Walden University
School of Education
Ph.D. in Education
Specialization in Community College Leadership
Curriculum Prospectus
“Community colleges are facing an impending crisis in leadership.” This statement
echoes throughout the community college literature of the last decade and is the opening
sentence of an executive summary of a recent report from the American Association of
Community Colleges (AACC). The magnitude of the crisis is highlighted in the results of a
national Leadership Survey conducted by AACC in 2001 that found over 50 percent of
community college presidents and an even higher percentage of senior administrators will
be retiring in the next six years. Concurrently, America’s community colleges will undergo
profound changes as the student population shifts predominantly to mature, working
adults and as the methods of teaching and learning change to electronic modes and other
distance approaches.
With these trends and challenges in mind, Walden’s Community College Leadership
program will prepare students for leadership roles in today’s community college. They will
study how individuals, particularly adults, learn most effectively, what tools and strategies
best promote learning, and how educational systems and policies can be changed to create
focused learning opportunities. Dr. Terry O’Banion, President Emeritus of the League for
Innovation in the Community College and one of the nation’s leading community college
educators, serves as the Community College Leadership program chair for Walden
University and heads up the development of this program.
I. Walden University’s Instructional Delivery Models
The curricula at Walden University employ several models of learning and instruction,
which may be used exclusively or in combination, depending on the degree program
and/or specialization. The Ph.D. in Education, Specialization in Community College
Leadership, emphasizes Knowledge Area Modules while also employing selected online
courses.
Knowledge Area Module (KAM) and KAM Demonstration
The signature learning experience in the Walden doctoral programs is the Knowledge Area
Module or KAM. The KAMs are designed for the scholar-practitioner. They begin with an
exploration of the broad theories that inform an area; then progressively move into a closer
and critical examination of current research in the field, and culminate with a practical or
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applied project that puts the theories and research to work in the student’s profession.
Students are provided with a curriculum guide for each of the KAMs but essentially they
are able to shape the KAMs toward meeting their own professional interests and needs.
Under the guidance of a faculty member, students work on the KAMs as independent
studies, with the opportunity to revise drafts of their work to demonstrate mastery of the
content and doctoral level thinking and writing.
It is expected that students will bring diverse, unique and personal learning goals to each
KAM learning experience and develop the learning agreement to reflect those personal
goals. Whether the student’s overall goals reflect preparation for roles in student affairs
administration, academic affairs administration, business affairs, workforce
development, human resources, information technology, or any other field of community
college leadership, the KAM mode of learning will accommodate those goals and career
aspirations.
Online Courses
Students pursue some parts of their study through asynchronous courses via the Walden
Web site, participating in online classrooms and e-mail discussions in a flexible format.
Student orientation to the doctoral program (a quarter-long program in library and
scholarly writing skills and the development of a personal plan of study and a learning
agreement) and the series of courses that prepare students in research methodologies are
typically brought to students as on-line courses.
II. The Program’s KAM Curriculum
The core Knowledge Area Module curriculum in the foundation social and behavioral
sciences for the Specialization in Community College Leadership emphasizes several
different themes: how individuals, particularly adults, learn most effectively; what tools
and strategies best promote learning and in what contexts; and how educational systems
and policies can be changed to create focused learning opportunities. The advanced KAM
curriculum draws students’ attention to three unique themes specific to the community
college context: adult learning and the processes by which, and the contexts in which,
learning occurs; effectiveness in the development, organization and leadership of the
community college enterprise; and the integration of theoretical knowledge as it relates to
the community college using inquiry strategies aimed at assessing the need for change.
Each KAM consists of three components: Breadth, Depth and Application. These
components are listed with typical course prefixes and numbers for transcription purposes.
It should be noted, however, that KAM components are not courses and are not delivered
didactically, as noted in the section above.
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Student Orientation Online Courses (non-credit)
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SBSF 8001 Strategies for Success in the Walden University Doctoral Program
SBSF 8002 Writing a Quality Knowledge Area Module Demonstration
Core Knowledge Area Module I: Principles of Societal Development (14 total
credit hours)
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Breadth: SBSF 8110 Theories of Societal Development (5 cr.)
Depth: Current Research on Social Change and Community Colleges (5 cr.)
Application: Professional Practice, Social Change, and Community Colleges (4
cr.)
Core Knowledge Area Module II: Principles of Human Development (14 total
credit hours)
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Breadth: SBSF 8210 Principles of Human Development (5 cr.)
Depth: Current Research in Human Development and Community Colleges (5
cr.)
Application: Professional Practice, Human Development, and Community
Colleges (4 cr.)
Core Knowledge Area Module III: Principles of Organizational and Social
Systems (14 total credit hours)
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Breadth: SBSF 831 Theories of Organizational and Social Systems (5 cr.)
Depth: Current Research on Social Systems and Community Colleges (5 cr.)
Application: Professional Practice, Social Systems, and Community Colleges (4
cr.)
Research Sequence Online Courses (14 total credit hours)
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SBSF 8417 Research Seminar I: Human Inquiry and Science (4 cr.)
EDUC 8428 Research Seminar II: Design in Educational Research (5 cr.)
EDUC 8438 Research Seminar III: Quantitative Methods in Educational
Research (5 cr.)
EDUC 8448 Research Seminar IV: Qualitative Methods in Educational Research
(5 cr.)
The Research Seminars are online courses, requiring students to participate in weekly,
Web-based seminar discussions. Faculty members guide discussions, require specific
readings and evaluate assignments.
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Specialized Knowledge Area Module V: The Contemporary Community
College (14 total credit hours)
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Breadth: Perspectives on the Role of the Community College (5 cr.)
Depth: Current Research on Trends in the Community College (5 cr.)
Application: Professional Practice and Current Trends in Community Colleges (4
cr.)
Specialized Knowledge Area Module VI: Leadership and Strategic Planning in
the Community College (14 total credit hours)
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Breadth: Perspectives on Leadership and Strategic Planning in Community
Colleges (5 cr.)
Depth: Current Research on Leadership and Strategic Planning in Community
Colleges (5 cr.)
Application: Professional Practice in Leadership and Strategic Planning in
Community Colleges (4 cr.)
Advanced Research Independent Studies
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EDUC 8458 Conducting Field and Pilot Studies (5 cr.)
EDUC 8468 Communicating Educational Research (4 cr.)
The advanced research courses are independent studies where students work with a faculty
mentor on an individualized research project, likely to be a preparation for the dissertation.
OR
Practicum
Students may elect to take a Practicum component (9 cr.) in place of the advanced research
studies. The Practicum is an on-site learning experience for advanced doctoral students
interested in participating in and completing applied leadership projects or activities under
the direction and supervision of an experienced community college leader and Walden
University Practicum Supervisor.
Dissertation (30 credit hours)

EDUC 9000 Dissertation
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III. Academic Residencies
Doctoral programs at Walden require academic residencies, face-to-face sessions held
throughout the year at various locations around the United States. At residencies, students
and faculty work together on a variety of educational and scholarly activities, such as
plenaries, seminars, colloquia, individual advising, and classroom instruction. Thirty-two
residency units are required for graduation from a Walden University doctoral program.
A “residency unit” is the approximate equivalent of one day. Residency units can be
fulfilled by a combination of the following:
Core Academic Residencies
Core residencies comprise the university’s annual summer session held in July at Indiana
University, Bloomington. Doctoral students must complete a core residency within their
first two years of enrollment. There are two types:
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Core-13 (C-13) residencies convene for two weeks at Indiana University
Core-20 (C-20) residencies convene for three weeks at Indiana University
Continuing Academic Residencies
There are two types of continuing residencies:

Continuing-4 (C-4) residencies convene for four days at a hotel or conference
center. There are seven C-4 residencies scheduled throughout the academic year
at various locations across the United States.

Continuing-8 (C-8) residencies, which are open to students enrolled in KAM or
KAM-course-based programs only, consist of 10 eight-hour sessions (usually
Saturdays) scheduled over a maximum period of six months.
It is anticipated that special accommodations will be made to schedule residency
experiences in the community of, and using facilities provided by, local cohort groups
enrolled in the Community College Leadership Specialization.
Cohort Networking
While the KAM delivery model allows for a high degree of individualization in regard to the
development of student learning goals, all students can be supported through collaboration
and cooperation in learning. Cohort enrollments provide special opportunities for
professional networking and group support. It is anticipated that arrangements will be
made for professional networking activities aimed at such support and the development of
best practice in community college education. Some cohort activities might be scheduled
and conducted by the local cohort group as well. It will be Walden University’s intention to
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facilitate and support such efforts.
IV. The Ph.D. Student’s Faculty Mentor
Upon completion of two student orientation courses, doctoral students are assigned a
faculty mentor by their faculty chair. This individual is a member of the faculty of the
student’s specific academic specialization, Community College Leadership. The program
assigns faculty mentors based on the academic, research, and professional interests of the
individual student, and based on the faculty member’s teaching/mentoring, scholarship,
and professional service commitments.
Faculty mentors become facilitators, partners, coaches, and colleagues to their students
and are the main source of guidance and support for students in doctoral programs.
Faculty mentors also evaluate student work and performance. Walden encourages students
and faculty to foster the mentor relationship equally. Students will gain the most from this
relationship if they communicate frequently with their faculty mentor, solicit clarification
from their mentor whenever necessary, and clearly articulate goals for their working
relationship with the mentor. Dr. O’Banion is identifying appropriate faculty roles, and
individuals to serve in those roles, for the Specialization in Community College Leadership.
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For additional information about Walden University and the Community College
Leadership doctoral program, please contact Kathryn McFarland at 410-843-6233.
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