Weekend Cohort Format
The design of the UMHB EdD program allows students to pursue their careers full-time and from a substantial distance. A total of 11 class weekends are required each academic year. This limited campus schedule is enhanced by an intensive learning travel experience in the summer. These intensive class experiences allow for students to continue their careers while receiving face to face classes and interactions with their professors and classmates. Each intensive class session involves a wide breadth of seminar teaching, discussion forums and engaged learning opportunities that align with adult learning strategies.
A defining characteristic of the UMHB EdD is the cohort model. A cohort typically refers to a group of students that enter a program together and remain together throughout its duration. The cohort model emerged in the 1990’s as a popular framework for educational leadership programs (Scribner & Donaldson, 2001). This model enhances the success of adult learners due to a consistent structure that offers a stable and supportive group of similarly talented classmates (Norris & Barnett, 1994; Reynolds & Hebert, 1998). Research has also found that this supportive and interactive learning climate leads to increased student interactions and interdependence, increased student involvement and improved critical thinking skills (Norris & Barnett, 1994; Reynolds & Hebert, 1995; Reynolds & Hebert, 1998). Also, the incorporation of the cohort model into the UMHB EdD allows for significant networking to occur among doctoral students. This environment truly fosters networking as research shows cohort learning to increase student feelings of belonging, confidence, motivation towards group tasks and group processing skills (Yerks et al., 1995; Twale & Kochan, 2000). The cohort model enhances the speed of learning while encouraging both academic and professional success.
The UMHB EdD cohorts target currently practicing and aspiring education professionals in the P-12 and higher education environments. Such a diverse cohort, consisting of qualified professionals from "the trenches," strengthens the learning climate for both the official program content and the unofficial curriculum of professional relationships.
Norris, C. J., & Barnett, B. (1994). Cultivating a New Leadership Paradigm: From Cohorts to Communities.
Reynolds, K. C., & Hebert, F. T. (1995). Cohort formats and intensive schedules: Added involvement and interaction for continuing higher education. The Journal of Continuing Higher Education, 43(3), 34–41.
Reynolds, K. C., & Hebert, F. T. (1998). Learning achievements of students in cohort groups. The Journal of Continuing Higher Education, 46(3), 34–42.
Scribner, J. P., & Donaldson, J. F. (2001). The dynamics of group learning in a cohort: From nonlearning to transformative learning. Educational Administration Quarterly, 37(5), 605–636.
Twale, D. J., & Kochan, F. K. (2000). Assessment of an Alternative Cohort Model For Part-Time Students in an Educational Leadership Program. Journal of School Leadership, 10(2), 188–208.
Page last updated February 03, 2018