Overview
To address the dramatically changing landscape of education in the 21st century, which includes new research on the science of learning, advances in technology, and the emergence of a for-profit education sector, the Johns Hopkins School of Education offers an innovative online Doctor of Education degree program. This EdD program is designed to prepare an exceptional corps of educational practitioner-scholars, both nationally and internationally, who can set a high standard for transformational leadership in education, apply evidence-based practices to improve educational outcomes, and meet the vast challenges associated with improving learning outcomes in both public and private educational environments.
Please note there are different program requirements for different cohorts. Those requirements can be found under the tabs labeled: Program Requirements 2025 Cohort, Program Requirements 2023 & 2024 Cohorts, Program Requirements 2022 Cohort, Program Requirements 2021 Cohort, and Program Requirements 2013-2020 Cohorts.
For more information about the EdD program, please visit the website. If you have any questions about the EdD program, please contact soe.edd@jhu.edu.
Admission Requirements
At minimum, applicants to the EdD program should hold a master’s degree from a regionally accredited college or university and have at least three years of relevant work experience. Previous degrees must document high academic achievement (a minimum GPA of 3.25) in an area of study closely associated with the objectives of the program. If the earned degree or credit is from an educational institution abroad, the candidate’s academic record must be evaluated by a credential evaluation agency before consideration for admission. Applicants must submit the online admission application form, application fee, official transcripts from all post-secondary institutions attended, a curriculum vitae (résumé), a Problem of Practice Statement, online (asynchronous) interview, and two letters of recommendation signed by each recommender. These letters should include the following:
1. A professor with whom the applicant worked in their master's program who can speak to the applicant's competency to conduct rigorous, applied scholarly work,
AND
2. A colleague/supervisor from the applicant’s professional context/industry who can attest to the applicant's qualifications to pursue a doctorate, and the applicant’s impact on the recommender’s professional practice.
International students must fulfill the general requirements for admission and complete additional requirements—see International Students Admission.
Note: This program is not eligible for student visa sponsorship.
Students who enter the program will be required to successfully complete a series of pre-orientation modules prior to enrollment in the program. All students are expected to show competence in the content areas of these modules.
Please note that, for the online EdD program, an offer of admission is for the specific cohort to which an application has been submitted. Students may accept or decline the admission offer only; deferring to a future cohort is not an option.
Program Requirements 2025 Cohort
Program Structure and Requirements
Program requirements include a minimum of 90 graduate credits. Students must enter the program with a regionally accredited bachelor's and master’s degree (with a minimum of 36 graduate-level credits for the master's). The master's credits will be transferred into the EdD program. If a student does not have the required 36 master’s credits, the student may be admitted. A student must complete the additional graduate-level credits at a regionally accredited higher education institution by the time the student has completed 30 credits in the EdD program. Students with post-master’s graduate credit (beyond the required 36 master's credits) in related education content completed prior to admission to the EdD program may petition to transfer in an additional 6 credits of equivalent coursework with appropriate documentation and with the approval of the EdD program director. 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):
| Code | Title | Credits |
|---|---|---|
| Foundations of Education | ||
| ED.883.524 | Critical Theory | 3 |
| ED.883.526 | Understanding Social Problems | 3 |
| ED.855.710 | Multicultural Education | 3 |
| ED.855.712 | Multiple Perspectives on Learning and Teaching | 3 |
| ED.855.718 | Disciplinary Approaches to Education | 3 |
| Applied Research & Evaluation (select 12 credits) | 12 | |
| Introduction to Social Science Research | ||
| Basic Statistics | ||
| Introduction to Qualitative Inquiry | ||
| Program Evaluation | ||
| Participatory Action Research | ||
| Areas of Interest/Electives (select 15 credits) | 15 | |
| Neurodiversity and Neuroeducation | ||
| Mind, Brain Science and Learning | ||
| Introduction to Children and Youth with Exceptionalities | ||
| Survey of Autism and Other Pervasive Developmental Disorders | ||
| Creativity in Education | ||
| Twice Exceptional Learners | ||
| Social, Emotional, and Psychosocial Development of the Gifted | ||
| Fundamentals of Cognitive Development | ||
| Neurobiology of Learning Differences | ||
| Special Topics in Brain Sciences | ||
| Entrepreneurial Leadership in Education | ||
| Partnerships and Educational Organizations | ||
| Data-Driven Decision Making | ||
| Talent Management & Organizational Finance for Entrepreneurial Leaders | ||
| Leadership in Educational Organizations | ||
| Urban Leadership | ||
| Leadership in Educational Organizations | ||
| Approaches to Urban Education | ||
| Individuals in Urban Contexts | ||
| Organizations and Institutions | ||
| Partnerships and Community Organizing | ||
| Critical Theories of Race and Racism (in Education) | ||
| Learning Design and Technology | ||
| Technology Integration for the 21st Century Learner | ||
| Gaming and Simulations for Learning | ||
| Computational Thinking for K-12 Educators | ||
| AI in Education | ||
| Applications of Learning Experience Design | ||
| Electives | ||
| Leadership for School and Educational Organization Redesign | ||
| Power, Politics, and Policy in Education | ||
| Research on Effective Professional Development | ||
| Technologies and Creative Learning | ||
| Doctoral Dossier Research | ||
| ED.883.521 | Doctoral Dossier Research I | 3 |
| ED.883.522 | Doctoral Dossier Research II | 3 |
| ED.883.523 | Doctoral Dossier Research III | 3 |
| ED.883.525 | Doctoral Dossier Research IV | 3 |
| Total Credits | 54 | |
NOTE: Students will be eligible for Non-Resident status if they have no courses remaining in which to enroll. Students may have the following to complete (1) doctoral dossier and (2) coursework in which a grade of "Incomplete" was assigned. For more information on the EdD Non-Resident policy, please click here.
In addition to successfully completing all coursework requirements, students admitted in 2023 and thereafter must also complete a Doctoral Dossier consisting of three faculty-mentored research projects.
Problems of Practice and Doctoral Dossier
Students examine a Problem of Practice (POP)—an area of concern they have observed within their professional context—that becomes the focus of the student's Doctoral Dossier, which consists of three main projects described below.
As part of our commitment to social justice, the EdD program does not privilege one form of communication over another. Thus, all components of the Doctoral Dossier can be communicated in a modality of the student’s choosing: video, oral, scholarly writing, or public-facing writing. Additionally, students can choose the type of scholarship project they will work on during years two and three of the program. Our Doctoral Dossier is based upon Boyer’s Four Domains of Scholarship (1990) and includes:
RESEARCH PROJECT 1 :
Scholarship of Integration: To begin their Doctoral Dossier process, all students will spend their first two semesters reviewing the research literature and using systems thinking to refine their Problem of Practice. The culmination of this process will be the Scholarship of Integration project, which is a synthesis of the literature reviewed that identifies and describes the underlying causes of and factors contributing to their chosen POP. This project is foundational to understanding the identified problem and determining what students choose to research in years two and three.
Example projects include: A podcast, video series, manuscripts for publication in a professional or scholarly journal, lengthy presentation targeting policymakers. Within all project modalities, the factors contributing to the POP are discussed through a synthesis of the research literature.
RESEARCH PROJECT 2 :
Following completion of the Scholarship of Integration project, students will choose one of the following two options for Research Project 2 :
Scholarship of Application: Demonstrate the application of the research to practice. The purpose of this project is to a) consider how the research perpetuates and/or disrupts oppression, b) critique relevant systems, structures, and institutions, and c) determine avenues to effectively disseminate evidence to a wider audience and stakeholder group.
Example projects include: historical analysis of a topic, curriculum creation, community organization, autoethnography, instructional pedagogy, and others.
Scholarship of Teaching: Development and improvement of pedagogical practices. Students examine teaching processes and assessments to improve practice.
Example projects include: autoethnography of one’s teaching, innovative teaching materials, curricula, development of new courses, or development of a new pedagogical framework.
RESEARCH PROJECT 3 :
Following successful completion of Research Project 2, students will choose one of the following projects and orally present a proposal for their third project to a panel of faculty:
The scholarship option NOT chosen for Project 2, or
Scholarship of Discovery: Search for new knowledge. Students conduct evidence-based research that leads to knowledge creation.
Example projects include: investigating the effectiveness of a curriculum created during year 2 (Scholarship of Teaching), interviewing people related to a Problem of Practice whose voices are missing from the research literature; examining the perspective of LGBTQ+ teachers living in the southern United States using Photovoice, etc. This project may be provided in any modality to better reach the student’s intended audience.
RESEARCH SUMMATION:
During the final year, students will complete Research Project 3, write an Executive Summary that ties their three projects together, and write a final reflection on their doctoral journey. The Doctoral Dossier will be presented and assessed during the final Doctoral Dossier course. Additionally, students may choose to present their Doctoral Dossier work at a school-wide student conference.
The following table below provides an overview of the program requirements for the cohort admitted in 2025:
| Cohort | Course Requirements | Comprehensive Exam | Applied Research |
|---|---|---|---|
| 2025 |
|
No |
|
|
|
||
|
|||
|
NOTE: Courses and course sequences are subject to change.
Program Requirements 2023 and 2024 Cohorts
Program Structure and Requirements
Program requirements include a minimum of 90 graduate credits. Students must enter the program with a regionally accredited bachelor's and master’s degree (with a minimum of 36 graduate-level credits for the master's). The master's credits will be transferred into the EdD program. If a student does not have the required 36 master’s credits, the student may be admitted. A student must complete the additional graduate-level credits at a regionally accredited higher education institution by the time the student has completed 30 credits in the EdD program. Students with post-master’s graduate credit (beyond the required 36 master's credits) in related education content completed prior to admission to the EdD program may petition to transfer in an additional 6 credits of equivalent coursework with appropriate documentation and with the approval of the EdD program director. 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):
| Code | Title | Credits |
|---|---|---|
| Foundations of Education | 15 credit hours | |
| ED.855.710 | Multicultural Education | 3 |
| ED.855.712 | Multiple Perspectives on Learning and Teaching | 3 |
| ED.855.718 | Disciplinary Approaches to Education | 3 |
| ED.883.524 | Critical Theory | 3 |
| ED.883.526 | Understanding Social Problems | 3 |
| Applied Research & Evaluation | 12 credit hours | |
| ED.883.520 | Socially Responsible Research | 3 |
| ED.883.718 | Research Methods and Systematic Inquiry I | 3 |
| ED.883.719 | Research Methods and Systematic Inquiry II | 3 |
| ED.883.721 | Evaluation of Education Policies and Programs | 3 |
| Areas of Interest/Electives | Select 15 credit hours from the following courses | |
| Mind, Brain, and Teaching | ||
| ED.855.708 | Mind, Brain Science and Learning | 3 |
| ED.887.616 | Fundamentals of Cognitive Development | 3 |
| ED.887.617 | Neurobiology of Learning Differences | 3 |
| ED.887.618 | Cognitive Processes of Literacy & Numeracy | 3 |
| ED.887.619 | Special Topics in Brain Sciences | 3 |
| Entrepreneurial Leadership in Education | ||
| ED.855.613 | Entrepreneurship in Education | 3 |
| ED.855.640 | Partnerships and Educational Organizations | 3 |
| ED.855.641 | Data-Driven Decision Making | 3 |
| ED.855.642 | Talent Management & Organizational Finance for Entrepreneurial Leaders | 3 |
| ED.855.720 | Leadership in Educational Organizations | 3 |
| Urban Leadership | ||
| ED.855.720 | Leadership in Educational Organizations | 3 |
| ED.855.771 | Approaches to Urban Education | 3 |
| ED.855.772 | Individuals in Urban Contexts | 3 |
| ED.855.773 | Organizations and Institutions | 3 |
| ED.855.774 | Partnerships and Community Organizing | 3 |
| Digital Age Learning and Educational Technology (formerly Instructional Design for Online Teaching and Learning) | ||
| ED.855.621 | Instructional Theory in Online Teaching and Learning | 3 |
| ED.855.624 | Trends and Issues in Instructional Design, Message Design, and Online Learning | 3 |
| ED.855.703 | Research on Online and Blended Teaching and Learning | 3 |
| ED.855.754 | Evaluation of Digital Age Learning Environments | 3 |
| ED.893.545 | Technology Integration for the 21st Century Learner | 3 |
| Other | ||
| ED.855.643 | Leadership for School and Educational Organization Redesign | 3 |
| ED.855.714 | Power, Politics, and Policy in Education | 3 |
| ED.855.851 | Research on Effective Professional Development | 3 |
| ED.893.708 | Technologies and Creative Learning | 3 |
| Doctoral Dossier Research | 12 credit hours | |
| ED.883.521 | Doctoral Dossier Research I | 3 |
| ED.883.522 | Doctoral Dossier Research II | 3 |
| ED.883.523 | Doctoral Dossier Research III | 3 |
| ED.883.525 | Doctoral Dossier Research IV | 3 |
NOTE: Students will be eligible for Non-Resident status if they have no courses remaining in which to enroll. Students may have the following to complete (1) doctoral dossier and (2) coursework in which a grade of "Incomplete" was assigned. For more information on the EdD Non-Resident policy, please click here.
In addition to successfully completing all coursework requirements, students admitted in 2023 and thereafter must also complete a Doctoral Dossier consisting of four faculty-mentored research projects.
Problems of Practice and Doctoral Dossier
Students examine a Problem of Practice (POP)—an area of concern they have observed within their professional context—that becomes the focus of the student's Doctoral Dossier, which consists of three main projects described below.
As part of our commitment to social justice, the EdD program does not privilege one form of communication over another. Thus, all components of the Doctoral Dossier can be communicated in a modality of the student’s choosing: video, oral, scholarly writing, or public-facing writing. Additionally, students can choose the type of scholarship project they will work on during years two and three of the program. Our Doctoral Dossier is based upon Boyer’s Four Domains of Scholarship (1990) and includes:
RESEARCH PROJECT 1 :
Scholarship of Integration: To begin their Doctoral Dossier process, all students will spend their first two semesters reviewing the research literature and using systems thinking to refine their Problem of Practice. The culmination of this process will be the Scholarship of Integration project, which is a synthesis of the literature reviewed that identifies and describes the underlying causes of and factors contributing to their chosen POP. This project is foundational to understanding the identified problem and determining what students choose to research in years two and three.
Example projects include: A podcast, video series, manuscripts for publication in a professional or scholarly journal, lengthy presentation targeting policymakers. Within all project modalities, the factors contributing to the POP are discussed through a synthesis of the research literature.
RESEARCH PROJECT 2 :
Following completion of the Scholarship of Integration project, students will choose one of the following two options for Research Project 2 :
Scholarship of Application: Demonstrate the application of the research to practice. The purpose of this project is to a) consider how the research perpetuates and/or disrupts oppression, b) critique relevant systems, structures, and institutions, and c) determine avenues to effectively disseminate evidence to a wider audience and stakeholder group.
Example projects include: historical analysis of a topic, curriculum creation, community organization, autoethnography, instructional pedagogy, and others.
Scholarship of Teaching: Development and improvement of pedagogical practices. Students examine teaching processes and assessments to improve practice.
Example projects include: autoethnography of one’s teaching, innovative teaching materials, curricula, development of new courses, or development of a new pedagogical framework.
RESEARCH PROJECT 3 :
Following successful completion of Research Project 2, students will choose one of the following projects and orally present a proposal for their third project to a panel of faculty:
The scholarship option NOT chosen for Project 2, or
Scholarship of Discovery: Search for new knowledge. Students conduct evidence-based research that leads to knowledge creation.
Example projects include: investigating the effectiveness of a curriculum created during year 2 (Scholarship of Teaching), interviewing people related to a Problem of Practice whose voices are missing from the research literature; examining the perspective of LGBTQ+ teachers living in the southern United States using Photovoice, etc. This project may be provided in any modality to better reach the student’s intended audience.
RESEARCH SUMMATION:
During the final year, students will complete Research Project 3, write an Executive Summary that ties their three projects together, and write a final reflection on their doctoral journey. The Doctoral Dossier will be presented and assessed during the final Doctoral Dossier course. Additionally, students may choose to present their Doctoral Dossier work at a school-wide student conference.
The following table below provides an overview of the program requirements for cohorts admitted in 2023 and 2024:
| Cohort | Course Requirements | Comprehensive Exam | Applied Research |
|---|---|---|---|
| 2023 and 2024 |
|
No |
|
|
|
||
|
|||
|
NOTE: Courses and course sequences are subject to change.
Program Requirements 2022 Cohort
Program Structure and Requirements
Program requirements include a minimum of 90 graduate credits. Students must enter the program with a regionally accredited bachelor's and master’s degree (with a minimum of 36 graduate-level credits for the master's). The master's credits will be transferred into the EdD program. If a student does not have the required 36 master’s credits, the student may be admitted. A student must complete the additional graduate-level credits at a regionally accredited higher education institution by the time the student has completed 30 credits in the EdD program. Students with post-master’s graduate credit (beyond the required 36 master's credits) in related education content completed prior to admission to the EdD program may petition to transfer in an additional 6 credits of equivalent coursework with appropriate documentation and with the approval of the EdD program director. 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):
| Code | Title | Credits |
|---|---|---|
| Foundations of Education | 12 credit hours | |
| ED.855.710 | Multicultural Education | 3 |
| ED.855.712 | Multiple Perspectives on Learning and Teaching | 3 |
| ED.855.716 | Contemporary Approaches to Educational Problems | 3 |
| ED.855.718 | Disciplinary Approaches to Education | 3 |
| Applied Research & Evaluation | 9 credit hours | |
| ED.883.718 | Research Methods and Systematic Inquiry I | 3 |
| ED.883.719 | Research Methods and Systematic Inquiry II | 3 |
| ED.883.721 | Evaluation of Education Policies and Programs | 3 |
| Specialization | 12 credit hours | |
| Mind, Brain, and Teaching | ||
| ED.887.616 | Fundamentals of Cognitive Development | 3 |
| ED.887.617 | Neurobiology of Learning Differences | 3 |
| ED.887.618 | Cognitive Processes of Literacy & Numeracy | 3 |
| ED.887.619 | Special Topics in Brain Sciences | 3 |
| Entrepreneurial Leadership in Education | ||
| ED.855.613 | Entrepreneurship in Education | 3 |
| ED.855.640 | Partnerships and Educational Organizations | 3 |
| ED.855.641 | Data-Driven Decision Making | 3 |
| ED.855.642 | Talent Management & Organizational Finance for Entrepreneurial Leaders | 3 |
| Urban Leadership | ||
| ED.855.771 | Approaches to Urban Education | 3 |
| ED.855.772 | Individuals in Urban Contexts | 3 |
| ED.855.773 | Organizations and Institutions | 3 |
| ED.855.774 | Partnerships and Community Organizing | 3 |
| Instructional Design for Online Teaching and Learning | ||
| ED.855.621 | Instructional Theory in Online Teaching and Learning | 3 |
| ED.855.624 | Trends and Issues in Instructional Design, Message Design, and Online Learning | 3 |
| ED.855.703 | Research on Online and Blended Teaching and Learning | 3 |
| ED.855.754 | Evaluation of Digital Age Learning Environments | 3 |
| Electives | Select 9 credit hours from the following courses | |
| ED.855.643 | Leadership for School and Educational Organization Redesign | 3 |
| ED.855.708 | Mind, Brain Science and Learning | 3 |
| ED.855.714 | Power, Politics, and Policy in Education | 3 |
| ED.855.720 | Leadership in Educational Organizations | 3 |
| ED.855.851 | Research on Effective Professional Development | 3 |
| ED.893.708 | Technologies and Creative Learning | 3 |
| Dissertation Research | 12 credit hours | |
| ED.883.849 | Dissertation Research | This course is offered as variable credit and may require enrollment for multiple semesters. |
NOTE: Students will be eligible for Non-Resident status if they have no courses remaining in which to enroll. Students may have the following to complete (1) doctoral dossier and (2) coursework in which a grade of "Incomplete" was assigned. For more information on the EdD Non-Resident policy, please click here.
Additionally, students admitted in 2022 must also pass an oral comprehensive examination, demonstrating attainment of competencies, and complete a Dossier Style Dissertation research project.
Problems of Practice and Dossier Style Dissertation
Students examine a Problem of Practice (POP)—an area of concern they have observed within their professional context. This POP becomes the focus of the student's Dossier Style Dissertation, which is embedded within the EdD program coursework. The Dossier Style Dissertation includes two pathways: 1) Applied Project or 2) Empirical Project Deeper Dive.
Applied Project:
Year 1: During the first year in the program, students synthesize research literature to understand factors relevant to the POP from a broader systems perspective.
Year 2: Students conduct an empirical study examining their POP within their professional context. Students then defend their proposal for an applied project based on their findings as well as a brief literature review that supports their rationale and justification for their proposed applied project.
Year 3: Students create and defend their final applied project to their Doctoral Committee.
Empirical Project Deep Dive:
Year 1: During the first year in the program, students synthesize research literature to understand factors relevant to the POP from a broader systems perspective.
Year 2: Students design a more robust empirical study to more deeply examine their POP within their professional context. Students orally present their proposed design to their Doctoral Committee.
Year 3: Students analyze and write up their data and orally defend their findings to their Doctoral Committee.
Although somewhat different from a traditional dissertation in its completion and focus, students are nevertheless expected to demonstrate mastery of the relevant literature, to obtain extant and/or collect additional data, and to interpret the results in light of previous studies.
All students will also demonstrate mastery of first- and second-year competencies through an oral comprehensive assessment.
Typically, 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 unless they choose to apply and be accepted for Non-resident status.
The following table below provides an overview of the program requirements for the 2022 cohort:
| Cohort | Course Requirements | Comprehensive Exam | Applied Research |
|---|---|---|---|
| 2022 |
|
|
|
|
--- Applied Project OR Empirical Project Deep Dive | ||
|
|
||
|
|
||
|
NOTE: Courses and course sequences are subject to change.
Program Requirements 2021 Cohort
Program Structure and Requirements
Program requirements include a minimum of 90 graduate credits. Students must enter the program with a regionally accredited bachelor's and master’s degree (with a minimum of 36 graduate-level credits for the master's). The master's credits will be transferred into the EdD program. If a student does not have the required 36 master’s credits, the student may be admitted. A student must complete the additional graduate-level credits at a regionally accredited higher education institution by the time the student has completed 30 credits in the EdD program. Students with post-master’s graduate credit (beyond the required 36 master's credits) in related education content completed prior to admission to the EdD program may petition to transfer in an additional 6 credits of equivalent coursework with appropriate documentation and with the approval of the EdD program director. 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):
| Code | Title | Credits |
|---|---|---|
| Foundations of Education | 12 credit hours | |
| ED.855.710 | Multicultural Education | 3 |
| ED.855.712 | Multiple Perspectives on Learning and Teaching | 3 |
| ED.855.716 | Contemporary Approaches to Educational Problems | 3 |
| ED.855.718 | Disciplinary Approaches to Education | 3 |
| Applied Research & Evaluation | 9 credit hours | |
| ED.883.718 | Research Methods and Systematic Inquiry I | 3 |
| ED.883.719 | Research Methods and Systematic Inquiry II | 3 |
| ED.883.721 | Evaluation of Education Policies and Programs | 3 |
| Specialization | 12 credit hours | |
| Mind, Brain, and Teaching | ||
| ED.887.616 | Fundamentals of Cognitive Development | 3 |
| ED.887.617 | Neurobiology of Learning Differences | 3 |
| ED.887.618 | Cognitive Processes of Literacy & Numeracy | 3 |
| ED.887.619 | Special Topics in Brain Sciences | 3 |
| Entrepreneurial Leadership in Education | ||
| ED.855.613 | Entrepreneurship in Education | 3 |
| ED.855.640 | Partnerships and Educational Organizations | 3 |
| ED.855.641 | Data-Driven Decision Making | 3 |
| ED.855.642 | Talent Management & Organizational Finance for Entrepreneurial Leaders | 3 |
| Urban Leadership | ||
| ED.855.771 | Approaches to Urban Education | 3 |
| ED.855.772 | Individuals in Urban Contexts | 3 |
| ED.855.773 | Organizations and Institutions | 3 |
| ED.855.774 | Partnerships and Community Organizing | 3 |
| Instructional Design for Online Teaching and Learning | ||
| ED.855.621 | Instructional Theory in Online Teaching and Learning | 3 |
| ED.855.624 | Trends and Issues in Instructional Design, Message Design, and Online Learning | 3 |
| ED.855.703 | Research on Online and Blended Teaching and Learning | 3 |
| ED.855.754 | Evaluation of Digital Age Learning Environments | 3 |
| Electives | Select 9 credit hours from the following courses | |
| ED.855.643 | Leadership for School and Educational Organization Redesign | 3 |
| ED.855.708 | Mind, Brain Science and Learning | 3 |
| ED.855.714 | Power, Politics, and Policy in Education | 3 |
| ED.855.720 | Leadership in Educational Organizations | 3 |
| ED.855.851 | Research on Effective Professional Development | 3 |
| ED.893.708 | Technologies and Creative Learning | 3 |
| Dissertation Research | 12 credit hours | |
| ED.883.849 | Dissertation Research | This course is offered as variable credit and may require enrollment for multiple semesters. |
NOTE: Students will be eligible for Non-Resident status if they have no courses remaining in which to enroll. Students may have the following to complete (1) doctoral dossier and (2) coursework in which a grade of "Incomplete" was assigned. For more information on the EdD Non-Resident policy, please click here,
Additionally, students admitted in 2021 must also pass an oral comprehensive examination, demonstrating attainment of competencies, and complete either a Dossier Style Dissertation or Applied Dissertation research project. For information regarding the Applied Dissertation, please see the 2013-2020 Cohorts tab.
Problems of Practice and Dossier Style Dissertation
Students examine a Problem of Practice (POP)—an area of concern they have observed within their professional context. This POP becomes the focus of the student's Dossier Style Dissertation, which is embedded within the EdD program coursework. The Dossier Style Dissertation includes two pathways: 1) Applied Project or 2) Empirical Project Deeper Dive.
Applied Project:
Year 1: During the first year in the program, students synthesize research literature to understand factors relevant to the POP from a broader systems perspective.
Year 2: Students conduct an empirical study examining their POP within their professional context. Students then defend their proposal for an applied project based on their findings as well as a brief literature review that supports their rationale and justification for their proposed applied project.
Year 3: Students create and defend their final applied project to their Doctoral Committee.
Empirical Project Deep Dive:
Year 1: During the first year in the program, students synthesize research literature to understand factors relevant to the POP from a broader systems perspective.
Year 2: Students design a more robust empirical study to more deeply examine their POP within their professional context. Students orally present their proposed design to their Doctoral Committee.
Year 3: Students analyze and write up their data and orally defend their findings to their Doctoral Committee.
Although somewhat different from a traditional dissertation in its completion and focus, students are nevertheless expected to demonstrate mastery of the relevant literature, to obtain extant and/or collect additional data, and to interpret the results in light of previous studies.
All students will also demonstrate mastery of first- and second-year competencies through an oral comprehensive assessment.
Typically, 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 unless they choose to apply and be accepted for Non-resident status.
The following table below provides an overview of the program requirements for the 2021 cohort:
| Cohort | Course Requirements | Comprehensive Exam | Applied Research |
|---|---|---|---|
| 2021 |
|
Yes (Summer of Year 2) | Dossier Style Dissertation: |
|
|
||
|
OR | ||
|
Applied Dissertation: | ||
|
|
||
|
NOTE: Courses and course sequences are subject to change.
Program Requirements 2013-2020 Cohorts
Program Structure and Requirements
Program requirements include a minimum of 90 graduate credits. Students must enter the program with a regionally accredited bachelor's and master’s degree (with a minimum of 36 graduate-level credits for the master's). The master's credits will be transferred into the EdD program. If a student does not have the required 36 master’s credits, the student may be admitted. A student must complete the additional graduate-level credits at a regionally accredited higher education institution by the time the student has completed 30 credits in the EdD program. Students with post-master’s graduate credit (beyond the required 36 master's credits) in related education content completed prior to admission to the EdD program may petition to transfer in an additional 6 credits of equivalent coursework with appropriate documentation and with the approval of the EdD program director. 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):
| Code | Title | Credits |
|---|---|---|
| Foundations of Education | 12 credit hours | |
| ED.855.710 | Multicultural Education | 3 |
| ED.855.712 | Multiple Perspectives on Learning and Teaching | 3 |
| ED.855.716 | Contemporary Approaches to Educational Problems | 3 |
| ED.855.718 | Disciplinary Approaches to Education | 3 |
| Applied Research & Evaluation | 9 credit hours | |
| ED.883.718 | Research Methods and Systematic Inquiry I | 3 |
| ED.883.719 | Research Methods and Systematic Inquiry II | 3 |
| ED.883.721 | Evaluation of Education Policies and Programs | 3 |
| Specialization | 12 credit hours | |
| Mind, Brain, and Teaching | ||
| ED.887.616 | Fundamentals of Cognitive Development | 3 |
| ED.887.617 | Neurobiology of Learning Differences | 3 |
| ED.887.618 | Cognitive Processes of Literacy & Numeracy | 3 |
| ED.887.619 | Special Topics in Brain Sciences | 3 |
| Entrepreneurial Leadership in Education | ||
| ED.855.613 | Entrepreneurship in Education | 3 |
| ED.855.640 | Partnerships and Educational Organizations | 3 |
| ED.855.641 | Data-Driven Decision Making | 3 |
| ED.855.642 | Talent Management & Organizational Finance for Entrepreneurial Leaders | 3 |
| Urban Leadership | ||
| ED.855.771 | Approaches to Urban Education | 3 |
| ED.855.772 | Individuals in Urban Contexts | 3 |
| ED.855.773 | Organizations and Institutions | 3 |
| ED.855.774 | Partnerships and Community Organizing | 3 |
| Instructional Design for Online Teaching and Learning | ||
| ED.855.621 | Instructional Theory in Online Teaching and Learning | 3 |
| ED.855.624 | Trends and Issues in Instructional Design, Message Design, and Online Learning | 3 |
| ED.855.703 | Research on Online and Blended Teaching and Learning | 3 |
| ED.855.754 | Evaluation of Digital Age Learning Environments | 3 |
| Electives | Select 9/12 credit hours* | |
| ED.855.643 | Leadership for School and Educational Organization Redesign | 3 |
| ED.855.708 | Mind, Brain Science and Learning | 3 |
| ED.855.714 | Power, Politics, and Policy in Education | 3 |
| ED.855.720 | Leadership in Educational Organizations | 3 |
| ED.855.851 | Research on Effective Professional Development | 3 |
| ED.893.708 | Technologies and Creative Learning | 3 |
| Dissertation Research | Select 9/12 credit hours* | |
| ED.883.849 | Dissertation Research | This course is offered as variable credit and may require enrollment for multiple semesters. |
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Cohorts Fall 2013-Fall 2016: 12 elective credits & 9 dissertation credits are required; Cohorts Fall 2017-Fall 2020: 9 elective credits & 12 dissertation credits are required.
NOTE: Students will be eligible for Non-Resident status if they have no courses remaining in which to enroll. Students may have the following to complete (1) doctoral dossier and (2) coursework in which a grade of "Incomplete" was assigned. For more information on the EdD Non-Resident policy, please click here,
Additionally, students admitted in cohorts 2013-2020 must also pass an oral comprehensive examination, demonstrating attainment of competencies and complete an Applied Dissertation research project. Information regarding the Applied Dissertation is provided below.
Problems of Practice and Applied Dissertation
Students examine a Problem of Practice (POP)—an area of concern they have observed within their professional context. This POP becomes the focus of the student's Applied Dissertation research. The Applied Dissertation is embedded within the EdD program coursework, which provides students with a unique opportunity to examine an issue important to the organization in which they are employed.
During the first year in the program, students examine their articulated POP to identify underlying causes and associated factors. During the second year of the program, students develop a potential solution, such as an intervention or policy change, and a plan to study the implementation of this intervention as well as proximal outcomes. Students will demonstrate mastery of first- and second-year competencies through written and oral comprehensive assessments, which will serve as indicators of readiness for conducting their applied research. Students will then evaluate the effectiveness of this solution as their Applied Dissertation (Year 3).
Although somewhat different from a traditional dissertation in its completion and focus, students are nevertheless expected to demonstrate mastery of the relevant literature, to obtain extant and/or collect additional data, and to interpret the results in light of previous studies. The dissertation will be presented at a final oral defense before the student’s Dissertation Advisory Committee.
Typically, students will complete three years of coursework and independent research concurrently. It is possible that some students may need more than three years to complete their research, in which case they will be required to enroll in at least one credit hour per semester after completion of the required 90 credit hours unless they choose to apply and be accepted for Non-resident status.
The following table below provides an overview of the program requirements for the 2013-2020 cohorts. As stated earlier, cohorts that began in Fall 2013-Fall 2016, will need to complete 12 elective credits and 9 dissertation credits. Those cohorts that began in Fall 2017-Fall 2020 will need to complete 9 elective credits and 12 dissertation credits.
| Cohort | Course Requirements | Comprehensive Exam | Applied Research |
|---|---|---|---|
| 2013-2020 |
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Yes (Summer of Year 2) | Applied Dissertation |
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NOTE: Courses and course sequences are subject to change.
Learning Outcomes
Program Goals
Upon successful completion of the EdD, we expect that graduates will:
- Cultivate an identity 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.