Bay Path’s online EdD in Educational Leadership is at the forefront of preparing educational professionals for the 21st Century. In an era of heightened disruption and revolutionary challenges, many education experts have called for a new kind of leadership. The program meets this need by teaching students how to re-imagine organizations, institutions, and schools, make tough decisions, re-examine traditional ways of doing business, and adopt an adaptive leadership approach.
Doctoral Hooding Ceremony May 2022
Congratulations to the EdD graduating class of 2022!
Spring 2023 Newsletter
EdD in Educational Leadership
in this issue
EdD Program Snapshot
The EdD in Educational Leadership has two concentrations:
There are 3 tracks for each concentration:
- Traditional 54-credit: for students who have earned a master’s degree (in any discipline) from an accredited post-secondary institution of learning. Can typically be completed in less than 3 years. Requires an annual campus-based immersive weekend.
- 36-credit EdS/CAGS Completion: for students who have completed the EdS or CAGS degree in addition to a master’s degree at an accredited institution of higher learning. Can typically be completed in 2 years.
- 30-credit All-But-Dissertation (ABD): for students who have completed all requirements for a doctoral degree, with the exception of a dissertation at an accredited institution of higher learning. Can typically be completed in less than 2 years.
Institutions attended for previous graduate studies by Bay Path EdD students (representative listing)
Positions held by Bay Path EdD students (representative listing)
- University Faculty
- Director of Accessibility Services
- Director, University Library
- Executive Director of Enrollment Management
- Dean/VP of Enrollment Management
- Associate Director of Admissions
- Vice President, Project Management Office
- Campus Dean
- Director, Career Services
- Vice Chancellor for Student Affairs
- Associate Director, Center for Community Engagement
- Community Investments Manager
- Associate Dean
- Assistant Advisor for Student-Athlete Development
- Director of Operations and Donor Relations
- Education Consultant, Teacher, Business Owner
- Elementary School Teacher
- High School Math Teacher
- High School Science Teacher
- Assistant Principal
- Principal
- Speech-Language Pathology Team Chair
- Director of Student Services
- Special Education Teacher
- Special Education Supervisor
- ASD Kindergarten Teacher
- Academic Success Coach
- Associate Vice President and University Secretary
- Assistant Director, Learning Center
Where EdD Students are From
Alumni Spotlight
Dr. Darin Pfeifer
Associate Vice President and University Secretary
Office of the President, Drexel University (PA)
EdD in Educational Leadership-HELOS 54 Credit
Attaining a terminal degree in Higher Education Administration was primarily a personal goal, but it has professional benefit. I knew that any program I would find success with would need to be flexible enough to allow me to maintain working my demanding full time job and also need to be accretive to that role. The Bay Path program delivered both. I also had sincere trust in the faculty and administration at Bay Path that they would produce a high-quality learning experience in a mostly remote environment due to my incredible experience in the MHE program.
My favorite part about the program is the lasting connections made with colleagues in my class. I was able to connect with people who work like I work and think like I think. The peer-to-peer learning opportunities that the program allowed has a lasting impact. I also liked how immediately applicable the content was. Each course in the program had direct ties to my own work. It deepened my understanding of aspects of the university experience that I had not previously been involved in. It pushed me to challenge my assumptions. I was pressed to think deeply about my own leadership approach and consider alternative pathways and solutions.
Because of this program I am a more considerate decision-maker. Instead of making decisions based on available information and the immediate effects, I have learned to dig deeper and more fully consider secondary and tertiary impacts of decisions across my organization.
Any doctoral program is an immense amount of work. If you are considering this step while also working full time, it is important that the program is not only applicable, but also interesting. It needs to keep you focused even as you experience conflicting priorities between home, work, and school. The speed of the BPU EdD program is challenging, but it also means that there is always something new and interesting to absorb. This is emphasized by faculty who have the lived experience to add additional perspective to the course content. Knowing your own organizational habits and keeping your end goal in mind will help keep you motivated, even if you need to refocus occasionally.
My dissertation focused on education governance boards and cultural socialization. My research in this space informed programmatic change in my organization immediately during my dissertation writing. It is continuing to encourage ongoing development of how we address onboarding of leadership. I am looking forward to continuing to implement my research findings and measure their longitudinal impact.
This program has heightened my awareness of my leadership style and where it fits in with my career trajectory. The coursework and opportunities for serious deliberation within the program instilled in me a greater appreciation for the “why” behind my actions and thought processes. I think this has made me a more conscious participant in my career, in my volunteer work, and personally. I proceed more thoughtfully and with more intention.
Dr. Julie Waldvogel-Leitner
Director of Enrollment Management
Moraine Park Technical College, Fond du Lac, (WI)
EdD in Educational Leadership-HELOS 30 Credit (ABD)
I was excited to learn about the program’s option for ABD students as well as the curriculum’s focus on change in higher education. I had attended another university in an online PhD program and withdrew before completing my dissertation. I appreciated being able to utilize that coursework. I also appreciated Bay Path's structure with the dissertation work built into the program.
Faculty expertise and support throughout the program were absolutely awesome. I also appreciated the structure of the curriculum, and how our knowledge was building on itself and becoming more complex as we progressed through the program. I found the material to be really interesting and relevant to higher education today.
I believe the program helped me change and grow tremendously. Finishing my dissertation after leaving a prior program as ABD was a major personal goal for me. I was so happy to achieve this goal after a number of years away, when I had resigned myself to not finishing. Bay Path’s caring faculty and staff really made the difference for me!
Take the chance and do it! I strongly recommend this program. The program faculty are extremely engaged and caring. They want students to succeed, and are genuinely interested in the experiences that each brings to the classroom. In addition, the faculty have a variety of experiences in higher education and provide
real-life examples and situations. I felt very well prepared and supported to complete a dissertation that was meaningful for my own learning and my institution.
I worked with colleagues in Student Services and Academics to make a major change to a process which was a positive impact for the success of nursing students. In taking on this project, we were able to examine faculty and staff perspectives toward change at the institution and gain a better understanding of the college’s culture. As a result of my research, I recommended changes to leader training, communication, and the college’s team structure. Related to these recommendations, I am hopeful that I will soon see a change to two major cross functional teams at the college.
I have become more confident as a leader. I now know more deeply that I can successfully tackle major projects and see success. Personally, and professionally, I believe I have grown in my understanding of myself and my goals.
Current Student Spotlight
Justin Pearson
Dean/Assistant VP of Enrollment Management
Florence Darlington Technical College (SC)
EdD in Educational Leadership-HELOS 54 Credit
I chose the EdD in Educational Leadership because I was looking for a program that would provide the tools needed to be a transformational leader with the capacity to be an entrepreneurial thinker in higher education. This degree program provides that with a flexible format that helps me balance my personal and professional lives.
My favorite part of the EdD is learning how to understand and solve complex organizational problems. The “getting on the balcony” metaphor taught me how to understand and recognize adaptive problems and to bring others into the problem solving mix. Also, I love the Community of Practice (COP) where I get to reflect on higher education issues with colleagues and deepen my learning with others who have a similar passion.
I have grown as a professional because the EdD challenges you to be that change agent within your organization. Higher Ed needs leaders who challenge assumptions and are not risk averse. The leadership assessment tools provided clarity and direction for improvement in my leadership journey.
My advice to those considering Bay Path’s EdD in Educational Leadership program is to step outside your comfort zone and chart a course that will lead you to becoming a catalyst for change. BPU will provide this and much more.
Erin Farrow
Assistant Director, Connors Family Learning Center Boston College (MA)
EdD in Educational Leadership-HELOS 54 Credit
I chose this program because its focus on higher education attracted me. I was having difficulty deciding on what type of doctorate I wanted to pursue. I knew that I wanted to work in higher education so this program was a perfect fit. I also liked that it was online, which gave me the flexibility to continue on in my career while also working toward my doctorate.
The program is set up so that all participants are a part of a cohort. This has offered a great deal of peer support, not to mention some newly formed lifelong friendships. The professors have also been an integral part of enjoying the program. There is a great deal of support and encouragement, while also offering a rigorous learning environment.
I would say that I have grown in multiple ways since starting this program. First, my knowledge around higher education has increased. I have learned the value of reflecting on decision making and the importance of collaboration. More importantly, this program has given me the push I needed to explore a career in higher education, something that was always a goal, but one that I was far in the distance. Finally, my confidence in my ability to become a leader has increased and continues to grow as I am challenged by new and innovative ideas.
Just try it out and give yourself a chance. You never know what you are capable of until you try.
Matthew Scanlon
Special Education Supervisor, Grades K-8 & The HPS Post Graduate Program
Haverhill Public Schools (MA)
EdD in Educational Leadership-TSL 36 Credit
I enrolled in the EdD program to increase my ability to implement organizational change within the K-12 district I am employed. I chose this program because I have already completed 2 programs through BayPath (Masters & EdS) and have had immense success in the learning outcomes. I have had excellent professors who prepared me for my career in education, and I knew this program would be no different.
My favorite thing about this program is the professors. The depth of knowledge and the support that they provide has exceeded my expectations. Taking on the challenges of a doctoral program can sometimes be overwhelming. Having such high levels of support makes the process much easier. I am encouraged to ask questions and seek 1:1 guidance as needed, which is always welcomed.
I have grown within this program as I become an action researcher. What I once viewed as an issue within my school district has turned into a concrete problem of practice that will guide my research and dissertation. I have learned the similarities and differences between qualitative, quantitative, and action research.
Advice I have for prospective students considering the BPU EdD program is to trust the process. Students are accepted into the program because they have the foundation to be successful. Trust the professors, and follow their guidance. For me, the hardest part has been building the courage to apply. I challenged myself to take a risk. So far, that risk has been rewarding both personally and professionally. Another piece of advice is to talk with your loved ones. You will need their support throughout the program as it will be time-consuming, but manageable once you fall into a pattern of prioritizing your time.
"What I once viewed as an issue within my school district has turned into a concrete problem of practice that will guide my research and dissertation."
Faculty Spotlight
Dr. Anne Briggs
Assistant Professor
EdD in Educational Leadership
Bay Path University (MA)
What do you most enjoy about teaching in the EdD program?
What I like about teaching in the EdD is that the students are excited. They are excited about driving change in their space, whether it’s their organization or professional associations, and that excitement really keeps me going as a faculty member because really working with them to help facilitate that change. The cohort model is a very supportive model both for students and the faculty; the faculty are very involved, the students are very involved, and that really helps the group to move forward and work with each other to innovate and contribute to their profession and their own development. I think that, by having the different levels of near peer mentors and faculty mentors really help students get through the program and make change.
How is this program different from other doctoral programs?
Two phrases that we talk about over and over (which are just core to my professional being) are innovation and leadership development, and I think this EdD takes it a step further by really focusing on not only innovating and developing leaders but also on creating organizational change and inclusive inquiry with those that are being helped in the better part of the organization.
Dr. Darnell Parker
Practitioner Faculty
EdD in Educational Leadership
Vice President for Student Affairs and Dean of Students
Wheaton College (MA)
What do you most enjoy about teaching in the EdD program?
One thing I like about teaching in this program is I learn a lot from our students, and I know some faculty will say the students are there to learn from them. I look at it as a two-way street for the simple reason that every class I go to, my students teach something new about their field, their experiences, their leadership style. I mean, I really enjoy that because it helps me reflect a lot more on my teaching style in terms of if they’re having some difficulty that day then you know what’s on the syllabi might not be the most important thing at that moment in time.
How is this program different from other doctoral programs?
We try to be as flexible as possible with the program and that’s something for prospective students to understand. Doctoral work can be challenging but it can also be rewarding and it’s okay to understand that you’re going to make mistakes. I tell each CoP that a completed dissertation is a good dissertation because they want it to be perfect, and I told them there will never ever be a perfect dissertation. That’s what students need to keep in mind – it’s all about working at your pace and really focusing on your development. Don’t worry about the person next to you or the cohort before you because, at the end of the day, some people’s journeys are different and that’s okay.
Program Highlight: Embedded Communities of Practice
Foundational courses for students entering the program, Communities of Practice (also known as CoPs) are opportunities to foster closer relationships with peers and faculty. Each CoP has around 4-5 students and is assigned one faculty member to serve as mentor. Meeting monthly for two hours, students and faculty talk about emerging issues in educational leadership, assess their own leadership journeys, and devise plans to ensure that students meet their personal and professional goals while enrolled in the program. Students are also required to meet separately with their faculty mentor to review their leadership plans. These meetings have also been opportunities to strategize current employment situations and to begin conversations on possible dissertation topics. Given the intimate nature of this course, many students have created informal peer networks with members of their CoPs that continue throughout their time in the program.
What makes the EdD in Educational Leadership at Bay Path unique?
"Everything our students experience is informed by what seasoned leaders told us that 21st Century educational leaders most need to be successful. There is no other EdD program that focuses so intentionally on developing students as reflective, self-aware leaders who have the mindset and skillset to lead within a highly dynamic context. From the small community of practice groups where students are coached by peers and faculty as they develop their personalized leadership development plan--to the signature core courses where students learn how to become agile thinkers and manage change and create innovation--to the dissertation where students identify and develop an action plan for a real-life problem of practice, students are prepared for the ever-changing educational context, be it PK-12 or higher education. A final unique aspect is the accelerated tracks for those who have started a doctoral program elsewhere (and are ABD) and those who have earned the EdS or CAGS degree. In the case of both tracks, we provide a highly supportive, structured environment for these students to ensure they can complete with us and pull all of their learning together in a way that supports their professional aspirations."
Dr. Melissa Morriss-Olson
Distinguished Professor of Higher Ed Leadership
Founding Director, EdD and CHELIP
Provost Emerita
Leadership Profile
The students study transformational leadership and change, but how would you describe their transformation as students and leaders throughout the program?
"I love talking about this! I have seen so much change in our students during their time with us. For example, students tell me that the program helps them see things more clearly, think more strategically, and better understand the context in which they work. This enhances their professional effectiveness which for several of our students has resulted in job changes and promotions. Recently, I had a first-year student tell me that his life had been transformed as a result of what he learned in a course that I teach--HLO 700: Reflective and Visionary Leader in Theory and Practice. What he learned about himself resulted in his refocusing his career aspirations and he could not be happier! One other way in which I have seen transformation is in our students’ growth as agile thinkers. One student who just received a wonderful new job told me that her ability to articulate and demonstrate her learnings about innovation and change played a big role in her getting the job."
CHELIP is also home to IngenioUs, a resource serving more than 20,000 higher education professionals around the globe and includes:
- a podcast featuring interviews with innovative higher ed leaders and visionary change makers
- a blog featuring prominent guest authors and that that looks at the pressing and provocative topics reshaping higher education, and
- a YouTube channel offering videos of our most popular podcasts
CHELIP exists as Bay Path University’s living laboratory and learning hub for higher education innovation, inviting research, scholarship, collaboration and the incubation of bold ideas. Click here to learn more about CHELIP and be sure to follow us on LinkedIn.
CHELIP has offered more than 25 free leadership development webinars through the Leading Edge Thinking in Higher Education series.
CHELIP launched two non-credit, self paced, certificate courses that have been taken by more than 80 students around the world to date.
The EdD in Educational Leadership is a proud member of the Carnegie Project on the Education Doctorate (CPED)
The Carnegie Project on the Education Doctorate (CPED) began in 2007 and currently is a consortium of over 100 colleges and schools of education that have committed resources to work together to undertake a critical examination of the doctorate in education (Ed.D). The purpose of CPED is to build the capacity of educational leaders through the creation of a rigorous professional practice doctorate. The Vision of CPED is to inspire all schools of education to apply the CPED framework to the preparation of educational leaders to become well-equipped scholarly practitioners who provide stewardship of the profession and meet the educational challenges of the 21st century. The mission of CPED is to strengthen, improve, support and promote the CPED framework through continued collaboration and investigation. The CPED Framework consists of three components - a new definition of the Ed.D., a set of guiding principles for program development and a set of design-concepts that serve as program building blocks.
