Ed.D. Educational Leadership (PSAP) Frequently Asked Questions
The program is offered in a hybrid executive format that combines in-person campus sessions with both synchronous (live Zoom sessions) and asynchronous online coursework.
Students attend in-person convenings on Boston College鈥檚 Chestnut Hill Campus for 15 days per academic year (5 days per term). All in-person days run from 8:30 AM to 4:00 PM.
- Summer Term: 1 Saturday in June, plus 4 consecutive days in July
- Fall Term: 5 Saturdays
- Spring Term: 5 Saturdays
Each summer term spans approximately 8 weeks across June and July, providing a break in May after the conclusion of the Spring semester and a break in August before the start of the Fall semester. Courses will continue to meet online via live Zoom sessions throughout the term, in addition to the in-person sessions (1 day in June and 4 consecutive days in July).
On-campus housing (at an additional cost) is available during the July residency for students who wish to stay on campus. 聽聽
Enrolled students will receive additional scheduling and logistical details by the end of March, with final housing details in early May.
The program spans three years, with students taking classes year-round in the summer, fall, and spring terms.聽 Students take two classes per term throughout the program, except in Year 3, where the final Fall and Spring terms only consist of a single Dissertation-In-Practice (DIP) seminar, providing students dedicated time to focus on their DIP.
- Year 1: 2 classes per term, 6 classes
- Year 2: 2 classes per term, 6 classes
- Year 3: 2 classes in the summer, 1 dissertation seminar in fall and spring, 4 classes
To be eligible for admission to the Ed.D. program, applicants must already hold a master's degree and have 5 or more years of experience in education (focused on PreK-12 levels), with a minimum of 2 years of leadership experience. Please note that, as a part-time program, the Ed.D. is not visa-eligible for international students.
All admitted students are considered for institutional scholarship support. When awarded, these partial scholarships generally cover 15 to 20% of program tuition. Students also often access federal or private student loans, as well as any district/employer tuition support that may be available to them.
The program admits a new cohort every other year, with the program starting in the summer.聽 Please note, here is only one application deadline for each cohort, with no rolling admission offered beyond the deadline. Information on deadlines and requirements can be found in the 鈥淎pply鈥� section of the program鈥檚 webpage.聽
Yes. An optional Licensure Track is available in Year 3. Students taking this track add three sequential practicum courses (Superintendent Practicum and Supervision 1, 2, 3) per term (Summer, Fall, and Spring of Year 3) in addition to their regular courses.聽Please review the information about licensure and practicum under the Licensure track tab in the curriculum section of the program page.聽聽
The DIP is grounded directly in your own site of practice. You will design and lead a systems change initiative within your organizational context to make a genuine, direct contribution. Developing your DIP requires careful reflection on your trajectory as a leader, interactions with your community, and ultimate impact. This aligns directly with CPED (Carnegie Project on the Education Doctorate) principles by emphasizing practitioner-generated inquiry into real-world problems and workplaces.聽
Every candidate is provided intentional, scaffolded support throughout their journey in the Ed.D. in Educational Leadership program.
- Peer Cohort Group: A structured group of 3鈥�4 peers who provide feedback, intellectual community, and mutual accountability.
- DIP Chair: An assigned faculty member co-teaching the DIP courses who provides continuous, personalized guidance throughout all three DIP courses.
- First Reader (External Mentor): A mentor assigned to your peer group who focuses on scholarly practitioner dispositions, systems change logic, writing, and promoting equity.
- Second Reader: A second faculty member or external professional selected based on your topic and methodological needs that provides feedback on your work.