Brief program history:
Prior to 1999, Doctor of Education Degree in Educational Leadership focused on curriculum appropriate for practitioners in K-12 school systems. In 2000, the Department of Educational
Leadership (EDL) began offering (and allowing for transfer) courses related to higher education
(i.e., courses emphasizing community college and university content). This change materialized with an inquiry from community college administrators requesting a doctoral program that aligned with national community college talent management efforts. That same year, an interdisciplinary doctoral program in education leadership was developed and offered wherein
CC/HE courses were required as well as courses from the Departments of Politics and
International Affairs and Criminology and Criminal Justice and the College of Business. This was the first cohort of CC/HE doctoral students, with 27 individuals admitted to the program.
Starting in 2004, the Doctor of Education Degree in Educational Leadership with the designation of CC/HE emphasis (i.e., a core of specific courses not focusing on K-12) was offered with enrollments and graduates steadily increasing. This doctoral program emphasis began as a collaborative effort between the Maricopa Community College (MCC) District and NAU to create a customized program for educators within MCC who aspired to leadership positions.
Initially, the program was designed to accommodate working students and both institutions provided various forms of support to the students in the program. Some of the unique features of this program included:
 NAU faculty advised the group of students as a cohort, emphasizing relationshipbuilding between peers and with faculty

Paperwork and advising processes were streamlined and consolidated

MCC leaders taught coursework that was customized to the MCC context and linked theory with practice

Courses were taught face-to-face at central locations within the MCC system and scheduled dynamically to accommodate students’ work schedules

Networking was facilitated through out-of-classroom activities, discussions, and online communications

Students were released from MCC work responsibilities without a reduction in pay to complete their internship during one summer session
 Standard residency requirements were not required; instead an alternative residency option was established
Ed.D. in Educational Leadership-Community College/Higher Education Page 1

This MCC/NAU program has thus far served two cohorts of students. The group that began the doctoral program in 2005 included 13 students, 8 of whom have either graduated or are currently completing their dissertations; 3 of the original admittees exited the program after moving out of state. The group that began in 2008 included 13 students who have all completed coursework and are at various points in the post-comps stages of the degree.
Beginning with the entering doctoral cohort in August 2010, the Educational Leadership
Department decided to redefine the CC/HE doctoral program with a potential capacity of 15-25 students in a dedicated CC/HE Cohort. Because the doctoral program is statewide, a desire to serve all students from public and private higher education institutions and organizations was an overriding objective supporting this change. In addition, issues of faculty utilization and availability to teach classes were considered and became a major issue supporting this decision.
With the dedicated CC/HE cohort, students from across the state (i.e., affiliated with any community college system or university) can apply for admission to the doctoral program each year. The statewide program still seeks applicants from the Maricopa Community Colleges, but it is no longer restricted to these students.
The CC/HE cohort for 2010 included 12 admitted students, and the 2011 CC/HE cohort started with 16 students. Both cohorts include students from the Maricopa Community College district, as well as other community college districts, and all three public universities in Arizona. This diversity in the cohort seems to be having a positive effect on student learning since students are able to share their knowledge and experience in different CC/HE settings with their peers to enhance the “book learning” of the coursework. The EDL faculty feel that this model is the best use of the EDL Department’s limited resources at this time and meets the needs of CC/HE students across the state in the most effective and equitable way.
Due to significant faculty and resource cuts, the EDL faculty decided in November 2011 to suspend any new admissions for CC/HE doctoral students. One of the two full-time, tenured faculty retired in May 2011, and that position was not filled with a full-time person until AY
2012-13 (i.e., Assistant Clinical Professor). Department faculty also had concerns about the ability to serve on dissertation committees, provide quality advising, and offer core doctoral courses given the presence of limited full-time, tenured faculty members in the CC/HE area.
Program description:
The Department offers a Doctoral degree (Ed.D.) with a specialization in Community
Colleges/Higher Education. A minimum of sixty three (63) semester hours of post-baccalaureate coursework must be completed for the Doctor of Education degree, which includes the following:
Ed.D. in Educational Leadership-Community College/Higher Education Page 2


9 hours of educational foundations courses

9 hours of leadership theory courses
 9 hours of professional leadership emphasis courses
 9 hours of elective courses

15 hours of research and evaluation courses

12 hours of dissertation hours
Program Learning Outcomes:
 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared district vision of learning.
 Candidates understand and can collect and use data to identify goals, assess organizational effectiveness, and implement plans to achieve those goals.
 Candidates understand and can promote continual and sustainable institutional improvement.
 Candidates understand and can evaluate progress and revise institutional plans supported by stakeholders.
 Candidates understand and can advocate, nurture, and sustain an instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.
 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional program.
 Candidates understand and can develop and supervise the instructional and leadership capacity across the institution.
 Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning.
 Candidates understand and can monitor and evaluate management and operational systems.
 Candidates understand and can efficiently use human, fiscal, and
Ed.D. in Educational Leadership-Community College/Higher Education Page 3

technological resources.
 Candidates understand and can promote policies and procedures that protect the welfare and safety of students and staff.
 Candidates understand and can develop the capacity for distributed leadership.
 Candidates understand and can ensure that institutional time focuses on supporting instruction and student learning
 Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the educational environment.
 Candidates understand and can mobilize community resources by promoting understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources.
 Candidates understand and can respond to community interests and needs by building and sustaining positive relationships with families and caregivers.
 Candidates understand and can respond to community interests and needs by building and sustaining productive relationships with community partners
 Candidates understand and can act with integrity and fairness to ensure a system of accountability for every student’s academic and social success.
 Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles.
 Candidates understand and can safeguard the values of democracy, equity, and diversity.
 Candidates understand and can evaluate the potential moral and legal consequences of decisions.
 Candidates understand and can promote social justice within the institution to ensure individual student needs inform all aspects of schooling
Ed.D. in Educational Leadership-Community College/Higher Education Page 4

 Candidates understand and can advocate for students, families, and caregivers.
 Candidates understand and can act to influence local, district, state, and national decisions affecting student learning.
 Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt leadership strategies.
Enrollment & Graduation Rates
Unfortunately, NAU does not currently have a separate program code to distinguish students in our CC/HE doctoral programs from students in our K-12 leadership doctoral program. This means that all university (PAIR) data in inclusive of students in both programs, over half of whom are enrolled (or were previously) in the K-12 program, an NCATE/CAEP accredited program. Since we cannot currently collect data from the university record systems for the
CC/HE doctoral program specifically, we have had to rely on departmental data for this section of the report.
Spr
06
Fall
06
Spr
07
Fall
07
Spr
08
Fall
08
Spr
09
Fall
09
Spr
10
Sum
10
4 3 5 2 2 2 4 4 7 5
Spr
11
Fall
11
Spr
12
Sum
12
Fall
12
1 3 4 1 4
51 Total 2006-2012
According to departmental records, 51 students have graduated since 2006 with an Ed.D. in our
CC/HE program. We currently have 51 active students in the CC/HE doctoral program. These students were admitted during the following admissions cycles. Due to a limited number of faculty members in the program, no new students were admitted to the program during the
2012 academic year.
Ed.D. in Educational Leadership-Community College/Higher Education Page 5

18
16
14
12
10
8
6
4
2
0
Program Admission Data
FY 07
5
FY 08
11
FY 09
7
FY 10
12
FY 11
16
Graduation Rates
Without a separate program code for CC/HE, the department has not maintained specific electronic information related to completion of degrees in CC/HE, making it difficult to provide an accurate reporting of program completers. The department hopes to have more complete access to these kinds of data in the future. The following data on the overall Ed. D. in
Educational Leadership degree completion are provided as a proxy for assessing the degree completion for this program.
Degrees Awarded in the Ed. D. in Educational Leadership: (all emphasis areas) PAIR data,
Unduplicated count.
Campus
Flagstaff
FY 04
3
FY 05 FY 06
3 1
FY 07 FY 08 FY 09 FY 10 FY 11
3 4 3 2 0
On-line
Community
Yuma
0
6
0
0
6
0
0
9
0
1
10
1
0
8
0
0
8
1
1
12
5
1
11
0
TOTAL 9 9 10 15 12 12 20 12
Average Time to Completion in the Ed. D. in Educational Leadership: (all emphasis areas). PAIR data.
Ed.D. in Educational Leadership-Community College/Higher Education Page 6

Candidates enrolled in the Ed.D. in Educational Leadership, CC/HE Emphasis, have generally completed their degree program in 6 years. This timeline to degree completion is largely due to two factors. The majority of candidates in this program are enrolled as part-time students while holding full-time jobs in community colleges or other institutions of higher education, K-
12 schools, or other public or private organizations, thereby extending their program across several years. Also, the doctoral-level course courses are sequenced and generally offered on an annual basis. Should candidates be unable to take a course during the regular offering cycle, their program may delay their degree completion.
Average Time to
Degree Completion FY 04 FY 05 FY 06 FY 07 FY 08 FY 09 FY 10 FY 11
Doctors 6.66 6.39 8.17 5.68 7.08 6.04 6.08 5.50
The department has not kept information on the diversity of candidates in this program, making it difficult to provide an accurate breakdown of the gender and racial distributions of the CC/HE area of emphasis in the program. The data included in this report were gathered on a case-by-case basis from existing NAU data sources (PAIR) and represent a best estimate of the diversity of program candidates. With the additional of a separate program code, the department hopes to have more complete access to these kinds of data in the future. The following data on the overall Ed. D. in Educational Leadership degree are provided as a proxy for assessing the gender and ethnicity distributions of the candidate pool in this program.
In contrast to other professional leadership programs across the nation where males dominate the proportion of enrolled program candidates, the gender of program candidates in the CC/HE emphasis area is fairly evenly split between males and females across each of the program years reported below. This could be explained by the fact that many of the program candidates in the CC/HE emphasis area are professionals already employed in a community college or other higher education institution, where gender breakdowns are more balanced, and are seeking career advancement within that institution. In terms of cultural or ethnic diversity, this same dynamic is likely at play. Leadership programs nationally are less diverse than the general population of the state or nation. The Ed.D. candidate pool has remained predominantly white
(approximately 70% of candidates across the review period). However, when comparing the profile of candidates enrolled in the Ed.D. program against the most recent census data for
Arizona, the proportion of candidates identifying themselves as white is below the state average (70% vs. 84%) while the proportion of candidates from African American is currently higher than the state averages (10% vs. 4.5%). The current enrollment breakdown of candidates identifying themselves as Asian America generally tracks the state averages (3% in both indices). Candidates of Native American cultural background and the proportion of
Ed.D. in Educational Leadership-Community College/Higher Education Page 7

candidates of Hispanic/Latino(a) ethnicity has remained significantly below the state averages
(1-2% vs. 5.2%; 12-20% vs. 30%).
Number of Enrolled Candidates by Gender ( all emphasis areas) PAIR data, unduplicated count. Fall term was used for comparative purposes.
FY 04 FY 05 FY 06 FY 07 FY 08 FY 09 FY 10 FY 11 FY 12
Female
47
(51%)
41
(50%)
44
(52%)
49
(51%)
45
(48%)
54
(55%)
51
(52%)
63
(54%)
68
(54%)
Male
46
(49%)
93
41
(50%)
82
41
(48%)
85
48
(48%)
97
49
(52%)
94
44
(45%)
98
48
(48%)
99
54
(46%)
117
58
(48%)
126 TOTAL
Race and Ethnicity for the Ed. D. in Educational Leadership: (all emphasis areas). PAIR data.
Unduplicated count. Fall term was used for comparative purposes.
Race/Ethnicity
African
American
Asian
American
Hispanic
FY 04 FY 05 FY 06 FY 07 FY 08 FY 09 FY 10 FY 11 FY 12
7
(8%)
1
(1%)
6
(8%)
1
(1%)
6
(8%)
1
(1%)
4
(4%)
1
(1%)
6
(7%)
0
Native
American
White
International
Other/Not
Specified
Two or More
19
(20%)
2
(2%)
63
(68%)
1
(1%)
0
18
(22%)
1
(1%)
56
(68%)
0
0
19
(22%)
1
(1%)
58
(68%)
0
0
18
(19%)
2
(2%)
69
(71%)
2
(2%)
1
(1%)
16
(17%)
2
(2%)
67
(71%)
2
(2%)
1
(1%)
TOTAL
0
93
0
82
0
85
0
97
Program Diversity and Student Engagement with Diversity
0
94
8
(8%)
0
18
(19%)
1
(1%)
68
(69%)
2
(2%)
1
(1%)
0
98
9
(9%)
1
(1%)
12
(13%)
2
(2%)
70
70(%)
3
3(%)
2
(2%)
8
(6%)
3
(3%)
17
(14%)
3
(3%)
83
(71%)
1
(1%)
2
(2%)
13
(10%)
4
(3%)
15
(12%)
3
(2%)
88
(70%)
1
(1%)
2
(2%)
0 0
99 117 126
Relationship to NAU’s mission and strategic goals:
The CC/HE doctoral program is closely tied to NAU’s mission of providing high quality graduate programs to a diverse constituency across the state (and beyond). The program offers learner-
Ed.D. in Educational Leadership-Community College/Higher Education Page 8

centered coursework and advising, and maintains close connections with students who reside across Arizona and are employed in various capacities in higher education. As such, the program consistently prioritizes NAU’s goals 1 and 2.
Program quality:
The EDL faculty have committed to making our doctoral-level (i.e., 700-level) courses a priority in terms of full-time faculty time. All EDF, EDR, and EDL 700-level courses offered as part of the
CC/HE doctoral degree emphasis are taught by full-time faculty members. The CC/HE courses are often co-convened with doctoral and masters students; some are offered by full-time faculty members, but not all are. The full-time CC/HE faculty members have identified part-time instructors who are full-time practitioners and experts in particular fields to teach courses in
CC/HE areas of the doctoral program.
The two full-time CC/HE faculty members hold doctorates in higher education leadership from major research universities with strong programs in higher education administration. In the last five years, the two faculty members regularly published articles in areas related to CC/HE and served various, numerous local, state, and national committees. Their research has focused on such topics as women in higher education administration, students’ success in higher education, succession planning in higher education, mentoring and diversity in higher education, and distance learning advising, curriculum, and program delivery.
Faculty Qualifications
EdD in EDL - CC/HE
Name
Angelina Castagno
Frances Riemer
Gary Emanuel
Gaye Luna
Kris Ewing
PhD/EdD
PhD EdPol
PhD Ed
Antrho
Med/MA BA/BS
M.Ed.
EdPol B.A. Phil
M.S.
SecEd B.S. SecEd
Yrs
Teach
Oth
K-12
0
4
0
1
Yrs
HEd
6
24
BS 4 18 18 DA
EdD AdultEd
MA
M.A.
VocEd BA/BusEd 9 9 23
EdD AdultEd M.A PE BS PE 0 12 6
Gerald Wood 6
Guy Senese
PhD InstrLdr M.Ed/EDL B.S.Forsrv
PhD/EdPol
SecEd-
Soc Phil
6
4 2 24
Ed.D. in Educational Leadership-Community College/Higher Education Page 9

Ishmael Munene
Michael
Schwanenberger
Mary Dereshiwsky
Ric Wiggall
Rosemary Papa
PhD
Admin/Policy M.Ed/Intl BS SecEng
M.Ed
Sec/EDL BS PE EdD EDL
PhD
BusAdmin
EdD
EdAdmin
M.S. Acct B.S. Educ
M.A. Sec
B.S.
Chem&Bio
EdD
Admin,C&I M.A. EPS BA Hx
PhD
EdAdmin
M.A.Ed.
Admin
BBA
Fin/Econ
0.5
27
0
8
6
0
18
9
16
4
21
13
27
Walter Delecki 3 20 12
William Wright EdD EdLdr M.A. B.A.
Total
5 23
76.5 112
17
217
Average 5.46 8.0 15.5
The table below indicates faculty teaching core courses:
EDL Full-Time Rank Department Courses Taught/Lead Faculty Assigned
Core Faculty
Angelina Castagno Associate Professor EDF 704, EDR 726
Frances Riemer Full Professor EDF 703, 704, EDR 612, 726
Gary Emanuel
Gaye Luna
Kris Ewing
Gerald Wood
Associate Professor EDF 742, EDL 623
Full Professor All CC/HE courses
Clinical Professor
Associate Professor EDF 703, EDR 726
Guy Senese Full Professor EDF 711
Ishmael Munene Associate Professor EDR 610 (course not part of the doc program since
09)
Mary Dereshiwsky Full Professor
Ric Wiggall
EDR 720, 725, 726, 798
Associate Professor EDL 733, 789
Rosemary Papa
Walter Delecki
William Wright
Full Professor EDL 732
Clinical Professor EDL 724, 788
Full Prof EDL 736
Evidence of Teaching Effectiveness and Innovation
Student course evaluations for CC/HE courses vary greatly. Below are course evaluations for
Spring 2010 and Fall 2011 core courses in the program with response rates and 5-point Likert scale ratings on two variables: the course increased my knowledge in this area and the course was worthwhile. A “5” is an excellent rating and a “1” is unsatisfactory. While the course evaluation instrument samples a variety instructional design, instructional delivery, course
Ed.D. in Educational Leadership-Community College/Higher Education Page 10

management and instructor variables, two items were extracted as the best indicators of course quality: The extent to which candidates perceived that the course increased their knowledge and the degree to which the course was considered to be worthwhile. Reviewing the results of courses in the program during this review period, instructors and the overall course content are evaluated as very good to outstanding. Students appear to be very satisfied with the instruction in the Ed.D CC/HE program. A review of the courses listed indicates that
EDF 703 and EDL732 (both taught infrequently) have received less than the average level of student satisfaction. The EDL department will be discussing means of raising student satisfaction in EDF 703 through an analysis of available data and then apply intervention strategies. EDL 732 was revised and piloted by the Lead faculty during spring 13 with an improved rating of 4.67 in the degree to which the course was considered to be worthwhile. All CC/HE courses except CC 640 fall within the acceptable standards of quality and rigor for the Ed.D. Program. For CC 640, the course content recently has been determined to not be in alignment with the CC/HE goal of leadership; the content focuses on curriculum in terms of teaching and learning. In the future, the CC 640 course will be eliminated from the program or redesigned to meet students’ leadership needs and interests.
PROFESSIONAL FOUNDATIONS
Course Number and Title
Sections
Taught
2011-12
1
Response
Rate
(range)
33%
1 38%
Increased
Knowledge
3.67
4.50
Course
Worthwhile
3.56
4.67
EDF 703 Sociology of Education
EDF 704 Anthropological Foundations of
Education
EDF 711 Philosophy of Education
EDF 742 Issues in Educational History
LEADERSHIP THEORY
Course Number and Title
EDL 733 Education Organization
Development
EDL 788 Advanced Leadership Theory
EDL 789 Advanced Leadership Seminar
1
2
47%
70%
(64-75%)
Sections
Taught
2011-12
Response
Rate
(range)
2
1
2
55%
(52-57%)
13%
26%
(18-33%)
4.38
4.56
Increased
Knowledge
4.00
5.00
4.13
4.38
4.78
Course
Worthwhile
3.89
4.50
4.13
Ed.D. in Educational Leadership-Community College/Higher Education Page 11

RESEARCHAND EVALUATION
Course Number and Title
Sections
Taught
2011-12
Response
Rate
(range)
Increased
Knowledge
Course
Worthwhile
EPS 525 Introduction to Statistics
EPS 625 Intermediate Statistics
12
2
48%
(26-65%)
51%
(44-57%)
4.43
4.36
EDR 610 Introduction to Research 28 50%
(0-100%)
3.80
EDR 720 Qualitative Research
EDR 725 Qualitative Research
EDR 726 Advanced Qualitative Analysis
2
1
1
35%
(39-82%)
28%
27%
4.46
4.25
4.71
** EDR 611, EDR 611, EDR 730, and EDR 736 were not taught in a 3 year time period.
CC/HE ADMINISTRATION EMPHASIS Increased
Knowledge
Course Number and Title
Sections
Taught
2011-12
Response
Rate
(range)
4.42
4,34
3.71
4.79
3.60
4.71
Course
Worthwhile
CC 620 Programs for Access and
Opportunity in Higher Education
CC 640 Curriculum Construction
3 45%
(38-52%)
4.60
CC 670 Adult Learners
CC 680 Higher Education in the United
States
CC 688 College Teaching
4
5
6
54%
(50-64%)
64%
(40-100%)
55%
(29-100%)
3.97
4.61
4.28
EDL 732 Educational Leadership and
Planning for Technology
7
1
41%
(13-54%)
40%
4.30
3.30
CC 696 Internship 1* 36% 4.50
 CC 696 was only recently added to the program of study as a required course.
4.60
3.99
4.57
4.25
4.32
3.20
4.50
Faculty contributions:
The faculty members in CC/HE are very involved in the profession, regionally, and nationally.
Since the last review, the senior faculty member in CC/HE has been published as first author or co-author in 14 journals, the major of which are refereed. This individual has attended or presented at 28 state, national, and international conferences, of which manuscripts were published as proceedings in five publications. This individual has served on numerous department, college, and university committees and is a member of varied committees external to the university. Her contacts with the community college/higher education community have extended over a period of 24 years while employed by the university. The junior full-time faculty member in CC/HE has presented at eight conferences, many of which were key-speaker
Ed.D. in Educational Leadership-Community College/Higher Education Page 12

invitations, and has published in three refereed journals. This individual has been involved in programs and committees such as a Mentor for the Obama Scholar Mentor Program, By-Laws for College of Education, New Student Orientations, University Career Women, Campus
Environment Team, Commission on the Status of Women, and College Strategic Planning
Teams. Both full-time faculty members in CC/HE belong to organizations: American Education
Research Association, Association for the Study of Higher Education, American College
Personnel Association, National Association for Student Personnel Administrators, Association of American Colleges and Universities, and American Association of Community Colleges.
EDL Core Faculty Publications and Presentations, 2003-2012
EDL Core
Faculty
Publications
2003-2012
Appendix H n= 14
Authored
Books
22
Book
Chapters
39
Journal
Publications
122
Core Faculty
Conference
Presentations
249
During the time period 2003 through 2012 the fourteen Educational Leadership core faculty authored 22 books, 39 book chapters, 122 journal publications, and 249 conference presentations (international, national, state, regional, and local). These are summarized above and can be found in Appendices H,
Core Faculty Publications and Core Faculty Presentations. We consider these numbers to be a substantial contribution to the field of educational leadership.
Please see the appendix for a list of all EDL faculty contributions, including some of the CC/HE faculty’s contributions.
Assessment of Student Learning/Success
Candidates’ learning and/or success are evaluated by reviewing final grades for the courses taken in the program of study, passage of the comprehensive examinations, successful dissertation proposal hearings and/or prospectus hearings, and successful completion of the dissertation projects. A comprehensive, strategic assessment plan has not been developed at this time.
Mentoring and Research Activity of Graduate Students
At admission to the program, candidates meet with an assigned advisor to design their program of study. During this meeting, the candidates are oriented to the program structure, policies, and strategies for successfully completing the program. The faculty members who serve the program make every effort to help candidates identify research projects early in their program so they can become involved in during their initial and subsequent coursework. Faculty
Ed.D. in Educational Leadership-Community College/Higher Education Page 13

member work with candidates throughout the program to include them in research projects and publications, and as participants in presentations at national and/or international professional meetings related to their topic area. While this is happening in the program on a more informal basis, including students in ongoing research is an area program faculty members would like to see increased in the future.
In addition, selected candidates in the CC/HE emphasis program are also provided opportunities to teach courses and conduct research on teaching with faculty members in the
College of Education. Participating faculty members are paired with doctoral candidates in mentoring relationships to help candidates develop course syllabi as well as in the delivery/teaching of the courses, assessing student learning, and in pursuing projects on the scholarship of teaching and learning.
What does the program contribute to the region, state or local community?
The Ed. D. Emphasis in Community College/Higher Education (CC/HE) seeks to develop leaders with 21 st century domestic and global skills to work in a rapidly changing education market where public and private institutions, government agencies, and business partnerships are the new norm. This new norm requires cutting-edge higher education scholarship and knowledge delivery where leaders have digital/social media knowledge and skills; collaborative, solutionfocused skills; entrepreneurial ideas and proposals; and diversity/global competencies for adaptable professional success and advancement. CC/HE-emphasis graduates will be prepared to work in this 21 st century diverse market comprised of public and private community colleges and universities that operate in a student success-centric models that require practitioners to have a diverse new skill set for leadership. Further, CC/HE graduates will be prepared for opportunities in non-profit and for-profit institutions, online and virtual campuses, and in sponsored campuses and programs. This CC/HE Doctoral Emphasis is one of the few doctoral paths that addresses the market of community colleges across the United States (i.e., does not focus solely on universities). The Emphasis is widely known and respected throughout the state and southwest region.
What are the program’s strategic plans for the future?
The CC/HE program is committed to continuously evaluating the effectiveness of the program and making changes that best meet the needs of students within the constraints of the limited resources currently available. The program is currently working on the following changes to the
Doctoral program:
Ed.D. in Educational Leadership-Community College/Higher Education Page 14

Students:
1.
Collect information, utilizing mobile apps, about students’ experiences in the CC/HE emphasis to improve doctoral offerings. Utilize mobile outreach (a) to engage with
CC/HE students who often don’t respond to e-mails and (b) to send out warnings (i.e., reminders of CC/HE assignment due dates).
2.
Include social networking and mobile mentoring as options in CC/HE doctoral courses and to communicate with graduate students in the CC/HE doctoral program. This includes utilizing technological tools of the 21 st century such as social media networks, instant messaging, apps for mobile devices, and twitter.
3.
Utilize mobile apps to ask about CC/HE doctoral student experiences, including questions on whether students have met their doctoral goals, whether personal or professional; whether students have obtained advanced knowledge or a leadership skill set for their employment; whether students recommended the doctoral CC/HE emphasis to other students; whether students were able to continue on a path to success after leaving the program and institution; and whether students’ leadership/administrative contacts and networks were developed, expanded, or redefined.
Faculty/Staff
1.
The EDL department currently has only two CC/HE faculty members who are responsible for the instruction and supervision of field experiences in this program. These faculty members teach in the M.Ed. in EDL, CCHE Emphasis as well. The department needs to develop a staffing plan to insure that the program has an adequate number of tenure or non-tenure track faculty members to cover doctoral classes and master’s courses.
2.
CC/HE faculty members teaching in the doctoral program need access to cutting-edge technology, as often found in the community colleges. Monies have been limited in terms of providing hardware and software required to meet and role model 21 st century realities.
Program
1.
The EDL doctoral steering committee and/or faculty members of the CC/HE curriculum area will establish candidate learning outcomes for the CC/HE emphasis area. Based on these learning outcomes, the faculty members of the CC/HE curriculum area will develop and implement a comprehensive program assessment plan.
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2.
The CC/HE doctoral degree program needs to be redesigned to allow students more choice in electives in those content areas where a specialization is necessary for working practitioners. For example, the CC/HE doctoral degree program would better meet the needs of candidates seeking positions in community colleges and universities if candidates were able to choose from a wider range of course options, thereby allowing them to tailor their specialization focus. This could be accomplished by including new courses in the CC/HE area and by allowing courses from other departments and colleges/schools.
3.
The CC 696 Internship course has recently been included in the CC/HE doctoral program as a required course. To address the range of potential professional and/or career goals of candidates in the CC/HE program, the faculty members will analyze candidate's needs and modify the course to provide flexibility in the design, major learning activities, and learning outcomes of the course to address a diverse set of candidate needs. This redeveloped internship is supported by the American Association of Community
Colleges and the American Council on Education.
4.
The curriculum audit conducted as part of this program review indicated two potential gaps in content for candidates who wish to pursue leadership positions in community colleges or institutions of higher education. The elective block allows candidates to focus on a specific area of emphasis, in this case CC/HE. The set of available courses in
CC/HE do not include a sufficient level of focus on budget/finance and legal aspects of community colleges. To address this deficiency, faculty members will explore options to develop specific doctoral 700-level courses that address budgeting/finance in CC/HE settings and law/legislation related to CC/HE organizations.
5.
In the process of creating this program self-study report, the lack of a specific program code made it difficult to gather and analyze information about candidates, diversity, and determine the needs for specific program revisions. The department needs to work with the NAU Graduate College to establish a unique program code to differentiate candidates enrolled in the two Ed.D. in Educational Leadership paths or programs of study. Having a unique program code will allow the department to more easily collect and review student level data (gender, ethnicity, residence, etc.) and program-level data
(enrollment, graduation, terms to graduation, etc.) data as distinct from the doctoral program in K-12 leadership.
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Program Delivery
1.
The Educational Leadership Doctor of Education with a Community College/Higher
Education Emphasis is now offered with online and hybrid courses. The EDL Department needs to determine if residency in Flagstaff (an outmoded doctorate requirement) meets the demands and needs of practitioners across the state and the southwest region. Review of alternative residency, offered to CC/HE cohorts in the past, should be reexamined.
2.
Program marketing and recruitment should be evaluated in the next years to determine target markets as well as increase minority access to the CC/HE Emphasis of the Ed.D. doctoral program.
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