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.
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.
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 enroll in and begin the core courses of their doctoral program before declaring one of seven concentrations, or areas of emphasis, below.
If interested, Ed.D. in Leadership students may choose an area of emphasis. The following concentrations are currently offered:
Students may begin their doctoral program and complete core courses before declaring a focus of study. Once a student has completed his or her first benchmark, Student Services will notify the student of eligibility to declare a focus of study via submission of this form. In keeping with the College’s standard of providing affordable advanced degrees, courses of study do not require textbooks. Students access a broad range of library resources available through the ACE online Library.
Please visit the Admissions page 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 one of seven areas of emphasis. 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.View our faculty here.
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 seven areas of emphasis. To review course detail for each area of emphasis, click here.
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.
Taken concurrently with RES6201; can be repeated as needed.
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. Akin is a faculty member who teaches and supports doctoral students in the Ed.D. and Ed.S program, and has taught in higher education for over five years. She supports educators and schools districts nation-wide by developing and facilitating professional development workshops as a faculty member for ASCD. She maintains a current teaching license in Illinois and Indiana, and has served in elementary and high schools of charter, parochial, and public schools within urban and suburban school districts, supporting exceptional learners as a case manager and department head of special education. Dr. Akin values collaboration, and currently chairs the High Quality Online Teaching and Learning Committee of AACTE. Dr. Akin earned a doctoral degree in educational leadership from the University of Phoenix, an M.S. in special education from Chicago State University, an elementary education teacher license from Governor State University, and a B.A. in communications from DePaul University. In addition to collaboration, her research interests include leadership, special education, teacher education, and teaching and learning. Dr. Akin presents her research at national and international conferences and publishes in academic journals.
Dr. Ausburn is currently serving as the Assistant Dean at American College of Education. In addition to teaching, he will be working on a variety of projects, including future course development and state approvals for new ACE programs. He earned his doctorate in educational administration from Texas A&M University, working under the legendary Dr. John Hoyle in the department of Educational Administration and Human Resource Development. Dr. Ausburn also attended Stephen F. Austin State University where he earned a master’s degree in educational leadership and a bachelor’s degree in kinesiology. He has extensive experience in higher education working for American College of Education under the direction of Dr. Lana Sloan in the collaborative development of program proposals, and new doctoral and master’s courses. Dr. Ausburn brings 24 years of experience from diverse P-12 public school settings, most recently serving as an assistant superintendent in Texas directing curriculum and instruction, state and federal programs, student services, assessment and accountability, professional development, new teacher orientation, substitute teacher training, and media relations.
Dr. Jason Caudill holds a PhD in Instructional Technology and has an extensive history of scholarship publishing and presenting on topics of online education and technology management. He has been at ACE since 2011 and has been teaching online and on-ground in Business disciplines since 2003.
Dr. Don Demoulin has experience in education from 1975 to 1986 as an elementary school teacher, elementary school principal, and district superintendent. Since 1987, he has been a professor in higher education currently serving ACE as core faculty and an education and business consultant (www.dmoandassociates.com). During his higher education tenure, he has published more than 150 articles, books, and technical manuscripts, and has made over 250 research presentations across the United States and in 11 countries. He has received numerous honors and recognitions for his research involving early childhood self-concept development, for his research in the use of personalization to enhance reading skills, for his distance-learning/technology training, online curriculum development, for his leadership development training and for his national seminars on violence prevention strategies for schools.
Dr. Maryann Lamer has been involved in the field of education for more than 14 years teaching adult learners. She holds a Bachelor’s degree in Communication from the University of Tulsa, a Masters in Journalism from the University of Oklahoma, a Master’s in Business from Southern Nazarene University and a Ph.D. in Education from Oklahoma State University. Her research interests lie in occupational education, adult learning strategies and student retention.
Dr. Kim Ochs works with students in the Ed.D. and Ed.S. programs in Leadership. Since 2013 she has written and taught courses in research methods, grants writing, management of financial resources, strategic planning, and global perspectives. She has a Ph.D from the University of Oxford, and bachelor's and master's degrees from Boston College.
Dr. Sandra Quiatkowski, Director of Library earned her Ph.D. from Loughborough University. She has more than 20 years of experience in libraries and education, working in K-12, university and healthcare settings. Her first professional positions were in academic libraries. She taught ESL for several years overseas, and started several libraries at a K-12 school while holding the position of Director of Libraries. She worked as Library Director at a medical complex containing four hospitals with more than 1,000 beds. In addition, she started a medical school library from scratch during her tenure there and also taught at the medical school. While overseas, she lectured at numerous symposiums and conferences. She joined American College of Education in 2011 as Library Director.
2015 total program cost: $21,234.00. For more information, visit the tuition section.For tuition and fees for students admitted in the February 2016 term or later, please click here.
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 (virtual) 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 seven areas of emphasis tracks.
Students will prepare and deliver final presentations of their research project. May be repeated.
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