Reich College of Education

The Doctoral Program in Educational Leadership has graduated more than 80 students from the United States, China, Tanzania, Thailand, and Chile. Graduates currently include Principals & Assistant Principals, Supervisors, Central Office Administrators, Assistant Superintendents, Public School Teachers, College & University Administrators, College & University Professors, Consultants, Researchers, Business Owners, and other Professional and Academic Posts.

Please check back regularly to see featured reflections of faculty, alumni and current doctoral students.

Susan McCracken

At the Appalachian State University December 2010 Commencement Exercises, five doctoral students were awarded their degrees. For the first time in the history of the Doctoral Program in Educational Leadership one of our doctoral graduates, Susan McCracken, was invited to give the student remarks. Susan - with her usual grace, elegance, and beautiful command of language - gave her remarks that can be read below.

Good Morning, Appalachian!

To my doctoral colleagues: we are about to join a rich tradition that is over 1000 years old. We are soon to be members of a special group of Appalachian alumni – the over 80 individuals who have earned a doctoral degree in Educational Leadership from Appalachian.

After we receive our degrees, I challenge us to embrace the concept of servant leadership. CEO and author Max Dupree wrote that servant leadership is the art of enabling those around you to reach their full potential. How will we do this?
First, embrace the principle of integrity. No matter what position we have or aspire to have, we must remain true to ourselves and to those whom we lead. Only we are accountable for our actions. Few characteristics are more valued than sincerity and honesty.

Second, nurture current relationships and build new ones. None of us achieved this occasion of earning a doctorate without sustained support from faculty, family, friends, mentors, and colleagues. Now it is our turn to give back. How will we mentor? What is the legacy we will leave? Our responsibility as servant leaders is to make opportunities available to others.

And, finally, commit to change. Dupree also wrote that "we cannot become what we need to be by remaining what we are." Unless we are willing to engage in critical thought and dialogue that challenges our ideas and beliefs, not only will we never achieve our full potential but we will be unable to help others achieve theirs.
Now, my colleagues, it is our turn to step up and to step out. Our actions honor those who have mentored us along this journey. Join me in thanking all university staff and faculty for their assistance and support. To our family and friends in attendance today, thank you! To the staff and faculty members from the Reich College of Education, we greatly appreciate your commitment to our success.

Thank you.

- Susan McCracken

David Stegall, Associate Superintendent

In reflecting upon his doctoral experience, David illuminates the significant differences between Ed.D. and Ed.S. studies.

As I edge closer to concluding all of the coursework for the Educational Doctorate Degree at Appalachian State University (ASU), I reflect back on my journey with pride and with a broader perspective of how each step along the process has helped prepare me for being an educational leader. There are numerous ways for students at ASU to tailor the journey towards a doctoral degree, a major attractions for potential students. ASU has done a tremendous job of structuring my personal journey to provide me with a wealth of experiences that will truly serve me well in my career.

Potential students have the option of completing an Educational Specialist Degree (Ed. S.) separate from the Educational Doctorate Degree (Ed. D.), or enrolling directly in the Ed. D. program. Like many candidates before me, I enrolled in the Ed. S. program in Educational Administration for K-12. This Educational Specialist program is grounded in practical, very applicable theory and practice necessary to adequately prepare leaders in K-12 Education Administration. The coursework is grounded in real world application and exposes students to a multitude of issues they may be faced with in the field as leaders. Class seminars and workshops delve into real-time issues with which education leaders throughout the state and nation deal, and classroom activities push participants to be proactive thinkers and leaders. The Ed. S. program includes a focus on team building and collaboration through scenarios and group activities. The program and coursework have been invaluable to me.

As I explored transitioning into the Ed. D. program, I assumed that 100% of the Ed. S. coursework would be deducted from the required hours of the Ed. D. program. Students without an Ed. S. degree tailor their course electives to their personal interests and needs, much the same way the Ed. S. program served as my electives and met my needs for K-12 educational leadership. Like most graduate students, I was eager to bulldoze my way through the course requirements and hopefully come out on the other side miraculously transformed and prepared for the distinction of being a doctoral candidate. What I quickly learned, and came to appreciate, was the uniqueness of each program. The core coursework of the Ed. D. degree offer a completely unique, yet equally valuable, experience to the journey.

My Ed. D. cohort is made up of a diverse group of professionals from various backgrounds and interests including the higher education administration, expressive arts, higher education teaching, and others to name a few. The Ed. D. coursework focuses more in depth on the student as an educational leader and research consumer which helps each of us understand the methodology and theory behind research. Each course provides a new lens of understanding and information gathering as we develop the skills and knowledge necessary to conduct our own research. Students are challenged to expand comfort zones and to dig deeper into the process of being an educational leader and research consumer in the field. The program focuses on current issues and trends in educational leadership, social justice and change, global issues, and the interconnectedness of our lives. With each course, I find myself re-examining my own perspectives and biases. Technology integration and incorporation are also valuable key components of the program with virtual and face to face discussions. Those students who had not had not had the valuable experience and growth that I personally encountered through the Ed S program were able to tailor their course electives to their personal interests and needs, much the same way the Ed S program served as my electives and met my needs for K-12 educational leadership.

At Appalachian State University, each program is designed to broaden the thinking and understanding of students. Looking back, I truly appreciate my experiences in both the Ed. S. and the Ed. D. These programs have been extremely beneficial in preparing me to adequately represent the University and the profession.

- David Stegall