Education - Doctoral


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.

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 advisor. Only those courses approved by the student’s supervisory committee may be included on the final plan of study leading to the degree.

Credit Hours

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 supervisory committee has authority to approve up to a maximum of 30 credit hours from a Masters degree or equivalent.  The candidate's major advisor 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 advisor and committee, not just for an accumulation of credits.

Core Courses
EDUC 801Foundations of Doctoral Scholarship3
EDUC 802Foundations of Educational Research3
EDUC 803Philosophical Foundations of Education3
EDUC 890Graduate Seminar (Capstone Seminar)3
EDUC 890Graduate Seminar (1 credit per semester)1
Select One:3
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 871Planning and Conducting Needs Assessment3
EDUC 872Qualitative Research Methods3
EDUC 873Case-Based Educational Research and Statistics3
EDUC 881Computer Data Management and Decision Making2
EDUC 882Institutional Analysis Techniques3
EDUC 883Survey Research3
EDUC 884Program Evaluation Research3
EDUC 885Structural Equation Modeling Fundamentals3
EDUC 886Advanced Qualitative Research3
HDFS 856Longitudinal Research Methods and Analysis3
Option Core Courses9
Institutional Effectiveness
Institutional Quality Control
Assessment Techniques for Educational Institutions
Strategic Planning for Institutional Improvement
Adult and Community Education
Adult Learning
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 Area9-12
EDUC 899Doctoral Dissertation12
Total Credits60-90

Sara Bano, Ph.D.
Assistant Professor
Michigan State University, 2020

Justin Benna, Ph.D.
Assistant Professor
University of New Hampshire, 2018
Research Interests: PK-12 School Leadership, Social and Political Contexts of Schools, Educator Development and Professional Learning

Dean Bresciani, Ph.D.
University Distinguished Professor
University of Arizona, 1996

Amanda Cordova, Ph.D.
Assistant Professor
University of Texas at San Antonio, 2018

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

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

Lei Jiang Ph.D.
Assistant Professor
University of Georgia, 2021

Hollie Mackey, Ph.D.
Associate Professor
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.
Assistant Professor
University of Nebraska-Lincoln, 2020
Research Interests: School Transformation, Innovation for Equitable Education, PK-12 School Leadership, Quantitative Methods

Laura Parson, Ph.D.
Associate Professor
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.
Professor & Head
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. 
Associate Professor
University of Minnesota, 2006
Research Interests: Socio-cultural Issues in Education, Scholar Identity, Identity Work, Apprenticeship in Scholarly Inquiry and Practice