The purpose of this article is to share an example of how an activism framework was used to design and launch a new EdD in Community College Leadership. Capper, Theoharis, and Sebastian’s (2006) framework for preparing leaders for social justice along with the Carnegie Project for the Education Doctorate’s (CPED) guiding principles and the American Association of Community College’s ([AACC], 2018) competencies for community college leaders guided program design and implementation. Marketing and recruiting efforts aimed at identifying a talented, diverse cohort and on-boarding strategies focused on creating a safe learning environment and a sense of urgency related to social justice and equity are shared. Examples of how activism is being emphasized through coursework and plans to nurture activism through experiential learning and the dissertation are also discussed. Doctoral programs seeking to promote activism will discover an effective framework and practical examples for this work.

In the United States, schools and universities have too few Black male teachers. Although many factors contribute to this significant problem, one primary factor is the existing lack of Black male educators to serve as role models for Black male students. This literature review captures information from peer-reviewed research, public scholarship sources, and empathy interviews. The purpose of this literature review was to understand the reasons why so few Black males are successful in school and why there are so few Black male students pursuing careers in education. Based on the literature review, the following themes were identified:  a lack of financial resources, a lack of a sense of belonging, a lack of role models and mentors, and institutional racism. Colleges need to consider these issues and determine ways to support Black male students in school and encourage them to pursue a career in education. Increasing the number of Black male educators is one central way to increase opportunities among Black students. To change this narrative, one needs to acknowledge the deficit of representation is due to the system itself. Black males are not lacking in achievement. American schools are exclusive and racist in how they provide opportunities for Black males.

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The purpose of this article is to provide an example of how an EdD in Community College Leadership program is offered in an online format. First, the benefits of online programs, including increased access and flexibility for working professionals and higher levels of diversity among the student body are discussed. Then, several strategies to promote connection among students and to facilitate a supportive, engaging learning environment virtually are shared.  For example, the value of using a cohort model, a carefully designed curriculum with assignments that have practical value, and a balance of synchronous and asynchronous learning activities is described.  Finally, the important role of and strategies for incorporating models and mentors into an online doctoral program are discussed.