Programs in Educational Policy, Planning, & Leadership (EPPL) 

Masters Degree Programs

The Master’s Degree program in Educational Leadership blends elements of well-grounded theoretical perspectives with innovative practices in the preparation of educational leaders for entry-level positions in educational organizations. The program offers two concentrations: Pre-K-12 Administration & Supervision and Higher Education Administration.

Doctoral Degree Programs

The Educational Policy, Planning and Leadership doctoral program has the following components:

• Program Area Core Course Requirements
• Research Methodology Courses
• Concentration Area
• Cognate(s) (Ph.D. students)
• Dissertation

Concentration Area

Each student will be required to declare a concentration in either General Education Administration, Gifted Education Administration, Curriculum Leadership, Curriculum and Educational Technology, or Higher Education Administration. The purpose of the concentration is to enable the student to develop in-depth knowledge and understanding of principles, concepts, theories, and practices in a particular area of Educational Policy, Planning and Leadership.

Core & Research Courses

Doctoral students admitted into the EPPL Ed.D. and Ph.D. programs will be required to take their four core courses in an established sequence during the first two years of matriculation. (See the program of study on the School of Education website for the recommended scheduling of this sequence.) Higher education students are exempt from this requirement. Students in the Ph.D. programs, except for students in the higher education program, will also take their four required research courses during this two-year time frame. Fulltime students may take their concentration and cognate electives simultaneously with these required courses. Part-time students may take their electives in the summers and after the completion of the introductory courses. An exception could be made, with the permission of the advisor, for EPPL General (K-12) students seeking administrative license, who could take the licensure sequence first, followed by the doctoral core and research sequence.

EPPL Doctoral Candidacy Examinations Policies and Procedures

The Candidacy Exam consist of two parts, 1) a Qualifying Exam that covers the four EPPL core courses and the required research courses, and 2) a Comprehensive Exam that is specific to the students’ program emphasis. Students are required to take the Qualifying Exam within one year of completing the required EPPL core and research courses (excluding the advanced-level research electives, EDUC 700  and EPPL 765 ). Students are eligible for the Comprehensive Exam upon successful completion of the Qualifying Exam and coursework in their program of study. The EPPL Comprehensive Exam is taken during or immediately following the final semester of required coursework, or within six hours of completion of the courses listed on the doctoral program of study, excluding dissertation hours.

The Comprehensive Exam must be successfully completed within six years from the time a student is admitted to doctoral study. Note: All requirements for the degree must be completed within seven years from the date of admission to the program.

Part One: Qualifying Exam

The Qualifying Exam is a written exam designed as an opportunity for students to demonstrate the integration of knowledge of topics, issues, and resources in education reflecting successful completion of the EPPL program core and required research sequence. For Ph.D. students, the Qualifying Exam can be taken prior to completion of the advance-level research electives. The EPPL Qualifying Exam is a take-home exam made up of two sections: an essay written in response to a prompt meant to cover the content of the core courses, and a methodological critique of a scholarly article chosen from a set provided by the faculty.

In section one, student’s select one question from two or more options based on topics and materials from the courses of the EPPL Core Curriculum. The focus is on integration of knowledge presented in the core courses.

In section two, students select a journal article from a small number provided by the faculty and respond to a question regarding the research design, application, and soundness of findings. Key to assessment of this portion is the student’s level of critique of methodology, suggestions for improvement of the research process and analysis of the appropriate application of the methodology, and analysis of the relevance of the research process. Prior knowledge of the content matter in the articles is not required to write a successful exam response.

Part Two: Comprehensive Exam

The Comprehensive Exam is a take-home exam designed as an opportunity for students to demonstrate the integration of knowledge of topics, issues, and resources in education within the realm of their program area. Students will write a response to prompts that require synthesis across literature in the program area, selected from among two or more prompts. The prompts for EdD and PhD may differ as appropriate to differing career paths.

Policies Pertaining to Qualifying and Comprehensive Exams

Enrollment. A student must be enrolled at the time he or she is meeting any exam requirement. The student must apply with the School of Education Graduate Registrar to take the exam.

Preparation. Students may work together as well as on their own in preparing for the Qualifying and Comprehensive Exams. During the Exam period all work must be done individually.

Duration and Location. The Qualifying and Comprehensive Exams are offered twice annually: shortly after the start of the fall and spring semesters. Students have five days to write their exams. The Exams may be written anywhere under the auspices of the Honor Code.

Materials Permitted. Students are permitted the use of any materials in writing their Qualifying and Comprehensive Exams. The Exam essays should not include work previously submitted for academic credit. Exam takers will be asked to sign a statement certifying this requirement and that they had no assistance (regarding content or editing) during the Exam period.

Evaluation. The Qualifying and Comprehensive Exams will be read by three EPPL faculty members, with students assigned to a committee consisting of members from two or more program emphases. Exams will be evaluated using blind review. The faculty will evaluate the exam on a Pass/Fail/Honors basis. A unanimous vote is required for an Honors designation; a majority is necessary for all other evaluations. The review of the exam should be completed within three weeks. The designated committee chair will notify the Office of Academic Programs regarding the status of the student’s evaluation; subsequently, the Office of Academic Programs will notify the student. Successful completion of the Comprehensive Exam moves a student to the level of doctoral candidacy.

In the event of an unsatisfactory evaluation of the Exam, the designated committee chair will provide feedback and make recommendations to address any deficiencies. A second exam will be scheduled during the next administration of the exam for the portion of the exam failed. If the candidate fails either the Qualifying Exam or the Comprehensive Exam twice, the candidate will be removed from the program.