Presentation The University’s Directed Independent Study modality recognizes that education is an individual process where individuals with different learning needs and study schedules can be accommodated. It emphasizes learning that is meaningful, where individuals enjoy the learning process, and acquire knowledge to better understand and manage their own careers. The Program’s Faculty Members support the student’s independent-study learning role by guiding and stimulating the learning process in one-on-one interaction. Our faculty mentors recognize individual learning styles and emphasize the relevance of the material to the individual’s situation.
Each course in the Program contains a series of lesson assignments generally consisting of reading requirements and research projects. Students are evaluated through examinations and/or research assignments which are submitted for faculty evaluation. All assignments are submitted electronically. As set forth in the University’s General Catalog, Internet access and minimum computer requirements and skills are required as a condition of admittance. The first three courses in the curriculum are known as qualifying courses. A student must take and pass a Qualifying Examination before a student can earn academic credit for a core course. The Qualifying Examination is a three hour proctored test that covers material covered in the qualifying courses. It consists of a combination of objective and subjective questions.
To earn the Doctor of Education (Ed.D.) degree, a student must complete the courses outlined below in good academic standing, pass a Comprehensive Examination, and present a successful oral defense of the dissertation/ADP, all with a cumulative grade point average of at least 3.00. The requirements may be completed in as little as 27 months. All requirements must be completed within seven years from the date of initial enrollment. The following courses are required for the Doctor of Education with a concentration in Charter School Administration Program.
Leadership in Institutional Settings
Research Seminar 1
The Laws and Politics of Education
Organizational Behavior in the Educational Setting
Principles of Curriculum Development
Social and Philosophical Foundations of Education
Charter School Marketing Management
Charter School Governance and Administration
Research Seminar 2
Applied Doctoral Project Proposal
Applied Doctoral Project
Total Semester Units Required for Graduation: 60
*EDU511 must be taken as the final course, prior to beginning the dissertation/ADP process.
To be admitted to the program, applicants must possess a master’s degree (or a bachelor’s degree plus 30 graduate-level credit hours) from appropriately accredited institutions. In addition, the applicant must have a minimum of two years of teaching or administrative experience in an educational setting from elementary through higher education or be presently employed in a leadership position at a properly authorized public charter school. Other factors affecting admission include the strength of the applicant’s personal statement (the importance of demonstrating graduate level writing skills cannot be over emphasized), references, record of involvement in professional organizations and associations, an aptitude for leadership based in part on employment and educational background. An applicant may be conditionally admitted into the Program based on a completed Application for Admission, receipt of the $75.00 Application Fee, student copies of transcripts reflecting the applicant’s highest relevant degree, documentation of the applicant’s professional work experience, and the receipt of two Professional Reference Letters. Official copies of all relevant college level credits received directly from the institution of origin will be required within 30 days of enrollment.
The vast majority of the institution’s applicants are mature adults working in a variety of professional settings. Many have not attended college for several years. Consequently, prior class rank and grade point average are not significant factors in the admission process. Should additional information be required the applicant will be contacted. All payments must be payable in U.S. dollars. Payments may be made by MasterCard®,Visa®, American Express® or Discover®.
It may be necessary for applicants who have attended colleges or universities outside of the United States to obtain an evaluation of their education from a credential evaluation service approved by the University. Upon request, the Admissions Office will provide a list of approved evaluators. In addition, applicants who do not possess a degree from a postsecondary institution where English is the principal language of instruction must receive a minimum score of 550 on the paper-based Test of English as a Foreign Language (TOEFL PBT) or 80 on the Internet Based Test (iBT) or 6.5 on the International English Language Test (IELTS). For more information on TOEFL visit the website: www.ets.org/toefl.
The acceptance of transfer credits between academic institutions lies within the discretion of the receiving college or university. Credits earned at William Howard Taft University may or may not be accepted by another institution depending upon its own programs, policies, and regulations. Transfer credit toward the Program may be awarded for post-Master’s degree courses completed by the student at other accredited institutions if such courses were completed within the last seven years and are found to meet the standards and learning objectives of the specific course for which credit is sought. The courses considered for transfer must be equivalent in both content and degree level. Transfer credit must be from an accredited institution, and is limited to 15% of the total doctoral credits required to complete the degree (9 units). No credit may be awarded for experiential learning (Portfolio Credit) in this program.
Tuition is billed at the rate of $420.00 per month during the term of enrollment. The obligation of students to pay tuition shall continue until the earliest of the following events:
Additional information on tuition financing can be found under Tuition Financing. The cost of books and materials, other than each course syllabus, is not included in the tuition. The University does not sell books or materials. Most books and materials may be purchased at local colleges, retail bookstores, directly from publishers or over the Internet. The cost is estimated to average approximately $150.00 per course. Students are always provided with a mail or Internet source for acquiring all required materials.
California residents can find more information about the California Tuition Recovery Fund here.
Registration and Orientation Fee
This one-time fee is charged at the time of a student’s initial enrollment and is related to the costs associated with setting-up the student’s file.
Dissertation/ADP Defense Fee
(Payable when the oral defense is scheduled)
Dissertation/ADP Fee (Payable after the oral defense)
APA Reader Fee (Per Hour)
(Up to five hours will be paid by the University)
Continuation Fee (Per Month)
Students who have not completed all degree requirements after four full years of active enrollment in the Program will be assessed a monthly continuation fee for the balance of the enrollment period or until they have satisfied all degree requirements.
(This is in lieu of tuition.)
(Two Provided at No Cost)
Late Payment Fee
(Returned Check/Declined Credit Card/ACH) (Per Item)
Student Tuition Recovery Fund *
(California Residents Only)
If the applicant is accepted for admission to the Program, a formal enrollment agreement will be prepared and sent to the applicant for review and signature. Students may elect to begin the Program on the 1st day of any month. All payments submitted for tuition and fees must be payable in U.S. dollars. Payments may be made by MasterCard® / Visa® / American Express® or Discover®. Applicants are encouraged to call the Admissions Office if there are any questions regarding enrollment procedures.
The objectives of the course are based upon assisting students to enhance and expand their knowledge, skills, and conceptual awareness as related to current and future leadership roles. Course objectives underscore a belief in the value of informed “reflection on practice” both individually and collectively. Prerequisites: None.
This course explores concepts of leadership and leadership styles in the context of educational administration. Students examine the role of institutional leader, as well as factors that influence decision making, initiating change, psychological constraints, and techniques for establishing and maintaining a unique culture in the institutional setting. Prerequisites: None.
This course provides an overview of the legal and political framework of education in the nation. Emphasis is on current issues and how they affect the learning environment. Prerequisites: Completion of Qualifying Courses
This course studies theory, strategies and techniques of effective organizational behavior in educational/institutional settings. Intervention techniques will be studied to improve organization effectiveness. Prerequisites: Completion of Qualifying Courses
This course explores the economic theories of institutional finance. Emphasis on the management and evaluation of fiscal operations in an institutional setting. Prerequisites: None.
This course provides an analysis of the influences of curriculum and instruction from a philosophical, psychological and sociological perspective. Various approaches to the design and evaluation of curriculum and instruction will be examined. Prerequisites: Completion of Qualifying Courses
This course examines diversity in society and in schools. Emphasis is on understanding the similarities and differences in culture, economic backgrounds and academic diversity. It will prepare teachers for the wide diversity of students that they are certain to meet in their classrooms, schools, and communities. It provides an updated and broad treatment of the various forms of human diversity found in today’s schools including nationality, ethnicity, race, religion, gender, class, language, sexual orientation, and ability levels – highlighting the need for differentiation of instruction. Prerequisites: Completion of Qualifying Courses
This course emphasizes the types of research designs and the skills needed to develop and organize research studies in institutional settings. Prerequisites: Completion of all other Core Courses. This will be the last course prior to the Dissertation phase.
This course deals with systematic philosophies, with attention to individual philosophers who developed important philosophical and educational ideas and with a critique of each philosophy to present its strengths and weaknesses. We also review major social influences as they are applied to current movements in educational instruction, research and curriculum. Prerequisites: Completion of Qualifying Courses.
This core course studies psychological principles as related to learning. Learning theories, motivation and quantitative methods will be explored. Prerequisites: Completion of Qualifying Courses
This course examines strategic marketing and branding, and their contribution to effective charter school recruitment and operations. Topics include marketing strategy development, marketing research, communications, media relations, building partnerships, public relations, and fund raising. Prerequisites: Completion of Qualifying Courses
This course explores the administrative workings of charter school operations. Topics include facilities location, staffing, sourcing and reporting revenue, budgeting, auxiliary services, legal issues, and safety and security. The course also examines the practical skills necessary to work effectively with authorizers, the charter school board, and other groups that are critical to the success of the charter school, as well as the legal framework of charter school education at the national, state, and local levels. Prerequisites: Completion of Qualifying Courses
This proctored examination, which can be taken anytime between the completion of the core courses and the Dissertation Proposal, is designed to measure a student’s knowledge and understanding of the curriculum content that has been covered in the Program. Students must pass the examination prior to advancement to candidacy. Prerequisites: Successful Completion of all Required Courses.
A three week online seminar on developing a concept paper or prospectus for the dissertation or applied doctoral project. Students leave the course with a quality draft prospectus for their dissertation or applied doctoral project.
A three week online seminar that covers all aspects of the dissertation or applied doctoral project proposal. Students leave the seminar with a quality draft proposal that can be presented to their chair and committee.
This course assists students through the process of organization and design of a formal proposal including a substantive research topic of original work. An accepted proposal constitutes the framework for the Statement of the Problem (Chapter 1), Review of the Literature (Chapter 2), and Research Methodology (Chapter 3). Prerequisites: Successful Completion of the Comprehensive Examination (EDU700).
The successful completion of a dissertation results in a quality research effort, documented and written following American Psychological Association, (APA) guidelines, an oral defense consisting of a PowerPoint presentation presented to the student’s dissertation committee, and written in a format ready for publication. The completed dissertation document is a five-chapter dissertation beginning with the Introduction to the Problem, Chapter 1; Review of the Literature, Chapter 2; Research Methodology, Chapter 3; Research Findings, Chapter 4; and the Summary, Conclusions, and Recommendations of the Researcher, Chapter 5. In addition, the final document will include the frontal pages as described in the University’s Dissertation Handbook, as well as necessary appendices, references, and other appropriate documents. Prerequisites: Approval of Dissertation Proposal (DIS701).
The commencement of the Applied Doctoral Project begins with development of the ADP Proposal. The Proposal consists of three phases: Phase 1 is the Project Justification; Phase 2 is the review of the literature; Phase 3 is the Project Approach. The Project Justification should include a discussion of the specific problem you propose to address. You should then provide a brief description of the methodology you plan to use and why the methodology is appropriate (for example, review and analysis of previous work versus new research). The Review of the Literature entails a critical analysis, synthesis and integration of work that others have done in order to show where the proposed study fits into current debates and inquiries. Phase 2 is thus a formal summary and analysis of the literature directly related to your particular study. The Project Approach describes the procedures that will be followed in conducting the study. The format and content of this phase will vary depending on the nature of the study. For example, a project that requires collection of data will differ significantly from a project that analyzes data from a third party, or a study that relies on a scholarly review of the literature.
The Applied Doctoral Project (ADP) is an alternative to the traditional dissertation in the Doctor of Education program. The ADP students are expected to expand and apply existing knowledge and research to existing problems in their professional field. It allows a student to apply theories, principles, and processes they have learned in the Taft ED.D. program to an actual problem in education or an issue of interest and relevance to them in their professional activities. The focus of the work in the ADP is on development of an extensive scholarly document that will provide a professional value to the student’s work as an educator.