Vision Statement

The Community College Leadership Doctoral Program (CCLDP) is the distinctive and distinguished doctoral program at Morgan State University that provides specialization in community college leadership. The CCLDP integrates theory and practice, as well as curricula and learning opportunities for prospective community college leaders.

Mission Statement

The mission of the Community College Leadership Doctoral Program (CCLDP) is to provide the knowledge, concepts and training to develop the leadership competencies necessary to lead contemporary community colleges. The program is guided by the mission and strategic directions of Morgan State University, the School of Education and Urban Studies and the Department of Advanced Studies, Leadership and Policy and embodies the concepts of cohort – based learning. The CCLDP advances and supports practices to enhance the intellectual, cultural, social and ethical potential of students and faculty. Through collaborative partnerships and initiatives, the CCLDP expands the context and content of leadership development by exposing students and faculty to the challenges of cohort learning and other innovative approaches to knowledge acquisition and leadership development. The CCLDP develops globally aware community college leaders and enhances the potential of students and faculty to understand, respond to, and contribute to the rapidly changing world of community colleges.

Goals and Objectives

Through providing education and research opportunities focused on expanding the frontiers of knowledge and addressing issues central to community colleges, the Community College Leadership Doctoral Program (CCLDP) seeks to carry out the University's mandate to "serve the community with distinction while meeting the educational needs of an increasingly diverse society...to continue to play a prominent role in Maryland's education future.” The CCLDP also extends the University’s mission, “…to serve a multi-ethnic and multi-racial student body and to help ensure that the benefits of higher education are enjoyed by a broad segment of the population.”

The CCLDP promotes educational excellence in a multicultural urban environment. We ensure opportunities for academic achievement in preparation for leadership positions in community colleges by creating a learning environment which is innovative, accessible, diverse, and responsive. The major goals are to:

• provide doctoral-level training (Leadership Preparation),
• provide access to leadership development preparation, and
• promote, connect and support research that increase and improve the success of African Americans in community colleges.

Program Background

When Morgan State University (MSU) expanded its existing urban education leadership programs to include a concentration in Community College Leadership, it became the first Historically Black College and University (HBCU) in the United States to take on the task of providing a Doctoral Program specializing in Community College Leadership. In the fall of 1998, MSU invited the current Program Director, a former community college president, to develop the Community College Leadership Doctoral Program (CCLDP). By the close of the fall 1998 term, the proposed program was completed and a group of national community college leaders were invited to the University to review the proposed program. Offered as a program of study within the MSU's existing Urban Educational Leadership Doctoral Program, the new urban Community College Leadership concentration had to provide a common core program of study while distinguishing itself with a strong community college curriculum. After completing their review, the national community college leaders endorsed the program and commended MSU for taking the initiative to create an innovative Community College Leadership Doctoral Program (CCLDP) designed to meet the unique needs of community college professionals in the urban context.

To confirm interest in the CCLDP, a pilot course, The Urban Community College, was offered in the spring 1999 semester. Concern over whether there was a market for a specialization in Community College Leadership soon dissipated as the pilot course exceeded the University's expectation. All of the participants in the pilot course immediately filed formal application for admission into the CCLDP, and the Program was officially launched in the fall 1999 term. In addition, local and regional community college educators became increasingly aware of the new program and the huge demand for admission was testimony to the need for a community college leadership program in the region. MSU admitted its first Cohort (20) of Community College Leadership doctoral students in the fall of 1999. In the fall of 2000, the CCLDP admitted fifteen (15) students to form the second cohort. Six members of the first cohort of students graduated on May 2002. After nine years, the CCLDP has admitted nine Cohorts and has graduated 37 students exceeding the national average for similar graduate programs.

The CCLDP has received national recognition as evidenced by the number of out-of -state students seeking admission to the program. Currently, MSU offers a full program of study on-site at two community colleges: Prince Georges Community College and Montgomery Community College. The CCLDP is a member of the Council for the Study of Community Colleges (CSCC), the American Association for Community Colleges (AACC) and has partnered with the National Council on Black American Affairs (NCBAA).

Program Foundation

The Community College Leadership Doctoral Program (CCLDP) offers students a stimulating, highly structured, year-round program of study. The Program is designed for working professionals who are committed to attaining a doctorate degree. Students will emerge from the program equipped to handle the unique and diverse leadership challenges associated with the community college. Students will earn a Doctor of Education (Ed. D) Degree at the completion of the program. The Community College Leadership Doctoral Program is based on the belief that community college leadership requires the following specific knowledge base and competencies (Leading Forward, American Association of Community Colleges, 2005):

1. Knowledge of organizational strategy
2. Substantive knowledge about resource management
3. Ability to communicate will all constituent groups
4. Ability to establish collaborative partnerships
5. Ability to advocate for the sustainability of the mission of community colleges
6. Ability to demonstrate high-levels of professionalism

The Cohort

A visible form of the uniqueness of the program is the "Cohort Leadership Learning Model.” We realize that leaders lead other people and that leaders must possess the ability to communicate and demonstrate a high interpersonal skill quotient. To establish a common ground, Morgan State University requires all students to enter the Community College Doctoral Program as a member of a Cohort group. A cohort group is a close-knit body of individuals united in a common cause— the pursuit of a doctoral degree. Members of the Cohort commit to this collaborative experience throughout their entire program of study.

The Future: Creating and Leading Change
The Cohort Leadership Learning Model is a leadership preparation experience that engages students in the real world of leadership roles in urban and metropolitan community college in preparation for leading 21st century learning-centered institutions. Throughout the program, students are exposed to authentic learning experiences and professional development is integrated into the curriculum. Faculty and visiting scholars work together to mentor Cohort members toward successful completion of program requirements as well as helping them set and accomplish realistic career objectives. Morgan State University is committed to providing a learning experience where working professionals can assess and develop the skills that will prepare them to lead the 21st century community colleges.

The Instructional Delivery System: Implementing Learning-Centered Principles

The instructional delivery system (The Leadership Learning Model) is designed for the convenience of in-service community college faculty, staff and administrators. The program engages learners as full partners in the learning process, with learners assuming primary responsibility for their own choices. The program assists learners to form and participate in collaborative learning activities. The program creates substantive change in the individual learner.

The Leadership Learning Model requires active learners and learning environments that are cooperative, collaborative, and supportive. Learners construct knowledge in the program through reading, writing, presenting orally, engaging in individual and group problem solving, and participating in small group projects. The doctoral program recognizes that learners bring a wealth of knowledge shaped by individual experiences to the learning situation.

Program Schedule

Courses are offered year-round with classes meeting on Friday evenings and all day Saturday. All courses are offered on weekends (Friday 6:00 PM-9:00 PM and Saturdays 9:00 AM -4:00 PM) for a period of five weeks. Courses are taught at the University as well as at selected sites in Maryland. The student is able to complete the program of study in three years if the program is followed as designed. Students enter the program once per year during the fall semester. The following chart depicts the number of credits and the content area covered during the three years in the program.

Years	Number of Credits	Content Covered
0ne	27 Credits	Foundation Courses Research Courses Professional Development I
Two	27 Credits	Contemporary Issues Advanced Research Courses Professional Development II
Three	9 Credits	Writing the Dissertation Internship/ Practicum

The Curriculum: Combining Theory and Practice

The curriculum is designed to meet the needs of the contemporary community college leaders. Today's community colleges are looking for leaders who can deal with the complexities of creating and leading change. The Community College Leadership Doctoral Planners designed this program to meet the needs of contemporary community colleges with a focus on excellence and diversity. Thus, the CCLDP was designed to more effectively meet the needs of the community colleges in the 21st Century. In addition to common higher education courses, this curriculum combines theory with practice through relevant curriculum including an internships and practicum. Members of the Cohort pursue a program of study focusing on real urban community college issues and problems and with their Cohort members, exercise problem solving skills to create innovative "out-of-the-box" solutions.

The Curriculum consists of two components designed to meet the specific needs of executive leaders in the community college setting. The Administrative Leadership component is centered on the specific skills need for those interested in executive leadership positions such as presidents and chancellors. The Instructional component is designed to meet the needs of students aspiring to assume leadership position in the academic setting.