The Richard W. Riley College of Education and Human Sciences:

PhD in Education

This specialization is designed for educators who want to influence positive educational change and improve student and school performance through ongoing research in curriculum, instruction, assessment, and evaluation. Coursework focuses on developing professional expertise through in-depth research. Students gain the ability to effectively design, modify, and evaluate curriculum and assessment practices using a systems approach. Educators in this PhD in Education program will be equipped with skills in program evaluation; strategic planning; curriculum mapping; and systems, technology, and curriculum audits. In addition, students learn to develop evidence-based action plans that will positively impact any educational application and provide opportunities for realizing meaningful and sustainable social change.

Note on Certification

This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Specialization Courses (30 credits)

Course Sequence

The recommended course sequence is as follows:

* Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

Students will be registered for two courses every 11 weeks, following the completion of their foundation course. Students who wish to reduce their course load during one or more terms should contact their student success advisor.

In this specialization, students critically review the latest research to understand the complex family, cultural, societal, and developmental influences that affect child development and learning. Included in the coursework are topics such as child development, family partnerships, content knowledge, leadership, advocacy, social change, and professionalism. Through case studies and innovative technology, this program enables students to:

• Examine the quality of early childhood programs and policies.
• Research and present strategies to promote positive outcomes for young children.
• Evaluate the leadership characteristics necessary to be an advocate in the field.

The individual dissertation process enables educators to pursue original research in an effort to promote positive social change for young children, their families, and the early childhood field.

Note on Certification

This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Specialization Courses (30 credits)

Course Sequence

The recommended course sequence is as follows:

* Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

The curriculum in this specialization is informed by the Council for Exceptional Children’s Advanced Professional Early Childhood Preparation Standards to allow educators to explore key research issues in the field of early childhood special education, such as leadership and policy, program development and assessment, collaboration, evidence-based practices in early intervention, and ethical practice.

The focus of the coursework is on identifying and addressing gaps in research to increase the effectiveness of early childhood special educators. Students gain a comprehensive understanding of the critical trends and issues impacting early childhood special education today. They also engage with real-world case-study scenarios that require collaborative problem solving and the investigation and implementation of research-based strategies to master program outcomes.

Note on Certification

This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Specialization Courses (30 credits)

Course Sequence

The recommended course sequence is as follows:

Note: Students will be registered for two courses every 11 weeks, following the completion of your foundation course. Students who wish to reduce their course load during one or more terms should contact their student success advisor.

*Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

This specialization is designed for leaders across the education spectrum, from preschool through higher education (P–20), who want to build on their leadership and management abilities to influence policy at local, national, and institutional levels. Students explore the principles, perspectives, and strategies that today’s education professionals need to be informed, dynamic leaders; affect policy; and guide the change process at all levels of the education system.

Note on Certification

This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Specialization Courses (30 credits)

Course Sequence

The recommended course sequence is as follows:

Note: Students will be registered for two courses every 11 weeks, following the completion of your foundation course. Students who wish to reduce their course load during one or more terms should contact their student success advisor.

* Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

In this specialization, education professionals prepare to create innovative technological solutions to learning challenges, collaborate digitally to demonstrate awareness of local and global interrelationships and diverse perspectives, and develop instructional design skills. Coursework is grounded in theory and research, and students design and conduct original research in educational technology, culminating in the dissertation.

Note on Certification

This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Specialization Courses (30 credits)

Course Sequence

The recommended course sequence is as follows:

* Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

Students will be registered for two courses every 11 weeks, following the completion of the foundation course. Students who wish to reduce their course load during one or more terms should contact their student success advisor.

In this specialization, educators apply effective leadership and management strategies to facilitate positive social change in higher education. Students research and examine institutions of higher education from a systemic perspective and learn how internal and external systems, politics, and policies impact institutional effectiveness, student learning and development, and the organization’s overall development and impact. The focus of this program is also on helping education professionals develop the leadership and management skills required to address the needs of a dynamic and expanding higher education landscape, domestically and internationally.     

The Higher Education Leadership, Management, and Policy specialization is designed for professionals in community colleges, private and public liberal arts colleges, distance-learning institutions, regional and state universities, state and federal agencies, and national professional associations. 

Specialization Courses (30 credits)

Course Sequence

The recommended course sequence is as follows:

* Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

In this specialization, education professionals have the unique ability to design a PhD program focusing in higher education that closely aligns with their goals. Students take a core of higher education courses and can then choose any four out of the 20 specialization courses, depending on their specific interests.

Through their coursework in this program, education professionals examine current practices and problems in higher education institutions. They also examine law, policy, and governance in the context of higher education leadership. The Higher Education, Leadership, and Policy (Self-Designed) specialization is intended for educators or administrators with a desire to conduct original research, contribute to the body of knowledge in the field, and make an impact on the future of higher education.

Specialization Courses (10 credits)

Electives (20 credits)

Students will select four courses from the following list of EdD and/or PhD in Higher Education programs:

• Organizational Research, Assessment, and Evaluation
• Education Leadership, Management, and Policy
• Adult Learning
• Community College Leadership

Organizational Research, Assessment, and Evaluation

Education Leadership, Management, and Policy

Adult Learning

Community College Leadership

Course Sequence

The recommended course sequence is as follows:

* Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

In this specialization education professionals prepare to help learners translate creativity into innovative learning experiences utilizing authentic, engaging practices and assessments. Students develop learning solutions through problem-based and project-based learning grounded in solid, brain-based principles. Through their coursework, students explore creative approaches to learning that integrate technology with the needs of learners in a global community. Students prepare to foster diverse perspectives and create a culture of innovation in the workplace.

This specialization is designed for educators who wish to pursue leadership roles across learning environments that include preschool through higher education as well as in government, nonprofit, and corporate settings.

Note on Certification

This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Specialization Courses (30 credits)

Course Sequence

The recommended course sequence is as follows:

Note: Students will be registered for two courses every 11 weeks, following the completion of their foundation course. Students who wish to reduce their course load during one or more terms should contact their student success advisor.

* Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

The focus of this specialization is on helping students create a culture of continuous improvement within programs and organizations and as individuals. It emphasizes the theory, trends, and perspectives in the field as well as the role of assessment and evaluation as a vehicle for positive change. Students in this program engage in hands-on applied experiences and utilize processes for the rigorous research, assessment, and evaluation of complex organizational systems through data gathering and analysis. In this specialization, students evaluate programs systematically to resolve problems and engage in evidence-based decision making. 

Note on Certification

This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Specialization Courses (30 credits)

The recommended course sequence is as follows:

Students will be registered for two courses every 11 weeks, following the completion of their foundation course. Students who wish to reduce their course load during one or more terms should contact their student success advisor.

* Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

In this specialization, education professionals have the unique ability to design a PhD program focusing on P–20 education that closely aligns with their goals. Students take a core of education courses and can then choose any four courses from select specializations that focus on P–20 education, depending on their specific interests.

Through their coursework in this program, education professionals examine current practices and problems in P–20 institutions. The P–20 Education (Self-Designed) specialization is intended for educators or administrators with a desire to conduct original research, contribute to the body of knowledge in the field, and make an impact on the future of higher education.

Note on Certification

This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Specialization Courses (30 credits)

OR

AND

OR

OR

OR

• To fulfill the remaining 20 credits, students may use transfer-of-credit from prior education-related doctoral work or choose up to four courses from the following EdD or PhD in Education specializations:

  • PhD Curriculum Instruction Assessment and Evaluation
  • PhD Early Childhood Leadership and Advocacy
  • PhD Early Childhood Special Education
  • PhD/EdD Educational Technology and Design
  • PhD Learning Instruction and Innovation
  • EdD Early Childhood Education
  • EdD Reading, Literacy, and Assessment (Non-Licensure)
  • EdD Curriculum, Instruction, and Assessment
  • EdD Educational Administration and Leadership (Non-Licensure)
  • EdD Special Education

  Alternative courses will be reviewed upon request.

Course Sequence

The recommended course sequence is as follows:

* Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Learn more about the dissertation process in the Dissertation Guidebook.

Through this research-oriented specialization, educators gain expertise in best practices in reading, literacy, curriculum design and instruction, teacher professional development, and program evaluation and assessment. Students develop literacy-related research projects and critique significant research that can improve reading and curriculum outcomes across the educational system, including classroom instruction, program design, policy implementation, and critical thinking.

Through their coursework students explore:

• Sociopolitical, cultural, and economic influences on literacy.
• Curriculum and assessment.
• The role of literature in promoting cross-cultural understandings in a student-centered literacy curriculum.
• Best practices in literacy.
• Program design and evaluation.

This specialization is designed for classroom teachers, lead teachers, reading specialists, literacy coaches, department chairs, curriculum specialists, and any instructors who wants to gain a deeper understanding of reading and literacy practices and evaluation methods. Students also take research method courses that will help them grow as scholar-practitioners. 

*Walden University’s PhD in Education program with a Reading Literacy, Assessment, and Evaluation (Non-Licensure) does not lead to certification or licensure in reading literacy, assessment, and evaluation. Walden makes no representation, warranty, guarantee, or commitment that successful completion of this program or coursework for graduate credit within this program will permit a graduate to obtain state certification or licensure as a teacher in reading literacy, assessment, and evaluation.

Note on Certification

This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Specialization Courses (30 credits)

Course Sequence

The recommended course sequence is as follows:

Students will be registered for two courses every 11 weeks, following the completion of the foundation course. Students who wish to reduce their course load during one or more terms should contact their student success advisor.