The Ed.D.CT. is designed for practicing artists with an MFA who hope to teach studio courses in higher education, or pursue an administrative position at an art school or an art department at a college/university. Scholarly research and art practice are essential to the Ed.D.CT. Does not lead to Initial Art Teacher’s Certification (PK-12).
Please visit our FAQ to learn more about the difference between degrees and other pertinent program information.
(for M.A., Ed.M., Ed.D., and Ed.D.C.T. students—not available for M.A. Initial Certification students)
Students may choose to take a Museum Education concentration as part of their degree. This concentration explores the art museum as an educational institution, introduces students to object-based teaching and learning, and offers an overview of educational programs in museums throughout New York City. The museum concentration consists of four courses selected from the list below, which must be taken in addition to other master’s or doctoral requirements:
Students in this concentration must secure and complete an internship or residency in a museum or gallery, in consultation with their advisor.
Students looking to gain P-12 teaching experience without New York State art teacher certification may complete the Art Pedagogy and Teaching P-12 concentration as part of their degree. This concentration combines courses in artistic development of children and adolescents, curriculum development, studio-based practice with applications for teaching, cultural diversity in art teaching and learning, and special education, along with a school-based art teaching internship.
Note: The Art Pedagogy and Teaching P-12 concentration does not lead to New York State P-12 art teacher certification. Students who wish to become certified art teachers should apply to the Art and Art Education Program’s M.A. with Initial Teacher Certification program.
The Art Pedagogy and Teaching P-12 concentration consists of the courses listed below, which must be taken in addition to other master’s or doctoral requirements:
Students in this concentration must complete, as one of their out-of-program courses, a teaching-based course in special education. Students in this concentration must also secure and complete an internship or residency in a P-12 school setting, in consultation with their advisor. Note: Students who wish to also learn how to become clinical supervisors of art teachers in schools must complete, in addition to the courses above: A&HA 4722 Supervised teaching in art education: Elementary, A&HA 4702 Supervised teaching in art education: Secondary, and A&HA 6520 Seminar in clinical supervision in the arts: K-12.
Students may also choose to take a Creative Technologies concentration as part of their degree. This concentration explores and strengthens the relationship between art, technology, and education. The goal is to prepare artists and art teachers to be leaders in educational ecologies that interweave digital tools and creative materials in multi- and cross-disciplinary, collaborative, and playful pedagogies. The state-approved advanced certificate is a 15-credit point offering within the Art and Art Education program.
* For details about rolling deadlines, visit our admission deadlines page.
Required courses in Art Education (31 points minimum):
Required Dissertation Seminar Sequence in Art Education (17 points minimum):
Suggested Courses in Art Education (up to 21 points in the following or other courses):
Required Research Methods Courses (6 points minimum):
Presentation Requirement: A&HA 6999 - Exhibition Rating (0 points):
Required Courses Outside the Program (15 points minimum):
Students in the Ed.D. program must take at least 15 points of coursework offered outside the Art and Art Education Program at Teachers College. Any course that does not start with A&HA qualifies as an out-of-program, or breadth, course. Note: students in the College Teaching of Art degree track must take at least two courses in the Adult Learning and Leadership Program: ORLD 4051 - How adults learn, ORLD 4053 - Facilitating adult learning, others in consultation with advisor.
Students should consider also taking courses in the social and cultural biases of teaching and learning, aesthetics and philosophical bases of teaching and learning, student development and counseling, and/or leadership/administration.
To complete doctoral certification, students must fulfill all course and doctoral/dissertation seminar requirements and successfully pass faculty review of doctoral qualifying papers and the dissertation proposal. Students are also required to offer a professional presentation. This may include—in consultation with the student’s advisor—a conference presentation, a published article, a gallery exhibition, or some other equivalent advisor-approved professional presentation. The doctoral certification process is accomplished through faculty review; students must complete each level satisfactorily before they are given permission to write the dissertation. Candidates should be in touch with the Office of Doctoral Studies to be certain of complying with the latest procedures and deadlines.