Doctoral Programs in Education

Bilingual Education, Ed.D.

The Doctor of Education degree in Bilingual Education (Ed.D.) is an advanced degree designed for professionals interested in applying special knowledge and skills related to the education of language minorities, second language learners, and the bi/multilingual curriculum. The program consists of twenty-one doctoral courses (a minimum of 63 credit hours) and experiences in education and related areas: history, sociology, Spanish and as well as other languages. All instruction related to educational practices, methodologies, organization of instruction and curriculum development is offered in the Department of Teacher and Bilingual Education.

The focus of the program is mainly on the educational needs of school age Mexican American students; field experiences, research projects and required course work in related areas may reflect this focus. The student has the option, however, of concentrating on a different linguistic/cultural group as well as different age groups (e.g., adult learners) in individual research projects and in selecting a dissertation topic. In contemporary bi/multilingual education, the theoretical models are often applicable not only to Mexican Americans but to other linguistic groups (e.g, indigenous, tribal, minority and minoritized groups worldwide).

Entrance Requirements

Requirements are a master's degree, an appropriate level of proficiency in English and another language or evidence of potential to achieve the minimum level of proficiency required by the program, approval of the doctoral program coordinator in conjunction with the program faculty committee and three letters of recommendation by graduate instructors or others, including employers who know about the candidate’s work ethic and potential. International students may be required to complete an intensive English program and/or academic writing program at the doctoral level.

Approval by the admissions committee will be based on the following factors:

  1. GRE scores (verbal and quantitative sections) at least sufficiently high to merit admission to the College of Graduate Studies;
  2. an acceptable undergraduate and graduate GPA (normally, a 3.0 + undergraduate total or upper division GPA and a 3.25 + graduate GPA are expected);
  3. recommendations from references; and
  4. successful personal interview with applicant when feasible.

International students from non-English speaking countries are required to present the TOEFL or IELTS scores.

The admissions committee may require additional work by applicant prior to or concurrent with enrollment in the doctoral program if the committee establishes that a deficiency exists in the applicant's background and training. The program recommends pre-doctoral training in:

  1. linguistics,
  2. statistics and
  3. heritage language writing skills for those who plan to develop curriculum materials in heritage language.

Languages

Students may be asked to demonstrate appropriate levels of proficiency in understanding, speaking, reading and writing English and another language prior to either:

  1. admission to the doctoral program or
  2. admission to candidacy.

Students enrolling in courses taught in Spanish must be able to fulfill the language requirements of those courses prior to registration.

Educational Leadership, Ed.D.

The EdD in Educational Leadership is an online doctoral degree designed for leaders at all educational levels. Courses emphasizing leadership in the areas of philosophical/sociological development, institutional organization, curriculum/instruction, school improvement, research and statistics are required in the program. Additional emphasis will be provided as a cognate of advanced courses in a career choice of the candidate.

Entrance Requirements

The candidate must submit the following criteria for entrance to the program: a Master's degree; writing artifact; successful interview evaluation; and a personal statement.

Higher Education Administration and Leadership, Transcripted Certificate

(HEAL) (Doctoral Level)

Higher Education Administration and Leadership is a growing career choice for faculty, administration, and staff working at post-secondary institutions, community colleges and universities. There are many positions of leadership in higher education that would benefit from prior knowledge of the higher education system and how it works. This program will target these leaders as well as graduate students from any discipline who are aiming for tenure-track faculty positions. Persons wishing to lead or teach in post-secondary educational institutions could benefit from courses in HEAL. 

Entrance Requirements

Students may be admitted to the program from a variety of academic backgrounds. Students who enroll in the transcripted certificate program in Higher Education Administration and Leadership must meet general graduate admission requirements for Texas A&M University-Kingsville.

Students currently enrolled in a doctoral program at Texas A&M University-Kingsville may complete the admission form found on the program webpage at https://www.tamuk.edu/education/departments/edlc/heal.html.

Students who are not currently enrolled in a doctoral program at Texas A&M University-Kingsville, but have achieved a Master’s degree from any accredited university should complete the Apply Texas application, select the certificate in higher education, and submit all transcripts to Texas A&M University-Kingsville.

Bilingual Education (EDBL)

EDBL 6301  Foundations of Bilingual Ed I  3 SCH  (3-0)  

Analysis of the bilingual education movement at the international, national and state level, with special emphasis on the role of linguistics, national/state legislation and litigation.

EDBL 6302  Foundations of Bilingual Ed II  3 SCH  (3-0)  

Major theories and concepts relevant to the education of Emergent Bilinguals, including: cultural values and education; cognitive styles; sociology of language; language varieties.

EDBL 6310  Lit of Mexican Amer  3 SCH  (3-0)  

Course emphasizes extensive bibliographic knowledge of Chicano Lit. Concentration on reading and analysis of the novel, short story, poetic and dramatic genres. Taught in English or Spanish.

EDBL 6311  Mgmt Systems and Technology  3 SCH  (3-0)  

Application of management systems to curriculum development in Bil Ed is analyzed. The contributions of current technologies for enhancing student achievement are highlighted. Prerequisite: 12 graduate semester hours in Education.

EDBL 6312  Clin Supervision of Instr  3 SCH  (3-0)  

Course emphasizes cycle supervision and the improvement of individual teacher instructional behavior in Bil Ed. Prerequisite: EDBL 6311.

EDBL 6313  Evaluation of Instruction  3 SCH  (0-3)  

Course emphasizes evaluation skills as applied to curriculum development and student-teacher terminal behavior in Bil Ed. Taught in English. Prerequisite: EDBL 6311 and EDBL 6312.

EDBL 6321  Linguistics and Educ I  3 SCH  (3-0)  

Major theories and related research on the acquisition and learning of English as a Second Language are presented and synthesized.

EDBL 6322  Linguistics and Educ II  3 SCH  (3-0)  

Comparison of English and Spanish in areas of phonology, morphology and syntax; major studies involving Spanish and English language acquisition are examined.

EDBL 6331  Teach English as a Sec Lang  3 SCH  (3-0)  

Analysis of current methodologies in the teaching of oral, reading and writing skills in English as a second language. Taught in English. Prerequisite: 12 graduate semester hours in education and three semester hours in linguistics.

EDBL 6332  Teaching Span Lang Skills  3 SCH  (3-0)  

Analysis of current problems and approaches to the teaching of oral, reading and writing skills throughout several countries of the Hispanic world today. Taught in English or Spanish. Prerequisite: 12 graduate semester hours in education.

EDBL 6333  Teaching Engl Rdg to Emerg Bil  3 SCH  (3-0)  

Analysis of current problems and approaches to the teaching of English reading for the bilingual child in Texas. Taught in English. Prerequisite: 12 graduate semester hours in education and 3 semester hours in linguistics.

EDBL 6334  Teach Subject Matter in Span  3 SCH  (3-0)  

Analysis of vocabulary, methodology and skills needed to teach subject matter in Spanish. Prerequisite: 12 graduate semester hours in education.

EDBL 6371  Rsrch Design Bil Ed  3 SCH  (3-0)  

Analysis of different approaches to research and the components involved in developing a sound research design in Bil Ed. Prerequisite: 12 graduate semester hours in education.

EDBL 6372  Desc Resrch Bil Ed  3 SCH  (3-0)  

Principles of descriptive research and their application to the field of bilingual education.

EDBL 6373  Techniqs of Res Pub and Grant  3 SCH  (3-0)  

Focuses on survey research, the development of proposals for extramural funding and the dissemination of Bil Ed project findings. Preparation of materials for publication/dissemination will be emphasized.

EDBL 6391  Adv Topics in Bilingual Ed I  3 SCH  (3-0)  

Directed research in a topic related to one of the following areas: EDSL, Spanish language skills, content area, child's native culture. May be repeated for credit once if topic changes. Taught in English or Spanish. Prerequisite: 12 graduate semester hours in education.

EDBL 6393  Adv Topics in Bilingual Ed II  3 SCH  (3-0)  

Directed research in a topic related to one of the following areas: EDSL, Spanish language skills, content area, child's native culture. May be repeated for credit once if topic changes. Taught in English or Spanish. Prerequisite: 12 graduate semester hours in education.

EDBL 6398  Dissertation in Progress  3 SCH  (3)  

EDBL 6399  Dissertation  3 SCH  (3)  

History (HIST)

HIST 6311  History of the Mex American  3 SCH  (0-3)  

A study of the role of the Mexican American in history from the first Spanish settlers to the present. Taught in English. Prerequisite: 12 semester hours of history and/or political science.

Educational Leadership (EDLD)

EDLD 6301  Philosophy of Education  3 SCH  (3-0)  

Ontological, epistemological and axiological perspectives on various philosophical schools of thought related to education.

EDLD 6302  Research Seminar  3 SCH  (3-0)  

Current issues in educational leadership research; national, state, and regional perspectives examined.

EDLD 6303  The Politics of Education  3 SCH  (3-0)  

Educational functioning from a political systems perspective; internal and external political forces influencing organizational effectiveness; shaping of educational policy; functional means of attaining and utilizing political power.

EDLD 6306  Proposal & Dissertation Resrch  3-9 SCH  (3-9)  

Proposal and dissertation research.

EDLD 6311  Contemp Theories in Educ Leadr  3 SCH  (3-0)  

Assumptions of the major schools of thought regarding leadership; findings from research conducted pursuant to trait theory, behavioral theory and situational/contingency models; conceptions of leadership effectiveness; implications for leadership in educational organizations.

EDLD 6312  Clinical Leadership Lab  3 SCH  (3-0)  

Students undergo assessment of personal leadership skills through assessment center methodologies. Abilities assessed include decision making, group participation, interpersonal communication and presentation skills.

EDLD 6313  Policy Dvlpmnt Decisn Making  3 SCH  (3-0)  

Study of policy conceptualization; development and implementation integrated with decision-making processes; ethical and moral responsibility of educational leadership.

EDLD 6314  Professionals in Educ Org  3 SCH  (3-0)  

The nature of professionalism in education; points of conflict between bureaucratic and professional norms; accommodations to conflict; integrating professional norms with organizational requirements; organizational leadership of professionals; the character of professional associations in education.

EDLD 6315  Multicultural Analysis  3 SCH  (3-0)  

Examines multicultural relations in American society and explores solutions to critical problems confronting educational systems in general and educational leaders in particular into the twenty-first century. Prerequisites: admission to the Doctor of Education program at Texas A&M-Kingsville

EDLD 6321  Instructional Theory  3 SCH  (3-0)  

Theoretical basis for understanding instructional models and processes; research relevant to factors influencing instructional effectiveness and the interaction among instructional and learning variables.

EDLD 6322  Analys of Learning Enviroments  3 SCH  (3-0)  

Analysis of the school and classroom social system; examination of social, cultural and psychological variables that influence school learning.

EDLD 6323  Advanced Topics in Ed Leadrshp  3 SCH  (3-0)  

Selected topics in an identified area of curriculum and instruction; advanced investigations of selected topics and problems dealing with curriculum theory, program design and experimental formulations. May be repeated for credit when topics vary.

EDLD 6324  Curriculm Theory  3 SCH  (3-0)  

An analysis of theoretical structures underlying curriculum development, implementation and evaluation.

EDLD 6325  Stud Pers Services in H E  3 SCH  (3-0)  

This course provides an overview of the conceptual and operational aspects that impact the student personnel programs of higher education institutions in the United States. The course is designed to prepare individuals for leadership positions in the field. An overview of content areas of personnel services offered in colleges and universities. Legal, ethical, and professional identity issues are also examined.

EDLD 6331  Educational Innovations  3 SCH  (3-0)  

An examination of the basic elements of successful school renewal programs with emphasis on systematic approaches to educational innovation and the process of change; studies of successful innovative programs.

EDLD 6333  Statistical Reasoning  3 SCH  (3-0)  

Introduction to statistics for educational leaders. Topics include: descriptive and inferential statistics: frequency distributions, central tendency, variability; the normal curve, z-scores, percentile ranks; hypothesis testing, one-sample test, estimation, single-factor analysis of variance (one-way ANOVA) bivariate correlation, bivariate regression and effect size indices. Course also includes hands-on microcomputer laboratory experiences in the use of the Statistical Package for the Social Sciences (SPSS) with exercises related to the topics covered.

EDLD 6334  Qualitative Research Design  3 SCH  (3-0)  

Experimentally based study of qualitative research philosophy, nature, purposes, design and practice. Additionally, course will elaborate as well as expand knowledge of the methods and various approaches to social sciences and educational research diversely known as ethnographic, participant observation, qualitative, case study, naturalistic or interpretive.

EDLD 6335  Research in Edu Leadership  3 SCH  (3-0)  

This course is designed to extend the student's knowledge of and expertise in areas of qualitative and quantitative research, use of electronic resources, styles, and format of writing research. Prerequisite: Admission to the Doctoral Program in Educational Leadership.

EDLD 6345  Advanced Qualitative Research  3 SCH  (3-0)  

An advanced level understanding of the process and method of data collection and the various methods of data analysis strategies in qualitative research as well as a deeper grasp of the description, analysis, and interpretation of qualitative research. Prerequisite: EDLD 6334.

EDLD 6392  Advanced Statistical Reasoning  3 SCH  (0-3)  

Topics covered will be parametric and non-parametric procedures, prediction and association methods, and test construction and scaling. The course includes hands-on microcomputer experience in the use of the Statistical Package for the Social Sciences (SPSS) with exercises related to the topics covered. Prerequisite: EDLD 6333.

EDLD 6397  Dissertation Research  3 SCH  (0-3)  

Principles of research design as they apply to both descriptive and experimental studies in educational leadership. Prerequisite: EDLD 6335.

Higher Education Administration and Leadership (HEAL)

HEAL 6325  Stud Pers Services Higher Ed  3 SCH  (3-0)  

This course provides an overview of the conceptual and operational aspects that impact the student personnel programs of higher education institutions in the United States. The course is designed to prepare individuals for leadership positions in the field. An overview of content areas of personnel services offered in colleges and universities. Legal, ethical, and professional identity issues are also examined.

HEAL 6326  Curr Prog Planning Higher Ed  3 SCH  (3-0)  

This course provides an overview of the conceptual and operational aspects that impact curriculum and instruction in higher education institutions in the United States. Emphasis is on strategies for anticipating future societal needs and developing higher educational curriculum to meet those needs. The course is designed to prepare individuals for teaching and leadership positions in higher education and education related fields.

HEAL 6327  Higher Educ Administration  3 SCH  (3-0)  

This course provides an overview of various elements in higher education administration, including an understanding of the role of boards of trustees, presidents, faculty, unions, students, state and federal governments, coordinating boards, and accreditation agencies. Focus is on attributes of successful contemporary leadership in higher education.

HEAL 6328  Strategic Enrollment Ldrship  3 SCH  (3-0)  

This course focuses on strategic enrollment management, a vital planning effort for growth and sustainability in higher education. It provides a review of principles and practices for leading recruitment, enrollment management and leadership within community colleges, 4-year colleges and universities. Specific attention is given to effective enrollment management and leadership, recruitment, retention, institutional advancement, student service, and targeted communication.

HEAL 6336  Teaching & Research Higher Ed  3 SCH  (3-0)  

This course provides a detailed study of teaching and research in higher education. Research, theory and principles of teaching and learning are explored with a specific emphasis on differentiation between university and community college environments. Application of theory is presented and analyzed along with research findings and practices for curricula design and instruction in the higher education environment.

HEAL 6338  Legal & Ethical Issues  3 SCH  (3-0)  

This course surveys the legal issues arising from the relationship between higher education institutions and their governing boards, administrators, faculty, students, and governmental bodies. This course will explore the role of landmark and current legislation and course decisions in academic and student affairs, distance learning, and fiscal and campus management.

Science, Technology, Engineering and Mathematics Education (STEM)

STEM 6310  Introduction to STEM Education  3 SCH  (3-0)  

This course provides an introduction to STEM Education. Students will explore foundational aspects of STEM education through the literature, recent national reports, discussion and practice. Topics may include rationales for STEM Education, historical perspectives, contributors and leaders, core theories and models, and challenges to STEM Education.

STEM 6312  Theoretical Foundations STEM  3 SCH  (3-0)  

An introduction to the major learning theories and research underpinning STEM Education. Students will learn to craft learning experiences based on these theories to help students meet state and national mandated standards. This course culminate with students designing a research study based in part on learning theory(ies).

STEM 6314  Special Topics in STEM Educ  3 SCH  (3-0)  

Courses will concentrate on themes not present in the current STEM curriculum. May be repeated for a maximum of 6 semester hours when topic changes.

STEM 6316  Instructional Design STEM Educ  3 SCH  (3-0)  

Using the Dick and Carey ISD framework, students will explore the instructional systems development (ISD) process, from analysis through evaluation, and engage in authentic instructional design activities to meet the needs of various STEM Education popluations.

STEM 6318  Trends & Issues in STEM Educ  3 SCH  (3-0)  

This course provides an opportunity to explore the critical trends and issues being debated within the field of STEM Education. This course examines trends and issues from multiple perspectives and serves as an impetus to students' understanding of the current tensions in the field. Using a critique framwork, students will assess the impact of new ideas and issues in STEM Education.

STEM 6320  Leadership in STEM Education  3 SCH  (3-0)  

Explores the theoretical and the practical considerations of STEM education leadership in creating, developing, and leading STEM initiatives. This course examines the leadership functions of STEM program leaders that contribute to their roles as curricular leaders, program administrators, and change agents.

STEM 6322  Research in STEM Education  3 SCH  (3-0)  

Designed to survey the educational research practices of Science, Technology, Engineering, and Mathematics (STEM) disciplines, this course investigates the approaches used in studying the teaching/learning processes within the context of each discipline. Individually and collaboratively students will discover similarities, distinctions and overlaps among questions posed, research designs, and investigations into best practices with respect to improving teaching and learning among STEM disciplines.

Bilingual Education, Ed.D.

Core Courses
EDBL 6301Foundations of Bilingual Ed I3
EDBL 6302Foundations of Bilingual Ed II3
Educational Linguisitics
EDBL 6321Linguistics and Educ I3
EDBL 6322Linguistics and Educ II3
Evaluation and Instruction in Bilingual Education/ESL
EDBL 6311Mgmt Systems and Technology3
EDBL 6312Clin Supervision of Instr3
EDBL 6313Evaluation of Instruction3
EDBL 6331Teach English as a Sec Lang3
EDBL 6332Teaching Span Lang Skills3
EDBL 6333Teaching Engl Rdg to Emerg Bil3
EDBL 6334Teach Subject Matter in Span3
Cultural Component/Advanced Topics
HIST 6311History of the Mex American3
or EDBL 6393 Adv Topics in Bilingual Ed II
SOCI 6301Sociology of the Mex Amer3
or EDBL 6391 Adv Topics in Bilingual Ed I
EDBL 6393Adv Topics in Bilingual Ed II3
EDBL 6391Adv Topics in Bilingual Ed I3
EDBL 6310Lit of Mexican Amer3
Research
EDBL 6371Rsrch Design Bil Ed3
EDBL 6372Desc Resrch Bil Ed3
EDBL 6373Techniqs of Res Pub and Grant3
EDBL 6398Dissertation in Progress3
EDBL 6399Dissertation3
TOTAL63 Credits

Admission to Candidacy

Admission to the doctoral program does not imply admission to candidacy. Students shall be admitted to candidacy prior to completion of their dissertation and once they have:

  1. filed the required forms with the graduate dean,
  2. successfully completed all course work,
  3. passed their written and oral comprehensive examinations and
  4. after the attainment of acceptable scores in an appropriate second language test.

Course Longevity

A student must complete all requirements for the doctoral degree, including the dissertation, within ten consecutive years of initial registration for that degree. Graduate credits older than ten years are not applicable toward a doctoral degree without written recommendation from the program coordinator and approval from the Graduate Dean.

All post-master, doctoral course work (including the dissertation), must be satisfactorily completed by the doctoral student in a maximum of 99 semester credit hours. If the Graduate Dean approves in writing that a student may proceed beyond the 99 – credit hour limit, the student will be assessed out-of-state tuition.

Residency Requirements

Residency may be established through 12 consecutive months of either part-time or full-time enrollment in the doctoral program.

Dissertation

A dissertation must be prepared under the direction of the major professor and must be approved by the student's graduate committee and the graduate dean. The major professor must be a member of the bilingual education faculty of the department.

Normal Course Load

Twelve semester hours constitute a maximum course load during the fall and spring semesters. Students working full-time may enroll for no more than 6 hours during any semester or summer term in which they work. A full-time status course load is 9 semester credit hours during the fall or spring semesters and 3 semester credit hours during each summer session.

Under no circumstances shall any student be allowed to defend their proposal and final defense of their dissertation in the same semester. Defending a proposal of a final defense in the summer is subject to the approval of the dissertation chair and of the availability of committee members.

Educational Leadership, Ed.D.

Description

The Doctor of Education Degree (Ed.D) in Education Leadership is a 60-hour professional degree designed to prepare leaders at all educational levels. The online degree program has been approved b y the Texas Higher Education Coordinating Board. Courses emphasizing leadership in the areas of educational theory, philosophy, and policy development, as well as courses in educational innovations, curriculum, and instruction, research, and statistics, are required in the program. Additional emphasis is given to advanced courses in an area that supports their professional goals chosen by the candidate in conjunction with and on the advice of their committee chair/advisor. The degree is designed primarily for individuals who hold positions of leadership in educational institutions or who aspire to hold such positions. The expression "positions of leadership" is broadly construed to include teacher collegial leaders as well as individuals in administrative positions. Indeed, one of the assumptions underlying the program is that leadership in educational organizations should be broadly defined and distributed. 

Coursework

Core and Cognate Courses comprise a minimum of  60 hours beyond the master's degree. Candidates enter as a cohort group and follow the program in a designed course sequence leading to admission to candidacy and writing of a research dissertation.

Core Courses are compromised of 42 semester hours: 24 hours of leadership and 18 hours of research. Cognate Courses comprise 18 hours and represent an area of professional specialization.  

Core Courses36
Philosophy of Education
Contemp Theories in Educ Leadr
Research in Edu Leadership
Curriculm Theory
Qualitative Research Design
Statistical Reasoning
Educational Innovations
The Politics of Education
Multicultural Analysis
Policy Dvlpmnt Decisn Making
Dissertation Research
Advanced Statistical Reasoning
Advanced Qualitative Research
Dissertation (EDLD 6306- Research/Dissertation Writing)6
Following the completion of EDLD 6392 or EDLD 6345 students can enroll in EDLD 6306. Students must enroll in EDLD 6306 each semester prior to graduation. Earning a letter grade instead of an S or U in EDLD 6306 will indicate completion of proposal and final manuscript requirements of Research/Dissertation Writing courses.
Cognate Courses18
The cognate is 18 credit hours of specialization in a selected field. Candidates may choose a cognate in an area that supports their professional goals.
Total Semester Credit Hours60

Cognate Courses

A maximum of 18 semester hours may be transferred from other institutions for credit in a cognate area. Courses transferred must not have been credited toward any other graduate-level degree. Transfer credits for Cognate Courses shall not be older than 10 years at the date of graduation. All transfer courses must be equivalent to TAMU-K's 5000 or 6000- level courses and approved by the coordinator of the cognate area. only courses for which the student earned an A or B will be considered for transfer. 

Cognate areas available include Adult Education, Bilingual Education, Higher Education Leadership and Administration, Instructional Technology, Principalship, Reading Research and Testing, Special Education, STEM- Science, Technology, Engineering, and Mathematics, or Superintendency.  Additionally, students can construct a cognate in other content areas such as assessment, biology, English, or math. Courses in constructed cognates must meet graduate level criteria (e.g., a 5000 or 6000- level courses) and be approved by an Educational Leadership Program Coordinator. Below are courses within cognate areas offered. 

Adult Education
Six (6) ADED courses at the 5300 level.
Bilingual Education
EDBL 6301Foundations of Bilingual Ed I3
or EDBL 6302 Foundations of Bilingual Ed II
EDBL 6310Lit of Mexican Amer3
EDBL 6321Linguistics and Educ I3
or EDBL 6322 Linguistics and Educ II
EDBL 6334Teach Subject Matter in Span3
EDBL 6391Adv Topics in Bilingual Ed I3
EDBL 6393Adv Topics in Bilingual Ed II3
> Other 53** and 63**- level EDBL courses may be selected or transferred with approval from the EDBL Doctoral Program Coordinator.
Counseling
Six (6) EDCG courses at the 5300 level.
Principalship
EDAD 5301Behav and Org Found of Educ3
EDAD 5345Internship in Sch Admin3
EDAD 5383Public School Law3
EDAD 5344Supervision3
EDAD 5343Managing School Resources3
EDAD 5341School Administration3
EDLD 6323Advanced Topics in Ed Leadrshp3
Students may take the state principalship exam after completing 15 hours of EDAD coursework. If they pass, prior learning credit will be awarded for EDAD 6323.
Higher Education Administration and Leadership
HEAL 6325Stud Pers Services Higher Ed3
HEAL 6326Curr Prog Planning Higher Ed3
HEAL 6327Higher Educ Administration3
HEAL 6328Strategic Enrollment Ldrship3
HEAL 6336Teaching & Research Higher Ed3
HEAL 6338Legal & Ethical Issues3
Instructional Technology
Six (6) EDIT classes at the 5300 level
Science, Technology, Engineering, and Mathematics (STEM)
STEM 6310Introduction to STEM Education3
STEM 6312Theoretical Foundations STEM3
STEM 6314Special Topics in STEM Educ3
STEM 6316Instructional Design STEM Educ3
STEM 6318Trends & Issues in STEM Educ3
STEM 6320Leadership in STEM Education3
STEM 6322Research in STEM Education3
Reading
Six (6) EDRG classes at the 5300 level
Special Education
Six (6) EDSE classes at the 5300 level
Superintendency
EDAD 5352Facilities Planning3
EDAD 5351Staff and Pupil Personnel Adm3
EDAD 5381Admin and Mgmt of Spec Problms3
EDAD 5384Adv Prob in Superintendency3
EDAD 5313Sch Admin Public Sch Fin3
EDAD 5385Superintendency Internship3
EDLD 6323Advanced Topics in Ed Leadrshp3
Students may take the state superintendency exam after completing 15 hours of EDAD coursework. If they pass, prior learning credit will be awarded for EDAD 6323.
Other Content Areas
Six (6) courses at the 5000 or 6000 level in an area of specialization may be selected or transferred.

Residency

The residency will be three consecutive semesters beginning with full-time residency in the summer term, followed by consecutive fall and spring semesters with a minimum of 6 semester hours in each term.

Full-Time Status

A full-time status course load is 9 semester credit hours during the fall and spring semesters and 3 semester credit hours during each of the summer sessions. For students at the dissertation stage, enrollment in EDLD 6306: Dissertation Research for 3 hours shall constitute a full load. 

Admission to Candidacy

Admission to the Educational Leadership Doctoral Program does not imply admission to candidacy for the doctoral degree. Students will be admitted to doctoral candidacy upon successful completion of core and cognate course work, written and oral qualifying exams, and submission of forms required to register their dissertation proposal within the Graduate Studies Office. 

Program Completion Time and Credit Limits

A student must complete all requirements for the doctoral degree, including the dissertation, within 10 consecutive years of initial registration for that degree. Graduate credits older than 10 years are not applicable toward a doctoral degree without written approval from the Graduate Dean.

All post-master, doctoral course work (including the dissertation), must be satisfactorily completed by the doctoral student in a maximum of 99 semester credit hours. A doctoral student within the first 5 years of first starting the doctoral program who exceeds 99 Graduate Credit Hours in the doctoral program will still be allowed to register for graduate courses needed to complete the degree at the in-state tuition level. A student who exceeds 99 Graduate Credit Hours and the 5-year limit will only be allowed to register out of state tuition rates. Any deviation from this policy will require the written approval of the Graduate Dean.

Course Work

The total program consists of a minimum of 60 semester hours beyond the master's degree. Candidates enter as a cohort group and follow the program in a designed course sequence leading to the research component and the writing of a dissertation.

Dissertation

A dissertation must be prepared under the direction of the major professor and approved by the student's graduate committee. The major professor will be a member of the educational leadership program. One committee member will be a member of the department. The dissertation may be directed toward either a scientific conclusion or a practical decision-oriented investigation.

Higher Education Administration and Leadership, Transcripted Certificate

Certificate Completion

To receive the transcripted certificate, students will complete five (5) classes (15 hours) from the six (6) classes (18 hours) listed below.

Select 5 of the following:15
Stud Pers Services Higher Ed
Curr Prog Planning Higher Ed
Higher Educ Administration
Strategic Enrollment Ldrship
Teaching & Research Higher Ed
Legal & Ethical Issues
Total Semester Credit Hours15

Contact Information

Bilingual Education Doctoral Program

  • Coordinator: Dr. Norma Guzman
  • Phone: (361) 593-2871
  • Email: norma.guzman@tamuk.edu
  • Building Name: Rhode Hall
  • Room Number: 251

Educational Leadership Doctoral Program

  • Coordinator: Dr. Daniella Varela
  • Phone: (361) 593-5236
  • Email: daniella.varela@tamuk.edu
  • Building Name: Rhode Hall
  • Room Number: 128