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PhD in Educational Studies

For contact information, please visit the Wheelock College of Education & Human Development website .

The PhD degree program in Educational Studies at Boston University is designed for students who wish to contribute to the field’s understanding of teaching and learning through research.

The program will expand and deepen the knowledge and skills of enrolled graduate students in ways that will support their progress in pursuing teaching, research, and policymaking positions in public or private institutions of higher education.   To do this, the program provides a deliberate course of study, including coursework in a specific content area, research, and active immersion in the community of student and faculty scholars within the program and throughout the college, the University, and the profession.

Doctoral students enrolled in the PhD in Educational Studies pursue one of four specializations:

• Educational Policy Studies
• Language and Literacy Education
• Mathematics and Science Education
• Special Education

Students work closely with Wheelock faculty as research, teaching, and/or graduate assistants as they work to augment their knowledge and skills through their coursework, residency, and research.

The minimum credit requirement for the PhD is 66 credits.

Learning Outcomes   

PhD students in Educational Studies will:

• Demonstrate both deep knowledge and understanding of a specific area in their field and the ability to use the knowledge to seek and find solutions to important educational problems.
• Demonstrate the research capacities (qualitative, quantitative, and mixed methods) needed to conduct original research while also demonstrating sufficient familiarity with other research methodologies to be able to critically read relevant literature in the field.
• Through research and scholarship, expand the theoretical and empirical knowledge base in their field to inform researchers, practitioners, and policymakers.
• Contribute to their field as highly effective teachers in a variety of educational contexts (e.g., colleges, universities, conferences, community meetings).
• Contribute to their field through service to educational and civic organizations that inform or implement policy, research, and practice.

Coursework and Other Requirements

Pro-seminars (8 credits across two semesters; completed in year 1)  .

Students take a two-semester pro-seminar (SED ED 800 and SED ED 801; each 4 credits) designed to develop a common conceptual understanding of Schools, Educational Institutions, Communities, Educational Foundations, and Systems and Theories of Learning and Teaching, with Social Justice as a unifying theme throughout.

Research and Teaching Apprenticeships  

• Each semester, PhD students are required to engage in some combination of research and teaching apprenticeships up to 20 hours per week.
• When engaging as a Teaching Fellow or Instructor of Record, students register for SED CT 700 Teaching Apprenticeship; 0 credits.
• When engaging in a research apprenticeship, students register for SED RS 700 Doctoral Research Apprenticeship; 0 credits.

Research Courses (minimum: 20 credits)

• SED RS 652 Qualitative Research Methods or equivalent (required)
• SED RS 653 Quantitative Research Methods or equivalent (required)

Three additional courses: options include the following, as well as other courses across Boston University and at consortium partners:

• GRS PS 711 Statistics in Psychology (I and II)
• SED LS 726 Discourse Analysis
• SED RS 654 Educational Inquiry and Proposal Writing
• SED RS 655 Mixed Methods Research
• SED RS 750 Advanced Research Seminar
• SED RS 752 Seminar in Qualitative Research
• SED RS 754 Causal Design in Education Research
• SED RS 760 Design-Based Research

Specialization Courses   (minimum: 28 credits)

Specialization courses are determined jointly between the student and doctoral advisor. Examples of options in each specialization area are listed below:

  Qualifying Tasks  

• One qualifying task comprises completion of an empirical study and associated research article intended for publication; topic and format to be determined in collaboration with the student’s advisor. Work will be evaluated by the student’s Qualifying Committee, and will be presented at a Doctoral Student Research Symposium.
• Completion of a literature review in an area of the student’s field of study where there is a problem/challenge/gap in the literature.
• Completion of a second empirical study and associated research article.

  Dissertation Proposal     

• Preparation of written proposal for dissertation research
• Oral defense of proposal to Dissertation Committee

Dissertation Advisement and Oral Defense (SED XX 999) (minimum: 10 credits)

• Dissertation may take one of two forms: traditional or alternative format with three publishable articles
• Oral defense of dissertation findings to Dissertation Committee

Residency Requirement

Every doctoral candidate must spend a minimum of two consecutive semesters in residence at Boston University. Residence is defined as registration for a minimum of 12 credit hours at the University during each of two consecutive semesters. (Summer terms may be considered one semester.) The residency requirement may be met by holding a research or teaching assistant position and registering for a minimum of 8 credit hours for two consecutive semesters. For additional information, students should contact their academic advisors.

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• Wheelock College of Education & Human Development
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• Applied Human Development
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• Mathematics Education
• Science Education
• Social Studies Education
• Teaching English to Speakers of Other Languages
• World Language Education
• Minors in Education
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Accreditation.

Boston University is accredited by the New England Commission of Higher Education (NECHE).

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STEM Education PhD

The STEM Education PhD program at UMass Dartmouth helps address the national shortage of essential STEM educators and the need for better STEM education teaching practices. Doctoral students gain in-depth knowledge, robust interdisciplinary research skills, and a variety of practical experiences. The STEM Education PhD offers concentrations in Mathematics Education and Science Education .

In this doctoral program, you will develop the knowledge and skills needed to:

• reconstruct, appropriate, and develop mathematical and scientific knowledge
• explore approaches that emerge from the study of the research literature
• write original research that represents your own contribution to knowledge
• use critical-thinking skills to deal with transformation of knowledge
• formulate and design solutions to complex educational problems

Your research projects involve real-world situations ranging from local schools to higher education departments and other formal and informal learning settings. Your advisors will work with you as you conduct, publish, and present your own research throughout the program.

Doctoral students can explore questions about:

• how to improve STEM education at the K-12 level
• how to promote better learning in STEM fields
• how to engage more K-20 students in STEM-related fields
• how to prepare teachers to better teach STEM content
• how to develop materials to support teaching and learning in STEM fields

The Kaput Center

UMass Dartmouth has a long-standing tradition of leadership in STEM with its nationally renowned  Kaput Center for Research and Innovation in STEM Education . The Kaput Center fosters a spirit of innovation among the faculty, graduate students and educational and scientific institutions, industry, and federal agencies. All benefit from the expertise of UMassD faculty and graduates and their research.

Degree requirements

• 18 credits of introductory coursework to develop your knowledge of research tools, methodologies and theories
• 18 credits of preparatory coursework that refines and focuses your understanding of the research process
• 36 hours of doctoral work, 12 of which are doctoral coursework and 24 credits of dissertation research

Student success

Accepts tenure-track position at Appalachia State University

Assistantship opportunities

A limited number of assistantships are available on a competitive basis. This award is subject to the work needs of the position and department, your satisfactory performance of duties, your academic record, and availability of funds, and may be subject to change.

Learn more about assistantships at UMass Dartmouth

University requirements for graduate admissions

• Submit an application via the online portal. Be sure to provide your full legal name and to capitalize the first letter of all proper nouns.
• Pay non-refundable $60 application fee (American Express, Discover, MasterCard or Visa) via the online portal. For Nursing applicants, the non-refundable application fee is $75.
• Statement of Purpose, minimum 300 words. Unless otherwise indicated in the program requirement details, indicate your graduate study objectives, research interests and experience, and business or industry experience if applicable. If you are applying for a teaching or research assistantship, include any special skills or experience that would assist us in making assistantship decisions.
• Transcripts for all post-secondary institutions attended (regardless of whether a credential is earned or not). Unofficial transcripts are accepted for admissions application review, once enrolled a final official transcript is required. International students applying with an transcript evaluation, please submit that document with your unofficial transcripts. International applicants for Data Science must submit semester-by-semester transcripts as well as consolidated transcripts. 
• Many programs have specific recommendations/requirements, please see the additional program-specific requirements for more information.
• International students : official TOEFL iBT, IELTS, Pearson PTE or Duolingo (if accepted by program) score. Unofficial scores are accepted for admissions application review, once enrolled official scores are required and must be sent by the testing agency (copies/scans not accepted). This is required of any applicant who did not earn a bachelor’s degree or higher degree from an accredited academic institution in the U.S. or accepted English-speaking country, see exemptions for more details . We require an overall/total minimum score of 72 on the TOEFL iBT or BAND 6.0 on the IELTS or a 52 on the Pearsons PTE Academic for entrance to any program and a minimum score of 79 on the TOEFL iBT or BAND 6.5 on the IELTS for consideration for a teaching assistantship. Some programs require higher minimum scores (see program-specific requirements). Most programs also accept the Duolingo with a minimum score of 95. The following programs do not accept the Duolingo: Art Education, Biology/Marine Biology, Marine Science and Technology (MS, PSM, PhD), Nursing (MS, DNP, PhD), Psychology: Clinical, and Public Policy. 
• All official documents are required for enrollment, please have documents (ie. test scores) sent prior to the expiration. 

Program-specific requirements

Candidates must submit the required application materials, university requirements and program-specific requirements, for consideration.

• GRE is waived
• 3 letters of recommendation. Applicants will be required to provide the recommenders name and email address so we can contact the recommender for the letter of recommendation.

Program deadlines

STEM Education faculty

Explore more.

• Diversity, Equity, and Inclusion Statement
• UMassD Course Catalog

Course descriptions, schedules and requirements

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Discover why UMass Dartmouth is the right place to earn an advanced degree or certificate.

Application Deadlines

Fall: June 1 Spring: Fall only Summer: Not applicable

Stephen Witzig , PhD

Associate Professor STEM Education & Teacher Development Liberal Arts 398E

508-910-9030 w{mx~mkDyqewwh2ihy

Berkeley School of Education

Ma and phd programs, about our ma and phd.

Earning a Master’s of Arts degree (MA) or doctorate (PhD) from Berkeley’s School of Education often leads to a career as an educational scholar and researcher in schools, colleges, and universities; non-profits and think tanks; and corporations.

In your application, we encourage you to describe your research interests as well as your desire to study with particular faculty in their application materials. If you wish to study educational topics outside those framed in the list below, we still encourage you to apply to earn your MA or PhD because we want innovative thinkers among us.

During the first semester, all students build a plan of study in consultation with their advisor(s). This plan is revisited, updated, and revised yearly thereafter.

What Doctoral Students Can Expect

During the first two years of study, the Berkeley PhD in Education introduces you to research on current issues in education, theories of learning, human development, and inequality, educational policy, and research methods. Students proceed through the program during the first two years in a cohort, taking core courses together.

The degree program’s structure ensures that you have a broad understanding of important topics in education and that you begin developing the research expertise needed to carry out independent research projects. You will also begin to take elective courses within and outside the BSE in your expected areas of expertise.

By the third and fourth years of study, you are expected to develop greater expertise in your research specialties in close consultation with your faculty advisors. You also take advanced seminars; engage in independent studies and research apprenticeships; and complete an oral exam.

The concluding part of your doctoral studies is preparation of your dissertation proposal and the research and writing of your dissertation.

What Master's Students Can Expect

As a Master’s student, you join the Berkeley community for one academic year, affiliating with a cluster of specialization. MA students often complete courses and their Masters projects during the summer. You are required to complete 24 semester units, which equals seven to eight classes, depending on how many units are awarded for each class.

You will have access to your faculty advisors, an MA Coordinator, and Student Services staff within the School of Education.

Learn more about the core requirements for earning a Master's in Education .

Our faculty’s interests span a range of critical topics and issues that are crucial for the attainment of educational equity and greater impact in schools and communities. The broad clusters of our faculty’s expertise are listed below. Click on any of the titles to see faculty who are engaged in this research.

Critical Studies of Race, Class, and Gender

• Critical Social and Cultural Theories
• Globalization, Immigration, and Migration
• Race & Social Inequality in Urban Education
• Domination and Resistance across Educational Settings
• Social Identities in Educational Contexts
• Language, Literacy, and Digital Media

Language, Literacy, and Culture

• Sociocultural aspects of language use and development across the lifespan
• Linguistic and cultural diversity in language and literacy education
• Intersections of disability and language and literacy learning
• Race and inequality in language and literacy education
• Bi/multilingualism and translanguaging in schools and communities
• Indigenous language maintenance and education in local and global contexts
• Literacy in a Digital Age
• Literacy in and out of School

Learning Sciences and Human Development

• Cognitive, Human, and Social Development 
• Mathematics and Science Education
• Teacher Learning and Education
• Technology and Digital Media

Policy, Politics, and Leadership

• Leadership in Educational Organizations
• Policy Analysis and Program Implementation
• Politics of Education Advocacy
• School Improvement

Social Research Methodologies

• Data Science
• Design-Based Research
• Measurement
• Qualitative Research Methods
• Statistics and Econometrics

School Psychology

    •     Program Aims and Training Goals     •     Faculty     •     Sequence     •     How to Apply     •     Student Admissions, Outcomes, and Other Data     •     Student Handbook     •     Publications and Presentations     •     School Psychology-Resources

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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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.  

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.

Education MA

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)

Masters / Professional

Degree Awarded

GRE Requirements

Request Info

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UMass Boston

• Higher Education EdD / PhD

Developing scholar-practitioners who can bring about changes in colleges and universities to advance equity and racial justice.

The mission of the Higher Education Program (EdD/PhD) at UMass Boston is to develop scholar-practitioners who can, through their research, leadership, and educational practice, bring about changes in colleges and universities to advance equity and racial justice.

The Higher Education Program focuses on issues of concern to leaders in all types of higher education institutions, including community colleges and four-year institutions, both public and private. The curriculum covers topics such as organization and leadership, teaching and learning, college student development, diversity, public policy, institutional change, college access, equity, globalization, finance, and community engagement. Students also develop a strong foundation in both quantitative and qualitative research methods, as well as an understanding of the social and historical foundations of higher education.

Why Apply to UMass Boston's Higher Education EdD/PhD Program?

Founded in 1993, the Higher Education Program is one of the largest doctoral programs at UMass Boston. Six Higher Education scholars serve as full-time faculty in the program.

The Higher Education Program has an excellent track-record of graduating doctoral students and fostering their professional advancement. Here are a few highlights, based on our latest program review:

Retention and Degree Completion

• 87% retention and degree completion rate (the national average is 50%)
• 92% retention and degree completion rate for students of color
• 90% retention and degree completion rate for women

Professional Advancement

• 67% of students report they have been promoted at least once since joining the program
• 69% report they have been promoted at least once since earning their degree
• Students and alumni attribute these promotions to the knowledge and skills they gained in the program

Research Accomplishments of Program Graduates

• 57% have presented their dissertation research at academic conferences
• 55% have published at least one peer-reviewed journal article or book chapter

Start Your Application

Plan Your Education

Cohort model.

Each year, the program admits a cohort of between 10 to 12 students who take courses together throughout their program of study. The cohort model fosters collaborative approaches to learning, exploration, development, and problem solving. Through cohort development, students build strong peer-to-peer relationships that cultivate a vibrant learning environment founded in meaningful connection, active engagement, and a commitment to individual and group development. In the classroom, the cohort model fosters a learning environment in which students can establish meaningful connections to theory, research, and practice.

How to Apply

Applicants must meet general graduate admission requirements in addition to the following program-specific requirements:

• A bachelor’s degree from a regionally accredited U.S. institution of recognized standing or an international equivalent at the time of enrollment
• A minimum, cumulative GPA of 2.75 on a 4.0 scale (or international equivalent) in all undergraduate work
• A master's degree or the equivalent from a college or university of recognized standing
• Official transcripts for all institutions where you have earned more than 6 credits; if your transcript is in a language other than English, please include an English translation, validated by an official public translator
• Résumé or curriculum vitae
• Essay Applicants are asked to write an essay that addresses four areas: practice, preparation, leadership, and anticipated contributions to cohort-based learning. This essay should be approximately 2,000 words in length. Be sure to address the following areas:
• Reflect on your practice in higher education and how that practice relates to larger higher education issues.
• Reflect on your capabilities for leadership in higher education.
• Reflect on your preparation for doctoral-level work.
• Reflect on what you will contribute to the Higher Education Doctoral Program and what you will gain from it.
• Two (2) letters of recommendation Recommenders should have worked closely with the applicant in an academic, professional, or community service setting. Letters should not be written by friends or family members of the applicant and should focus on the applicant’s abilities and past academic performance. The letters should also assess the applicant’s level of motivation for and commitment to a leadership role in higher education. Former professors familiar with the applicant’s academic abilities could address the applicant’s capacity to perform graduate-level work. Supervisors or colleagues at the current place of employment could describe and give evidence of the applicant’s potential as an initiator and implementer of organizational change.
• Employer Agreement Form The Employer Agreement Form shows year-by-year how the applicant and their employer will arrange the applicant’s work schedule to permit the applicant to meet the program’s requirements. These include three June sessions and a full weekday (Friday) on campus each week during the semesters leading up to the dissertation seminars. Please upload the Employer Agreement Form to the Documents section in the GradCAS application.
• If applicable, request official TOEFL, IELTS, PTE and Duolingo scores to be sent to the University of Massachusetts Boston

All application materials should be sent directly to Graduate Admissions/GradCAS application. Do not send the materials to the Leadership in Education department office. Materials must be sent directly to admissions in order to be processed.

The admissions committee will interview all finalists before making its recommendations for acceptance into the program.

Deadlines & Cost

Deadlines: February 1 for summer

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: Bursar's website

Curriculum - Higher Education EdD

Core courses (21 credits).

• HIGHED 601 - Educational Leadership Skills 3 Credit(s)
• HIGHED 610 - Administration and Governance in Higher Education 3 Credit(s)
• HIGHED 611 - Access and Equity in Higher Education 3 Credit(s)
• HIGHED 612 - Research on Students 3 Credit(s)
• HIGHED 620 - Teaching, Learning, and Curriculum in Urban Contexts 3 Credit(s)
• HIGHED 632 - Organization and Leadership in Educational Institutions 3 Credit(s)
• HIGHED 634 - Public Policy Issues in Higher Education 3 Credit(s)

Research Courses (15 Credits)

Please take the four classes below and an additional advanced research methods class chosen in consultation with your pre-dissertation advisor or dissertation committee chair.

• HIGHED 751 - Research Methods in Higher Education: Quantitative Analysis 3 Credit(s)
• HIGHED 752 - Research Methods in Higher Education: Qualitative Analysis 3 Credit(s)
• HIGHED 753 - Research Design in Higher Education 3 Credit(s)
• HIGHED 793 - Research Seminar on the Qualifying Paper 3 Credit(s)

Electives (3 Credits)

Complete one additional course chosen in consultation with your pre-dissertation advisor or dissertation committee chair.

Dissertation Seminars (6 Credits)

• HIGHED 891 - Dissertation Seminar 2-3 Credit(s)
• HIGHED 892 - Dissertation Seminar 3 Credit(s)

Dissertation Research (6 Credits)

• HIGHED 899 - Dissertation Research 3 Credit(s)

Curriculum - Higher Education PhD

Research courses (18 credits).

Complete the four courses below and two advanced research methods courses chosen in consultation with your pre-dissertation advisor or dissertation committee chair.

Electives (9 Credits)

Complete three courses chosen in consultation with your pre-dissertation advisor or dissertation committee chair.

• HIGHED 899 - Dissertation Research  3   Credit(s)

Graduation Criteria

Higher education edd.

Complete 51 credits from 17 courses including eight core courses, five research courses, one elective, two dissertation seminars, and six credits of dissertation research.

Doctoral candidacy: Completion of a qualifying paper. Dissertation: Compose and defend a dissertation based on original research. Independent study: Students can enroll in up to four independent studies (3 credit hours each).

Transfer courses: Students can transfer a total of 12 credits: 6 from prior or concurrent coursework at other institutions and 6 from prior coursework at UMass Boston. No transfer coursework from other institutions or UMass Boston taken more than seven years before admission to the program will be accepted.

Statute of limitations: Seven years.

Higher Education PhD

Complete 60 credits from 20 courses including seven core courses, six research courses, three electives, two dissertation seminars, and six credits of dissertation research.

Doctoral candidacy: Completion of a qualifying paper. Dissertation: Compose and defend a dissertation based on original research Independent study: Students can enroll in up to four independent studies (3 credit hours each).

Transfer coursework: Students can transfer a total of 12 credits: 6 from prior or concurrent coursework at other institutions and 6 from prior coursework at UMass Boston. No transfer coursework from other institutions or UMass Boston taken more than seven years before admission to the program will be accepted.

Student Outcomes

Student success.

The success of our program is measured by the success of our students. The program review team highlighted the following: “the retention and graduation rate [of the Higher Education Doctoral Program] is well above national averages for all students and students of color, at 87.1% and 91.1%, respectively.

Students described how their participation in the program was already contributing to their professional advancement. Two-thirds of student survey respondents (34 of 51, 66.7%) indicated that they have received a job promotion since starting the program. In fact, 9 students (17.6%) reported that they have received two or more job promotions since starting the program. Furthermore, 75.6% of student survey respondents indicated that they have taken on increasing levels of responsibility in their job, since starting the program. The students attributed their job promotions and new responsibilities to the knowledge and skills that they gained in the program:

“My most recent promotion is directly attributable to the knowledge and skills that I have developed in the program. Specifically, the knowledge I gained about student success, university policy, and finances were key factors in my job interview and that led to this promotional opportunity.”

Educating Scholar-Practitioners

Students noted that the curriculum is relevant to their work as a practitioner. A total of 61.5% of student survey respondents strongly agreed with the statement that “the content in the program's required courses is relevant to my work as a higher education practitioner,” and 35.9% agreed with that statement. Only one student disagreed (fall 2016 survey). The survey of recent alumni demonstrated a similar level of agreement for this item: 58.3% strongly agree and 41.7% agree (fall 2016 survey).

Survey results showed that students find the curriculum to be highly relevant to higher education as a field of study. Current students noted that the program’s courses have enhanced their understanding of research and theory in the field of higher education; 77.5% strongly agreed and 22.5% agreed (fall 2016 survey).

The program is distinguished by five defining characteristics:

• The program serves experienced professionals who are committed to strengthening and expanding their capacities for leadership to advance equity and racial justice in higher education.
• The program contributes to increasing the racial and gender diversity of leaders in higher education and promotes critically conscious, equity-minded, and asset-based approaches to leadership.
• The program is structured through a cohort model, with cohorts comprised of students from a range of identities and experiences, who enter the program at the same time and take a series of courses together. The knowledge contributed and developed by cohort members serves as an important learning resource as students move forward through the coursework.
• The program prepares scholar-practitioners as educational leaders who can contribute to organizational change for equity and racial justice in higher education.
• The program emphasizes the development of equity-minded scholar-practitioners who can apply research and theory to issues of policy and practice, as well as contribute new knowledge to the field of higher education through their own research.

Graduate Program Director Jay Dee jay.dee [at] umb.edu (617) 287-7694

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The University of Massachusetts is firmly committed to offering students a high-quality education and a transformative student experience. Renowned both nationally and internationally, UMass is ranked as the top public university in New England by Times Higher Education, and all four undergraduate campuses have been rated as top-tier National Universities by U.S. News & World Report.

The university’s curriculum encourages lifelong learning and intellectual curiosity, with courses taught by distinguished faculty members, including a Nobel laureate, Pulitzer Prize winners, members of the National Academy of Sciences, an American Book Award winner and Fulbright, Guggenheim, MacArthur and Mellon Fellows. In fact, each year UMass has more than a dozen faculty members on Clarivate Analytics' list of "Highly Cited Researchers," a list of the top 1% of researchers around the world in science. Academic programs at UMass are also sharply focused on outcomes , ensuring students graduate with in-demand skills and uniquely marketable degrees attuned to the needs and opportunities of today’s economy. With highly engaged professors, comprehensive academic offerings , groundbreaking research opportunities and a commitment to service and community engagement , UMass offers students a world-class educational experience that is both accessible and affordable.

Located in one of the nation’s strongest economies,  Massachusetts  is home to a significant number of industries, both emerging and established, that provide UMass students with the opportunities to pursue their passions. From life sciences and robotics startups to film studios and large non-profit organizations, Massachusetts is home to a revolutionary spirit that pushes all of us forward. 

At UMass, our revolutionary university is fueled by that same collaborative, hardworking and entrepreneurial spirit, and we harness it to provide our students with a world-class education.

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The Lynch School of Education and Human Development is committed to conducting inventive research—work that informs solutions to complex social problems and promotes the common good. As an R1 university, the Lynch School’s world-renowned faculty and expansive initiatives improve communities and influence local, national, and international education and policy. Our doctoral students put their analysis into action, while faculty members help guide students’ growth as critical thinkers, reflective leaders, and engaged citizens.

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College of Education and Human Development

Department of Curriculum and Instruction

Literacy education MA / PhD

We are a politically committed program, with particular emphasis on literacy and teaching practices that contribute to racial and climate justice. Our faculty investigate:

• the power of children's literature and media to help build climate literacy and accelerate a transition to an ecological civilization
• culturally and linguistically responsive early literacy assessment and instruction
• the creation of multimedia stories that participate in social justice and climate literacy through embodied learning, youth participatory action research, and visual literacy 
• processes of racialization in K-12 school and classroom environments to foster anti-racist teaching
• literature, performance, and the arts that center the perspectives of those most affected by environmental injustice and that advance inclusive environmental literacy and place-based education 
• methods by which educators and youth can resist and heal from racial trauma 
• the preparation and ongoing development of future teachers who are committed to radical transformation of educational spaces and enacting anti-racist/anti-oppressive pedagogies 
• the promise and problems of progressive and critical writing pedagogies 
• how white people learn to be white 

We are committed to working with students to support them as they search for the answers that they and their communities need. As a faculty, we do not claim to know all of the answers and we encourage students to engage in a variety of perspectives and methods in their study of literacy education. Graduates are prepared to assume leadership roles in local, national, and international organizations, as well as assume faculty positions in literacy education and teacher education.

Our mission is to:

• engage in research, teaching, and outreach that supports culturally and linguistically diverse learners 
• advance the understanding of children's and young adult literature as a force for social transformation, multicultural awareness, and Earth citizenship 
• develop literacy teachers and leaders in diverse schools
• apply multiple theoretical and research perspectives to problems and questions central to the field of literacy 
• advocate for racial literacy, climate literacy, environmental literacy, justice literacy, digital literacy, and other new literacies as tools that empower us to face global challenges
• strive to influence literacy policies that address inequities and benefit all learners

Quote from Anna Jennerjohn

The faculty are very passionate about humanizing research in education; each class I take has deepened my understanding of both the how and the why of research in education. Anna Jennerjohn PhD 2021

Annette Beauchamp Annette Beauchamp

• Assistant Professor in Literacy Education
• she, her, hers
• [email protected]

Annette Beauchamp’s work focuses on fostering inclusive environmental, cultural, and historical literacy through BIPOC and multilingual storytelling, critical global media literacy, relational pedagogy, and ethnic studies.

Abby Boehm-Turner Abby Boehm-Turner

• [email protected]

Abby Boehm-Turner is a lecturer in English education and the Licensure Program Lead for the secondary English education licensure program.

Linda Buturian Linda Buturian

• Senior Teaching Specialist
• 612-626-7130
• [email protected]

Stories and students inspire my teaching. I am sustained by the process of analyzing and creating narratives, from literature to students’ stories.

Catherine Cavanaugh Catherine Cavanaugh

• [email protected]

Justin Grinage Justin Grinage

• Assistant Professor
• [email protected]

The focus of my research centers on analyzing processes of racialization in school and classroom spaces through several areas of inquiry including critical whiteness studies, Black education, neoliberal multiculturalism, and critical literacy.

Timothy Lensmire Timothy Lensmire

• 612-625-2092
• [email protected]

Marek Oziewicz Marek Oziewicz

• Professor - Literacy Education, Sidney and Marguerite Henry Professor of Children’s and Young Adult Literature, Director of the Center for Climate Literacy
• he, him, his
• 612-625-3310
• [email protected]

I believe that literature is the most complex vehicle for sharing stories. Literature matters because stories are humanity’s oldest technology for social transformation. Stories are how we learn, how we know, and how we care.

Crystal Wise Crystal Wise

• Assistant Professor in Elementary Literacy Education
• [email protected]

Dr. Wise’s work as a kindergarten and second-grade teacher informs her research and post-secondary teaching in early literacy, culturally responsive pedagogies, and historical and contemporary literacy practices of African Americans.

How to apply

Application deadline and instructions.

Priority deadline : December 1 for admission to the fall of the following year Admissions decisions : January

Applications submitted after this date are considered on a case-by-case basis and may not be reviewed until the following year. Faculty review applications in mid-late December, and the Graduate School will notify applicants about admission decisions shortly thereafter. Final admission decisions are based on complete applications. All application materials must be included for the application to be released for review.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator . If you are a returning Graduate School student, follow the Readmission guidelines . If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines.

Tuition and funding

We have several funding options to support students full-time through program completion. Support is available in the form of:

• Teaching Assistantships. The majority work as student teaching supervisors for MEd initial licensure students. Daytime availability, a teaching license, and teaching experience are required
• Research Assistantships
• Fellowships. Based on a departmental nomination process. You will be notified by the Director of Graduate Studies if you are being considered for a fellowship. Decisions are made by April 15.
• Graduate students are also eligible to apply for fellowships and graduate assistantships through other University departments. Visit the University's employment page or fellowships through the Graduate School's Graduate Fellowship Office .
• Find more detailed federal financial aid and graduate tuition information.

Application requirements

What we look for.

Admission to our master's of arts and doctoral programs are competitive and we look for candidates whose goals and interests align with the program’s research and scholarship. Program faculty make admissions decisions based on the candidate’s experience and research competencies, along with compatibility of research goals.

Please look at our current faculty members’ research interests.

Our masters and doctoral candidates display

• Evidence of strong interest in research and in the development of research competencies
• Evidence of substantial experience in the discipline
• Strong writing skills
• Bachelor's degree from an accredited U.S. institution or foreign equivalent

Required application documents

• Unofficial transcripts .Upload your transcripts into the application system. Please include all transcripts from any institution you have attended, even if you did not earn a degree or certificate. Please do not mail your transcripts. Official transcripts are required only after you are admitted. Tips for uploading your transcript(s) .
• CI Application Form . Upload in the graduate program additional materials section.
• Three letters of recommendation . Ask professors, employers, or supervisors to speak to your potential for successfully completing your degree; they will upload their letters directly into the online application.

The GRE is being waived for those applicants applying for Fall 2024.

Required written statements

• Why you want to study in our department
• What strengths, expertise, and research experience would contribute to your success in our program
• Your professional goals for pursuing a research-focused degree
• Diversity statement .Upload to the Applicant Statements section of the online application. Identify the distinctive qualities, characteristics, and life experiences you would contribute to our community. You may wish to include examples that address your contribution to the diversity of the student body and illustrate your motivation to succeed by setting high standards for accomplishing intellectual and other goals, overcoming obstacles to achievement, and/or helping others to gain access to the resources necessary for success. (please do not exceed one page in length)
• Short writing sample .(Optional except for Literacy Education applicants). For example, an excerpt from a term paper or research paper for publication. No longer than five pages in English.
• Common Ground Consortium Fellowship. (Optional) The primary purpose of the CGC is to assist graduate programs in the College of Education and Human Development to recruit exceptional students with the distinct experience provided by HBCUs or similarly distinguishing contexts, provide these students with financial assistance support during their graduate studies, and assistance with career development and job placement afterwards. It offers a pipeline to excellence and an opportunity to diversify perspectives in the academy. If you wish to apply, submit a statement that describes how your participation as a CGC scholar would a) enhance your graduate student experience, b) prepare you for your chosen career, and c) benefit the public. Upload to graduate program additional materials section.

Additional admissions information

Application checklist.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator .

If you are a returning Graduate School student, follow the Readmission guidelines. If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines .

Transfer credits

MA students must complete at least 60 percent of their coursework (not including thesis credits) within our program. PhD students may transfer no more than 15 credits from an outside institution.

A maximum of 12 graduate course credits taken as non-degree seeking or non-admitted status at the University of Minnesota can be transferred; this is counted separately from the maximum 60 percent or 15 non-UMN credits. For example, a PhD student could transfer a maximum of 27 credits (15 non-UMN and 12 non-degree from UMN).

If you earned a MA at the UMN, please contact the Graduate Studies Coordinator to discuss transfer procedures. Thesis credits cannot be transferred.

After you are admitted, you will work with your adviser to determine which credits may transfer.

International applicants

International applicants may also need:

• An English translation of your transcripts, if the transcript is not in English. Please note: the Graduate School Admissions Office will not accept an evaluation of your international coursework by an outside agency such as ECE or WES; they only accept the original transcripts.
• TOEFL/IELTS or MELAB. You may qualify for an exception if you have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States or other country where English is the official language (i.e. U.K, Canada). Score requirements and submission guidelines

Request information

We’re here to help. Simply complete one of these forms and a member of our department will be in touch

PhD in Special Education

The special education PhD program helps students develop advanced foundational knowledge in the area of special education, yet provides the latitude necessary for a program of research that meets the student’s individual research focus, planned in collaboration with their advisor. Our doctoral students are likely to arrive with an extensive knowledge base at the master’s level of special education, which often exceeds 42 credits. The PhD concentration in special education extends this knowledge base by encouraging the development of both breadth and depth in an area of study that will carry students well beyond the dissertation as they transition into research careers. The special education program meets the criteria established by national and state accrediting boards, the Council for Exceptional Children (CEC), and the National Council for Accreditation of Teacher Education (NCATE). Disciplinary accreditation is critical to fostering national visibility, developing a pool of strong applicants, and placing graduates in jobs.

Application information & deadlines

Please consult the  program .

Become a more innovative educator, a leading educational professional, or an effective public policymaker committed to social justice and diversity in education

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