Doctor of Education

Johns Hopkins’ newly redesigned, global online EdD at is at the forefront of doctoral programs with the most innovative, challenging, and student-centered program of its kind. Celebrating the 10th anniversary, the program continues to lead with the EdD 2.0 offering, which is ideal for the busy education-practitioner within any professional context. Our program recognizes that learning is both lifelong and occurs outside of formal schooling. 

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Contact Us

Laura Flores Shaw professional headshot

Faculty Lead
Laura Flores Shaw, EdD
lshaw14@jhu.edu

Rachel Gibbons

Academic Program Coordinator
Rachel Gibbons
443-927-0155
soe.edd@jhu.edu

Doctor of Education 

At A Glance

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Frequency

PART-TIME

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Location

ONLINE

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Credits

54*

*Extending program of study may result in additional EdD credits
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Start Term 

FALL 

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Completion Time

4 YEARS

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Application Deadline

JANUARY 18, 2023

Application requirements and deadlines
Doctor of Education (EdD)
Enrollment:Part-time
Start Terms:Fall only
Application Deadline:The application for Fall 2023 will open on July 18, 2022.

The application completion deadline is January 18, 2023.

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. 18, 2023 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
Resume/CV
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 interest.
Two (2) Letters of Recommendation
Two 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 two 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 soe-admissionsupport@jhu.edu.
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
Raquel Dailey

The dossier option is redefining educational research for social justice. I am learning how to conduct, translate, and creatively apply rigorous research that will directly benefit my communities.

Tonio Nguyen
Current student  

Doctor of Education

Program Description

Exceptional education-practitioners will engage with an internationally renowned faculty to cultivate and practice curiosity, critical discourse, and perspective taking in a unique and rigorous course of study using the lenses of social justice, systems thinking, appropriate research methods, and empirical inquiry.

Coursework includes the latest research on the social determinants of education; mind, brain, and teaching; entrepreneurship; data and measurement; and technology. The re-designed program allows our doctoral students to customize their program by expanding their choice of electives so they may focus more deeply on their professional interests that align with their problem of practice. Our online EdD prepares education-practitioners to be transformational leaders within their professional contexts.

The vision of the Johns Hopkins EdD program is to impact complex educational problems across the globe by preparing education-practitioners to think critically about problems within their education environment and develop the deep understanding and insights to lead positive, sustained change within those educational contexts. Johns Hopkins graduates create new areas of research, promote distribution and utilization of research findings in professional practice, and contribute to a wider public discourse and policy.

Doctor of Education

Core Faculty

Yolanda Abel

Yolanda Abel

James Diamond Professional Headshot

James Diamond

Olivia Marcucci headshot

Olivia Marcucci

Laura Quaynor professional headshot

Laura Quaynor

Henry Smith

Henry Smith

Camille Bryant, PhD

Camille Bryant

Christine Eith

Christine Eith

Wendy Osefo

Wendy Osefo

Eric Rice headshot

Eric Rice

Marcia Davis, PhD

Marcia Davis

Ranji JohnBull

Ranji JohnBull

Pare Blagoev

Juliana Pare-Blagoev

Laura Flores Shaw professional headshot

Laura Shaw

Doctor of Education

PROGRAM PLAN

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. Additionally, depending upon the year of admittance, students are required to complete the following:

  • FALL 2023 ADMITTANCE: Students are required to complete a Doctoral Dossier research project.
  • FALL 2022 ADMITTANCE: Students are required to complete a Dossier Style Dissertation.
  • FALL 2015-2021 ADMITTANCE: Students can choose to complete either the Applied Dissertation or the Dossier Style Dissertation with permission.

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.

 

Coursework

Coursework (2023 Admittance)

Typically, Doctor of Education students complete the coursework and doctoral dossier research in four years.

The program includes the following required coursework components (subject to change):

Foundations of Education (15 credit hours)

Applied Research (9 credit hours)

Areas of Interest/Electives (18 elective credit hours)

Doctoral Dossier Research (12 hours)

Coursework (2015-2022 Admittance)

Typically, Doctor of Education students complete the coursework and doctoral dossier research in three years.

The program includes the following required coursework components (subject to change):

Foundations of Education (12 credit hours) + Electives (6 credit hours)

Applied Research & Evaluation (9 credit hours)

Specialization/Elective (15 elective credit hours)

Areas of Interest

The Doctor of Education (EdD) program includes areas of interest. Applicants must select one of the areas of interest in which they are interested in exploring but may explore more than one once in the program. For the 2023 cohort, the areas of interest 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 area of interest.

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

Course Information

Course descriptions, locations, and availability

Doctor of Education

WHAT TO EXPECT

Mission Statement

Exceptional education-practitioners will engage with an internationally renowned faculty to cultivate and practice curiosity, critical discourse, and perspective taking in a unique and rigorous course of study using the lenses of social justice, systems thinking, appropriate research methods, and empirical inquiry.

Doctoral Dossier

This section applies to students admitted for Fall 2023

Students examine a Problem of Practice (POP), which is an area of concern they have observed within their professional context. This POP becomes the focus of the student’s Doctoral Dossier. The Doctoral Dossier is embedded within the EdD program coursework, which provides students with a unique opportunity to examine an issue important to the organization in which they are employed. 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 their Doctoral Dossier projects.

To begin their Doctoral Dossier process, students will conduct a literature review and systems and stakeholder analyses to be documented in an introductory narrative. This narrative provides the rationale and supporting evidence for the student’s decisions to pursue their research topic and their choice of either a Scholarship of Integration project or a Scholarship of Teaching project:

  • Scholarship of Integration: Articulate insights from existing literature. The purpose includes interpretation and/or identifying and articulating the patterns in which this and others’ research fits. Students will present an overview of findings and identify ways to synthesize findings from different disciplines to see areas of convergence and divergence. Trends and new ways of seeing knowledge should be articulated. 
    • Examples: integration of knowledge from different sources (evidence types); meta-analysis of different studies, and literature reviews.
  • Scholarship of Teaching: Development and improvement of pedagogical practices. Students examine teaching processes and assessments to improve practice.
    • Examples: autoethnography of one’s teaching, innovative teaching materials, curricula, development of new courses, or development of a new pedagogical framework.

Upon completion of either a Scholarship of Integration or Scholarship of Teaching project, students will then choose one of two projects to serve as their second and final project:

  • Scholarship of Application: Demonstrate the application of the research to practice. The purpose of this project is to a) consider how the research perpetuates and/or disrupts oppression, b) critique relevant systems, structures, and institutions, and c) determine avenues to effectively disseminate evidence to a wider audience and stakeholder group.
    • Examples: an historical analysis of a topic, curriculum creation, community organization, autoethnography, instructional pedagogy, and others.
  • Scholarship of Discovery: Search for new knowledge. Students conduct evidence-based research that leads to knowledge creation. 
    • Examples: written, oral, or other modalities of research, scholarly publications, empirical study, working paper, or book chapters.

Upon completion of their final project, students will create a final reflection, tying all aspects of their narrative and two projects together. The Doctoral Dossier will be presented at a final oral defense before a Doctoral Dossier Review Committee.

As part of our commitment to social justice, the EdD program does not privilege one form of communication over another. Thus, all components of the Doctoral Dossier can be communicated in a modality of the student’s choosing: video, oral, scholarly writing, or public-facing writing.

Dossier Style Dissertation

This section applies to students admitted for Fall 2015 –2022

In their first year, students complete a Literature Synthesis (Project #1) and propose an Empirical Project (Project #2). Students synthesize research literature to understand factors relevant to their Problem of Practice (POP) from a systems perspective. This review of the literature results in a conceptual framework (CF) representing the constructs under consideration and their relationships and serves as the guide for an empirical examination to understand the factors that contribute to the student’s POP as they manifest within their context of professional practice. 

During year two, students conduct the Empirical Project (Project #2) and propose an Applied Project (Project #3). Students recruit participants and collect data for their empirical project to explore specific factors represented in their CF. The research questions articulated in the Year One proposal guide the empirical study. Towards the end of Year Two, students examine their literature review and empirical project findings to make connections to tell the story of their POP as it is situated within their professional context. Using this evidence, students design and propose an applied project to continue their exploration of the problem of practice to effect meaningful change.   

During year three, students complete their Applied Project and Final Defense. With an approved Dossier Style Dissertation proposal and comprehensive exams successfully completed during year two, students spend year three working on their applied project. The final Dossier Style Dissertation defense is held before the doctoral review committee and includes the Project #1 Literature review, Project #2 Empirical Project, and Project #3 Applied Project. 

Typically, we expect that students would complete three years of coursework and independent research concurrently.

Applied Dissertation

This section applies to students admitted for Fall 2015 –2021

Students examine a Problem of Practice (POP), which is an area of concern that they have observed within their professional context. This POP becomes the focus of the student’s Applied Dissertation research. The Applied Dissertation is embedded within the EdD program coursework, which provides students with a unique opportunity to examine an issue important to the organization in which they are employed. During the first year in the program, students examine their articulated POP to identify underlying causes and associated factors.

During the second year of the program, students develop a potential solution, such as an intervention or policy change, and a plan to study the implementation of this intervention as well as proximal 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 their applied research. Students will then evaluate the effectiveness of this solution as their Applied Dissertation (Year 3).

Although somewhat different from a traditional dissertation in its completion and focus, students are nevertheless expected to demonstrate mastery of the relevant literature, to obtain extant and/or collect additional data, and to 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.

Typically, we expect that students would complete three years of coursework and independent research concurrently. It is possible that some students may need more than three years to complete their research, in which case they will be required to enroll in at least one credit hour per semester after completion of the required 90 credit hours.

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 as a self-reflexive, social justice-oriented learner within diverse educational or learning communities.
  • Analyze and critique educational practice and research from a social justice and systems perspective.
  • Apply relevant methodologies to address critical challenges in education.
  • Demonstrate a curiosity for, and a systematic approach to, at least one major topic of study within education resulting in an emerging expertise.
  • Integrate research and practice-based knowledge to develop research-informed decisions and opinions about educational experiences, processes, policies, and institutions.
  • Communicate effectively to diverse audiences about educational research, experiences, processes, policies, and institutions.

Doctor of Education

FREQUENTLY ASKED QUESTIONS

Is there a residency requirement?

The program includes 3-day summer residencies in late July or early August for the four 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:

PRE-REQUISITE: SOE New Student Orientation

PRE-ORIENTATION:

Module 1 – Technology Tools

  • VoiceThread presentation
  • Qualtrics

Module 2 – Social Justice

  • Section 1 – Education as Reproduction vs Education as Liberation
  • Section 2 – Education and Difference: Identities and Intersectionality
  • Section 3 – Imagining Futures: The Role of Educators in Movements for Social Justice

Module 3 – 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

Module 4 – Library Research (contains nine assignments)

Module 5 – Collaborative Institutional Training Initiative (CITI)

ORIENTATION:

Module 6 – Orientation/Residency

POST-ORIENTATION:

Module 7 – EdD Course Tour

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 Doctoral Dossier?

Students are expected to conduct their dossier research 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

STATE-SPECIFIC INFORMATION FOR ONLINE STUDENTS

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.