Members
Professors
A. Abdi, L. Andres, V. Andreotti, M. Gleason, D. Kelly, M. Kovach, A. Mazawi, A. Metcalfe, L. Roman, C. Ruitenberg, T. Sork, A. Taylor, R. VanWynsberghe, T. Webb, H. Wright.
Professors Emeriti
J. Archibald, S. Butterwick, D. Fisher, D. Pratt, K. Rubenson
Associate Professors
C. Ahenakew, J. Ellis, G. Fallon, H. Gill, S. Rocha, H. Shan, M. Stack, S. Stein, J. Walker, P. Walter, F. Wang.
Associate Professors Emeriti
J. Chan, D. Coulter, W. Poole.
Program Overview
The Ed.D. in Educational Leadership and Policy provides advanced preparation for education practitioners with leadership and policy responsibilities in both formal and nonformal settings. These settings include, among many others, the post-secondary sector, business and health organizations, unions, and community groups, as well as the K-12 school system.
The program is grounded in the belief that it is important for participants to engage in scholarly discourse about understanding, critiquing, and improving practice in educational settings. It consists of six required seminars, two elective courses, a comprehensive examination, and a dissertation. While the program addresses Canadian educational issues and perspectives in a global context, it is the particular settings and leadership or policy responsibilities of the participants that are the starting points of seminars. The expertise of qualified adjunct faculty from related professional fields supplements that of the regular faculty members.
Doctor of Education
Students are admitted to the Ed.D. in cohorts of 10 to 15 and proceed as a group through required courses and the comprehensive examination which occurs at the end of Year 2. Students then propose and execute their dissertation research projects. If the degree is not awarded within a period of six years from initial registration, for a full-time student, and eight years from initial registration for a part-time student, the student's eligibility for the degree will be terminated and the student will be required to withdraw from the program. Under exceptional circumstances, an extension to allow a student to continue in the program may be granted by the Dean of the Faculty of Graduate and Postdoctoral Studies. See Residency Requirements and Duration of Program.
Admission Requirements
Applicants to a doctoral program ordinarily hold a master's degree in a relevant discipline or field with overall first-class standing (a minimum of A- or 80%), in exceptional cases with high second class standing (B+ or 78%), with preference for completion of a thesis. Clear evidence of research ability must be demonstrated. Evidence should be provided of professional activity including active engagement in the practice of educational leadership and/or policy making. Admission to the program is highly competitive; satisfying minimum entrance requirements does not guarantee admission.
Program Requirements
Coursework consists of 18 credits of required seminars and 6 credits of elective courses. In addition, program completion requires a comprehensive examination, and research leading to an Ed.D. dissertation meeting the Faculty of Graduate and Postdoctoral Studies requirements.
For detailed information on requirements for the Ed.D. program, see the Program.
Sub-Specialization in Ts"kel: Indigenous Educational Leadership and Resurgence
The sub-specialization in Ts"kel: Indigenous Educational Leadership and Resurgence enables Indigenous scholars, educators, and leaders to engage in Indigenized programming that responds to Indigenous priorities and areas of need with three areas of focus: 1) Indigenous leadership development; 2) Indigenous knowledges and methodologies; and 3) Indigenous transformation for the advancement of Indigenous priorities and self- determination in local and global contexts. Instruction and supervision are led by Indigenous faculty and supported by Indigenous knowledge keepers and Elders.
Admission Requirements
Applicants to the Sub-Specialization in the Ts”kel: Indigenous Educational Leadership and Resurgence program must satisfy general admission requirements for the Ed.D. in Educational Leadership and Policy (with the exception of the preference for completion of a Master's thesis). Applicants must also demonstrate understanding and experience with Indigenous worldviews, knowledges, and ways of being, along with evidence of engagement in Indigenous education or community contexts. The program will consider the full range of academic, cultural, personal and professional knowledge that Indigenous applicants bring to their preparation for graduate study. Admission to the program is highly competitive; satisfying minimum entrance requirements does not guarantee admission.
Program Requirements
The completion of the sub-specialization requires admission to a Ts"kel sub- specialization cohort, 18 credits of required coursework, 6 credits of approved elective coursework, a comprehensive exam, and a dissertation that meets the Faculty of Graduate and Postdoctoral Studies requirements.
Students are expected to complete the proposed 24-credit doctorate in 4 years.
Coursework
Students will normally take cohort-specific Indigenized versions of the following required courses:
- EDST_V 601
- EDST_V 602
- EDST_V 604
- EDST_V 593
Students will normally take the following required Indigenous Knowledge courses:
- EDST_V 546
- EDST_V 505
Students will normally take two approved Indigenous-focused electives. Some cohorts may designate elective courses at their outset.
For detailed information on on requirements for the Ts"kel sub- specialization, see the Program.
Contact Information
Department of Educational Studies
Education Centre at Ponderosa Commons
6445 University Boulevard
Vancouver, BC, Canada V6T 1Z2
Tel: 604.822.6647 (Graduate Program Assistant)
Fax: 604.822.4244
Email: grad.edst@ubc.ca
Web: http://edst.educ.ubc.ca/programs/edd-in-educational-leadership-and-policy/