Doctor of Education
The Doctor of Education Program develops breadth of
understanding about higher and postsecondary education
with a focus on an intellectual
issue of professional activity
(concentration or emphasis area). Breadth
is assured through
study within three curricular domains: academic and
developmental analysis of higher and postsecondary education,
and institutional analysis of higher and
postsecondary education, and social
and comparative analysis of
higher and postsecondary education. Working
domains and beyond them (through related out-of-program
students will work with faculty advisors to develop
emphasis areas, among them
policy studies, diversity and access
studies, studies in student learning and
development, and studies
of scholarly learning and careers. The Ed.D.
study in processes/methods of inquiry appropriate to the area
concentration or emphasis, and reflecting substantial theoretical
Students who pursue the Ed.D. in Higher and Postsecondary Education question and explore the range of perspectives for understanding the enterprise- its educatonal and intellectual core, its institutional/organizational rubrics, and its social and comparative contextualizations. Thus, through their own research (situated within an emphasis area), they participate in reshaping current understandings of postsecondary education. Ed.D. students conclude their programs by writing a dissertation that, though focused on a particular research problem within higher and postsecondary education, reflects the tripartite aims of the curriculum, as well as deep understanding of knowledge structures underpinning their area of inquiry. They are positioned then to scrutinize prevailing views of what it means to engage in the "higher learning" and importantly, of what it means to reconstruct these views in the name of improvement and development.
Graduates of the Ed.D. program may become policy-makers and evaluation specialists in higher and postsecondary education; they may assume substantial leadership responsibilities, as through presidencies or other key administrative posts in colleges and universities or state systems; they may lead university- or college-wide instructional development centers and activities; they may become academic scholars and researchers.
The Ed.D. requires a minimum of 90 points of graduate coursework, completion of the certification exam (an exam in two parts), and the writing and successful defense of a dissertation.
Core courses required:
· ORL 5521: Introduction to research methods in education (3) or equivalent with advisor approval
· ORLH 4010: Purposes and policies of higher education (3)
· ORLH 4011: Curriculum and instruction in higher education (3)
· ORLH 4020: College and university organization and administration (3)
· ORLH 4031: Financial administration of higher education institutions (3)
· ORLH 5011: College teaching and learning (3)
· ORLH 5044: Theories of diversity in higher education (3)
· ORLH 5526: The literature of higher education (3)
· ORLH 5527: The college professoriate (3)
· ORLH 6511: Coordinating seminar in higher education (3)
· ORLH Advanced seminar in higher education (3)
addition to ORL 5521, all Ed.D. students must take a minimum of four (4)
additional research courses to be selected relative to student’s research
preparation needs. See department core requirements.
The remaining fifteen courses (45 points) are to be distributed as follows:
· Five (5)
courses within the Program (i.e., beyond the "Core course required") with advisor
approval. The purpose of this coursework is the development of a concentration within one or two
of the Program's curricular domains or crossing all three. These curricular domains are:
Academic and Developmental Analysis; Organizational and Institutional Analysis; Social/Cultural
and Civic Analysis. The chosen concentration must represent a coherent area of study that
broadly situates doctoral dissertation research.
· Five (5) courses outside the HPSE Program, with at least three (3) of these outside the
Department of Organization and Leadership. Chosen with advisor approval, these courses must
substantively, conceptually, or methodologically to the student’s selected
· Five (5) courses either within or outside the HPSE Program. These courses should contribute
substantively, conceptually, or methodologically to the student's selected area of study.
Please review the Office of Doctoral Studies Ed.D. Handbook to find out more information about Teachers College Doctoral Requirements.