doctorate education georgia

EdDPrograms.org

Ed.D. Programs in Georgia

Last updated on April 9th, 2024 at 09:01 am

Our guide to Georgia doctoral programs in education is built for busy people! Here you'll find a comprehensive program directory , a breakdown of online options, links to specific Ed.D. fellowships & scholarships, info on GaPSC certification requirements, and more. Check out the career section, which contains data on GA jobs & salaries and ideas for useful leadership training!

Earning a Doctor of Education Degree in Georgia

What kind of georgia ed.d. programs are available.

When it comes to Georgia doctorates in education, public is the name of the game. Our listings are dominated by USG universities, with Brenau, CAU, and Piedmont providing some intriguing private alternatives. Better yet, these schools have developed online Ed.D. programs, Tier I or Tier II Educational Leadership certification programs, and degrees being shaped by the Carnegie Project on the Education Doctorate (CPED) . No matter what you’re after, Georgia has a quality doctorate to suit your goals!

How Do I Choose a Georgia Ed.D. Program?

Case study #1: aspiring georgia educational leader on a tight budget.

Georgia is one of the cheapest states in the country for Ed.D. students. Tuition prices for in-state residents at Valdosta, UNG, and UWG are nothing short of miraculous. And big schools like Georgia State, Georgia Southern, and KSU offer plenty of graduate-level scholarships & fellowships , including awards for doctoral students in specific fields. We provided tuition links in our listings so you can compare prices.

Bear in mind that some of these Georgia schools may offer tuition discounts to educational partners—make a time to talk to your employer about your plans. You can save even more money by choosing an online or hybrid doctorate in education in Georgia—we profile all your distance learning options below. You’ll be able to customize a leadership degree to suit your goals and cut down on commuting costs.

Case Study #2: Georgia K-12 Administrator Seeking Tier II Certification

Let’s say you’re ready to earn the Tier II Performance-Based Professional Educational Leadership Certificate. You’ve examined the list of GaPSC-approved Educational Leadership – Tier II Performance-Based certification programs , but you’re unsure whether to opt for a certification-only program, an Ed.S. degree, or a doctorate in education.

• Ask your employer if they have existing certification relationships with universities. For example, at Georgia State, applicants for the Ed.S. or Ed.D. with Tier II certification must be employed in an approved position in a partnering school system.
• Check the admissions requirements. Tier II certification-only/add-on programs are usually reserved for candidates who already have an Ed.S. Other options will be open to applicants with a master’s degree.
• Talk to current administrators who have recently earned Tier II certification and ask them about their choice of program. We’ve provided links to Georgia educational leadership associations and conferences to help you begin networking.
• Weigh your current responsibilities against long-term career goals. Do you have the time & energy to invest in an Ed.D. program with a dissertation or capstone project? Are you excited about a problem of practice that you wish to address? Or would you prefer to earn an Ed.S. and bank your credits for a possible doctorate in the future?

Case Study #3: Georgia Higher Education Leader Climbing the Ladder

Are you a higher education administrator who’s stuck in a career rut? Considering a Georgia doctorate in education, but wondering if the pay-off will be worth the price?

• Skim through our Career section to learn more about the employment landscape. We highlight data on high-paying hotspots in Georgia for higher education professionals, fact books on individual colleges & universities, and links to job boards.
• Use our listings to get a sense of your options. Georgia schools offer an extensive range of Ed.D. programs in higher education. You can study online, select it as a concentration within a major like Curriculum & Instruction, or choose to focus on high-level administrative issues. UGA has even developed an Executive Ed.D. in Higher Education Management .
• Reach out to organizations like the the Georgia Association for Women in Higher Education (GAWHE) . In addition to offering the Louise McBee Scholarship for graduate studies, GAWHE also runs a leadership program with mentoring & coaching for Georgia women in higher education.
• If you are currently employed in an USG System institution, talk to your employer about applying for the Tuition Assistance Program (TAP) .

Online Doctor of Education Programs in Georgia

Online ed.d. providers in georgia.

• Brenau University

Columbus State University

Georgia southern university, kennesaw state university, university of north georgia, university of west georgia, valdosta state university, what to know about georgia online ed.d. programs.

Your choices for distance learning Ed.D. programs in Georgia will primarily come down to Brenau University and public universities within the USG System. That’s a good thing!

• Quality: Many of these schools hold CAEP accreditation, some of them are CPED members , and a few have a strong national reputation for quality (e.g. UGA). You won’t be pinged for choosing a distance learning degree.
• Price: Costs for Georgia graduate students at USG schools are very reasonable. If you commit to 100% online study, eTuition rates are usually the same for in-state and out-of-state residents.

But they’re not your only options. Most of the so-called “campus” Ed.D. programs in Georgia are actually hybrid (e.g. Augusta, UGA, etc.). That means you may only have to commit to evening classes and/or weekend commutes. Plus you may find blended programs that have scholarships & fellowships attached to them. So it’s worth doing a little bit of comparison shopping before making a decision.

Online Ed.D. Programs in Educational Leadership at USG Schools

If you’re determined to earn a traditional distance doctorate in educational leadership, start by investigating programs such as:

• Georgia Southern’s cohort-based Online Ed.D. in Educational Leadership in P-12 or Higher Education. It’s 100% online, with a blend of asynchronous and synchronous/real-time coursework. If you have Tier II certification, you’ll be able to reduce the number of credits needed to graduate. Candidates are expected to have a minimum 3.25 GPA.
• UNG’s 60-credit Online Ed.D. in Higher Education Leadership and Practice . This is a three-year, 100% online program with no campus visits required. It’s also cohort-based, with each cohort beginning in the fall semester. Candidates are expected to have a 3.5 GPA on their master’s degree, but UNG will consider other applicants on a provisional basis.

We’d also recommend a look at UWG and VSU’s affordable offerings in school improvement and leadership (see below).

Online Ed.D. Programs with Multiple Concentrations at USG Schools

Searching for ways to customize your degree with unique concentrations? A couple of Georgia’s public schools have decided to cover the waterfront. For instance, UWG has developed super affordable online doctorate of education programs in:

• School Improvement (multiple concentrations for PK-12 leaders)
• Higher Education Administration
• Professional Counseling & Supervision (with an Accelerate track for Ed.S. in Counseling graduates)
• Nursing Education

All of these cohort-based options are delivered by UWG Online . The Ed.D. in School Improvement is 100% online; Higher Education Administration and Professional Counseling require one on-campus visit for orientation; and Nursing Education involves a couple of trips. Provided you don’t add any face-to-face courses, the tuition rate is the same for residents and non-residents.

Or you could consider VSU, which usually offers the cheapest Ed.D. tuition rates in the country! Your choices will include:

• Online Ed.D. in Leadership (multiple cognates)
• Hybrid Ed.D. in Curriculum & Instruction: P-12 Disciplinary Concentration (various pathways)
• Hybrid Ed.D. in Adult & Career Education

Programs are short & fairly flexible and post-master’s credit transfers are available.

Specialist Online Ed.D. Programs at USG Schools

Plus there are Georgia public universities that have gone down the specialist route. For instance:

• Higher Education: The Higher Education Administration concentration within Columbus State’s Ed.D. in Curriculum & Leadership is 100% online, with both synchronous and asynchronous coursework (other concentrations are hybrid).
• Teacher Leadership: KSU offers a 48-credit Online Ed.D. in Teacher Leadership for current Georgia educators.
• Instructional Technology: KSU has also developed a 66-credit Online Ed.D. in Instructional Technology in two tracks. The Advanced Track is designed for educators who are focused on technology leadership positions at the school, district, or state level. You can improve your existing IT certificate level from an S-6 to an S-7. The Certification Track is aligned to GaPSC standards for Instructional Technology and ISTE standards for Technology Coaches.

Online Ed.D. Programs at Private Georgia Universities

Prefer to go private? Consider Brenau University’s Online Ed.D. with six concentrations for PreK-20 educators (including an All But Dissertation track). It’s not 100% online—you will be expected to visit the campus for two residencies—but it’s customizable and it can be finished within 3 years. Candidates must have at least 3 years of relevant professional experience and a minimum 3.25 GPA in order to apply.

No Dissertation Ed.D. Programs in Georgia

Are you looking for an innovative final project in lieu of a traditional 5-chapter dissertation? Augusta is part of the CPED initiative, which means it’s committed to examining (and re-examining) the goals of a doctorate in education. That’s why its Ed.D. in Educational Innovation contains a capstone/Dissertation in Practice (DiP).

At Augusta, Ed.D. students have the chance to address a real-world problem of practice, provide a service to a client, and engage themselves in a research team.

Doctoral Education Funding in Georgia

Augusta university.

The College of Education has a useful section on Scholarships & Graduate Assistantships and the Financial Aid Office can help with more general advice. Once you’re accepted, you can look into travel funding from the Graduate School.

The College of Education and Health Professions maintains a list of COEHP Scholarships . The Graduate School also has more info on Graduate Assistantships and Institutional Scholarships ; CSU offers a modest CSU Alumni Scholarship . In addition, CSU supplies Out-of-State Tuition Waivers to full-time public school & TCSG employees and bordering state residents.

The College of Education has a useful section on Graduate Student Scholarships . In particular, prospective Curriculum Studies majors should check out the Bryan Deever Memorial Scholarship Fund and prospective Educational Leadership students should look at EDLD Scholarships .

The College of Graduate Studies has further info on Graduate Assistantships (Ed.D. students are eligible to apply). All Ed.D. students at GSU are also eligible to apply for Research and Travel Funds from the Graduate Student Organization . And the Office of Career and Professional Development has good advice for Financing Graduate School .

Georgia State University

The College of Education & Human Development has an extensive section on Awards, Scholarships, and Fellowships . There are both graduate awards and doctoral fellowships (e.g. Dean’s Research Doctoral Fellowship). The Scholarship Resource Center also has a tool to Search for Graduate Scholarships .

Over at the Office of Graduate Programs, you’ll find a comprehensive section on Graduate Fellowship Opportunities . The office can help with applying for external funds and dissertation travel awards . And the Office of Student Financial Services has details on financial aid packages and payment plans .

The Bagwell College of Education (BCOE) maintains a list of BCOE Scholarships . This includes awards for graduates (e.g. Hubert W. Tino Endowed Scholarship in Education). Better yet, the Graduate College has an entire section devoted to Financial Information , with a rundown of tuition, financial aid, scholarships, and graduate assistantships . Once you have applied, you can use the Scholarship Search to find relevant awards.

Piedmont College

Piedmont has a number of Endowed Scholarships that are open to graduate students, including folks who are studying education (e.g. Mary C. Lane Graduate Scholarship).

University of Georgia

Start with the College of Education (COE) and its well-organized section on Financial Assistance . There are a large number of scholarships open to COE graduate students, although some are reserved for teacher education programs. The COE also has info on departmental Graduate Assistantships .

The other site to visit is the Graduate School’s section on Financial Information , which has details on fellowships, travel funding, tuition waivers, and more. Keep in mind that nominations for Graduate School Fellowships must come from your graduate program.

The section on Financial Information in Graduate Admissions is a good place to start for info on funding for the online doctorate in education (e.g. payment plans). According to UNG, research assistantships are occasionally available and open to non-TAP (Georgia Tuition Assistance Program) students.

The College of Education (COE) maintains a list of COE Scholarships , with a separate section for graduate students. In particular, check out the Leona Ingram Scholarship and the Thomas S. Upchurch Educational Leadership Scholarship. You can also use UWG’s Scholarship Search to find relevant awards.

University System of Georgia

Full-time employees of the University System of Georgia (USG) who have successfully completed at least 6 months of employment in a benefits-eligible position may be eligible for the Tuition Assistance Program (TAP) . TAP pays for a maximum of 9 credit hours per semester based upon the graduate rate of your University System of Georgia (USG) institution. View the full list of USG institutions.

The College of Education and Human Services (COEHS) has instructions on applying for COEHS Scholarships . The Graduate School also has a section on Financial Aid for Graduate Students , with a list of general graduate scholarships and info on Graduate Assistantships .

Note: If a university name is missing from the list, we didn’t find specific examples of graduate funding beyond private & federal loans and external aid.

Educational Leadership Certification Requirements in Georgia

Educational leadership certification.

The Georgia Professional Standards Commission (GaPSC) handles certification for educational leaders who wish to work in P-12 administrative positions in a Georgia Local Unit of Administration (LUA). GaPSC issues two tiers of Educational Leadership certificates:

• Educational Leadership – Tier I: An entry-level qualification. Tier I certificate-holders can work in school-level leadership positions below the principal and/or district-level leadership positions that do not supervise principals.
• Educational Leadership – Tier II: An advanced-level qualification. Tier II certificate-holders may work in any leadership position, including school-level principal, superintendent, or another type of position that supervises principals.

GaPSC maintains a current directory of GaPSC-approved Educational Leadership certification programs that can help you achieve these two goals. We’ve included a summary of Tier I & Tier II requirements below, but we recommend you look at the section on Leadership Field Rules under GaPSC’s Certification Rules . This section also contains:

• Instructions for adding a field, upgrading the level, and renewing certificates
• Details on the Superintendent Certificate
• Rules for other qualifications such as Teacher Leadership, Curriculum and Instruction, Instructional Technology, and more

Note: Tier I and Tier II certificates can be issued to out-of-state educators who meet reciprocity requirements. See GaPSC’s section for Out of State Educators .

Educational Leadership – Tier I (Standard)

The Standard Professional Educational Leadership Certificate – Tier I is a three-year credential. To earn it, you must:

• Hold a bachelor’s degree or higher from a GaPSC-accepted accredited institution.
• Complete a GaPSC-approved Tier I Educational Leadership certification program (certification-only or master’s degree); if a certification-only program is completed, you must hold a Level 5 or higher certificate prior to enrollment.
• A passing score on the Ethics for Educational Leadership Assessment prior to enrollment in the certification program.
• A passing score on the GACE Educational Leadership Content Assessment Exam .
• Completion of the Special Education requirement (i.e. coursework or professional learning units in special education).
• Be employed by a Georgia LUA; the rules have details on exceptions (e.g. receiving a Certificate of Eligibility while you look for a job).

See the Leadership Field Rules under GaPSC’s Certification Rules for further stipulations.

Note: Performance-Based Professional certificates are not issued in the Tier I stage.

Educational Leadership – Tier II (Performance-Based)

Tier II certifications come in two forms (“titles”): Performance-Based or Standard.

• Performance-Based Professional Educational Leadership Certificate – Tier II: This certificate requires the completion of an education program and the PASL (see below) or the conversion of an older Performance-Based credential.
• Standard Professional Educational Leadership Certificate – Tier II: This certificate is issued to an educator who meets reciprocity requirements or has converted their older Professional credential.

Overall, a Performance-Based Tier II certificate is the usual goal. It’s a three-year credential. To earn it, you must:

• Hold an Educational Leadership Certificate – Tier I or a Standard Professional Educational Leadership Certificate – Tier II.
• Complete a GaPSC-approved Educational Leadership – Tier II Performance-Based certification program (certification-only, specialist or doctoral degree); if a certification-only program is completed, you must hold a minimum of an Ed.S. prior to enrollment.
• A passing score on the Ethics for Educational Leadership Assessment (if not previously met).
• A passing score on the GACE Educational Leadership Content Assessment Exam (if not previously met).
• A passing score on the Performance-Based Assessment for School Leaders (PASL) .
• Be employed by a Georgia LUA in a position requiring Tier II certification; the rules have details on exceptions (e.g. receiving a Certificate of Eligibility while you look for a job).

Note: A number of Ed.D. in Educational Leadership programs in our listings will prepare you for Tier II certification—you’ll see the same names appearing in the directory of GaPSC-approved Educational Leadership certification programs .

Educational Leadership Jobs in Georgia

Educational leadership career outlook.

The Bureau of Labor Statistics (BLS) keeps a close eye on employment & salary data for kindergarten through secondary school education administrators and postsecondary education administrators in every state. Georgia is often an overachiever, with high employment levels for K-12 administrators (especially in the South Georgia area).

• K-12 Administrators: If you want to dive deeper, the Governor’s Office of Student Achievement (GOSA) provides some fascinating insights into the makeup of each school in its annual Certified Personnel report. Here you can learn about administrative employment numbers, the degree earned, male/female ratios, and more. You can also match your choice of school against Georgia School Grades Reports .
• Higher Education Administrators: Considering a public opportunity in higher education? The University of System of Georgia (USG) posts statistics on Semester Enrollment , Faculty Data (including the number of full-time administrators), Student Retention Rates , and more. The Georgia Independent College Association (GICA) publishes its own annual Fact Book on private universities.

Educational Leadership Salaries

K-12 Administrators: Mean wages for kindergarten through secondary administrators in Georgia are solid, and often better than surrounding states. In recent BLS reports, K-12 administrators who lived in the Atlanta area were doing particularly well. Or you can go to state sources. In the realm of K-12, GOSA tracks annual average salaries for each school in its annual Certified Personnel report (search for the school name and then find the Average Annual Salary and Administrators columns). School districts also post salary schedules (e.g. Atlanta Public Schools ).

Higher Education Administrators: Mean wages for postsecondary administrators in Georgia are superb. Augusta-Richmond County, GA-SC—home to Augusta University—is frequently one of the top-paying metropolitan areas in the country. The Atlanta-Sandy Springs-Roswell area is another lucrative spot. No surprise when you consider that the Atlanta area has the largest concentration of colleges and universities in the Southern United States.

Educational Leadership Job Boards

Conventional job sites will contain listings for Georgia education administrators (e.g. TopSchoolJobs, LinkedIn, HigherEdJobs, SchoolSpring, etc.). But we also wanted to direct you to some state-specific boards:

• TeachGeorgia’s Job Search allows you to filter public school job openings by title (e.g. principal, director, superintendent, etc.), subject and/or school system.
• The Georgia Charter Schools Association lists Charter School Jobs .
• The Georgia Independent School Association posts Job Openings in administration.
• The University System of Georgia has USG Institution Job Links to all its member institutions.

Educational Leadership Organizations in Georgia

Educational leadership associations.

• Georgia Association of Curriculum and Instructional Supervisors (GACIS) : GACIS is a Georgia professional organization for persons working in the field of curriculum development and instructional supervision. It offers a small Flanders Scholarship to help with expenses in pursuing a higher degree in Educational Leadership.
• Georgia Association of Educational Leaders (GAEL) : One to bookmark. GAEL is a statewide “umbrella” organization composed of seven professional affiliate associations: GACIS, GAESP, GAMSP, GASPA, GASSP, G-CASE, and GSSA. Members include assistant and associate superintendents, assistant principals, college and university administrators, state Department of Education administrators, and school leadership personnel. It offers a small John Yates Scholarship to members who are currently enrolled in a college or university leadership preparation/development degree program.
• Georgia Association of Elementary School Principals (GAESP) : GAESP provides Georgia elementary school principals with opportunities for networking, professional learning, and legislative advocacy.
• Georgia Association of Middle School Principals (GAMSP) : GAMSP membership is open to state certified administrators (e.g. principals, assistant principals, administrative assistants, central office administration, curriculum directors, etc.) who are actively engaged in the administration of middle schools.
• Georgia Association of School Personnel Administrators (GASPA) : GASPA is a professional organization for Georgia individuals working in the field of human resources.
• Georgia Association of Secondary School Principals (GASSP) : GASSP supports Georgia’s secondary education administrative leaders through a combination of professional development, networking, awards, and more.
• Georgia Association for Women in Higher Education (GAWHE) : GAWHE is a statewide association dedicated to providing professional support to women educators through programs, services, advocacy, and publications. It offers a Louise McBee Scholarship for graduate studies.
• Georgia Council of Administrators of Special Education (G-CASE) : G-CASE supports educators who are involved in the administration of special education programs at a regional, system, or building level, as well as college faculty involved in the preparation of administrators.
• Georgia School Superintendents Association (GSSA) : GSSA represents Georgia’s superintendents and serves as a chief advocate for the state’s public school children.

Note: State and national educator organizations often have funds and scholarships available for continuing education (e.g. Ed.D.). Check the website and ask about opportunities.

Educational Leadership Events in Georgia

Educational leadership conferences.

• GACIS Conferences : GACIS often hosts a Winter Conference in December and a two-day Fall Conference in September.
• GAEL Conferences : GAEL brings together individuals in its member associations in two major events: a Winter Conference in late January and a Summer Conference in July.
• GAESP/GAMSP Annual Fall Conference : Elementary and middle school leaders find common ground in this annual three-day conference in November.
• GASSP Fall Conference : Like the GAESP/GAMSP joint conference, this three-day event for secondary school leaders usually takes place in November.
• GAWHE Annual Conference : Held in conjunction with the American Council on Education (ACE) Women’s Network, this annual event for women educational leaders takes place in late February/early March.
• G-CASE Conferences : G-CASE hosts a Fall Conference and a Spring Legal Forum. One-day, single topic, Drive-In Conferences also pop up throughout the year.
• GSSA Bootstrap Conferences : GSSA organizes these two-day events for school leaders and superintendents in April and October.

Educational Leadership Training

• GADOE Professional Learning Events & Conferences : Georgia’s Department of Education hosts a variety of institutes, academies, and conferences throughout the year (e.g. McREL’s District Balanced Leadership Institute, Instructional Leadership Workshops, etc.).
• GAEL Aspiring Principals Academy : GAEL’s program trains public school leaders to handle their complex roles as building managers, HR administrators, change agents, student disciplinarians, cheerleaders, instructional leaders, school improvement specialists, and surrogate parents.
• GAWHE Fellows Leadership Program : GAWHE’s program provides coaching, mentoring, and professional development opportunities for women in higher education positions. Applicants must be in full-time employment with an institution of higher education in the state of Georgia.
• Georgia Leadership Institute for School Improvement (GLISI) : GLISI is a private non-profit that provides training, coaching, and technical assistance to leaders who wish achieve excellence in the classroom, school building, and central office. It was founded by a bipartisan team of Georgia business and education leaders and the state Governor.
• GSSA Professional Development : GSSA has developed multiple professional development programs for P-12 educational leaders, including the Superintendent Executive Leadership Program , New Superintendent Orientation , Planning, Funding & Budget Institute , and much more.
• The Principals Center : Run by GSU, the center provides practicing and aspiring school leaders with learning and networking opportunities designed to develop their capacity to create schools that work for all children (e.g. Expert Leaders Series, Toolbox Series, etc.).

School Listings

11 Schools Found

College of Education

Augusta, Georgia

Doctor of Education in Educational Innovation - Curriculum and Instruction

• Curriculum Info
• How To Apply

Doctor of Education in Educational Innovation - Education Leadership

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Department of Educational Leadership

Atlanta, Georgia

Doctor of Education in Educational Leadership

Ed.d. in higher education leadership.

Offered Online

Department of Counseling, Foundations, and Leadership

Columbus, Georgia

EdD in Curriculum and Leadership

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Statesboro, Georgia

Doctor of Education in Curriculum Studies - Cultural Curriculum Studies

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Department of Early Childhood and Elementary Education

Doctor of Education in Curriculum and Instruction

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Bagwell College of Education

Kennesaw, Georgia

Doctorate in Educational Leadership

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School of Education

Demorest, Georgia

Ed.D.in Educational Leadership

Edd in curriculum and instruction.

College of Education/Hugh Hodgson School of Music

Athens, Georgia

Doctor of Education in Music Education

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Dahlonega, Georgia

Online Doctor of Education in Higher Education Leadership and Practice

Carrollton, Georgia

Online Doctor of Education in Higher Education Administration

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College of Education and Human Services

Valdosta, Georgia

Doctor of Education in Adult and Career Education

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Higher Education Leadership & Practice (Ed.D.)

The Doctor of Education in Higher Education Leadership and Practice (HELP) at UNG is tailored to the needs and interests of higher education administrators and professionals seeking to expand their professional knowledge and career opportunities. The cross-disciplinary structure of the HELP program is committed to educational equity, a deep integration of theory and policy with practice, and the cultivation of a scholarly community that supports constructive conflict, encourages novelty and creativity, and questions prevailing norms in higher education. The Ed.D. program has been approved by the Board of Regents and accredited by the Southern Association of Colleges and Schools Commission on Colleges.  

HELP Quick Facts

• No GRE Required
• All applications reviewed after March 1 deadline
• Cohorts begin fall semester
• Fully Online Program
• Asynchronous online classes
• Program length 60 credit hours
• May be completed within three years

Request Information Apply Attend a Virtual Information Session

Learn More About the Program

The vision of the Ed.D. in Higher Education Leadership and Practice (HELP) at the University of North Georgia is comprised of three tenets: 1) a commitment to educational equity; 2) a deep integration of theory and policy with practice; and 3) the cultivation of a scholarly community that supports creative conflict, encourages novelty, and questions prevailing norms in higher education.

The HELP program links research and higher education leadership as the core. It also utilizes a cross-disciplinary approach to bridge faculty and staff from a multitude of departments across campus -such as the College of Education, Research and Engagement, Institutional Effectiveness and Research Administration, Student Engagement and Success, and the Office of the General Counsel - to support curriculum development and dissertation research. 

The Ed.D. program is delivered completely online through asynchronous courses, including 45 semester hours of higher education leadership, practice, and research coursework, and 15 dissertation hours. Individual meetings with faculty for advising, research, and mentoring occur face-to-face, synchronously online, and through regular asynchronous online interactions. 

The Ed.D. curriculum in Higher Education Leadership and Practice (HELP) is scaffolded to match specific dissertation milestones. Coursework in the first year fosters the development of a dissertation topic, as well as the supporting theoretical framework and methodology. During the second year, students utilize classroom readings and assignments to complete their dissertation prospectus and receive institutional approval for their research. The third year focuses on data collection and analysis related to the dissertation, as well as the successful completion of the written dissertation and subsequent oral defense. Therefore, through the inherent synergy between coursework and dissertation research, students work closely with faculty to complete the Ed.D. program within a three-year time frame.

• Program Information HELP students have the latitude to select from a large array of research topics within the realm of higher education. The coursework at the beginning of the program is designed to initiate and raise awareness to the various foundations and issues within higher education today. Many students begin to conceptualize their research topics during these first few months of the program. Students conduct their dissertation research utilizing quantitative or qualitative methodologies, and are supported through research coursework and a methodologist on their dissertation advisory committee. Some examples of prior dissertation research include: Chief Diversity Officers’ paths to higher education presidency, leadership behaviors and cadet performance at the United States Military Academy, changes in alumni identity during higher education mergers, the lived experience of women presidents, stake-holder mindset in higher education, and the impact of an appreciative education approach on burnout levels in academic advisors.
• Professional Development Opportunities for Students HELP students have participated in a number of opportunities outside of the program of instruction to bolster their development. In coordination with the HELP faculty, students have had the opportunity to guest lecturer, present projects at professional conferences, attend conferences as a UNG HELP group, publish op-ed articles and publish worthy course assignments (book reviews, final papers, group presentations, etc.), and encouraged to participate in professional organizations. In addition to the group/individual efforts, the HELP program facilitates an annual grant writing workshop and monthly virtual professional development workshops throughout the year. These workshops are not mandatory, but great opportunities to hear from some of the foremost experts within the higher education community.
• Scholarship Opportunities Research assistantships are available dependent upon faculty grants. These positions are only open to non-TAP (Georgia Tuition Assistance Program) students.
• Program Diversity The HELP program is proud of the diversity of students in the program. We have students from all over the country who participate 100% from a distance, and from a great range of higher education fields. Students who come to the program are typically looking for an opportunity to advance their careers in higher education, gain advanced knowledge of research design and methodology, have a passion for learning, or want to fulfill a lifelong goal. Each year’s applicants are grouped into a cohort model that begins in the fall semester, where cohorts quickly form an identity and culture of their own through various methods of communication. The cohort model offers each individual the support and community needed to sustain a high impact learning environment throughout the three-year program.
• Department of Social Foundations & Leadership Education
• Plan of Study (PDF)
• Review the HELP Timeline
• Frequently Asked Questions
• Meet Our Faculty
• Student Research
• HELP Newsletter

For questions about the application process, contact: Graduate Admissions [email protected]   706-864-1543

Program Application Deadlines

All application materials are to be received prior to the deadline. If program capacity is met prior to established admission deadlines, we will stop accepting applications for admission and cancel remaining incomplete applicants. Completing your application earlier is better.

Fall Deadline

How to apply to the doctor of education program, requirements.

• Master's degree from an accredited institution (as defined under Accredited Institutions in the Academic Information section of the  Graduate Catalog ) with at least a cumulative grade point average of 3.5 (4.0 scale) calculated in accordance with Graduate Admissions procedures .
• Resume/vita highlighting the personal and professional achievements of the applicant, including experience working and/or teaching in higher education
• A five to ten page writing sample that demonstrates scholarly writing
• Why is pursuing a doctoral degree in Higher Education important to you? Share personal and professional goals you hope to achieve through participation in UNG’s Higher Education doctoral program.
• Earning a degree online requires self-discipline and motivation. Give an example from your life that illustrates your commitment to continued intellectual and professional development. 
• Share an experience you possess conducting research and your potential to contribute to the field of Higher Education. 
• Discuss a tentative higher education topic you would like to research in this doctoral program. Keep in mind that you are not committed to studying this topic exactly, but demonstrate to the admissions committee that you have a clear direction in mind. 
• Participation in a doctoral program is a significant commitment in time and cognitive energy. Address how will you prepare for and address the challenges to obtain a School-Work-Life balance.

Applying to UNG

• Step 1 Application and Application Fee
• Step 2 Official Transcripts
• Step 3 Verification of Lawful Presence in the U.S.
• Step 4 Persons Aged 62 or Over

Application and Application Fee

Submit the online application for Graduate Admissions.

Please allow three business days after submitting your application for processing. You will receive an email from [email protected]  after your application has been reviewed for accuracy and updated with submitted documents. Please do not check your application status prior to receiving an email from this office as your online application checklist will not accurately reflect the required items for your program of interest.

• Non-refundable application fee of $40.
• Pay with a credit/debit card (Visa, MasterCard, Discover, American Express) or electronic check (U.S. banks only) when completing the online application.
• Include a check or money order payable to UNG when submitting a paper application.
• Required supplemental documents may be uploaded with your application or emailed to [email protected] .

Official Transcripts

Submit one set of official transcripts from each institution attended for all course work, undergraduate and graduate level.

• Transfer credit posted on records of other institutions is not accepted in lieu of transcripts from original institutions. Please request a transcript from each institution attended.
• Transcripts that have been opened, scanned or forwarded by email are not official and will not be accepted.
• Official paper transcripts are accepted if submitted from the issuing institution and mailed to University of North Georgia Admissions Imaging Center, P.O. Box 1358, Gainesville, GA 30503-1358. Student paper transcripts are accepted only when issued to the student in a sealed envelope and submitted to Graduate Admissions unopened.
• Official electronic transcripts are accepted if submitted from the issuing institution to [email protected] . Depending on the transcript service you are using, [email protected] may not be an available option. You may then select any admissions or undergraduate admissions @ung.edu address. Electronic transcripts forwarded via email from the student are not accepted.
• International transcripts must have a course-by-course credential evaluation by an independent evaluation service that is a member of the National Association of Credential Evaluation Services, Inc. ( NACES ) or Association of International Credential Evaluators, Inc. ( AICE ). Evaluations must be sent directly from the agency to the Admissions office. Refer to the evaluator website for a full list of  NACES  or  AICE  members. Official evaluations must include certification that the applicant's course work and degrees earned are equivalent to course work and degrees earned from an accredited institution (as defined under Accredited Institutions in the Academic Information section of the  Graduate Catalog ) and include a cumulative grade point average. Evaluations should be submitted from the evaluation service to Graduate Admissions. Evaluations must include certification that the applicant has received a baccalaureate from an accredited institution (as defined under Accredited Institutions in the Academic Information section of the  Graduate Catalog ) with a minimum grade point average of 2.75. 
• Graduate Admissions will retrieve transcripts of coursework completed in-residence at UNG. You do not need to order official transcripts from UNG.

Verification of Lawful Presence in the U.S.

Board of Regents’ policy requires all applicants accepted for admission or readmission to UNG seeking in-state for tuition classification provide validation of residency and lawful presence in both the state of Georgia and the United States.

Persons Aged 62 or Over

• Must be a resident of Georgia and 62 years of age or older at the time of registration.
• May enroll as a regular or auditing student in courses on a “space available” basis without payment of fees, except for supplies, laboratory or shop fees.
• may register for a maximum of six semester hours of graduate credit.
• will be reviewed to determine eligibility for regular admission following completion of six hours.
• are not eligible for federal financial aid while enrolled in courses as a provisional student.
• will not be allowed to continue in the program if a grade of C or lower is earned in any graduate course.
• may apply for readmission after three semesters from the date removed from the program because of a deficient grade by submitting a new application to Graduate Admissions with a letter addressed to the program coordinator requesting readmission.
• Non-Degree The EdD program does not permit non-degree students.
• Transient The EdD program does not permit transient students.

International applicants who must be issued an F-1 visa by UNG to enter the United States to attend school may not apply for completely part-time (less than nine hours) or online programs. This program is only offered as an online program and therefore does not permit F-1 visa student admission.

If you are interested in enrolling in this program fully online from your home country and are not seeking a visa, you can apply as an Online Foreign National graduate student .

UNG defines online foreign national graduate students as those who are not currently citizens, permanent residents, or refugees in the U.S. and are enrolled in a fully online UNG graduate program. Online foreign national graduate students are not offered visas and they are not required to have U.S. residency to enroll in a fully online graduate program.

• Step 1 Application and Fee
• Step 3 Review Requirements and Submit Documents
• Step 4 Proof of English Proficiency
• Step 5 Foreign National Supplemental Form

Application and Fee

Please allow three business days after submitting your application for processing . You will receive an email from [email protected] after your application has been reviewed for accuracy and updated with submitted documents.

Note: Do not check your application status prior to receiving an email from this office as your online application checklist will not accurately reflect the required items for your program of interest.

• Pay with a credit/debit card (Visa, MasterCard, Discover, American Express) when completing the online application.
• Required supplemental documents may be uploaded with your application or emailed to  [email protected] .

Review Requirements and Submit Documents

Individual graduate programs require different supplemental documents. Review the required supplemental documents listed under the requirements header.

Proof of English Proficiency

English proficiency is required.

Students who are non-native speakers of English, who transfer from an institution of higher education outside the U.S. where English was not the language of instruction, are required to submit an English language proficiency exam score from one of the approved providers.

Proficiency can be proven as follows:

• TOEFL (Test of English as a Foreign Language) or IELTS (International English Language Testing System) scores if applicant's native language is not English.
• Scores must be sent directly from the testing agency. Personal copies and photocopies are NOT accepted.
• TOEFL and IELTS scores are valid for two calendar years from the test date.
• UNG accepts MyBest™ scores for the TOEFL iBT® test, in addition to TOEFL iBT scores from a single test date.
• TOEFL internet based - 79
• IELTS - 6.5
• An official evaluation by a National Association of Credential Evaluation Services, Inc. (NACES) or Association of International Credential Evaluators, Inc. (AICE) member indicating proof of a degree at the secondary or collegiate level either outside or inside the U.S. where English is the official language of academic instruction. If the NACES evaluation does not indicate English as the official language of academic instruction, request an official letter from the institution to be sent directly to UNG with this information, or direct this office to where it is stated on the institution's website.
• Proof of completion of the equivalent of English 1101 and/or 1102 with a grade of C or better in one or both courses, at a regionally accredited U.S. institution. 

Foreign National Supplemental Form

All applicants must complete the Foreign National Supplemental Form to be considered for admission. This form will help to determine your eligibility for specific programing at the University of North Georgia.

No applicant who is a citizen of an OFAC-sanctioned nation is eligible for enrollment as an online foreign national graduate student.

To maintain compliance with OFAC regulations, the University of North Georgia requires this additional information from foreign national applicants prior to acceptance into our online programs where no visa is issued that would serve as license. On the form you will indicate your citizenship as well as the location where you will be a resident for the duration of your studies at the University of North Georgia.

A candidate whose application is denied has the right to appeal the decision. A written letter of appeal must include strong evidence to support the basis for your appeal. The appeal should consist of information beyond what was previously submitted in your admissions file and detail your ability to be successful in graduate studies.

• Students whose appeals are granted will be admitted as provisional students.
• Students are not eligible for financial aid while taking courses under a provisional admission status.
• Students may not appeal for regular admission.

Email your letter of appeal as a pdf attachment to [email protected] .

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PHD, Higher Education

Students interested in teaching, research, and administration develop competencies needed to contribute to the academic discipline and development of higher education as a force in the development and advancement of society.

Degree Type: Doctoral

Degree Program Code: PHD_EDHI_HI

Degree Program Summary:

The Louise McBee Institute of Higher Education offers the Ph.D., Ed.D., and M.Ed. IHE graduate programs prepare graduate students for positions of leadership in colleges and universities and in other organizations involved in the continuing development of postsecondary education. The programs provide a broad overview of the institutions, policies, practices, personnel, programs, and services of U.S. higher education. By offering various courses, seminars, and other learning opportunities, the programs give a comprehensive view of the constituencies that sponsor, support, and benefit from higher education programs, services, and activities. In particular, the programs are concerned with the overall structure of higher education, its pluralistic purposes and goals, and its many diverse functions. Students acquire a professional knowledge and understanding of colleges and universities as social and cultural institutions.

The Louise McBee Institute of Higher Education, founded in 1964, is noted for its multidisciplinary approach to teaching, research, and outreach, with particular emphases in policy and law, faculty and instructional development, and public service and outreach. IHE faculty members also specialize in history, leadership, curriculum, institutional research, and international higher education. The Institute offers the M.Ed., Ed.D. and Ph.D. in higher education, and students may earn an M.P.A. with a higher education specialization through the School of Public and International Affairs. The Institute also collaborates on projects and programs with the Franklin College of Arts and Sciences, the College of Education, and the Center for Teaching and Learning at the University of Georgia.

The Institute is freestanding, allied with the College of Education and other divisions of the University of Georgia, but established independently, operating with its own resource base, and housed in its own building. This rare combination of independence and integration into a major research university provides the Institute with the freedom to capitalize on opportunities as they arise, for research, policy, and service initiatives worldwide. In turn, the Institute’s multidisciplinary and international reach enables it to offer the best knowledge and best practices in fulfilling its service missions to the university, the state, and the region.

Locations Offered:

Athens (Main Campus)

College / School:

Louise McBee Institute of Higher Education

Meigs Hall Athens, GA 30602

706-542-3464

Department:

Graduate Coordinator(s):

Phone Number:

706-542-0573

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PhD in Education (Social Studies Education)

With this doctoral emphasis in social studies education, you will study theoretical and disciplinary areas, problems, and practices related to the field as part of your doctoral degree. Our primary focus with this emphasis is the continuing development of theory and research on teaching and learning of the social studies as they exist within and beyond formal school settings including P-12, post-secondary, and community education spaces.

Just as there are a variety of disciplines within, and approaches to, social studies education, there are many possibilities available for doctoral study. Our faculty members borrow from various research methodologies (e.g., narrative inquiry, design-based research, self-study, critical theory methodologies, and discourse analysis) and a variety of theoretical perspectives (pragmatism, critical theory, critical race theory, psychoanalytic theory) to focus research in social studies education. Please refer to faculty bios for an introduction to the breadth of research and expertise in our program.

Our graduates go on to research and clinical faculty positions in colleges and universities, teacher leadership positions, social studies positions in schools, and community educational spaces.

• Home to nationally recognized and award-winning faculty.
• Work with faculty on cutting-edge education research.
• Integrate theory and practice to support educational change.

About the Program

What is a phd degree in social studies education.

• A PhD (doctor of philosophy) is a degree program through which you become a scholar and leader in the field of social studies education. That can mean a lot of things, and it can take place in a variety of settings. Mostly, though, it means that you become a participant in local, national, and even international dialogue about social studies education.
• A doctoral program is unlike any other degree program because it is much more than just a series of prescribed courses with a final project. There are courses to take, but these are meant to assist in your development as a thinker, teacher, and researcher. Courses comprise roughly half of your doctoral program—the other half consists of your supported but independent work as a researcher that culminates in your dissertation.
• For us, social studies education is a broad term to represent interdisciplinary inquiries into the relationship between education and the social, cultural, and political world. We do this through historical, economic, geographic, and cultural lenses informed by a wide variety of theories.
• We are interested in creating a vibrant intellectual community that seeks to understand and confront the fraught social and political challenges educators currently face. As a doctoral student in this program, you will be an integral part of, and contributor to, such a community.

Why would someone get a PhD in social studies education?

• One reason is to attain a position as an education faculty member at a college or university. Many of these positions are a mix of teaching and research. Recent graduates of our programs who have pursued this path have gotten jobs in colleges of education at Auburn University, Kennesaw State University, Alaska Pacific University, Florida State University, and Central Michigan University.
• Another reason is to deepen and enrich your understanding of the conditions of the work of teaching. Several of our recent students have pursued their doctoral work while continuing to teach full time and remain in the classroom upon completing their PhD. Others have been recognized as instructional and curriculum leaders. Some of these graduates have gone to to serve as department chairs and curriculum and instructional coaches at the school and/or district level.
• A third reason is to position oneself for leadership roles in community organizations, NGO’s, non-profits, or other educational settings. Our program faculty are committed to supporting each individual student in meeting their unique personal and professional goals.

What would it look like to get my PhD in social studies education at UGA?

There is no “one way” to go. If you’re interested, the best thing to do is reach out to talk about your specific interest and goals. With that in mind:

• Full time doctoral work can be an amazing experience. You get to take advantage of the vibrant intellectual and educational community here in the College and across campus. To do this, most people need a graduate teaching assistantship (GTA). With a GTA, you are a fully contributing member of our initial certification programs working with pre-service social studies teachers as their seminar instructors and/or onsite field instructors. These also come with a stipend of around $20k annually, and they come with a full tuition waiver. Classes are covered, in other words, and you build your experience to help meet your next career goals.
• Part-time doctoral work can also be an amazing experience. You become connected to colleagues from across the state, nation and world who are interested in advancing their own and others’ understandings of social studies education. These connections and relationships can become a lifelong network of folks with similar goals and aspirations for their careers and the experiences of learners in public and private institutions around social studies and civic education.

The program of study includes at least 42 hours of coursework, a comprehensive examination, a dissertation prospectus, and a dissertation. Required coursework includes four dedicated seminars attending to historical and contemporary issues in social studies education. You will also take at least four research methods courses, determined in consultation with your advisory committee. You are encouraged to take as many research methods courses as needed to accomplish your research.

Your remaining coursework, at least 18 credit hours, will help prepare you to think deeply about and conduct research on your specific interests within the field. These electives may be from within or outside the College, and might include courses in women’s studies, language and literacy, student learning and development, educational foundations, education policy, history, economics, political science, geography, anthropology, sociology, critical studies, and philosophy.

Additional information and disclosures regarding state licensure for professional practice in this field can be found at the UGA Licensure Disclosure Portal .

Testimonials

Working on my PhD in social studies education at UGA has given me more language and tools to understand and make meaning of my experiences as a high school social studies teacher. Furthermore, I have had the opportunity to think critically about the work of social studies and its relationship to democracy, environmentalism, and ethics, preparing me for a future inside and outside of academia. Throughout this process, I’ve felt supported and empowered by a fabulous faculty and wonderful peers. Morgan Tate, current doctoral candidate

I can sum up my PhD experience with UGA’s social studies education program in two words: expanding and affirming. The coursework expanded my knowledge about contemporary social studies education and exposed me to social theory that expanded my understanding of the social world. My mentors in the program also affirmed my capacities and contributions throughout the process. They never let me forget that I could do hard things and that my ideas were important. Amelia Wheeler (PhD '22), teacher at Joy Village School in Athens, Georgia

The PhD in social studies education program gave me a great education to help see and understand the classroom better. From coursework in theories and content, to opportunities to talk about research and collaborate with faculty and other students, the program provides tons of educative experiences and a great community to work with! Jesus Tirado (PhD '19), assistant professor of social studies education at Auburn University

How to Apply

Part 1: apply to the university of georgia.

The Graduate School handles admission for all graduate programs at the University of Georgia, including those in the College of Education. The Graduate School website contains important details about the application process, orientation, and many other useful links to guide you through the process of attending UGA at the graduate level.

Start a Graduate School Application

Part 2: Apply to the Degree Program

After filling out your application to the Graduate School, please submit the following directly to the graduate programs office:

• Why doctoral education is being pursued
• The questions and/or commitments about teaching, learning, and schooling pushing you to further your education
• What experiences, readings, theories, and/or research inform these questions and commitments
• Why the doctoral emphasis in social studies education at UGA is an appropriate place to pursue such questions (possibly including how your interests align with faculty in the program)
• Personal and professional goals for obtaining a PhD degree in social studies education
• A writing sample that demonstrates the applicant’s ability for scholarly writing and engagement with intellectual ideas
• A resume or curriculum vitae
• Please note that at least one of the three references you provide to the Graduate School should be a university faculty member who can attest to your academic potential, preferably from the master’s level

Deadline to Apply

Applications are accepted on a rolling basis.

However, applications received by January 1 (for Fall admissions) and October 1 (for Spring and Summer admissions) will receive full consideration for funding opportunities.

Log into Existing Application

Additional Resources

Please use our online form if you have any questions for the department. Please be as specific as possible so that we may quickly assist you.

• Doctoral Assistantship Application (Due by January 15th)

The College’s programs are taught by dedicated faculty who are experts in a range of areas and are passionate about helping students succeed both in their programs and professionally.

Meet the Faculty

Most graduate students at UGA are not assigned to a faculty advisor until after admittance. A close working relationship with your advisor is paramount to progressing through your program of study.

Almost all in-state students begin their studies at UGA paying limited tuition or fees. Please note that these amounts are subject to change and are meant to give prospective students an idea of the costs associated with a degree at the University of Georgia College of Education.

Students may qualify for a variety of assistantships, scholarships, and other financial awards to help offset the cost of tuition, housing, and other expenses.

Tuition Rates   Browse Financial Aid

Doctoral students have the opportunity to attend academic conferences and develop their capacity to produce research in local, national, and international contexts. Graduate students can also participate in a number of student organizations, including the Feminist Scholars-Activist and the Graduate Student Organization.

Most full-time students can apply for and receive a graduate assistantship.

See for yourself how much UGA College of Education has to offer! Schedule a tour of campus to learn more about the UGA student experience.

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Useful Links

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• Emphasis Area Descriptions

Doctorate of Education in Curriculum and Instruction

Georgia state university.

• Hear Ed.D. Doctoral Students Discuss Value of the Program
• Hear How  Social Justice and Urban Education Drive Ed.D. in Curriculum and Instruction

Program Description

The Doctorate of Education in Curriculum and Instruction (Ed.D. in C&I) prepares master teachers to become instructional leaders and curriculum specialists at the school and/or school system levels and who wish to develop expertise in the following areas:

• Advocacy for equity in teaching and learning
• Curriculum theory and development
• Pedagogical leadership

The Ed.D. in C&I is a rigorous, collaborative, interdisciplinary degree that includes the Department of Middle and Secondary Education, College of Education and Human Development, Department of Art Education, Ernest G. Welch School of Art & Design, and the School of Music, College of the Arts.  This degree offers an interdisciplinary approach across Secondary levels in multiple content areas, Art, Language and Literacy, Mathematics, Middle Level, World Languages, Music, Science, and Social Studies Education.

The degree is designed for curriculum leaders who hold roles in schools such as assistant principals, classroom teachers, coaches, curriculum developers, department chairs, principals, subject/content area coordinators at the school or county level, and clinical faculty. Graduates from this degree program will be employed by public and private schools, school systems, and other educational entities in the Atlanta metro area, the state of Georgia, and in national and international schools and education organizations.

The program is a three-year, flexible cohort model, which is characteristic of nationally recognized exemplary professional doctorate programs (see Carnegie Foundation ).  The program consists of 45 hours of course work and 9 hours of dissertation work for a total of 54 hours.  The majority of the program will be offered through evening classes at the downtown campus throughout the year in the fall, spring, and summer semesters.

Degree requirements include coursework, school-based residency requirement embedded in cohort courses (to include engagement in the professional community such as conference presentations, professional development delivery and/or publications), a qualifying paper, a prospectus presentation, and a dissertation using the approved dissertation format in the Georgia State University College of Education and Human Development.  The dissertation will consist of a research study contextualized in the PK-12 school or family setting.  A committee consisting of three faculty members, including a minimum of two College of Education graduate faculty members will support the student including review of the qualifying paper, comprehensive exams, and dissertation prospectus and defense.

The Ed.D. in C&I is designed in light of the Curriculum and Instruction certification rules and graduates of this program will be eligible to obtain the Curriculum and Instruction service certificate at the S7 level and potential salary increase (which is determined by individual school systems).  Students holding a valid Clear Renewable, Level 4 or higher Georgia Teaching (T), Service (S), Technical Specialist (TS), or Leadership (L or PL) certificate at time of admission in their field of study would be eligible to add the Curriculum and Instruction certificate upon completion of the Ed.D. in Curriculum and Instruction program and completion of the Georgia state approved content assessment.

Program Philosophy                                                 

The Doctorate of Education (Ed.D.) in Curriculum and Instruction (C&I) promotes an understanding of the complex dynamics among theory, research, and practice.  We, the faculty, believe in preparing empowered scholar-educators who advocate for social justice and educational equity at the classroom, school, district, and state levels.  Grounded in rigorous and relevant research, our interdisciplinary courses offer students the opportunity to conceptualize, theorize, dialogue, problem-pose, problem-solve, create, and evaluate a wide range of educational theories, practices, and policies as related to Curriculum and Instruction.

Principles of social justice are embedded within the Ed.D. in C&I which emphasize innovation, diversity, and advocacy in PK-12 settings.  Committed to our metropolitan community while simultaneously extending our influence nationally and globally, we focus on excelling in three areas, 1) conducting leading research on culture, learning, and human development;  2) preparing high quality education and human development professionals in critical need areas; and 3) serving the community.

Learning Objectives for the Ed.D. in C&I

• Knowledge of Urban Education . Graduates will demonstrate advanced knowledge of urban education to promote social justice and educational equity at the classroom, school, district, and state levels.
• Knowledge of Curriculum . Graduates will demonstrate advanced ability to design, implement, and evaluate curriculum that promotes student learning.
• Knowledge of Instruction . Graduates will demonstrate advanced ability to plan, implement, and evaluate instruction to facilitate student learning.
• Knowledge of Content . Graduates will demonstrate advanced depth and breadth of knowledge and skills in their academic discipline and pedagogy.
• Knowledge of Students . Graduates will demonstrate advanced knowledge of the student as influenced by cognitive, physical, emotional, social, cultural, environmental, and economic factors.
• Knowledge of Research . Graduates will demonstrate the ability to use research to promote student learning and to contribute to the teaching profession.
• Knowledge of Assessment . Graduates will demonstrate advanced knowledge of assessment and the ability to use multiple sources of assessment for maximizing student learning.
• Professional Practices. Graduates will demonstrate high standards for professional practice including ability to work productively with colleagues and other adults, demonstrate teacher supervisory and coaching skills.

• College of Education
• Department of Professional Learning and Innovation

Curriculum and Instruction Ed.D.

EdD Cohort 5

Introduction.

The Ed.D. is offered to advance the knowledge, skills, and dispositions of candidates committed to scholarly study of and contribution to the field of Curriculum and Instruction (C&I). Doctoral candidates acquire expertise in leading P12 curriculum design, development, and evaluation in their respective fields of content specialization and model best practices in the domains of teaching, learning, and assessment.

Candidates are admitted as a cohort, and they complete courses in the program of study during a two-year period. Following the completion of courses and a comprehensive examination, candidates initiate dissertation studies. 

There are two tracks in the Ed.D. Program:

• If students enter the program  with  a Level 5 or Level 6 C&I certificate (meaning that they have already completed an initial C&I program), they will be entered into the non-certification/degree-only Ed.D. program track. Upon completion of the dissertation, students will be eligible for the Level 7 upgrade to their C&I certificate.
• If students enter the program  without  a Level 5 or 6 certificate in C&I, or if they enter the program with a Level 5 or 6 certification in something other than C&I, they will be entered into the (initial) certification-only track of the Ed.D. program. Once students complete the initial certification track (ABD status), they may apply for the Alternate Level 6 upgrade to their C&I certificate. Upon completion of the dissertation, students will be eligible for the Level 7 upgrade to their C&I certificate.

Degree Requirements

Admission Criteria

Primary admission criteria.

• GPA of 3.5 or above in all graduate degree coursework (Masters and/or Specialist).
• Masters or Specialist degree completed from a regionally accredited institution.
• Two professional recommendations from colleagues in current or previous professional settings.
• Official undergraduate and graduate transcripts from all colleges/universities attended. (Alumni from Georgia College & State University will have the GCSU transcript on file and need not send that one separately.)
• A curriculum vitae or resume describing professional experiences and accomplishments in detail.
• A Graduate Application, including application fee. See the  LINK TO GRADUATE ADMISSIONS  for details
• a synopsis of pivotal experiences in your career as an educator.
• your rationale for applying to the GCSU Ed.D. in Curriculum and Instruction program.
• articulation of your professional and personal goals as an educator.
• discussion of how participating in this program will support you in achieving your professional and personal goals.
• a description of how you envision your role as a P12 curriculum leader in a content field.
• Official score report for the Graduate Record Examination (GRE) General or the Miller’s Analogies Test (MAT) taken within the past five years.
• Applicants who wish to seek certification in Curriculum and Instruction through the GAPSC must provide evidence of a valid, Professional, Advanced Professional, or Lead Professional teaching certificate, leadership certificate, service field certificate, or Life certificate. The Five-Year Induction Certificate holder is also eligible. 

Secondary Admission Information

• A faculty panel will evaluate all applications and make a prioritized decision on admission to each cohort. Selected applicants will be invited to campus for interviews with a faculty panel. Acceptance decisions are finalized after all interviews have been completed.
• *NOTE: A qualified application DOES NOT guarantee admission. Cohort admission is highly competitive.
• Cohorts begin only in Maymester.

Important Dates

• The next Cohort for the Curriculum and Instruction Doctoral Program will begin in Maymester 2025
• Application Available: Early January 2025
• Application Deadline: TBD
• Acceptance Decision Date: TBD
• Registration Deadline: TBD
• Ed.D. Orientation: TBD

Additional Information

The degree requires 2-3 on-campus meetings per course each semester in addition to online course studies delivered using GeorgiaVIEW. Transfer of up to 9 credit hours into the program is at the discretion of the program advisor, coordinator, and department chair.

Candidates are advised to contact their school system Human Resources department to determine changes in pay following degree completion.

Please see the current Ed.D. Handbook for other program details.

Dr. Nancy B. Mizelle

EdD, University of Georgia; MEd, Clemson University; BA, Meredith College

Middle Level Education and Teacher Education, Content Area Literacy and Student Motivation, Young Adolescents' Transition from Middle to High School

Reviewer for RMLE Online , Middle Grades Research Journal and Middle School Journal, as well as the Council for the Accreditation of Educator Preparation/Association for Middle Level Education Specialized Professional Association (AMLE/CAEP SPA) and the Georgia Lighthouse Schools to Watch. Active with the National CMLA Advisory Board and the Association for Middle Level Education Foundation Board.

Online Doctor of Education (EdD) Programs in Georgia

There are eight schools based in Georgia that offer Doctor of Education programs online. Brenau University, Clark Atlanta University, Columbus State University, Georgia Southern University, Kennesaw State University, University of North Georgia, University of West Georgia, and Valdosta State University all have EdD degree options students can pursue through online study, making very few or no visits to campus. A total of ten online EdD programs are available from these institutions, in specializations ranging from Elementary, Middle Grades, and Higher Education Leadership or Administration, to Special Education, K-12 Online Learning, Educational Leadership, or Organizational Leadership.

All eight institutions listed on this page are non-profit universities, regionally accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). Certain programs or departments detailed below are also accredited by the Council for the Accreditation of Educator Preparation (CAEP).

Schools in Georgia with Online EdD Programs

Located in Gainesville, Brenau University offers a Doctorate in Education online through its College of Education with available concentrations in Leadership in Higher Education, Elementary Education, or Middle Grades Education. Each track consists of 54 credit units and can be completed in as little as three years, with students working in cohorts of 12 to 15. The program is designed for full-time professionals, featuring flexible online coursework and only two weekend residencies on campus. All students take a core curriculum comprised of courses in areas such as Leadership in Education, Academic Program Assessment and Evaluation, Educational Issues and Policy, Future Trends in Education, Legal Issues and Ethics, and Curriculum Design, Theory, and Evaluation. The remaining credit hours are made up of concentration courses in students’ area of focus, as well as coursework and independent research associated with one’s capstone dissertation.

Clark Atlanta University offers a Doctorate of Higher Education in Leadership with courses in urban school administration, systemic and strategic education reform, student and staff personnel management, policy analysis for school and community leadership, education equity, systematic education evaluation, and urban school administration and reform. Students also take courses in advanced qualitative and quantitative research before embarking on their doctoral dissertation, and they are required to complete an advanced practicum wherein they apply what they have learned to a relevant education setting. This 60-credit online program features accelerated seven-week course modules, and it follows a cohort model with students beginning in the fall and taking 12 course credits per term for an approximate degree completion time of two years.

Columbus State University’s College of Education and Health Professions has a Doctor of Education in Curriculum and Leadership with a degree track in Higher Education Administration students can pursue entirely online. Offered by the Department of Counseling, Foundations, and Leadership, the cohort-based program is intended for educators, administrators, district personnel, and other education professionals looking to gain expertise in the organizational structure and management of postsecondary school settings. A total of 63 credit hours are required, spread out over four years of study. Along with courses in qualitative and quantitative research and statistical methods, curriculum in the Higher Education Administration track covers topics such as academic affairs, finance, personnel administration, facility management, student services, educational evaluation, and the policy and politics of higher education. CSU’s EdD program utilizes a combination of synchronous and asynchronous online instruction, and this particular degree track does not include any on-campus requirements.

Georgia Southern University offers a 100% online Doctor of Education in Educational Leadership with two separate strands: P-12 Administration and Higher Education Administration. The P-12 Administration strand requires that students hold an EdS degree in Educational Leadership or a qualifying related field, certification in Education Leadership Tier II, and a Level 6 teaching certification. For the Higher Education Administration strand, students must have earned a master’s degree in any field. However, if they have earned a master’s degree in higher education or a qualifying related field, they may be able to waive up to 30 graduate credits in higher education leadership coursework and enter what is deemed Stage II, which is post-master’s coursework specifically dedicated to their EdD.

If students do not have a master’s in higher education leadership, they will need to complete a full sequence of master’s-level courses on educational statistics, research, and planning; grant development and administration; higher education assessment and evaluation; higher education globalization; higher education law, finance, and governance; and the community college, all as part of Stage I of their EdD degree. For Stage II of the program, students of both concentrations take courses that cover transformative educational leadership, emerging pedagogical approaches, educational leadership methods in the 21st century, and several research seminars that provide them with an preview of the dissertation process before they delve into their own specific dissertation research question that is pertinent to their practice context, and which seeks to address an education problem or challenge.

Kennesaw State University offers an online Doctor of Education in Instructional Technology (ITEC), which has two tracks: a Certification Track (Technology Coach) and an Advanced Track (Technology Leadership). The Certification Track is for education professionals who wish to apply for the George Professional Standards Commission’s S-7 certification in Instructional Technology, and is comprised of courses on data analysis for school improvement, professional learning, technology innovation in educational settings, technology implementation in the classroom, and issues and trends in instructional technology. The Advanced Track is for education professionals who either already hold Instructional Technology certification and who wish to broaden their leadership capabilities, or who do not wish to apply for S-7 certification. This track includes courses in data systems management for schools and school districts, leadership and strategic planning with instructional technology, and supporting technology infrastructure in educational settings. This program is comprised of 66 course credits, divided across core courses, track-specific courses, advanced courses in instructional technology, and dissertation and research courses. However, students who hold an EdS (Education Specialist) degree may have some of their elective credits waived.

The University of North Georgia , located in Oakwood, offers a Doctor of Education in Higher Education Leadership and Practice online through its College of Education. The program is comprised of 60 credit hours and can be completed within three years, with cohorts beginning each fall semester. Curriculum is divided into three sections: a 30-credit-hour research and higher education core, 15 credit hours dedicated to the leadership concentration, and 15 credit hours of dissertation research. Students take a wide range of courses related to advanced practice in higher education, focusing on both specific education services and broad preparation in areas such as policy, research, finance, and administration. Example course topics include Organizational Psychology in Higher Education Administration; Finance, Business, and Facilities Management; Leadership and Administration in Student Affairs; High Impact Teaching; Trends and Issues in Higher Education Research and Policy; Using Technology to Support Engaged Student Learning; and Effective Course Design, Implementation, and Assessment. UNG’s EdD in Higher Education Leadership and Practice is fully online with an optional on-campus orientation.

A total of three online EdD programs are available from the University of West Georgia (UWG) in Carrollton. The first two, offered by UWG’s College of Education, are a Doctor of Education in Higher Education Administration and a Doctor of Education in School Improvement with nine possible Areas of Concentration (School Counseling, Educational Leadership, Special Education, Early Childhood Education, K-12 Online Learning, Instructional Technology, Reading, Media Specialist, and Teaching English to Speakers of Other Languages (ESOL)). Additionally, the school offers a Doctor of Education in Nursing Education through their Tanner Health System School of Nursing. All three programs include a total of 60 credits and are designed to be completed in three years. Courses in each degree track are delivered entirely online in an asynchronous format; however, students are required to attend a two-day on-campus orientation before the start of their first semester. It is also recommended that students travel to campus to defend their dissertation.

Finally, Valdosta State University (VSU) has two online EdD options available through their James L. and Dorothy H. Dewar College of Education and Human Services. Students can pursue an online Doctor of Education in Curriculum and Instruction with a P-12 Disciplinary Concentration, which is comprised of four curricular components: Disciplinary Studies, Educational Inquiry, Major Courses (this curricular component also includes courses that qualify students for GaPSC Certification), and Dissertation credits. This program is fully online, with no campus visit requirements. VSU also offers a Doctor of Education in Leadership with cognates in Organizational Leadership, Curriculum Leadership, Technology Leadership, Higher Education Leadership, and Special Education Leadership, which requires a one-day campus session during the second year to help students with their dissertation planning. Both programs entail a total of 55 credit hours and can be completed in around 30 months.

Online EdD Programs in Georgia

The following is a list of every school in Georgia that offers a Doctor of Education program online. To learn more about any of the degrees described on this page, click the corresponding link below to visit the program’s website.

Brenau University

Online Doctorate in Education (Ed.D.) (with Concentrations in Leadership in Higher Education, Elementary Education, and Middle Grades Education) (Masters to Doctorate)

Clark Atlanta University

Online Doctor of Education in Higher Education Leadership (Masters to Doctorate)

Columbus State University

Online Doctor of Education in Curriculum and Leadership - Higher Education Administration Track (Masters to Doctorate)

Georgia Southern University

Online Doctor of Education in Educational Leadership - Higher Education Leadership (Masters to Doctorate)

Online Doctor of Education in Educational Leadership - P-12 Educational Leadership (EdS to EdD)

Kennesaw State University

Online Ed.D. in Instructional Technology (with a Certification Track, and an Advanced Track) (Masters to Doctorate)

University of North Georgia

Online Doctor of Education (Ed.D.) in Higher Education Leadership and Practice (Masters to Doctorate)

University of West Georgia

Online Doctor of Education in Higher Education Administration (Masters to Doctorate)

Online Doctor of Education in School Improvement (with Areas of Concentration in School Counseling, Educational Leadership, Special Education, Early Childhood Education, K-12 Online Learning, Instructional Technology, Reading, Media Specialist, and Teaching English to Speakers of Other Languages (ESOL)) (Masters to Doctorate)

Online Doctor of Education in Nursing Education (Masters to Doctorate)

Valdosta State University

Online Doctor of Education in Curriculum and Instruction - P-12 Disciplinary Concentration (Masters to Doctorate)

Online Doctor of Education in Leadership (with Cognates in Organizational Leadership, Curriculum Leadership, Technology Leadership, Higher Education Leadership, and Special Education Leadership) (Masters to Doctorate)

Welcome to the Executive Ed.D. Program

The University of Georgia Executive Ed.D. in Higher Education Management 

Preparing informed, reflective leaders to advance effectiveness, equity, and innovation in postsecondary education

The Executive Doctorate in Higher Education Management is a two-year, cohort-based Ed.D. program designed for experienced professionals looking to advance their careers to the highest levels. The program calendar facilitates degree completion while students continue to work full-time in their current positions.

Our unique program features a prescribed set of advanced graduate courses, international and domestic field study, and embedded leadership seminars--all crafted to connect the professional experiences of students with cutting-edge research, theoretical perspectives, and innovative practices.

The McBee Institute's core faculty serve as instructors for the program. All are highly respected, multidisciplinary scholars blending theory and practice in their classes to create dynamic, inclusive learning environments and rich co-curricular experiences.

Situated in Atlanta along a MARTA rail line from Hartsfield-Jackson International Airport, the program's classrooms and hotel housing simplify the challenge of getting to and from sessions.

We have more than a decade of experience in successfully supporting busy professionals who aspire to complete an executive doctorate, including a dissertation, while working in demanding full-time jobs. 

"Colleges and Universities are looking for leaders who can articulate the value of higher education, effectively lead complex institutions, and employ management practices that incorporate innovation, technology, and new financial models while prioritizing academic programs. The McBee Institute prepares you to be that type of leader.” - Russell T. Keen, Executive Vice President for Administration & Chief of Staff, Augusta University

Program Leadership

The McBee Institute faculty are recognized for their multidisciplinary approaches to graduate education and research with areas of specialization in governance and administration, institutional and system finance, faculty careers and development, student access and success, federal and state policy, and historical perspectives on higher education. Dissertations represent this full array of faculty and student interests.  The faculty are committed to offering in the executive format the same high-quality, student-centered educational programs that McBee Institute students experience in our on-campus, residential programs. Accordingly, tenured and tenure-track faculty serve as mentors and advisors, major professors and dissertation committee members, and instructors throughout the two-year program. 

Full list of McBee Faculty

Program highlights

• Cohort-based 2-year program
• Distinguished faculty
• Domestic and international study abroad opportunities
• Leadership seminars with noted figures in higher education

Admissions Information

“For those considering or preparing to start this program, I would encourage you to think of it as an investment in both yourself and an investment in the success of any higher education institution you serve.” - John Fuchko |||, President, Dalton State University

We appreciate your financial support. Your gift is important to us and helps support critical opportunities for students and faculty alike, including lectures, travel support, and any number of educational events that augment the classroom experience. 

Click Here to Learn More About Giving

Every dollar given has a direct impact upon our students and faculty.

Doctorate in Education Degrees in Georgia

Earning a doctorate degree in education can help you attain some of the highest positions in the field of education. If you are interested in pursuing a doctorate degree in education in Georgia, you’ve come to the right place. At EducationDegree.com, we make it simple for Georgia educators to find, contact and compare multiple schools offering Ed.D. programs without having to visit multiple sites or jump through lots of hoops. To learn more about earning your Ed.D. in Georgia, read on. Or get a head-start by exploring the programs on this page and reaching out to several for more information.

Earning Your Ed.D. in Georgia

When making the decision on whether to work toward a doctorate degree in education, consider several things. K-12 classroom teachers do not need a doctorate; earning a doctorate degree in education is a good step, however, if you are interested in working as a professor or superintendent of schools, or if you want to become an educational researcher. Many Georgia universities offer Ph.D. and Ed.D. programs that can put you on the right path to a higher career in education. Common program specialties include:

• Educational Leadership
• Counseling Psychology
• Curriculum and Instruction
• Early Childhood Education
• Elementary Education

A typical doctorate in education takes three years to complete. The first year is generally course work, the second year is research and the last year is to develop the dissertation proposal. Many students complete their studies part-time or online while working.

Career Outlook and Salary for Graduates in Georgia

The Bureau of Labor Statistics reports that in 2012, the annual mean wage of a postsecondary education administration in Georgia was $96,760—a salary competitive with surrounding states. As compared with other states, Georgia also has a high number of positions in this area of education, employing more than 3,000 administrators.

To locate Ed.D. programs in Georgia, review our featured programs and reach out to several schools for more information. As a general rule, we recommend contacting multiple schools to gather more information, ensuring you find the best fit for your education and career goals.

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Join a nationally-ranked, CACREP-accredited program with the PhD in Counselor Education and Supervision at the UGA Gwinnett Campus.

Social justice and multicultural values guide our degree in counselor education and supervision. We have designed the program with a flexible schedule ideal for full-time school counselors and mental health counselors.

Program highlights include:

• Part-time program at the UGA Gwinnett Campus
• Department nationally ranked No. 8 by U.S. News & World Report
• CACREP-accredited program with a strong multicultural and social justice emphasis
• Uses a cohort model to help students develop academic relationships
• Graduates find rewarding careers in academia, community, and P-16 settings

Curriculum & Courses

The PhD in Education: Counselor Education and Supervision at the UGA Gwinnett Campus is a part-time PhD program geared toward school counselors and community and mental health counselors.

As a participant, you will have the chance to enhance your skills and content knowledge as well as gain opportunities for professional advancement.

The doctoral program focuses on:

• Training you to become a “scholar-advocate-practitioner” in counseling
• Preparing you to address issues of social justice in P-12 and higher education settings
• Helping you to become more effective in advocacy and implementing systemic change

During your first year of coursework, the department will assign you an individual faculty advisor who complements your research and professional interests. During the second summer, you will select major professors and committee members to direct your program of study and your dissertation.

Your coursework may include:

• Supervised counselor education and supervision practice, such as teaching and clinical experiences
• Practicum and internship experiences tailored to your interests
• A selection of courses that allows further specialization

Through your coursework, practicum, internship, and research experiences, you will work closely with nationally and internationally renowned faculty mentors. Their varied academic interests will provide perspective in your dissertation research.

The program at the UGA Gwinnett Campus offers a cohort model. As you progress in the PhD, you will have the opportunity to develop relationships with other students of diverse academic and professional backgrounds.

Click here  for tuition rates per program.

Application

To apply, submit the following:

• Graduate School application
• Send GRE scores to Graduate Admissions via ETS; ETS code for UGA is 5813. No departmental code is required.
• TOEFL or IELTS  Applicants from non-English speaking country only
• Official transcripts Native language and English for international applicants
• Statement of purpose
• Curriculum vita/Resume
• 3 letters of recommendation

Admission is based on the following:

• Undergraduate and graduate academic achievement
• Professional contributions to the field
• Quality and extent of professional work experience
• Personal goal compatibility with program goals
• Potential for success as a professional scholar/practitioner
• Demonstrated commitment to the field

Applicants must have completed a master’s degree from accredited universities.

Applications to the program are due by December 1st each year.

Associated Faculty

Click here  for a list of faculty members.

Program Webpage

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Click here  to get in contact with this program.

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News & Announcements

UGA Gwinnett hosts national conference—AERC 2024

Earlier this month, the UGA Gwinnett campus hosted its first national conference: The Adult Education Research Conference (AERC). The AERC is an annual North American conference that provides a forum […]

UGA Gwinnett hiring for a Facilities Coordinator position

Join the University of Georgia’s Gwinnett Campus as a Facilities Coordinator. This role offers the opportunity to provide crucial facilities-related support for educational activities and events. Apply today.

UGA graduate programs among nation’s best in new rankings

The University of Georgia’s graduate and professional programs are among the nation’s best, according to the 2024 edition of “Best Graduate Schools” from U.S. News and World Report. In this year’s rankings, several UGA schools, programs and specialties earned places in the top 10.

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Graduate Education

Office of graduate and postdoctoral education, peer tutoring available for grad students and select courses.

Aug 17, 2024

This fall, Georgia Tech is excited to launch its pilot partnership with Knack, the fastest-growing peer learning platform for college students, to offer specialized tutorial services for select first-year graduate courses. This initiative is designed to support graduate students by providing access to peer tutors who have excelled in the same classes.

All students enrolled in select graduate-level courses will have access to free peer tutoring. Peer tutoring is available for on-campus and online students. For a complete list of participating courses, click here .

Knack’s easy-to-use platform allows grad students who need tutoring to book sessions with verified Georgia Tech grad peer tutors who previously aced the courses in which they offer assistance. To view available tutors, visit  gatech.joinknack.com and sign in using your student account.

Interested in becoming a peer tutor?   

Graduate students interested in becoming paid peer tutors must have received an A in the course they’d like to provide tutoring services. Interested students should visit gatech.joinknack.com, to create a verified tutoring profile and get paid to complete tutor training before helping students.  This opportunity is open to US citizens and permanent residents. Please note that Knack does not meet the federal regulatory definition of an on-campus employer. As such, F-1 student visa holders who engage in work as a peer tutor for Knack will be in violation of the F-1 student visa status. To learn more about employment eligibility as a visa holder, please visit the OIE web resource:  F-1 Employment Overview | Office of International Education (gatech.edu).   

Interested students should visit  gatech.joinknack.com , to create a verified tutoring profile and get paid to complete tutor training before helping students. 

This initiative’s funding is expected to extend throughout the 2024-25 academic year.  Tutoring will remain free for this school year and will be offered on a first-come, first-serve basis. Through this partnership, Georgia Tech aims to enhance the academic success of its students and foster a collaborative learning environment for its graduate community.

Dr. Bonnie Ferri, vice provost for Graduate and Postdoctoral Education, highlights the importance of introducing a tutoring program for core courses to promote academic success across students from diverse backgrounds. She appreciates the advocacy of the Graduate Student Government Association for their support of introducing Knack peer tutoring, part of the Graduate Transformative Teaching and Learning initiative. For further information about Graduate TTL, visit https://gradpostdoc.gatech.edu/mission-and-strategic-initiatives/ttl . 

For more information, please visit  gatech.joinknack.com . 

Brittani Hill | Marketing and Communications Manager 

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Graduate Cost Calculator 2024-25

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Explore West

Take advantage of what the University of West Georgia has to offer. UWG boasts 87 programs of study.

UWG offers an exciting, diverse curriculum that allows its students to flourish and become community and world leaders.

We understand cost is an important consideration when deciding on a graduate program. The University of West Georgia has some of the most affordable graduate program options in the country. The calculator below can help estimate tuition and fees per semester and overall cost. Please visit the Office of Student Accounts and Billing for detailed Tuition and Fee information. 

Please note a tuition increase was announced by The University System of Georgia for Fall 24. Those increases have not yet been applied to this cost estimator.

Tuition is based on several factors including residency status, instructional method, and number of hours.

• Graduate students enrolling in all on campus classes caps tuition at 12 hours.
• Graduate students enrolling in all online classes or a combination thereof does not cap tuition at 12 hours.
• Graduate students enrolling in a combination of face to face and online courses will have on campus fees assessed.

We also encourage you to visit the Office of Financial Aid for more information on paying for your education.

Complete the student information form below, starting with the degree field. After entering the required fields, a tuition estimate will automatically generate below the form. This tuition estimate will automatically update when the student information entered into the form is modified.

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Tuition and Fees Breakdown

Curriculum, Foundations, and Reading

College of Education

• Doctor of Education in Curriculum Studies

Format : In person on the Statesboro Campus Credit Hours : 66-78 Entry Terms : Summer

Why Curriculum Studies at Georgia Southern?

The Curriculum Studies Program at Georgia Southern University is approved by the Georgia Professional Standards Commission (PSC) for all certification field upgrades.

It an interdisciplinary program that encompasses a broad range of considerations from the purely theoretical to the pragmatic questions of design and evaluation. The program is designed to nurture and create teaching professionals and professors who are independent thinkers capable of doing scholarly work to enhance the learning experiences of students in various educational settings, including, but not limited to K-12 and higher education. Graduates from our program are equipped with knowledge and skills that enable them to be leaders who are capable of making ethical and wise decisions in professional settings, as well as competent scholars who are able to conduct independent research and evaluate research projects and scholarly creations.

Most of our students are working professionals in the field of education. Therefore, our program is designed to facilitate their needs. The Ed.D. in Curriculum Studies is offered in a hybrid format on the Statesboro Campus that consists of online courses with required face-to-face meetings on selected weekends. The program admits students only once per year, and students begin the program in the summer semester.

Ready to Apply?

Request information, visit campus, or, you can :.

Graduate Academic Services Center 3166 College of Education Building Georgia Southern University Phone:  912-478-1447 Fax: 912-478-5093 [email protected]

Program Videos

Interested in pursuing an education specialist or doctorate degree in curriculum studies? Find out what path is best for you by viewing our program videos below.

Ed.D. or Ed.S. ?

Program Video

Ed.D. program overview

Curriculum Studies Dissertation Defenses

The following are a list of defended or scheduled Ed.D. Curriculum Studies Dissertation Defenses during the 2023-2024 Academic Year. For locations of defenses please contact the committee chair.

• Title: Utilizing Role-Play to Enhance Content Knowledge and Self-Efficacy Towards the IEP Meeting: A Qualitative Case Study
• Time: 3:00-5:00 p.m.
• Location: Via Zoom: ( Link here ) Meeting ID: 865 0093 4832 Passcode: 289476
• Peggy Shannon-Baker, Chair
• Robert Lake
• Stephanie Devine
• Maria Peterson-Ahmed (Texas Woman’s University)

Student Resources

Orientation videos for new students, tracy linderholm, coe associate dean, program of study & course sequence, programs of study.

Current-Effective Fall 2023(WEB)

Effective Fall 2019 (WEB)

Effective Fall 2017 (PDF)

Effective Summer 2012 (PDF)

Required Course Sequences

Current-Effective Summer 2018 (PDF)

Effective Summer 2016 (PDF)

Effective Summer 2015 (PDF)

Enrollment Hours

Curriculum Studies Ed.D. students must maintain 3 credit hours of continuous enrollment each semester (Fall, Spring, and Summer). In the Dissertation stage, students will need to be continuously enrolled in 3 credit hours of EDUC 9999, with the exception of their final semester in which they are graduating. In that final semester, if a student has previously enrolled in at least 9 credit hours of EDUC 9999 (which are the minimum hours required for the degree), they will be permitted to register for 1 credit hour in that semester. Should a student for any reason need to register for another semester beyond that, they will be required to register for 3 credit hours of EDUC 9999 every semester until they graduate.

Examinations and Committees

During their tenure in the program, students with their Advisors, will assemble two separate examination committees. The first is the Candidacy Examination Committee, and the second is the Dissertation Committee. Each committee has a distinct mission in the program of the student and specific membership criteria. At least one Curriculum Studies faculty member must be a member of each of the committees described below. The membership of these committees may or may not be comprised of the same individuals. The following is a description of the mission and membership requirements of each committee.

The Candidacy Examination

Following the completion of the prescribed minimum course work and before a student is formally admitted to candidacy for the doctoral degree, the Candidacy Examination must be passed. This examination evaluates both the work to date and the student’s qualifications for advanced research. If a student fails the Candidacy Exam, she/he has one more opportunity to re-take it. If the student fails the second attempt, she/he will be excluded from the program.

The Candidacy Committee

The committee will be comprised of three faculty, each responsible for one of the examination blocks (Core, Research, Advanced Doctoral Core/Emphasis Areas). All committee members must hold Graduate Faculty status. If the committee is larger than three (at the student’s request), there may be only one dissenting vote in order for the candidate to pass. Upon successful completion of the Candidacy Examination, the student is formally admitted to candidacy and will begin work on the dissertation.

The Dissertation Committee

The Preprospectus Defense, Prospectus Defense, and the Dissertation Defense are proctored by at least four members of the Graduate Faculty and conducted in a public forum. The membership is as follows: the Director of the dissertation and three readers, one of whom must be from outside the College of Education. Candidates, in concert with their chair, will choose the individuals of the committee. Three of the four members must approve the dissertation and the final examination in order for the candidate to receive the doctoral degree.

The Preprospectus Defense

The dissertation is simultaneously the last requirement in the program and the first research project as a curriculum scholar. There are two check points in the dissertation process, the first being the Preprospectus Defense. This is to ensure the committee’s agreement with the project and to elicit any preliminary suggestions and/or redirection of question, context, method, and/or analysis.

The Prospectus Defense

This is to provide formal feedback on the first three chapters of the dissertation (or the introduction, theoretical framework, literature review and methodology) before the student begins the “data collections” stage of the dissertation.

The Dissertation Defense

The defense will be undertaken once the project is complete. Although there are traditional formats for dissertations in education, the Department requires no template for construction. There are, however, certain tenets of educational research which should be addressed in some manner in the work depending upon the general theoretical structure (quantitative or qualitative), and the methodological approach chosen from within that theoretical paradigm. The role of the dissertation chair is critical in this process and candidates should carefully choose the individual with whom they wish to work.

Distinguished Off Campus Scholar

Having a highly respected scholar from another institution or research center serving on your dissertation committee can be very valuable.  Therefore a person who is a nationally or internationally recognized scholar may serve as a reader on a dissertation committee.  The individual may serve without being appointed to the Graduate Faculty provided the following criteria are met.

• The individual must be invited to serve on the Dissertation Committee by the chair of the Department of Curriculum, Foundations, and Reading.  The chair will provide the Dean of Graduate Studies evidence of the scholar’s willingness to serve and a copy of the individual’s vita.
• Approval will be granted or denied by the Associate Vice President for Academic Affairs and Dean of Graduate Studies.  If the scholar is a faculty member at another institution he or she should hold the highest level appointment on the Graduate Faculty of that institution and will have a record of service as a voting member of graduate examination committees.  If the scholar is not a faculty member his or her record of scholarship must justify appointment as a voting member of a Dissertation Committee.
• When a distinguished off campus scholar is included in the membership of a Dissertation Committee, that committee must include the requisite number of Graduate Faculty from Georgia Southern University bringing to four the minimum number of committee members.  Under this arrangement there can be no more than one dissenting vote for the student to pass the dissertation defense.

Committee Protocol

Candidacy examination.

Prior to convening the Committee, the Chair will determine that:

• The student has completed the required course of study in the Core, Research and Inquiry, Strand, and Concentration, and any additional course work required by the Admissions Committee;
• The oral portion takes place between two and four weeks following the student’s conclusion of the written portion of the examination; and
• Copies of the written examination questions and answers have been distributed to all members of the Committee, and

Upon convening the Committee, the Chair will:

• Inquire of the members present if there is any reason the meeting should not proceed and adjudicate any reservations so stated;
• Request the student depart the room while the members determine a sequence and time frame for questioning (usually deference is shown to outside members, then institutional members by descending academic rank) and briefly discuss any issues which may require particular attention in the student’s written responses;
• Request the student reenter the room and provide an opportunity for him/her to make any opening statements deemed appropriate or necessary regarding their written portion of the Candidacy Examination;
• Initiate the oral portion of the examination;
• Determine when all questions have been exhausted and invite the student to depart the room while the Committee deliberates upon the student’s performance;
• Moderate the discussion on the student’s performance and call for a formal vote on the student.  Options include “pass,” “pass with recommendations,” or “fail.”  Two of the three members must vote for approval in order for the student to pass.  If the Committee is larger than three, there may only be one vote for failure in order for the student to pass;
• Secure the appropriate signatures on the appropriate documents and dismiss the Committee.  It is the responsibility of the Chair to inform the student of the decision of the Committee and, if necessary, to prepare a course of action to satisfy any deficiencies noted by the members.
• Ensure that all proper documentation is submitted to the College of Graduate Studies of Georgia Southern University.

Pre-prospectus and Prospectus Hearings

Upon convening the Committee the Chair will:

• Inquire of the members present if there is any reason the hearing should not proceed and adjudicate any reservations so stated;
• Request the student depart the room while the members determine a sequence and time frame for questioning (usually deference is shown to outside members, then institutional members by descending academic rank) and briefly discuss any issues which may require particular attention in the student’s pre-prospectus/ prospectus;
• Request the student reenter the room and provide an opportunity for him/her to make any opening statements deemed appropriate or necessary regarding the pre-prospectus/ prospectus;
• Initiate the oral portion of the hearing;
• Moderate the discussion on the student’s pre-prospectus/prospectus and call for a formal vote.  Options include “pass,” “pass with recommendations,” or “fail.”  Three of the four members must vote for approval in order for the pre-prospectus/ prospectus to pass.  If the Committee is larger than four, there may only be one vote for failure in order for the student to pass;
• Secure the appropriate signatures on the appropriate documents and dismiss the Committee.  It is the responsibility of the Chair to inform the student of the decision of the Committee and, if necessary, to prepare a course of action to satisfy any recommendations voiced by the members; and

Dissertation Defense

Prior to convening the Committee the Chair will determine that:

• The research has been approved by the Georgia Southern University Institutional Review Board;
• Ensure that the members have received copies of the work in progress so as to determine any issues which might be addressed prior to the defense; and
• State that the purpose of the meeting is to conduct an examination of  the student’s research, dissertation, and overall competence in the field of study;
• Proceed with the student’s oral presentation of the research and the dissertation to the Committee;
• Moderate the Committee’s questions and the student’s responses regarding the substance of the research and the written dissertation;
• Retire the Committee to deliberate on whether or not the dissertation is of acceptable quality and that the student possesses overall competence in the field of study. Options on which a formal vote should be taken include “pass,” “pass with recommendations,” or “fail.” Three of the four members must vote for approval in order for the student to pass.  (If the Committee is larger than four, there may only be one vote for failure in order for the student to pass.)  Record the decision and secure the appropriate signatures on the Dissertation Defense Report;
• Return with the Committee’s decision, have the Committee members sign the Dissertation Signatory Page (unless delayed until changes are approved), and adjourn the meeting. If the student fails the defense, the Chair will immediately discuss any options and/or recommendations; and

Electronic Defense : All doctoral Candidates are now required to submit their dissertations after a successful defense in an electronic format to the College of Graduate Studies. To understand the procedures in creating an electronic dissertation see the College of Graduate Studies webpage.

Eligibility to chair Candidacy Exam or Dissertation Defense Committee

Chair must have:

• substantial publications within the past five years in the field of curriculum studies, or related fields reflected in the concentration areas;
• background in or substantial knowledge of the Curriculum Studies field or related fields reflected in the concentration areas;
• an in-depth understanding of the modes of educational inquiry relevant to the dissertation topic and/or the Curriculum Studies field.

Eligibility to serve on Candidacy Exam or Dissertation Defense Committee

Committee members must have:

• publications within the past ten years in their field of expertise;
• taught graduate courses, courses related to graduate studies, a significant number of courses in their field of expertise.

Advisement Policy

Temporary advisor.

Students in the Ed.D . in Curriculum Studies program are assigned a  Temporary Advisor  at the time they are admitted to the program. The  temporary advisor  is identified on the acceptance letter which comes from the Program Coordinator.

The  temporary advisor’s  responsibility is to advise students through the completion of Core and Research and Inquiry coursework, as well as any prerequisites, electives, strands or concentration area courses needed prior to completion of the Core and Research and Inquiry areas.  The work of the temporary advisor is concluded once the student selects the Permanent Advisor.

Advisor Responsibilities:

• Clarify the schedule of classes.
• Clarify when, how, and where classes will be offered.
• Provide advice on coursework and related issues in the program (re: electives, strands, concentration area classes, overloads, potential Candidacy Exam Committee and Dissertation Chairs and how to find them, etc.)
• Keep the student advised of changes in the course schedule, POS, and/or Program Requirements
• Respond to student inquiries in a timely manner
• Develop a policy to meet the needs of your advisees when you will be absent for the university for an extended time.
• Inform your advisees of this policy
• Inform your advisees when you will be absent from the university
• Follow the procedures of this policy

Student Responsibilities:

• Make initial contact with the temporary advisor
• Provide a reasonable “wait time” for advisor reply
• Make at least 3 attempts (using different means: e-mail, phone, personal visit to office  during office hours  ), to reach your advisor before you contact the Department Chair
• Consult with advisor  before  dropping a course or revising POS
• Notify advisor and Administrative Coordinator of address changes (esp. e-mail)
• Identify a Permanent advisor by the end of the second semester and notify Administrative Coordinator about his/her name.

Permanent Advisor

The  permanent advisor’s  responsibility is to advise students through the completion of the POS; including any remaining prerequisites, electives, strand or concentration area courses.

• Provide advice on coursework and related issues in the program (re: electives, strands, concentration area classes, overloads, Candidacy Exam Committee members and Dissertation Committee members and how to find them, etc.)
• Keep the students advised of changes in the POS, and/or Program Requirements.
• Respond to student inquiries in a timely manner.

Student Responsibilities :

• Make initial contact with a potential  permanent advisor  . Ask this person if s/he is willing to serve in this capacity. [Be prepared to describe your potential dissertation topic and your goals for the conclusion of the program.]
• Once a  permanent advisor  agrees to work with you  send the Administrative Coordinator an email identifying your permanent advisor.
• Provide a reasonable “wait time” for advisor reply following all correspondence.
• Consult with advisor  before  dropping a course or revising POS.
• Consult with your  Candidacy Exam Committee Chair  about additional members to your Candidacy Exam and Dissertation committees.
• Notify advisor and Program Director of address changes (especially your e-mail)
• Consult College of Graduate Studies Student Checklist for deadlines that are important to your progress in the program: i.e., dissertation defense and application for graduation
•   http://cogs.georgiasouthern.edu/appsforms.htm

Candidacy Exam Committee Chair

Candidacy Exam Committee Chair is selected through joint efforts of a student and a permanent advisor from the College of Education faculty who has a Full Graduate Faculty Member status . The Chair leads the student through the Candidacy Exam process: asks the members to develop three questions, collects the answers, forwards them to the student, and selects the date for the Exam. It is often a case when the Chair of the Candidacy Exam Committee becomes the Chair of the Dissertation Defense Committee.

Faculty Dissertation Load

In order to maintain quality in the Ed.D . in the program, we have set the following limits to dissertation service: The maximum number of dissertations that can be chaired at any given time by a faculty member is set at 10. No faculty may exceed 10 dissertations to chair in any given semester.

Scholarship Opportunities

Bryan Deever Memorial Scholarship Fund

Diversity and Inclusion Scholarships and Grants

Social Media

Georgia Southern University Curriculum Studies on Facebook: https://www.facebook.com/groups/csgsu/

Curriculum Studies Summer Collaborative on Facebook:  https://www.facebook.com/groups/121585151246258/

Georgia Southern University Curriculum Studies Listserv:

In order to sign up. Send an email to [email protected]. Leave the subject line blank. In the body of the email, type “subscribe CS-L” (no quotation marks, just the exact words).

Useful Links

College of Graduate Studies

Institutional Review Board

Zach S. Henderson Library

Established in memory of our friend and colleague, Dr. Bryan Deever

Dr. Bryan Deever was a faculty member in the Department of Curriculum, Foundations, and Research at Georgia Southern University from September, 1989 till his tragic death on April 12, 2000. The following tribute was written by Beth Downs.

Bryan received his Ph.D. in Curriculum Studies / Social Foundations of Education from Miami University (Ohio) in 1989 and joined the Georgia Southern University faculty the same year.  Bryan was an outstanding teacher, scholar, and leader both within the College of Education and throughout the University environment.

Bryan had an outstanding record of service to Georgia Southern University through his work on many varied and challenging committees.  His service contributions include:  Vice President of GS / American Association of University Professors, University Ad Hoc Committee on Academic Freedom, Faculty Senate, University Faculty Research Committee, Communication and Strategies for Creating Equity, and University Ad Hoc Committee on Women’s and Gender Studies Minor.  As a scholar, Dr. Deever had published numerous articles and presented at many national conferences.  His professional influence will continue as a legacy of these activities.

One of Dr. Deever’s most lasting contributions to Georgia Southern University was the creation of the Doctoral program in Curriculum Studies.  Dr. Deever was a scholar who was highly respected by his students.  Students often spoke of his availability and the care and concern he showed to them.  Many considered him to be a friend as well as a mentor.

In recent years, Bryan had taken up the hobby of enduro karting with the Alliance Racing team.  His racing companions referred to him as “The Professor.”  In addition to his racing hobby, Bryan was also well known for taking in stray animals, nursing them back to health, and finding them good homes.

As a colleague, Bryan never backed down from issues for which he had strong convictions.  He accepted leadership roles that sometimes required him to stand alone.  Bryan had a strong, charismatic presence; if you were in a room with Bryan, you knew he was there.

As a friend, Bryan always demonstrated a willingness to listen.  He had a unique quality that made people feel as though he always had the time to attend to any of their concerns.

Perhaps the quality I will cherish most in my memories of Bryan was his keen sense of humor.  I looked forward to every encounter I had with Bryan.  Regardless of the circumstance, Bryan could always make me laugh.

If you would like to contribute to this scholarship fund, please make your check payable to Georgia Southern University Foundation (for the Bryan Deever Memorial Scholarship) and send to the Foundation Office at Georgia Southern University, P.O. Box 8053, Statesboro, GA 30460-8053.

Current students can log in to  MyGeorgiaSouthern  and click the  MyScholarships  link.  Click  here  for step-by-step instructions on how to complete your MyScholarships application. The application is good for one year. 

Click Here for a Bibliography for Dr. Bryan Deever

Student Forms

• Student Checklist
• Curriculum Studies POS
• Candidacy Exam Report Form
• Candidacy Recommendation Form
• Committee Approval Form
• Committee Change Form
• Dissertation Defense and Degree Recommendation Form
• Pre-Prospectus Report Form
• Progression Chart
• Prospectus Defense Report Form
• Enrollment Exception Appeal Form

Program Key Assessments

The following linked procedures and assessment rubrics are provided for candidate and faculty use. Candidates are encouraged to examine these five Key Assessment instruments for awareness of criteria. Procedures Regarding Doctoral Student Files, Doctoral Paperwork, and Ed.D. Key Assessments

Doctoral Core (Word doc.) to be completed at end of Power and Schooling semester by instructors Candidacy Exam (Word doc.) to be completed following committee evaluation of written candidacy exam responses Prospectus (Word doc.) to be completed following prospectus defense Defense (Word doc.) to be completed following dissertation defense

Spotlight Story

“It was the best academic decision I have ever made,” he said. “It was the missing piece of the puzzle in my life — the spark plug I needed to keep going.” Chris Pugh, Ed.D. Curriculum Studies

Georgia Southern doctoral graduate educating through comedy, hip-hop. Read the full spotlight story highlighting the Georgia Southern Curriculum Studies Doctoral program.

Frequently Asked Questions

What is an add-on.

The Add-On P-12 Certificate as a Reading Specialist is intended for individuals who have already earned an M.Ed. in another field but who wish to obtain the P-12 certificate. It requires all four Reading courses required for the M.Ed. in Reading (that is, the three Endorsement classes plus READ 7230 Issues and Trends in Reading). The Add-On also requires passing the GACE.

What is the difference between the Endorsement and the Certificate?

The Endorsement matches the grade levels of your initial certification. The Certificate allows you to teach reading from preschool through grade 12.

Can I get the Reading Endorsement first and then go on and get my master’s?

Yes. You may take three graduate courses as a nondegree student before entering the M.Ed. program. These three courses could be those required for the Endorsement. OR, if you are already M.Ed. program, you may apply for the Endorsement as soon as you finish the three courses.

Do I need to take any tests to get the Reading Endorsement?

No, but should you choose to go on and work toward a degree, you will have to submit test scores.

Do I need to submit the Immunization Form to get the Reading Endorsement?

Yes. Keep in mind, however, that the state permits you to claim a religious exemption if you choose. You must still submit the form, however.

Can I mix classes from Southern and another university to qualify for the Endorsement?

You must take two of the three Endorsement classes from Georgia Southern, and the third course must be from an institution with a PSC-approved Reading Endorsement program.

After I complete the three required courses, how do I apply for the Reading Endorsement?

Go to www.gapsc.com and download the application for certification packet. Complete the forms and mail them to the Education Advisement Center, Georgia Southern University, P O Box 8029, Statesboro, GA 30460 along with a note requesting that the completed forms be returned to your school system office. Or to have a set of forms mailed to you, call the Student Success Center at 912-681-0698.

Do I have to take the GACE State Exam to obtain the Reading Endorsement?

Do i have to take the gace to obtain the m.ed., do i have to take the gace to obtain my p-12 certificate as a reading specialist.

Yes, but you may wait until after you complete the M.Ed.

Can I transfer courses as part of my M.Ed.?

Yes, the Board of Regents allows two graduate courses from an accredited university to be used as part of your master’s. They must be approved by your advisor. Be aware that transfer credits may not be earned during the semester you intend to graduate because your grades cannot be confirmed in time to clear you for graduation.

What do I need to do to prepare for graduation.

There are three requirements and you will be responsible for overseeing them.

First , you must have a Program of Study on file with the Graduate School. You can download this one-page form from this site and complete it as you progress. When you have decided on the last of your electives, fax it to your advisor. He will double-check it and submit it for you.

Second , near the beginning of the term you plan to graduate, you must apply for graduation. There is a one-page form for this purpose, and it requires a $50 fee.

Third , during the term you plan to graduate, you must participate in the Exit Experience. (This is in lieu of the old Exit Exam.) The Exit Experience is entirely online. To participate, notify your advisor of your intent to graduate near the beginning of the term. (You will need to tell him, because he will not be keeping up with your specific plans.) He will then add you to the online course. There is no fee for this course, and it is not really a course at all, in the regular sense. It simply brings new graduates together, virtually speaking, to respond to some overarching questions and to share each other’s responses. There are no chats, so scheduling is very flexible. It will not interfere with the regular courses you will be taking. Once you have completed the Exit Experience, your advisor will notify the Graduate School.

Professional Certification Disclosure

The College of Education anticipates that graduates of the Doctor of Education in Curriculum Studies program will seek a certification upgrade. The program listed above leads to a Georgia Certificate Upgrade only. Visit the Georgia Professional Standards Commission for more information.

For all Online Programs

Federal Law requires colleges and universities to make certain disclosures to prospective students of these programs. These disclosures include information on the University’s authority to operate outside of Georgia, the complaint processes, adverse actions, refunds, and program closure.

For required disclosures about online programs offered by the University, visit the Georgia Southern State Authorization and Professional Licensure Webpage .

Last updated: 7/10/2024

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Department of Curriculum, Foundations, & Reading College of Education Georgia Southern University P. O. Box 8144 Statesboro, GA 30460

Departmental Office: Education 3125

Mrs. Melissia Deal Phone: 912-478-5091 Fax: 912-478-5382

Department Chair Dr. Kent Rittschof Statesboro Campus Education 3127 Phone: 912-478-0672 Email: [email protected]

Curriculum, Foundations, and Reading • P.O. Box 8144, Statesboro, GA 30460 • 912-478-5091