phd teaching degree

College of Professional Studies

Northeastern University’s online Doctor of Education program provides experienced adult learners, working professionals, and scholar-practitioners from diverse backgrounds and perspectives with the practical knowledge and experience they need to transform the learning landscape. Students gain innovative approaches to create authentic change in their communities. The program was selected as the Carnegie Project on the Education Doctorate's Program of the Year for 2022-2023.

The Doctor of Education program is designed to be completed in three to four years of study—following a fast-paced quarter system in lieu of a traditional semester format. Students choose from five concentrations to create a curriculum that matches personal and professional interests. The program's dissertation in practice process will begin at the onset of your coursework as you identify your problem of practice and develop an action plan—incorporating cycles of data collection and analysis, collaboration, change work, and reflection—culminating in the dissemination of your action research findings. Our students come from diverse disciplines and professions, seeking more than just a degree. You'll gain a practical education that translates to your everyday working environment.

While all EdD courses can be completed online (except for hybrid courses in Seattle and Charlotte), annual in-person two-day residencies are held on campus. Residencies focus on networking and tools for career success and allow you to connect with faculty and fellow scholars to share knowledge and experience. You'll attend residencies* in your first and second years of the program at one of our campuses in Boston, Charlotte, or Seattle.

The Northeastern Doctor of Education degree is accredited by the New England Commission of Higher Education (NECHE) and was selected as Program of the Year by the Carnegie Project on the Education Doctorate Program for 2022-2023.

*Please note: International students enrolling in the online EdD program will be provided with an option to complete the residency through online participation in interactive sessions with fellow scholars offered during the residency period.

More Details

Unique features.

• You will choose one of five concentrations—higher education administration, innovative teaching and learning, transformative school leadership, workplace learning, and integrative studies—to focus your studies and further customize your curriculum.
• You'll begin dissertation in practice work at the onset of your program. You'll select a compelling educational/organizational challenge and will be assigned a faculty advisor to support your research throughout the program.
• All coursework is online—providing flexibility for working professionals. Your residencies will be fulfilled in person*, at one of our campuses in Boston, Charlotte, or Seattle.
• You'll learn alongside faculty practitioners—engaging with respected leaders who contribute to the field as authors, journal editors, school board members, bloggers, and podcasters.

*In-person participation in the residency is also available for international students.

Concentrations

• Higher Education Administration: The higher education administration concentration provides an opportunity for experienced higher education professionals to expand their previous understanding of practices within all sectors of postsecondary education—and also advance their professional practice by developing and deepening their understanding of the roles of colleges and universities in our society. Sectors examined include community colleges, four-year colleges, for-profit institutions, and research universities.
• Innovative Teaching and Learning: The innovative teaching and learning concentration focuses on transforming education through innovation, justice, and policy, by providing engaging opportunities for current and aspiring teaching and learning specialists working in various education spaces. The concentration focuses on teaching and learning both inside and outside the bounds of P-20 schools and focuses on developing and leading innovative curricula as well as professional development.
• Transformative School Leadership: The transformative school leadership concentration provides innovative opportunities for experienced education professionals who are current and aspiring leaders of early childhood centers, public or private schools, or school districts. The concentration prepares students to lead and transform educational spaces and be equipped to shape the needs of education in K-12, higher education, organizational contexts, and beyond.
• Workplace Learning: The workplace learning concentration helps professionals gain a deeper understanding of, recognize, and influence real-life social inequalities faced by marginalized populations in the workplace. Courses allow students to advance their professional practice by developing and deepening their knowledge of workplace learning, organizational dynamics, learning strategy, and ethics.
• Integrative Studies: The integrative studies concentration provides an opportunity for students to design a program of study that fits their own professional goals and includes the required foundation and research courses, concentration courses from any EdD concentration, and electives from the Doctor of Education or Doctor of Law and Policy programs.

Program Objectives

Northeastern's Doctor of Education program is designed for experienced professionals interested in deepening their understanding of education, organizational development, and leadership. Throughout the program, students examine various approaches to critical, practice-based issues, learn research methods, and conduct a doctoral research study that investigates a compelling educational or organizational challenge.

2022-2023 Doctor of Education Program of the Year

The Carnegie Project on the Education Doctorate selected Northeastern's EdD program as the 2022-2023 Program of the Year, noting the “redesigned Dissertation in Practice Curriculum and the adoption of action research as its guiding methodology …” The committee praised “the program’s efforts to move beyond the typical five-chapter dissertation and engage scholarly practitioners in the acquisition of skills to realize meaningful change in their local contexts, emphasizing social justice.”

Testimonials

– sara ewell, phd, assistant dean, graduate school of education, – frawn morgan, current student, doctor of education, – aaron b., program graduate, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Requirements

• Online application
• Academic transcripts: Official undergraduate and graduate degree documentation
• Describe the problem of practice
• Explain why you want to investigate it
• Provide a strong rationale for the significance of the problem
• Minimum work experience: Three years in a related field
• Professional resumé: Must summarize work and education history, include an outline of your educational/academic skills with examples such as research and teaching experience, affiliations, publications, certifications, presentations, and other professional skills.
• Faculty recommendation: Must be from a faculty member in your previous graduate program who can attest to your readiness for doctoral work. If you are no longer acquainted with a faculty member, please choose a professional who can speak of your academic capabilities to engage in doctoral-level research and writing. Recommendations should be presented as a letter attached to the general recommendation form.
• Two professional recommendations: Must be from individuals who have either academic or professional knowledge of your capabilities, a supervisor, mentor, or colleague. It is preferred that one letter of recommendation come from your current employer and/or supervisor. Recommendations should be presented as a letter attached to the general recommendation form.
• Proof of English language proficiency: ONLY for students for whom English is not their primary language.

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the College of Professional Studies admissions process, policies, and required materials.

Admissions Dates

Our admissions process operates on a rolling basis; however, we do recommend the application guidelines below to ensure you can begin during your desired start term:

Domestic Application Guidelines

International Application Guidelines *

*International deadlines are only applicable if the program is F1 compliant.

Industry-aligned courses for in-demand careers.

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

View curriculum

The core of the mission of the program is to allow educators to remain in the places they work, focus on a problem of practice, and through experiential learning and site-specific research opportunities in the program, make an immediate impact in their professional environments. The program explicitly integrates research and practice for professionals so they develop the requisite skills for conceiving, designing, conducting, and producing original site-based research in order to effect ethical change related to real-life problems of practice.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Joseph McNabb, PhD

Cherese Childers-McKee, PhD

By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

Below is a look at where our Education & Learning alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

• Boston Public Schools
• Chicago Public Schools
• NYC Department of Education
• Lockheed Martin
• Veterans Affairs
• Johns Hopkins
• Columbia University

What They Do

• Media Consultant
• College President
• Chief Information Officer
• Instructional Designer
• Diversity Officer
• Founder-CEO
• VP of Student Services
• Community Services Director

What They're Skilled At

• Experiential Learning
• Team Building
• International Education
• Change Agency
• Entrepreneurship
• Urban Education
• Strategic Management
• Student Engagement

Learn more about Northeastern Alumni on  Linkedin .

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Teaching, Learning, and Teacher Education, PhD

The Ph.D. and Ed.D. programs in Teaching, Learning, and Teacher Education prepare graduates to serve as researchers and teacher educators in universities and colleges, curriculum developers and evaluators in educational agencies, curriculum specialists in school districts and state departments of education, and instructional leaders and classroom teachers in K-12 schools.

Coursework and research experiences address a range of practice-based and theoretical problems in schools and community settings from sociopolitical, cultural, philosophical, psychological, and historical perspectives. Taking an interdisciplinary stance, faculty and students explore issues of equity, social justice and educational change in a range of formal and informal educational settings. Through their programs of study, students select focal areas such as teaching and learning, research and practice in teacher education, mathematics or science education, and the study of urban education and urban contexts. Applicants interested in the focal area of literacy are encouraged to consider the doctoral program in Reading/Writing/Literacy.

For more information: http://www.gse.upenn.edu/tll/tlte/phd

View the University’s Academic Rules for PhD Programs .

The program requires a minimum of 12 course units beyond the master's degree.

Chosen in consultation with an advisor.

Electives may be taken outside of GSE with advisor approval. Electives must be 5000 level or above.

A non-credit bearing Research Apprenticeship Course is required from second semester of first year forward in the Professional Experiences Strand. 

Required Milestones

Qualifications evaluation (also known as program candidacy).

A Qualifications Evaluation of each student is conducted after the completion of 6 but not more than 8 course units. The evaluation is designed by the specialization faculty and may be based on an examination or on a review of a student’s overall academic progress.

Preliminary Examination (Also known as Doctoral Candidacy)

A Candidacy Examination on the major subject area is required.  The candidacy examination is a test of knowledge in the student's area of specialization, requiring students to demonstrate knowledge and reasoning in the key content areas in their specialization as defined by their academic division. This examination is normally held after the candidate has completed all required courses.

Oral Proposal

All doctoral candidates must present their dissertation proposals orally and in person to the dissertation committee.

Final Defense of the Dissertation

The final dissertation defense is approximately two hours in length and is based upon the candidate’s dissertation. 

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2023 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

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

Degree programs

Doctoral programs

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

Anthropology of Education

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

See all PhD programs and descriptions

Master’s programs

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

Curriculum and Teacher Education (MA)

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

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

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Learn more about undergraduate minor and honors

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

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

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Teaching, learning, and teacher education, doctor of education (ed.d.), you are here, a doctoral program committed to educational practice for scholar-practitioners, curriculum specialists, and instructional leaders..

The Ed.D. in Teaching, Learning, and Teacher Education is tailored to the needs of scholar-practitioners. Our graduates serve as researchers and teacher educators in universities and colleges, curriculum developers and evaluators in educational agencies, curriculum specialists in school districts and state departments of education, and instructional leaders and classroom teachers in K-12 schools.

What Sets Us Apart

About the program.

The Ed.D. in Teaching, Learning, and Teacher Education features coursework and research experiences addressing a range of practice-based and theoretical problems in schools and community settings from sociopolitical, cultural, philosophical, psychological, and historical perspectives. 

Fall: 3; Spring: 3

Culminating experience Dissertation

Taking an interdisciplinary stance, faculty and students explore issues of equity, social justice, and educational change in a range of formal and informal educational settings.  You will select a focal area such as teaching and learning, research and practice in teacher education, mathematics or science education, and the study of urban education and urban contexts. If you are interested in the focal area of literacy, you may want to consider Penn GSE’s doctoral program in Literacy Studies .  Your program of study will include courses in teaching and learning, social foundations, and research methods. 

Field-based research and collaborative projects with practitioners in schools or other educational settings are key components of the program. You become an active participant in a community of learners including practicing and prospective teachers. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs.

Full-time Ed.D. students enroll in 3 course units (CUs) each semester for the first two years and are expected to be in residence and participate in practicum activities, courses, and other academic experiences throughout the first two years. Part-time students must complete a residency requirement that involves taking at least four courses in two consecutive semesters.

Coursework and experiences are arranged around three areas or strands, including specialization courses, research methods courses, and electives/professional experiences, as well as a set of core courses. You will devise an individualized program of study based on your research interests and in consultation with your advisor. For more information on courses and requirements, visit the  Teaching, Learning, and Teacher Education Ed.D. program in the University Catalog . 

Research Apprenticeship Course (RAC)

The RAC is part of the Professional Experiences strand and is designed to assist you in developing, conducting, and presenting your own original research. The course focuses on the research interests of the students and requires participation in the scheduling of activities, presentations, and directing part of the RAC agenda as it pertains to the collective needs of the group. Students from the different stages of the doctoral program will serve as mentors to one another, with faculty oversight. You will participate in the RAC beginning in the spring of your first year and continue participation until the completion of your dissertation.

Annual Self-Evaluation : Each year, doctoral students complete a Professional Self-Evaluation that is used as part of the ongoing evaluation and planning process. You are introduced to the evaluation form in the proseminar and will work on it in the spring Research Apprenticeship Course (RAC). The deadline for the Professional Self-evaluation falls in mid-autumn or mid-spring. 

Qualifying Examination : The Qualifying Examination is taken by all doctoral students, most often at the end of the first year. Passing this exam is an important step in being admitted to program candidacy. In order to take the qualifying exam, you need to have completed Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC, and 1 research methods course.

Program Candidacy : You are assessed for program candidacy after successfully completing Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC , and 1 research methods course, and passing the Qualifying Examination. You must be in good academic standing to receive program candidacy.

Preliminary Examination : The Preliminary Examination is taken after you have completed all courses and before you begin work on your dissertation. Passing the Preliminary Exam allows you to be admitted to doctoral candidacy. You may submit a Preliminary Exam from the start of the fall semester through April 1. A description of the Preliminary Exam is available from the Division Coordinator. 

Dissertation : To complete the Ed.D., you must design and undertake an original research study under the direction of your dissertation committee. Students should see Penn GSE and Penn-wide policies and speak with their advisor about the requirements of the dissertation.

Our Faculty

Affiliated Faculty

Ryan S. Baker Professor Ph.D., Carnegie Mellon University

Bodong Chen Associate Professor Ph.D., University of Toronto

Matthew Duvall Lecturer Ph.D., Drexel University

L. Michael Golden Executive Director, Catalyst @ Penn GSE Ed.D., University of Pennsylvania

Zachary Herrmann Adjunct Assistant Professor Ed.L.D., Harvard University

Charlotte E. Jacobs Director, Independent School Teaching Residency Ph.D., University of Pennsylvania

Michael C. Johanek Senior Fellow Ed.D., Teachers College, Columbia University

Yasmin B. Kafai Lori and Michael Milken President’s Distinguished Professor Ed.D., Harvard University

Andrea M. Kane Professor of Practice, Education Leadership Ph.D., Northcentral University

Rand Quinn Associate Professor Ph.D., Stanford University

Sharon M. Ravitch Professor of Practice Ph.D., University of Pennsylvania

Susan A. Yoon Graduate School of Education Presidential Professor Ph.D., University of Toronto

"Penn GSE is a place that follows its students’ interests and creates opportunities and experiences based on what those interests are."

Paul McCormick

Our graduates.

Our graduates are prepared for research and academic careers in education, psychology, and related human services fields.

Alumni Careers

• Director of Curriculum and Instruction, Lindenwold School District
• Education Technical Specialist, CARE International
• Lecturer, Bryn Mawr College
• Principal, School District of Philadelphia
• Senior Program Officer, Knowles Science Teaching Foundation
• Supervisor: Math, Science, Tech and Music, Tredyffrin/Easttown School District

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Noemí Fernández Program Manager [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Collaboratory for Teacher Education

The Collaboratory for Teacher Education at Penn GSE is a laboratory for the design, implementation, and study of experimental approaches to teacher education.

Core Practice Consortium

The Core Practice Consortium brings together teacher educators from across institutions, disciplines, and theoretical perspectives to grapple with questions about how better to prepare novice teachers. 

Our Students

Current students in the Teaching, Learning, and Teacher Education program are researching a range of topics including mathematical practices, teacher education, maker-based project education, culturally responsive pedagogy, science education, and media making.

View Doctoral Student Profiles

You May Be Interested In

Related programs.

• Teaching, Learning, and Teacher Education Ph.D.
• Reading/Writing/Literacy Ph.D.
• Reading/Writing/Literacy Ed.D.
• Learning Sciences and Technologies M.S.Ed.
• Teaching, Learning, and Leadership M.S.Ed.
• Education, Culture, and Society Ph.D.

Related Topics

Search NYU Steinhardt

Doctor of Philosophy Teaching and Learning

Our doctorate aims to prepare first-rate scholars and practitioners. Your pathway is highly customizable, so you can tailor your degree to your specific career goals and interests in areas such as history, social studies, and global education; literacy education; mathematics education; early childhood and childhood education; science and environmental education; urban education; or special education.

Degree Details

Official degree title.

Doctor of Philosophy in Teaching and Learning

How You’ll Learn 

Because the development and completion of a dissertation depends on intensely individual interest and work, this PhD emphasizes the individual tailoring of your degree from the very beginning. We aim to suit the unique interests and experiences that you bring to the program and develop during your course of study.

Concentrations

Early Childhood and Childhood Education

Become a researcher or teacher educator dedicated to understanding children’s development and learning, and supporting them in their education.

History, Social Studies, and Global Education

Advance your knowledge and work with faculty members to conduct research and develop curricula that promote civic engagement.

Literacy Education

Work closely with faculty members to develop your research skills in language and literacy development, and apply that research to improve literacy instruction.

Mathematics Education

Learn strategies for designing and analyzing research studies in mathematics education while working closely with faculty on all aspects of the research process.

Science and Environmental Education

Develop your skills in research in science and environmental education and learn about current science pedagogy, teacher education, technology, and more.

Special Education

Develop expertise in special education policy, research, and practices as you collaborate with our faculty.

Urban Education

Advance your knowledge, work with faculty on research, and prepare to be an educational leader committed to scholarship and action in urban educational settings.

Online Info Session

In this session, NYU faculty share information about the PhD programs in the department of Teaching & Learning, including the PhD in Teaching & Learning, PhD in English Education, PhD in Bilingual Education, and PhD in Teaching English to Speakers of Other Languages. Faculty provide an overview of the programs and answer questions from potential applicants.  

Funding for Full-Time PhD Students

NYU Steinhardt offers a competitive funding package for PhD students who study full time.  Learn more about our funding opportunities .

If you have any additional questions about our degree, please feel free to contact Jennifer Ruocco at [email protected] .

Take the Next Step

Advance your personal and professional journey – apply to join our community of students.

Education PhD

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

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

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

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

Critical Studies of Race, Class, and Gender

Learning Sciences and Human Development

Policy, Politics, and Leadership

Social Research Methodologies

Leadership and Excellence in K-12

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

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

Additional Programs

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

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

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

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

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

Contact Info

[email protected]

2121 Berkeley Way

Berkeley, CA 94720

At a Glance

Department(s)

Admit Term(s)

Application Deadline

December 4, 2023

Degree Type(s)

Doctoral / PhD

Degree Awarded

GRE Requirements

Education (Online), EdD

School of education.

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

For more information about the EdD program, please visit  https://education.jhu.edu/academics/edd/ . If you have any questions about the EdD program, please contact  [email protected] .

Admission Requirements

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

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

Additionally, applicants will submit a personal statement including responses to the following:

• Describe a significant Problem of Practice relevant to your current context/industry of professional practice.
• Indicate the importance of this problem within the applicant’s industry and/or their specific context of professional practice.
• Discuss the potential underlying causes for or contributing factors related to this Problem of Practice.
• Discuss the ways in which this problem aligns with at least one or two areas of interest.

All applicants who meet the entrance requirements will be asked to submit video and written responses to question prompts.

International students must fulfill the general requirements for admission and complete additional requirements—see  https://education.jhu.edu/admission-financial-aid/admissions/international-applicants/ .

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

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

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

Program Requirements

Program structure and requirements.

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

• Foundations of Education (15 credit hours)
• Applied Research & Evaluation (12 credit hours)
• Areas of Interest / Electives (15 elective credit hours)
• Doctoral Dossier Research (12 credit hours)*

In addition to successfully completing all the coursework requirements, candidates must also satisfy written assessments and an oral comprehensive examination that document attainment of competencies. They must also complete either an Applied Dissertation or a Dossier Style Dissertation research project, depending upon the year the candidate was admitted to the program as per the following table:

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

With permission, students admitted between Fall 2013 and Fall 2020 may opt into the Dossier Style Dissertation if they choose not to do an intervention.

Problems of Practice and Doctoral Dossier

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

As part of our commitment to social justice, the EdD program does not privilege one form of communication over another. Thus, all components of the Doctoral Dossier can be communicated in a modality of the student’s choosing: video, oral, scholarly writing, or public-facing writing. The Doctoral Dossier is embedded within the EdD program coursework, providing students the unique opportunity to examine an issue important to their field.

To begin their Doctoral Dossier process, students will spend their first year working on a Scholarship of Integration project (Project 1) that focuses on exploration and identification of underlying causes of and factors associated with their chosen POP. Using systems thinking, which includes perspective-taking, and the research literature, students will document their exploration in an introductory narrative that provides the rationale and supporting evidence for their decision to further pursue their research topic throughout their doctoral journey.

During the second year, following completion of the Scholarship of Integration project, students will choose one of the following two options for Project 2:

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

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

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

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

During the third year, following completion of Project 2, students will choose one of the following:

• The scholarship option NOT chosen for Project 2, or
• Scholarship of Discovery: Search for new knowledge. Students conduct evidence-based research that leads to knowledge creation.    

Example projects include: written, oral, or other modalities of research, scholarly publications, empirical study, working paper, or book chapters.                

During the fourth year, students will complete Project 3, write an Executive Summary that ties their three projects together, and write a final reflection of their doctoral journey. The Doctoral Dossier will be presented and assessed during the fourth year.

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

Problems of Practice and Dossier Style Dissertation (for students admitted Fall 2021 and Fall 2022*)

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

During the first year in the program, students synthesize research literature to understand factors relevant to the POP from a broader systems perspective. During the second year of the program, students conduct an empirical project to investigate their POP within their professional context. Students are expected to collect and analyze data to further understand and refine their identified problem. Based on the evidence in the literature review and empirical project, students will engage in a final project that may further explore an aspect of their POP or articulate a potential solution.

Students will demonstrate mastery of first- and second-year competencies through written and oral comprehensive assessments, which will serve as indicators of readiness for conducting their applied research. Students will then evaluate the effectiveness of this solution as their Applied Project (Year 3). Characteristics of the Dossier Style Dissertation that make it unique to this program include:

• Written assignments within courses that focus on the student's POP.
• Coursework that leads students to consider applications that hold the potential for significant change or impact within their organization and/or have implications for policy.
• Dossier Style Dissertation components that are embedded within coursework and distributed across the three years of the program.

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

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

*Students admitted Fall 2021 can choose to complete either the Dossier Style Dissertation or the Applied Dissertation described below. Fall 2022 students may only complete the Dossier Style Dissertation.

Problems of Practice and Applied Dissertation (for students admitted Fall 2013-2021*)

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

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

• Coursework that leads students to consider solutions that hold the potential for significant change or impact within their organization and/or have implications for policy.
• Dissertation components that are embedded within coursework and distributed across the three years of the program.

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

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

*Students admitted Fall 2013-2020 must complete the Applied Dissertation. Students admitted Fall 2021 can choose to complete either the Dossier Style Dissertation or the Applied Dissertation. Fall 2022 students may only complete the Dossier Style Dissertation.

Learning Outcomes

Program goals.

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

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

• International Applicants

Doctoral in Teaching

Doctorate (edd, phd), edd deadlines.

We welcome applications on a rolling basis. The next priority application deadline is July 15, 2024.

PhD deadline

Applications for PhD will open Fall 2024.

Full and partial assistantships

Online learning options

Full-time or part-time options

Program overview

Whether you want to become a teacher educator or faculty in higher education institutions, pursue a leadership role in the teaching profession, or contribute new knowledge about teaching and learning, Warner’s flexible doctoral programs in teaching will help you achieve your goals.

We invite you to check out our doctoral programs, and see how you can benefit from the expertise and support of faculty involved in cutting-edge research and innovative education reform projects, while pursuing your specific interests.

Warner School PhD and EdD programs can be easily customized to meet your specific career goals and interests related to teaching and curriculum. Whether you are interested in specializing in specific subject areas, focusing on a specific age group, or pursuing more general topics like urban education, learning in the digital age, or health professions education, just to name a few, Warner will work with you to help you achieve the goals for your doctoral program.

Key program features

• Minimum Credits:  90 graduate credits; some of which can be transferred from previous programs (up to 30 credits for PhDs; up to 36 credits for EdDs).
• Customizable: With only six required courses, it’s easy to choose electives in your specific areas of interest, tailor projects in most courses, and most importantly select your dissertation topic.
• Choice of Research Methods: Benefit from a vast array of research methods courses, and choose from a variety of research methods for your dissertation.
• Exciting Research Opportunities:  Warner faculty are always working on exciting research and reform projects that provide opportunities for apprenticeships as well as interesting contexts for your dissertation.
• Flexible: Programs can be completed on a full-time or part-time basis, starting in any semester; minimum one year full-time residency requirement for PhD students only.

Prerequisites

• Prior preparation and experience as an educator.
• Prior master's degree highly desirable; most students will have already completed a master's program.

Scholarships, Tuition, & Financial Aid

Many of our full-time doctoral students benefit from full and partial assistantships to support their studies while gaining valuable career experience at the same time. 

Doctorate program options

What's the difference between an EdD and PhD?

PhD in Education with Concentration in Teaching, Curriculum and Change

Prepares graduates for academic positions in universities and other higher education settings, as well as research positions in government agencies or other educational organizations. View coursework for the PhD in Education with specialization in teaching, curriculum and change.  

EdD in Teaching & Curriculum

Prepares and supports experienced educators for leadership positions in their field, as well as selected higher education faculty positions; can be completed on a part-time basis while maintaining full-time employment.  You can choose among two options to complete the same program requirements:

• EdD Accelerated Option: Dissertation must be an action-research study related to your job, to be completed in the span of one year as part of a cohort, supported by a three-semester dissertation seminar. This program can be completed within three years by taking coursework in a prescribed sequence. Coursework for the accelerated EdD in teaching & curriculum .  
• EdD Traditional Option: More flexibility for type and pace of dissertation and coursework completion. Coursework for the traditional EdD in teaching & curriculum . 

Customize your degree

Our degrees are designed to meet your interests and career aspirations. Whether you want to add an advanced certificate or specialize in a distinct area of emphasis, we can help craft the best option for you.

Ready to apply?

Career opportunities.

Warner EdD graduates hold positions such as teacher leaders, department chairs, and curriculum coordinators in K-12 schools; faculty and program directors in a variety of teaching and community colleges; clinical faculty at research universities; as well as other faculty and academic leadership positions.

Warner PhD graduates hold tenure-track and clinical faculty positions in a variety of higher education institutions, including research universities in the United States and abroad as well as faculty positions at four-year colleges, community colleges, and specialized professional schools.  Many have pursued academic leadership positions, becoming successful program directors, chairs, and deans at their respective colleges and universities.  Some graduates pursue less traditional positions, including roles with not-for-profit education organizations in areas involving program development and evaluation.

Key program faculty

Nancy Ares Foundations of education; diversity in education

Raffaella Borasi Math education; teacher education; learning in the digital age; entrepreneurship in education

Jeffrey Choppin Math education; teacher education

Mary Jane Curry Academic writing; TESOL

Michael Daley Science education; learning in the digital age

Samantha Daley Disabilities; inclusion; special education

David Hursh Foundations of education; policy; elementary education; social studies education; diversity in education

Jayne Lammers English education; learning in the digital age; literacy learning

Joanne Larson Literacy learning; elementary education; urban education; diversity in education

April Luehmann Science education; teacher education; learning in the digital age; informal learning

Kevin Meuwissen Social studies education; teacher education

Martha Mock Disabilities; inclusion; special education; early childhood education

Hairong Shang-Butler TESOL; academic writing

Carol Anne St. George Literacy learning; teacher education

Contact admissions

(585) 275-3950

[email protected]

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Take a course before you apply

Take a course before you apply to one of our programs for a discounted price. Inquire with admissions to learn about credits that also apply toward degree requirements.

Related certificates and degrees

Related advanced certificates.

Minimal additional credits required.

• Advanced Certificate in Program Evaluation
• Advanced Certificate in Online Teaching
• Advanced Certificate in Teacher Leadership
• Advanced Certificate in Urban Teaching and Leadership

Related degrees

• EdD/PhD in Higher Education
• PhD in Educational Policy
• EdD in Educational Leadership
• EdD/PhD in Human Development
• EdD/PhD in Counseling

Start your application

Online Master's in Education

Contact Information

Connect with program staff.

If you have program-specific questions, please contact OEL Assistant Director Nicole Barone . 

Upcoming OEL Virtual Information Sessions

• Monday, November 20, 7–8 p.m. ET

Additional Information

• Download the Master's Viewbook
• Admissions & Aid

Today’s education landscape needs leaders like you — dynamic educators and innovators committed to making sustainable and scalable change for all students by building on your professional experience in PreK–12 classrooms and districts; on college and university campuses; or in philanthropies, nonprofits, policy organizations, and ed-tech initiatives.

That’s why the Harvard Graduate School of Education launched an online Master's in Education Leadership, a two-year, part-time Ed.M. program with Higher Education and PreK-12 pathways specifically designed for working education professionals who bring at least seven years of relevant or transferrable work experience. The program will strengthen the invaluable skills you’ve already developed and give you the tools to propel yourself to new leadership opportunities and to even greater impact.

“Skilled leadership is essential to creating opportunity and overcoming the longstanding inequities that create barriers to success. At HGSE, we are committed to helping you meet today’s complex challenges by becoming the type of leader education needs.” Bridget Long Dean and Saris Professor of Education and Economics Harvard Graduate School of Education

A New Option for Experienced Educators

The online Master's in Education Leadership from HGSE consists of a diverse cohort of professionals like you — leaders who are advancing in their careers, and who bring important perspectives grounded in real-world challenges. Our program is conducted almost exclusively online — except for one short on-campus experience, where you'll meet your cohort in person and build community prior to the start of the first fall semester.

The program offers a distinctive Harvard experience — including deep engagement and interaction with Harvard faculty and talented peers, as well as a lifelong professional network — within an intentionally designed curriculum and robust opportunities for mentorship and coaching. The program is career-embedded — so you can immediately apply what you are learning, in real time, to the work you are doing on the ground. 

Two Pathways: Higher Education and PreK–12

In the online Master’s in Education Leadership, you will choose between two Professional Pathways — Higher Education or PreK–12 — that align with the area of practice or the student community in which your work will make an impact. Students interested in advancing into senior leadership roles in colleges and universities, or in organizations that impact higher education, should study in the Higher Education Pathway . Students who want to do change-making work within the education ecosystem on behalf of students from early childhood to secondary education levels should select the PreK–12 Pathway .

Our prescribed curriculum is intentionally designed to meet your professional needs. It is anchored in both foundational knowledge and core competencies in education leadership related to the U.S. education system. You will also complete pathway-specific courses to advance your leadership in higher education or preK–12 education, as well as the Foundations courses. You will also have the opportunity to select courses from a small subset of electives. A minimum of 42 credits are required to graduate with an Ed.M. degree from HGSE.

The main elements of the curriculum are: 

Foundations Courses

Throughout the two-year program, you will participate in Foundations courses in four areas: How People Learn, Leading Change, Evidence, and Equity and Opportunity. In these courses, you’ll build core skills central to the profession of education.

• The online Ed.M. program commences with How People Learn, which runs online June–July and requires a time commitment of 10–15 hours per week.  
• You’ll participate in Equity and Opportunity, Evidence, and Leading Change throughout the two-year program.

Professional Pathways

All students will choose between the Higher Education and PreK–12 Pathways. Throughout the program, you will take both cross-pathway courses and pathway-specific courses. Cross-pathway courses will allow you to develop leadership skills that are important across sectors, as well as have discussions about how higher education and preK–12 can work more effectively together. Cross-pathway courses include:

• Real Talk: The Art and Practice of Communications 
• Strategic Finance for Nonprofit Leaders

Pathway-specific courses are directed to the knowledge and skills important for leadership in the Pathway professional setting. 

Elective Coursework

Students will have the opportunity to choose from a curated list of electives during the optional January terms, and during the fall and spring of their second year. Sample elective courses: 

• Law and Higher Education
• Leading a School through Challenge and Crisis   
• Race, Equity, and Leadership 
• Teaching Exceptional Learners in Inclusive Classrooms 
• Why Can’t Higher Education Change? 
• Writing Workshop   

Note: Though some courses may include comparative and international examples, applicants should expect a focus on leadership within U.S. domestic educational institutions and systems. 

Leadership Core Competencies

To help you manage, lead, and implement change in complex organizations, our curriculum explores the core leadership competencies that you'll need to elevate your skills, knowledge, and expertise, wherever you are in your career. Throughout your coursework, you will strengthen your ability to:

• Lead change and think strategically 
• Foster productive organizational conditions 
• Navigate politics and practice political inclusion
• Communicate effectively 
• Cultivate self-development and team professional development skills 

Higher Education Pathway

All students will choose between the Higher Education and PreK–12 Pathways. The Higher Education Pathway prepares you to be a dynamic leader in a diverse range of postsecondary education contexts. It is designed to increase your knowledge of the practices, policies, processes, challenges, and opportunities in American postsecondary education. You will enhance your repertoire of strategies and management skills for tackling critical issues and introducing change — while preparing you to advance in your current career or move into other important leadership roles in higher education.  

Sample courses for the Higher Education Pathway: 

• Creating the Future of American Postsecondary Education 
• Higher Education Leadership & Governance 
• Student Affairs in Higher Education: Theory-Driven Practices to Help Students Thrive 

You will also have the opportunity to engage with accomplished leaders through HGSE’s unique President-in-Residence program. 

Students interested in the Higher Education Pathway currently hold administrative and mid-level leadership roles: 

• Colleges and universities, including in academic affairs, student affairs, admissions and enrollment management, advancement, and institutional research
• Nonprofit education organizations
• State and federal government agencies 
• Policy organizations focused on higher education

PreK–12 Pathway

All students will choose between the Higher Education and PreK–12 Pathways. The PreK–12 Pathway equips you to advance your leadership across the preK–12 landscape, including in such positions as teacher leader, principal, afterschool director, education agency representative, education nonprofit/philanthropic leader, or education entrepreneur.  

Sample courses for the PreK–12 Pathway: 

• Strategic Leadership in the PreK–12 Ecosystem 
• Creating Conditions for Effective School, Family, and Community Partnerships 
• Leading Learning

Students interested in the PreK-12 Pathway currently hold administrative and mid-level leadership roles in:

• PreK–12 schools, including as principals, assistant principals, and department heads
• Nonprofit education organizations (I.e., foundations, advocacy organizations, technical assistant organizations).
• Policy organizations focused on preK–12 education 

Projected Time Commitment

Courses combine synchronous meetings and asynchronous work and assignments. Live or synchronous aspects of required courses will occur on weekdays (Monday–Friday) between 6 and 9 p.m. ET . Some elective courses, outside the required curriculum, may be offered at alternative times. On average, this degree requires 12 to 18 hours of work per week, though the weekly commitment will vary by term, courses taken, and students' own work styles. Students can expect to spend approximately five to seven hours per week in synchronous online class sessions with faculty members and classmates. The remaining hours will be spent working independently on asynchronous class preparation, in self-scheduled small-group work with other students or working on assignments. 

Weekly Time Estimate

To complete the online Ed.M. in Education Leadership, students must complete 42 total credit hours of coursework over the two-year program. While the weekly time commitment varies, the graphic below provides a snapshot of the estimated weekly time commitment students may experience during the fall and spring semesters, when they will typically take 8 credits, the equivalent of two courses . 

Synchronous

Includes live, scheduled sessions with faculty members and other students.

Asynchronous

Self-paced activities, discussion posts, and other course-related work.

Assignments

Readings, projects, papers, research, etc.

Total Estimated Weekly Hours

Hours reflect estimates and vary by term, course, and student work style.

Occurs between Monday-Friday, according to a specific schedule.

Asynchronous work and assignments will have clear deadlines or milestones, but students can set their own schedules to complete this work. Note that there may be days or weeks during the semester that are busier than average, requiring more than the estimated time shown.

Program Faculty

The faculty co-chair for the Higher Education Pathway is Francesca Purcell . The faculty co-chair for the PreK–12 Pathway is Irvin Scott .

Faculty Co-Chairs

Francesca Purcell

Francesca Purcell is a specialist in higher education policy and practice, with expertise on topics including college completion, student transfer, and developmental education.

Irvin Leon Scott

A former teacher, principal, assistant superintendent, chief academic officer, and foundation leader, Irvin Scott's focus is on education leadership and faith-based education.

James P. Honan

Karen L. Mapp

Timothy Patrick McCarthy

Mary Grassa O'Neill

Alexis Redding

On-Campus Experience

Prior to kicking off your first fall semester, you will participate in the On-Campus Institute, an immersive experience on the HGSE campus in Cambridge. This will provide the opportunity to not only form deep relationships with your cohort, but also learn together with the faculty and advisers with whom you will spend two years. The immersive residential experience is a core component to the two-year degree program that is required of all students in the program. 

Over several days in late July and/or early August, you and your fellow peers will discuss your professional experiences and examine some of the persistent challenges in your organizations. You will immerse yourself in rich exercises and community building, set expectations of what it means to be in a rigorous HGSE degree program, and set intentions for yourself, your cohort, and your course of study. 

Career Pathways

The Master's in Education Leadership Program prepares you to advance to a senior leadership role in a variety of career pathways, including:

• Academic affairs 
• Admissions and financial aid
• Development
• Diversity, equity, and inclusion
• Institutional research
• Student affairs

PreK-12 Pathway

• Education entrepreneur
• Executive director for an education nonprofit
• Principal* or head of school 
• Program officer for a foundation 
• School department head
• School designer and developer
• School district or network leader
• Teacher leader

Overall Program

• Education nonprofit CEO/COO 
• Educational advocate and organizer 
• Entrepreneur 

*Note: This program is not able to provide principal certification at this time.

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Online Master's in Education experience and the impact its community is making on the field:

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Find the Best Online Master's in Education Programs

Some school districts require their teachers to earn an education master's degree within five years of entering the profession. Completing an education degree online can lead to career growth for current and future educators.

Best Online Education Programs

U.S. News evaluated several factors to rank the best online education degree programs, including faculty credentials, graduation rates and reputation.

Clemson, SC

Gainesville, FL

Charlottesville, VA

Online Education Program Specialty Rankings

Explore the best online education master’s programs offering the specialties below and get a feel for the curriculum and topics each area covers.

• Curriculum and Instruction
• Educational Administration
• Instructional Media
• Special Education

Online Education Program Concentration Rankings

See how online education master’s programs rank in concentrations offered, and discover more about where each focus area can take your career.

• Educational Administration and Supervision
• Educational Assessment, Evaluation, and Research
• Educational/Instructional Media Design
• Educational Psychology
• Education, General
• International and Comparative Education
• Bilingual, Multilingual and Multicultural Education
• Social and Philosophical Foundations of Education
• Special Education and Teaching
• Student Counseling and Personnel Services
• Teacher Education and Professional Development, Specific Levels and Methods
• Teacher Education and Professional Development, Specific Subject Areas
• Teaching Assistants/Aides
• Teaching English or French as a Second or Foreign Language

Online Graduate Education Degree Overviews

The degree types below can help you tailor your online education degree. Learn how an online early childhood education master's degree is different from an online education specialist degree, for example, to discover which is right for you.

• Adult Education
• Child Development
• Curriculum and Instruction (doctorate)
• Doctor of Education
• Early Childhood Education
• Education Administration
• Education Administration (doctorate)
• Education Leadership and Administration
• Education Specialist
• Educational Leadership (Doctorate)
• Educational Technology (Doctorate)
• Elementary Education
• Gifted and Talented Education
• Higher Education (doctorate)
• Higher Education Administration
• Instructional Technology
• Master of Arts in Teaching
• Master of Education
• Math Education
• Online Doctorate in Educational Psychology
• Online Teaching
• Reading and Literacy
• School Counseling
• Science Education
• Secondary Education
• Social Studies Education
• Special Education (doctorate)

Online Undergraduate Education Degree Overviews

Explore more in depth what it takes to earn an online education degree using the following guides.

• Early Childhood Education (Associate)
• Education (Associate)
• English Language Learning

FAQs about Online Education Master’s Programs

Online education degrees are respected when earned from an accredited program with a good reputation. Institutions must be accredited by an organization that has been recognized by either the U.S. Department of Education or the nonprofit Council for Higher Education Accreditation. Many institutions award the same graduate education degrees to students enrolled in online and on-campus programs. However, some schools do have different in-person and online degree offerings, so students should check that the specialization they’re interested in is offered online.

Employers want to know that you earned your online education degree from an accredited program and that you’re certified to teach in the state in which the job is located. If you enroll in a graduate program that offers state certification as part of the degree requirements, where you obtain your education master’s degree matters. In any case, hiring managers may be more interested in why you earned your degree and how it fits with your career goals than whether you earned it online or in person.

Enrolling in an online graduate education program is not an inherently easier option than enrolling in a traditional in-person program. Any format of an accredited graduate-level education program is rigorous. While the flexibility of online school helps students who are balancing work and family stay on track, many online programs have the same study materials and time commitments as on-campus programs.

Not everyone who enters an online education master’s program will attain a degree, either. According to U.S. News survey data, 73% of online master's in education students who entered in the 2018-2019 academic year graduated by June 2022. Online courses may require students to have more self-discipline to complete assignments. And some online programs still require in-person activities, like student teaching, for credit.

The time and effort to attain your education master’s degree may be worth it to earn a higher salary. Prospective students should weigh the cost of graduate student loans against the likely long-term payoff from a graduate degree. Opportunities for advancement in leadership positions are more likely for those who earn an education master’s degree than for those who have a bachelor’s degree alone. Education professionals with master’s degrees can become school principals or administrators, roles that earn a higher salary than most teaching positions. According to the Bureau of Labor Statistics , the median annual salary for elementary, middle and high school principals was $98,420 in 2021. High school teachers , who need at least a bachelor’s degree, earned a median salary of $61,820 in 2021.

A graduate education degree helps you advance your career to administrative and leadership roles and keeps you competitive for new opportunities. You can use your degree in settings including pre-K-12 schools, colleges and universities, nonprofits, government agencies, and policy organizations.

In addition to being prepared for higher paying principal positions, graduates of education-related master’s degrees can become postsecondary education administrators – a job which can take many forms, from helping students sign up for classes to coordinating the activities of a college while serving as dean. According to the BLS, these positions earned a median salary of $96,910 in 2021. In addition, training and development managers , who identify the training needs of an organization and create or select course content for training programs, earned a median salary of $120,130 in 2021. Some higher education institutions hire postsecondary teachers who have a master’s degree, while others require teachers to have earned a doctorate as well. In 2021, postsecondary teachers earned a median salary of $79,640.

RIT and UR partner to create accelerated graduate degree pathways for education and counseling students

Boris Sapozhnikov

Eligible students can begin their journey in these new accelerated degree pathways starting fall 2024.

Rochester Institute of Technology’s College of Liberal Arts and University of Rochester’s Warner School of Education have established new 3+2 and 4+1 admissions agreements , providing RIT undergraduate students with expedited pathways to launch their careers in teaching, higher education, or counseling. These agreements streamline the process for eligible students to earn both their bachelor’s and master’s degrees within a five-year timeframe.

In the 3+2 program, RIT students admitted and enrolled through this pathway will complete all required coursework for undergraduate majors in three years. This paves the way for a smooth transition to the Warner School’s mental health counseling and school counseling master’s programs. The first year at the Warner School concurrently fulfills the final year of their bachelor’s degree.

Similarly, the 4+1 program offers RIT undergraduate students the opportunity to finish all coursework for their undergraduate major within four years as planned. However, students in qualifying bachelor’s degree programs at RIT can also begin graduate-level coursework in their fourth year, earning six credits toward their master’s degree in either higher education or a teacher preparation program at the Warner School.

“This partnership represents an exciting opportunity to enrich the student experience at RIT,” said John Smithgall , assistant dean of the College of Liberal Arts. “These programs play a crucial role in expanding students’ perspectives about what they can achieve in terms of their educational and career aspirations. This is particularly significant in dismantling barriers and stereotypes about certain professions, empowering students to pursue their passions and make significant contributions to their chosen fields.”

Under the terms of the agreement, RIT students who meet the Warner School’s admissions requirements and maintain a cumulative GPA of 3.25 in their third year for the 3+2 program and fourth year for the 4+1 program can obtain both degrees in five years. Moreover, students will benefit from tuition scholarships toward their qualifying graduate degree programs at the Warner School.

“We are thrilled to partner with RIT in offering these innovative admissions pathways,” says Sarah Peyre, dean of the Warner School. “This collaboration underscores our commitment to providing students with accessible and accelerated pathways to pursue their passions for teaching, higher education, and counseling. By combining our expertise and resources, we aim to empower students to excel in their academic journey and make meaningful contributions to their communities.”

RIT’s College of Liberal Arts Interim Dean Kelly Norris Martin adds, “We have an incredibly diverse community of students in the College of Liberal Arts who all have unique visions for their futures. Through this new partnership, we’re able to expand the opportunities available to our students so they can follow their passions. Additionally, these new educational pathways can better prepare our students to fill the increased need for teachers and counselors in our communities.”

According to the Bureau of Labor Statistics, job opportunities for counselors and teachers are expected to increase through 2031. Whether individuals aspire to work in a K-12 school or clinical setting, or at the higher education level, RIT can provide students with a head start in becoming specialized educators or counselors. RIT’s culture of innovation and forward-thinking use of technology equips students to be adept at navigating and applying technological learning resources and tools to help their future students and clients excel.

From regional K-12 schools to top higher education and healthcare institutions, the Warner School’s graduate programs further prepare students to apply their comprehensive insights in classrooms, clinics, postsecondary institutions and communities worldwide to lead change for all. For more than 65 years, the Warner School has advanced the fields of education and counseling through innovative theories, experiences and leadership.

For more information about the accelerated pathways to careers in teaching, counseling and higher education, go to the Warner School’s partnerships program page or RIT’s College of Liberal Arts website.

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The Bioinformatics PhD | MS Dual Degree Program is designed for PhD or Master’s students who wish to pursue a dual Master’s degree in Bioinformatics.

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Ph.D. students who wish to pursue a dual Master’s degree in Bioinformatics must apply by August 1 directly to the Bioinformatics Program through the Rackham Graduate School . List the upcoming Fall term as your proposed term of enrollment.

Students who are interested in obtaining a Bioinformatics Master’s degree, while pursuing a PhD are strongly encouraged to consult with Master's Program Director, Dr. Alla Karnovsky before applying for the program.

Interested students should consult with Dr. Alla Karnovsky before enrolling in classes, as applicants with limited computer programming may be required to take preparatory courses in their first year. Grades obtained in these first-year bioinformatics courses will be considered during the evaluation of applicants for suitability for the MS Program.

If a PhD student applies after August 1 of their first year, a written justification of why the student waited before applying is required. Applications from candidate-level PhD students are discouraged, as the ability to take additional classes is limited for candidates.

The application deadline is August 1. If a PhD student applies after August 1 of their first year, a written justification of why the student waited before applying is required. Applications from candidate-level PhD students are discouraged, as the ability to take additional classes is limited for candidates.

The Bioinformatics Graduate Program encourages applications from traditionally underrepresented minorities, students with disabilities, and those from disadvantaged backgrounds. There are funding opportunities and resources both from the program and other campus units to contribute to students' overall well-being while pursuing studies. Several resources available to students can be found on the Rackham Graduate School Diversity, Equity, and Inclusion website .

In addition, DCMB’s faculty members participate at events around the country, such as the Annual Biomedical Research Conference for Minority Students ( ABRCMS ).

Diversity is a key component of excellence, especially for solving the complex biomedical challenges that our field of computational medicine and bioinformatics faces. We believe that all people—regardless of background, race, religion, sexual/gender orientation, age or disability—deserve an equitable opportunity to pursue the education and career of their choice.

All application materials should be submitted electronically when possible. Applicants must meet  Rackham's Minimum Requirements for Admission . The  online application form  can be found on the Rackham Admissions webpages. The application is available in early September through the deadline. 

• GPA, minimum 3.2/4.0 (exceptions may be made if deemed appropriate)
• Letters of recommendation (3 required): Please be aware that submitting only the Rackham Recommendation for Admission Form is insufficient; forms must be accompanied by a letter from the recommender. All letters are due by the application deadline. Without them, applications will not be considered complete or reviewed by the Program Admissions Committee.
• Statement of Purpose: The Statement of Purpose should be a concise, well-written statement about your academic and research background, your career goals, and how Michigan's graduate program will help you meet your career and educational objectives.
• Personal Statement: The Personal Statement should be a concise, well-written statement about how your personal background and life experiences, including social, cultural, familial, educational, or other opportunities or challenges, motivated your decision to pursue a graduate degree at the University of Michigan. This is not an Academic Statement of Purpose, but a discussion of the personal journey that has led to your decision to seek a graduate degree.
• Transcripts: Please submit unofficial transcripts electronically with your online application
• GRE scores are no longer included as part of admission
• Applicants whose native language is not English must demonstrate English proficiency via either the TOEFL or IELTS exam. The institution code is 1839. Other exams may not be substituted. Rackham Graduate School offers a full explanation of this requirement , including exemption criteria. Please contact Rackham directly ( [email protected] ) with questions.

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While we cannot waive the application fees, in rare cases the Bioinformatics Graduate Program can cover the cost.

In order to qualify you have to

• Be a U.S. citizen, permanent resident, or undocumented student with Deferred Action for Childhood Arrival (DACA);
• Have a record of superior academic achievement (e.g., grade point average, honors, or other designation);
• Come from an educational, cultural, or geographic background that is underrepresented in graduate study in their discipline in the United States or at the University of Michigan;
• Have demonstrated a sustained commitment to diversity in the academic, professional, or civic realm through their work experience, volunteer engagement, or leadership of student or community organizations. By commitment to diversity, we mean efforts in the U.S. to reduce social, educational, or economic disparities based on race, ethnicity, or gender, or to improve race relations in the U.S.;
• Have experienced financial hardship as a result of family economic circumstances;
• Are first-generation U.S. citizens or are the first generation in their families to graduate from a four-year college.

If you believe that you meet these criteria, please submit your unofficial transcript and a brief description of your qualifications to the Bioinformatics Graduate Office ( [email protected] ).

Please note that we can only accommodate a limited number of requests.

Please be aware that the Bioinformatics Program does not guarantee financial support to Master’s students. There are occasional work opportunities that may help defray your expenses; however, we cannot guarantee the availability of such opportunities, and most will not cover tuition and living expenses in full.

Sources of Aid on Campus

Our Master students are largely self-funded. You may apply for teaching or research assistantships, but there is no guarantee. Please note that the Bioinformatics Program offers few positions and priority is given to PhD students. A student may obtain a teaching position (GSI) in another unit.

While many Master's students get some funding, rarely is a student fully funded without some type of external award or fellowship. If interested in research assistantships, you need to contact specific faculty for those positions. Having significant programming experience is helpful.

Yes. Some students take coursework while working full time. A student is expected to complete all coursework within five years from the date of first enrollment in the program.

Bioinformatics consists of a mathematical and/or statistical analysis of a biomedical problem using computation. We define bioinformatics widely and include traditional bioinformatics areas such as for examples, systems biology, genomics, proteomics, plus statistical and evolutionary genetics, clinical informatics, and protein modeling.

As an interdisciplinary field, Bioinformatics attracts graduate students from mathematics, statistics, physics, computer science, biomedical engineering, chemistry, biochemistry and biology. Most incoming students have both a major in one and a minor in another discipline. In recent years students have entered with undergraduate training in bioinformatics or computational biology.

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Education | Johns Hopkins graduate student union ratifies…

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Education | Johns Hopkins graduate student union ratifies first contract

The Johns Hopkins University graduate student workers’ union ratified its first contract agreement with the private Baltimore university last week.

With the contract approved April 18, members of Teachers and Researchers United, or TRU, made up of Ph.D. students teaching or conducting research while earning their degrees, have become some of the highest-paid graduate workers compared with the cost of living in the country.

TRU wrote on the social platform X that 1,754 voters ratified the contract with 99.5% in favor.

“…this contract has been made possible by your contributions,” TRU wrote to members. “Every card signature, discussion with coworkers, attendance at a meeting/demonstration, or pledge to withhold labor helped get us to where we are today. This is your contract, you won it. Be proud!”

TRU’s 22-member bargaining committee and Hopkins representatives agreed to a tentative contract on March 29 that sets a minimum stipend of $47,000 per year, guarantees stipends for four years of a five-year degree and provides up to 12 weeks of paid parental leave.

Hopkins spokesperson Megan Christin said in an emailed statement that the union members “engaged so constructively throughout the bargaining process.”

“As the birthplace of doctoral education in America, we recognize this as an opportunity to ensure JHU continues to build on its legacy of not only providing world-class doctoral education and training but developing innovative new approaches to supporting our PhDs in achieving personal and professional success,” the statement reads.

TRU did not immediately respond to requests for comment Thursday.

The three-year agreement will have stipends start at $47,000 in July and increase to $50,000 by the second year, then a 4% increase in year three. Graduate workers each receive a one-time $1,000 signing bonus for ratifying the contract.

The contract also includes paid health benefits for children and some spouses, parental leave benefits and increased vacation and sick time. If not otherwise specified in the contract, benefits and protections took effect immediately, TRU posted.

“We are confident this newly ratified contract will allow Hopkins PhD programs to offer highly competitive funding packages and continue building on our nearly 150-year-old tradition of recruiting some of brightest minds and most promising talent in the world to study here in Baltimore,” Hopkins President Ron Daniels and Provost Ray Jayawardhana wrote in a message to faculty.

Last year, over 3,300 Hopkins Ph.D. students voted to unionize with a 97% vote, making Hopkins one of many elite higher education institutions to certify a graduate student union. TRU’s next step is writing a constitution, “so we can elect officers, support grievances, and more!” the union posted on X.

“Everybody is getting paid fairly, and there aren’t these tiers that the university created in the past,” TRU member Andrew Eneim told The Baltimore Sun when the union reached an agreement with the university.

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Statistics and Actuarial Science

Graduate funding, awards and scholarships.

Review past award winners .

Awards for statistics students

Henry l. rietz award.

This award is presented to a PhD student if their performance on the PhD Final (Comprehensive) Exam in the past year has been truly outstanding. The decision is made by the PhD Comprehensive Examination Committee. The winner receives a certificate and a plaque. The award may be presented to more than one individual.

Departments award/scholarships

All students who first major is statistics are considered for (3) $500 scholarships which are awarded spring and fall. Students are notified individually and recognized.

Awards for actuarial science students

Taylor awards in actuarial analysis and academic performance.

Mr. Robert H. Taylor wishes to encourage all students in the department (as well as students outside the department) to pursue scholarship in the actuarial profession. Accordingly, Mr. Taylor established this fund to support annual awards to be given to the University of Iowa students who demonstrate excellence in research and academic performance. Students win this award and are recognized at our annual Knowler-Taylor Awards Day in the Spring semester. These awards also include a financial gift.

Knowler Awards for Outstanding Achievement

Professor Lloyd A. Knowler came to the University of Iowa as an undergraduate student in the late 1920s. He completed his PhD in Mathematics here in 1937, and was appointed to a faculty position in the Mathematics Department (actuarial science was taught in the Math Department until 1965). He retired in 1978, but remained active in our department until his death in 1990 at the age of 82. In addition to his interest in actuarial science, he was a founding member of the American Society of Quality Control. Students win this award and are recognized at our annual Knowler-Taylor Awards Day in the spring semester. 

Department-sponsored exam awards

The department has funds from numerous scholarships to give students awards for those who pass CAS Part 1 (SOA Exam P), CAS Part 2 (SOA Exam FM), SOA Exam MLC, CAS Exam 3F (SOA exam MFE) and CAS Part 4 (SOA Exam C). Currently, we are revising how awards information will be collected and processed. Check back for more information at a later date!

Award for graduate teaching assistants (TAs)

Allen t. craig award.

This award is presented to the outstanding teaching assistant of the year. To be eligible, a TA must have taught in the preceding fall semester, or in the current spring semester. The decision is based upon nominating statements, faculty evaluations, and visits to the candidates' classes by members of the Awards Committee. The winner receives a certificate and a plaque. The award may be presented to more than one individual.

Scholarships for actuarial science students

All students admitted to the actuarial science program are considered eligible for the Lloyd Knowler Scholarship, Principal Financial Group Foundation Scholarship, Harold W. Schloss Memorial Scholarship, D. W. Simpson & Company Scholarship, Towers Watson Scholarship and the Transamerica Scholarship. Each scholarship has recommended guidelines that the scholarship committee follows to make these awards. 

Lloyd A. Knowler Scholarship

Professor Lloyd A. Knowler came to the University of Iowa as an undergraduate student in the late 1920s. He completed his PhD in Mathematics here in 1937, and was appointed to a faculty position in the Mathematics Department (actuarial science was taught in the Math Department until 1965). He retired in 1978, but remained active in our department until his death in 1990 at the age of 82. In addition to his interest in Actuarial Science, he was a founding member of the American Society of Quality Control. The fund for this annual $1,000 scholarship was established through the UI Foundation by the American Society for Quality Control, State University of Iowa Section, in the name of Professor Knowler. It is awarded to students in actuarial science and statistics based on academic merit and future promise, as nominated by the department.

Principal Financial Group Foundation Scholarship

The Principal Financial Group Foundation has generously provided a student scholarship to the Department of Statistics and Actuarial Science for many years. For the fall, 2012 the student selected will receive a $5,000 scholarship. Based upon current academic record and success on exams, the student recipient will be selected prior to each academic year by the department.  Students must show explicit interest in this scholarship. 

Harold W. Schloss Memorial Scholarship

In November 1984, the Harold W. Schloss Scholarship was established by the Casualty Actuarial Society as a memorial to Mr. Schloss, a past president of the Society. The fund for this annual $500 scholarship stipend was initiated by Mr. Schloss' wife, Frances A. Schloss, and their children. The scholarship is being used to benefit deserving and academically outstanding students in the actuarial program of the Department of Statistics and Actuarial Science at the University of Iowa. The student recipient will be selected each spring by the Trustees of the CAS Trust, based upon the recommendation of the department.

D.W. Simpson & Company Scholarship

D.W. Simpson & Company, Inc. , has established a scholarship program to assist students who are majoring in actuarial science. Based upon current academic record and success on exams, the student recipient will be selected prior to each academic year by the department and receive $1,000.

Towers Watson Scholarship

To assist actuarial science students, Towers Watson has established a scholarship program, not only to represent their commitment to our department and our students, but also to signal their belief that our actuarial science program is among the best in the nation. Based upon current academic record and success on exams, the student recipient will be selected prior to each academic year by the department and receive a $1,500 scholarship.

Transamerica Scholarship

Transamerica (formerly known as AEGON) has established a scholarship program to assist outstanding students who are majoring in Actuarial Science. Based upon current academic record and success on exams, the student recipient will be selected prior to each academic year by the department and receive $3000.

Charles E. and Eleanore G. Wilson Scholarship

This fund was established with numerous gifts from Charles E. and Eleanore G. Wilson. Charles Wilson (BA, 1941) attended the University of Iowa during the Depression only because of a scholarship. He was an actuary for 45 years. He established this fund because he wanted to give future students the same opportunity he had and to help the actuarial profession.  The College of Liberal Arts assists us with the application process.

CIGNA Foundation Scholarship

CIGNA has established a scholarship program to assist outstanding students who are majoring in Actuarial Science. Currently this scholarship has been pending and no awards have been designated.

Casualty Actuarial Society Scholarship

The objective of this scholarship is to further students' interest in the property/casualty actuarial profession and to encourage the pursuit of the CAS designations.

Actuarial Foundation scholarships

The Actuarial Foundation currently supports four scholarships, three of which our students are eligible for: The Actuarial Diversity Scholarship, the Actuary of Tomorrow Stuart A. Robertson Memorial Scholarship, and the Curtis E. Huntington Memorial Scholarship.

The Actuarial Diversity Scholarship

The Actuarial Diversity Scholarship was formed in 1977 as a joint effort by the Casualty Actuarial Society and the Society of Actuaries. The door to the actuarial profession has been opened to hundreds of minority students over the years. In 2008 this Scholarship program was transferred to The Actuarial Foundation to further strengthen, increase and to assure the continuation of a diverse, high quality actuarial candidate pool through awards of the Actuarial Diversity Scholarship. This Scholarship promotes diversity through an annual scholarship program for Black/African American, Hispanic and Native American Indian students recognizing and encouraging academic achievements by awarding scholarships to full time undergraduate and graduate students pursuing a degree that may lead to a career in the actuarial profession. The 2010 Scholarship Application and Guidelines will be available in the fall. For additional information contact The Actuarial Foundation at: [email protected] .

Actuary of Tomorrow Stuart A. Robertson Memorial Scholarship

Stuart A. Robertson, FSA, MAAA, a distinguished actuary, passed away on Nov. 4, 2005 at the age of 87. Mr. Robertson co-founded the actuarial and consulting firm Milliman & Robertson (now Milliman, Inc.) over 50 years ago, together with Wendell Milliman. Mr. Robertson served as CEO and Chairman of the firm for many years prior to his retirement in 1983. He was also active in the actuarial profession, serving on the Society of Actuaries Board of Governors and in other capacities. A scholarship fund was established in 2006 in Stuart Robertson's name at the Actuarial Foundation to honor his dedication to excellence and to recognize his tremendously positive influence on the professional lives of many colleagues. Funding is being provided by Milliman, Inc. and by several of Mr. Robertson's colleagues and friends. The Actuary of Tomorrow Scholarship recognizes and encourages the academic achievements of undergraduate students pursuing a career in actuarial science. Applicants must be a full-time undergraduate student entering as a sophomore, junior or senior, must have a minimum cumulative GPA of 3.0 (on 4.0 scale) and must have successfully completed two actuarial exams. The Actuarial Foundation provides an award of $7,500 for education expenses at any accredited U.S. educational institution.

Curtis E. Huntington Memorial

The Curtis E. Huntington Memorial Scholarship (formerly The John Culver Wooddy Scholarship) was established to recognize the remarkably positive impact Huntington had on his students and on the actuarial profession.

Scholarships for all students

The University of Iowa offers more than 1,500 scholarships each year to outstanding students based on financial need, academic merit, or both. Students may receive multiple scholarships. Receiving a UI scholarship will not disqualify you from also receiving need-based grants or loans offered through the UI Office of Student Financial Aid.

• View College of Liberal Arts & Sciences scholarships
• View scholarships for transfer students
• View scholarships for first-year students

To apply for departmental scholarships, please contact Margie Ebert , Academic Service Coordinator, at [email protected] .

The department is often notified of new scholarship opportunities. When these arise, we notify our students so that they can apply for these special awards. If you know of a scholarship for which our students may be interested in applying, please contact us at [email protected] or [email protected] .

Additional scholarships for all students

Math lover scholarship.

• Eligibility: All high school seniors, undergraduate, and graduate students are eligible to apply.
• Amount: $500
• Application deadline: July 31

Learner Algebra Scholarship

Learner calculus scholarship, learner geometry scholarship, learner sat scholarship.

• Eligibility: All high school seniors

Graduate student scholarships

Aegon transamerica foundation scholarship.

• Fall 2023: Okechukwu Oboh, Ash White
• Spring 2023: Aidan Chaffin, Steven Jiang, Anna Kline, Okechukwu Oboh
• Fall 2022: Mohamed Abdalla, Aidan Chaffin, Anastasia Ellison, Anna Kline, Steven Jiang, Okechukwu Oboh
• Spring 2022: Anastasia Ellison, Steven Jiang
• Fall 2021: Anastasia Ellison, Steven Jiang

Allen T. Craig Scholarship

• 2016-17 25%-time RA appointments to Rui Huang, Jun Tang and Fuli Zhang; $2000 scholarship to Rebecca Rachan.
• 2015-16 25%-time RA appointments to Zhijiang Liu and Jun Tang; $2000 scholarship to Sheng Wang.
• 2014-15 25%-time RA appointments to Zhijiang Liu and Anna Pritchard; $2000 scholarship to Bo Wang.

Required registration and adequate progress to continue support

Students who are receiving financial support from the department are expected to register for a minimum course load each fall and spring semester of their appointment.

• MS students should take 9 hours minimum during their first year, and 7 hours minimum during their second year, in courses suitable for their program of study.
• Pre-Comp PhD students (those who have passed the PhD Candidacy Review) but have not yet taken the PhD Comps should take 7 hours minimum in courses suitable for their program of study.
• Post-Comp PhD students should take at least 4 hours of seminars and/or Reading Research STAT:7990 (22S:299). Recall that Ph.D. students are required to take at least 18 semester hours of STAT:7990 (22S:299).
• All students will receive tuition support for all courses suitable for their program of study, plus at most one semester-credit hour on other courses
• Exceptions may be made with the approval of both the student's advisor and the Director of Graduate Studies.

Adequate progress milestones

Support for year 2.

• Pass SPEAK/ELPT test at grade B or higher before start of second year (international students only).
• Complete at least 18 s.h. the first two semesters with a GPA of at least 3.00, including at least 9 s.h. the first semester with a GPA of at least 3.00

Support for year 3

• PhD Candidacy (official entry into the PhD program) is established upon successful completion of the Graduate Core Examination and the Creative Component. 

Support for year 4

• Pass: Foundations of Probillity I and II, STAT:7300-7301)  22S:203-204 or Advanced Inference I and II, STAT:7100-7101, (22S:253-254), and meet departmental GPA requirements by the end of the first semester of the third year.

Support for year 5

• Pass PhD Final (Comprehensive) Exam by the end of fourth year.
• Within 18 months of passing the PhD Final (Comprehensive) Exam, the PhD candidate should present a written and oral Prospectus to his or her committee. Failure to meet this deadline may result in non-renewal of financial support.

The Graduate College

The Graduate College offers a wealth of information about funding for graduate students through additional methods. You can learn more about funding your education on their site:

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Teaching M.A.T. with Early Childhood: PK-3 Certification

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Earn your Early Childhood: PK-3 Teaching Certificate and a Master's Degree in Only 37 Credit Hours

Are you looking to pursue a career in early childhood education? The Master of Arts in Teaching with Early Childhood: PK - 3 Certification program may be just what you need to achieve your career goals. This program is designed for individuals who hold a baccalaureate degree and have a passion for teaching young children and making a positive impact in their lives, families, and communities.  With a rigorous curriculum that meets all standards of the National Association for the Education of Young Children (NAEYC), our program will equip you with the knowledge, skills, and attitudes you need to succeed as an early childhood educator. You will learn best practices for working with children from birth to eight years of age, and you will have the opportunity to gain hands-on experience through a practicum.  Upon program completion, you will be eligible for Texas initial teacher certification in grades PK-3. You will also meet the requirements to become a "highly qualified" educator. The program requires 28 credits for certification and 9 more to complete the M.A.T. degree, making 36 credits. Enroll in our Master of Arts in Teaching with Early Childhood: PK - 3 Certification program today and take the first step towards a rewarding career in early childhood education. Request Info How to Apply Visit

Admission Requirements

UHCL’s College of Education would love to have you join us. Find out today what it takes to apply.

• Teaching M.A.T.

Standard Graduate Admission Deadline

• Application A standard university application is required.
• GPA of 3.000 or better either over last 60 hours or overall.
• If GPA is above 2.750 but below 3.000, applicant must take the GRE or MAT and meet the following minimum scores: GRE: combined 294 on the verbal and quantitative sections and 3.5 on the analytical writing. MAT: 390
• A passing score on the content state assessment (TExES) associated with the target teacher certification. Must take content state assessment as a Pre-Admission Content Test (PACT)

Degree Requirements

Ready to learn about the classes you need to take to earn your degree from the College of Education at University of Houston-Clear Lake? Find out all you need to know about the required course work, complete with options for electives.

Cost Information

Get schooled on the projected costs for tuition, books, supplies and more for your education degree from UHCL.

Tuition and Fees Net Price Calculator Fee Schedule Calculator

Deadlines for Applying

• Graduate Deadlines
• Fall New Degree-Seeking Students - August 1 Returning UHCL Students - August 15
• Spring New Degree-Seeking Students - January 5 Returning UHCL Students - January 15
• Summer New Degree-Seeking Students - May 1 Returning UHCL Students - May 25

Please note, some graduate programs have special deadlines and requirements. For more information, go to How to Apply as a Graduate Student . The online application is scheduled to close for Graduate students after the Formal UHCL Student deadline of each semester.

Applying After the Priority Deadline

New, non-degree seeking, and returning UHCL students applying after the deadlines above may be considered for admission on a case-by-case basis. Please contact the appropriate graduate enrollment counselor for more information. A $50.00 Late Registration Fee or $50.00 Late Payment may apply.

Review the UHCL Academic Calendar for registration and payment dates and deadlines.

University of Houston-Clear Lake

2700 Bay Area Blvd Houston, TX 77058 Phone: 281-283-7600

Accreditations and Distinctions

The College of Education is accredited by the Texas State Board for Educator Certification (SBEC).

We've earned national recognition for accomplishment and innovation, including the Christa McAuliffe Award for Excellence in Teacher Education.

Teaching M.A.T. with Early Childhood: PK-3 Certification Faculty

Suzanne Brown

Department Chair and Associate Professor of Curriculum and Instruction, Education

Contact number:   281-283-3536 Email:   [email protected] Office:  Bayou Suite 1119

Suzanne Brown Faculty Bio

Takisha Bolden-Gastile

Lecturer in Secondary Science and Math Education, UHCLTeach Master Teacher, Education

Contact number:   281-283-3549 Email:   [email protected] Office:  Bayou Building, Suite 1125

Takisha Bolden-Gastile Faculty Bio

Kent Divoll

Doctoral Program Director and Associate Professor of Curriculum and Instruction, Education

Contact number:   281-283-3634 Email:   [email protected] Office:  Bayou Suite 1119

Kent Divoll Faculty Bio

Debra Shulsky

Program Director and Associate Professor of Curriculum and Instruction, Education

Contact number:   281-283-3607 Email:   [email protected] Office:  Bayou Suite 1119

Debra Shulsky Faculty Bio

Carol Waters

Assistant Professor, STEM, Education

Contact number:   281-283-3503 Email:   [email protected] Office:  Bayou 1119

Carol Waters Faculty Bio

Omah M. Williams-Duncan

Associate Professor of Teacher Education - STEM Emphasis, Education

Contact number:   281-283-3547 Email:   [email protected] Office:  B1119-4

Omah M. Williams-Duncan Faculty Bio

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Howard Gardner ’65 Named Harvard Graduate School of Education’s 2024 Convocation Speaker

Developmental psychologist Howard E. Gardner ’65 will give the keynote address at the Harvard Graduate School of Education’s 2024 Convocation, HGSE Dean Bridget Terry Long announced on April 15.

Gardner, a longtime professor at HGSE, will address graduates during the May 22 convocation ceremony, one day before the University-wide Commencement in Harvard Yard.

While Gardner retired from teaching a few years ago, he remains actively involved in research at Harvard.

“I used to joke that I have the largest medical record of the university because I’ve been going to the health services for 60 some years,” Gardner said.

Gardner is renowned globally for decades of pioneering work in the field of cognitive psychology.

He is best known for his theory of multiple intelligences, which theorizes that individuals have multiple forms of intelligence beyond intellectual capacity, including linguistic, interpersonal, spatial-visual, and others.

According to Gardner, the overarching theme of his convocation speech is that to make lasting change in the field of education, students and leaders must balance long-standing continuities and a rapidly changing landscape.

Gardner described HGSE students as generally “idealistic.”

“They want to try to improve education and, as the slogan for the school says, ‘Learn to save the world,’” he added. “We have to have two eyes, one eye focused on the continuities, the human needs which have always been present as long as we’ve had young people who we want to help grow up — but also the many, many changes, intellectual, political, technological and so on.”

As one of the founding members of Project Zero, a significant HGSE research center dedicated to enhancing learning in the arts and other disciplines, Gardner served as co-director for 28 years and now acts as the head of the steering committee.

Long said in a press release announcing Gardner as the keynote speaker that he “has been an insightful voice in the field of education and a proud member of the HGSE community.”

“His scholarly contributions are immense — from the theory of multiple intelligences to the Good Project and his long service as co-director of Project Zero,” Long added. “But it is his unending curiosity and generosity that stand out for me, and I cannot think of a better person to instill a message of hope, good work, and civic participation to our next generation of educators and leaders.”

In 1996, Gardner co-founded “The Good Project” alongside psychologists Mihaly Csikszentmihalyi and William Damon ’67, which aims to design tools for confronting everyday ethical decisions, with an emphasis on effective collaboration, digital citizenship, and civic participation.

Gardner explained that he and his colleagues define good citizenship as “having 3 E’s.”

“It has to be excellent, it has to be engaging, and it has to be carried out in an ethical way,” he said.

According to Gardner, given that today’s researchers and leaders have access to unprecedented levels of knowledge, as well as increasingly powerful computational instruments, it is necessary to rethink education “from the cradle to the grave.”

“The Ed School is uniquely poised to consider education from the very first life until the time when people can no longer function anymore,” Gardner said.

“Any good education school should try to do it,” he added. “But as a Harvard man for my life, I’d like us to take the lead in that.”

—Staff writer Katie B. Tian can be reached at [email protected] .

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Master’s Programs in Education

Additional Information

• Download the Master's Viewbook

As you embrace the next chapter in your development as an educator, innovator, and leader, consider a graduate program that builds on a century of innovation, that’s grounded in the skills every educator needs, and that fully supports your current work and future aspirations.

At the Harvard Graduate School of Education, our master’s degree program is driven by passion and empowered by evidence. We share a vision of education where every learner has an opportunity to be seen, to be challenged, to excel, and to reach their full potential. We are motivated by urgency to build a future that recognizes and overcomes grinding systemic inequities.

Whether you seek to make an impact in early education, in K–12 districts and networks, or in higher education — or whether you want to drive educational change outside of those realms — you belong at HGSE. 

No matter which program you choose, you’ll have the opportunity to interact with HGSE’s world-class faculty, build a sustained community of practice and a lifelong professional network, and gain the preparation necessary to grow, advance, and become the type of leader that education needs.

The Harvard Graduate School of Education offers the Master's in Education (Ed.M.) degree in two formats —  residential and online — and in a variety of programs.

Residential Master's

HGSE’s  on-campus master’s degree is a one-year, full-time, immersive Harvard experience. You'll apply directly to one of its five distinct programs, spanning education leadership and entrepreneurship, education policy, human development, teaching and teacher leadership, and learning design and technology. 

Online Master's

Our Online Master's in Education  is a part-time, two-year, online program in education leadership. It is designed for experienced professionals who want to advance in their careers and deepen their impact. The online program in education leadership offers a choice of two pathways, preK–12 or higher education, that complement your career and chosen area of impact.  

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