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Community-Based Leadership

The EdD in Community-Based Leadership will prepare leaders from education, social work, law, and other related fields to lead cross-sector coalitions in service of the success and well-being of young people. Communities need leaders with the knowledge and research skills to create, disseminate, and utilize locally grounded, innovative approaches to understanding the interdependence of the school and other social systems in support of youth.

The EdD Program meets for four weekends each semester including summers with all courses in hybrid format, meeting at CSI St. George (adjacent to the Staten Island Ferry) and on line. It utilizes a cohort model with 48 credits and expected completion in three years. Courses focus on social and psychological foundations for youth and communities, processes of community leadership, research methods with project development, and a culminating dissertation.

Student Spotlight

Kassandra Minor - EdD in Community-Based Leadership
(Cohort 3)

 

Jazmin Rivera - EdD in Community-Based Leadership
(Cohort 1)

We welcome your interest in this first-of-its-kind Program in which you will earn a Doctor of Education with a focus on community-based organizational leadership. You will pursue your degree in the company of P-16 educators, non-profit leaders, social workers, service providers, and other professionals committed to the well-being of young people and their communities. Our Executive Model of one Weekend each Month with three years from start to completion is designed to accommodate the many responsibilities of engaged professionals.

Contact Information

Ruth Silverberg

Program Director

Building 3S, Room 105A
Email Ruth Silverberg

Bethany Rogers

Associate Director

Building 3S, Room 225
Email Bethany Rogers

Application Deadline

Summer Cohort - January 17 (Priority Deadline)


Admission Requirements

  • Master degree in the field of Education, Social Work, Psychology, Political Science, or other related fields with a minimum GPA of 3.0
  • 12 credits or equivalent professional training above the Masters in area of expertise to be evaluated by the program Admissions Committee
  • Minimum of three years of expertise in area of specialization

Graduate Application:

The application must be completed online at Graduate Application. Select Summer, then search "Staten Island". Click on + to add the appropriate program

Transcripts:

Request official transcripts from all US institutions attended to be sent to CAS. International Transcripts (For those who studied outside of the U.S.) will need to be evaluated by World Education Services (WES) or  Education Credential Evaluators (ECE).  The evaluation must be sent directly to CAS.  There's a link in the Academic History section of the application to order your official evaluation. 

Application Fee:

Submit a $75.00 non-refundable application fee.  The fee must be paid online via the CAS application system.  Applicants who are veterans of the United States Military Service, currently on Active Duty or members of the National Guard or Reserves, may obtain an application fee waiver.  Veteran applicants must submit proof of their Veteran/Military status (ie., DD-214, Current Military ID Card, or Deployment or Pre-separation orders).  Please send proof to graduateadmissions@csi.cuny.edu.  Once we receive your proof, we will issue a fee waiver.

Tuition: 

Personal Statement:

A personal statement of your vision and purpose in completing a Doctoral degree in Community-Based Leadership. The personal statement should be no more than 500 words and must include the following:

  • Your personal/professional vision guiding your practice and how this vision has guided specific initiatives
  • Your vision of community collaboration for children
  • Specific projects or initiatives that demonstrate your commitment to collaborating with community
  • An idea or project you are interested in developing using community collaboration

Writing Sample:

This may be something from your master’s program, or work project (e.g. grant proposal)

Letters of Recommendation:

Three letters of recommendation. The recommendations should come from individuals who can comment on your academic qualifications in relation to the field you want to study. Recommenders should be familiar with your former or current studies, research interests, or work. If you have been out of school for some time, you can provide a recommendation from an employer or supervisor.  Personal recommendations will not be considered.

Resume:

A copy of your most recent Resume is required.

Interview:  

After initial review, applicants may be requested for an interview.

English Proficiency Examination:

The TOEFL, IELTS, or PTE exam is required of students for whom English is a second language.

  • Test of English as a Foreign Language (TOEFL): Minimum required score is 79 (Internet). For additional information or to register for the exam, please visit the TOEFL website at www.ets.org. Our institutional code is 2778.
  • International English Language Testing System (IELTS): We will only accept the academic exam scores. The minimum required score is 6.5 (overall band).  For additional information or to register for the exam, please visit the IELTS website at www.ielts.org.
  • Pearson Test of English (PTE): Minimum required score is 53. For additional information or to register for the exam, please visit the PTE website at www.pearsonpte.com.
  • Duolingo English Test: Minimum required score is 100. For additional information or to register for the exam, please visit the Duolingo website.

Required Sequence of Courses

 

Year 1

Summer 1

DED 800 Scholarly Inquiry for Community-Based Leadership I

3 credits

Fall 1

DED 801 Scholarly Inquiry for Community-Based Leadership II

DED 802 Social and Historical Contexts of School Communities

3 credits

3 credits

Spring 1

804 Building Relationships and Capacity for Community Leadership

820 Qualitative Inquiry Methods in Applied Research

3 credits

3 credits

Year 2

Summer 2

DED 805 Policy Trends in Child Service Professions

DED 808 Public Relations, Advocacy, and Community Organizing

Inquiry Groups (1 faculty: 4-6 students)

3 credits

3 credits

0 credits

Fall 2

DED 806 Curriculum, Standards, and Assessment for Community Engagement

DED 821 Quantitative and Mixed Methods

Inquiry Groups (continuing)

3 credits

3 credits

 

Spring 2

DED 901 Research Practicum

DED 803 Transforming Learning and Teaching in Schools and Communities 

Inquiry Groups (continuing)

3 credits

3 credits

 

Year 3

QUALIFYING EXAM

Summer 3

DED 900 Dissertation Proposal

DED 807 Resource Management in School Communities (CP)

3 credits

3 credits

Fall 3

DED 809 Globalization, Community, and Education Reform

DED 902 Dissertation Advisement

3 credits

3 credits

Spring 3

DED 903 Dissertation Advisement

3 credits

Total

 

48 credits

 

The Dissertation 

More than any other component, the dissertation defines doctoral education. It is the centerpiece of doctoral study. Every component of the program helps to prepare students to undertake this major research project. Collectively, courses, inquiry groups and the qualifying exams help students identify a topic, become conversant with the relevant scholarship, and master the research methodology needed to produce a quality dissertation. As an original piece of research, the dissertation is expected to offer something new to an existing scholarly conversation. It is a substantive body of research and writing that with some subsequent revision could be submitted for publication as a book or several scholarly articles. Its topic and focus needs to be manageable so that it can be completed, especially given the compressed time frame of the CBL program. 

In the second year of the program, students will identify the topic, major themes, and methodology of their dissertation and master the scholarly literature that speaks to it. At the same time, they should work to identify their dissertation chair and committee members. By the time students have successfully prepared and defended their dissertation proposal (thus passing their Qualifying Examination) at the end of Year 2, they should be ready to embark on the heart of the dissertation—its research and writing. 

Students should be thinking about a dissertation topic from the outset of the program. They should explore possibilities through open ended course assignments (e.g. a literature review in a relevant field) and independent reading. Selecting a topic is more challenging than one might expect it to be. Your topic must of course be of interest to you but it also must be feasible in that it addresses questions that are relevant to a wider body of scholarship and that can be answered in one to one and a half years.