Education - Doctoral
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 Adult and Community Education, Institutional Effectiveness, or Organizational Learning and Leadership. The Ph.D. emphasizes the study and synthesis of theory and research. The purpose of the Ph.D. is to produce dedicated scholar-researchers committed to the advancement of knowledge and scholarship in the field and scholar-practitioners with 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.
ADULT AND COMMUNITY EDUCATION
The Adult and Community Education curriculum is designed to provide the knowledge, skills, and experiences required for advancing the nature, function, and scope of adult learning in all educational settings. This program prepares graduates to be leaders in profit and non-profit industries. Graduates become professors of adult or community education, leaders of non-profit organizations, and consultants for training development programs.
The Institutional Effectiveness curriculum is designed to provide the knowledge, skills, and experiences needed for understanding institutional performance in all educational settings. This program focuses on the role of assessment, evaluation, and other analysis techniques needed to support institutional planning, policy formation, and decision-making. Graduates become assessment directors at post-secondary institutions and education consultants.
ORGANIZATIONAL LEARNING AND LEADERSHIP
The Organizational Learning and Leadership curriculum is designed to provide the knowledge, skills, and experiences necessary for promoting organizational change in all educational settings. This program equips graduates to become effective leaders in educational contexts by integrating leadership theory with practice. Graduates become administrators in K-12 and postsecondary schools, museums, and youth development organizations.
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 for priority admission is February 1.
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.
|EDUC 801||Foundations of Doctoral Scholarship||3|
|EDUC 802||Foundations of Educational Research||3|
|EDUC 803||Philosophical Foundations of Education||3|
|EDUC 890||Graduate Seminar (Capstone Seminar)||3|
|EDUC 890||Graduate Seminar (1 credit per semester)||1|
|International and Comparative Education|
|Diversity and Educational Policy|
|Empowerment & Transformative Education|
|Discipline Inquiry Core (Note: Required and Optional courses vary by degree and option area)|
|EDUC 871||Planning and Conducting Needs Assessment||3|
|EDUC 872||Qualitative Research Methods||3|
|EDUC 873||Case-Based Educational Research and Statistics||3|
|EDUC 881||Computer Data Management and Decision Making||2|
|EDUC 882||Institutional Analysis Techniques||3|
|EDUC 883||Survey Research||3|
|EDUC 884||Program Evaluation Research||3|
|EDUC 885||Structural Equation Modeling Fundamentals||3|
|EDUC 886||Advanced Qualitative Research||3|
|HDFS 856||Longitudinal Research Methods and Analysis||3|
|Option Core Courses||9|
|Institutional Quality Control|
|Assessment Techniques for Educational Institutions|
|Strategic Planning for Institutional Improvement|
|Adult and Community Education|
|Foundations of Occupational & Adult Education|
|Instructional Methods for Adult Learners|
|Organizational Learning and Leadership|
|EDUC 811: Organizational Culture (New course, pending approval)||3|
|EDUC 812: Leadership in Organizations (New course, pending approval)||3|
|EDUC 813: Innovation and Change (New course, pending approval)||3|
|Professional Emphasis Area||9-12|
|EDUC 899||Doctoral Dissertation||12|
Sara Bano, Ph.D.
Michigan State University, 2020
Justin Benna, Ph.D.
University of New Hampshire, 2018
Research Interests: PK-12 School Leadership, Social and Political Contexts of Schools, Educator Development and Professional Learning
Amanda Cordova, Ph.D.
University of Texas at San Antonio, 2018
Sarah Crary, Ph.D.
University of North Dakota, 2018
Research Interests: Information Literacy, K-12 Education Change, Post-Secondary Readiness, Leadership
Laura S. Dahl, Ph.D.
The Ohio State University, 2019
Research Interests: College Student Learning and Development, Institutional Effectiveness in Higher Education and Student Affairs, Collegiate Bystander Intervention, Educational Measurement through Rasch Modeling
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
Hollie Mackey, Ph.D.
Pennsylvania State University, 2010
Research Interests: Indigenous Theory and Methodology, Critical Policy Analysis, Self-Determination in Education, Ethical Leadership, Education Law
Cailen O'Shea, Ph.D.
University of Nebraska-Lincoln, 2020
Research Interests: School Transformation, Innovation for Equitable Education, PK-12 School Leadership, Quantitative Methods
Laura Parson, Ph.D.
University of North Dakota, 2016
Research Interests: Teaching and Learning in Higher Education (SoTL), Women in Higher Education, Women in STEM, Ethnographic and Discourse Methods of Inquiry
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, Scholar Identity, Identity Work, Apprenticeship in Scholarly Inquiry and Practice