Doctor of Education

The global online EdD program is ideal for the busy practicing educator. Coursework includes the latest research on urban leadership; mind, brain, and teaching; entrepreneurial leadership; online teaching and learning; and technology integration. Our online EdD prepares practitioner-scholars to become scholar-practitioners who are transformational leaders in education.

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Carey Borkoski

Faculty Lead
Carey Borkoski, PhD

Cathy Cao

Sr. Academic Program Coordinator
Cathy Cao

Doctor of Education 

At A Glance*

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*Extending program of study may result in additional EdD credits
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Completion Time


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Application Deadline

JANUARY 14, 2022

Application requirements and deadlines
Doctor of Education (EdD)
Start Terms:Fall only
Application Deadline:The application for Fall 2022 will open on July 15, 2021.

The application completion deadline is January 14, 2022.

Note: the application deadline represents the endpoint in the application process (i.e., the completion of your file) rather than the beginning of that process). All materials, including official transcripts, letters of recommendation, and test scores, must be received by the Admissions Office on or before the Jan. 14, 2022 deadline for full consideration.
Pre-requisiteApplicants must present official transcript evidence of receipt of a four-year bachelor’s degree and a master’s degree consisting of a minimum of 36 credits with a 3.0 GPA minimum, both earned from a regionally accredited college or university.

Students who have conferred a master’s degree with less than 36 credits may be considered for admission but are required to complete the additional graduate credits at a regionally accredited college or university either before or during matriculation in the EdD program.

All applicants with master’s degrees in-progress during the application review period are required, if admitted, to complete and confer their master’s degree before the start of their first semester enrolled. Applicants who fail to submit a final official transcript with degree conferral before the start of the program will be administratively withdrawn from the program.
Application Requirements:
Online application form
$80.00 application fee
Personal Statement
(not to exceed 750 words) including responses to the following:
Describe a significant Problem of Practice relevant to your current context of professional practice.

Indicate the importance of this problem within the educational landscape as well as the applicant's context of professional practice.

Discuss the potential underlying causes for or contributing factors related to this problem of practice.

Discuss the ways in which this problem aligns with your chosen area of specialization.
Three (3) Letters of Recommendation
Three letters of recommendations signed by the recommender. These letters should include at least one from each of the following:
(a) A professor with whom the applicant worked in his/her master's program who can speak to the applicant's competency to conduct rigorous scholarly work; and
(b) a school/organization official who can attest to the applicant’s qualifications to pursue a doctorate, impact on his or her professional practice, and knowledge of and support for the applicant’s area of research/Problem of Practice. This letter should indicate the school/organization official’s understanding that the student will do research within his/her professional context. District support for the applicant’s research within his or her context of professional practice is an important component of the admission process.
Executive Sponsor Form Applicants are required to identify and submit the name of an executive sponsor within the online application form. This sponsor should also serve as one of the three recommendation providers. The individual you select to list will not be contacted by the School during the application process. For more information on the Executive Sponsor, please contact
GRE Admissions Test (Optional)
Applicants to the Doctor of Education EdD (Online) program are strongly encouraged to submit GRE examination scores for the General Test as part of the admission application. While the GRE examination is not a requirement for admission consideration to the program, submitting a GRE test score is an opportunity for applicants to present additional evidence of the quantitative and verbal skills required for the doctoral-level study.

The Admissions Review Committee is committed to the practice of conducting holistic evaluations of all admission materials submitted as part of an applicant’s file. The Committee does not use cut off scores or minimum suggested averages for GRE in the evaluation process, or to determine admission consideration.

Test Information and Ordering Instructions
The Educational Testing Service (ETS), the testing provider for GRE, generates computer-based score reports that are sent to Johns Hopkins School of Education electronically approximately 10 to 15 days after the test date. ETS stores tests for a five-year period. ETS will not send official score reports for GRE examinations after the five-year period. Applicants with expired GRE scores interested in submitting a GRE test score would need to retake the GRE- General Test.

The institutional code for Johns Hopkins School of Education is 5470. Please visit the ETS Test provider website for more information and ordering instructions. Once ETS has electronically sent your score report, and your application is submitted, receipt of your official test score will be shown as received/verified on your application.
Official transcripts from all post-secondary institutions attended
A virtual interview will be required of all applicants. An invitation will be sent after completion of the application.
International Applicants:Please visit the International Student Admissions webpage for additional application requirements.
Note: This program is delivered in a fully online format and does not offer F-1 or J-1 visa sponsorship for international students.
Tuition and fees

Tuition and fees are subject to change for ensuing academic years, and will be updated on the School of Education website accordingly.

Doctoral Programs
Online Doctor of Education Program (EdD)$1,638 per credit
Doctor of Philosophy in Education (PhD)N/A

*Effective for the fall 2022 cohort and future cohorts, the EdD applied dissertation will be replaced with a doctoral dossier. For more information, visit the comparison guide.

Raquel Dailey

This is a program where you will be able to gain a lot of hands-on experiences… that will lead you to definitely make real change in your environment.

Raquel Dailey
Current student  

Doctor of Education

Program Description

This part-time, online EdD program is offered globally and is ideal for the busy practicing educator. Admission is highly competitive. Coursework is rigorous and includes the very latest research on urban leadership, the science of learning, advances in technology, and the emerging for-profit education sector. An online EdD prepares practitioner-scholars for transformational leadership through scholarship, professional skills development, and networking. They create new areas of research, promote distribution and utilization of research findings in professional practice, and contribute to a wider public discourse and policy. The vision of the Johns Hopkins EdD program is to improve complex educational problems across the globe by preparing scholar-practitioners who apply a social justice lens as they lead change within educational contexts. Johns Hopkins graduates set the standard for transformational leadership in education, using evidence-based practices to improve outcomes in diverse, often challenging learning environments.

Doctor of Education

Core Faculty

Yolanda Abel

Yolanda Abel

Marcia Davis, PhD

Marcia Davis

JHU Shield

Christine Eccles

Karen Karp

Karen Karp

Stephen Pape

Stephen Pape

Eric Rice headshot

Eric Rice

Carey Borkoski

Carey Borkoski

Christopher Devers

Christopher Devers

Christine Eith

Christine Eith

Olivia Marcucci headshot

Olivia Marcucci

Pare Blagoev

Juliana Pare-Blagoev

Laura Flores Shaw professional headshot

Laura Shaw

Camille Bryant, PhD

Camille Bryant

James Diamond Professional Headshot

James Diamond

Ranji JohnBull

Ranji JohnBull

Wendy Osefo

Wendy Osefo

Laura Quaynor professional headshot

Laura Quaynor

Henry Smith

Henry Smith

Doctor of Education


EdD Program Requirements

Program requirements include a minimum of 90 graduate credits. Students must enter the program with a master’s degree comprising a minimum of 36 graduate-level credits, which will be transferred into the EdD program. Students who do not have 36 master’s credits may be admitted and must complete the additional graduate-level credits at an accredited college or university prior to or during the program. Students with post-master’s graduate credit completed prior to program admission in related education content may petition for an additional 6 transfer credits of equivalent coursework with appropriate documentation and approval of the EdD Program Director. Thus, students must complete between 48 and 54 credits at the doctoral level at JHU. In addition to successfully completing all course requirements, candidates must also satisfy written and oral assessments that document attainment of competencies including an Applied Dissertation.

Applicants to the EdD program are strongly encouraged to submit GRE examination scores for the General Test as part of the admission application. While the GRE examination is not a requirement for admission consideration to the program, submitting a GRE test score is an opportunity for applicants to present additional evidence of the quantitative and verbal skills required for doctoral-level study. The Admissions Review Committee is committed to the practice of conducting holistic evaluations of all admission materials submitted as part of an applicant’s file. The committee does not use cutoff scores or minimum suggested averages for the GRE in the evaluation process, or to determine admission consideration.


Typically, Doctor of Education students complete the coursework and dissertation in three years. Students are encouraged to discuss a four-year completion schedule with advisers once they enter the program. Students are required to complete their dissertation within seven years of entering the program.

NOTE: Students who opt for a longer-duration program may not be eligible for Federal Financial Aid within a given semester. Students must enroll for at least 4.5 credits (effectively 6 credits) each semester to be eligible for Federal Financial Aid.

The program includes the following required coursework components:

Foundations of Education (12 credit hours)

855.710 Multicultural Education

855.712 Multiple Perspectives on Learning and Teaching

855.716 Contemporary Approaches to Educational Problems

855.718 Disciplinary Approaches to Education

Electives (at least one of the following courses depending upon the specialization)

855.708 Mind, Brain Science, and Learning

855.720 Leadership in Educational Organizations

Electives (one additional elective courses or other EdD courses as approved by adviser)

855.643 Leadership for School and Educational Organization Redesign

855.714 Power, Politics, and Policy in Education

893.708 Technologies and Creative Learning

855.851 Research on Effective Professional Development

Applied Research and Evaluation (9 credit hours)

883.718 Research Methods and Systematic Inquiry I

883.719 Research Methods and Systematic Inquiry II

883.721 Evaluation of Education Policies and Programs

Applied Dissertation (12-15 credit hours)

Specialization Area (12 credit hours)

Specialization Areas

The Doctor of Education (EdD) program includes specialization areas. Applicants must select one of the specialization areas as the focus of their program. For the 2022 cohort, the areas of specialization are as follows:

Entrepreneurial Leadership in Education
Mind, Brain, and Teaching*
Instructional Design in Online Teaching and Learning
Urban Leadership

*Mind, Brain, and Teaching (MBT) certificate graduates must select a different specialization.

Entrepreneurial Leadership in Education

The Entrepreneurial Leadership in Education specialization offers a unique opportunity for school and other educational organization leaders in both public and private educational environments. Students within this specialization of the Doctor of Education program will develop their knowledge, skills, and dispositions as they engage in leading efforts to build new venture opportunities in varied educational organizations. Through multidisciplinary lenses, educational leaders will promote innovation in the paradigms, strategies, values and culture in school systems, social entrepreneurial ventures, and education companies. Each of the courses offers an opportunity to explore leadership theoretical frameworks, identify a Problem of Practice, and create a plan of action, through analysis and synthesis of presentations, readings, and discussion of the current state of multiple educational environments and the visions and challenges for the future.

Course Listings:

  • 855.613 Entrepreneurship in Education
  • 855.642 Talent Management and Organizational Finance for Entrepreneurial Leaders
  • 855.641 Data Driven Decision Making
  • 855.640 Partnerships and Educational Organizations
Urban Leadership

Cities are usually characterized by diverse populations with rich communities made up of many different races, classes, languages, and nationalities, and this dynamism is a chief strength of urban areas. However, urban schools typically serve populations characterized by high concentrations of poverty and therefore face difficult choices about how to allocate scarce resources. The Urban Leadership specialization is designed for educational professionals interested in exploring this dual nature of urban schools through a deep understanding of a Problem of Practice based in their unique context of professional practice. The Urban Leadership specialization prepares educational leaders to work in urban environments through a focus on topics such as building a strength-based understanding of the complexities of urban communities, engaging the latest research on urban educational programs, developing strategies for program improvement, and building partnerships with families, communities, and other organizations.

Course Listings:

  • 855.771 Approaches to Urban Education
  • 855.772 Individuals in Urban Context
  • 855.773 Organizations and Institutions
  • 855.774 Partnerships and Community Organizing
Mind, Brain, and Teaching

The Mind, Brain, and Teaching specialization* is designed for educators interested in exploring research from cognitive theories and neurosciences and its potential to inform the field of education. Courses will promote integration of diverse disciplines that investigate human learning and development. The specialization builds upon basic and applied research from the fields of cognitive science, psychology and brain sciences, neurology, neuroscience, and education. It provides educators with knowledge of how emerging research in the learning sciences can inform teaching and learning. Students who pursue this specialization will gain the knowledge and skills to interpret basic and applied research and apply relevant findings to educational practices and policies. This specialization is designed to support the development of knowledge, insights, and competencies among students with two different levels of prior knowledge in the learning sciences: those who have had limited formal exposure to the learning sciences, and those who have a master’s degree or master’s certificate in the learning sciences.

Course Listings:

  • 887.616 Fundamentals of Cognitive Development
  • 887.617 Neurobiology of Learning Differences
  • 887.618 Cognitive Processes of Literacy and Numeracy
  • 887.619 Special Topics in Brain Sciences

*Note: Mind, Brain, and Teaching certificate graduates must select a different specialization.

Instructional Design in Online Teaching and Learning

The Instructional Design for Online Teaching and Learning specialization is designed to prepare expert practitioners to design, deliver, and evaluate online learning programs for K–12 as well as higher education, professional education, corporate universities, training and development, government agencies, and community settings. Emphasis will be on evaluating instructional design models from both theoretical and research bases with a focus on practical application to online and blended learning. The specialization allows students to experience and critically reflect upon high-quality instructional design for online and blended learning, as well as instructional message design for media presentation. It affords the participants the opportunity to build a depth of knowledge in the research and practice of online and blended teaching and learning through carefully designed programs and coursework, and engage in increasingly complex learning experiences to develop teaching and design skills. Students will be able to design instruction, facilitate learning, engage in strategic administrative decision-making, apply research and effective practice, and evaluate programs and coursework in online and blended learning.

Course Listings:

  • 855.621 Instructional Theory in Online Teaching and Learning
  • 855.703 Research on Online and Blended Teaching and Learning
  • 855.754 Evaluation of Digital Age Learning Environments
  • 855.624 Trends and Issues in Instructional Design, Message Design, and Online Learning
Technology Integration in K–16 Education

The Technology Integration in K–16 Education specialization in the Doctor of Education program is designed to develop innovative educational leaders who can identify future trends and lead system change related to emerging technology as well as nurture a digital-age learning environment that fosters critical thinking and self-regulated learners through the application of inquiry-based instruction. This innovative specialization offers a unique opportunity for educational leaders to expand and effectively apply their knowledge and skills as well as to learn new skills that will support students’ ability to examine educational issues and make empirically informed decisions. It also affords them the opportunity to become part of a highly connected world of educators who recognize the impact of disruptive and adaptive technology in the digital age. This specialization combines rigorous empirical research and evidence-based practices to present state-of-the-art courses that support the development of inventive and advanced theoretical and technological approaches to teaching and learning in a school-based environment. The courses incorporate and examine innovations in technology and diffusion of ideas that promote and improve student learning outcomes in the digital classroom. Graduates emerge ready to support a visionary transformation in a technology-enhanced educational environment. Participants in this specialization develop their knowledge and skills within a global, diverse community of learners that affords them the opportunity to promote effective technology-enhanced instructional practices and programs.

Course Listings:

  • 855.751 Diffusion of Technology Innovations
  • 855.752 Trends, Principles, and Practices of 21st Century Learning
  • 855.753 Digital Age Technology and Instruction
  • 855.754 Evaluation of Digital Age Learning Environments

EdD Program Structure


Year 1

Fall Semester

  • 855.718 Disciplinary Approaches to Education
  • 855.716 Contemporary Approaches to Educational Problems

Total Credits: 6

Spring Semester

  • 855.712 Multiple Perspectives on Learning and Teaching
  • 883.718 Research Methods and Systematic Inquiry I

Total Credits: 6

Summer Semester

  • 883.849 Dissertation Research
  • Pre-specialization course (choose 1 based on specialization)
    • 855.708 Mind, Brain Science, and Learning
    • 855.720 Leadership in Educational Organizations
    • 855.751 Diffusion of Technology Innovations

Total Credits: 7

Year 2

Fall Semester

  • 883.719 Research Methods and Systematic Inquiry II
  • Specialization Area Course I (3)

Total Credits: 6

Spring Semester

  • 883.721 Evaluation of Education Policies and Programs
  • Specialization Area Course II (3)

Total Credits: 6

Summer Semester

  • 855.710 Multicultural Education
  • 883.849 Dissertation Research
  • Comprehensive Examination and Dissertation Proposal Defense

Total Credits: 7

Year 3

Fall Semester

  • Elective 3
  • Specialization Area Course III (3)

Total Credits: 6

Spring Semester

  • Elective 4
  • Specialization Area Course IV (3)

Total Credits: 6

Summer Semester

  • 883.849 Dissertation Research
  • Final Dissertation Defense

Total Credits: 4

Course Information

Course descriptions, locations, and availability

Doctor of Education


Mission Statement

The EdD program aims to improve complex educational problems by preparing scholar-practitioners to lead change within educational contexts worldwide. These scholars examine and intervene in educational Problems of Practice with reliance on their expertise as practitioners. The EdD program uses a curriculum that emphasizes 1) transdisciplinary perspectives, 2) systems thinking, 3) improvement science, 4) rigorous methodology, and 5) social justice, for the purpose of developing students who positively change existing systems and improve educational outcomes.

Applied dissertation

Unlike the traditional dissertation, students pursuing the Doctor of Education (EdD) degree examine a Problem of Practice (POP), which is an area of concern or issue that has been identified in their context of professional practice. This POP becomes the focus of the dissertation research. The Applied Dissertation is embedded within the EdD coursework, which provides students with a unique opportunity to examine an issue important to their place of employment. During the first year in the program, students examine their articulated Problem of Practice to identify underlying causes and associated factors. During the second year, students develop a potential solution, such as an intervention or policy change, and a plan to study the implementation and predicted outcomes. Students will demonstrate mastery of first- and second-year competencies through written and oral comprehensive assessments, which will serve as indicators of readiness for conducting applied research. Students then will evaluate the effectiveness of this solution as their Applied Dissertation (Year 3). Unique characteristics of this program’s Applied Dissertation include:

  • Focus on understanding a POP from the student’s context of professional practice and the factors associated with the POP, or underlying causes for the POP, from a systems approach; and
  • Examination of a solution that holds the potential for significant change within the student’s context of professional practice and/or has implications for policy.
    Although different from a traditional dissertation in its completion and focus, students are expected to demonstrate mastery of the relevant literature, obtain extant and/or collect additional data, and interpret the results in light of previous studies. The dissertation will be presented at a final oral defense before the student’s Dissertation Advisory Committee.


How do you identify your problem of practice?

What have you observed in your organization that might potentially limit the effectiveness of the educational organization in which you do your professional work? What issues have you observed that, if addressed, might improve the lives or experiences of learners or other individuals in educational organizations?
A POP should be:

  • Directly observable. You should be able to articulate what you are seeing in your professional environment.
  • Actionable. The factors associated with the POP or underlying causes for the POP should be able to be acted upon to improve the conditions of the situation.
  • Strategic. It can be connected to broader system change.
  • Transformation. Addressing the issue would make a significant difference in the educational context.

Think about the following questions as you write your POP statement:

  • What issue have you observed? How is this issue problematic?
  • Are there data available to illustrate the existence of this issue?
  • How is this problem playing out in your professional context?
  • What is a part of the POP that you will be able to impact for the purpose of improvement in your professional context?
Student outcomes

Upon successful completion of the EdD, we expect each graduate will:

  • Participate in diverse communities of educational practice.
  • Analyze and critique educational practice and research from a social justice perspective as well as connections between education research, policy, and practice.
  • Contribute to the public discourse on improvement of education with attention to inclusive and socially just policies and practices.
  • Engage in and promote research-based practices.
  • Apply rigorous methodology to study and/or intervene on context-based educational problems.
  • Provide leadership in their context of professional practice through action informed by the integration of diverse perspectives.
  • Develop awareness of and cultivate mutually beneficial relationships between stakeholders, including individuals, families, organizations, and communities.

Doctor of Education


Is there a residency requirement?

The program includes 3-day summer residencies in late July or early August for the three years of the program. Attendance at the Orientation/Residency program each year is strongly encouraged. These residencies will allow for face-to-face interactions with faculty and other students as well as time for activities related to the EdD program requirements. We will be recording the information sessions and make them available on the program site. For those who are unable to attend in person, viewing these orientation videos is mandatory.

Are there requirements prior to matriculation?

All newly admitted Doctor of Education (EdD) students are required to complete a series of mandatory pre-orientation assignments from mid-May through early July prior to attending Orientation/Residency and matriculation. These assignments are time intensive and include (but may not be limited to) the following:


Section I – Technology Tools

  • VoiceThread presentation
  • Qualtrics

Section II – Introduction to Research (7-week training with session quizzes and discussion posts)
These modules are adaptive release meaning that students need to pass each section quiz with an 80% or better in order to gain access to the next module.

  • Module 1 – The Language of Research
  • Module 2 – Theories and Models
  • Module 3 – Researcher Responsibility
  • Module 4 – Measurement
  • Module 5 – Developing Research Questions and Hypotheses
  • Module 6 – Basics of Statistical Methods and Data Dispersion

Section III – Library (contains nine assignments)

Section IV – Collaborative Institutional Training Initiative (CITI)


Section V – Orientation/Residency


Section VI – EdD Course Tour

Section VII – SOE New Student Orientation

If admitted to the program, students will begin the pre-orientation sections in mid-May and they will be due in early July. Post-orientation sections will be due in August. Students who do not complete these assignments by the posted deadline will be dropped from the program roster and will not be able to matriculate in the EdD program.

If my master’s degree is less that 36 credits, can I still apply?

Yes, students who do not have the required 36 master’s credits may apply for the program. If admitted, students may complete the additional graduate-level credits at an accredited college or university before beginning the program. Alternatively, students may take the additional credits within the EdD program.

What is the relationship between the student’s context of professional practice and the Applied Dissertation?

Students are expected to write their dissertation based on a Problem of Practice that has emerged from their work within their context of professional practice. The students’ educational organizations are expected to provide the student with resources, access to a research environment and target audience, and nonproprietary data and records. The School of Education does not provide students with a site to conduct research.

What is an Executive Sponsor?

An Executive Sponsor is essential to the success of each student’s achievement. The role of this Executive Sponsor will be non-instructional, but someone from within the student’s organization or professional affiliation group who is in a position to help identify potential problems of practice and facilitate access to non-proprietary data and resources. This on-going relationship with a sponsor will both provide detailed familiarity with a particular aspect of the educational enterprise and simultaneously help the student conceptualize an applied dissertation research project. Executive Sponsors should be a superordinate or peer in the applicant’s workplace or professional network and preferably hold an advanced degree; exceptions will be considered on a case-by-case basis. The Executive Sponsor will be expected to contribute substantively to the individual’s progress. The role of the Executive Sponsor may include, but is not limited to:

  1. Championing the student’s efforts;
  2. Being an advocate for the student to help gain access to resources within the organization, for example, access to the research site, target audience, non-proprietary data, and records;
  3. Helping to identify important issues within the organization; and
  4. Potentially serving on the candidate’s dissertation committee.

Can I defer enrollment to the program?

No, we do not allow students to defer enrollment to the next year. Admission to the EdD program is specific for the cohort year in which you applied. If you are no longer able to participate in the program, we welcome you to reapply for the next year.

Doctor of Education


Students should be aware of additional state-specific information for online programs.
Johns Hopkins University is a member of the Carnegie Project on the Education Doctorate, which is the knowledge forum on the EdD. It has a membership of over 100 schools of education in the United States, Canada, and New Zealand working collaboratively to improve professional preparation in education at the highest level.