About the Program
The Doctor of Education degree requires students to complete 48 units of coursework, pass the Early Review, complete a Guided Inquiry Project, present at an ethics symposium, attend ethics symposia and annual conferences, and successfully complete the dissertation.
Students select an emphasis in one of three areas and take the courses required for that emphasis when they are offered in the course sequence. Please seek academic advising for this program, as state requirements may change. The three emphases include: Leadership, Teaching and Learning, and School Psychology.
The Leadership emphasis focuses on preparing graduates for administrative positions at the school site, district office, or county, state, and federal levels in public or private education.
The Teaching and Learning emphasis prepares graduates for leadership roles in districts and schools, particularly in curriculum and instruction, and for faculty roles in teacher education and other graduate education programs in colleges and universities. Curriculum development, independent consulting, and research are other career possibilities.
The School Psychology emphasis prepares graduates for leadership roles in pupil services areas and for teaching, consultation, and independent practice.
APU's doctorate in educational leadership is driven by these core values:
- A Christian worldview that enables students to become “big-picture thinkers” who are people of character and integrity
- A passion for learning and for learners of all ages
- A belief that diversity is a strength that enhances learning for all
- A strengths-based perspective on learning and leadership that encourages students to become the persons they were created to be
- A commitment to rigorous research that makes a difference in real-world settings
- A commitment to mentoring doctoral students academically, personally, and spiritually
Graduates of APU’s doctoral programs in education are expected to be change agents for students’ learning: culturally aware, strengths-focused, outcomes-driven, and skilled in motivating diverse learners. To this end, the transition from the role of “student” to that of “scholar” involves diligent preparation, active participation in the community of scholars within the department, intellectual engagement, self-regulation, coherent professional writing, and collegiality. In addition, students are expected to give thoughtful commitment to application of principles of academic integrity in their academic work and professional practice.
Courses are offered in a specified sequence of two three-unit courses per term, three terms per year. Students take all of the required courses, choosing between EDUC 734 and EDUC 737, for a total of 33 units. Each student selects an emphasis with 15 units of coursework: Leadership, Teaching and Learning, or School Psychology. Students must determine their choice of emphasis by the second term in order to register for the appropriate courses.
Three-unit courses meet eight times face-to-face or 80 percent of the time with an additional 20 percent of the instruction conducted online. The Azusa cohort begins in the fall and meets each Wednesday evening in even numbered years and on alternate Saturdays in odd-numbered years. The regional center and off-campus cohorts begin each spring and meet on alternate Saturdays. Check with the program office to determine meeting dates and times.