Prospectus for approval. 

• Students must be enrolled as a student (EDL 7989/7999) during the semester in which the degree is conferred.

The Qualifying Essay (QE for short) is a program requirement of the Doctoral Program in Educational Leadership. Guidance documents, including a FAQs sheet and evaluation rubric can be found in the Appendices. The Qualifying Essay has several key objectives.  

1. To look back: Students will reflect on key learning from their coursework and crystallize their current (and changing) perspective on an educational problem, in relation to their understanding of leadership and inquiry.  

2. To look forward: Students will succinctly describe a problem of educational practice, forecasting the trajectory of their dissertation research. The essay also calls for intentional reflection and planning for their professional development as a scholarly practitioner.

3. To demonstrate competence: Students will complete the essay in clear, competent academic prose that demonstrates knowledge and communication skills expected of a scholarly practitioner.

To move on:  Students will be expected to complete this essay within their coursework phase, enabling quicker progress to dissertation work. 

The Qualifying Essay will be 4000-6000 words in length (not including references). The essay should be grounded in scholarly literature with thorough citations throughout the document. In this essay, students will integrate their learning in the program by responding to all of the guiding questions below. While some elements of previous writing assignments may be judiciously incorporated, the bulk of the Qualifying Essay should be fresh, integrative work.

1. What’s a problem of educational practice that you find compelling? 

   • How is that problem shaped by sociocultural, policy, and/or organizational contexts? 

   • In what ways is this a problem of power, belonging, and/or equitable access to resources in education

   • What specific theory/framework/concept has changed and guided your thinking about the problem?

2. How do you approach this problem, as an educational leader?

   • What’s the role of leadership in addressing this problem and how do you position your work as a leader, theoretically and practically?  

   • As a leader, how could you open productive possibilities for addressing this problem in a given context—particularly in a way that enhances educational equity? 

3. How might a process of systematic inquiry enable you to productively engage/study the problem?

   • What theoretical orientation toward inquiry are you leaning into and why?

   • What specific methodological approach could you utilize for your inquiry, in light of the selected problem

4. How has your doctoral study surfaced your strengths and growth areas as a scholarly practitioner? 

   • How is your identity and work as a scholarly practitioner evolving?

   • In what specific ways will you pursue your ongoing professional development as a scholarly practitioner moving forward?

The doctoral program recommends that students have enough coursework to equip them to effectively respond to the required questions before completing their QE. Students will self-determine when they wish to write and submit their QE within an established general parameter. Specifically, doctoral students may submit their QE after they have completed a minimum of 36 credits (typically, after 6 terms) of doctoral coursework. (EdS holders must complete at least 15 credits of doctoral-level coursework.)  

Submissions will typically be made in the fall or spring semester of the 3rd year of coursework. Each concentration area may make their own recommendation to students regarding the timing for their QE writing and submission, within the established program parameter.

The submission deadlines will be as follows: 

• Fall semester deadlines: September 1 and November 1

• Spring semester deadlines: February 1 and April 1

QE reviews are not anticipated to take place in the summer because faculty members are not on contract during this period. 

Each QE paper will be read by at least two reviewers, including one faculty member from the concentration area and one from the Ed.D. Program or the Research faculty.  One of the reviewers may be, but is not necessarily, the student’s identified dissertation chair.  In cases of wide discrepancy between the two reviewers, an additional third review may be required by the Doctoral Program.  

The faculty reviewers will employ a rubric to guide their assessment of the QE.  The ratings from the different reviewers will be aggregated into an overall rating. In addition, reviewers may also provide specific feedback on the student’s strengths and any suggested areas of growth as a scholarly practitioner.

Students will receive an aggregate rating which indicates the status of their Qualifying Essay as:

• Exemplary

• Qualified

• Not Yet Qualified

For students who meet expectations as “exemplary” or “qualified”:

• They officially “pass” the Qualifying Essay.

• They may meet with the Doctoral Student Advisor to review faculty feedback regarding strengths and opportunities for growth.  

For students who do not (yet) meet expectations:

• They will meet with the Doctoral Student Advisor and/or Ed.D. Program Director/Associate Director to review faculty feedback and opportunities to improve any underdeveloped areas of the Qualifying Essay.

• In situations in which multiple aspects of the Qualifying Essay are underdeveloped, the reviewers may recommend that a student prepare a Professional Growth Plan. This Growth Plan shall include 1) concrete actions the student will be expected to take to strengthen skills and knowledge in identified areas and 2) specify the timeline for completion of those actions.

• They will be required to revise and resubmit the QE by the next appropriate deadline.

Students will not be able to submit their dissertation proposal until successful completion of the QE.  Thus, if a student has not successfully completed the QE by the end of their coursework, they will be required to enroll in EDL 7989 (“holding course”) until the QE is successfully completed.  

Students who are not able to meet expectations on the Qualifying Exam within one term of enrollment in EDL 7989 may be encouraged to withdraw from the Ed.D. Program and/or recommended for academic suspension.

A student must have a dissertation Committee Chair to begin work on their Qualifying Examination (QE). The Chair must be a member of Appalachian’s Current Graduate Faculty. The full three-member dissertation committee will be formalized via the Committee Membership Form at the end of the Proposal/Prospectus stage. At this point, please notify the program when you have identified a faculty member who has agreed to chair your dissertation. 

All research involving human participants that is conducted by Appalachian State University faculty, staff, or students must, regardless of funding, receive IRB approval or an official exemption determination prior to the start of recruitment and data collection. Applications for IRB review or exemption must be submitted using the Cayuse Human Ethics product. IRB approval must be obtained before the start of fieldwork or data collection. 

Chairs and students must first obtain their CITI training certification before starting the IRB proposal process (“Social/Behavioral Research Course, Refresher”).

Under the guidance of the committee chair, students should design IRB materials concurrently with the development of the dissertation proposal. This practice will strengthen the methodology and ensure a more efficient process. The IRB application should be submitted in conjunction with the completion of the proposal and approval from the full committee. Please note that the IRB office recommends submitting applications for non-exempt research at least three months prior to the start of recruitment or data collection.

The Instructions for How to Complete and Submit an IRB Application for Ed.D. students illustrates the steps required to submit an application in the Cayuse portal. Pre-submission meetings with IRB staff are available, upon request (irb@appstate.edu). Students may review the Research Protections website or the Student IRB Submission Checklist for additional guidance. 

The IRB number should be included on the Committee Membership Form. If the IRB proposal is in progress at the time of the proposal/prospectus approval, students may complete an IRB Attestation form agreeing to delay fieldwork with human subjects until the completion of the IRB review. Please note “IRB Attestation form attached” in substitution of the IRB number on the Committee Membership Form. 

A dissertation Proposal/Prospectus is required of all doctoral students. The proposed dissertation will show command of the literature and research methodology of the student’s specialty. The Proposal/Prospectus directly relates to the student’s dissertation and is the first step of the dissertation. Registration for EDL 7999: Dissertation Research will not be approved until all coursework is complete and the Proposal/Prospectus is approved by the dissertation committee, Doctoral Program, and the Graduate School.

Students should have an approved Proposal/Prospectus by the end of the sixth year after admission, and any student who does not have an approved Proposal/Prospectus by this time may be recommended for academic suspension to the Graduate School.

Depending upon the student’s concentration within the doctoral program and the guidance of the Chair, the student will complete either a proposal or prospectus.

• Proposal: Consists of the first three chapters of the draft dissertation (Introduction, Literature Review, and Methodology)

• Prospectus: A minimum 30 page paper that outlines a proposed study (primarily oriented toward theoretical or conceptual projects).

The proposal/prospectus demonstrates the student’s ability to articulate: 

• A viable researchable issue 

• The context for the issue

• Significance of the proposed research

• Theoretical/conceptual framework that informs the study

• Literature that informs the researchable issue

• Detailed methodology for the proposed research

The proposal’s audience is the dissertation committee, the Graduate School, faculty members, and/or practitioners in the field.

The proposal consists of the first three chapters of the dissertation: Introduction, Literature Review, and Methodology. The following outline is meant as a guide, not a rigid framework. It assumes an empirical project. Students adopting a non-empirical project, such as a philosophical or conceptual analysis, will veer significantly from this guide. Students embarking on these types of projects must rely on the Chair for formatting guidance. 

Effective dissertation proposals should be an integrated document containing a title page using the APA (7th) formatting guidelines for a student paper and contain chapter headings and subheadings. Guidelines for qualitative, quantitative, and mixed methods studies are listed below. 

Chapter 1: Introduction

• Introduction to Issue: provides a broad introduction to the context in which the particular issue being researched resides. The introduction should rely considerably on scholarly sources in addition to the writer’s professional experience and knowledge, as applicable. The linkage to educational leadership should be clearly established.

• Problem Statement: the specific statement of the issue/problem that will be addressed in the research project. The problem should be clearly defined. The author should briefly introduce a case supported by literature for why the project should be undertaken.

• Research Questions: a broad statement, usually framed as a question, which will be addressed in the research project. Any sub-questions should also be included.

• Methodology: the writer introduces the methodology that will be used in the research project. Indicate type of study (qualitative, quantitative, conceptual/theoretical, mixed methods, historical or arts-based) and why it is appropriate. 

• Significance of Issue: lays out the rationale for the study and its significance. Typically, the significance centers on the need for information about the issue and addresses gap(s) that exist in our current knowledge. Explain how your research might contribute to knowledge, theory, policy, or educational practice.

• Definition of Terms: each term that may not be commonly known or understood used in the study is defined, often drawing on appropriate citations.

• Organization of Study: a brief transitional piece that states what is addressed in each of the proposal chapters.

Chapter 2: Literature Review

Throughout the literature review, a case should be made for the study (i.e., showing a gap in current knowledge that is appropriately addressed by the proposed study).

• Research Literature: This portion of the dissertation reviews appropriate elements of the body of literature informing the research problem. Previous studies are cited and the writer provides a brief statement about how the studies were conducted and what conclusions were reached (as opposed to stating only the conclusions).

• Conceptual or Theoretical Framework: in most projects, the conceptual/theoretical framework flows from the literature review. The framework provides a rationale for the ways in which the data will be obtained, analyzed, and interpreted.

Chapter 3: Methodology

• Methodological Approach: create an overview of the methodological approach and its relevance for the proposed study.

• Research Question(s): Clearly states the overarching research questions for the study. The wording of the questions must be the same throughout the paper.

• Design Rationale: makes a case for the specific design chosen and explains how this design is grounded in prior research in the field or explains why the current approach is novel and necessary. Include a detailed description of the research setting or context. 

• Role of the Researcher: presents a detailed explanation of the role that the researcher will take in the study.

• Ethical Issues: the researcher needs to address any values, subjectivity, experience, etc., that may have a bearing on the study and how these will be addressed to ensure the integrity of the research.

• Data Sources: what source(s) the data will be drawn from (e.g., individuals, groups, databases, etc.).

• Data Collection: how data will be collected (e.g., interviews, observations, sections of databases, etc.).

• Participants: in studies with participants as a source of data, this section describes who they will be (e.g., school principals, college presidents, 8th graders, etc.).

• Participant Selection: how and why the particular participants are selected.

• Interview Protocol: this section describes the complete interview processes, including: What will be asked of the subjects? When will the interviews be held? Where will the interviews be held? Under what conditions? The interview protocol section should include information pertaining to confidentiality, protection of human subjects, right to withdrawal, etc. A copy of the interview questions (informed by the conceptual framework) is typically referred to and presented as an appendix.

• IRB Procedure: all research projects need Institutional Research Board (IRB) approval before the research begins. Note that the approval status must be included in the methodology section. 

• Data Coding: describes what procedures will be used to code the data.

• Data Analysis: describes the procedures to be used to analyze the data.

• Trustworthiness: refers to the findings being accurate, believable, reliable, and valid. Descriptions of the study’s efforts towards credibility, transferability, confirmability, dependability, reliability, and validity may be addressed in this section.

Chapter 1: Introduction

• Introduction: A broad introduction to the problem being addressed in the study. The linkage to educational leadership should be clearly established. This section should rely on empirical scholarly sources.

• Purpose of the Study: A clearly stated purpose statement is included which connects directly to the problem statement. Research question(s) are also included in this section.

• Methodology: A brief introduction of the methodology that will be used in the research project. Name the study design, the sample, data collection methods, and data analysis methods.

• Significance of Issue: Outline a rationale for the proposed study and its significance. Explain how your research might contribute to knowledge, theory, policy, or educational practice.

• Definition of Terms: Each term that may not be commonly known or understood used in the study is defined, often drawing on appropriate citations. This can be a list of terms using bullet points.

• Organization of Study: A brief transitional piece that states what is addressed in each of the proposal chapters. This serves as a summary of this chapter.

Chapter 2: Literature Review

Throughout the literature review, a case should be made for the study (i.e., showing a gap in current knowledge that is appropriately addressed by the proposed study).

• Introduction: This is a brief section that reintroduces the reader to the purpose of the study and the research questions. Following this, you should detail what major themes chapter 2 will address relevant to the purpose of your study.

• Review of Literature: This portion of the dissertation reviews appropriate elements of the body of literature informing the research problem. Previous studies are cited and the writer provides a brief statement about how the studies were conducted and what conclusions were reached (as opposed to stating only the conclusions). Be sure to synthesize the literature, relying mostly on empirical literature. Either begin or end this section with your conceptual or theoretical framework, making sure that the framework supports the purposes of the study.

• Summary: Provide a summary paragraph detailing the most important aspects of Chapter 2.

Chapter 3: Methodology

• Introduction: Reintroduces the purpose of the study and research questions. Clearly states the overarching research questions for the study. The wording of the questions must be the same throughout the proposal.

• Study Design: Name your design and its relevance for the proposed study. Include a detailed description of the research setting or context. 

• Sample: Name your sampling technique. How and why are the particular participants being selected? What is your sampling criteria?

• Data Collection: How data will be collected? What methods will be used? This should be connected directly to your research questions.

• Data Analysis: How will you analyze the data? Use correct terminology and citations. This may come from the literature or your coursework. This should be connected directly to your research questions.

• Validity and Reliability: Descriptions of the study’s efforts towards credibility, transferability, confirmability, dependability, reliability, and validity may be addressed in this section.

• IRB Procedure: All research projects need Institutional Research Board (IRB) approval before the research begins. Note that the approval status must be included in the methodology section.

• Summary: Provide a summary paragraph detailing the most important aspects of Chapter 3.

Chapter 1: Introduction

• Introduction: A broad introduction to the problem being addressed in the study. The linkage to educational leadership should be clearly established. This section should rely on empirical scholarly sources.

• Purpose of the Study: A clearly stated purpose statement is included which connects directly to the problem statement. Research question(s) are also included in this section.

• Methodology: A brief introduction of the methodology that will be used in the research project. Name the Mixed Methods Research study design, the sample, data collection methods, and data analysis methods.

• Significance of Issue: Outline a rationale for the proposed study and its significance. Explain how your research might contribute to knowledge, theory, policy, or educational practice.

• Definition of Terms: Each term that may not be commonly known or understood used in the study is defined, often drawing on appropriate citations. This can be a list of terms using bullet points.

• Organization of Study: A brief transitional piece that states what is addressed in each of the proposal chapters. This serves as a summary of this chapter.

Chapter 2: Literature Review

Throughout the literature review, a case should be made for the study (i.e., showing a gap in current knowledge that is appropriately addressed by the proposed study).

• Introduction: This is a brief section that reintroduces the reader to the purpose of the study and the research questions. Following this, you should detail what major themes chapter 2 will address relevant to the purpose of your study.

• Review of Literature: This portion of the dissertation reviews appropriate elements of the body of literature informing the research problem. Previous studies are cited and the writer provides a brief statement about how the studies were conducted and what conclusions were reached (as opposed to stating only the conclusions). Be sure to synthesize the literature, relying mostly on empirical literature. Either begin or end this section with your conceptual or theoretical framework, making sure that the framework supports the purposes of the study.

• Summary: Provide a summary paragraph detailing the most important aspects of Chapter 2.

Chapter 3: Methodology

• Introduction: Reintroduces the purpose of the study and research questions. Clearly states the overarching research questions for the study. The wording of the questions must be the same throughout the proposal.

• Study Design: Name your Mixed Methods Research design and its relevance for the proposed study. Include a detailed description of the research setting or context. Be sure to discuss the quantitative and qualitative phases of the study, how and when they interact in both data collection and data analysis.

• Sample: Name your sampling technique. How and why are the particular participants being selected? What is your sampling criteria?

• Data Collection: How data will be collected? What methods will be used? This should be connected directly to your research questions. Be sure to discuss the quantitative and qualitative phases of the study.

• Data Analysis: How will you analyze the data? Use correct terminology and citations. This may come from the literature or your coursework. This should be connected directly to your research questions. Be sure to discuss the quantitative and qualitative data used as a part of the study. Discuss how you will analyze these separately and also how they will be “mixed.”

• Validity and Reliability: Descriptions of the study’s efforts towards credibility, transferability, confirmability, dependability, reliability, and validity may be addressed in this section. Discussion of validity and reliability for both phases (qualitative and quantitative) should be included.

• IRB Procedure: All research projects need Institutional Research Board (IRB) approval before the research begins. Note that the approval status must be included in the methodology section.

• Summary: Provide a summary paragraph detailing the most important aspects of Chapter 3.

The Prospectus is a format that is best suited for non-empirical inquiry that is exploratory, conceptual, analytical, and experimental by nature. Projects in this genre will differ significantly from traditional social science conventions. According to AERA, these forms of scholarship include: reviews of research, theoretical/conceptual/methodological essays, critiques of research traditions and practices, and scholarship more grounded in the humanities (Educational Researcher, Vol. 35, No. 6, pp.33-40, 2006). 

The Prospectus is a minimum of 30 pages long and offers an overview of a proposed study, giving a strong rationale and justifiable approach. Because projects in this genre use emergent inquiry and assume that writing is analysis, students are expected to articulate how the approaches are conceptually framed, rather than delineating pregiven methods.

The Prospectus will include the following essential questions; the order in which these questions are presented in the Prospectus will be determined by each individual project:

1. What topic are you analyzing? What is its history, and what is its current status? 

2. Why is it important to analyze? Clearly describe your central claim(s), focus, and purpose.

3. What is/are your research/analytical question(s)? Relate these to your purpose statement.

4. Who are you in relation to the study? Make transparent your positionality and subjectivity. Provide a justification for why you are the one to do this study, and address ethical relations and responsibilities.

5. How does your topic fit within the existing scholarship on your topic? (i.e., scholarly history of the topic, significance or importance of your topic, the ongoing academic discourse). 

6. What theories and/or concepts inform your proposed research -- what is the theoretical or conceptual framework for your study? Critique the existing literature using your theory, and explain how your study may contribute to the current discourse.

7. How do theories and/or concepts inform your methodological approach?

8. What sources inform your analysis? What will you draw upon in order to conduct your analysis of the topic?

9. Why are these particular sources necessary? 

10. What are the main analytical (reading, writing, arts-based) approaches you will create and use in order to address your research questions?

To move on to the Dissertation phase, a student must have a proposal review meeting with their full committee. Following any required revisions and approval of the proposal, the committee chair initiates the Committee Membership Form and provides contact information for the student, committee members, and the departmental approval designee (Ed.D. Program Director). The form requires both the student’s proposal/prospectus document and the IRB approval letter or IRB Attestation form combined into one PDF file and uploaded within the form. The form is routed automatically for electronic signatures, Ed.D. Program review, and Graduate School approval. 

All materials must be turned in no later than 3 weeks before the end of the semester (the University’s last day of classes). Current academic year program deadlines can be found here. Upon approval by the Doctoral Program and Graduate School, students will be admitted to candidacy and can register for dissertation credits (EDL 7999).

Essential deadlines can be found on the Doctoral Program website. 

A cohesive dissertation committee is imperative for a successful dissertation. Writing a dissertation is a lengthy journey, and the support of a strong committee is a tremendous asset for completing that journey successfully. The committee consists of a minimum of three members—the Chair and at least two other faculty with graduate faculty status.

The Chair must be a member of Appalachian’s current graduate faculty, generally, from the College of Education. Once confirmed, the Chair will assist the student in identifying additional graduate faculty who will provide needed expertise as committee members. One committee member from another institution may be registered as an external member. 

This section outlines the specifics of the dissertation and defense process, which is the final phase of the program that leads to earning a doctorate. This phase of the program involves working with a dissertation committee. 

EDL 7999 is organized as a dissertation support seminar. All students enrolled in EDL 7999 are expected to actively participate in the dissertation support seminar. All activities are intended to support student progress in dissertation development and defense preparation.

Students enroll in EDL 7999 in the semester following Graduate School approval of the proposal/prospectus. Specific course registration instructions will be provided to the student by the Doctoral Advisor.

Students must complete 6 credits of EDL 7999, successfully defend their dissertation, and have their dissertation approved by the Ed.D. Program and the Graduate School in order to graduate. Typically, students enroll in two consecutive semesters of EDL 7999 with 3 credit hours each semester. In unique circumstances, students may request to enroll in 6 credits of EDL 7999 in one semester in consultation with the Committee Chair, Doctoral Advisor, and Ed.D.Program Director. 

After completing 6 credits of EDL 7999, if a candidate needs more time to complete their dissertation, they should register for EDL 7989-377 during each major semester (Fall and Spring) until the dissertation is defended and approved. Students must be registered for either EDL 7999 or EDL 7989-377 during the semester in which the degree is conferred.

The majority of doctoral research projects are best organized as a traditional five-chapter dissertation. Traditional approaches to the dissertation enable students to systematically demonstrate key competencies expected of a scholarly practitioner: articulating clear purpose and questions, engaging with scholarly literature, situating problems in relation to theoretical/conceptual frameworks, developing sound methodological design, and conducting thoughtful analysis to inform practice.

While valuing these competencies, the Doctoral Program also values creativity in the conduct and presentation of dissertation inquiry. Students are not confined to traditional genres or formats of inquiry. Graduates of our program have already completed a range of creative dissertations that blur traditional boundaries and reshape traditional structures of the dissertation. Moving forward, doctoral students are welcome to consider innovative approaches to presenting the fruit of their inquiry, especially in ways that can enrich the professional value and impact of the work. 

There are multiple types of dissertations permitted in the program, including traditional, conceptual, three-article, and alternative. 

Traditional 

A traditional dissertation is a 5 chapter document that includes an introduction, literature review, theoretical framework, methodology for research, results/findings, conclusions, implications, and recommendations. This is the most common dissertation type. A detailed outline of the traditional five-chapter format and content is found under the Dissertation Guidance Documents section of the appendices. 

Conceptual 

The conceptual dissertation does not rely on conventional interpretive fieldwork or quantitative methods. It is a non-empirical or conceptual inquiry that approaches an educational problem through sources such as extant documents, policy, historical texts, film, art, literature, etc. The main focus of a conceptual dissertation is an integrated analysis from a multi-disciplinary approach that uses a clearly articulated theory to produce alternative ways of critiquing an educational issue. 

Conceptual dissertations have an introduction, body, and conclusion.

• Introduction: provide a multi-layered context and history of the problem. The Introduction provides a rationale for the sources used, for the theoretical approach used, and ends with clear analytical questions that guide the study.

• Body: consists of a series of chapters that integrate theory, method, sources of knowledge, and analysis. These chapters will be organized by the analytical questions that guide the study.

• Conclusion: includes a discussion of the significance of the theoretical approach in the context of the tradition/history of the problem, the new knowledge produced by the conceptual methodology, contributions to the field, and future directions in terms of policy, practice, inquiry, and politics. 

Three-Article

This format may be best suited for students who intend to pursue a career path in academia and/or desire to publish their research more quickly and directly, without having to revise or reorganize a traditional dissertation for different scholarly/professional outlets. 

The decision to pursue the three-article dissertation format requires careful consideration, thoughtful intentionality, and additional planning. This format offers a different way to present a fully designed and implemented research project. This alternate route should not be viewed as a time-saving method, i.e., it is not an avenue to bypass the full work of developing and writing a dissertation.  

The proposed study should first be envisioned as a full project with all of the traditional dissertation components. Following this initial formative work, the inquiry must then be reconceptualized and articulated in terms of how it would be organized as a three-article model. For example, careful thought needs to be given as to the role and presentation of the literature review and methodology, across the articles. Because the articles will be expected to be “publication ready” at defense, the three article dissertation format also puts greater emphasis on the quality of the writing, with questions of word choice, voice, and contextualization attuned to each scholarly journal’s expectations and audience.

See the Dissertation Guidance Documents section of the appendices for additional structure and components of the three-article dissertation. 

Alternative 

As students consider alternative formats for the dissertation, it is vital that their work demonstrates the fundamental competencies expected in a traditional dissertation. In other words, while formats can be flexible, the core work of thoughtful, richly conceptualized and well articulated inquiry is a constant.

While it is not possible to forecast all of the permutations of alternative dissertation models and formats, examples may include a collaborative inquiry or the inclusion of a use-oriented professional product within the dissertation (such as a policy brief, a curriculum framework, or a training design). The dissertation might also involve alternative forms of presenting ideas or data that enriches the analytic/creative process and expands the audience for the work. 

The relationship between the traditional dissertation model and the delivery/presentation of the alternative format should be clear in the student’s dissertation proposal/prospectus. While conceptualizing the alternative dissertation format, it is important to determine whether:

a.) the alternative product will be supplemental, in addition to the traditional five-chapter dissertation (i.e. traditional dissertation plus a digital magazine or policy brief) 

or 

b.)the alternative product will replace a specific component of the traditional dissertation such as the Findings or Conclusions chapters. The more elements of the traditional dissertation that are replaced by an alternative format, the stronger the rationale needed to demonstrate how the project will accomplish the essential work of a traditional dissertation. 

In advance of pursing this model, students who wish to propose an alternative dissertation should follow the steps outlined in the Alternative Dissertation Approval Process document found in the appendices.  This preparatory work will help both the student and the committee to fully consider the overall project design and to examine the rationale for supporting the alternative delivery of the dissertation product. 

At the pre-defense stage, dissertations are expected to be formatted according to the Graduate Thesis and Dissertation Handbook, including front matter, references, appendices, and vita. 

Prior to a dissertation defense, the committee chair should send the polished (near final) draft of the dissertation to the full committee and the Ed.D. Program Director at least 3 weeks before the pre-defense meeting. The candidate must have a pre-defense meeting with their full committee. The purpose of this meeting is for the committee to identify any remaining edits and provide key feedback to the student before the final defense. If the committee agrees the candidate is prepared to move toward their defense, the committee chair will initiate the Pre-Defense Meeting Form and the form will be routed to the committee members and the Ed.D. Program Director for approval. If the committee does not agree that the dissertation is ready for defense, the defense will be postponed. 

The pre-defense meeting should be at least 3 weeks before the defense. For a Fall defense, the pre-defense meeting should be held no later than the end of September (around September 30th). For a Spring defense, the pre-defense meeting should be held no later than the end of February (around February 28th). Essential deadlines can be found on the Ed.D. Program website.  

At the time of pre-defense, the dissertation is expected to be complete, edited, and fully formatted. Students are encouraged to complete the Pre-Defense Self Evaluation Inventory to ensure that all the essential elements are included in the final document.

Degree-seeking students must apply for graduation (regardless of whether they plan to attend the commencement ceremony). The form is available online, which requires a non-refundable/non-transferable application fee of $20. A late fee of $5 will be assessed on all applications submitted after the initial deadlines. Applications submitted after the final deadline WILL NOT BE ACCEPTED and graduation will be deferred to a later term. Please note that the application for graduation will be closed for billing purposes on the first business day following the deadline dates noted below. 

After consultation and confirmation with the full committee, the Chair should email the Program Associate and copy the Ed.D. Program Director and Dissertation Coach to schedule the dissertation defense. The defense should be scheduled as early as possible during the semester in which the candidate plans to defend. 

Failure to send in the dissertation and all materials on time may cause a delay in defense. 

Candidates prepare a 20–30 minute presentation for the defense. Candidates are encouraged to invite family, friends, and colleagues. Following the candidates’ presentation, the committee will ask questions, followed by the rest of the audience. The committee will deliberate on the defense presentation and the finished dissertation document.

Upon a successful defense and committee approval of the dissertation, the candidate will edit the dissertation with any final suggestions from the dissertation committee and the Ed.D. Program Director. If the defense is not successful, the candidate will be required to make the appropriate changes and defend later. If the defense is unsuccessful more than once, the Ed.D. Program Director and the Ed.D. Associate Director will meet and determine the candidate’s ongoing program status. Barring extenuating circumstances, the Ed.D. Program may recommend academic suspension to the Graduate School. A candidate has the right to appeal; please reference the Graduate Bulletin on the Graduate School’s website for more information.

All dissertations become public documents and will be accessible via OpenAIR, App State’s institutional repository. In preparation for Graduate School review, each dissertation is expected to be ready for publication. 

All essential dates and deadlines are found on the Graduate School website. Candidates are expected to have read the Graduate Thesis and Dissertation Handbook before work on their dissertation. Missing specific deadlines could result in delayed graduation. If the candidate’s graduation is delayed, they will be required to register for EDL 7989-377 during the semester in which the degree is officially conferred.

The student will submit the final dissertation document to the Graduate School for final edits and approval according to the established semester deadlines.  Final approval by the Graduate School is  required for graduation and degree conferral. For specific details about the Graduate School Review process, please consult Section 2.2 Graduate School Review and Approval Process of the Graduate Thesis and Dissertation Handbook. 

Failure to finish the necessary steps by the final deadline will result in graduation being delayed until the following semester.

To graduate with your degree, the candidate must apply to graduate at the beginning of the semester of defense and complete all the necessary edits of the dissertation and steps required for binding and approval by the Graduate School. If there are any outstanding requirements, the candidate will not graduate during the semester they initially applied to graduate. Participating in commencement does not constitute a conferred degree. 

The Graduate School allows up to ten years for completion of the doctoral degree; however, the doctoral program is designed to be completed within seven years. As students approach or reach their seventh year, they will meet with the Ed.D. Program Director to discuss a plan and next steps for continued enrollment and timely program completion. 

In extenuating circumstances, an extension to time limits may be granted. Any student requesting an extension must petition both the graduate program and the graduate school for approval, per the Graduate Bulletin.

The procedures, practices, and timelines outlined in this handbook serve as the primary guidance for the Ed.D. Program, and may differ from those listed in the Graduate Thesis and Dissertation Handbook and the Graduate Bulletin. This handbook is a living document subject to change and revisions during the course of the academic year.

Students should reference their academic admission year Graduate Bulletin to find all graduate academic policies. Policies applicable to Ed.D. students may include, but are not limited to:

• Adding a Program

• Certificate Programs

• Degreeworks

• Dissertation

• Dual Degree

• GPA Requirements

• Grades and GPA

• Graduation

• Qualifying Examination

• Research Credit

• Suspension and Dismissal

• Transfer Credits

• Suspension and Dismissal