Student Learning Outcomes (SLOs)
Student learning outcomes (SLOs) for the program are based on Kansas State University’s College of Education’s Conceptual Framework and the AACC Competencies for Community College Leaders (2018), Third Edition.
The program prepares participants to make well-grounded decisions to face the daunting issues facing community college leaders. The Ed.D. curriculum emphasizes practical applications that are based on research-based theories, skills, and strategies – aligned with AACC’s practical standards-based and performance-based outcomes for community college leaders.
The AACC standards are structured around named competencies with behaviors to be mastered by the successful community college leader. These broad competencies fall under headings of organizational culture; governance, policy, and legislation; student success; institutional leadership; institutional infrastructure; information and analytics; advocacy and mobilizing/motivating others; fundraising and relationship cultivation; communications; collaboration; and personal traits and abilities.
The Ed.D. in Community College Leadership at KSU focuses on preparing aspiring CEOs, along with other senior and mid-level positions, including but not limited to senior faculty, department chairs, state system executives, vice presidents, and more.
Standard 1: ORGANIZATIONAL CULTURE
An effective community college leader embraces the mission, vision, and values of the community college, and acknowledges the significance of the institution’s past while charting a path for its future.
Standard 2: GOVERNANCE, INSTITUTIONAL POLICY, AND LEGISLATION
An effective leader is knowledgeable about the institution’s governance framework and the policies that guide its operation.
Standard 3: STUDENT SUCCESS
An effective leader supports student success across the institution, and embraces opportunities to improve access, retention, and success.
Standard 4: INSTITUTIONAL LEADERSHIP
An effective leader understands the importance of interpersonal relationships, personal philosophy, and management skills to creating a student-centered institution.
Standard 5: INSTITUTIONAL INFRASTRUCTURE
An effective community college leader is fluent in the management of the foundational aspects of the institution, including the establishment of a strategic plan, financial and facilities management, accreditation, and technology master planning.
Standard 6: INFORMATION AND ANALYTICS
An effective community college leader understands how to use data in ways that give a holistic representation of the institution’s performance and is open to the fact that data might reveal unexpected or previously unknown trends or issues.
Standard 7: ADVOCACY AND MOBILIZING/MOTIVATING OTHERS
An effective community college leader understands and embraces the importance of championing community college ideals, understands how to mobilize stakeholders to take action on behalf of the college, and understands how to use all of the communications resources available to connect with the college community.
Standard 8: FUNDRAISING AND RELATIONSHIP CULTIVATION
An effective community college leader cultivates relationships across sectors that support the institution and advance the community college agenda.
Standard 9: COMMUNICATIONS
An effective community college leader demonstrates strong communication skills, leads, and fully embraces the role of community college spokesperson.
Standard 10: COLLABORATION
An effective community college leader develops and maintains responsive, cooperative, mutually beneficial, and ethical internal and external relationships that nurture diversity, promote the success of the college community, and sustain the community college mission.
Standard 11: PERSONAL TRAITS AND ABILITIES
An effective leader possesses certain personal traits and adopts a focus on honing abilities that promote the community college agenda.
The Designing a Comprehensive Plan for Success course provided groups within our cohort with the opportunity to produce products and a simulation of real-world workplace experiences that occur both professionally and personally. The group work simulation process was one of the best experiences in the program.
– Yusuf Sabree, Wayne County Community College District (MI)
When I entered into the Roueche Community College Leadership doctoral program, the obvious expectation was that I would be introduced to a tremendous amount of new information. What I have experienced is far beyond that. I find myself thinking differently about my institution and higher education as a whole. I see the global perspective more clearly, and I am able to examine the deeper interconnectivity of individuals and their departmental functions. The bonus of the Roueche program is being welcomed into a tight-knit network of community college leaders. Our instructors, each experienced as top-level leaders, have shown vested interest in each of us, supporting our learning and nurturing each of us to be poised and ready for new leadership opportunities.
– Marjorie Morrison, Cuyahoga Community College (OH)
This internship has provided me with an opportunity to develop my skills as a leader within the College. Ultimately, it prepared me to develop a community of practice focused on instructional techniques and improved student outcomes. It has given me avenues for networking with California Community College instructors, outside of College of the Desert.
– Kristie Camacho, College of the Desert (CA)