DEGREE
Doctor of Education
PROGRAM ADMINISTRATORS
Susan Iverson, Program Director
1 (914) 798-2712
susan.iverson@mville.edu
Renee Gargano, Assistant Program Director
(914) 804-2492
renee.gargano@mville.edu
Welcome From Dean Wepner
On behalf of the doctoral faculty, I am delighted to welcome you to the School of Education’s doctoral program web site. The program, offered in partnership with the Putnam Northern Westchester BOCES, is designed for practicing and prospective leaders, and experienced educators in P-20 and higher education, serving schools, districts, colleges, universities, community organizations, and entrepreneurial endeavors.
The Doctoral Program in Educational Leadership is a cohort model enabling students to be part of a community of learners during the Ed.D. program. Currently enrolled students and doctoral alumni are highly accomplished scholar-practitioners who appreciate the importance of having a terminal degree in the field of education.
Our Signature Pathway to the EdD is designed to meet the needs of practicing and aspiring leaders in any educational context (e.g., schools and districts) who want to be a catalyst to improve student learning, build strong partnerships, influence professional and policy-making communities, and promote the public's confidence about the educational enterprise. In fall 2020, a cohort for Independent School Leaders will be available!
Our Dissertation Completion (ABD) Pathway is designed specifically for those who were enrolled in an accredited educational leadership doctoral program and completed all requirements but the dissertation (ABD). This pathway offers two limited residency options: 1) on-campus, individualized option; and 2) online cohort to launch in summer 2020, with classes via synchronous online learning and one extended weekend residency in July. Learn more about the online cohort at the January 30, 2020 VIRTUAL Info Session.to Join, https://zoom.us/j/687266290
Our Higher Education Leadership Pathway to the EdD is designed for practicing and aspiring leaders seeking to further develop their skills to meet the challenges facing two-year, four-year, and graduate colleges and universities, and to help shape higher educational institutions in the future.
All three degree pathways are designed for mid-career professionals who desire or have leadership experience. The signature pedagogy of problem-based learning is integrated throughout the coursework, field experiences and applied research.
I invite you to read more about our incredibly powerful program on the pages that follow.
With warm regards,
Shelley B. Wepner
Dean and Professor
School of Education
Please use the tabs above to navigate the doctoral program web site, or select from Degree Pathways, F.A.Q., News, and About Us.
The Doctoral Program in Educational Leadership offers three pathways to the Ed.D.
The Signature Ed.D. Pathway is designed to meet the needs of several types of leaders in P-12 education; practicing leaders in school or district positions, leaders who seek school or district-based administrative positions, and classroom teachers who want to take on administrative or non-administrative leadership positions in education. 59 credits. In fall 2020, a cohort for Independent School Leaders will be available! Learn more at the January 21, 2020 info session; RSVP HERE.
The Higher Education Leadership Pathway to the Ed.D. provides an option for students who wish to enter or are already working in colleges and universities, state education agencies or post-secondary-related non-profits. Six courses (18 credits) comprise the concentration, offering students an opportunity to examine, discuss, and engage in theories, research, and practices related to higher education as a critical context in the United States. 59 credits.
The Dissertation Completion (ABD) Pathway is designed specifically for those who were enrolled in an accredited educational leadership doctoral program and completed all requirements but the dissertation (ABD). 59 credits, but up to 39 qualifying credits may be transferred.
This pathway offers two limited residency options: 1) on-campus, individualized option with start dates in fall, spring, or summer terms; and 2) online cohort to launch in summer 2020, with classes via synchronous online learning and one extended weekend residency in July. A virtual info session will be held on January 30, 2020 at 7pm. Please join at https://zoom.us/j/687266290
Please scroll down for some frequently asked questions about our doctoral program; these are clustered under the following headings (click to jump): General Information, Admissions, Coursework & Doctoral Student Life, and Research & Dissertation. If you have a question not addressed here, feel free to contact us using the links to the left.
Why Manhattanville?
Manhattanville is well known for its education program, and that reputation stems from distinguished, scholar-practitioner faculty, high quality students throughout the region who become part of supportive networks, a structured curriculum that guides students from orientation through graduation, and a dedicated librarian to assist doctoral students with research. Manhattanville’s doctoral program has two other strong attributes: personalized attention and sense of community among the doctoral cohorts.
The Ed.D. Program was launched in 2010 and has since grown to now offer 3 pathways to the degree. The Ed.D. aligns with the College's mission “to educate students to become ethically and socially responsible leaders” by preparing change agents who can lead in various educational contexts during challenging socio-political times. The Ed.D. program’s small student-to-faculty ratio, vibrant cohort model, and active alumni all support students’ various journeys to success.
What should I do if I do not yet have my SBL and/or SDL certifications?
Doctoral students interested in pursuing certification as a school building leader (SBL) or school district leader (SDL) opt to enter the Bridge program as a vehicle to gain state qualifications for leadership positions. This Bridge program creates opportunities to apply educational leadership courses to the doctoral program requirements and doctoral classes to educational leadership offerings. As a result, students are offered reduced credit requirements for each option and complete multiple pathways simultaneously.
Students interested in taking educational leadership classes before entering the doctoral program cohort can begin enrolling in educational leadership classes in the spring and summer before the doctoral classes commence. These classes prepare them for the state leadership exams as well as earn credits towards certification. Advisement is conducted individually to design a pathway towards completion.
Who is this degree for?
Our Ed.D. pathways are aimed at mid-career professionals with experience in various educational contexts. This professional practice degree is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement. The Manhattanville doctoral program prepares leaders to be responsive and effective leaders who engage in evidence-based decision-making about the many complex challenges facing education.
What are the “pathways” and how do I know which is for me?
The Ed.D. program has 3 pathways to the degree: 1) Our Signature pathway is for current and aspiring educational leaders in public and private schools and related non-profit organizations; 2) The Higher Education Leadership concentration is for current and aspiring leaders in colleges and universities; and 3) The Executive (Dissertation Completion) pathway is for advanced doctoral students who have completed all degree requirements except for the dissertation (ABD) from another accredited doctoral program, and are now ready to complete the dissertation and graduate with the doctorate.
What should I do if I do not yet have my SBL and/or SDL certifications?
Doctoral students interested in pursuing certification as a school building leader (SBL) or school district leader (SDL) opt to enter the Bridge program as a vehicle to gain state qualifications for leadership positions. This Bridge program creates opportunities to apply educational leadership courses to the doctoral program requirements and doctoral classes to educational leadership offerings. As a result, students are offered reduced credit requirements for each option and complete multiple pathways simultaneously.
Students interested in taking educational leadership classes before entering the doctoral program cohort can begin enrolling in educational leadership classes in the spring and summer before the doctoral classes commence. These classes prepare them for the state leadership exams as well as earn credits towards certification. Advisement is conducted individually to design a pathway towards completion.
When is the application deadline?
There is no application deadline; however, qualified candidates are continually reviewed, and will be accepted until all the seats for the next cohort are filled.
What should the admission essay include?
The essay functions as letter of application, and it should address some of the following questions: Why do you think you are qualified? Why do you need this doctoral degree? How can you convince the Admissions Committee that you would be a contributing member of the doctoral program? What is your leadership philosophy? What are your research interests? What are your areas of improvement? What is your plan for your future career? With your knowledge of Manhattanville College's doctoral program, how can you benefit professionally and personally? This essay should be 2-3 typed pages.
I am nervous about standardized tests like GREs. Are these required? And if so, how important are my scores in evaluating my application?
The score report from either Graduate Record Exam (GRE) or Millers Analogies Test (MAT) (or GMAT, for business degree; or LSAT for law degree) is required; however, there are no date restrictions for when the exam was completed, and no cut-off score exists.
What is sought with the recommendation letters? Who should write them?
The recommendation letters should vouch for the applicant’s qualifications, such as strengths and competencies for advanced graduate study, leadership track record, interpersonal skills, etc. In addition, the letters should focus on an applicant’s commitment, determination, scholarly writing skills and communication skills, as well as research experience and/or potential.
An ideal person to write a letter could include, but is not limited to, a former or current college professor at the graduate level, a current or former supervisor who has reviewed the applicant’s written work and/or presentation skills, or an author of an extensive research project or a journal article who has witnessed the applicant's work.
How much is the Application fee?
The application fee is $75.00, but the fee is waived for students who attend an open house or information session.
What is the cost of tuition?
For the 2019-2020 academic year, regular graduate tuition for the Signature and Higher Ed pathways will be $955 per credit, plus required fees. For the Executive (ABD) pathway, tuition will be $1020 per credit, plus required fees.
For more information about tuition and fees, click here.
Is financial aid available?
Yes. For financial aid information, please contact the Financial Aid Office. There are a limited number of graduate assistantships and teaching fellowships available to those who qualify.
What should the writing sample look like? Does "scholarly work" mean I must have published?
The writing sample enables the Admissions Committee to tell whether the applicant possesses the writing and critical thinking skills, that are key to successfully completing a doctoral program. The writing sample could include, but is not limited to, a research paper that the applicant completed for a graduate course, or a recently published peer-reviewed journal article. However, publications are not presumed or expected. A grant or conference proposal could also serve as a writing sample. In short, the writing sample should demonstrate your writing skills.
Can I transfer in credits?
Up to 12 post-masters credit hours earned within the last ten (10) years either at Manhattanville College or another college/university before admission may be transferred into the Signature or the Higher Ed pathways. Students need to provide an official transcript (and in many cases a syllabus) for previously taken courses to allow for the course transfer. Students’ request for credit transfer must be reviewed and approved by the faculty advisor, with final approval by the Program Coordinator.
For those in the Executive (ABD) pathway, up to 39 post-masters doctoral program credits may be transferred in from other accredited doctoral programs.
To whom should I direct any additional questions?
Regarding application process: Graduate Admissions 914-323-3142 edschool@mville.edu
For interview arrangement: Renée Gargano, renee.gargano@mville.edu
Coursework & Doctoral Student Life
What is a "cohort" model?
In our cohort model, you start your doctoral program journey with other distinguished students, and remain with the same group throughout the first several semesters of study within the program. Your classmates may be a mix of practicing or aspiring teachers, building-level or district-level leaders, higher education professionals, and others in education-related fields. As you progress through the doctoral program with these same classmates, you'll gather a variety of perspectives surrounding education today, learn about each other's passions and research interests, and develop meaningful professional and personal relationships.
When do classes meet?
Classes, depending on one’s pathway, will be held at Putnam-Northern Westchester BOCES (in Yorktown Heights, NY) or the Manhattanville College campus (in Purchase NY) or Orange-Ulster BOCES (in Goshen NY). Each cohort will meet on a specific night each week (e.g., Tuesday, Wednesday, or Thursday) from 4:30 p.m. – 9:30 p.m. (for Higher Education Leadership Concentration courses, 5:30 p.m. – 9:30 p.m.), typically completing two courses (or six credits) per term. For classes held in Yorktown Heights, the schedule adheres to the PNW BOCES calendar. For classes held on Manhattanville campus, students will follow the College calendar.
Are any of the classes online?
No courses are offered entirely online. Most courses, however, have online components, such as using Blackboard or other educational platforms. The extent to which contact hours occur face-to-face versus online varies depending on the nature of the course and the professor’s preference. Starting in 2020, the Doctoral Program anticipates offering a few online courses as part of the Executive (ABD) degree pathway.
What is the typical workload? What type of courses should I expect?
Full-time doctoral students enroll in two courses per semester, totaling six credits. With doctoral-level courses, students should expect a rigorous and rewarding blend of scholarly reading, classroom discussions, applied research, real-word problem solving, critical analysis, and technical writing. The doctoral program was designed for full-time working practitioners; hence, the curriculum, schedule, and workload is paced with this in mind. For more about the courses you will be taking, click the "Degree Options" tab above and review the sample program planners.
How much should I budget for textbooks?
Reading requirements vary by instructor and semester, but you should plan to spend approximately $200 on textbooks each year. If books are not available in our campus bookstore, you can also purchase new or used versions online. We do not recommend renting or borrowing textbooks, as many of the readings you will experience will be beneficial both during class, and as you begin work on your dissertation.
Will there be a comprehensive or qualifying examination?
No. Rather than a comprehensive or qualifying examination, other milestones serve as a student's "advancement to candidacy." These include 1) a reflection paper, at the end of year 1, that integrates major ideas contained in coursework and demonstrates praxis: theory in practice; and 2) an ePortfolio that reflects a student's application of coursework and demonstrates competency as a scholar-practitioner.
How long does the program last? How long will it take me to complete the Doctoral Program?
The 59-credits are scheduled, and may be completed, in a three-year course projection; however, it is more typical that a student completes coursework and defends the dissertation proposal within three years, and completes the dissertation in the fourth year. The maximum time to complete (successfully defend one's dissertation) is eight years for Signature and HigherEd students, and four years for Exec/ABD students.
What if a student has to withdraw for a semester or more during the program?
A student who wants to withdraw for a semester or more is advised to consider/apply for a leave of absence. Coursework that is missed would be made up with a subsequent cohort.
Please note that courses may be dropped with no penalty up to the first day of the semester. Refunds of tuition may be pro-rated after classes begin.
When do I start working on my dissertation?
Students begin thinking about and drafting components of the dissertation proposal in year 1. In the “Professional and Scholarly Communication” course, students begin work on the Literature Review for the dissertation proposal. Students also complete two introductory research courses to begin to explore research design and methods.
In year 2, students complete an advanced research course in which they draft the research design for their dissertation proposal. They also complete “Dissertation Seminar” to draft their dissertation proposal. By the end of year 2, students should be ready to defend their dissertation proposal.
What are the different options for the dissertation?
Students have choices in the structure of a dissertation; however, all share elements found in the traditional five-chapter dissertation, which contains an introduction to the research problem, a review of literature, a delineation of research design (methods), a description and discussion of results or findings, and implications for practice and future research. All dissertations are empirically grounded. Some students choose an “analysis of practice” dissertation. Similar to participatory action research or self-study inquiry, an analysis of practice dissertation describes and analyzes a problem within one's context, d esigned and conducted by practitioner-scholars who analyze the data to improve their own practice and the organization.
What is the dissertation process?
Each student has a dissertation chair with whom he or she identifies 2 additional committee members. These 3 people comprise the student’s dissertation committee. When the student's dissertation proposal is ready (typically by the end of year 2), the student will defend the proposal. Each student must seek approval to conduct research through Manhattanville College's Institutional Review Board. Once the student's proposal is accepted, the student can begin data collection. The student will be able to advance to the final dissertation defense after the student's dissertation committee has approved the complete dissertation draft.
Read about the happenings and accomplishments of our students and alumni in our three doctoral program pathways.
[under construction - check back soon for updates]
In order to learn a little more About Us, please scroll down for listing of Doctoral Program Faculty & Staff, Doctoral Program Alumni, and to learn how you can Support the Doctoral Program.
Doctoral Program Faculty & Staff
Pictured above, standing left to right: Dr. Kenneth Mitchell, Dr. Robert Monson, Dr. Yiping Wan, Dr. Stephen Caldas; seated, left to right: Dr. Susan Iverson, Ms. Renee Gargano, Dr. Lenora Boehlert
Dr. Susan Iverson, Professor & Director of Doctoral Program in Educational Leadership; & Coordinator for Higher Education Leadership pathway
Ms. Renée Gargano, Assistant Director of Doctoral Program in Educational Leadership
Dr. Yiping Wan, Professor, Educational Leadership
Dr. Stephen Caldas, Professor, Educational Leadership
Dr. Robert Monson, Visiting Associate Professor
Dr. Kenneth Mitchell, Associate Professor, Educational Leadership
Dr. Lenora Boehlert, Visiting Assistant Professor, Educational Leadership
Dr. Joanne Marien, Clinical Faculty, Educational Leadership
Dr. Joseph Phillips, Clinical Faculty, Educational Leadership & Coordinator of Executive EdD
Ms. Lynda Hanley, Education Librarian for The Doctoral Program
Ms. Patricia Gannon, Administrative Assistant
The EdD in Educational Leadership at Manhattanville College was established in 2010, and already has more than 80 alumni, who are active educational leaders in the region. Click here for a list of our distinguished alumni.
The "Love Behind Leadership" fund was established in 2015 by Ed.D. alumni to pay it forward to the Doctoral Program in Educational Leadership at Manhattanville College. All donated funds provided direct support to Ed.D. students, e.g., for special events such as New Student Welcome receptions, Awards Celebrations for graduates, and the annual doctoral student retreat; also to support students' travel-to-present; and for those in times of need or hardship. An investment in this fund provides students with recognition for their work, showcases the prestige of our program, and introduces the broader community to our amazing students.
Contributors have the option to name a person in whose honor the donation is being made (i.e. a family member or faculty mentor). Honorees are recognized in the program for annual events as an ongoing remembrance and symbol of gratitude.
HERE you can learn more about the fund and how you may honor a loved one; and click HERE to contribute electronically to this fund.
Love Behind Leadership Donors (as of 2/1/2019)