education phd programs in alabama

EdDPrograms.org

Ed.D. Programs in Alabama

The quest for a quality AL doctorate in education starts with this practical guide to Alabama Ed.D. programs. Here you'll discover comprehensive listings, with links to curricula and tuition costs. Better yet, you can learn more about Alabama's online options, Ed.D. scholarships, the Professional Leadership Certificate process, and the career landscape for Ed.D. graduates.

Earning a Doctor of Education Degree in Alabama

Our school listings for Alabama doctoral programs in education are dominated by public universities—only Samford is flying the private flag. The upshot is reasonable Ed.D. tuition rates, some internal funding (especially at UA), and a few unusual online & blended Ed.D. programs . If you’re considering programs for certification, glance at Professional Leadership Certificate requirements first—the Ed.S. is the standard choice there.

Once you have a doctorate or three in mind, take a quick look at our career section . We’ve pulled up national and state data on AL jobs & salaries that may confirm your suspicions (yep, Tuscaloosa is a hotspot for postsecondary administrators). This section also contains links to state job boards, details on important Alabama educational leadership organizations (e.g. CLAS), and plenty of ideas for conferences & training opportunities .

Online Doctor of Education Programs in Alabama

Online ed.d. providers in alabama.

• Samford University (CAEP-accredited)
• University of West Alabama (CAEP-accredited)

What to Know About Alabama Online Ed.D. Programs

We unearthed two online doctorates in education at Alabama schools: one private, one public. Both are CAEP-accredited, but they’re also built for specific learners. In other words, they’re not big, broad-scope programs.

For example, Samford University’s 36-credit Online Doctorate of Education in Educational Leadership is only open to candidates with an Ed.S. and a minimum GPA of 3.75 on all graduate work (Samford has an Ed.S. program if you need it). High admissions standards usually equate to strong curricula, and we’re pleased to see that this degree includes a field-based research component. The online Ed.D. includes three mandatory on-campus meetings, but per credit tuition is not outrageous.

And then there’s UWA’s Online Ed.D. in Rural Education —a 60-66 credit program created in conjunction with rural partner schools and superintendents. It comes in two concentrations (Teaching & Learning or Organizational Change & Leadership) and it’s streamlined into 8-week courses. We give it kudos for a) accepting postgraduate transfer credits; b) offering the same reasonable tuition for in-state and out-of-state residents; c) being open to MBA graduates and other community leaders; and d) taking part in the Carnegie Project on the Education Doctorate (CPED) .

Not seeing what you want? Keep in mind that many of the Ed.D. programs in our school listings are technically blended or hybrid doctorates. Examples of this phenomena include UA’s Ed.D. in Instructional Leadership for Nurse Educators or Higher Education Administration (Executive Cohort) and USA’s Executive Ed.D. in Educational Leadership . If you can manage some time for a weekend commute to campus, you may find a program that’s in your ballpark.

Note: Our overview of online doctoral programs in education has more info on accreditations and a listing of online Ed.D. degrees in all fifty states.

Doctoral Education Funding in Alabama

Internal scholarships, fellowships & awards.

For this section, we’ve highlighted sources of institutional aid for Ed.D. programs (e.g. internal scholarships, payment plans, tuition breaks, etc.). UA is the clear winner here, with multiple sources of funding. Once you’ve looked at these links, chat to the Graduate School and/or the Office of Financial Aid. They’ll have info on external aid (e.g. federal loans).

Alabama State University

The Graduate School has info on Graduate Assistantships for full-time graduate students—check to see if doctoral students are eligible to apply.

Samford University

Samford has a general section on Graduate Financial Aid with advice on loans and a link to its interest-free payment plan . However, tuition scholarships are not available for the Ed.D.—the School of Education only awards these to students in master’s programs and specialist programs.

The University of Alabama

Start with the College of Education (COE)’s section on COE Graduate Scholarships —it has a complete list of awards . In particular, check out the:

• Merlin G. Duncan Memorial Endowed Scholarship for full-time graduate students majoring in administration and educational leadership or the administration of higher education.
• Daniel Evan Parker Endowed Scholarship for full-time graduate students who are pursuing doctoral degrees in educational leadership studies.

Then pay a visit to the Graduate School’s section on Funding & Support , which contains details on Graduate School Scholarships & Fellowships and ideas for external awards. Also, talk to the Ed.D. program coordinator about the possibility of assistantships. The COE doesn’t have a specific section on these, but it sounds like they may be available.

University of Alabama at Birmingham

The Ed.D. in Educational Leadership is a joint program with UA, so you should ask the program coordinator about how to apply for scholarships & aid at either institution. The School of Education maintains a list of School of Education Scholarships and Awards .

University of South Alabama

USA offers a blended Executive Ed.D., which means conventional financial aid rules may not apply. Check with the program coordinator about funding opportunities.

University of West Alabama

UWA Online has advice on Financial Aid and details about Scholarships & Partnerships , including military and veteran discounts for online programs. The university also has a payment plan .

Note: If a university name is missing from the list, we didn’t find specific examples of Ed.D. funding beyond private & federal loans and external aid.

Leadership Certification Requirements in Alabama

Professional leadership certification.

The Alabama State Department of Education (ALSDE) handles certification for Alabama educators, including public school administrators. The key credential is the Professional Leadership Certificate. This may be issued at the Class A (master’s degree) or Class AA (sixth year/education specialist) level in various areas of instructional support, including:

• Educational Administrator
• Principal (P-6; 7-12; or P-12)
• Superintendent
• Career & Technical Administrator

Plus there’s a Professional Leadership Certificate available for Instructional Leaders. The exact requirements for the Professional Leadership Certificate can be found in the Alabama State Board of Education (ALSBE) Administrative Code: 290-3-2 Educator Certification Chapter (see section 290-3-2-.03.).

We’ve provided a brief rundown of the process below, but Ed.D. program coordinators should also be able to help answer certification questions. Some schools make it a part of the entry process. For example, UAB wants to see Ed.D. candidates who have an Ed.S. and a valid Class A Certificate in Instructional Leadership.

Note:  ALSDE’s Educator Certification website has reciprocity advice for out of state educators in its FAQ section and a section on Out of State Certificates: Forms . It also outlines alternate pathways such as the Business and Industry to Educational (BIEA) Administrator Approach .

Class A/AA Professional Leadership Certificate: Instructional Support

If you’re interested in applying for the Class A or AA Professional Leadership Certificate as an educational administrator, principal, superintendent, supervisor, or career & technical administrator, you must:

• Meet all the requirements for the Professional Educator Certificate or the Professional Leadership Certificate as prescribed in Rule 290-3-2-.02.
• Hold a master’s degree from a regionally accredited senior institution to earn the Class A.
• Complete a planned sixth-year program at a regionally accredited senior institution (e.g. Ed.S. or higher degree) to earn the Class AA.
• Have three full years of full-time professional educational work experience in a P-12 school system(s), including at least one full year of full-time classroom teaching experience.

See the 290-3-2 Educator Certification Chapter for further details.

Note: Alabama doesn’t offer certification at the doctoral level, but Class AA certification is open to holders of doctoral level professional educator certificates issued outside of Alabama, provided there are comparable standards.

Educational Leadership Jobs in Alabama

Educational leadership career outlook.

The Bureau of Labor Statistics (BLS) tracks employment & salary data for elementary & secondary school education administrators and postsecondary education administrators in every state. We particularly like the state employment maps.

Overall, Alabama employs a solid number of K-12 administrators (more than Mississippi but less than Georgia). And the Tuscaloosa metropolitan area has a particularly high concentration of postsecondary jobs. This is the home of UA, Stillman, and Shelton State Community College.

Preparing for a job interview?

• Aspiring K-12 administrators will find a gold mine of information in the ALSDE’s Data Center . This contains reports on enrollment, assessment, school budgets, and more. For instance, the LEA Unit Breakdown in the section on Foundation Reports has headcounts of teachers, principals, and staff in every Alabama public school.
• Higher education administrators should check out the Alabama Commission on Higher Education (ACHE) and its Reports/Data section. The Annual Report is always enlightening, but so too is the State Plan.

Educational Leadership Salaries

You’ll find annual mean wage data for all sorts of AL educational administrators in the BLS’s section on State Occupational Employment and Wage Estimates for Alabama .

Generally speaking, salaries for elementary & secondary school education administrators in Alabama aren’t great. Like Florida, the state is often in the third wage bracket, lagging behind its neighbor Georgia. Annual Salary Schedules for public school teachers & staff appear in the ALSDE’s LEA Fiscal Accountability section. Schedules don’t include a category for K-12 administrators, but they will give you ballpark figures of Alabama educator salaries for Ed.S./sixth-year and doctoral degree holders.

The wage news for postsecondary education administrators in Alabama is better—the state often beats out Mississippi. You can dig even deeper with ACHE, which posts average faculty salaries for AL public colleges & universities in the IPEDS section of its Reports/Data site. Thanks to their size and reputation, UA and UAB tend to be the top payers.

Educational Leadership Job Boards

The usual suspects (e.g. Indeed, HigherEdJobs, SchoolSpring, LinkedIn, etc.) will have job postings for Alabama educational leaders. But we also wanted to direct you toward some state-specific job boards.

• Teach in Alabama has a Job Board for Administrative Positions in Alabama public schools.
• SSA advertises Job Postings for executive positions (e.g. superintendent, CSFO, etc.).
• AASBO’s section on Career Opportunities features listings for Alabama school business officials.
• CLAS’s Job Bank for Alabama public school administrators can be accessed by current CLAS members.
• The Alabama Independent School Association (AISA) has Job Openings for teachers and administrators interested in AL independent schools.

Educational Leadership Organizations in Alabama

Educational leadership associations.

• Alabama Association of Elementary School Administrators (AAESA) : AAESA is committed to serving as an advocate for children and enchancing the effectiveness in the supervision and administration of elementary and middle schools.
• Alabama Association of Middle School Principals (AAMSP) : AAMSP represents public school leaders in the middle. Membership is open to principals and assistant principals of middle schools (middle level, junior high, and any combination of middle grades).
• Alabama Association for Prevention, Attendance and Support Services (AAPASS) : AAPASS consists of CLAS members who are working in student services support areas in Alabama schools (e.g. counselors, assistant principals, etc.).
• Alabama Association of School Boards (AASB) : AASB is the organization and representative agency of the members of the school boards of Alabama. It provides training, advocacy, and a variety of member services.
• Alabama Association of School Business Officials (AASBO) : AASBO serves as an advocate for Alabama school business management officials. It runs various Certificate Programs , organizes professional development events, provides help with job searches, and more.
• Alabama Association of School Personnel Administrators (AASPA): AASPA was created to provide leadership in promoting effective human resource practices within education through professional development activities and a broad-based resource network. It’s an affiliate of the national AASPA.
• Alabama Association of Secondary School Principals (AASSP) : AASSP acts as a voice and resource for Alabama public school secondary administrators.
• Alabama Child Nutrition Directors (ACND) : ACND supports members in their efforts to provide nutritious meals to students and school board personnel.
• Alabama Association of Career/Technical Administrators (ACTA) : ACTA exists to promote and develop Career Technical Education through mutual encouragement and assistance of members in the administration and supervision of local programs.
• Alabama Education Association (AEA) : AEA is the state’s teacher union and a state affiliate of the NEA. Members include teachers, education support professionals, administrators, professors, future teachers, and education retirees.
• Alabama Council of Administrators of Special Education (ALA-CASE) : Members of ALA-CASE strive to promote educational services and programs for all of Alabama’s children with special education needs.
• School Superintendents of Alabama (SSA) : SSA is the professional association for Alabama school system executives and their leadership teams.

Educational Leadership Professional Groups

• Council for Leaders in Alabama Schools (CLAS) : CLAS is an umbrella organization that serves ten affiliate organizations in Alabama’s public schools and school systems (e.g. AASSP, AAESA, SSA, etc.). It represents 3,500+ members and offers its own Certified Instructional Leader (CIL) credential . Check out the section on Scholarships for administrators who want to pursue degrees or certification!

Note: National educator organizations also have funds and scholarships available for continuing education (e.g. Ed.D.). Browse through their websites and ask about opportunities.

Educational Leadership Events in Alabama

Educational leadership conferences.

• AAESA Fall Instructional Leadership Conference : This professional learning event in November is tailored toward elementary administrators in Alabama.
• AASB Annual Convention and Delegate Assembly : AASB’s flagship event attracts nearly 500 school board members and education leaders from across the state. AASB also runs a Summer Conference that welcomes superintendents.
• AASSP/AAMSP Fall Conference : This is a popular event for Alabama administrators in high school and middle school. It often takes place in mid-November.
• ALA-Case Conferences : ALA-Case hosts a Spring Conference in late February/early March and a Legal Conference in October.
• Aspiring Administrators Conference : Led by faculty and staff from the University of Alabama and Auburn University, this one-day conference usually occurs in January.
• Assistant Principals Conference : This two-day training event is organized by AASSP and held in three locations over the winter.
• CLAS & Affiliate Events : CLAS maintains a useful list of events for K-12 administrators in Alabama, including its own offerings (e.g. CLAS Law Conference) and events held by all of its affiliates.
• CLAS Annual Summer Convention : CLAS’s long-running event for Alabama administrators and educators (building-level and district-level) occurs over three days in June.
• SSA Conferences : SSA hosts a Summer Conference in June, a Fall Conference in October, and a Legislative Conference in February. When combo’ed with the New Superintendent Orientation, this makes up SSA’s New Superintendent Professional Development pathway.

Educational Leadership Training

• AASBO Chief School Financial Officer (CSFO) Mentor Program : This program gives new CSFOs a positive start by providing assistance during the first five years of their employment.
• CLAS Leadership Institute : Each year, CLAS organizes a number of seminars/institutes in North, Central, and South Alabama locations. There is no charge for attendance if your system is a subscriber.
• CLAS New Principals Institute : This two-day professional development event in September is designed for first- and second-year principals.
• CLAS Professional Learning : In addition to institutes, CLAS offers PLU Activities , webinars, lunch & learn sessions, training events, and the like.

School Listings

6 Schools Found

School of Education

Montgomery, Alabama

Doctor of Education in Educational Leadership, Policy and Law

• Curriculum Info
• How To Apply

Orlean Beeson School of Education

Birmingham, Alabama

Doctorate of Education in Educational Leadership

Offered Online

Department of Curriculum and Instruction

Tuscaloosa, Alabama

EdD in Curriculum and Instruction

Edd in educational leadership, edd in higher education administration, edd in instructional leadership - nurse educator, online edd in higher education administration - executive cohort, phd in educational psychology.

College of Education and Professional Studies

Mobile, Alabama

Executive Doctoral Program in Educational Leadership - Higher Education Leadership

Executive doctoral program in educational leadership - p-12 leadership.

College of Education

Livingston, Alabama

Online Ed.D in Rural Education - Counseling

Online ed.d in rural education - higher education administration, online ed.d in rural education - organizational change and leadership, online ed.d in rural education - teaching and learning.

• FAFSA Updates
• Interactive
• JagTran Tracker
• JagMail Login
• Faculty & Staff
• Directories
• Faculty/Staff

• Leadership and Teacher Education Department

Ed.D. in Educational Leadership

The University of South Alabama College of Education proudly offers an Ed.D. in Educational Leadership. The program is an intensive 60 credit hour, cohort-based program designed for educators who wish to earn a terminal degree in educational leadership. Delivered in an executive format, the Ed.D. program allows students to maintain their current employment while also studying full-time. 

The program is aligned with the recommendations of the Carnegie Project on the Educational Doctorate to redesign the Ed.D. to make it a stronger and more relevant degree for the advanced preparation of school practitioners, academic leaders, and professional staff for the nation’s schools and colleges and the learning organizations that support them.

There are two tracks available in the program, one for P-12 administrators and one for higher education administrators.

Coursework is delivered by highly qualified professors using a combination of intensive, face-to-face classes on campus, and blended, and fully online formats. Courses include program assessment and evaluation, finance, ethics, global education, legal issues, and quantitative, qualitative, and mixed methods research. Effective leadership is a guiding principle throughout the program. 

Course of Study

P-12 Leadership

The Educational Doctorate in Educational Leadership (P-12) only admits in the summer semester (deadline March 15).

• Master’s degree from a regionally accredited institution with a minimum 3.25 cumulative graduate GPA. * USA students applying to a USA graduate program in the College of Education and Professional Studies should complete a transcript request form (PDF) found on the University Registrar's Office website. In the Name/Organization field for the transcript recipient write, " USA Graduate School ". There is no charge associated with this request. This option applies only to USA transcripts for students applying to USA graduate programs.

ALABAMA Class A or Class AA Professional Leadership Certification in Instructional Leadership.

Current service or experience at the level of PK-12 Assistant Principal or higher is preferred. Applicants must hold active professional positions that allow them to implement small-scale change.

Three letters of recommendation from individual’s familiar with the applicant’s work (to include the applicant’s principal or supervisor attesting to candidate’s leadership and management potential). Recommendations MUST BE COMPLETED ONLY on the Recommendation Form for Graduate Admission to the Educational Leadership Program (PDF) and SUBMITTED by email to: [email protected] .

Submission of official GRE scores. A minimum Analytical Writing score of 3 (out of 6) on the GRE Analytical Writing section is preferred.

A two-page narrative indicating the applicant’s career plan and goals in pursuing the  Educational Doctorate in P-12 Leadership. Include how the program matches the applicant’s career goals (upload within online application).

Completed copy of the most recent performance appraisal to include the professional development component and evidence of ability to lead student achievement (upload within online application).

Completion of graduate level Research Methods and Evaluation course with minimum grade of “B”.

A resume with chronology of academic and/or professional employment (upload within online application).

Higher Education Leadership

The Educational Doctorate in Educational Leadership (Higher Education) only admits in the Summer Semester (deadline March 15).

• Master’s degree from a regionally accredited institution with a minimum 3.25 cumulative graduate GPA. Official transcripts* can be sent by mail or electronically. Instructions can be found under “Help” on the application. * USA students applying to a USA graduate program in the College of Education and Professional Studies should complete a transcript request form (PDF) found on the University Registrar's Office website. In the Name/Organization field for the transcript recipient write, " USA Graduate School ". There is no charge associated with this request. This option applies only to USA transcripts for students applying to USA graduate programs.

Academic and/or Professional experience as a manager or director of units, or other supervisory position. Applicants must hold active professional positions that allow them to implement small-scale change.

Completion of graduate level Research Methods and Evaluation course with a minimum grade of “B”.

Submission of official GRE scores. A minimum score of 3 (out of 6) on the GRE Analytical Writing section is preferred.

A two-page narrative indicating the applicant’s career plan and goals in pursuing the Educational Doctorate in Higher Education Leadership. Include how the program matches the applicant’s career goals (upload within online application).

Program Coordinators:   

Online Doctor of Education (EdD) Programs in Alabama

There are currently two schools in Alabama that offer a Doctor of Education program online: Samford University and The University of West Alabama (UWA). Samford University offers an EdS to EdD in Educational Leadership program that has completely online coursework, but which requires two campus visits. UWA has an EdD program that focuses specifically on Rural Education, and gives students the choice between two concentration tracks: Teaching and Learning or Organizational Change and Leadership. The UWA program can be completed through entirely online study, with no required campus visits.

Both Samford University and The University of West Alabama are non-profit institutions that are regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). Both universities are also accredited by the Council for the Accreditation of Educator Preparation (CAEP). To learn more about their online EdD programs, continue reading below.

Schools in Alabama with Online EdD Programs

Based in Birmingham, Samford University offers an EdS to EdD program with a focus in Educational Leadership. This 36-credit program prepares students for advanced education leadership roles requiring expertise in education policy issues and infrastructure, organizational administration, research-informed practice, and value-based change leadership. As an EdS to EdD program, this doctorate degree requires students to hold an EdS from an accredited institution in order to qualify for admission. Samford University offers an EdS program in Instructional Leadership and the option to apply to their EdD program after students complete their EdS.

Samford University’s EdD in Educational Leadership features a set sequence of 12 courses, including Educational Policy Development and Analysis, Leadership Planning, Organizational Dynamics, The Emerging School Superintendency, Foundations of Qualitative Inquiry, Ethical Issues in Education, Research Design, and Foundations of Quantitative Statistics. After completing their main coursework, students progress to their dissertation, for which they assemble a committee and identify a research question that is pertinent to their work setting and professional goals. Students are required to visit campus to defend both their dissertation proposal and their final dissertation results.

Located in Livingston, The University of West Alabama (UWA) offers its EdD in Rural Education online through the school’s Julia Tutwiler College of Education. As mentioned above, the program has two concentration tracks to choose from. The Teaching and Learning track is designed to help teachers gain practical skills suited to addressing the specific needs of rural students, while the Organizational Change and Leadership track is intended for instructional leaders, program directors, and other education professionals looking to drive innovation and enact positive change in rural education systems. Both require 60 to 66 credits, with an estimated completion time of three to four years. Courses run for eight weeks and are delivered in a flexible online format. Students are not required to visit the UWA campus at any point during their studies. Additionally, many instructors in the program use open educational resources (OER) which can be accessed digitally from anywhere, saving students the cost of purchasing traditional textbooks.

The curriculum, developed with help from partner schools and experienced superintendents, is broken down into three sections: 21 credit hours of Professional Courses, 27 credit hours of concentration track coursework, and 12 credits related to students’ applied dissertation. All students complete the Professional Courses section of the program, which contains an orientation to doctoral studies, as well as courses in Leadership for Enhanced Student Achievement, Challenges in Rural Education, Evaluating Theory and Practice, Family Engagement and Partnership Development in Rural Education, and Advanced Qualitative and Quantitative Research.

As part of the concentration coursework, both tracks include courses in Strategic Planning in a Rural Setting, Benchmark Cases in Rural Education, The Politics of Education in a Rural Setting, Building a Strong Culture and Climate in a Rural Setting, Place Based Education and Service Learning, and Independent Development Design. Students in the Organizational Change and Leadership track then take courses in areas such as Ethical Leadership, Organizational Finance and Management in a Rural Setting, and Critical Issues in Administration and Supervision, while the Teaching and Learning track contains courses in Technologies and Creative Learning, Leading Classroom Diagnostics and Interventions, and Teaching, Learning, and Leading in a Rural Setting. For their capstone, students in either track must complete a dissertation identifying a problem currently facing rural education and proposing a potential solution.

In addition to the programs offered by Samford University and The University of West Alabama, students in Alabama may want to explore online EdD programs offered by schools in other states, including the neighboring states of Florida , Georgia , Mississippi , and Tennessee . Students can also find additional programs categorized by specialization on our Online EdD Program Specializations page.

Online EdD Programs in Alabama

Below are links to Samford University and The University of West Alabama’s websites, where students can find more information about the online EdD programs described on this page.

Samford University

Online Doctorate of Education in Educational Leadership (EdS to EdD)

The University of West Alabama

Online Ed.D in Rural Education (with Concentrations in Teaching and Learning, and Organizational Change and Leadership) (Masters to Doctorate)

• Future Students
• International Students
• Military & Veterans
• Parents & Family
• Community & Outreach

Quick Links:

Doctoral Student

Doctoral admission information.

Are you ready to further your career and become a graduate of one of our most prestigious degree programs? View admissions requirements and steps to apply below, and if you still have questions, contact us using the button on the right. 

Requirements & Steps to Apply

Students will be admitted only under unconditional admission status. Admission to the program will have limited availability. To be considered for unconditional admission to the DNP program the applicant must:

• Hold the required degree from a nationally-accredited program (ACEN or CCNE).  Applicants are admitted as:   • Post BSN candidates  • Post MSN candidates
• Have earned a minimum cumulative GPA of 3.0 (4.0 scale) on all nursing coursework if post-baccalaureate applicant or on all graduate coursework if post-masters applicant
• Submit official transcripts for all post-secondary academic study
• Possess a current unencumbered license as a registered nurse in Alabama or in the state where clinical practice will occur
• Complete a successful interview by the Nursing Graduate Admissions Committee
• Submit a 800 to 1000 word essay describing professional goals and how completion of the DNP program will enhance future roles and practice
• Submit a resume that includes education, work experience in nursing, research experiences, publications, presentations, community service, professional memberships and service.
• Possess a valid certification in advanced practice nursing from a nationally recognized credentialing body or be eligible to take a nationally recognized certification exam ( Note: This requirement applies only to post-MSN applicants.)
• Submit documentation of academic clinical hours.

For more information see the Graduate Catalog.

Contact the Program Coordinator

"Troy University has been approved by the Alabama Commission on Higher Education and Southern Association of Colleges and Schools to offer a new doctoral degree, the Ph.D. in Global Leadership."

The degree can be completed online, offering a way for working professionals to earn a Ph.D. 

Application Deadlines

Applications for Term 3 (Spring) are due September 15 Applications for Term 1 (Fall) are due February 15 *When submitting your application, select "Online" as your home location in order to select the Ph.D. in Global Leadership.

To be considered for admission to the Global Leadership Ph.D. Program, the applicant must

• Have attained a Master’s degree from a regionally credited institution of higher education.
• Have earned a minimum cumulative GPA of 3.0 (4.0 scale) on all graduate coursework.
• Submit official transcripts for all post-secondary academic study, one official transcript per institution.
• Three (3) Letters of Reference The letters of reference must address the applicant’s readiness to enroll in a doctoral program.  It is recommended that such individuals be previous undergraduate or graduate professors, advisors or others who can substantiate the applicant’s academic preparation for admittance to a doctoral program.
• Include details of your rationale for pursuing a Ph.D. in Global Leadership.
• Include details regarding your past career and research interests.
• Include details about your projected dissertation focus area (Global Leadership Specializations: Organizational Leadership, Strategic Communication, Public Administration, Instructional Leadership and Administration, ** Higher Education) and how participation in the Global Leadership Program will align with your projected dissertation focus area and future career interests.
• Include details about an area of interest (Global Leadership Specializations: Organizational Leadership, Strategic Communication, Public Administration, Instructional Leadership and Administration, ** Higher Education) for your international internship. 
• Include an area of the world where you would like to go in order to conduct your international internship in conjunction with your projected area of research interest.  If possible, specify the country where you would like to conduct your international internship as it relates to your area of research interest.  Note: An international internship is a required element of the Global Leadership Ph.D. program, requires travel to a country outside of the United States and must be completed before being eligible for graduation.  Students are responsible for all travel expenses.  Scholarships may be available. ** Does not lead to Class A or Class AA Educational Leadership certification in Alabama.
• Writing Sample maximum of 1000 words: The goal of the writing sample is to measure the applicant’s ability to write clearly and succinctly in an academic fashion.  The writing sample will assist the Doctoral Admission Committee in evaluating the applicant’s research, writing, analytical and problem-solving skills.  The writing sample may include a thesis completed by the student or significant research paper, preferably written at the graduate level, and solely by the applicant. The writing sample topic is Leadership in the 21st Century . The writing sample should be double-spaced, 12 point, Times New Roman font with one (1) inch margins on all sides.  The paper must be double-spaced, 12 point, Times New Roman font with I inch margins on all sides.  It is recommended that the writing sample follow the American Psychological Association (APA) style.  However, other writing styles, including but not limited to Chico, Modern Language Association (MLA), AMA Manual or other accepted research writing styles will be considered. The Doctoral Admissions Committee will evaluate the writing sample based on the following criteria: 1) Writing Development and Critical Thinking – ability to articular the primary concept and inform the reader of its focus; 2) Organization and Structure – development of the topic to include fluid transitions; 3) Paragraph Development – use of transitions and language within each paragraph; 4) Mechanics – appropriate spelling, grammar, and punctuation; and 5) Use of Writing Style – Although all classes and dissertation will employ the APA format, the Committee will review the sample for appropriate use of other acceptable academic research writing style such as cited in the previous paragraph. NOTE: The writing sample could also include accepted or published research that the applicant has been sole or co-author of a research project.  The applicant must submit a pdf of the paper or link to URL link as proof of publication.
• Resume’ or Curriculum Vitae
• An interview may be requested.

Reminder: Applications for Term 1 are due February 15. Applications for Term 3 are due September 15.

P lease select the following link to learn more about the program.

About the Program

  CONTACT THE PROGRAM COORDINATOR

Students will be admitted only under unconditional admission status. To be considered for unconditional admission to the Ph.D. in Sport Management program the applicant must:

• Submit an application to the Troy University Graduate School
• Hold a master's degree from a regionally accredited institution
• Earn a minimum score on one of the following exams: • 399 - MAT • 540 - GMAT • 157-158 - LSAT • 304 on the GRE (1000 or higher on the Non-Revised GRE)
• Submit an official transcript from each institution of higher education attended
• Submit three letters of reference
• Submit a statement of intent. The statement of intent should include details of your rationale for pursuing the program and details regarding your career and research interest
• Submit a writing sample. The writing sample could also include accepted or published research that the applicant has been sole or co-author of a research project.
• Submit a resume or curriculum vitae

Students must begin the program in Term 1 (August) or Term 3 (January).

Fall admission for U.S. citizens: February 1 Fall admission for non-U.S. citizens: December 1 Spring admission for U.S.  citizens: September 1 Spring admission for non-U.S. citizens:  July 1

CONTACT THE PROGRAM COORDINATOR

Transcript & Test Score Submissions

Once an application has been submitted, please request all transcripts and test scores (Advanced Placement, ACT, SAT, etc.) to be sent electronically to [email protected] or by mail to the address below.

Troy University-Admissions Attn: Transcripts 100 University Park Troy, AL 36082

• Future Student
• Current Student
• Parent/Family

Graduate Degrees and Programs

Degrees and Programs

Undergraduate Degrees and Programs

Online Degrees and Programs

Undergraduate Minors

Microcredentials and Certificates

Filter Current List

Jump to level, doctoral programs (edd, dsc, dnp).

• Education - Educational Leadership (EdD)
• Emergency Management (DSc)
• Nursing - Post-Master's Doctor of Nursing Practice (DNP)
• Nursing - Adult-Gerontology Acute Care Nurse Practitioner (DNP)
• Nursing - Family Nurse Practitioner (DNP)

Education Specialist Programs (EdS)

• Counselor Education - Clinical Mental Health Counseling (EdS)
• Counselor Education - School Counseling P-12 (EdS)
• Education - Instructional Leadership P-12 (EdS)
• Education - Library Media P-12 (EdS)
• Education - Physical Education P-12 (EdS)
• Education - Teacher Leader (EdS)
• Education - Elementary Education (EdS)

Master’s Programs (MS, MA, MSE, MFA, MBA, MPA, MAT, MSW)

• Applied Behavior Analysis (MS)
• Art - Visual Communication Design (MFA)
• Athletic Training (MAT)
• Biology (MS)
• Business Administration - Accounting (MBA)
• Business Administration - General Business (MBA)
• Business Administration - Healthcare (MBA)
• Computer Systems and Software Design - General (MS)
• Computer Systems and Software Design - Information Security and Assurance (MS)
• Counselor Education - Clinical Mental Health Counseling (MS)
• Counselor Education - School Counseling P-12 (MS)
• Criminal Justice (MS)
• Early Childhood Education P-3 (MSE)
• Early Childhood Education P-3 - Alternative Class A (MSE)
• Early Childhood Special Education P-3 (MSE)
• Education - Instructional Leadership P-12 (MSE)
• Education - Instructional Technology (MS)
• Education - Library Media P-12 (MSE)
• Education - Reading Specialist P-12 (MSE)
• Elementary Education K-6 (MSE)
• Elementary Education K-6 - Alternative Class A (MSE)
• Emergency Management (MS)
• English (MA )
• Geographic Information Science and Technology (MS)
• History (MA)
• Integrated Studies (MA)
• Manufacturing Systems Technology (MS)
• Mathematics (MS)
• Music - General Music: Instrumental (MA)
• Music - General Music: Vocal-Choral (MA)
• Music Education P-12: Instrumental (MA)
• Music Education P-12: Instrumental - Alternative Class A (MA)
• Music Education P-12: Vocal-Choral (MA)
• Music Education P-12: Vocal-Choral - Alternative Class A (MA)
• Nursing - Population Health Nursing (MSN)
• Nursing - Population Health Nursing - Emergency Management (MSN)
• Nursing - Population Health Nursing - Nursing Education (MSN)
• Physical Education - Human Performance (MSE)
• Physical Education - Nutrition (MSE)
• Physical Education P-12 (MSE)
• Physical Education P-12 - Alternative Class A (MSE)
• Public Administration - Administrative Management (MPA)
• Public Administration - Criminal Justice (MPA)
• Public Administration - Emergency Management (MPA)
• Public Administration - Political Science (MPA)
• Secondary Education - Business Marketing Education 6-12 (MSE)
• Secondary Education - Business Marketing Education 6-12 Alternative Class A (MSE)
• Secondary Education - Biology 6-12 (MSE)
• Secondary Education - English Language Arts 6-12 (MSE)
• Secondary Education - English Language Arts 6-12 - Alternative Class A (MSE)
• Secondary Education - Family and Consumer Sciences 6-12 (MSE)
• Secondary Education - Family and Consumer Sciences 6-12 Alternative Class A (MSE)
• Secondary Education - General Science 6-12 (MSE)
• Secondary Education - General Science 6-12 - Alternative Class A (MSE)
• Secondary Education - General Social Studies 6-12 (MSE)
• Secondary Education - General Social Studies 6-12 - Alternative Class A (MSE)
• Secondary Education - History 6-12 (MSE)
• Secondary Education - Mathematics 6-12 (MSE)
• Secondary Education - Mathematics 6-12 - Alternative Class A (MSE)
• Social Work (MSW)
• Special Education Collaborative Teacher K-6/6-12 (MSE)
• Special Education Collaborative Teacher K-6/6-12 - Alternative Class A (MSE)
• Sport Management - Non-Professional Educator Certification (MS)
• Sport Management - Professional & Non-Professional Educator Certification (MS)

Certificates and Microcredentials

• Education - Instructional Leadership P-12 (Reduced Credit Hour Option)
• English - Teaching College Literature (Graduate Certificate and Microcredential)
• English - Teaching College Writing (Graduate Certificate and Microcredential)
• Nursing Education (Graduate Certificate)
• Nursing - Emergency Preparedness Nursing Coordinator (Graduate Certificate)

College of Education grad program ranks in Top 40 among U.S. public universities

The Purdue University College of Education ranks #48 in 2024 Best Education Schools – Graduate  Education , according to the 2024 U.S. News & World Report rankings released Apr. 9. This is an increase from #49 in 2023.

Education is among the five top-ranked academic disciplines at Purdue ranked by the USNWR .

“We are #2 in Indiana, and in the top 19% nationally,” said Wayne E. Wright , College of Education associate dean for research, graduate programs, and faculty development.

This ranking places Purdue’s College of Education graduate program in the Top 40 among U.S. public universities, at #37.

“While this is a very small improvement over our ranking last year, it is evidence that our graduate programs are strengthening — especially in the area of research,” said Phillip J. VanFossen , interim dean of the College. “In fact, the College has one of the highest levels of research productivity at Purdue.”

“We are thrilled to see our graduate program move even higher in the 2024 U.S. News and World Report Rankings,” Wright said. “We truly have outstanding programs and faculty who are dedicated to teaching and providing our students with highest quality education.”

U.S. News & World Report is a recognized leader in ranking colleges, programs, and graduate schools. Each year, Purdue’s College of Education strives to continually improve its programs and relies on the rankings to help promote and serve as a recruiting tool for prospective students seeking a quality online educational experience.

U.S. News and World Report rankings of the 2024 Best Graduate Schools – Education programs https://www.usnews.com/best-graduate-schools/top-education-schools/purdue-university-main-campus-06068   

Source: Wayne E. Wright, [email protected]

• Anniston/Gadsden

Alabama teacher certification: State approves first alternative teacher prep program

• Updated: Apr. 12, 2024, 3:49 p.m. |
• Published: Apr. 11, 2024, 12:41 p.m.
• Trisha Powell Crain | [email protected]

The Alabama Board of Education has approved the state’s first non-college-based alternative teacher preparation program, a move the schools chief said could help with the state’s teacher shortage.

Iteach was one of two nontraditional programs up for a vote on April 11. State Superintendent Eric Mackey said the program could bring “dozens” of teachers into schools. Once iteach creates an Alabama-specific program, likely this fall, teachers could begin entering classrooms 8 weeks after starting the program.

“They’re targeting people who already have a college degree, who are in some way dissatisfied with their current work situation or pathway and want to become a teacher,” Mackey said of iteach, the newly-approved program

Several state laws in recent years have expanded ways that alternative teacher preparation programs can become licensed in the state.

Iteach is accredited by the Council for Accreditation of Educator Preparation programs. It was approved with five yes votes, the minimum needed for board approval. Board members Stephanie Bell and Wayne Reynolds abstained from voting.

Board member Jackie Zeigler was the single no vote, telling AL.com she was concerned that the current rules do not have enough safeguards to ensure quality of the candidates who complete the program.

“I just worry that there’s not enough accountability,” Zeigler said. “I think oversight is critical. And I was not convinced that that was a measure in place in the way the rules are written.”

In Alabama, alternative programs can qualify for licensure if they have been established for at least 10 years, have operated successfully in at least five states, and have certified at least 10,000 teachers in the U.S. They also must ensure candidates are up-to-date on state math and literacy standards and provide additional support to candidates after they are placed in schools.

“We’re all for certifying additional teachers and filling vacancies – we need that,” Allison King, government liaison for the Alabama Education Association, told AL.com recently . “We just want to make sure it’s quality programming and it’s producing a quality product.”

The other alternative teacher prep program on the board’s meeting agenda, American Board, was not voted on because the motion to approve, made by board member Marie Manning, failed to get a second.

The board did not approve an alternative teacher program on the March meeting agenda because five board members abstained from that vote. Zeigler was one of the five abstaining from the vote.

Lawmakers are currently considering a bill that would add another accreditor, the Association for Advancing Quality Education Preparedness. Mackey said he is unfamiliar with that accreditation institution.

Mackey said that if credentialing is expanded to include more alternative programs, the state will fairly evaluate new candidates. But he said he doesn’t like changing the rules so often.

“ iteach  is proud to have earned approval from the Department of Education today, and we look forward to helping the state fill its classrooms with the qualified, dedicated teachers that Alabama’s children deserve,” Andrew Rozell, president of iteach said. “We bring 21 years of experience credentialing more than 29,500 plus teachers in 11 other states that will expand Alabama’s pipeline of quality educators, while also helping Alabamans who have earned a bachelor’s degree turn their passion for K-12 education into a fulfilling career.”

More stories from the Ed Lab

• Alabama House approves $9.3 billion education budget
• Alabama student travels to UN in Switzerland to tell story of being kicked out of school
• Family of Dadeville shooting victim honor city’s resilience: ‘Life after death’
• Tuskegee gets $20 million donation toward STEM programs, scholarships

Updated 4/12/2024 3:37 p.m. to include iteach President Andrew Rozell’s statement.

If you purchase a product or register for an account through a link on our site, we may receive compensation. By using this site, you consent to our User Agreement and agree that your clicks, interactions, and personal information may be collected, recorded, and/or stored by us and social media and other third-party partners in accordance with our Privacy Policy.

• Academic Affairs
• Advancement & Marketing
• Enrollment Management
• Finance, Business Affairs & Strategy
• Office of the President
• Student Affairs
• By the Numbers
• Campus & Community
• Departments
• Life at Samford
• Maps & Directions
• Mission, Vision & Values
• Air Force ROTC
• Core Writing
• Biblical Foundations
• Concepts of Fitness & Health
• Honors Programs
• Scholars Programs
• Special Programs
• Graduate Programs
• Online Programs
• Continuing Education
• Non-Degree Programs
• Study Abroad
• Academic Centers
• Scholarship & Research
• University Library
• Visit Campus
• International Students
• Transfer Students
• Payment Plans
• Student Loans
• Student Employment
• Scholarships
• Tuition & Fees
• High School Counselors
• Refer a Student
• Orientation
• Financial Aid
• Request More Info
• Legal Disclosures
• Event Calendar
• Media Experts
• News Releases
• Publications
• Student Life

Online Human Development and Family Science Major | Samford University

Take the Next Step Learn More

Is This Program for Me?

What will i learn.

• Infant and Child Development
• Adolescent and Adult Development
• Marriage and Parenting
• Interpersonal Communication
• Family Dynamics
• Family Resource Management
• Family Law and Public Policy

“The HDFS program prepares students not only to achieve academically, but also to achieve relationally and emotionally for whatever circumstance one might face in the professional world.”

“In this way, I believe the program stands out as a major and has thoroughly prepared me for life beyond Samford’s gate.”

—Murray Babington , Class of ‘21

What Makes Us Different?

Experiential Education

We go beyond just educating. We purposefully engage learners in direct experience and focused reflection to increase knowledge, develop skills and clarify values. We develop and increase your capacity to contribute to communities in order for you to go out and encourage others to do the same.

Research Focused

100% of our students complete original research projects, and six of our students have received the Outstanding Undergraduate Paper Award from the National Council on Family Relations.

Eligible for Family Life Educator Certification

Leave with more than a degree. Program graduates may distinguish themselves in the field by earning the family life educator certification. Family life education focuses on healthy family functioning within a family systems perspective and provides a primarily preventive approach. Certification recognizes a proven background and understanding in each of the 10 family life education content areas.

Accelerated Pathways to Advanced Degrees

Save time and money by earning graduate degree credits toward a Master of Social Work while completing your undergraduate degree.

Fast-track Master of Social Work

Career preparation.

Career Opportunities

• Family Resource Services
• Community-Based Social Services
• Family Intervention
• Early Childhood Education
• Government & Public Policy
• Healthcare and Family Wellness
• International Education & Development
• Writing & Communication

Internships & Fellowships

• Alabama Public Television Ready to Learn
• Children’s Hospital Intervention and Protection Services
• Covenant Counseling and Education Center
• Down Syndrome Clinic
• Jefferson County Family Court
• Jessie’s Place
• Lakeshore Foundation
• United Way of Central Alabama
• Wellspring Christian Clinic

Plan of Study

Cookie Preferences | Privacy Policy | Software Plugins

Microsoft Excel®

Microsoft Power Point®

Microsoft Word®

Adobe Portable Document Format

We use cookies to improve our site, personalize content and serve more relevant advertising on other platforms. We do not sell visitor data. View our privacy policy.    Accept Preferences

• Necessary cookies are not collected for this site.
• Preference cookies allow this site to remember your choices.
• Performance cookies provide vital information for troubleshooting problems and improving the user experience. They are anonymized and do not personally identify you.

Yes, efforts to eliminate DEI programs are rooted in racism

Provost Professor of Political Science and Director of the UMass Amherst Poll, UMass Amherst

PhD Student, Political Science, UMass Amherst

Associate Professor of Political Science and Legal Studies, UMass Amherst

Associate Professor, Political Science, UMass Amherst

Associate Professor of Political Science and Computational Social Science, UMass Amherst

Disclosure statement

The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

UMass Amherst provides funding as a founding partner of The Conversation US.

View all partners

Right-wing activists who have long criticized liberalism and “wokeness” in higher education and helped force the resignation of Claudine Gay, Harvard University’s first African American president , have now set their sights on ending the diversity, equity and inclusion, or DEI, programs that these activists claim helped place figures like Gay in her job in the first place.

Christopher Rufo, the conservative activist who played a pivotal role in forcing Gay’s resignation, stated this view bluntly on X – formerly known as Twitter– following Gay’s ouster: “ Today, we celebrate victory . Tomorrow, we get back to the fight. We must not stop until we have abolished DEI ideology from every institution in America.”

The DEI initiatives and programs at the center of these controversies aim to help organizations identify and more effectively tackle disparities or inequities in their organizations.

In the past year, a number of states have begun to dismantle their DEI programs. Alabama, Utah, Texas and Florida have all passed and signed into law anti-DEI legislation ranging from prohibiting diversity training to terminating all positions associated with DEI efforts. Florida lawmakers have restricted the teaching of what they call racially “divisive” subject matter in public schools, colleges and universities. Legislatures in more than two dozen additional states are considering similar measures.

Critics of these measures say they are racist . DEI opponents are quick to deny this.

Is opposition to DEI programs unrelated to racism? Or does racism play an important role in opposition to DEI programs?

We are survey researchers who study how racial attitudes affect Americans’ attitudes toward public policies. In a recent poll, we investigated what, if any, influence racism may have on public opinion toward DEI programs.

Implausible claims about DEI

Utah Gov. Spencer Cox defended anti-DEI measures in his state by characterizing them as reaffirming the ideal of colorblindness in American society.

“We used to aspire toward the dream of Martin Luther King Jr. of a future where our children ‘will not be judged by the color of their skin, but by the content of their character,’” he said. “Now, Americans are accused of systemic racism for quoting these same immortal words of Dr. King. Up is down.”

But statements by other conservative politicians and commentators seem more transparently racist.

Following the deadly accident that destroyed the Francis Scott Key Bridge in Baltimore, several Republican elected officials and candidates claimed — implausibly — that DEI policies were responsible. One conservative commentator reposted video footage of a news conference on the tragedy held by Baltimore Mayor Brandon Scott, who is Black, with the comment, “This is Baltimore’s DEI mayor commenting on the collapsed Francis Scott Key Bridge. It’s going to get so, so much worse. Prepare accordingly.”

In our January, 2024 survey of a nationally representative sample of 1,064 U.S. adults, we sought to identify what influence racism may have on public opinion about DEI programs. We asked respondents, “From the following list, please indicate if you believe the indicated professionals and/or members of institutions should or should not receive Diversity, Equity, and Inclusion (DEI) training.”

The list included medical professionals, teachers, police officers, members of the U.S. armed forces, public sector employees and private sector employees.

Next, we assessed respondents’ racial attitudes with questions that measure their acknowledgment of the existence of racism in the U.S. and their emotional reaction to the problem of racism in the nation. We also asked respondents about their partisan identity, ideological affiliation and demographic characteristics.

‘Huge’ impact on support for DEI

We found that a strong majority of Americans support DEI training for each of the professions we listed in the survey. On average, 7 in 10 Americans support DEI training for medical professionals, teachers, police officers, members of the U.S. armed forces and public employees, while 65% of Americans support this training for private sector employees.

However, among Americans with negative racial attitudes – which is a phrase used by scholars of public opinion to characterize respondents who hold prejudicial, stereotypical or racist views of people of color – support for DEI training was much lower.

On average, only 46% of Americans who believe that racial problems are rare support DEI training; 45% of those who are not angry that racism exists support DEI training, and 38% of those who do not believe that white people have advantages because of their skin color support DEI training programs.

Next, we summed up interviewees’ responses across questions to create an overall measure of support for DEI training and analyzed how negative racial attitudes affect support for DEI. We did this while taking into account characteristics such as gender identity, age, education, income, race, political party identification and ideology.

After taking these characteristics into account, we found that the effect of negative racial attitudes on support for DEI programs was huge. Support for DEI programs was 73 percentage points lower among individuals with the most negative racial attitudes compared to those with the most positive attitudes.

This doesn’t mean that every person who opposes DEI training is racist. But it does mean that people with the most negative racial attitudes are, on average, most opposed to DEI training.

Many Americans understandably wish that the nation has achieved Martin Luther King Jr.’s dream of a “colorblind” society. But the troubling connection between racism and opposition to DEI programs highlights that there is still work to be done until the nation’s citizens are truly judged by the content of their character and not the color of their skin.

• Martin Luther King, Jr. (MLK)
• Diversity, equity and inclusion
• Claudine Gay
• Francis Scott Key Bridge

Senior Enrolment Advisor

Associate Professor, Occupational Therapy

GRAINS RESEARCH AND DEVELOPMENT CORPORATION CHAIRPERSON

Faculty of Law - Academic Appointment Opportunities

Audience Development Coordinator (fixed-term maternity cover)