Frequently Asked Questions
How long does it take to complete the program?
- 36 hours (30 hours of coursework + six dissertation hours)
- Cohort model that begins in fall semester. Six hours per semester for five semesters: fall 1, spring 1, summer 1, fall 2, spring 2.
- Once 30 hours of coursework are completed, students sign up for dissertation hours based on their own pacing (at least one semester hour per semester for a maximum of six hours).
What can I do with this degree?
The Ed.D program is aligned with Kentucky’s superintendent certification program. Students completing the degree will be eligible to apply for a superintendent certificate. As the terminal degree
in your field, someone with this degree could teach at the post-secondary level in educational leadership programs, depending on your professional experiences. Students completing this program would also be eligible for administrative positions at
the district level overseeing programs and schools.
What is the course schedule like?
The courses are offered in person on Bellarmine’s campus. Classes meet on six weekends over the course of each semester in order to accommodate the busy careers and lives of students in or
doctoral programs. Classes are on Friday evenings from 5 - 9 p.m., and two class sessions on Saturdays from 8 a.m. - noon and 1 - 5 p.m.
How much does it cost to complete the program?
For current pricing, contact Sarah Shumway Schuble at 502.272.8271 or email@example.com.
What are the admission requirements?
- Admission to Bellarmine’s graduate school
- Completion of an Ed.S degree
- At least two years of successful experience as a principal, supervisor, guidance counselor, DPP, DoSE, school business administrator, vocational school coordinator, or coordinator/administrator/supervisor of district-wide service
How will this program help me as a leader?
The purpose of this program is to produce educational leaders who are passionate about creating innovative educational systems that ensure the learning of ALL students. Our current educational
paradigm has arguably worked for about 60-70% of children. This is an unacceptable rate of failure. As Deming said many years ago, “every system is perfectly designed to produce the results it gets.” This means we must design different
systems. How do we do this in the age of educational reform and accountability, considering the political system—at all levels—national to local, whose purpose is often manifested in meeting the needs of adults, not children and students
of all ages? Educational leaders must relentlessly focus on designing educational systems that are equitable and excellent in the face of adversity. We believe such systems can be created, there is evidence to support these beliefs, this program focuses
on opportunities we have to do this very thing.