Education - Doctoral

Program Description

The Education Doctoral Programs prepare scholars who advance education research and practice and maintain the integrity and vitality of the profession. Our graduates are stewards of the discipline, individuals entrusted with preserving, creating, and applying knowledge in education and with communicating educational knowledge to others.

North Dakota State University offers both the Ph.D. and Ed.D. degrees in Education, with an emphasis in either Institutional Analysis or Occupational and Adult Education. The Ph.D. emphasizes the study and synthesis of theory and research, and is intended to produce dedicated scholar-researchers committed to the advancement of knowledge and scholarship in the field and may also produce scholar-practitioners who wish a strong depth in research preparation for practice. The Ed.D. degree focuses on translating theory and research into practice, and has the larger goal of preparing scholar-practitioners who will be well-informed, credible leaders in the field.

The Institutional Analysis curriculum was designed to provide the knowledge, skills and experiences necessary for understanding institutional performance both inside and outside of formal education settings. This option area focuses on the role of assessment, evaluation, and other research and analysis techniques in supporting institutional planning, policy formation, and decision-making.

The Occupational and Adult Education curriculum was designed to provide the knowledge, skills and experiences necessary for understanding the nature, function, and scope of adult learning both inside and outside of formal educational settings. This option area focuses on preparing individuals to engage in lifelong learning, working with adults of all ages and in all settings.

Qualified students may apply for admission through the Graduate School online application. In addition to the standard Graduate School application materials, applicants must submit an essay stating how their career goals align with the mission and goals of the Education Doctoral Programs as described on the program website. Admission is only considered after all required application materials are received by the Graduate School and reviewed by the program’s faculty. An interview may be required. Admission is a selective process and decisions are based on the congruency of the applicant’s professional goals with the program goals, predicted success of the applicant as a student and professional in the chosen field, and are made only after considering all available data. A student must meet all requirements for unconditional admission. Application deadline is February 1.

Financial Assistance

Graduate assistantships may be available in the School of Education. Applications are considered on the basis of scholarship, potential to undertake advanced study and research, and financial need. Students must be accepted into the Graduate School before they are eligible for an assistantship.

All registrations in Education Doctoral courses must be approved by the student’s adviser. Only those courses approved by the student’s supervisory committee may be included on the final plan of study leading to the degree.

The Education Doctoral Programs require a minimum of 90 semester hours beyond the bachelor's degree (a minimum of 60 semester hours beyond the master's degree). The advisory committee has authority to approve up to a maximum of 30 credit hours from a Masters degree or equivalent.  An additional ten (10) hours may be allowable if candidate has multiple graduate degrees or coursework after the first graduate degree. The determination will be based upon review of the candidate's official transcript(s). The candidate's major adviser and committee are responsible for approving the program of study and for certifying that the candidate has met the academic requirements for the doctoral degree. The doctoral degree is awarded for expertise and excellence in the candidate's chosen field of study as recognized and approved by the adviser and committee, not just for an accumulation of credits.

Erika Beseler Thompson, Ph.D.
North Dakota State University, 2017
Research Interests: Higher Education Institutional Effectiveness; Undergraduate and Graduate Student Success Initiatives; Social Ecological Perspectives

Elizabeth A. Gilblom, Ph.D.
Cleveland State University, 2017
Research Interests: Geographic Information Systems; Privatization in Education; Equity in Education; Critical Social Theory

Brent D. Hill, Ph.D. 
Oklahoma State University, 2011
Research Interests: Monte Carlo Simulations; Educational and Psychological Measurement; Learning Theory; Structural Equation Modeling; Q Methodology; Time Series Analysis

Claudette Peterson, Ed.D.
Oklahoma State University, 2006
Research Interests: Adult Learning; Non-formal Learning; Learning Strategies; Instrumented Learning

Chris M. Ray, Ph.D.
Oklahoma State University, 2007
Research Interests: Institutional Effectiveness; Learning Outcomes Assessment; Instrument Development; Moral Development and Education; College Student Development

Nathan B. Wood, Ph.D. 
University of Minnesota, 2006
Research Interests: Socio-cultural Issues in Education; Identity Development; Preparation of Educational Researchers