Director of Ed. D.
Dr. Karen Beyard

Rouzan Kheranian
Phone: 860.832.2152
Fax: 860.832.2109

Barnard Hall, Room 320
1615 Stanley Street
New Britain, CT 06050

Doctor of Education (Ed.D.)



Program Details


For whom has this program been designed?

The program has been designed for a cohort of full-time pre-kindergarten through grade 12 educators studying during summers, evenings, and weekends. Specifically, the program is for teachers and administrators in preK-12 schools who want to prepare for a variety of leadership positions:

  • Lead teachers, departments heads, and curriculum and assessment specialists
  • Principals, assistant superintendents, and superintendents

But it is also intended to serve the needs of people who are already leading in their current positions, and want to increase their knowledge and skills for leading teaching and learning.


How long will it take to complete the program?

If candidates are able to keep up with their cohort and do their dissertation in the planned one-year period of time, the program can be completed in three years, plus an additional summer (a minimum of 39 months). Most students take 3 to 12 months longer.


What basic features and beliefs guide the program?

The program has been developed around a set of research-based beliefs and best practices about how to teach and work with adult students. These translate into the programmatic features described below:


The Doctoral Cohort

The Ed.D. Program in Educational Leadership has been designed for and is committed to a cohort approach. In this approach, a new group of no more than 25 students will be admitted every other year. This group will proceed through the program together, taking the same required courses and having the same experiences. Program faculty will help each cohort develop into an effective learning community that provides peer support. A cohort approach fosters a spirit of community, keeps doctoral candidates focused on the doctoral program, and leads to a much higher completion rate as compared to other approaches to doctoral studies.


Students as Resources:

Doctoral candidates possess extensive knowledge about the educational enterprise. To the extent possible, program instruction will build upon and integrate this knowledge into the inquiry process. The use of case studies, problem-based learning, simulations, and inquiry into existing organizations will be extensive. The dissertation will be connected to the candidate’s research interest and will break new ground by providing a bridge between what we know from research and what we need to do in practice.


Summer Study and Pre-Summer Session Orientation:

At time of admission, all candidates will commit to summer study. This will consist of four weeks of full time (8-5) study during the first and second summers and several additional days during summer three or four. The summer study schedule will vary from year-to-year, but classes will normally begin during the last week in June and end in July. A commitment to participate fully during the summer term is required; no exceptions will be made. In addition, candidates will also be required to attend a Friday evening and Saturday orientation session held after the cohort has been selected, normally in the last week of April or the first week of May.


Work Context:

The work context of candidates will be valued and integrated into the scheduling of courses, as well as the content of classes and assignments. Candidates will engage in authentic inquiry into the elements of actual learning communities and then design interventions aimed at improving these environments.


Authentic and Performance Assessment:

Alternative assessment methods will be employed. Candidates will engage in yearlong projects that will be included in their professional portfolio. This portfolio will constitute a portion of the candidate’s comprehensive examination. During class, and throughout the program, candidates will be expected to actively participate in self-assessment, peer-assessment, and learning assessment tasks.



Candidates in the CCSU Ed.D. program focus on the translation of theory to practice. Therefore, the faculty have strived to design the dissertation and the processes used to complete and evaluate it to meet the unique needs of students in the program. The Ed.D. dissertation maintains many of the features of the more traditional dissertation, particularly those that demand quality, rigor and originality. However, candidates may, with approval, work collaboratively with others who are interested in the same problem and they may submit dissertations that vary from the more traditional format if a different style would be more appropriate.



Candidates will be expected to “give back to their community” by designing and implementing a post-dissertation dissemination plan that shares the results with both the community of practice and with the community of scholarship. Graduates have presented at American Educational Research Association and the International Reading Association, among other national conferences, and have also published their findings.


More details about the program

Credit Requirements

The program requires 63 semester hours beyond the master’s degree. The educational core (18 semester hours), the inquiry seminars (18 semester hours), and the dissertation (12 semester hours) are required of all students. Courses and experiences associated with these components of the program are taught to the cohort, and candidates will not be allowed to substitute other courses or experiences. Students will also pursue a specialty area consisting of 15 semester hours of studies in administrative leadership or curriculum and literacy. Students who have completed coursework for the 092, 093, or 097 certification at CCSU and other universities may apply for a waiver of the specialty requirement.


Transfer Credits

Graduate transfer credits may be applied to the specialization area if appropriate, approved by the advisor, and consistent with the requirements and policies of the Office of Graduate Studies.

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