There are three main themes in this course innovation, sustainability and leadership represented by Improvement Science, Malcolm Baldrige Criteria for Excellence in Education, and people-centered leadership. The basic tenants of Improvement Science (IS) provide the structure for cyclical innovation: 1. Knowing why improvement is needed 2. Developing changes to resolve issues 3. Testing changes to ensure effectiveness 4. Implementing changes throughout the larger system. You will learn how these Improvement Science tools provide evidence-based problem-solving: Driver Diagram, 5 Whys, Fishbone Analysis, Process Mapping, and the Plan-Do-Check-Act Cycle. Included in this course is instruction on a proven national award-winning framework that provides the needed structure to support sustainable transformative campus-wide change. The seven elements of the Malcolm Baldrige Criteria for Excellence in Education are used to reduce costs, increase efficiencies, improve student/faculty satisfaction, improve strategic planning, and provide consistent teaching and learning processes.

The ABD Dissertation in Practice Community Seminar 1, required fall semester in year one, provides ABD doctoral students with a small learning community of peers and a faculty mentor/dedicated advisor. Through this community of practice, students will be introduced to the skills and knowledge needed to be successful in a doctoral degree program generally and to be successful in the Bay Path University Educational Leadership doctoral program specifically. Beginning in year one students will review the Educational Leadership dissertation requirements and timeline, review research methodologies with a focus on action research, and confirm a topic for the action research dissertation. In the summer semester students begin planning their research and writing the dissertation. Beginning year two, students finalize the dissertation proposal and conduct research guided by their faculty mentor/dedicated advisor who serves as the dissertation chair for all students in the assigned seminar section. Students will also be introduced to and will have opportunity to practice reflective learning skills.

The ABD Dissertation in Practice Community Seminar 1, required fall semester in year one, provides ABD doctoral students with a small learning community of peers and a faculty mentor/dedicated advisor. Through this community of practice, students will be introduced to the skills and knowledge needed to be successful in a doctoral degree program generally and to be successful in the Bay Path University Educational Leadership doctoral program specifically. Beginning in year one students will review the Educational Leadership dissertation requirements and timeline, review research methodologies with a focus on action research, and confirm a topic for the action research dissertation. In the summer semester students begin planning their research and writing the dissertation. Beginning year two, students finalize the dissertation proposal and conduct research guided by their faculty mentor/dedicated advisor who serves as the dissertation chair for all students in the assigned seminar section. Students will also be introduced to and will have opportunity to practice reflective learning skills.

The ABD Dissertation in Practice Community Seminar 2, required spring semester in year one, provides ABD doctoral students with a small learning community of peers and a faculty mentor/dedicated advisor. Through this community of practice, students will be introduced to the skills and knowledge needed to be successful in a doctoral degree program generally and to be successful in the Bay Path University Educational Leadership doctoral program specifically. Beginning in year one students will review the Educational Leadership dissertation requirements and timeline, review research methodologies with a focus on action research, and confirm a topic for the action research dissertation. In the summer semester students begin planning their research and writing the dissertation. Beginning year two, students finalize the dissertation proposal and conduct research guided by their faculty mentor/dedicated advisor who serves as the dissertation chair for all students in the assigned seminar section. Students will also be introduced to and will have opportunity to practice reflective learning skills.

The ABD Dissertation in Practice Community Seminar 2, required spring semester in year one, provides ABD doctoral students with a small learning community of peers and a faculty mentor/dedicated advisor. Through this community of practice, students will be introduced to the skills and knowledge needed to be successful in a doctoral degree program generally and to be successful in the Bay Path University Educational Leadership doctoral program specifically. Beginning in year one students will review the Educational Leadership dissertation requirements and timeline, review research methodologies with a focus on action research, and confirm a topic for the action research dissertation. In the summer semester students begin planning their research and writing the dissertation. Beginning year two, students finalize the dissertation proposal and conduct research guided by their faculty mentor/dedicated advisor who serves as the dissertation chair for all students in the assigned seminar section. Students will also be introduced to and will have opportunity to practice reflective learning skills.

The ABD Dissertation in Practice Community Seminar 3, required summer semester in year one, provides ABD doctoral students with a small learning community of peers and a faculty mentor/dedicated advisor. Through this community of practice, students will be introduced to the skills and knowledge needed to be successful in a doctoral degree program generally and to be successful in the Bay Path University Educational Leadership doctoral program specifically. Beginning in year one students will review the Educational Leadership dissertation requirements and timeline, review research methodologies with a focus on action research, and confirm a topic for the action research dissertation. In the summer semester students begin planning their research and writing the dissertation. Beginning year two, students finalize the dissertation proposal and conduct research guided by their faculty mentor/dedicated advisor who serves as the dissertation chair for all students in the assigned seminar section. Students will also be introduced to and will have opportunity to practice reflective learning skills.

The ABD Dissertation in Practice Community Seminar 3, required summer semester in year one, provides ABD doctoral students with a small learning community of peers and a faculty mentor/dedicated advisor. Through this community of practice, students will be introduced to the skills and knowledge needed to be successful in a doctoral degree program generally and to be successful in the Bay Path University Educational Leadership doctoral program specifically. Beginning in year one students will review the Educational Leadership dissertation requirements and timeline, review research methodologies with a focus on action research, and confirm a topic for the action research dissertation. In the summer semester students begin planning their research and writing the dissertation. Beginning year two, students finalize the dissertation proposal and conduct research guided by their faculty mentor/dedicated advisor who serves as the dissertation chair for all students in the assigned seminar section. Students will also be introduced to and will have opportunity to practice reflective learning skills.

The ABD Dissertation in Practice Community Seminar 4, required fall semester in year two, provides ABD doctoral students with a small learning community of peers and a faculty mentor/dedicated advisor. Through this community of practice, students will be introduced to the skills and knowledge needed to be successful in a doctoral degree program generally and to be successful in the Bay Path University Educational Leadership doctoral program specifically. Beginning in year one students will review the Educational Leadership dissertation requirements and timeline, review research methodologies with a focus on action research, and confirm a topic for the action research dissertation. In the summer semester students begin planning their research and writing the dissertation. Beginning year two, students finalize the dissertation proposal and conduct research guided by their faculty mentor/dedicated advisor who serves as the dissertation chair for all students in the assigned seminar section. Students will also be introduced to and will have opportunity to practice reflective learning skills.

The ABD Dissertation in Practice Community Seminar 4, required fall semester in year two, provides ABD doctoral students with a small learning community of peers and a faculty mentor/dedicated advisor. Through this community of practice, students will be introduced to the skills and knowledge needed to be successful in a doctoral degree program generally and to be successful in the Bay Path University Educational Leadership doctoral program specifically. Beginning in year one students will review the Educational Leadership dissertation requirements and timeline, review research methodologies with a focus on action research, and confirm a topic for the action research dissertation. In the summer semester students begin planning their research and writing the dissertation. Beginning year two, students finalize the dissertation proposal and conduct research guided by their faculty mentor/dedicated advisor who serves as the dissertation chair for all students in the assigned seminar section. Students will also be introduced to and will have opportunity to practice reflective learning skills.

The ABD Dissertation in Practice Community Seminar 5, required spring semester in year two, provides ABD doctoral students with a small learning community of peers and a faculty mentor/dedicated advisor. Through this community of practice, students will be introduced to the skills and knowledge needed to be successful in a doctoral degree program generally and to be successful in the Bay Path University Educational Leadership doctoral program specifically. Beginning in year one students will review the Educational Leadership dissertation requirements and timeline, review research methodologies with a focus on action research, and confirm a topic for the action research dissertation. In the summer semester students begin planning their research and writing the dissertation. Beginning year two, students finalize the dissertation proposal and conduct research guided by their faculty mentor/dedicated advisor who serves as the dissertation chair for all students in the assigned seminar section. Students will also be introduced to and will have opportunity to practice reflective learning skills.

The ABD Dissertation in Practice Community Seminar 5, required spring semester in year two, provides ABD doctoral students with a small learning community of peers and a faculty mentor/dedicated advisor. Through this community of practice, students will be introduced to the skills and knowledge needed to be successful in a doctoral degree program generally and to be successful in the Bay Path University Educational Leadership doctoral program specifically. Beginning in year one students will review the Educational Leadership dissertation requirements and timeline, review research methodologies with a focus on action research, and confirm a topic for the action research dissertation. In the summer semester students begin planning their research and writing the dissertation. Beginning year two, students finalize the dissertation proposal and conduct research guided by their faculty mentor/dedicated advisor who serves as the dissertation chair for all students in the assigned seminar section. Students will also be introduced to and will have opportunity to practice reflective learning skills.

In this short, required course, students will complete pre-work and review plans and expectations for the first campus-based immersive weekend.

In this short, required course, students will complete pre-work and review plans and expectations for the second campus-based immersive weekend.

In this short, required course, students will complete pre-work and review plans and expectations for the third and final campus-based immersive weekend.

This course considers leadership from theoretical, practical, and personal perspectives and models. It provides a comprehensive examination of how to mobilize people and guide innovation grounded in scholarly resources and practical evidence. Students will connect leadership theories to their own practices and actions in an organizational context.

This course explores the organizational dynamics and behavior that facilitates or hinders change and institutional viability. Traditional and contemporary organizational theories are examined along with theories of organizational change and implications for leaders. Students will gain an understanding of organizational perspectives, along with ways to adopt effective practice when confronting ongoing and shifting organizational tensions, contexts, and challenges.

This course examines the role, responsibility, and accountability of innovative education leaders who must manage institutional responses to external and internal forces. Students will consider how to apply evidence-based practices and approaches to navigate, initiate, and sustain effective organization change with a focus on the education context. Through an examination of leadership and management strategies and approaches, students will develop a toolbox for creative problem solving and adaptive change leadership.

This course examines theory and research surrounding innovation in the education context, the nature of disruption, and the role of entrepreneurial leadership in innovation. Through case studies, scenario planning, and other learning activities students will examine new models and practices for the 21st century and analyze factors and conditions that support and constrain entrepreneurial thinking and practice.

This course delves into organizational capacity including strategic management, structure, governance, technology, academic planning, financial resources, analytics, human resources, and campus master planning. Students will consider how these elements interact and affect institutional viability and will acquire tools for understanding, assessing, and strengthening organizational capacity to accomplish institutional mission and realize aspirations.

This first year course explores practical and personal dimensions of leadership. Students gain understanding of their strengths, what it takes to inspire those they are privileged to lead, and consider how to lead with empathy, conviction, and authenticity in education organizational settings. Students connect leadership theories to their own practice and actions in organizational contexts through reflection assignments and guided by a faculty mentor in conversation with a small group of classmates. This course continues in the companion HLO 731A and HLO731B Community of Practice II courses.

This first year course explores practical and personal dimensions of leadership. Students gain understanding of their strengths, what it takes to inspire those they are privileged to lead, and consider how to lead with empathy, conviction, and authenticity in education organizational settings. Students connect leadership theories to their own practice and actions in organizational contexts through reflection assignments and guided by a faculty mentor in conversation with a small group of classmates. This course continues in the companion HLO 731A and HLO 731B Community of Practice II courses.

This second first year course explores practical and personal dimensions of leadership. Students gain understanding of their strengths, what it takes to inspire those they are privileged to lead, and consider how to lead with empathy, conviction, and authenticity in education organizational settings. Students connect leadership theories to their own practice and actions in organizational contexts through reflection assignments and guided by a faculty mentor in conversation with a small group of classmates.

This second first year course explores practical and personal dimensions of leadership. Students gain understanding of their strengths, what it takes to inspire those they are privileged to lead, and consider how to lead with empathy, conviction, and authenticity in education organizational settings. Students connect leadership theories to their own practice and actions in organizational contexts through reflection assignments and guided by a faculty mentor in conversation with a small group of classmates.

In this first of two courses taken in the second year, students explore action research principles and methodologies and how these fit with their research interests. Students will also continue their personal leadership journey in collaboration with a small group of peers and a faculty mentor, now more fully examining and reflecting upon their interest, strengths, and opportunities for education leadership roles.

In this first of two courses taken in the second year, students explore action research principles and methodologies and how these fit with their research interests. Students will also continue their personal leadership journey in collaboration with a small group of peers and a faculty mentor, now more fully examining and reflecting upon their interest, strengths, and opportunities for education leadership roles.

In this second of two courses taken in the second year, students explore action research principles and methodologies and how these fit with their research interests. Students will also continue their personal leadership journey in collaboration with a small group of peers and a faculty mentor, now more fully examining and reflecting upon their interest, strengths, and opportunities for education leadership roles.

In this second of two courses taken in the second year, students explore action research principles and methodologies and how these fit with their research interests. Students will also continue their personal leadership journey in collaboration with a small group of peers and a faculty mentor, now more fully examining and reflecting upon their interest, strengths, and opportunities for education leadership roles.

This first of two seminars taken in the third year serves as the capstone experience for the doctoral degree in Educational Leadership. Students bring together their academic knowledge and the educational experience of becoming reflective and self-aware leaders equipped with the skills to serve as catalysts for change within their local institutions. The culminating project is the sharing and discussion of findings from students’ action research dissertation showing how they initiated, enacted, and reformed local practices while strengthening their personal leadership capabilities. Students will present their e-Portfolios to demonstrate their development as learners and as education leaders. This course is designed to reflect Bay Path’s innovative vision: preparing leaders committed to improving education practice, who possess the mindset, skills, and insight needed for the 21st century organization.

This first of two seminars taken in the third year serves as the capstone experience for the doctoral degree in Educational Leadership. Students bring together their academic knowledge and the educational experience of becoming reflective and self-aware leaders equipped with the skills to serve as catalysts for change within their local institutions. The culminating project is the sharing and discussion of findings from students’ action research dissertation showing how they initiated, enacted, and reformed local practices while strengthening their personal leadership capabilities. Students will present their e-Portfolios to demonstrate their development as learners and as education leaders. This course is designed to reflect Bay Path’s innovative vision: preparing leaders committed to improving education practice, who possess the mindset, skills, and insight needed for the 21st century organization.

This second of two seminars taken in the third year serves as the capstone experience for the doctoral degree in Educational Leadership. Students bring together their academic knowledge and the educational experience of becoming reflective and self-aware leaders equipped with the skills to serve as catalysts for change within their local institutions. The culminating project is the sharing and discussion of findings from students’ action research dissertation showing how they initiated, enacted, and reformed local practices while strengthening their personal leadership capabilities. Students will present their e-Portfolios to demonstrate their understanding about their development as learners and as education leaders. This course is designed to reflect Bay Path’s innovative vision: preparing leaders committed to improving education practice, who possess the mindset, skills, and insight needed for the 21st century organization.

This second of two seminars taken in the third year serves as the capstone experience for the doctoral degree in Educational Leadership. Students bring together their academic knowledge and the educational experience of becoming reflective and self-aware leaders equipped with the skills to serve as catalysts for change within their local institutions. The culminating project is the sharing and discussion of findings from students’ action research dissertation showing how they initiated, enacted, and reformed local practices while strengthening their personal leadership capabilities. Students will present their e-Portfolios to demonstrate their understanding about their development as learners and as education leaders. This course is designed to reflect Bay Path’s innovative vision: preparing leaders committed to improving education practice, who possess the mindset, skills, and insight needed for the 21st century organization.

This course examines action research in an organizational setting. Students will explore action research as a process of deep inquiry into one’s practice in service of setting and achieving goals that align with values. Action research involves taking action or attempting change and collecting data to analyze and understand the action from the perspective of others and in relationship to intended outcomes. It is cyclic as the researcher moves through structured periods of thoughtful planning, taking action, and then collecting and analyzing evidence to identify outcomes produced by the action. The final step--critical reflection on what was learned--is used to create conceptual tools for planning of new action.

This course, the first in a two-course sequence, builds upon HLO 750 Foundations of Action Research with a deeper exploration of research design principles and methods used in action research.  Students will be introduced to philosophical assumptions, key elements of the research process including review of literature and use of theory in research applications, and the importance of writing and ethics in scholarly inquiry. Students will learn about qualitative, quantitative, and mixed methods approaches, their similarities and differences, and develop an understanding of the methods needed to design a rigorous action research project.

This course, the second in a two-course sequence, builds upon HLO 751 Research Methods and Design I, with a deeper exploration of research design principles and methods using an action research approach. By the completion of HLO 752 students will understand and properly utilize a framework for designing and conducting an action research project including constructing an effective introduction and research topic for study, identifying research questions, formulating hypotheses, and selecting methods and procedures for data collection, analysis, and interpretation appropriate for the action research topic.

This course focuses on the development of the doctoral dissertation proposal. Emphasis is placed on understanding and defining the logical relationship between elements in the proposal including the problem statement, conceptual/theoretical framework, literature review, research design, and methodology.

In this course, students prepare for their action research study by planning the process and obtaining necessary approvals and permissions to conduct research. A major purpose of planning activities is to establish a positive climate that engages all stakeholders. After designing a meaningful action research proposal, students identify stakeholder groups, identify key people, establish their role as the action researcher, set the agenda by informing people of their purpose, and ensure participants come to no harm as a result of their role in the study. After the Institutional Research Board’s (IRB) permission is granted, students will begin data collection.

This course focuses on the continuation of data collection, analyzing the data, developing a plan for action, implementing the plan, reflecting upon the plan, sharing the findings, and evaluating the quality of the action research study.

This course focuses on the final chapters of the action research doctoral dissertation with a presentation of the results/outcomes or findings and conclusions. Students will further develop and demonstrate the higher levels of understanding and skill needed to analyze and interpret data collected, draw meaningful conclusions in answer to the research questions, and propose solutions appropriate to the action research approach including implications for future policy and practice.

This course is required for any student who has not completed and successfully defended the dissertation at the conclusion of HLO 763.