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, 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
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
Total Semester Units Required for Graduation: 60 *EDU511 must be taken as the final course, prior to beginning the dissertation 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 60 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. The University does not accept Transfer Credit or credit for experiential learning (Portfolio Credit) in the Doctor of Education programs.
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 financial aid and tuition financing can be found under Tuition, Financial Aid and 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. [The following information applies to California Residents only.] * California Student Tuition Recovery Fund The Student Tuition Recovery Fund (STRF) is a fund administered by the Bureau for Private Postsecondary Education (Bureau) that relieves or mitigates economic loss suffered by a student while enrolled in a qualifying institution – generally one that is approved or registered by the Bureau. At the time of his or her enrollment, the student must have been a California resident or enrolled in a California residency program, prepaid tuition, and suffered economic loss. STRF REQUIREMENTS
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 and developing a Degree Completion Plan.
Dissertation Defense Fee
(Payable when the oral defense is scheduled)
Dissertation Fee (Payable after the oral defense)
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.)
Graduation Check/Diploma Fee
(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.
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).