ED 710 was a transformative course. In it, we practiced authentic leadership through applying coaching techniques in our workplaces. We learned how a coaching practice can be employed to empower individuals and teams. The course highlighted the natural relationship between collaboration and strategic growth. This experiential course provided significant opportunities for students to practice the art of effective coaching conversations, forever altering our leadership practice. 

ED 711 equips emerging leaders with the knowledge and skills necessary to navigate the complex challenges they are likely to encounter in professional practice. Through a combination of theoretical instruction and applied learning activities, the course emphasized proactive crisis preparedness, enabling participants to effectively respond to and guide recovery efforts during critical incidents. Foundational readings on leadership theories and best practices in crisis management were integrated with simulated crisis scenarios, fostering the development of problem-solving strategies under high-pressure conditions that demand nuanced and timely decision-making. Course assignments required a critical evaluation of organizational policies and practices related to reputational, political, and regulatory risks. Additionally, students created comprehensive documentation to anticipate potential crises and designed strategic approaches for managing stakeholder expectations, shaping public perception, engaging with media, and maintaining constructive relationships with public officials.

ED 712 provided students with essential competencies in program evaluation, defined as the systematic, evidence-based assessment of programs or policies to determine the extent to which they meet their intended objectives. Through this process, evaluators gain critical insights into whether programs should be sustained, enhanced, expanded, or discontinued. The course introduced a range of advanced research designs and methodological approaches considered best practices for assessing the effectiveness and impact of organizational policies and initiatives. A sequence of scaffolded assignments guided students in developing a comprehensive program evaluation plan, allowing for the practical application of theoretical concepts. The course content and activities emphasized the importance of using data-driven decision-making to remain responsive to organizational needs and priorities. Students learned to articulate short- and long-term goals, identify appropriate methodologies for implementing or adapting change, and determine strategies for data collection and analysis. Additionally, the course provided guidance on selecting suitable research designs, establishing targeted improvement plans, and formulating evidence-based recommendations to inform key decision makers.

In ED 713, students engaged with both quantitative and qualitative research methodologies, gaining a comprehensive understanding of the principles, processes, and techniques essential for conducting systematic inquiry within the social sciences. The course emphasized the selection of appropriate research methods to effectively gather and analyze data relevant to students’ Dissertations in Practice. Foundational knowledge and skills were developed to critically evaluate, interpret, and apply research within professional contexts. Throughout the course, students conducted literature reviews, articulated theoretical frameworks, and refined the purposes and scope of their studies. Additional CITI training modules were completed to strengthen awareness of ethical considerations in research design and implementation, culminating in the preparation of Institutional Review Board (IRB) applications. By the conclusion of the course, students had formulated and justified the methodological approaches that would guide their Dissertation in Practice investigations.

In ED 714, under the guidance of Dr. Jennifer Crystle, we examined the complexities of global leadership within increasingly interconnected and multicultural environments. As contemporary leaders navigate cross-national contexts, the course emphasized the importance of understanding and managing both individual and collective behaviors in intercultural settings. We explored diverse leadership theories and practices as they are applied across various cultural and national landscapes, deepening our awareness of the global dimensions of leadership. The course focused on developing cultural intelligence, cultivating a global perspective, and fostering partnerships and networks that transcend organizational and geographic boundaries. Through reflective analysis of our own leadership practices and the behaviors of other leaders, we honed skills for effectively managing diversity, critically evaluated the ethical and sustainability challenges inherent in global leadership, and built the competencies necessary to drive culturally responsive and transformative change on a global scale.

ED 715 emphasizes the design and development of research studies within applied professional contexts, serving as a critical step toward the creation of each student’s Dissertation in Practice (DiP) proposal. The course guides students in refining and evaluating their research questions or hypotheses, articulating appropriate conceptual and theoretical frameworks, and clearly defining key research constructs. Students also gain deeper knowledge of sampling strategies, research designs, potential threats to internal and external validity, and the formulation of comprehensive data analysis plans, all while drafting the initial three chapters of their DiPs. A central focus of the course is the importance of methodological and conceptual alignment in scholarly writing, ensuring that research purpose, design, and execution are cohesively integrated. Through this process, students enhance their understanding of rigorous scholarly inquiry as they prepare and finalize their DiP proposals, while also learning to effectively communicate their research within their doctoral portfolios.

This assignment represents a critical milestone in the progression toward completing the Dissertation in Practice (DiP). By the conclusion of the second year of study, candidates in the Doctor of Education in Educational Leadership and Organizational Innovation are required to develop the initial three chapters of their DiP—comprising the Introduction, Literature Review, and Methodology Plan. This proposal functions as the foundational framework for the research and must receive formal approval from the Dissertation Chair or Lead Doctoral Faculty Member before data collection and analysis may commence.