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.

Immersive Weekend-Ryan Center October 19-22, 2023

Fall 2023 Newsletter

EdD in Educational Leadership

Alumni Spotlight

Faculty Spotlight

Leadership Profile

CHELIP & IngenioUs

Current Student Spotlight

Spring 2023 Newsletter

EdD Incoming Students Snapshot

We welcomed 34 new students to the EdD program in fall 2023

The EdD in Educational Leadership has two concentrations:

• Transformative School Leadership (TSL) for PK-12 leaders
  
• Higher Education Leadership and Organizational Studies (HELOS)
  

Incoming students in each concentration

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.
  

Incoming students in each track

Type of institutions students work in

Institutions that employ incoming students

• Lake-Sumter State College, FL
  
• Elms College, MA
  
• Bridgewater State University, MA & Fisher College, MA
  
• Dartmouth College, NH
  
• Chicopee Public Schools/Dupont Middle School, MA
  
• Amherst College, MA
  
• Springfield Public Schools, MA
  
• Shawnee State University, OH
  
• Springfield College, MA
  
• Regis University, CO
  
• McKendree Univeristy, IL

• Town of Lexington, MA
  
• Lesley University, MA
  
• League School of Greater Boston, MA
• Springfield Public School, MA
• The Village School of North Bennington, VT
• Southbridge Public Schools, MA
• Leominster Public Schools, MA
• Boston Public Schools, MA
• Capitol Region Education Council, CT
• Norwich Public Schools, CT
• Cornell University, NY

• The Commonwealth of Massachusetts, MA
  
• Johnson Matthey, MA
  
• Northeastern University, MA
  
• Longmeadow Public Schools, MA
  
• Holyoke Public Schools, MA
  
• Minnesota State Colleges & Universities, MN
  
• Atlanta International School, GA
  
• Town of Williamsburg, MA
• Commonwealth of Massachusetts Executive Office of Energy and Environmental Affairs, MA

Where Incoming EdD Students are From

Our part-time online EdD Transformational School Leadership program is unique because it is a practice-based degree designed for experienced educational professionals seeking to expand and advance their careers in PreK-12 education. The program is highly personalized and tailored to what is needed in the field of education and what is needed for you to be successful. Let me share the top 6 things that make our program unique.

1. You will find embedded writing and research coaching support built into your program from day one.
   
2. You will design and implement an action-research-based dissertation that allows you to focus on a real-time challenge in your setting.
   
3. You will have support from a dedicated advisor to work with you until your applied dissertation of practice is completed.
   
4. You will complete the readings, discussions, and assignments at your own pace, allowing you to balance work and personal life.
   
5. You will have numerous opportunities to network with peers, faculty, and alums while bridging theory to practice, allowing you to learn from others and share different perspectives.
   
6. You will be involved in a yearly immersive weekend, allowing you to exchange ideas, brainstorm about your problem of practice, and share your experiences about the 54-credit program.
   

And we are with YOU in every step of your doctoral journey!

Dr. Liz Fleming

PROGRAM COORDINATOR, EDD IN EDUCATIONAL LEADERSHIP:

TRANSFORMATIVE SCHOOL LEADERSHIP CONCENTRATION

Leadership Profile

I chose the EDD HELOS program after having a conversation with a colleague who was in the first cohort of the program. For years, I had considered pursuing a doctorate but managed to come up with excuse after excuse. The timing never felt right for me or the programs I had considered were not a good fit for me. After a conversation with my family, I decided to apply for entry to the HELOS program in the fall of 2020. It was the right fit personally and it was the right time, professionally.

My most favorite aspect of the program are all of the people involved in the program. From beginning to end, I made friendships that will last a lifetime. The Community of Practice and Colloquium approaches are very effective and impactful. I was paired with groups of people that were truly supportive of one another. We struggled together. We laughed together and we shared our frustrations and triumphs together. In the end, it was an amazing feeling to share commencement with my peers and to cheer them on during their defense of their dissertations.

Dr. Antonio Santiago

Interim Dean of Academic Affairs Dean of the Danbury Campus

CT State-Naugatuck Valley.

Alumni Spotlight

Learning and appreciating the process of reflection has truly impacted how I approach my career. As a result of the program, I learned that deep reflection provides clarity in how to approach challenges in my professional life. Reflection has certainly helped with decision making, strategic planning, and how I approach others in a leadership role.

I would suggest prospective students communicate their goals and objectives with their loved one before beginning the program. The program will be challenging and will take priority over many aspects of your personal life. Having a supportive network at home will help ease some of that burden. In addition, I would suggest to come into the program with an open mind as you will be challenged by the faculty to be innovative and reflective thinkers. For me, it was a transformative process from the individual that first started the program to where I am today. Anticipate that you will become a much stronger person when you successfully complete the program.

My action research dissertation explored expanding a peer mentor recruitment program across a multicampus institution. The mentoring program at the heart of the dissertation supports hundreds of first-generation students across several institutions. My aim was to identify strategies to support its expansion while supporting first generation Hispanic students with completing their academic goals. The strategies were implemented at the research site and has shown an increase in peer mentors from the previous academic year.

The program has helped me to level the playing field and allow me a seat at the table. The program has helped my leadership approach insofar as strengthening my strategic and transformational thinking. I have also learned how to lean into becoming an adaptive leader by embracing the unique skills and talents of others. It is with these approaches, I believe I have developed as a leader.

I am originally from Chicago (born and raised). I recently relocated to Des Moines to become the dean of admission at Drake University. In my new role, I oversee 26 amazing professionals at an institution that enrolls about 5,000 undergraduate and graduate students. I am married with two children.

My favorite thing about the program is the cohort model, definitely the cohort model. Prior to my time in the HELOS program, I never participated in a cohort-based educational experience. My classmates and the bonds we formed as a community are definitely one of the reasons I can proudly declare I have an educational doctorate today. As a cohort we cheered each other on from day one, commiserated together trying to balance home, work, life, and school, laughed together over a series of text memes when we were all procrastinating, and encouraged one another when we felt overwhelmed. Shout out to the "Snowflakes" - you know who you are.

Dr. Joel A. Johnson

Dean of Admissions

Office of Admissions

Drake University (Des Moines, IA)

Additionally, I have to give a shout-out to the Immersive Weekends. They were only about two-and-a-half days in length and took place once a year, but our cohort really bonded (instantly) and looked forward to connecting in-person during the Immersive Weekends. Thanks for all the unsung heroes that worked to ensure we were able to have those experiences during the Immersive Weekends. How have you changed or grown since starting this program? I believe since starting the program, my ability to analyze and synthesize data has grown. My knowledge of higher education as a whole has grown beyond my area of work/expertise (enrollment management). Additionally, after scouring an unknown number of articles and research sources gathering data for my own dissertation, I definitely can navigate reports and dissertations quickly to identify the key points.

My dissertation explored the role of four noncognitive (nonacademic) factors in the retention and persistence of Black students at private, predominantly White institutions. The noncognitive factors I explored were positive academic mindset, availability of a strong support person, leadership, and grit/determination. My findings indeed suggest value in this combination of noncognitive factors. Interestingly enough, as self-reflection is a big part of the HELOS experience, over the course of the dissertation journey, I recognized these same noncognitive factors at work in my life and contributing to my own persistence and success in the program. I believe these factors can be incorporated in various areas of the student experience (admission, orientation, student life, etc.).

The HELOS program has challenged me to grow as an academic and a professional. As a result of the HELOS journey and resulting confidence and growth having completed the journey, I feel better equipped to engage in some of the new circles I find myself in as a result of my new role (dean of admission). Furthermore, the HELOS program's use of the Gallup Clifton Strengths has provided me greater insight and awareness of my own abilities and granted me a better vocabulary and understanding of how my strengths pair with others and vice versa

Dr. Leah S. R. Gordon

STEM Supervisor

Lawrence High School

Lawrence, MA

I chose the EdD program because Bay Path is known for helping women go back and complete degrees. I had started my PhD program at Caltech in 1994, and was fired for getting pregnant with my oldest son. I had made a career shift into teaching math and science, and knew that I wanted to pursue an EdD in a way that would honor my past education and make a difference in what I am doing now. Also, it was significant to me that the HELOS program offered an ABD option, which would accept my work at Caltech and allow me to finish sooner and for lower tuition.

My favorite parts of the program were the cohorts (my ABD cohort of five students is still meeting regularly by Zoom every month) and the compassionate and insightful advising by my advisor. I also thought the pace was good, with one course ongoing and then the next one, on an intense but manageable schedule.

Since starting this program, I have started to think of myself as a leader. The first class is in many ways a framing/capstone class, i.e. introduction to leadership. I find myself thinking back to the various ways that people lead, effectively or not, and letting that merge with my core values as I am now an administrator.

I would advise future students that Bay Path is a hidden gem of a university, and that they should consider the program! Also, with the new K-12 track (in which evidently I was the inaugural degree), there is a great way for current teachers to enhance their talents and opportunities. Bay Path is small enough that every student is treasured and supported. And, Bay Path is academically rigorous with great professors.

My dissertation project was looking at participation and perseverance in the "STEM Pipeline" (specifically through AP Chemistry). Although my results were not particularly surprising, they were significant, illuminating the importance of early algebra preparation and access to peer and adult support. In fact, I find myself contemplating my results frequently in my current position, where I work with historically-underrepresented students whose STEM Pipeline is in progress.

Completing this program gave me the confidence and background to make the shift from full-time teaching to being an administrator. I now supervise all science and math for Lawrence High School, where we have around 3000 students. Our district has had several challenges, including being in state receivership. My job includes supporting Deans in both science and math, across grades 9-12. My focus this year is sustaining and improving our programs in 11th-12th grade mathematics. Our faculty is outstanding in both content knowledge and relationship-building, and I am privileged to work with all of them.

Current Student Spotlight

Kimberly Dion

Vice Principal

Chicopee High School

2nd year in the 54 credit TSL track

As an adjunct faculty member, I was familiar with Bay Path's commitment to academic excellence and supportive learning environment. I felt this program would provide me with a foundation in research principles and methodologies. This program is an opportunity to equip myself with the tools and knowledge beyond my current level. It offered me the chance to grow as an educational leader and make a more significant impact in my career.

I value the friendships I've forged with my peers, particularly those in the TSL program. Our bonds have enriched my learning experience and provided a supportive network. The online format of this program offers flexibility and convenience, allowing me to balance my studies with other commitments. Another favorite thing are the immersion weekends, even though I missed those most recent one for my daughter's wedding.

The program's coursework and interactions with professors and peers have broadened my understanding of educational leadership and research. I have developed advanced research skills, enabling me to conduct in-depth studies, analyze data effectively, and contribute valuable insights to the educational community. Through coursework and practical experiences, I have honed my leadership abilities. I am more reflective in my decision-making, communication, and problem-solving skills.

Advice that I might offer to prospective students considering the BPU EdD is to take the time to define your professional goals and how this program aligns with them. Engage actively with your professors and peers. Feel free to ask questions and seek help when needed. Create a schedule that allows you to dedicate sufficient time to your studies while maintaining a healthy work-life balance. Take advantage of the resources Bay Path offers to enhance your learning experience.Persevere through challenges and keep your long-term goals in mind.

Rick Bailey

Founder and Principal

RHB

3rd year, 54 credit track HELOS Program

Nicole Hebert

Accessibility Services Director

Johnson & Wales University

2nd Year, ABD track, HELOS Program

I looked into a few EdD online programs with ABD tracks. Upon learning of Bay Path’s EdD program, I looked more deeply into the program and curriculum. The focus on higher education further enhanced my interest in the program. After meeting with a couple of faculty members from the program and hearing about their teaching and learning philosophy, I decided this was the right program for me.

I value the relationships with colleagues and instructors. The program faculty provide support and demonstrate a genuine desire for students to succeed. The relationships I am forming with my peer students is another one of my favorite pieces of the program. The combination of online course delivery with the availability to meet weekly provides a helpful balance of flexibility and in-person support.

My understanding of higher education structure has grown immensely since beginning the program as well as my understanding of action research. Learning more about the structure and design of higher education institutions has ignited my desire to continue learning about my institution. I am now more interested in getting involved with different initiatives at my institution beyond my department.

I encourage prospective students to view the synchronous class sessions as an opportunity to get to know each other and learn from each other. An additional virtual meeting that has been incredibly helpful to my progression through this program, is the weekly sessions with my ABD cohort. These are meetings we voluntarily chose to arrange. We meet minimally once a week at an agreed upon time to share our challenges, provide support to each other, answer questions, share laughs, and whatever else we might need in the moment. It is a great weekly touch point that has become one of the most important pieces of the program for me.

Faculty Spotlight

C. Dean Campbell, EdD

Adjunct Instructor

Bay Path University

What I most enjoy about teaching in the EdD program is getting to work with graduate students who are unique adult learners. BPU students bring enthusiasm, curiosity, and compassion to the learning spaces. I enjoy facilitating the learning that students gain from one another sharing their experiences and opinions with one another. As an adult learner myself, I also enjoy striving for excellence in teaching adults and the continual transition in roles this requires, including always being prepared to move among diverse roles: being a facilitator (helper in discovery); teacher (provider of information); coach (guider in learning), and counselor (helper in life/personal situations), to name a few. I have found that teaching students in the community of practice and research methods courses area great ways to provide the encouragement and support for dissertation projects.

The BPU doctoral program differs in its personalized leadership development approach and its integration into the organizational change process. The program highlights elements of reflective leadership early on in the courses so that the student can more clearly understand their role as a change agent in the dissertation project. This approach not only helps strengthen action research for improving teaching and learning in the student’s workplace, but also supports transformative personal growth in students. Students learn more about who they are as leaders, what motivates them, and their strengths in leveraging organizational change. I see firsthand how the dissertation process produces exceptional change agents who are characterized by a unique combination of leadership and interpersonal skills used in implementing solutions to problems, and collaborating well with stakeholders in change process.

Kristine Barnett, Ed.D

Dissertation Chair, HELOS Program

Bay Path University

Teaching in the EdD program is an incredibly rewarding experience for several reasons. Firstly, it's the opportunity to work with a diverse group of passionate educators who are deeply committed to advancing their knowledge and skills in the field of education. The intrinsic motivation and dedication that students bring to the program are truly inspiring. Each student pursues the degree for their own personal and professional reasons, and I am often deeply moved by the journeys that have brought them to Bay Path.

Secondly, the EdD program allows for meaningful, in-depth exploration of educational theory and practice and readies students to be flexible, innovative leaders at a time when strong leadership is needed more than ever. I learn so much from engaging in thought-provoking discussions and helping students with research that has the potential to drive positive change in the world of education. I find it immensely fulfilling to facilitate these intellectual journeys and witness my students' growth as scholars and practitioners.

Overall, what I most enjoy about teaching in the EdD program is the opportunity to be part of a dynamic, passionate, and intellectually stimulating community of educators. It's a privilege to help shape the next generation of educational leaders and to contribute to the continuous improvement of education as a whole. Our students are remarkable people!

This program has a special recipe for student success: part traditional knowledge and skill building to be a doctoral level scholar, part leadership development to be an innovator in education, and part personalized guidance and support through the action research process. All together, the components ensure that students are challenged and engaged from the beginning of the program to their successful completion.

Another unique aspect of the Bay Path program is the commitment of faculty, all of whom are remarkably invested in student success. The EdD program fosters a unique and strong sense of community and collaboration where everyone is included. I’ve been delighted to see how close and supportive the students become through their communities of practice and how they bond during Immersive Weekend. The supportive and collaborative nature of the program creates an environment where both students and instructors can learn from each other. It's not just a one-way street of knowledge transfer; it's a two-way exchange that enriches everyone involved.

Program Highlight: Immersive Weekend

The immersion experiences offer a hands-on approach to students’ personal evolution as educational leaders. These weekend residencies, the Immersive Weekend (one per year), focus on students’ understanding of their own individual leadership dynamics and how they can begin to view their leadership transformation through an organizational lens. Students receive individual attention from faculty and leadership experts on how best to position themselves as innovative leaders through the acquisition of self-knowledge and organizational consciousness. These intimate academic sessions enable students to take stock of their current leadership styles and set an agenda for their future leadership goals. Through small group discussions about leadership as a discipline, students come to understand leadership as a serious professional and personal responsibility. Featuring the tenets of today’s most renowned leadership principles, students will become catalysts for elevating leadership in their home organizations and pave the way for the next generation of leaders in the academy and other nonprofit organizations.

Video: Immersive Weekend 2023

EdD Student Panel October 21, 2023

3rd year students giving advice to incoming students

The action-research model is a second defining theme of the campus-based immersion experiences. Being introduced to action research at the start of the program in the first campus-based immersion experience, students will learn how to individually and collectively apply the model of action research to their coursework and assignments. By the time students enter the dissertation phase, they will be well versed in action research methodology and ready to engage in their own self-designed studies.

Overall, the annual campus-based immersion experiences serve five critical purposes for student learning:

• Engage faculty and peers in face-to-face-discourse that contributes to the collective advancement of scholarship about the innovation of education
• Provide a campus-based experience for learning and practicing design thinking and other entrepreneurial thinking and innovative practice tools
• Enhance students’ writing and research abilities through large group colloquia and thought-provoking seminars with the goal of contributing to immediate and long-term change in the field
• Provide students with an opportunity for face-to-face leadership skill development within a safe place supported by mentors and peers
• Demonstrate effective, appropriate communication skills in a variety of professional and interpersonal contexts and practice being a change agent in education
• Share academic experiences with fellow professionals with similar career interests in re-imagining and re-designing the frontier of education

Poll from the Reflective Practice workshop

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.

Register for the upcoming FREE Leading Edge Thinking in Higher Education webinars! Even if you can’t make it, we’ll we’ll send you the recording.

Check out this IngenioUs interview with the EdD’s newest faculty member Dr. Christina Royal

Video: New self paced course

The Science of Improvement

Congratulations to the EdD Class of 2023!

Doctoral Hooding Ceremony

Mills Theater May 6, 2023