American College of Education delivers affordable online degree programs for working teachers, educators and professionals who desire to expand their knowledge.
At American College of Education, we provide an exceptional online learning experience for graduate students, offering numerous programs specifically tailored to education.
American College of Education is committed to providing you with a meaningful student experience, with the help of our faculty dedicated to ensuring your success.
American College of Education offers a variety of high-quality, online graduate programs with affordable tuition and flexible payment options.
Leaders who seek to become change agents from their local communities to the regional, state, and national levels will benefit most from the American College of Education doctoral program.
Leaders from all disciplines are welcome, including education, business, nonprofit management and community leadership. Applicants should hold a master’s degree including an M.A., M.B.A., M.Ed. or M.S., with a GPA of 3.0 or higher, from a regionally accredited institution. International degrees may also be accepted. Please visit the Admissions page for more information.
The Ed.D. in Leadership is a terminal degree with a dissertation requiring original research. The program can be accomplished by working professionals. Doctoral students choose between an emphasis in Educational and Community Organizations or in Online Education.
Students interact with leaders from non-profit organizations, community elected officials and other groups. Seminars feature guided interviews with noted leaders, interaction with mentors and peers, and exchange of ideas about new areas of research. Throughout the program, students utilize emerging technology to become proficient in integrating technology into their own workplace.
Ed.D. students choose from two areas of emphasis:
In keeping with the College’s standard of providing affordable advanced degrees, the course of study does not require textbooks. Students access a broad range of library resources available through the ACE online Library.
Please visit Admissions for detailed information about course materials and fees.
Jeremy Heck, M.Ed. Educational Leadership, 2012
The Doctor of Education (Ed.D). in Leadership prepares graduate students to contribute to their professional
communities as leaders who address real-world problems through evidence-based decision-making. Students
engage with other professionals in their specific fields, including partners ranging from school districts and state
government to businesses and nonprofits, to apply skills and knowledge to complex problems of practice. Doctoral
students select an emphasis in either Educational and Community Organizations or Online Education. In addition to
highly interactive, project-based coursework, students will pursue original research in leadership culminating with a
dissertation. A faculty advisor and a doctoral committee will provide guidance.
Students will undertake an examination of the rigors of advanced graduate study and reflect on personal strengths and challenges at the start of their program. Topics include identity as scholar-practitioner, models of inquiry, self-assessment, and professional goals.
Students will design, implement, and assess evidence-based teaching strategies appropriate for the online course room. Students will demonstrate best practices for effective online teaching through course activities.
The course focus is on theory, research, and practices related to ethical administration. Students will assess ethical decision making and implications for policy.
Students will examine principles and concepts of finance at local, state, federal, and international levels; strategies for maximizing and obtaining financial resources, and economic issues of the third sector.
Students will evaluate and compare different leadership and coaching models and determine appropriateness for diverse settings.
Students will design, develop, and implement models of strategic planning that exhibit innovation.
Students will analyze specific current and future public policies and conduct policy impact analyses. Students will evaluate best practices for working with local school councils, volunteer boards, advisory councils, and external stakeholders.
The course emphasizes principles and practices of personnel administration, including recruitment, selection, evaluation, staff development, and employee relations. Students will evaluate best practices for working with volunteer boards, advisory councils, and external stakeholders.
Students will model and promote responsible global citizenship. Culturally relevant pedagogy will be examined and critiqued.
Students will analyze funding sources and the process of applying for funds from an organization or agency. Students will develop and critique requests for proposals.
Students will examine topics associated with statistics including parametric and non-parametric tests, hypothesis formation, frequency distributions, measures of central tendency and dispersion, inferential statistics, and correlation. Emphasis will be placed on the selection of appropriate statistical techniques. Students will conduct and interpret statistical analysis using SPSS.
Students will examine foundations of research design, data collection, analysis, and presentation. Students will assess ethics of educational research and reporting.
Students will compare quantitative research designs and applications. Students will interpret quantitative data and choose appropriate presentations for results.
Students will compare qualitative research designs and application to real-world issues. Topics include data collection and analysis, as well as ethical issues in qualitative research.
Students in this course will employ APA format for manuscripts and citations and compare bibliographic software for organizing references.
Students will assess existing measures of performance and effectiveness. Students will create sample online surveys for data collection, as well as examine and analyze survey results. Issues associated with the development of valid measures, interviews, questionnaires, and surveys will be addressed.
Students will design appropriate strategies to present research results, including charts, tables, graphs, and summaries.
Students will select from one of the following two areas of emphasis tracks:
Students will analyze theories of collaboration, especially as applied to educational and community organizations. Students will propose partnership models for an educational or community organization.
Students will design, implement, and assess examples of programs that apply emerging technology. The course will focus on issues associated with the interface of technology and people.
This course provides a comprehensive view of advocacy strategies including polling, research, lobbying, and communicating with the media and stakeholders. Students will evaluate communication and best practices for nonprofit and education advocates working in the public policy process.
Students will recognize structure, values, and motivations within organizations.
Students will compare theories of teaching and learning with applications to online instruction. Content includes emerging technology and use of Open Educational Resources.
Students will critique research on social presence and best practices for connecting online with students or colleagues, as well as best practices for social media use within education organizations.
Students will implement and assess the concepts of Universal Design for accessible online courses and compare models of instructional design.
Students will demonstrate effective online teaching and assessment; analyze and compare Learning Management Systems; and advocate for professional organizations which provide continuing development for online educators.
Students will present a summary of an emerging real-world issue and engage in peer reviews.
Students will compare criteria for professional presentations and submit an abstract appropriate for presentation at a state or national conference.
Students will analyze an issue, demonstrating academic writing, and submit an article draft for peer review.
Students will develop and present research proposal under supervision of faculty advisor. May be repeated.
Students will prepare and deliver final presentations of their research project. May be repeated.
Dr. Linetta Durand has more than 15 years of experience as a K-12 educator. Over the scope of her leadership career she has served as a Dean of Students, Assistant Principal, Principal, and the Community School Superintendent for Schools in Cincinnati, Ohio. Dr. Durand was CEO of Attenil, Inc., a consulting firm she founded in 2001 that provides educational and diversity training workshops for school districts across the United States, and she also served for three years as Director or HIV/AIDS Programming for the Cincinnati Area Chapter of the American Red Cross, driving community outreach efforts in a seven-county area. Dr. Durand earned a B.S. in Health Science Education and a M.S. in Healthcare Administration from The Ohio State University before earning her M.Ed. In Educational Leadership and her Ed.D. in Urban Educational Leadership from the University of Cincinnati.
Dr. Durand's research interests include the effects of HIV/AIDS on school children as well as tolerance, advocacy, diversity, and strategies for reaching children who live in marginalized areas. She served the citizens of Cincinnati, Ohio, in local government as the Chairwoman of the Cincinnati Board of Health for three years, and as a board member for seven years. Dr. Durand worked alongside the City Health Commissioner leading several initiatives that decreased health disparities for lower income families, and she actively advocates for domestic violence awareness and HIV/AIDS prevention causes. Dr. Durand believes that effective leadership must begin with serving others.
Dr. Kim Ochs graduated from University of Oxford with a specialization in Comparative and International Education. She completed post-doctoral studies at London School of Economics Department of Social Policy and currently serves as an advisor for Chrysalis Project South Africa. She has also consulted with European Youth Forum, UN Volunteers, and Commonwealth Secretariat. Dr. Ochs earned a B.A. from Boston University, an M.A. from Boston College in Sociology, and an M.Sc. and Ph.D. from University of Oxford in Educational Studies focusing on Comparative and International Education. Her research has focused on migration of workers and international educational policy.
Dr. Nikela Owens is an educator, researcher, and public school consultant. Dr. Owens has more than twenty years of experience in education including working in public schools, federal educational programs, non-profit organizations, and university settings. Visionary leadership, combined with innovative practices and an unwavering commitment to excellence, are consistent themes in her career.
Dr. Owens in has taught and developed programs and curricula for grades 7-12, pre-professional and graduate level students. She also has led both university and federally-funded educational programs and has conducted research on a variety of issues involving education. A cornerstone of Dr. Owens's career is her ability to create programs and courses that critically engage and challenge students in their learning experiences. Dr. Owens holds a doctorate from University of Cincinnati.
2013 total program cost: $21,234.00. For more information, visit the tuition section.
Access to an e-portfolio is provided through existing fees; no additional fee is charged.
Required course materials currently include bibliographic software that may be purchased using a discount negotiated by ACE.
Students may choose required statistics software, either for free or as a purchased tool.
Students are responsible for all expenses incurred for travel to required seminars. Required seminars (1 face-to-face seminar per year) may be chosen from options in different regions of the United States to minimize travel expenses.
This Course to be taken at the beginning of program
Classes to be taken during remaining terms (order based on availability)
(3 semester credits each unless noted
Students will select one of the following two areas of emphasis tracks.
Complete the simple form below for more information.
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