The mission of the Department of Educational Leadership Studies in the College of Education at the University of Kentucky is to engage in teaching, research, and service that promote and contribute to improving the quality of education and educational leadership in the Commonwealth, the nation, and the world.
The Department of Educational Leadership Studies was founded in 1923. As such, it is one of the oldest educational leadership program in the country. The Department has been offering EdD degrees since 1938. As of Spring 2012, we have awarded 273 doctorates.
Belief and Commitment
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We believe that the most effective educational leader is a practitioner-scholar, and we commit to providing academic experiences that expand our students’ knowledge, understanding and expertise as both practitioners and scholars in the field of school administration and educational leadership.
We believe that faculty and students should be able to pursue their scholarly endeavors secure in the knowledge that their academic freedom is inviolate. Moreover, we commit to the active defense of that freedom should it be threatened.
We believe that there are no simple answers to the complex challenges facing contemporary education. We believe that incorporation of a multiplicity of perspectives, values, approaches, standpoints, and experiences can build a more complete understanding of, and more effective responses to, those challenges. We commit to the solicitation, consideration of, and respect for such multiplicities.
We believe that understanding of and appreciation for the diversity inherent in the human community adds richness and depth to all individuals’ life experiences. In addition, we commit to build departmental, college and university communities characterized by diversity in intellectual perspective, race, ethnic and cultural background, gender and sexual orientation, religious belief, age, physical ability, socio-economic status, and political persuasion.
We believe that learning is a highly individualistic endeavor, and influenced by the particular prior experiences and expertise of each learner, and we believe the incorporation of such experiences and expertise into our courses can enhance the learning of all involved. We commit to fostering learning environments conducive to such incorporation.
We believe that rigorous intellectual activity both enhances professional expertise and professional understanding of self, and we believe development in these areas contributes to improved professional practice. We believe we owe our students educational programs that provide academic challenges and demand intellectual rigor, and we commit to providing such experiences.