ECU’s award-winning education doctoral degree puts people at heart of leadership

Approach prepares educators to solve real-world problems in their communities

When Dr. Stacy Gerard ’99 ’01 ’11 ’21 reflects on her experience in the East Carolina University doctor of education in educational leadership program, the lesson that has stayed with her is that people are at the heart of leadership.

“We can study data, policies, organizational structures and theories — and all of those things are important – but at the end of the day, there are real people behind every decision we make,” said Gerard, the associate vice president of continuing education at Pitt Community College.

Educational leadership doctoral graduates pose for a photo before walking across the stage at the College of Education Graduate Recognition Ceremony. (Contributed photo)

As a first-generation college student from a rural, eastern North Carolina community, Gerard was raised to believe in hard work, kindness and remembering where you came from.

“ECU helped me understand that those qualities did not have to be separate from strong leadership,” she said. “I could use data to make difficult decisions, hold people accountable and push for meaningful change while still showing compassion and treating people with dignity.”

Driven by that people-first mentality, ECU’s doctor of education in educational leadership (Ed.D.) degree received Program of the Year from the Carnegie Project on the Education Doctorate (CPED), a prestigious award recognizing programs that demonstrate distinction, excellence, innovation, impact and alignment with the CPED framework.

“Receiving this award validates the intentional design and rigorous, practitioner-focused nature of our curriculum,” said Dr. Christopher Rivera, chair of the educational leadership and foundations department. “It signifies that the work being done by our faculty isn’t just effective locally but stands as a national model for how an educational doctorate should equip leaders to solve complex problems of practice.”

Dissertation in Practice

ECU’s Ed.D. has students begin work on their dissertation from the very beginning of the program rather than as a final requirement. This dissertation in practice (DiP) is the organizing focus of the program and encourages students to identify a real problem in their districts for which they can lead improvement efforts.

“ECU’s approach allowed the dissertation to develop alongside my growth as a scholar and practitioner,” said Dr. Matthew Passwater ’11 ’26, associate director for student success at ECU. “The dissertation became part of the learning process itself.”

One of the key pieces highlighted in the CPED award was the practitioner supervisor dissertation in practice pitch that takes place in the first semester. Before students can begin to delve into their potential dissertation problem, they must gather data and truly understand the problem. Then, they pitch the proposed improvement to a supervisor from their workplace.

This process creates a partnership between the student, faculty and the workplace, and mirrors the way leaders tackle problems in their field.

“The program really changed the way I approach problems as a leader,” said Dr. Kisha Timberlake ’02 ’24, principal of Lee Early College. “Rather than immediately jumping to a solution, I try to understand the problem first. I conduct my own ‘mini research projects’ all the time.”

Meeting Educational Needs

Alumnus Dr. Justin Sharpe ’12 ’14 ’24 received the Doctoral Dissertation Award during ECU’s Research and Creative Achievement Week. (Contributed photo)

Fifteen years ago, an external evaluation of the program encouraged faculty to overhaul the program to connect the mission, student competencies, coursework, field-based learning and the dissertation. In 2018, the first cohort began the redesigned three-year degree based on the CPED framework.

“In utilizing the CPED model for our Ed.D. process, we remain agile and responsive to the evolving demands of the field,” Rivera said. “We position students to apply their developing research skills immediately to solve problems within their own communities.”

The skills students learn through the dissertation in practice are ones that will serve them throughout their leadership journey. Graduates of the program understand that solutions are dependent on their local community and require adaptation.

“The ultimate goal is to prepare strong, thoughtful and effective educational leaders who are equipped to strengthen schools, improve educational programs and expand opportunities for students,” said Dr. Chante’ Jordan ’03 ’06 ’10 ’14 ’25, the interim superintendent of Gates County Schools. “I am proud to be a product of a program that prepared me not only to lead, but to make a meaningful difference in the communities and students we serve.”

Another part of the Ed.D. at ECU that stands out is the blend of tenure-track faculty and practitioner-based instructors who guide the doctoral students. This combination ensures students not only have the theoretical knowledge, but a solid foundation of real-world applications.

“I never felt like I was simply one student in a doctoral program,” Timberlake said. “The faculty knew me, made themselves available and were genuinely invested in both my academic progress and my growth as a leader. Ultimately, the people are what set ECU’s educational leadership program apart.”

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