Doctor of Education
Major Requirements
A minimum GPA of 3.25 is required for all coursework applied toward the major. | ||
Core Coursework | 15 | |
History of American Higher Education | ||
Higher Education Administration | ||
College Student Development | ||
Leadership and Organizations | ||
Diversity Issues in Higher Education | ||
Specialization Coursework | 12 | |
Select from one of the following specializations: | ||
Curriculum & Assessment and Academic Affairs | ||
College Access, Transition, and Success | ||
Administration, Organizations, and Policy | ||
Individualized Studies in Higher Education Administration | ||
Research Coursework | ||
Quantitative Methods | 6 | |
Statistical Methods 1 | ||
or STAT 511 | Statistical Methods 1 | |
Statistical Methods 2 | ||
or STAT 512 | Statistical Methods 2 | |
Qualitative Methods | 6 | |
Qualitative Research Methods | ||
Advanced Qualitative Research | ||
Advanced Methods Course * | 3 | |
Additional HIED Coursework | 12 | |
Cognate Coursework | 12 | |
Internships ** | 6 | |
Higher Education Internship | ||
Research | 15 | |
Research | ||
Total Hours | 87 |
Note: Individualized plans of study will be developed in consultation with the student's advisor/program committee. Additional Coursework in HIED 785 and 797 will not count towards the Specialization, Advanced Methods, Additional HIED and Cognate Coursework.
- *
Advanced Methods Courses must be chosen and approved in consultation with the Graduate Advisor/Program Committee.
- **
Students are required to take 6 credits of a supervised practicum in higher education administration by enrolling in HIED 785. This internship experience should be conducted after the Qualifying Examination (DQE), and allow the student to apply theoretical concepts to practical situations. The internship experience is designed by the student in consultation with the advisor and proposed supervisor.
Major Learning Outcomes
Higher Education Administration, Ed.D.
The learning goals for this program are to prepare students who:
- Have commitment and skills to engage in life-long learning;
- Are effective communicators;
- Recognize that teaching is a professional, moral, and ethical enterprise with well-developed ethical frameworks which facilitate effective teaching;
- Will serve as a facilitator of learning for all students;
- Possess in-depth knowledge of both pedagogy and content, and the relationships between them;
- Are reflective practitioners;
- Are aware of, and have respect for, human diversity;
- Value and integrate knowledge from a wide variety of fields, are creative and open to new ideas, and are able to act constructively in a world characterized by technological, cultural, and societal diversity and change.