phd degree in education

Education (Online), EdD

School of education.

To address the dramatically changing landscape of education in the 21st century, which includes new research on the science of learning, advances in technology, and the emergence of a for-profit education sector, the Johns Hopkins School of Education offers an innovative online Doctor of Education degree program. This EdD program is designed to prepare an exceptional corps of educational practitioner-scholars, both nationally and internationally, who can set a high standard for transformational leadership in education, apply evidence-based practices to improve educational outcomes, and meet the vast challenges associated with improving learning outcomes in both public and private educational environments.

Please note there are different program requirements for different cohorts. Those requirements can be found under the tabs labeled: Program Requirements 2023 & Forward, Program Requirements 2022 Cohort, Program Requirements 2021 Cohort, and Program Requirements 2013-2020 Cohorts.

For more information about the EdD program, please visit the  website . If you have any questions about the EdD program, please contact  [email protected] .

Admission Requirements

At minimum, applicants to the EdD program should hold a master’s degree from an accredited college or university. Previous degrees must document high academic achievement (a minimum GPA of 3.0) in an area of study closely associated with the objectives of the program. If the earned degree or credit is from an educational institution abroad, the candidate’s academic record must be evaluated by a credential evaluation agency before consideration for admission. Applicants must submit the online admission application form, application fee, official transcripts from all post-secondary institutions attended, a curriculum vitae (résumé), a Problem of Practice Statement, online (asynchronous) interview, and two letters of recommendation signed by each recommender. These letters should include the following:

• A professor with whom the applicant worked in their master's program who can speak to the applicant's competency to conduct rigorous, applied scholarly work, and
• A colleague/supervisor from the applicant’s professional context/industry who can attest to the applicant's qualifications to pursue a doctorate, and the applicant’s impact on the recommender’s  professional practice.

International students must fulfill the general requirements for admission and complete additional requirements—see International Students Admission . 

Note: This program is not eligible for student visa sponsorship .

Students who enter the program will be required to successfully complete a series of pre-orientation modules prior to enrollment in the program. All students are expected to show competence in the content areas of these modules.

Please note that for the online EdD program, an offer of admission is for the specific cohort to which an application is submitted. Students may accept or decline the admission offer only; deferring to a future cohort is not an option.

Program Requirements Cohort 2023 and Forward

Program structure and requirements.

Program requirements include a minimum of 90 graduate credits. Students must enter the program with a master’s degree with 36 graduate-level credits, which will be transferred into the EdD program. If a student does not have the required 36 master’s credits, the student will be admitted on a conditional basis and must complete the additional graduate-level credits at a regionally accredited college or university (or its equivalent) by the final semester before expected degree conferral. Students with  post-master’s graduate credit  in related education content completed prior to admission to the EdD program may petition to transfer in an additional six (6) credits of equivalent coursework with appropriate documentation and with the approval of the EdD program director. Thus, students must complete between 48 and 54 credits at the doctoral level at JHU. The program includes the following required coursework components*:

For a full listing of academic standards and policies, please visit the website .   

In addition to successfully completing all coursework requirements,  students admitted in 2023 and thereafter  must also complete a Doctoral Dossier consisting of three faculty-mentored research projects.

Problems of Practice and Doctoral Dossier

Students examine a Problem of Practice (POP)—an area of concern they have observed within their professional context—that becomes the focus of the student's Doctoral Dossier, which consists of three main projects described below.

As part of our commitment to social justice, the EdD program does not privilege one form of communication over another. Thus, all components of the Doctoral Dossier can be communicated in a modality of the student’s choosing: video, oral, scholarly writing, or public-facing writing. Additionally, students can choose the type of scholarship project they will work on during years two and three of the program. Our Doctoral Dossier is based upon  Boyer’s Four Domains of Scholarship  (1990) and includes:

          RESEARCH PROJECT 1 :

Scholarship of Integration:  To begin their Doctoral Dossier process, all students will spend their first two semesters reviewing the research literature and using systems thinking to refine their Problem of Practice. The culmination of this process will be the Scholarship of Integration project, which is a synthesis of the literature reviewed that identifies and describes the underlying causes of and factors contributing to their chosen POP. This project is foundational to understanding the identified problem and determining what students choose to research in years two and three.

Example projects include :  A podcast, video series, manuscripts for publication in a professional or scholarly journal, lengthy presentation targeting policymakers. Within all project modalities, the factors contributing to the POP are discussed through a synthesis of the research literature.

 RESEARCH PROJECT 2 :

Following completion of the Scholarship of Integration project, students will  choose one of the following two options  for Research Project 2 :

Scholarship of Application:   Demonstrate the application of the research to practice.  The purpose of this project is to a) consider how the research perpetuates and/or disrupts oppression, b) critique relevant systems, structures, and institutions, and c) determine avenues to effectively disseminate evidence to a wider audience and stakeholder group.

Example projects include :  historical analysis of a topic, curriculum creation, community organization, autoethnography, instructional pedagogy, and others.  

Scholarship of Teaching:   Development and improvement of pedagogical practices.  Students examine teaching processes and assessments to improve practice.

Example projects include : autoethnography of one’s teaching, innovative teaching materials, curricula, development of new courses, or development of a new pedagogical framework.  

 RESEARCH PROJECT 3 :

Following successful completion of Research Project 2, students will choose one of the following projects and orally present a proposal for their third project to a panel of faculty:

The  scholarship option NOT chosen for Project 2 , or

Scholarship of Discovery:  Search for new knowledge. Students conduct evidence-based research that leads to knowledge creation.   

Example projects include :  investigating the effectiveness of a curriculum created during year 2 (Scholarship of Teaching), interviewing people related to a Problem of Practice whose voices are missing from the research literature; examining the perspective of LGBTQ+ teachers living in the southern United States using Photovoice, etc. This project may be provided in any modality to better reach the student’s intended audience.               

RESEARCH PROJECT 4:

During the final year, students will complete Research Project 3, write an  Executive Summary  that ties their three projects together, and write a  final reflection  on their doctoral journey. The Doctoral Dossier will be presented and assessed during the final Doctoral Dossier course. Additionally, students may choose to present their Doctoral Dossier work at a school-wide student conference.

Students are expected to complete the program coursework and independent research concurrently. This program is cohort-based, thus if students require a leave of absence for any reason, they will return in the appropriate course sequence with the next cohort the following year.

The following table below provides an overview of the program requirements for cohorts admitted in 2023 and later:

 *Courses and course sequences are subject to change.

Program Requirements 2022 Cohort

Program requirements include a minimum of 90 graduate credits. Students must enter the program with a master’s degree with a minimum of 36 graduate-level credits, which will be transferred into the EdD program. If a student does not have the required 36 master’s credits, the student will be admitted on a conditional basis and must complete the additional graduate-level credits at an accredited college or university by the final semester before expected degree conferral. Students with  post-master’s graduate credit  in related education content completed prior to admission to the EdD program may petition to transfer in an additional 6 credits of equivalent coursework with appropriate documentation and with the approval of the EdD program director. Thus, students must complete between 48 and 54 credits at the doctoral level at JHU. The program includes the following required coursework components (subject to change):

Students who extend their program of study may be required to enroll in additional doctoral research credits.

Additionally, students admitted in 2022 must also pass an oral comprehensive examination, demonstrating attainment of competencies, and complete a Dossier Style Dissertation research project. 

Problems of Practice and Dossier Style Dissertation 

Students examine a Problem of Practice (POP)—an area of concern they have observed within their professional context. This POP becomes the focus of the student's Dossier Style Dissertation, which is embedded within the EdD program coursework. The Dossier Style Dissertation includes two pathways: 1) Applied Project or 2) Empirical Project Deeper Dive.

Applied Project:

Year 1 :  During the first year in the program, students synthesize research literature to understand factors relevant to the POP from a broader systems perspective.

Year 2 : Students conduct an empirical study examining their POP within their professional context. Students then defend their proposal for an applied project based on their findings as well as a brief literature review that supports their rationale and justification for their proposed applied project.

Year 3 : Students create and defend their final applied project to their Doctoral Committee.

Empirical Project Deep Dive:

Year 1 : During the first year in the program, students synthesize research literature to understand factors relevant to the POP from a broader systems perspective.

Year 2 : Students design a more robust empirical study to more deeply examine their POP within their professional context. Students orally present their proposed design to their Doctoral Committee.

Year 3 : Students analyze and write up their data and orally defend their findings to their Doctoral Committee.

Although somewhat different from a traditional dissertation in its completion and focus, students are nevertheless expected to demonstrate mastery of the relevant literature, to obtain extant and/or collect additional data, and to interpret the results in light of previous studies.

All students will also demonstrate mastery of first- and second-year competencies through an oral comprehensive assessment. 

Typically, we expect students to complete three years of coursework and independent research concurrently. Some students may need more than three years to complete their research, in which case they will be required to enroll in at least one credit hour per semester after completion of the required 90 credit hours.

The following table below provides an overview of the program requirements for the 2022 cohort:

Program Requirements 2021 Cohort

 Additionally, students admitted in 2021 must also pass an oral comprehensive examination, demonstrating attainment of competencies, and complete either a Dossier Style Dissertation or Applied Dissertation research project. For information regarding the Applied Dissertation, please see the 2013-2020 Cohorts tab.  

The following table below provides an overview of the program requirements for the 2021 cohort:

Program Requirements 2013-2020 Cohorts

 Additionally, students admitted in cohorts 2013-2021 must also pass an oral comprehensive examination, demonstrating attainment of competencies, and complete an Applied Dissertation or Dossier Style Dissertation research project. For information regarding the Dossier Style Dissertation requirements, please see the 2021 Cohort tab.  Information regarding the Applied Dissertation is provided below.

Problems of Practice and Applied Dissertation 

Students examine a Problem of Practice (POP)—an area of concern they have observed within their professional context. This POP becomes the focus of the student's Applied Dissertation research. The Applied Dissertation is embedded within the EdD program coursework, which provides students with a unique opportunity to examine an issue important to the organization in which they are employed.

During the first year in the program, students examine their articulated POP to identify underlying causes and associated factors. During the second year of the program, students develop a potential solution, such as an intervention or policy change, and a plan to study the implementation of this intervention as well as proximal outcomes. Students will demonstrate mastery of first- and second-year competencies through written and oral comprehensive assessments, which will serve as indicators of readiness for conducting their applied research. Students will then evaluate the effectiveness of this solution as their Applied Dissertation (Year 3).

Although somewhat different from a traditional dissertation in its completion and focus, students are nevertheless expected to demonstrate mastery of the relevant literature, to obtain extant and/or collect additional data, and to interpret the results in light of previous studies. The dissertation will be presented at a final oral defense before the student’s Dissertation Advisory Committee.

Typically, students will complete three years of coursework and independent research concurrently. It is possible that some students may need more than three years to complete their research, in which case they will be required to enroll in at least one credit hour per semester after completion of the required 90 credit hours.

The following table below provides an overview of the program requirements for the 2013-2020 cohorts:

Learning Outcomes

Program goals.

Upon successful completion of the EdD, we expect that graduates will:

• Participate as a self-reflexive, social justice-oriented learner within diverse educational or learning communities.
• Analyze and critique educational practice and research from a social justice and systems perspective.
• Apply relevant methodologies to address critical challenges in education.
• Demonstrate a curiosity for, and a systematic approach to, at least one major topic of study within education resulting in an emerging expertise.
• Integrate research and practice-based knowledge to develop research-informed decisions and opinions about educational experiences, processes, policies, and institutions.
• Communicate effectively to diverse audiences about educational research, experiences, processes, policies, and institutions.

Education PhD

The Berkeley School of Education (BSE) prepares leaders in education practice, policy, and research. BSE faculty members support a vision of public education that promotes equity and social justice by empowering practitioners to meet the highest standards of engagement and enrichment in classrooms, schools, communities, and districts. Through this commitment, the Berkeley School of Education supports cutting-edge research and positive social transformation in education. The faculty and students at the Berkeley School of Education develop projects and strategies in interdisciplinary scholarship and field studies that positively impact educational outcomes at the state, national, and international levels.

The Berkeley School of Education offers Doctor of Philosophy (PhD), Master's of Arts (MA), and credential degree programs as well as an Education major and minor for undergraduate students.

PhD and Master's Programs at the Berkeley School of Education

Students collaborate in dynamic learning environment that develops expertise in areas including:

Critical Studies of Race, Class, and Gender

Learning Sciences and Human Development

Policy, Politics, and Leadership

Social Research Methodologies

Leadership and Excellence in K-12

Students develop professional leadership skills and explore new opportunities in pedagogy, curricula, and policy. Innovations in teaching and leadership in the classroom prepare students for influential administrative roles - e.g. for principals, district and system-wide administrators, and policy influencers.

Learn more about the Berkeley School of Education's Professional Programs .

Additional Programs

Graduate Group in Science and Mathematics Education (SESAME) SESAME is the Berkeley School of Education's interdisciplinary graduate program for students who seek advanced expertise in a scientific discipline. SESAME students earn a doctoral degree by researching the educational theories and research methodologies in science, technology, engineering and mathematics (STEM) education.

Intersection of Sport and Education In the Intersection of Sport and Education program students research facets of institutionalized sports that complements and conflict with the educational missions of American secondary and post-secondary schools.

School Psychology The Berkeley School of Education's School Psychology program brings together psychology professionals, teachers, and educational leaders to clarify and resolve problems regarding the educational and mental health needs of children in classrooms.

Special Education (Joint Doctoral Program with San Francisco State University) The Special Education Joint Doctoral program prepares leaders in research, teaching, administration, and supervision to address the professional needs facing children, youth, and adults with disabilities. By combining the resources of both Berkeley and SFSU, students pursue theoretical interests and applied practices in a broad spectrum of specializations within Special Education.

Leaders for Equity and Democracy (LEAD) Berkeleys educational doctorate (EdD) is a three year program that engages passionate, equity-conscious leaders who apply practice, theory, and research design to develop excellence and integrity in education. Using guiding principles, operational efficiencies, and professional networks, LEAD doctoral students influence all-encompassing change and innovation in education.

Contact Info

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At a Glance

Department(s)

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December 3, 2024

Degree Type(s)

Doctoral / PhD

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We offer programs at the doctoral and master’s degree levels, as well as undergraduate minor and honors programs. Our cross-area specializations and joint-degree offerings with other Stanford schools leverage the university's vast intellectual resources to provide students with an integrated program of study.

Degree programs

Doctoral programs

The GSE offers doctoral programs in which students engage in educational research that is both rigorous and relevant to educational policy and practice. Leading to a PhD degree in Education, these doctoral programs, as listed below, prepare students in a variety of approaches to the study of teaching and learning. These programs each belong to one of the three academic areas into which GSE's faculty and students are organized, with additional affiliations possible in two cross-area specializations.

Anthropology of Education

Developmental and psychological sciences, economics of education, education data science, educational linguistics, educational policy, elementary education, higher education, history of education, history/social science education, international comparative education, learning sciences and technology design, literacy, language, and english education, mathematics education, organizational studies, philosophy of education, race, inequality, and language in education, science, engineering and technology education, sociology of education, teacher education.

See all PhD programs and descriptions

Master’s programs

The master ’ s programs are full-time, intensive programs that integrate educational theory and practice. The small cohort sizes provide an intimate setting for academic inquiry.

Curriculum and Teacher Education (MA)

Education data science (ms), individually designed ma in education, international comparative education (ma)/international education policy analysis (ma), joint ma/jd in education and law, joint ma in education/mba, joint ma/mpp in education and public policy, learning design and technology (ms), policy, organization, and leadership studies (ma), stanford teacher education program (ma + credential).

Explore master’s programs

Undergraduate programs

Stanford GSE offers honors and minor programs for undergraduate students at Stanford who are interested in supplementing their major field(s) with courses and research in the field of education. These programs provide opportunities for learning in both broad-based and focused areas of student interest in educational research, theory, and practice.

Undergraduate minor in education

Undergraduate honors in education.

Learn more about undergraduate minor and honors

For more information, please see the Admissions FAQ page or contact the  Office of Academic Affairs .

Professional programs

Faculty from the GSE research centers develop and oversee in-person and online professional development opportunities reaching over 40,000 education professionals each year.

See professional learning opportunities

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EdD vs. PhD in Education: What’s the Difference?

Career Advice & Advancement Industry Advice Education

If you’re interested in pursuing a doctoral degree in education, one of the first questions you’ll face is: Should I apply for a Doctor of Education (EdD) or a Doctor of Philosophy (PhD) in Education?

The decision between these two culminating degrees can be career-defining as each serves a very different purpose despite being equivalent in level. In order to ensure you choose the path that best aligns with your future goals and career path, it’s important to take the time to first understand the differences in program curriculum and future career opportunities that relate to each degree.

Read on to learn about the defining qualities and key differences of an EdD and a PhD in Education to determine which program is the right fit for you.

EdD vs. PhD in Education

A Doctor of Education  is a professional degree designed for practitioners pursuing educational leadership roles. A Doctor of Philosophy in Education , on the other hand, is designed to prepare graduates for research and teaching roles.

“With a PhD, [students are] reviewing the research, seeing a gap in the literature, and generating new knowledge based on a theory or hypothesis,” says Joseph McNabb , a professor of practice in Northeastern’s Graduate School of Education . “Conversely, an EdD student starts with a problem of practice and [works to learn] the skills it will take to resolve that complex problem of practice.”

What is an EdD degree?

An EdD, or Doctor of Education , is a professional doctorate best suited for experienced educators and mid- to senior-level working professionals who want to lead and implement change within their organization.

EdD candidates work in a broad range of fields ranging from K-12 and higher education to nonprofits, government, healthcare, and the military. What each share is a desire to transform their everyday environment and apply the lessons learned through their doctorate to a complex, critical issue facing their workplace. 

The EdD is practice-based. Students in an EdD program don’t want to just research their area of interest, but leverage that research in ways that could positively influence their community or organization’s decision-making process.

Learn More: 5 Tips for Choosing Your EdD Concentration

Those who pursue an EdD focus on qualitative, exploratory research. Students collect data and conduct individual interviews, observations, or focus groups to construct hypotheses and develop strategies that can help solve or clarify a specific problem of practice, such as how to support student veterans transitioning to civilian life or how to foster more female leaders in higher education—two dissertation topics recently explored through Northeastern’s EdD program .

What can you do with an EdD Degree?

While an EdD can be applied to a variety of industries and career options—such as K-12, higher education, the nonprofit sector, or civic service—there are several job titles you’ll likely come across within your cohort of classmates. They include:

• Postsecondary education administrators: Postsecondary education administrators work in colleges or universities, and typically oversee faculty research, academics, admissions, or student affairs. Some job titles that fall under this category include president, vice president, provost, and dean. The average annual salary for a postsecondary education administrator rings in at $102,610 .
• Elementary and secondary school education administrators: Superintendents, who are the top executives of a school district, fall under this category. They manage academic programs, spending, and the staffing of all educational facilities within their district, and typically earn an average of $111,020 per year .
• Top executives : In education, a top executive could be a “chief learning officer” or “chief academic officer”—senior-level professionals who drive and develop strategies that help their organization meet critical business goals. Top executives make an average of $103,840 per year .
• Instructional coordinators : Instructional coordinators create and manage school curricula and other educational materials. They help teachers implement effective classroom learning strategies and measure the effectiveness of what’s being taught and how. The average annual salary for instructional coordinators is $74,620 .

These are just a few of the many career opportunities available to EdD graduates.

Learn More: 8 Careers You Can Pursue with a Doctorate in Education

What is a PhD in Education?

A PhD in Education is a terminal degree best suited for individuals who want to pursue a career in academia or research at the university level.

Students in PhD or doctoral programs take a more theoretical, study-based approach to learning. In most cases, their goal is to master a specific subject or add their unique findings to a body of existing literature. PhD candidates conduct original research in the hopes of driving change in their field or inspiring others to make change based on their work.

A PhD is the degree most popular amongst those who aspire to become a professor or obtain a tenure position. Through these programs, students tend to focus on getting published in well-respected journals, presenting at national conferences, and learning how to teach future educators.

What can you do with a PhD in Education?

While some of the above roles can also be earned through a PhD program, the most common job titles for PhD-holders include:

• Postsecondary teachers: Postsecondary teachers instruct students at a college or university. When they’re not in the classroom, they’re often focused on conducting research, attending conferences, and publishing scholarly papers and books. Postsecondary teachers earn an average $84,380 per year .
• Academic researcher : Researchers often have the opportunity to create their own centers or institutes, hire staff to help carry out their work, and secure funding for that work. Salaries often vary by subject area, but a general academic researcher typically earns an average of $85,234 per year .

EdD or PhD: Which is better for you?

Once you’ve explored the differences between an EdD and PhD in Education, the most relevant question to consider will be: What’s the next step I want to take in my career, and which degree can help me achieve my professional goals? The answer to this question will determine which degree program you ultimately pursue.

Earning your doctorate can pay off no matter which path you choose. Professionals with a doctoral degree earn an average of $109,668 a year —far more than master’s degree holders. Similarly, doctoral degree holders see an unemployment rate of only 1.6% compared to the national unemployment rate of 2%.

Regardless of which degree you ultimately pursue, there is enormous potential for you to advance your career in the field of education. Evaluating your needs and values will help you understand whether an EdD or PhD in Education is best suited to your personal and professional goals.

Editor’s Note: This article was originally published in July 2017. It has since been updated for accuracy and relevance.

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About scott w. o'connor, related articles, 5 tips for choosing your edd concentration.

What to Expect from an EdD Program

6 Benefits of Online EdD Programs

Did you know.

The median annual salary for professional degree holders is $97,000. (BLS, 2020)

Doctor of Education

The degree that connects advanced research to real-world problem solving.

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Academics : Doctoral Programs

As America’s first research university, Johns Hopkins has been developing education leaders for more than 100 years. Ranked among the top education grad schools by U.S. News & World Report, the Johns Hopkins School of Education translates innovative research into practice every day.

Join an education movement that creates new areas of research and makes a lasting impact.

2 Doctorate programs

27 PhD candidates

235 EdD candidates

5 Research Centers

Doctor of Philosophy in Education

The School of Education’s full-time PhD program offers a unique learning experience where the course of study is individually tailored based on the student’s interest in finding solutions to pressing problems in education. Select applicants receive full tuition and a stipend.

PREPPEd offers PhD pathway to underrepresented undergrads 

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Doctor of Education

The selective, part-time EdD program is designed for practicing educators, offering tools for leadership development and the application of evidence-based methods. Our comprehensive, research-based curriculum enables you to specialize in urban leadership; mind, brain, and teaching; entrepreneurial leadership; or instructional design in online teaching and learning.

“ The dossier option is redefining educational research for social justice. I am learning how to conduct, translate, and creatively apply rigorous research that will directly benefit my communities.

15% Demand for educational leaders is projected to grow between 7 and 15% over the next 10 years.

Source: Hanover Research

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• Learn about the Doctorate in Educational Leadership (EdD)
• Learn about the PhD program

PhD header 7

Kaozong Mouavangsou

MA ’16, PhD ’22

The Ph.D. in Education is an interdisciplinary doctoral program that combines advances in the social sciences, sciences, arts, and humanities with deep expertise in educational research, policy, and practice to train students for careers as academics, researchers, policymakers, and leaders who will improve educational outcomes in the United States and around the world. Ph.D. candidates will collaborate with faculty from across Harvard graduate and professional schools and conduct groundbreaking research — forging new fields of inquiry that will transform education practice and policy.  Candidates for the Ph.D. in Education choose from among three concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; or Human Development, Learning and Teaching.

All Ph.D.s are granted through the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences.

PhD in Educational Studies

Degree details, degree type.

• Doctoral Programs

Minimum Requirements

Availability.

• Fall Start Only

The PhD in Educational Studies at Boston University Wheelock College of Education & Human Development is for students who wish to contribute to the field’s understanding of teaching and learning through research. The program will prepare you to drive innovation through research, scholarship, and professional development. You’ll gain a strong foundation in research methods and in the theoretical and conceptual frameworks of current educational research.

As a student in the PhD in Educational Studies program, you’ll have the opportunity to pursue one of four specializations: educational policy studies , language & literacy education , mathematics & science education , or special education . Students in the language & literacy education specialization may choose to focus on ASL & Deaf studies, language education, or literacy education. Learn more about the four specializations .

You’ll engage in coursework, research, and teaching throughout the program, and you will work with faculty across BU Wheelock, leveraging their expertise across disciplines. You will also have the opportunity to work with one of the many partnerships that BU Wheelock has with local school districts, education agencies, local and state policymakers, foundations, and others.

Boston University’s PhD in Educational Studies is typically a full-time program that can be completed in five years. This flexible program offers the option to take some courses online.

Dates & Deadlines

Aug 15, 2024.

Application Open

Dec 1, 2024

Application Deadline

Career Outcomes

No matter which specialization you choose, Boston University’s PhD in Educational Studies, program will expand and deepen your ability to pursue teaching, research, and policy-making positions in public or private institutions of higher education.

• Postdoctoral fellow
• University faculty
• Educational researcher
• College-level teacher

More Information about the PhD in Educational Studies

Specializations.

As a student in the PhD in Educational Studies, you will choose one of four specializations: Educational policy studies, language & literacy education, math & science education, or special education

Graduate Admissions

Start your application or learn more about applying to Boston University Wheelock College of Education & Human Development, including application deadlines, requirements, and more.

Financing Your Education

There are several flexible options for financing your graduate education at Boston University. Learn more about financial assistance at BU Wheelock, including scholarships and more.

About the PhD in Educational Studies

For questions about Boston University’s PhD in Educational Studies program, contact Program Director Amy Lieberman. All other questions about the application and admissions process, contact Graduate Admissions .

Amy M. Lieberman

Director, Doctoral Studies Associate Professor

Area of Study

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• Higher Education, Research & Education Policy ,
• Teaching & Learning
• Counseling Psychology & Applied Human Development ,
• Educational Leadership & Policy Studies ,
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Educational Studies

• Best Online Ed.D. Programs

Best Online Ed.D. Programs Of 2024

Updated: Dec 11, 2023, 10:55am

The highest degree educators and educational leaders can earn is the doctorate. At this level, schools offer doctor of philosophy (Ph.D.) and doctor of education (Ed.D.) degrees. These share some similarities and outcomes but may differ in scope and content.

Ph.D. programs generally qualify people for work in research and academia, while Ed.D. degrees typically equip learners for educational leadership roles. Ed.D. degrees often have shorter graduation timelines, too, allowing graduates to enter the workforce more quickly.

As more schools embrace distance education, grad students benefit from online Ed.D. programs offering flexible scheduling and asynchronous coursework. This guide covers the top doctorate in education online programs, exploring each degree’s accreditation, curriculum, tuition costs and delivery methods.

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• Only 7.12% of all colleges, universities and bootcamp providers we consider are awarded

Our Methodology

We scored eight accredited, nonprofit colleges offering online Ed.D. programs in the U.S. using 15 data points in the categories of credibility, affordability, student outcomes and student experience. We pulled data for these categories from reliable resources such as the Integrated Postsecondary Education Data System; private, third-party data sources; and individual school and program websites. Data is accurate as of June 2023.

We scored schools based on the following metrics:

Student Outcomes:

• Overall graduation rate
• Median earnings 10 years after graduation

Affordability:

• In-state graduate student tuition
• In-state graduate student fees
• Alternative tuition plans offered
• Median federal student loan debt
• Percentage of students in federal student loan deferment

Student Experience:

• Student-to-faculty ratio
• Socioeconomic diversity
• Availability of online coursework
• Total number of graduate assistants
• More than 50% of graduate students enrolled in at least some distance education

Credibility:

• Fully accredited
• Programmatic accreditation status
• Nonprofit status

We listed all eight schools in the U.S. that met our ranking criteria.

Find our full list of methodologies here .

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Best Online Ed.D. Degree Options

Should you enroll in an online ed.d. program, accreditation for online ed.d. programs, how to find the right online ed.d. for you, frequently asked questions (faqs) about online ed.d. programs, johns hopkins university, union university, university of dayton, morehead state university, university of new england, liberty university, nova southeastern university, regent university.

Graduate Tuition

$1,900/credit

Percentage of Grad Students Enrolled in Distance Education

Overall Graduation Rate

Johns Hopkins University , located in Baltimore, Maryland, features an online Ed.D. program with five available areas of interest: creativity, advanced learning and twice exceptionality; digital age learning and educational technology; entrepreneurial leadership in education; mind, brain and teaching; and urban leadership.

All pathways include foundational coursework, applied research and elective classes. Each student must complete 12 credits of doctoral dossier research, including an oral defense.

• Our Flexibility Rating: Learn around your 9-to-5
• School Type: Private
• Application Fee: $80
• Degree Credit Requirements: 54 credits
• Program Enrollment Options: Part time
• Notable Major-Specific Courses: Computational thinking for K-12 educators, technology for learner variability
• Concentrations Available: N/A
• In-Person Requirements: No

$695/credit

At Jackson, Tennessee’s Union University , students can pursue an online Ed.D. in educational leadership with accreditation by the Council for the Accreditation of Educator Preparation (CAEP). Union University applies a Christ-centered focus, and learners advance through the curriculum in cohorts.

The program features concentrations in higher education and P-12 school administration. Both tracks require a dissertation after completing 60 credits with a minimum 3.2 GPA, along with written and oral exams. Students complete the degree after successfully defending their dissertations to faculty.

• Our Flexibility Rating: N/A
• Application Fee: $50
• Degree Credit Requirements: 60 credits
• Program Enrollment Options: Full time
• Notable Major-Specific Courses: Legal issues in school governance, teacher leadership
• Concentrations Available: Higher education, P-12 school administration (with sub-concentrations in instructional leadership, teacher leadership and leadership in school reform)
• In-Person Requirements: Yes, for summer residency

$1,455/credit

The doctorate in education online program at Ohio’s University of Dayton (UD) focuses on leadership for organizations. The curriculum covers intercultural proficiency, advocacy and how to build learning communities. Students attend weekly remote classes and complete two on-campus immersions to build connections with peers and faculty.

UD doctoral students complete a nine-credit “dissertation-in-practice” throughout the program to explore issues in organizational leadership. Faculty members guide learners through the process, from choosing a topic to applying their findings in real-world scenarios.

• Application Fee: Free
• Program Enrollment Options: Part time, full time
• Notable Major-Specific Courses: Qualitative research, program evaluation
• In-Person Requirements: Yes, for on-campus immersions 

$570/credit

Morehead State University (MSU) in Kentucky offers a three-year online Ed.D. program with concentrations across several student ages and types. MSU aims to foster graduates who merge practice, scholarship and servant leadership. The program requires a four-day course that takes place on campus.

Learners complete the program with doctoral capstone projects. These projects take a research focus, allowing students to analyze data and apply their findings to improve learner outcomes. MSU offers flat-rate tuition for all online students, regardless of their location. Each distance learner pays an additional $15 per credit for online classes.

• Our Flexibility Rating: Learn on your schedule
• School Type: Public
• Application Fee: $30
• Notable Major-Specific Courses: Principles of leadership: service to others; action research and grant writing
• Concentrations Available: Adult and higher education leadership; P-12 administrative leadership; educational technology leadership; exceptional child leadership; career and technical education leadership
• In-Person Requirements: Yes, for four-day, on-campus course

$1,020/credit

The online Ed.D. program at Biddeford, Maine’s University of New England (UNE) uses asynchronous coursework for maximum flexibility, allowing students to remain employed while earning their degrees.

UNE features an “integrated dissertation” process that occurs within several courses and allows learners to take a qualitative, quantitative or combined approach. Each student pairs with a two-person advisory team for their research. Online students pay a $150 tech fee per semester.

• Degree Credit Requirements: 51 credits
• Notable Major-Specific Courses: Policy analysis, organizational dynamics

$595/credit (full time)

Liberty University , located in Lynchburg, Virginia, features several doctorate in education online programs, including Ed.D. degrees in educational leadership; curriculum and instruction; higher education administration; and special education. These programs have all received CAEP accreditation.

Liberty’s transfer-friendly policies allow learners to bring up to 27 credits from previous education. After finishing 12 research-focused credits, students complete a capstone project across four courses.

• Notable Major-Specific Courses: Issues and trends in learning technologies; culture and educational leadership
• Concentrations Available: Administration and supervision; curriculum and instruction; educational leadership; higher education administration; instructional design and technology; special education
• In-Person Requirements: Yes, some degrees require a practicum and internship

$1,550/credit

At Fort Lauderdale, Florida’s Nova Southeastern University (NSU), students can pursue one of nine online Ed.D. specializations, such as educational leadership or reading education. NSU offers these classes fully online, but learners must attend an in-person Summer Institute conference.

NSU prioritizes real-world applications of coursework to prepare graduates for the workforce. Regardless of their chosen specialization, students can choose between completing a dissertation or strategic research project.

• Degree Credit Requirements: 55 credits
• Notable Major-Specific Courses: Strategic planning, academic writing
• Concentrations Available: Educational leadership; curriculum and teaching; higher education leadership; human services administration; instructional technology and distance education; organizational leadership; reading education; special education; sports leadership
• In-Person Requirements: Yes, for in-person conference residency

$800/credit

The online Ed.D. program at Regent University blends synchronous and asynchronous delivery to mirror the classroom experience while providing greater freedom. Students can choose from 10 concentrations, including exceptional education executive leadership, adult education and Christian education leadership.

Regent’s dissertation comprises 16 credits. The process begins with students creating a prospectus and culminates with a defense. Each online learner pays a $700-per-semester fee, $150 less than students at the Virginia Beach, Virginia campus.

• Degree Credit Requirements: 61 credits
• Notable Major-Specific Courses: Qualitative data analysis, educational statistics
• Concentrations Available: Adult education; advanced educational leadership;
• Christian education leadership; curriculum and instruction; educational psychology; educational technology and online learning; exceptional education executive leadership; higher education leadership and management; K-12 school leadership; special education
• In-Person Requirements: Yes, some concentrations require an internship

With the recent boom in distance education, many schools have expanded their online offerings to every degree level, including doctoral degrees. While remote learning provides some distinct benefits over in-person instruction, consider your personal learning style before committing to a program.

As you research online Ed.D. programs, take note of their delivery method. Asynchronous delivery, which does not require set class times, offers flexibility in watching lectures and finishing assignments. However, this method requires you to remain motivated and organized to complete your tasks on time. Some schools employ a hybrid approach, blending online and in-person classes or mixing synchronous and asynchronous work.

If a program uses exclusively synchronous delivery, make sure the set log-in times work with your schedule. Online Ed.D. programs may also include in-person residency requirements. Always ensure you can travel for any necessary trips to campus before applying.

The following section covers other considerations for prospective online learners.

Schools voluntarily undergo a process known as accreditation in which third-party agencies evaluate their curriculums, student outcomes and resources. Programs and departments within institutions may also pursue programmatic accreditation from specialized accreditors.

Institutional Accreditation

Always prioritize schools with institutional accreditation. Earning a degree from an accredited school qualifies you to transfer credits among institutions, apply for federal financial aid and receive licensure. The U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) recognize the following institutions to provide institutional accreditation:

• WASC Senior College and University Commission
• New England Commission of Higher Education
• Middle States Commission on Higher Education
• Higher Learning Commission
• Northwest Commission on Colleges and Universities
• Southern Association of Colleges and Schools Commission on Colleges

If you aren’t sure of a school’s accreditation status, use CHEA’s directory to look up prospective institutions.

Programmatic Accreditation

The primary accreditor for education programs is the Council for the Accreditation of Educator Preparation (CAEP). Employers typically do not require candidates to graduate from a CAEP-accredited Ed.D. program. However, programmatic accreditation signals that graduates completed a rigorous curriculum that effectively prepared them for the workforce.

Some programs display their accreditation on their degree pages. If not, you can find accredited programs using CAEP’s search tool .

Consider Your Future Goals

At this point in your educational journey, you likely have a strong sense of your professional goals. Use this knowledge to identify the right doctorate in education program .

For example, if you want to work in academia, it may make sense to prioritize programs that focus on research. Ed.D. programs with assistantships give you the opportunity to practice alongside professors and other faculty. If you plan to pursue educational leadership , seek programs that provide real-world experience through internships and other applied learning opportunities.

Understand Your Expenses and Financing Options

A graduate education requires a significant investment of time, energy and—perhaps most importantly—finances. Unlike Psy.D. and Ph.D. programs, Ed.D. degrees are less likely to be fully funded through apprenticeships, fellowships or work-study opportunities . However, some schools do offer these funding options.

The National Center for Education Statistics reports that public graduate schools charge in-state students an average of $11,554 in tuition and fees, while out-of-state learners pay an average of $21,000. Annual tuition and fees for private schools average $20,015. Note that these figures apply to graduate schools rather than doctoral programs specifically.

Yearly tuition among the schools on our list varies significantly, from about $8,000 to more than $25,000. On average, our ranked schools charged about $14,500 in annual tuition.

To lower your financial burden, research any available forms of aid. Fill out the FAFSA to receive information about your eligibility for different aid sources, including direct unsubsidized loans and grad PLUS loans. However, these carry interest and require repayment. Before relying on loans, look for forms of funding that you do not need to repay, like grants and scholarships.

Schools and private organizations offer scholarships and grants based on factors like need, identity and academic achievement. Students attending online Ed.D. programs can apply for programs like the $4,000 Teacher Education Assistance for College and Higher Education Grant and AFCEA’s STEM teacher scholarships .

Is an Ed.D. still called a doctor?

Yes, graduates who complete an Ed.D. program—resulting in a doctor of education degree—can use the title of “doctor.”

Can you become a professor with an Ed.D.?

Yes, holding an Ed.D. typically qualifies you to teach at the college level, though you may also need professional experience.

How long does an Ed.D. take?

An Ed.D. may take three to seven years to complete, depending on enrollment status. Full-time students typically take three to four years, while individuals who opt for part-time study extend this timeline.

Matt Whittle has experience writing and editing accessible education-related content in health, technology, nursing and business subjects. His work has been featured on Sleep.org, Psychology.org and NurseJournal.org.

PhD in Education

The PhD program in Education is committed to a multidisciplinary approach to educational theory and research as well as to developing educational environments that are just, relevant, and rigorous.

Program Highlights

• Flexible programming for working and commuting professionals. Most classes meet once a week at 4:00 or 7:00 pm, and others are held on weekends.
• Apply up to 20 MA units of graduate work to your PhD
• Enjoy small, interactive classes. You will also work closely with a faculty mentor who helps you navigate your way through graduate school based upon your specific aspirations and interests.
• Take some or all the classes needed to concurrently earn an Allies of Dreamers certificate . The first program of its kind nationally, Allies of Dreamers is a graduate‐level certificate program that provides the historical context, theoretical framework, and specific knowledge needed by K12 teachers and administrators, student affairs professionals in higher education, and community leaders to offer mentorship and advocacy for Dreamers and other undocumented students.
• Join a well-established network of alumni from the School of Educational Studies. There are educators across the nation (and especially prevalent in California) who are ready to welcome new students as kindred spirits and advocates of “the CGU Way.”
• For those interested in a cohort-model PhD program for working professionals in urban K–16 education, check out our Urban Leadership PhD in Education program .

Program At-a-glance

required units

degree awarded

Spring, Summer, Fall

program start

4 years | full time*

estimated completion time

7 years | part time

Areas of Concentration

Higher education/student affairs.

Take an approach to study based on a multidisciplinary view of theory and research and a commitment to developing educational environments that are just, relevant, and rigorous.

K12 Education & Equity

Prepare for a career as a forward-thinking educator who focuses upon the important roles schools play to support our diverse communities.

Urban Leadership

Join an innovative cohort program designed to meet the needs of urban K–14 educational leaders who have a demonstrated potential for leadership in education or a related field.

Where You Can Find Our Alumni

San Bernardino County

Superintendent of Schools

Kit-Macquarie Brain Research Laboratory

Los Angeles Unified School District

Cedars-Sinai Medical Center

University of California, Berkeley

Claudia Bermúdez

Clinical Assistant Professor Preliminary Program Coordinator Department of Teacher Education

Deborah Faye Carter

Associate Professor of Higher Education

Research Interests

Higher education; transition to college; college student outcomes; access to college; race in education; mentoring, equity, and diverse learning environments in STEM

Professor of Education Joseph B. Platt Chair in the Management of Technology

STEM education, data science, model building, technology development and management

DeLacy Ganley

Dean, School of Educational Studies Professor of Education

Culturally relevant education; resiliency and achievement of marginalized populations; intersection of families, community, and school; language acquisition; social capital theory; systems theory

Gwen Garrison

Clinical Professor of Education Director of Educational Evaluation and Data Analysis

Organizational effectiveness; diversity & inclusion; research & evaluation process; data systems; data management; data visualization and storytelling

Frances Marie Gipson

Clinical Professor of Education Director, Urban Leadership Program

Urban schooling; distributed leadership; social-emotional learning; culturally relevant and linguistically responsive education; systems theory; learning and achievement; talent and leadership development; P-20 school policy

Rebecca Hatkoff

Director of Teacher Education and Clinical Assistant Professor

Critical Social Justice Teaching Competencies; Classroom and School Ecology; Effective and Empowering Pedagogy for all Students, Teacher Candidates, and Teachers; Strength-Based Views of Schools, Teachers, Students, Households, and Communities

June K. Hilton

Senior Lecturer

STEM Education, Equity Issues in Science and Mathematics, Effective Use of Instructional Technology, Teacher Preparation

Tom Luschei

Professor of Education

International and Comparative Education; Economics of Education; Teacher Quality, Teacher Policy, and Teacher Distribution; Education Policy across the Americas; Bilingual Education Policy and Practice

Dina C. Maramba

Equity and diversity issues in higher education; theory and practice in student affairs; college student development; access and retention; first-generation college students; Asian American and Pacific Islander populations; minority serving institutions

Susan J. Paik

Educational productivity; talent and leader development; giftedness and creativity; learning and achievement; psychosocial and environmental factors; urban and international studies; underserved students; Asian Americans and education; family-school-community partnerships; research methods, design, and evaluation

Linda Perkins

University Professor Director, Applied Gender Studies

Women and African-American higher education, history and contemporary issues on women in higher education, especially Black women, global gender issues.

Emilie Reagan

Associate Professor of Education

Social justice and equity-oriented teacher education policy and practice; context-specific teacher preparation; teacher residency programs; assessment; accountability; quantitative methods; mixed methods

Guan K. Saw

Educational inequality; diversity and inclusion; STEM education and workforce; college access and success; sociology of education; educational psychology; educational evaluation and policy analysis; quantitative, qualitative, and mixed methods; health disparities

Samara Suafo’a

Clinical Assistant Professor Assistant Director of Department of Teacher Education.

Program Features

• You will take an introductory course, Proseminar for Doctoral Study, designed to orientate you to doctoral study. Toward the end of your program, you will take another course, Capstone for Doctoral Research, to prepare you for the move from coursework into doctoral research and dissertation writing.
• Sample research and methods courses include: Introduction to Educational Evaluation, Assessment & Effectiveness, Introduction/Advanced Qualitative Inquiry, Introduction/Advanced Quantitative Research Methods, Research Methods & Design, Community-based Participatory Research – Focus on Transformative Movement Organizing, Research Practicum
• CGU embraces transdisciplinary learning and thinking. To foster the ability to communicate across discipline areas, you will take at least one transdisciplinary course.

Application Guidelines

Key Dates & Deadlines

CGU operates on a priority deadline cycle. Applicants are strongly encouraged to submit complete applications by the priority dates in order to assure maximum consideration for both admission and fellowships.

Once the priority deadlines have passed, the University will continue to review applications for qualified candidates on a competitive, space-available basis. The final deadlines listed are the last date the University can accept an application in order to allow sufficient time to complete the admissions, financial aid, and other enrollment processes.

Spring 2025 Priority Deadline – November 1, 2024 Final Deadline (International) – November 15, 2024 Final Deadline (Domestic) – December 1, 2024 Classes begin – January 21, 2025

Summer 2025 Priority Deadline – February 1, 2025 Final Deadline (International) – March 1, 2025 Final Deadline (Domestic) – April 1, 2025 Classes begin – May 19, 2025

Fall 2025 Priority Deadline – February 1, 2025 Final Deadline (International) – July 5, 2025 Final Deadline (Domestic) – August 1, 2025 Classes begin – August 25, 2025

ESTIMATED TUITION (CALIFORNIA RESIDENTS, NON-RESIDENTS, INTERNATIONAL)

*Based on 2024-2025 tuition rates.

STUDENT FEES (PER SEMESTER)

For estimates of room & board, books, etc., please download CGU’s  Cost of Attendance 2024-2025 .

Review General Costs

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Leaders in Education and Health

The College of Education at The University of Texas at Austin is a part of a tier-one research institution that is pushing the boundaries in the fields of education, policy, psychology and health behavior.

Our highly ranked doctoral programs provide research-driven experiences that pair theory and practice in collaborative environments in education, policy and health. Through specialized coursework and critical scholarship, our Doctor of Philosophy (Ph.D.) and Doctor of Education (Ed.D.) graduates are well positioned to go out and change the world. Our industry-leading faculty work closely with our doctoral students, nurturing them as they conduct cutting-edge research and preparing them to become policy makers, researchers, professors and leaders who advance education and health and shape its future in the U.S. and beyond.

Why Our College

Ranked as one of the best education schools in the country by U.S. News & World Report, our graduates are well prepared to tackle impactful issues facing the world today and to positively transform lives through education, health research and policy.

Doctor of Philosophy (Ph.D.)

Autism and Developmental Disabilities

The Autism and Developmental Disabilities (A&DD) Doctoral Program provides students with cutting-edge training for conducting research. Students engage in hands-on practice with individuals with autism and developmental disabilities. In this concentration, we strive to provide students with teaching, research and clinical training experiences that will prepare them for careers in academia and/or clinical-based settings. 

Bilingual/Bicultural Education

Become an expert in important topics related to the field of bilingual and bicultural education. Students in this program will become advocates for the importance of bilingual education for teachers, administrators and families through coursework and research alongside faculty.

Counseling Psychology

Our doctoral program in counseling psychology is scientist-practitioner based, preparing Ph.D. psychologists to work with problems of human behavior in a range of social processes and systems.

Cultural Studies in Education

Focus your studies on the importance of cultural and social diversity in education. The CSE program takes an interdisciplinary approach to researching topics such as the history, philosophy, and politics of education, urban schooling, critical pedagogy and globalization.

Early Childhood Education

Improve early childhood education and development by researching and learning about early childhood policy, pedagogy, curriculum and training for children in preschool through 3rd grade. This program prepares students to address global, national and local issues facing young children and their communities in classrooms, schools and beyond.

Early Childhood Intervention/Early Childhood Special Education

The Early Childhood Intervention/Early Childhood Special Education (ECI/ECSE) Ph.D. degree features coursework and intensive mentoring from scholars that conduct cutting-edge clinical and translational research to improve the lives of young children with disabilities and their families. The goal of the program is to prepare the next generation of scholars and future leaders to conduct high-quality research that advances the field of early childhood special education. 

Educational Policy and Planning

Through vigorous coursework and innovative research, students examine important topics and issues in public schools to better inform policies that benefit all students.

Equity and Diversity in Special Education (EDSE)

Focus on the unique needs of individuals with disabilities and their families from diverse socio-cultural and linguistic communities. Students will become prepared to work in higher education, leadership roles in schools, research roles in education and as critical thought leaders in multicultural special education.

Exercise Physiology

Study exercise physiology using an integrative approach to discover and disseminate basic, applied and clinical knowledge regarding the metabolic, cardiovascular, cardiopulmonary and autonomic nervous system responses to exercise and physical inactivity in health, aging and diabetes. Our graduate students conduct a focused line of research by working with faculty mentors. Their cooperative work builds a foundation of knowledge critical for the advancement of the field.

​Health Behavior and Health Education 

Gain the necessary experience for a research, academic or applied career in health promotion, health education and public health. Our graduate programs provide a multidisciplinary perspective on health and well-being across the lifespan.

Higher Education Leadership and Policy

The PHELP Ph.D. program prepares students in the scholarly study of higher education. Through research across departments within the university, students gain first-hand experience into effective applications, policies and leadership skills used in academia by faculty and staff. Students also learn how universities function as advocates for social justice and support increasingly diverse student populations. This program starts in the fall semester.

Human Development, Culture and Learning Sciences

The Ph.D. program in Human Development, Culture and Learning Sciences (HDCLS) trains graduate students in theories of human cognition, culture, development, language, learning, motivation, social and personality psychology. Graduates are prepared for teaching and research careers in these areas.

Language and Literacy Studies 

Learn to become a leader in language and literacy studies through collaborative research, engaging coursework and clinical practice. Students will know the importance of literacy as a social tool for change so that they can go on to become advanced degree teachers, professors in literacy studies and administrative policy makers for literacy programs.

Learning Disabilities and Behavior Disorders 

This program will prepare you to work in a variety of settings including higher education, leadership roles in schools and districts, and further research into the practices and interventions that effectively treat learning disabilities. 

Learning Technologies 

Use state-of-the-art technologies to create and offer interactive and engaging forms of education. Learn how to use the internet and other emerging technologies in K-12 education, higher education, and business or industry training. Courses cover the design, implementation and evaluation of various educational applications and related research topics.

Movement and Cognitive Rehabilitation Science

Explore aspects of biomechanical, neural and neuromuscular mechanisms of human movement with applications to development and aging, skill acquisition, elite performance and rehabilitation following chronic or acute injuries. Our graduate students work in collaborative multi-disciplinary teams with faculty mentors on focused lines of research to address basic and applied questions, using kinematic and kinetic motion capture and electrophysiological assessment of neuromuscular function.

Physical Culture and Sport Studies

Pursue a Ph.D. in physical culture and sport studies to prepare for an academic career with a focus in research. This unique program brings together several fields related to sport culture studies. Students are encouraged to choose coursework from multiple areas, integrating history, Olympic studies, cultural studies, sociology and gender studies, law, political science and ethics/philosophy. Archival collections at the Stark Center provide students with unparalleled resources for research in sport and physical culture studies.

Physical Education Teacher Education

Study the art and science of physical education through our doctoral program. Students learn how to design curriculum for physical education along with research, assessment and evaluation practices. This program also has a strong focus on cultural studies in contemporary education.

Quantitative Methods

The Ph.D. quantitative methods specializations offer training in modern statistical and psychometric methods to prepare graduates to advance methodological research and to apply those methods to address educational and social science research questions. Our graduates are employed in academia, professional testing organizations, educational research and development agencies, industrial psychology agencies, governing agencies of higher education, state departments of education and research and program evaluation divisions of large school districts.

School/Clinical Child Psychology

The School/Clinical Child Psychology doctoral program uses a scientist-practitioner model to prepare applied researchers and licensed psychologists to understand and enhance the development of children, adolescents and their caretakers in context.

Social Studies Education

Our doctoral program prepares students to become educators in social studies. Courses in this program approach social studies education from a variety of disciplines in order to provide educators with a unique perspective on how to teach and improve social studies education.

STEM Education

Education in science, technology, engineering and math is critically important. Students in this program learn to inspire learners to pursue their interests in STEM topics, as well as become advocates for equity in STEM through leadership, research and teaching.

Doctor of Education (Ed.D.)

Cooperative Superintendency Program 

The Cooperative Superintendency Program (CSP) offers a doctoral degree within the Department of Educational Leadership and Policy. This program prepares students with the skills, knowledge and real-world experiences to provide direction within a dynamic educational landscape. Students are engaged through content focusing on superintendency preparation, as well as for positions in state education agencies, education research centers and executive-level positions in both urban and suburban districts. This program starts in the first summer session.

Executive in Higher Education Leadership

The Executive Ed.D. in Higher Education Leadership program prepares students for higher education leadership careers. Students will learn competencies in social justice, equity, research, organization and technology that contribute to aspects of a qualified educational leader. This program is designed for working professionals to be completed within 30-36 months.

Graduate Program Contacts

Stephen Flynn

Curriculum and Instruction SZB 4.708 (512) 471-3747

Kelsey Samsel

Educational Leadership and Policy   SZB 3.308 (512) 475-8580

Educational Psychology SZB 5.708 (512) 471-4155

Phillip Salazar

Kinesiology and Health Education   BEL 722B (512) 232-6015

Terry Falcomata

Special Education   SZB 3.708

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School psychology (ph.d.), school psychology specialization.

Doctor of Philosophy (Ph.D.) in Educational Psychology 

Consistently, the program is considered one of the top school psychology programs and has been ranked in research articles as a top program in the nation in terms of publication productivity in major scholarly school psychology journals. Our program is accredited by the American Psychological Association (APA) and approved by the National Association of School Psychologists (NASP).

The Ph.D. program prepares graduates for practice in universities, schools, hospitals, developmental centers, mental health centers, clinics, and private practice.

Our Ph.D. graduates are employed as school psychologists, licensed psychologists, and in academic positions. Over the past 10 years, 100% of our Ph.D. students have been placed in APA-approved internships.

Program Director

Dr. Scott Napolitano 228 TEAC (402)472-2287 [email protected]

Application to this program

The typical applicant pool for the school psychology program consists of approximately 50 candidates. Admission decisions are based on each candidate’s prior grades, GRE scores, letters of recommendation, a personal statement of professional goals, research experiences, professional experiences, and match to our program philosophy. Candidates from diverse cultural and experiential backgrounds are strongly encouraged to apply. For both the doctoral and educational specialist programs, an interview is required. On-campus interviews are preferred. To be considered for admission, all necessary application materials must be received by December 1.

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PhD in Engineering Education

PhD in Engineering Education Courses

We're hiring tenured/tenure-track faculty in engineering education

Shape the future of engineering education. 

Our PhD program seeks to improve the education of engineers through research, project-based learning paradigms and integrated design principles. Through our collaboration with the School of Education and other discipline-based education research groups at CU Boulder, our flexible curriculum blends technical expertise with education outcomes. 

The program is designed for students with a background in engineering. As a candidate you can expect to: 

• Conduct and direct research in engineering education. 
• Develop, review and critique research designs that study engineering education. 
• Learn to effectively teach engineering subjects.
• Design and assess engineering courses. 
• Address critical issues facing engineering education. 

Our Faculty Affiliates

Structure of the PhD Program

The 60-credit-hour program includes: 

• Graduate level technical courses in engineering subjects or computer science (9 credits)
• Education-related courses (12 credits)
• Flexible credits toward either technical courses or education (9 credits)
• Dissertation hours (30 credits) 

Admissions Requirements

The application process runs through the CU Graduate School . It requires: 

• Unofficial transcripts from all undergraduate and graduate institutions attended can be provided in the application
• If you receive and offer of admission and confirm your intent to enroll, you will be required to submit official transcripts
• Three letters of reference
• Please limit to 1000 words 
• describe why you are choosing to pursue a research-focused doctoral program in engineering education and what has prepared you for this challenge.
• Your academic and research interests, including what motivated you to apply to the Engineering Education program at CU Boulder.
• Your long-term scientific and professional goals and how a PhD in Engineering Education from CU Boulder will help you meet your career goals
• Your research experiences such as publications, theses, research in progress, and other scholarly activities
• How did the experience prepare or motivate you to do research?
• Your personal experiences and contributions to support diversity in your education, service activities, or research experiences. (if not addressed in diversity statement)
• Any relevant information that is not included in the other application components, such as leadership ability, perseverance, and commitment to justice.
• Diversity statement (optional) that describes how your educational, professional, and/or personal experiences have prepared you to mentor and/or educate students from diverse populations; experiences that have shaped your professional goals and/or vision for a more diverse, equitable, and inclusive community; etc. (see full prompt on the graduate school application website)
• You will be asked to list up to 5 specific CU faculty among our affiliates  who you would be interested in working with.
• GRE scores are optional
• You need at least a 3.00 undergraduate grade point average or a 3.25 grade point average in graduate coursework
• For international PhD applicants the English proficiency requirements have been established by the CU Graduate School .
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MEd/EdS in School Psychology

Ready to support students and their families to facilitate a successful school experience.

Combining the principles of educational and school psychology, this dual degree program equips you to be a school psychologist that advocates for the best interests of students and their parents, confronting the inequities of our education system along the way. You'll learn skills and strategies to support students both in and outside the classroom, enabling them to have the most successful learning experience possible.

See important statements and positions from the School Psychology faculty

Our Commitment to You

Upon graduation with a dual MEd/EdS degree in school psychology from Loyola, you will possess the following knowledge, skills, and professional values necessary to commence work as a licensed school psychologist.

You'll understand psychology, including such areas as the biological basis of behavior, learning, development, and social and individual differences; understand cultural diversity and implement services in a socially just manner; understand problems associated with the physical, cognitive, social, emotional, and educational development of exceptional children and youth. Plus, you'll learn about the profession of school psychology including the history, roles, and functions; the place of the school psychologist within the overall context of the school; and contemporary problems and issues facing the profession.

You'll conduct psychological and educational assessments, including a special focus on issues related to non-biased assessment of minorities and/or culturally diverse students. You'll also develop individual and group counseling skills and preventive mental health consultative procedures. In addition to conducting individual and team-based consultation in school-based settings, you will also interpret educational-psychological research and apply research findings and procedures to instructional programming and mental health service delivery.

Professional Values

You'll become a leader in the educational community, using your knowledge and expertise to to recognize social inequities and disrupt the education system.

Program Faculty

Our dedicated School Psychology Faculty are experts in their fields who will support students throughout each stage of the program.

Completion of the MEd/EdS degree program in school psychology requires 66 graduate semester hours, including a full-time internship and two comprehensive portfolio examinations. No thesis is required. The program is conditionally approved by the National Association of School Psychologists ( NASP ) and aligns with the Illinois State Board of Education ( ISBE ) School Psychology Standards.

The educational specialist degree is a degree between a master's degree and a doctoral degree. Students with a bachelor's degree are admitted to a combined MEd/EdS program. An MEd degree in educational psychology is earned after the first year of study, leading to entrance to the EdS portion of the program. Students without a master's degree may transfer in a maximum of six graduate semester hours.

More information about this program can be found in the  EdS in School Psychology Handbook .

Continuous Enrollments Master/Doctoral students in School Psychology are required to maintain the status of continuous enrollment during their program of studies. This means that during each semester of each academic year (excluding Summer Sessions), each student must enroll in at least one course. A formal leave of absence may be granted upon request and the approval of the School of Education’s Assistant Dean of Student Academic Affairs.

Admission Requirements

Interested in applying? Check out the  MEd/EdS School Psychology application requirements .

• For  application  related questions,  contact Graduate Enrollment Management . 
• For  program structure and academics  related questions, contact:  Lynne Golomb  and  Pamela Fenning , Program Chairs

Tuition, Financial Aid and Scholarships

The School of Education and Loyola's Financial Aid Office are committed to helping students secure the necessary financial resources to make their education at Loyola affordable. You can learn more on the  Financial Assistance  page.

College of Medicine

Graduate medical education (gme).

Welcome to Howard University Hospital's Office of Graduate Medical Education. The Graduate Medical Education enterprise is pleased that you are considering our institution as a potential site to continue your medical training.  Howard University Hospital Graduate Medical Education vision is to be recognized as America's premier educational institution known nationally and internationally for highly competitive graduate medical education programs with a reputation for innovative education, research and outcome oriented curricula.  To this end, this unique educational experience will produce culturally competent leaders who will direct and mobilize the global community to eliminate health care disparities.

Howard University Hospital Graduate Medical Education currently offers the following post-graduate training programs:

Graduate Medical Education programs:

• 9 ACGME Accredited Residency Programs
• 6 ACGME Accredited Fellowship Programs
• 2 accredited by the Commission on Dental Accreditation
• 1 accredited by the American Society of Health System Pharmacists

Our programs have been successful primary because we provide superior education and training for our Residents to give our patients the very best possible medical care. We take pride in preparing our Residents to succeed in their practice locations and specialties. We are proud of our achievements, the quality of care, and the many important services and educational programs we provide to the people of our community.

Lastly, you are about to make a career decision that will influence the rest of your life. We hope the information that you will find on our website will help you discover and choose the culture of teamwork and professionalism that we strive to create. We welcome you to get to know Howard University Hospital Office of Graduate Medical Education better, and invite you to consider training at our institution. Please feel free to contact our office at: 202-865-6692.

20th Annual Graduate Research in Art Education Conference

Welcome to grae 2024.

The Graduate Research in Art Education (GRAE) Conference provides a forum for doctoral students from Penn State University, Ohio State University and Teachers College to discuss issues and developments in art education that are being opened up by their dissertation research. Since 2005, the GRAE Conference takes place each fall semester in a rotation at one of the participating institutions. An archive of previous GRAE meetings can be found at this link . 

We are honored to welcome doctoral student presenters and faculty from the three institutions, and excited to celebrate the homecoming of two TC doctoral alumni serving as conference respondents. The conference will be held in person in the Smith Learning Theatre* at Teachers College Columbia University. 

The GRAE Conference was established in 2005 by Karen Keifer-Boyd & Graeme Sullivan. 

*The Smith Learning Theater is located on the 4th floor of The Gottesman Libraries.

STUDENT PRESENTERS AND THEIR FACULTY DO NOT NEED TO REGISTER.

If you would like to attend GRAE register below.

(Zoom option available to Penn State and Ohio State attendees.)

REGISTER HERE

Meet our Respondents

Rébecca bourgault, associate professor and chair of art education, boston university.

Rébecca Bourgault, MFA, EdD, is an associate professor and chair of Art Education at Boston University.  A visual artist, educator and scholar,  her research focuses on an expanded view of art education that encompasses lifelong becoming, socially engaged art practices and approaches to arts research that explore transdisciplinary, translingual and holistic ways of knowing. Recent work includes a co-edited volume on contemporary arts research (2024, Brill/Sense) and a co-edited collection of life stories about arts and aging (2024, Routledge, NAEA). Her research has been included in edited volumes such as Sustaining Community: Stories of Adaptation and  Re-emergence (2024), Cultivating Critical Conversations in Art Education (2023), Art as an Agent of Social Change (2020), and Wiley Blackwell International Encyclopedia of Art and Design (2019). Recent articles appeared in the Journal of Transformative Education , the Journal of Curriculum and Pedagogy , the International Journal of Lifelong Learning in Art Education , and Art/Research International: A Transdisciplinary Journal . 

Elected to the North American World Council for the International Society for Education through Arts (InSEA) in 2022-2023, she is an associate editor for the  International Journal of Education Through Art and an active member, contributor, reviewer, and juror for art education organizations.  

Ashley Mask

Assistant professor, art & museum education, western washington university.

Ashley Mask is an artist, art and museum educator, professor, and researcher-scholar, as well as a mother, a daughter, a sister, and a life partner. She is currently Assistant Professor of Art and Museum Education at Western Washington University in Bellingham, Washington. She previously led the Education Departments at the Rubin Museum of Art in New York City and the Boulder Museum of Contemporary Art in Boulder, Colorado and taught at Columbia University, Naropa University, the Metropolitan Museum of Art, and the Brooklyn Museum. Her research interests include pathways into art and museum education professions, anti-racist work in museums, and creative practices as pedagogy. She has taught pre-service art education, museum studies, museum education, photography, and leadership studies courses at several universities, and she has worked with a variety of community arts organizations as a curator, researcher, and evaluator. She holds an Ed.D. from Teachers College, Columbia University, an M.S.Ed. from Bank Street College, an M.F.A from the University of Delaware, and a B.F.A. from the University of Montevallo.

Directions to TC & Accommodations

Directions to teachers college, request accommodations with oasid.

Breanna Mueller, PhD

Child and family clinical psychologist, clinical psychologist, my locations, training and education, clinical focus and research, external relationships.

I am a clinical psychologist specializing in the treatment of children, adolescents, and families. I have a passion for providing care to underserved communities and ensuring that patients feel they have a safe space to access mental health care. I work primarily with children and adolescents who have been exposed to trauma, and with mothers on perinatal and parenting adjustments. In my free time, I enjoy traveling, reading, and spending quality time with friends and family.

Call for an Appointment

I conduct research on factors that impact child psychological development such as parenting practices, trauma exposure, racism, and several other factors, with an interest in the interactions between individual and systemic factors.

Insurance Accepted

Duke Health contracts with most major health insurance carriers and transplant networks, including the ones listed below.

• Aetna Choice POS, Aetna Choice POS II
• Aetna Elect Choice HMO, Aetna Open Access Elect Choice
• Aetna Health Network Only, Aetna Health Network Option
• Aetna Limited Benefit Insurance PPO
• Aetna Managed Choice POS
• Aetna Medicare Assure Plan (HMO D-SNP)
• Aetna Medicare Eagle Plan (PPO)
• Aetna Medicare Essential Plan (PPO)
• Aetna Medicare Value Plan (HMO)
• Aetna Open Access HMO, Open Access Aetna Select, Aetna Open Access Managed Choice
• Aetna Open Choice PPO
• Aetna PCP Coordinated POS Plan
• Aetna Quality Point of Service (QPOS)
• Aetna Select HMO
• Aetna Traditional Choice
• Aetna Voluntary Indemnity Group Plan
• Aetna Whole Health – Duke WakeMed WKCC
• Aetna/CVS Health
• Ambetter of North Carolina
• Blue Advantage
• Blue Medicare (HMO, PPO)*
• Blue Options (123, PPO, HSA)
• Blue Select
• NC State Employees Health Plan

*Duke HomeCare and Hospice does not participate in the plan.

• Cigna Behavioral Health (*Limited eligibility)
• Cigna Choice Plus
• Cigna Connect Individual Family Plan
• Cigna Open Access
• Cigna Open Access Plus

*Please call Cigna Behavioral Heath to see if the provider is participating in your plan.

• Duke Select
• Experience Health Medicare Advantage (HMO) Plan
• Gateway Health Alliance
• Humana Choice (PPO)
• Humana Choice - Medicare Advantage (PPO)
• Humana ChoiceCare - Medicare Advantage (PPO)
• Humana Gold Choice - Medicare Advantage (PFFS)
• Humana Gold Plus - Medicare Advantage (HMO)
• Humana Medicare Advantage Group Plan - NC State Retirees
• First Medicare Direct
• Medicare Part A
• Medicare Part B
• AmeriHealth Caritas North Carolina
• Carolina Complete Health
• Healthy Blue
• NC Medicaid Direct
• WellCare of North Carolina
• TRICARE Prime
• TRICARE Prime Remote
• TRICARE Select
• AARP Medicare Advantage Plan 2 (HMO-POS)
• AARP Medicare Complete (HMO, PPO)*
• AARP Medicare Complete Essential (HMO)*
• All Savers Alternate Funding
• All Savers Fully Insured
• United Healthcare (HMO, PPO, POS)
• United Healthcare Charter/Charter Balance/Charter Plus
• United Healthcare Choice/Choice Plus
• United Healthcare Core/Core Essential
• United Healthcare Navigate/Navigate Plus/Navigate Balanced
• United Healthcare Option PPO
• United Healthcare Passport Connect Choice/Choice Plus
• United Healthcare Passport Connect Options PPO
• United Healthcare Select/Select Plus
• United Healthcare Shared Services - Harvard Pilgrim/UHC Options PPO Network
• United Medical Resources (UMR)

*Duke HomeCare and Hospice and mental health providers do not participate with the plan.

Before scheduling your appointment, we  strongly recommend you contact your insurance company  to verify that the Duke Health location or provider you plan to visit is included in your network. Your insurance company will also be able to inform you of any co-payments, co–insurances, or deductibles that will be your responsibility. If you proceed in scheduling an appointment and your health insurance benefits do not participate with Duke, your out of pocket liability may be higher. We will contact you regarding your coverage and patient liability. If you are uninsured, learn more about our  financial assistance policy .