phd education online virginia

Doctor of Education in Leadership

Quick facts.

School: School of Education

Mode: Entirely Online

Next Start Date:

Total Classes:

Weeks Per Class:

Total Credit Hours: 48

The Ed.D. in leadership is a 48-hour, 36-month program which centers on  action-oriented  andragogy and curriculum, includes the application of theory and research, and focuses on addressing practitioners’ problems of practice, culminating in a  collaborative group Capstone study the final year in the program.

The Department of Educational Leadership is a member of the  Carnegie Project on the Education Doctorate  (CPED)  which ascribes to six critical guiding principles for Ed.D. Programs.

The EdD online program offers engaging and collaborative learning designed to accommodate the lives of our students, who are working professionals leading in a variety of organizations. We do this via a choice of in-person learning or online learning comprised of interactive lessons students can complete within dedicated timeframes and synchronous discussions via online conferencing platforms.

To build relationships and support for success in the program, all EdD students attend three face-to-face, on campus Saturday sessions in their first summer and two face-to-face on campus Saturday sessions in the 2nd summer.

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Ph.D. in Education

Concentrations.

The VCU Holmes Scholars Program  is a selective program that provides accepted doctoral students from  historically underrepresented groups  with resources and professional development to best position them for  tenure track faculty positions in high (R2) and very high (R1) research universities . Our cross-disciplinary scholars create a network that leverages the collective and individual strengths of each member to maximize their VCU School of Education program. Learn more about how we live our values  through the Holmes program!

Our is a great resource to review what research is currently being conducted at the school. This may help you identify a specific content area of interest, or a few, to help narrow your track options.

After identifying a few research areas of interest, review the key faculty who are researching in those areas and their research interests in our directory .

As you are debating tracks, contact [email protected] to schedule a meeting with our Recruitment Team to talk through your research interests, past academic and professional experiences, and where you hope to go in your future career.

Ready To Get Started?

• Jenna Lenhardt, Ph.D.
• Director, Strat Recrt & Outrch
• (804) 827-6847
• [email protected]
• Recruitment specialist
• (804) 827-2479
• Email: [email protected]

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Doctorate & Ed Specialist

Take the next step in your education.

Our advanced degrees provide in-depth theory, research, and practical knowledge to prepare you for leadership in your field. And our faculty provide the support you need to develop a dissertation and complete your studies.

• Explore Our Degrees

Available Programs

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• Nursing - Advanced Practice
• Nursing - Nurse Executive
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• Public Administration and Policy
• Technology Education (Workforce and Organizational Development)

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We develop our programs based on what works for you. From military ships at sea, to your home, or one of our partner community colleges, you'll get the same academic support and resources as any of our on-campus students.

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Have questions? Contact us.

Higher Education (Ph.D.)

Higher Education & Student Affairs Program (M.A.Ed.) ▼

Higher education doctoral program (ph.d.) ▼, hed graduate certificate program  ▼, soe offices and resources ▼, program overview.

Our Philosophy: The Ph.D. in Higher Education is a 96-hour program that prepares graduates for a broad range of administrative and leadership positions in colleges and universities, including roles in academic affairs, student affairs, policy, planning, resource management, assessment, enrollment management, outreach and engagement, advancement, and equity, diversity, and inclusion, among others. 

Some graduates work for professional associations or as policy analysts for state and federal agencies. The program also prepares students for faculty positions in graduate programs in student affairs and higher education.

Social justice and scholarly rigor are essential to the philosophical foundations of the program and the curriculum. Together, the program and the curriculum prepare graduates to emphasize social justice in their research and practice. 

WHAT YOU'LL STUDY

Graduates from the Higher Education Doctoral Program will acquire knowledge, skills, values, and attitudes in three specific areas:

• Professional Practice,
• Scholarship,
• Professional Involvement, and Service

The Higher Education Doctoral Program curriculum consists of a minimum of 96 semester hours of graduate study in five areas, which includes the dissertation. The five areas are listed below, with a partial list of courses offered to meet the requirement; other courses offered at Virginia Tech may be used to meet the requirements. An asterisk (*) next to a course indicates that the course is required, as long as it is offered during the student’s time in coursework. If it is not offered, the faculty advisor will approve an appropriate substitution.

Please note that you will work with your faculty advisor to select appropriate courses to meet your personal academic needs.

Foundations

• EDHE 6044: Governance and Policy in Education *
• EDHE 6064: Higher Education in the United States *
• EDHE 6084: Financial Administration in Higher Education *
• EDHE 6094: University Leadership *
• EDHE 6274: Higher Education Law *
• EDHE 6304: Theories of Educational Organizations *
• EDHE 6404: Designing Research Proposals in Education *

Advanced Theories of College Student Development * (Note: title and course number under review)

Concentration/applied studies (15 hours).

• EDHE 5304: Introduction to Student Affairs Profession
• EDHE 5314: Theories of College Student Development
• EDHE 5334: The College Student & the College Environment
• EDHE 5404: Staffing Practices in Education
• EDHE 5984: Special Topics: Crisis Management in Higher Education
• EDHE 6974: Independent Study **
• EDHE 7714: Internship **

Cognate (9 hours)

Dissertation (30 required hours).

• EDHE 7994: Research and Dissertation

Research/Measurement/Statistics

• EDRE 6605: Quantitative Research Methods in Education I *
• EDRE 6606: Quantitative Research Methods in Education II *
• EDRE 6504: Qualitative Methods in Educational Research I *
• EDRE 6524: Qualitative Methods in Educational Research II *
• Note: beyond the core research courses, students will select at least two advanced courses, intended to strengthen their overall competence in research and evaluation theory and methods or to develop a specific skill required for dissertation research

** Note: Students consult with a faculty member to arrange Internships and Independent Studies

Since doctoral students matriculate with varying degrees of professional experience and master’s degrees from different institutions, each student’s program of doctoral study is individually designed and may include courses that are transferred in from the student’s master’s degree program.

The faculty advisor and student examine the student’s preparation and design a program of study that complements and enhances the student’s educational and professional experience and interests.

The  Doctoral Program Guide  provides detailed information on the curriculum, phases of doctoral studies and benchmarks along the way, and general expectations of students.

DISSERTATION

The Ph.D. in  Higher Education  is not awarded solely on the basis of coursework completion. To graduate, each student must also conduct an original research study culminating in the presentation and defense of a dissertation. The Ph.D. dissertation demonstrates the student’s ability to conduct original, rigorous research that contributes to the interdisciplinary field of higher education. Drawing on the knowledge and skills accumulated across their courses and relevant professional experiences, students develop a topic and design the study with input and approval from their dissertation chair and advisory committee.

Most students write their dissertations in the traditional five-chapter format (i.e., as a research paper with an introduction, literature review, methodology section, findings, and discussion and implications for practice, research, and policy).  Other options such as a journal article dissertation are available.  Students work with the dissertation chairs and committees to determine the best format for their dissertation.

Course Descriptions

Edhe 5304 - introduction to the student affairs profession.

History, philosophy, and goals of the student affairs profession in American higher education. Standards and contexts for student affairs, including scholarly literature related to students and student organizational culture, ethical principles, and professional and quality standards. Pre: Graduate standing.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture

EDHE 5314 - Theories of College Student Development

Theories of college student development. Foundational, integrative, and social identity theories, fundamental criticisms of well-known student development theories, identification of current student populations affected, and applying theories to student affairs practice and personal development. Pre: Graduate standing.

EDHE 5334 - The American College Student and the College Environment

Study of the characteristics and attitudes of traditional and nontraditional college students; effect of the college environment on students.

Prerequisite(s):

Corequisite(s):

EDHE 5404 - Staffing Practices in Higher Education

Study of human resource management in education. Emphasis on recruitment and selection, orientation, supervision, staff development, performance appraisal, and separation. Application of a human resource development perspective guides research and assessment of current and future practices. Pre: Graduate standing.

Instruction Type(s): Lecture, Online Lecture

EDHE 5984 - Special Study

Credit Hour(s): 1 TO 19

Lecture Hour(s): 1 TO 19

EDHE 6044 - Governance and Policy in Education

Antecedents of public policy affecting education in the United States, and the relationships between policy making and implementation and educational administration.

EDHE 6064 - Higher Education in the United States

Diversity of institutions of higher learning is examined through variations in the respective goals and purposes of distinct types of institutions and examined through variations in the constituencies served by different types of institutions and their differential impact on students and faculty.

EDHE 6084 - Financial Administration in Higher Education

Financing higher education. Emphasis on examination of the revenue source and patterns of funding and the roles of federal, state, and local governments in the fiscal support of higher education. Methods for the determination of institutional resource allocation, program and financial planning, and the internal allocation and effective use of resources.

EDHE 6094 - Educational Administration Processes and Skills

College and university leadership and administration. Focus on executive leadership, governance, development, research, outreach and engagement. Pre: Graduate standing.

EDHE 6274 - Higher Education Law

Edhe 6304 - theories of educational organizations.

Study of educational organization theory and behavior. Emphasis will be given to understanding institutional structures and cultures in their educational, social, economic, and political contexts with a view toward organization improvement, development, and reform.

EDHE 6404 - Higher Education Research Proposal Design

Conceptualize and write elements of a research proposal suitable for a doctoral dissertation including topic selection, literature reviews, conceptual frameworks, research questions/hypotheses, and select research techniques appropriate for gathering data. Pre: EDRE 6605, EDRE 6606, and EDRE 6524.

Prerequisite(s): EDRE 6605, EDRE 6606, EDRE 6524

EDHE 6974 - Independent Study

Lecture Hour(s):

Instruction Type(s): Research

EDHE 7714 - Internship in Education

Planned program of advanced clinical practice in education through assignment under direct supervision of outstanding practitioner for periods of up to two semesters. (Maximum 24C).

Credit Hour(s): 1 TO 24

Lecture Hour(s): 1 TO 24

EDHE 7994 - Research and Dissertation

Nationally recognized faculty.

AFFILIATED FACULTY

Emerita and emeritus faculty members.

Don G. Creamer,  Professor Emeritus, Higher Education Joan B. Hirt,  Professor Emerita, Higher Education, School of Education Patricia Hyer,  Affiliated Faculty; Associate Provost Emerita, University Provost’s Office Steven M. Janosik,  Associate Professor Emeritus, Higher Education, School of Education Edward F. D. Spencer,  Affiliated Associate Professor; Vice President Emeritus for Student Affairs

THE COHORT MODEL

This program operates on a cohort model. Members of a given cohort attend all of the same classes in the same sequence and pursue common plans of study.

The benefits of a cohort model are many. It is designed to facilitate social interaction, collaboration, and the formation of a supportive learning community.

Students in cohorts learn from and help each other with the successful completion of coursework and professional networking. They report a strong sense of community and are more likely to complete their programs of study in a timely manner.

10 Best Online Doctoral Programs in Virginia (or DC)

With an increase in demand for specialized professionals in fields such as healthcare and nursing, business, education, plus the arts and sciences, earning a fully online doctoral degree is becoming a desirable path for students and professionals who wish to advance their careers to become leaders in their fields while maintaining a relatively low student loan debt and high degree of flexibility in learning. All institutions in this list are fully accredited and offer fully or hybrid doctoral degrees online.

1. Regent University

thirty-three fully online doctoral programs in a variety of disciplines including Communications, Education, Ministry and Divinity, Healthcare Leadership, Psychology, STEM, and fourteen programs with varied options in Business and Leadership. Through consistent and exponential growth as a global center for Christian thought and action, students from around the world now come to Regent in order to complete their doctoral programs in an online environment that supports flexibility in learning while fostering education and Christian leadership.

2. Liberty University

Liberty University Online prepare students for leadership roles in their fields through rigorous academics and accessible advisement and guidance from qualified professors. The university has twenty-three online doctoral programs in areas such as Business Administration, Nursing, Ministry, Worship, Education, and Philosophy. The Doctor of Business Administration includes eleven concentrations. Students serious about a career in Christian theology flock to the Doctor of Philosophy in Theology and Apologetics. All online programs at Liberty have the highest possible accreditation available through the Southern Association of Colleges and Schools. Additionally the school is focused on affordability and has not increased the tuition costs for any online doctoral program in over three years.

3. Old Dominion University

Doctorate Programs offered at Old Dominion University are equally accredited and as competitive as the doctoral degree programs offered on campus. Instructors bring real world experiences to the virtual classroom through research opportunities. Students can choose from a PhD in Education for Instructional Design and Technology or Human Resources Training, or degrees in Nursing or Philosophy. There are a total of seven online doctoral degrees offered in all.

4. Virginia Commonwealth University

Virginia Commonwealth University online school offers a total of five degrees at the doctoral level offered in a variety of formats: synchronous, asynchronous, fully online and through video conference. All degrees are focused on healthcare including a Doctor of Nursing Practice (DNP), a PhD in Nursing or Health Related Sciences, plus a Doctorate in Nurse Anesthesia Practice (DNAP), which is one of the most prestigious and sought after careers for nurses seeking to specialize their practice.

5. George Washington University

George Washington University online to study the arts, engineering, law, education, medicine and health, and more. Online doctoral degrees can be earned in Nursing or Engineering, including a Doctor of Engineering in Engineering Management or a Doctor of Philosophy in Systems Engineering. The online university offers a total of five doctoral nursing degrees, including post-BSN or post-MSN opportunities in areas such as Adult-Gerontology Primary Care, and Executive Leadership.

6. Hampton University

Hampton University is today a progressive institution offering a wide range of degree programs from the undergraduate to graduate levels in areas from the arts to business to specialized doctorate degrees online and on campus. Located at the mouth of the Chesapeake Bay, students from across the globe attend college at Hampton annually, both on campus and online. Web based programs are available for students who wish to advance their professional careers while attending school and maintaining freedom in scheduling and learning. Online doctoral degrees offered at Hampton include PhDs in Business Administration, Counselor Education and Supervisions, Educational Management, and Nursing. Students cna also earn their Doctor of Nursing Practice (DNP) fully online at Hampton.

7. Shenandoah University

Shenandoah University online students can earn two fully online doctoral degrees in the education field for Administrative Leadership, or in the field of Pharmacy. The Nontraditional Doctor of Pharmacy (NTDP) degree provides practicing pharmacists with the opportunity to further their careers while still having the flexibility to continue work in such a competitive and ever changing field of work.

8. University of Virginia in Charlottesville

Instructional Science & Technology can be obtained fully online.

9. Radford University

Radford University is a comprehensive public university located in the breathtaking blue ridge mountains of Virginia. The institution prides itself in its history of sustainability and is recognized nationally for it’s efforts. Today the school embraces a healthy combination of innovation and tradition while educating students across disciplines from around the world. The online university at Radford offers a number of degrees at the post-baccalaureate levels, including one Doctor of Nursing Practice (DNP) degree. The research-based DNP degree can be attained both post-BSN or post-MSN and promotes flexibility while maintaining quality, and students benefit from 1,000 clinical hours each in addition to their coursework.

10. University of Fairfax

the Doctorate of Information Assurance (DIA) and students from across the nation come to learn from the most distinguished cybersecurity educators and leaders in the world. All coursework is project driven and can be accessed from any part of the world with an internet connection. Students benefit from flexible scheduling, one on one advisement, and opportunities to easily communicate with professors and other students through the online platform.

Embrace the convenience of online learning and shape your own path to success.

Explore schools offering programs and courses tailored to your interests, and start your learning journey today.

Radford University

College of Graduate Studies

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Doctor of Education (Ed.D.)

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Dr. Maxwell Yurkofsky   Program Coordinator Office: A044 Phone: 540-831-5190 Email:  myurkofsky@radford.edu

Become an Academic Leader.

Radford University's Doctor of Education degree (Ed.D.) is designed to prepare educators to lead responsively and equitably in complex times. Whether you aspire to be a superintendent, administrator, or other organizational leader, we invite you to join us for the next step in your career. Student learning is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice in education and community organizations.

This 63 credit hour program includes courses in Practitioner Inquiry, Educational Leadership, Social Justice, Field Experiences, and Elective choices and is designed to be completed in three years as a part-time student.

Radford University is a member of the Carnegie Project on the Education Doctorate. We are committed to the Guiding Principles that frame the Professional doctorate in education:

• Our program is fully online and practitioner-focused providing convenience and flexibility for working professionals and can be completed in three years taking courses part-time.
• Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities.
• We use the latest in collaborative online technologies and modes of learning to give you the benefits of a traditional face-to-face program.
• Our program offers seven-week courses allowing you to focus on one course at a time and still complete two courses each semester.
• Our students complete a dissertation in practice that utilizes improvement science to address problems of practice.
• Our program meets the Virginia licensure requirements for the superintendency.
• Is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry.

See Program Requirements provided in the University Graduate Catalog .

Note for applicants:

We begin a new cohort in January of each year. Applications are accepted from March 1 until November 1 for each cohort. 

Application Requirements

• A master's degree, in any field, from an accredited program; 
• An official transcript from each college or university from which you have earned a degree or post-baccalaureate credits.  An unofficial transcript is sufficient from all institutions where transfer credit was earned and may be uploaded directly to the application;
• Three letters of reference addressing your potential as a doctoral student; one must be from a current or most recent employer and one must be from a professor or instructor familiar with applicant’s academic work;
• your purpose for pursuing a doctoral degree,
• an issue or problem in your school or district that you believe can be addressed by applied research skills and scholarly inquiry,
• scholars and educational leaders who have influenced your thinking and practice, and
• your understanding of how doctoral education can help you lead educational change and bring necessary knowledge to bear on the needs of schools and communities. 
• An admission interview with the program coordinator will be requested of qualified candidates.

Seven-Week Courses

Students can focus on one course at a time and still complete two courses per semester. 

online program

The Ed. D. program is convenient and flexible for working professionals. Our latest collaboration software allows for "face-to-face" engagement with faculty and cohort members.

Practitioner-Focused

Ed. D. program courses, field experience and research are directly connected to solving complex problems of practice in schools.

Meet the Faculty

Dr. Maxwell Yurkofsky 

Assistant Professor Doctoral Program Program Coordinator Office: A044 Phone: 540-831-5190 Email:  myurkofsky@radford.edu

Dr. Sarah Capello Assistant Professor Doctoral Program Office: Peters Hall A025 Phone: 540-831-6850 Email:   scapello@radford.edu

Dr. Dan King Assistant Professor Doctoral Program Office: Peters Hall A028 Phone: 540-831-5244 Email:  [email protected]

EdDPrograms.org

Ed.D. Programs in Virginia

Finding an affordable Virginia doctoral program in education just got a lot easier. In our Ed.D. guide, you'll discover VA program listings (with costs & curricula), a breakdown of online options, info about Ed.D. funding, and much more. Don't miss the career section, which contains data on educational leadership jobs & salaries in Virginia and links to important conferences.

Earning a Doctor of Education Degree in Virginia

One word springs to mind for Virginia doctorates in education. Quality. In our school listings , you’ll see a lot of heavy-hitters. UVA, VCU, and W&M frequently battle it out in the rankings for Best Education Schools ; VCU, Radford, and W&M are also taking part in the Carnegie Project on the Education Doctorate (CPED) . Alongside well-respected public research universities, there are CAEP-accredited religious schools and liberal arts institutions.

Each of them has a unique take on the doctorate. There are programs in online & hybrid forms , programs with generous scholarships & tuition discounts , programs with Ed.D. capstone projects instead of dissertations, and programs that can help you achieve the Division Superintendent License . You can opt for a conventional Ed.D. in leadership or choose from a range of intriguing specialties.

Start with the links in our school listings and then have a quick skim through our advice areas. Once you have one or two programs in mind, you may want to consult the extensive career section. We’ve provided directions to administrative job & salary data , state-specific job boards, useful educational leadership associations (e.g. VASS), and career-building conferences & training programs (e.g. VFEL).

Online Doctor of Education Programs in Virginia

Online ed.d. providers in virginia.

• Liberty University (CAEP-accredited)
• Radford University (CAEP-accredited)
• Regent University (CAEP-accredited)
• University of Virginia (CAEP-accredited)
• Virginia Commonwealth University (CAEP-accredited)
• Virginia Tech (CAEP-accredited)

What to Know About Virginia Online Ed.D. Programs

Here’s the short & sweet on Virginia online doctoral programs in education—you can have your pick from six CAEP-accredited public schools and Christian private universities. It’s just a question of deciding how much you want to pay. Tuition rates are the same for in-state and out-of-state online Ed.D. students at UVA, Liberty, Radford, and Regent (Radford has a small out-of-state fee); VCU and Virginia Tech charge out-of-state residents more. We explore each option below.

But we also want to highlight the alternatives. A number of so-called “campus” Ed.D. programs in our school listings are technically hybrid. To take just one example—the College of William and Mary’s Executive Ed.D. in Educational Policy, Planning, and Leadership is primarily online, supplemented by four campus weekends per fall & spring semester and two-week summer residencies. If you live in the area and can afford the commute, you may find a degree that’s right up your alley.

Note: Our overview of online Doctor of Education programs contains a complete list of online Ed.D. degrees offered in every state and our list of the best online Ed.D. programs.

Online Ed.D. Programs at Public Virginia Universities

Most of the programs covered in this section are online versions of the university’s on-campus Ed.D., so they’ve been tried and tested. Better yet, they come with superb credentials. For instance, VCU’s 48-credit Online Ed.D. in Leadership is offered by its highly regarded College of Education (check out the COE’s stellar online education ranking) and informed by the CPED initiative .

We like the fact that it’s a cohort-based program with a close learning community, a group-based capstone that focuses on problems of practice, and a curriculum with annual summer residencies (think networking). It only takes three years to complete and credits aren’t too cumbersome. Plus in-state residents get a great tuition deal.

Another contender for the top public online doctorate in education is UVA. Its cohort-based, 72-credit Online Ed.D. in Curriculum & Instruction is backed by the Curry School’s U.S. News & World Report ranking and full of quality markers. We’re talking about factors like a field internship, practical portfolio, mentor supervision, and the chance to choose an area of emphasis. What’s more, you can study part-time or full-time.

The 72-credit number is a little misleading—up to 24 credits from a current master’s degree may be applied toward the Ed.D. (Check out UVA’s M.Ed./Ed.D. partnership with Melbourne University.). The extremely affordable per credit tuition rate is the same for in-state and out-of-state students.

Need some flexibility? Radford University’s 63-credit Online Doctor of Education is a part-time, 100% online program made up of seven-week courses—and it can be completed in three years. Better yet, graduates qualify for Virginia licensure as a superintendent. Radford is part of the CPED initiative and tuition rates are very reasonable, so this is an option that’s well-worth considering.

Or you could consider a more focused path. For instance, Virginia Tech’s Online Ed.D. in Curriculum and Instruction – Integrative STEM Education is available through synchronous web-based delivery, supplemented with summer residencies. It’s 90 semester hours, but that includes previous Master’s courses. Overall, per credit tuition rates for the virtual campus are better for in-state students than out-of-state ones. And VT claims there has been a 100% post-secondary education placement rate for graduates.

Online Ed.D. Programs at Private Virginia Universities

The remaining online Ed.D. options in Virginia come from private Christian universities: Liberty and Regent. These tend to be a) made for working professionals and b) similar in format & scope. They don’t have the clout of, say, UVA, but they are extremely flexible.

For instance, Liberty offers a raft of online Ed.D. programs, including a standard 54-credit Online Doctor of Education in Educational Leadership or Curriculum & Instruction specialties, a 60-credit Online Ed.D. in Christian Leadership , a 57-credit Online Ed.D. in Community Care and Counseling in two specialties, and even an Online J.D./Doctor of Education dual degree program.

A few things to note here. All of Liberty’s programs are 100% online, with eight-week courses and optional on-campus intensives for the traditional Ed.D. and Counseling options. All of them accept credit transfers (9-15 credit hours, depending on the program). All of them included an integrated dissertation. And all of them tend to be informed by a Christian worldview. Per credit tuition rates are reasonable and Liberty offers some outstanding discounts. See our funding section for complete details.

You’ll have even more choice at Regent—the university has so many Online Ed.D. Programs that we don’t have room to list them all. They’re 66 or 66+ credits. Like Liberty, Regent offers convenience, with eight-week course sessions. And the program includes an opportunity for Ed.S. graduates to be admitted with advanced standing.

Unlike Liberty, Regent’s online doctorates are not 100% online—they include in-person summer residencies. They’re also more expensive, though Regent allows you to take the Ed.S. first at the lower tuition rate and then apply those credits to the Ed.D. In addition, military and veterans receive a hefty discount; see our funding section for full details.

No Dissertation Ed.D. Programs in Virginia

Doctoral research projects & capstones.

Members of the CPED initiative prioritize collaborative work and practical application, so you won’t be surprised to hear that VCU’s Ed.D. in Leadership (on-campus or online) has an “applied group dissertation” (a.k.a. capstone). During the last three semesters of the program, you’ll be able to work with fellow Ed.D. students on a research-based problem of practice. You’ll interpret data, develop findings & recommendations, write a client document (Executive Summary), and present your findings.

UVA’s Ed.D. in Curriculum & Instruction (on-campus or online), Ed.D. in Higher Education , and Ed.D. in Administration & Supervision also contain a research-based capstone, which looks very much like a dissertation in practice. In other words, you’ll be able to tackle a problem of importance to practitioners. In order to graduate, UVA will also expect you to develop solutions, make recommendations, and communicate your findings to the appropriate audiences.

Doctoral Education Funding in Virginia

Internal scholarships, fellowships & awards.

A number of Virginia universities & colleges have stepped up to the plate to offer institutional aid to doctoral students (i.e. internal fellowships, scholarships, tuition breaks, etc.). Big schools such as UVA often have more funding than small schools, but be sure to check out the discounts available at Liberty and Regent. You’ll probably need to supplement these sources with external aid (e.g. federal & private loans, tuition reimbursement etc.). The Office of Financial Aid can provide advice.

College of William and Mary

W&M offers an Executive Ed.D., so it’s unlikely that any of the School of Education’s Educational Policy, Planning & Leadership Awards will apply. However, you may want to ask the program coordinator/director about the Martha L. Muguira Fellowship for Hispanic or Latino women. The School also has a general section on Financial Aid, Scholarships, Assistantships .

Liberty University

Liberty University Online (LUO) has a section on Scholarship Opportunities (internal & external), with detailed info about LUO Scholarships & Discounts . There have been lots of awards in recent years—check to make sure all offers are still current. When it comes to discounts:

• Military receive a 50% discount or more on graduate tuition.
• First Responders receive a 25% tuition discount.
• Canadians taking Liberty University Online courses receive a 15% discount.
• Students who are affiliated with eligible companies or organizations receive a 15% tuition discount.
• Word of Life employees receive a 50% discount on tuition for undergraduate and graduate programs.

In the realm of scholarships and awards:

• Two pastors (one senior; one youth) from Southern Baptist Conservatives of Virginia (SBCV) and West Virginia Convention of Southern Baptists (WVCSB) are eligible for a 100% tuition award.
• Modest Virginia Army National Guard (VaARNG) Scholarships are awarded to current National Guard soldiers.

LUO also offers a payment plan .

Regent University

Regent has a rundown of Institutional Aid , with info on:

• School of Education Financial Aid and the Selig Fellowship for Ed.S. and doctoral students who are willing to reside in Virginia Beach.
• Regent-Wide Endowed Scholarships —Christian leaders in the regions of eastern and southeast Asia should apply for the Hulford Scholarship.
• Church Matching Grant Program
• Corporate Partner Tuition Discounts for employees of certain companies and organizations (e.g. City of Virginia Beach).

Military & veterans can have a look at the section on Military Admissions & Aid . Active duty, reservists, veterans, and others receive a 25% discount on doctoral programs; spouses & dependents receive a 15% discount.

Shenandoah University

Shenandoah has created a section on Financial Aid for Incoming Graduate and Doctoral Students , with details on loans, the Cost of Attendance, Graduate Scholarships & Tuition Discounts , and Graduate Assistantships . In recent years, all Shenandoah University graduate education students received a substantial per credit tuition discount .

University of Virginia

On its Ed.D. program pages (e.g. Ed.D. in Curriculum & Instruction ), the Curry School of Education and Human Development notes that departmental funding is available on a competitive basis to full-time on-the-ground Ed.D. students (i.e. assistantships and tuition remission/tuition adjustment). See the section on Financial Aid for Doctoral Students for more details.

Be sure to apply for any relevant Curry Scholarships, Fellowships & Awards (especially departmental ones)—there are plenty of opportunities for doctoral students. The Curry School also offers UVA Employee Funding . However, students enrolled in doctoral programs are not eligible for the PreK-12 educator tuition rate.

Virginia Commonwealth University

The School of Education (SOE) has a comprehensive section devoted to Financial Aid & Scholarships , which includes details on graduate assistantships for doctoral students and student employment for graduate students. Check with the program coordinator to see if Ed.D students are eligible for SOE graduate & doctoral scholarships . VCU employees can also examine the terms of the VCU Employee Tuition Benefit .

Virginia State University

VSU has some general advice on Financial Assistance for Graduates and the College of Graduate Studies has details on Graduate Assistantships , but we didn’t find a lot beyond those pages. When in doubt, talk to the program coordinator about award possibilities.

Virginia Tech

Start with the School of Education’s helpful section on Scholarships and Awards , which lists graduate program-specific scholarships in education. You can also use this section to find info on:

• College of Liberal Arts and Human Sciences Graduate Scholarships
• Graduate School Fellowships and Scholarships
• The Diversity Scholars Program
• Types of Aid for Graduate Students —According to the program pages, Ed.D. students are eligible for funding through assistantships.
• In-State Tuition Waivers

In particular, elementary education professionals should take a look at the Carol A. Brown Memorial Scholarship for current students of Virginia Polytechnic Institute and State University. You can also check with the Bursar’s Office or program coordinator to see if Ed.D. students are eligible for the Reduced Tuition for K-12 Teachers in VA benefit.

Note: If a university name is missing from the list, we didn’t find specific examples of Ed.D. funding beyond private & federal loans and external aid.

Licensure & Endorsement Requirements in Virginia

Administrative licensure & endorsement.

The Virginia Department of Education (VDOE) handles licensure & endorsements for all public school educators in the Commonwealth.

• Administration & Supervision PreK-12 Endorsement: This is the typical credential for building-level leaders. In Section 620 of the Administrative Code, you’ll find a full list of endorsement requirements for both Level I and Level II.
• Division Superintendent License: This is the typical credential for superintendents. In Section 630 of the Administrative Code, you’ll find a full list of licensure requirements.

We’ve also provided short summaries below. You’ll notice that some Virginia superintendents earn an Ed.D. or Ph.D. in educational administration or leadership in order to fulfill the education requirement for licensure. Radford offers one such program.

Note: VDOE’s section on Licensure has reciprocity instructions for out-of-state candidates.

Administration & Supervision PreK-12 Level I Endorsement

The Level I endorsement is required to serve as a building-level administrator or central office supervisor in Virginia. To earn it, you must:

• Hold a master’s degree from a regionally-accredited college or university.
• Complete a state-approved program in administration and supervision from a regionally-accredited college or university (e.g. M.Ed., Ed.S., graduate certificate, etc.).
• Complete a deliberately structured and supervised internship (minimum of 320 clock hours) that provides exposure to multiple sites (elementary, middle, high, central office, agency) with diverse student populations; this is often incorporated into the state-approved education program.
• Pass the School Leaders Licensure Assessment (SLLA) ; individuals who are interested in serving as central office instructional personnel are not required to take this test.
• Have three years of successful, full-time experience in a public school or accredited non-public school in an instructional personnel position that requires licensure in Virginia.
• Be recommended by a Virginia school division superintendent.

Note: The VDOE outlines alternate education routes to this endorsement in Section 620 .

Administration & Supervision PreK-12 Level II Endorsement

Level II (Principal of Distinction) is an optional endorsement for experienced building-level administrators. To earn it, you must:

• Hold a Level I endorsement (unrestricted).
• Have successfully served as a building-level administrator for at least five years in a public school or accredited non-public school.
• Complete a formal induction program (or alternative activity) as a principal or assistant principal.
• Meet various performance criteria and submit a portfolio of evidence as proof.

Division Superintendent License

There are four pathways to the Division Superintendent License. In the first route, you must:

• Earn a doctorate degree in educational administration or educational leadership from a regionally accredited college or university.
• Have completed five years of educational experience in a public or an accredited non-public school; two of those years should be successful, full-time teaching experience at the preK-12 level and two should be in administration and supervision at the preK-12 level.

However, the three alternate routes don’t require a doctorate. Master’s graduates with an existing Administration & Supervision PreK-12 Level I Endorsement, experience in senior leadership positions, and/or valid out-of-state superintendent licensure should look at Section 630 carefully.

Educational Leadership Jobs in Virginia

Educational leadership career outlook.

The government’s Bureau of Labor Statistics (BLS) tracks employment & salary data for elementary & secondary school education administrators and postsecondary education administrators in every state. If you’d like a glimpse into the future, the Virginia Employment Commission (VEC) issues Long and Short-Term Virginia Occupational Projections with the same search terms as the BLS (e.g. Education Administrators, Postsecondary).

Generally speaking, Virginia—like its neighbor, North Carolina—employs a substantial number of elementary & secondary school education administrators . Thanks to its strategic location, the Washington-Arlington-Alexandria metropolitan area has some of highest employment levels of this category in the country. We also want to mention that the VDOE issues statistics & reports on public schools in Virginia, including School Quality Profiles and the Superintendent’s Annual Report . This will give you a microscopic view of your potential workplace.

Employment levels for Virginia postsecondary education administrators are also solid—the VEC is predicting this occupation to grow quite a bit in a ten-year period. Intriguingly, the Harrisonburg VA metropolitan area often has a dense concentration of jobs, possibly thanks to James Madison University, Eastern Mennonite University, and Bridgewater College. You can view the entire higher education landscape by visiting the State Council of Higher Education for Virginia (SCHEV) and its section on Research & Statistics .

Educational Leadership Salaries

You’ll find annual mean wages for education administrators listed in BLS’s section on State Occupational Employment and Wage Estimates for Virginia . Compared to the rest of the nation, salaries for Virginia elementary & secondary school education administrators are healthy. You can find exact numbers in the VDOE’s section on Education Workforce Data & Reports, which provides links to Teacher Salary Reports. These annual reports include principal and assistant principal salaries, which are listed by public school.

It’s a similar wage story for Virginia postsecondary education administrators : good, if not outstanding. The real hotspot is the Charlottesville VA metropolitan area—this is often one of the highest paying areas for this occupation in the country. It’s also home to the University of Virginia, which may have something to do with this phenomenon.

Educational Leadership Job Boards

Regular job sites (e.g. LinkedIn, HigherEdJobs, SchoolSpring, Indeed, etc.) will advertise openings for educational leadership positions in Virginia. Here are a few more state-specific job sites that may prove more helpful.

• TeachVirginia lists Employment Opportunities for Virginia administrators, including principals, directors, deans, superintendents, and more.
• VAESP posts Job Opportunities for Virginia principals.
• VASSP posts Job Openings for middle & high school principals, superintendents, directors, and more.
• VASBO’s Career Center contains opportunities for Virginia school business officials.
• The Virginia Association of Independent Schools (VAIS) maintains a Career Center with job listings.
• In its Careers section, the Virginia Community College System (VCCS) lists job openings in community colleges.

Educational Leadership Organizations in Virginia

Educational leadership associations.

• Virginia Association of Collegiate Registrars and Admissions Officers (VACRAO) : VACRAO supports registrars, admission officers, and records administrators in Virginia colleges, universities, and other institutions of higher education.
• Virginia Association of Elementary School Principals (VAESP) : VAESP is a professional organization serving elementary & middle school principals and other education leaders.
• Virginia Association of School Business Officials (VASBO) : VASBO is a statewide membership organization in Virginia for school business officials.
• Virginia Association for Supervision and Curriculum Development (VASCD) : VASCD is a membership organization dedicated to advancing excellence in Virginia’s schools. It’s a state affiliate of the ASCD. Members include teachers, superintendents, university professors, building leaders, teacher education students, and central office leaders.
• Virginia Association of Student Financial Aid Administrations (VASFAA) : VASFAA is an organization composed of financial aid professionals from all sectors of postsecondary education in Virginia.
• Virginia Association of School Personnel Administrators (VASPA) : VASPA serves as the statewide hub for Virginia’s K-12 Human Resources professionals.
• Virginia Association of School Superintendents (VASS) : VASS is a non-profit professional organization dedicated to the mission of providing leadership and advocacy for public education in Virginia.
• Virginia Association of Secondary School Principals (VASSP) : VASSP is the seventh largest school administrators’ organization in the NASSP state affiliation network.
• Virginia Education Association (VEA) : VEA is the largest organization of professional educators in Virginia. It has 50,000+ members who are involved in public schools. It’s a state affiliate of the NEA.
• Virginia School Boards Association (VSBA) : VSBA is a voluntary, non-partisan organization of Virginia school boards. It often works closely with superintendents.
• Virginia School Counselor Association (VSCA) : VSCA promotes excellence in the profession of school counseling. It provides member support through professional development, advocacy, leadership, accountability, and collaboration.

Educational Leadership Professional Groups

• Virginia Foundation for Educational Leadership (VFEL) : VFEL is a non-profit organization that was created to link all education levels—preschool, elementary, middle, high school, and higher education—through a seamless system of leadership learning.
• Women Education Leaders in Virginia (WELV) : WELV is a non-profit organization that supports women members in all areas of education in Virginia. It’s affiliated with the Curry School at UVA.

Note: Remember that state and national educator organizations often have funds and scholarships available for continuing education (e.g. Ed.D.). Check the website and ask about opportunities.

Educational Leadership Events in Virginia

Educational leadership conferences.

• VAESP Annual Conference : Held in June, this three-day event for elementary & middle school educational leaders includes breakout session, keynotes, awards, and more.
• VASBO Conferences : VASBO hosts three networking & professional development events: a Fall Conference in November, a Winter Conference in January, and a Spring Conference in May.
• VASCD Annual Conference : This event in December attracts educators and educational leaders who are interested in issues surrounding learning, curriculum development, and school improvement.
• VASPA Conferences : VASPA hosts two professional development conferences for HR professionals and K-12 educational leaders each year: a Fall Conference in November and a Spring Conference in late April/early May. Its Educator Career Fairs are held concurrently.
• VASS Annual Fall Conference : VASS’s annual event for superintendents and district leaders typically occurs in late October.
• VASS-VASBO Annual Winter Conference : VASS also co-hosts a three-day event with Virginia school business officials in January.
• VASSP-VDOE-VFEL Annual Summer Conference : This four-day event for middle & high school principals and district leaders occurs in late June.
• VSBA Annual Convention : VSBA’s flagship event in November brings together 1000+ school board members, superintendents, and school division staff from across Virginia.
• VSBA Capital Conference : Each year in January, board members and superintendents meet at the Capitol when the General Assembly is in session to be briefed on education issues before the General Assembly and to learn effective lobbying techniques.
• VSBA School Law Conference : This annual event in early June provides an update on basic principles of school law and emerging issues. It attracts school board members, superintendents, and school board attorneys.
• WELV Annual Conference : WELV’s flagship event for women education leaders usually takes place over two days in March.

Educational Leadership Training

• VASS Professional Development : In addition to conferences, VASS organizes a range of workshops for superintendents and district leaders. Superintendents can also take advantage of the VASS Executive Coaching Service , the VASS/VA Tech Aspiring Superintendents Program , the VASS Communication Counselors on Call Service , the VASS Educational Services Review Program , and more.
• VASSP-VFEL Professional Program Series : Working with VDOE and VFEL, VASSP provides customized training programs for individual schools and school divisions.
• VFEL Professional Development Services : VFEL’s programs are intended to help school leaders strengthen their knowledge and abilities. Services include Mentoring & Coaching , the NISL Executive Development Program , Diagnostic Reviews & Consultations , short Law Updates Sessions , and more.
• VSBA Orientation for New Board Members, Superintendents and Vice-Chairs : This day-long conference is designed to give new board members and superintendents an overview of the basics of boardsmanship.
• VSBA Superintendent Evaluation Workshop : This workshop provides small group support to superintendents and board members who are responsible for updating their evaluation model.

School Listings

8 Schools Found

Department of Educational Policy, Planning and Leadership

Williamsburg, Virginia

EdD in Educational Policy, Planning and Leadership - International School Leadership

Offered Online

• Curriculum Info
• How To Apply

EdD in Educational Policy, Planning and Leadership - Gifted Education

Edd in educational policy, planning and leadership - higher education administration, edd in educational policy, planning and leadership - k-12 administration.

School of Education

Lynchburg, Virginia

Doctor of Education (Ed.D.) in Educational Leadership

Jd/doctor of education dual degree, online doctor of education in community care and counseling - marriage and family counseling, online doctor of education in community care and counseling - pastoral care & counseling, online doctor of education in curriculum & instruction, online doctor of education in curriculum & instruction - elementary education, online doctor of education in curriculum & instruction - middle grades education, online doctor of education in curriculum & instruction - secondary education, online doctor of education in curriculum & instruction - special education, online doctor of education in school administration and supervision, online edd in christian leadership - ministry leadership, radford university.

College of Graduate Studies and Research

Radford, Virginia

Online Doctor of Education

Virginia Beach, Virginia

Online Doctor of Education in Adult Education

Online doctor of education in advanced educational leadership, online doctor of education in christian education leadership, online doctor of education in curriculum and instruction, online doctor of education in educational psychology, online doctor of education in educational technology & online learning, online doctor of education in exceptional education executive leadership, online doctor of education in higher education, online doctor of education in higher education leadership and management, online doctor of education in k-12 school leadership, online doctor of education in special education.

School of Education and Human Development

Winchester, Virginia

EdD in Administrative Leadership

Edd in administrative leadership - initial administrative licensure, edd in administrative leadership - leadership in education.

Curry School of Education

Charlottesville, Virginia

EdD in Administration and Supervision

Edd in curriculum and instruction, edd in higher education.

Richmond, Virginia

Doctor of Education in Leadership

Doctor of education in leadership - general leadership, doctor of education in leadership - higher education leadership, online doctor of education in leadership, online doctor of education in leadership - general leadership, online doctor of education in leadership - higher education leadership.

Blacksburg, Virginia

EdD in Curriculum and Instruction - Elementary Education

Edd in curriculum and instruction - elementary education - pk-6, edd in curriculum and instruction - elementary education - reading and literacy, edd in curriculum and instruction - elementary education - teacher education, edd in curriculum and instruction - instructional design and technology, edd in curriculum and instruction - integrative stem education, edd in educational leadership and policy studies.

Engineering Education Ph.D.

Ph.d. program, become a leader in innovation and catalyst for change in society through research in the exciting field of engineering education., our ph.d. program allows you to tailor your  curriculum and your research to prepare you in achieving your goals in engineering education..

We pledge funding to incoming graduate students in the form of a teaching or research assistantship for 2 years with satisfactory academic degree progress.  Students easily find funding for the duration of the doctoral program through fellowships, or assistantship within or outside of our Department.

Our selective and supportive program has important and distinct advantages.  The structure of our program enables direct and frequent interactions with faculty through small research groups.  At the same time, we encourage students to interact and exchange ideas across research groups and areas.

Career Outlook

The character and size of our program enables optimal support to our students as they seek employment in today's job market. Our students are equipped with the knowledge and skills to be competitive for employment in a variety of careers.  Our graduates are prepared for success.  We have a 100% employment rate among all graduates.

We have one of the most diverse student bodies of any engineering discipline at Virginia Tech.  We value diversity in backgrounds, experiences, talents, knowledge, and creativity.  We promise a culture of inclusivity.

We have an outstanding national reputation for teaching, research, and quality of graduates.  Contributing factors are our high-profile faculty, flexible and well-articulated course of study, and a strong record of recruiting, training, and placing diverse and talented graduates.

Have questions?

We want to hear from you! Email our Assistant Department Head for Graduate Programs, Dr. Walter Lee , or our Academic Programs Manager, Mara Knott . 

Degree Requirements

PhD students must take a minimum of 90 total credits beyond the Bachelor's degree.  A plan of study, approved by the student’s advisory committee, is submitted after completion of the qualifying exam. Curricular Requirements:

• Dissertation: 30 credits min.
• Engineering Education Qualifier Courses: 8 credits
• Engineering Education Practical Applications: 3 credits
• Engineering Education Research Methods: 3 credits
• Engineering cognate: 12 credits
• Social Science cognate: 12 credits
• Electives: 9 credits
• Engineering Education Seminar: 4 credits ENGE & 1 credit GSSME

Required Milestones and Examinations:

• Qualifying Examination
• Preliminary Examination
• PhD Research Proposal
• Progress Report
• Final Examination (Defense)

Additional Information:

• At least 9 credits (ENGE or non-ENGE), relevant to the student's research, will be at the 6000 level.
• At least 3 credits of Qualitative Research Methods and 3 credits of Quantitative Research Methods must be included among the cognate and elective classes.
• Up to 30 credits from a Master's degree may be counted toward the PhD at the discretion of the student's advisory committee.

ENGE 5214 - Issues in Engineering Education

Current issues in Engineering Education (e.g., broadening participation, transformative practice, teaching and learning, emerging issues). Critical questions surrounding fundamental issues and approaches to engineering education research and practice. Pre: Graduate standing in College of Engineering.

ENGE 5224 - Disciplinary Literacy: Theorizing and Writing in Engineering Education

Communicating engineering education research via writing. Reading and synthesizing existing research. Common genres and rhetorical patterns in the field. Theory in engineering education research. Common paradigms and theoretical frameworks. Writing as a means to engage in theorizing. Effective writing and editing practices. Ethical responsibilities of writers. Pre: Graduate standing in College of Engineering.

ENGE 5304 - Graduate Student Success in Multicultural Environments (GSSME)

Socialization to the graduate student environment. Strategies for entering an effective mentee-mentor relationship. Virginia Techs diversity and inclusion values. Focus on strategies for (1) facilitating clear communication with advisors, peers, or undergraduate mentees; (2) working within a culturally diverse environment; and (3) upholding ethical research practices. Pre: Graduate standing in the College of Engineering. Pass/Fail only.

ENGE 5514 - Applied Design and Assessment of Educational Experiences in Engineering

Using research, bridge theory and practice to effectively design and assess educational experiences in engineering. Contemporary learning theories and evidence-based practices for effective and equitable education and evaluation in engineering across a range of levels (e.g., higher education, K-12, industry training) and contexts (e.g., formal courses and programs, informal co-curricular or extra-curricular programs, outreach experiences). Systematic design principles for aligning expected learning outcomes, assignments and activities, teaching and feedback practices, and assessment and evaluation tools. Specific attention to issues of equity and inclusion.

ENGE 5604 - Engineering Education Research Methods

This course introduces methods and considerations specific to research in engineering education. Quantitative, qualitative and mixed methods are discussed as well as measures of research quality. Students will learn to design and critique engineering education research quality. Students will learn to design and critique engineering education research that addresses standards of rigor and quality. Graduate standing required.

ENGE 5704 - Engineering Education Graduate Seminar

This course is designed to bring contemporary issues in engineering education research into the classroom. Experts from academia, industry, and the corporate world will be invited to make presentations on engineering education research issues, recruitment of minorities, retention issues, technology integration into engineering curricula, distance learning, engineering content into K-12 curricula, learning theories, engineering education policy issues, etc.

In addition, graduate school procedures relevant to various graduate programs in the ENGE department will be explained. Altogether the course will include a minimum of 11 seminar presentations. Students will learn to critique engineering education research presentations and will demonstrate knowledge of contemporary issues in engineering education research. May be repeated 3 times with different content for a maximum of 4 credit hours. Pre: Graduate standing.

ENGE 5714 - Topics in Engineering Education Research Methods

Topics in engineering education research methods. Explorations of current and emerging methods used in engineering education research. Adapting methods used in other fields for engineering education audiences. Implications for future research. May be repeated up to three times with different topics.

ENGE 6614 - Quantitative Data Analysis for Research in Engineering Education

Quantitative analysis methods for engineering education research. Key concepts in statistics including correlation, regression, t-tests, analysis of variance, and cluster and factor analysis. Organizing and manipulating data, interpreting and communicating findings from quantitative analysis, application to engineering education research. Use of statistical computing software such as R.

ENGE 6624 - Qualitative Data Analysis for Research in Engineering Education

Qualitative data collection and analysis techniques, data collection and organization strategies, evaluation of data quality, systematic analysis of qualitative data regularly encountered in engineering education research, design of qualitative research studies, reporting qualitative research.

ENGE 6714 - Topics in Engineering Education Research and Practice

Topics in engineering education. Explorations of current and emerging topics relevant to engineering education research and professional practice. Historical and contemporary perspectives on current conversations within engineering education. Implications for research and practice. May be repeated up to three times with different topics.

How do I apply?

Applicants applying for admission to Engineering Education use the online Virginia Tech Graduate School Application .

Domestic applicants

Fall Semester  - January 15 (to be considered for full-funding)

Spring Semester  - October 1

International applicants

Spring Semester  - September 1

We pledge two-year funding packages in the form of a teaching or research assistantship and make funds available to support conference attendance and other professional development activities. Some students may be eligible for fellowships.

There is a non-refundable application fee of $75.  Some applicants are eligible for application fee waivers through the graduate school . The department offers fee waivers to those attending our Fall Open House.

Completed Application Requirements

To complete the VT Graduate School Application you will need to submit the following:

Academic transcripts

• Upload a scan of original Official transcript(s), scanning all pages including the backs of all pages, from each institution from which you have earned or will earn an undergraduate or graduate degree. Transcripts must come from your institution's Registrar's office. Please be sure your scans are legible.
• Engineering Education does not require former and current Virginia Tech students to submit official transcripts; however, we do require that you log into HokieSpa and download your web-based academic record and upload it as a transcript at the time of application.
• If you are not a former or current Virginia Tech student, please do not upload your institution's web-based academic record or a document stating it is not an Official transcript.
• Until you have received an offer of admission from Virginia Tech, please do not mail your official transcripts to Virginia Tech.
• Upon enrollment at Virginia Tech, you must have official transcripts mailed to our Graduate School.

Three letters of recommendation

All letters of recommendation must be submitted through the online process as part of your application. When in the online application, enter the recommendation section and follow the instructions.

Statement of purpose

The statement of purpose articulates and demonstrates an applicant’s specific qualifications and what that applicant’s end goal might be once their work is completed. (This document is submitted only through the online application.)

Required scores

Starting Fall 2019, the Virginia Tech Engineering Education Department DOES NOT require the GRE.

TOEFL/IELTS - International Students Only Waivers of the TOEFL or IELTS scores can only be granted by the  Graduate School , not the department. All international applicants must provide official TOEFL or IELTS scores. Our department minimum for the TOEFL is 230 (computer based), 570 (paper based) or 89 (internet based). Our department minimum for the IELTS is 6.5, with no score below 6.5 in each of the sub-sections. Scores are good for two years from the date of testing to the date of application submission. TOEFL/IELTS scores are not required if the applicant has graduated from a US institution or from a non-US accredited institution where English is the official language of instruction. TOEFL/IELTS scores are not required of US permanent residents and US naturalized citizens.  Please do not apply if your score is below the minimum. Your application will not be reviewed by the faculty.

Application FAQs

What is engineering education.

An emerging field in engineering. It builds on a long history (100+ years) of educators sharing best practices. The field is now expanding and becoming a rigorous research field in which evidence-based studies explore issues of how people learn. In other words, we still share good teaching practices, but those getting PhDs in Engineering Education are focusing on scientifically understanding how and why successful learning and teaching approaches work.

What are the minimum requirements to be considered for admission in the Engineering Education graduate program?

Admission for graduate study in Engineering Education at Virginia Tech is granted by a departmental review committee and/or the Department Head. Admission normally requires a bachelor's degree in engineering from an ABET-accredited engineering program. Some students come into our PhD program directly from completing a Bachelor’s degree and work on a Master’s in a technical engineering discipline at Virginia Tech while working towards their PhD. Some students come from just completing their Master’s degrees, and some come from working in industry. We require a GPA of 3.0 or higher, official academic transcripts, three letters of reference, official TOEFL/IELTS scores (if applicable), and a statement of purpose explaining your background, your career goals and your interest in teaching and research. A Grade Point Average (GPA) of 3.00 or higher (on a 4.0 scale) for the last 60 semester hours the applicant completed is expected.

Can I apply if my undergraduate degree is not in Engineering?

Yes. Students with non-engineering backgrounds can be admitted for graduate study in Engineering Education. These students may need to complete additional coursework to prepare them for graduate level courses in an engineering discipline other than Engineering Education that are required for the ENGE PhD degree.  Specific requirements will be set by the Graduate Committee.

What are your PhD program requirements?

We require credits from our department and credits from the School of Education—this is an interdisciplinary degree. A minimum of 90 credits beyond the Bachelor’s degree is required, consisting of:

• Dissertation: 30 credits minimum (counts towards the 90 credits); 
• Engineering Education Qualifier Courses: 8 credits; 
• Practical Applications in Engineering Education: 3 credits; 
• Engineering Education Research Methods: 3 credits;
• Seminar: 5 credits; and 
• Specialization Courses: 33 credits.

Specialization Courses need to collectively align, and should include one quantitative and one qualitative course in social science research methods. Specialization courses should consist of:

• Electives: 9 credits 

Milestones include: passing qualifier exams; selecting an advisor, completing a plan of study and forming your committee; preliminary exam; dissertation proposal defense; and dissertation defense.

Does your department admit applicants for a spring semester?

Yes. For application dates for the upcoming academic year, please visit the Applications page for deadlines. However, due to course sequencing, students are strongly encouraged to begin the PhD in a fall semester.

What is your university code for me to use on my TOEFL test?

Our university code is 005859. If you have your official scores sent to our university code, the Graduate School and the department will have access to the scores at the same time.

Can the TOEFL be waived (for international applicants only)?

The TOEFL can only be waived by our Graduate school. Many circumstances are an automatic waiver such as graduating from a U.S. university. Email  [email protected]  for more information.

Can I pursue a degree in your department part-time?

Yes. Part-time students are not eligible for financial assistance from the department. Ph.D. students would have to meet the residency requirements set forth for research. Please see the  Graduate Catalog  for residency information.

What type of funding is available for PhD students?

We pledge funding to incoming research students in the form of a teaching or research assistantship for 2 years with satisfactory performance and academic degree progress. The assistantship will provide tuition and a monthly stipend. Students easily find funding for the duration of the doctoral program through fellowships, or assistantships within or outside of our Department.

What is an assistantship?

An assistantship is a contract where a graduate student works for pay. Most assistantships also cover tuition payments related to the amount of hours you are contracted to work each week. A graduate student is considered full-time in the department if he or she works 20 hours per week. For a full-time assistant, the department would pay for in-state tuition and the academic fee in full. Graduate Research Assistantships are awarded by individual faculty members who have received research projects (e.g. from government agencies). The availability of GRA's and the amount of the award varies, depending on the projects that have been obtained and the funds allotted for GRA's in those projects. Typically, in engineering research carried out by a graduate student on a GRA becomes part or all of the research for the student's thesis or dissertation. For Graduate Teaching Assistantships, each program area in the Department of Engineering Education is allotted a number of GTA's to award to graduate students. The amount of the assistantship varies, depending on the duties and number of hours associated with it. The duties may involve grading of homework for courses or supervising an undergraduate laboratory course.

What is a fellowship?

A fellowship is basically income for the student to help with cost of studies. Fellowship pay is not earned income like an assistantship. Many times a fellowship is combined with an assistantship. Sometimes promised income is part assistantship and part fellowship payments. Other times a fellowship can cover expenses on the student's behalf. An example would be the payment of the comprehensive fees in a semester. In cases as these, the fellowship is paid directly to the university.

How do I become an in-state student?

Graduate students are encouraged to look into in-state status. A  form and guidelines  can be found at our Graduate School website. International students are not eligible to become in-state students.

Where is the career outlook after graduating from your program?

The character and size of our program enables optimal support to our students as they seek employment in today's job market.  Our students are equipped with the knowledge and skills to be competitive for employment in a variety of careers.  Our graduates are prepared for success.  We have a 100% employment rate among all graduates.  

ENGE Research

Have you ever looked forward to an engineering course only to find yourself sitting through a mind-numbingly boring lecture?  Have you ever dreaded a hard engineering topic but discovered it to be fascinating?  Have you ever wondered how students learn engineering knowledge and, realisitically, how long do they retain it?  Engineering education researchers are currently trying to answer these and other questions.

Engineering education research is changing the way that engineers are educated.  The field of engineering education is dominated by engineers, many of whom want to provide students with better educational experiences than they themselves had. Impacting practice is a strong value that distinguishes engineering education from some other fields. However, the strong desire to help students needs to be balanced with systematic studies to understand which educational approaches are most effective under which circumstances. 

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Current Officers

Andrea Schuman , President

Yi Cao , Vice-President

Fabiola Rosales , Treasurer

Amanda Ross , Secretary

Abdulrahman Alsharif , Information Resources Officer

Our Mission: The mission of the American Society for Engineering Education (ASEE) student chapter at Virginia Tech is to provide a forum to enhance teaching and research skills, promote careers in academia, and encourage and assist students considering graduate school in the field of engineering education.

Seminar Student Exchange ASEE co-coordinates a student seminar exchange between UMich, Arizona State University, UT El Paso, Clemson, Purdue, University of Nebraska, and Ohio State University. Students have an opportunity to present their dissertation work to date, receive feedback from peers and colleagues in the field, and experience the culture of another department. 

What do we do? We provide a space for people interested in education in engineering to get together, learn from each other, and collaborate in research & teaching activities. We hold regular social events to bring together the ASEE community, and provide professional development sessions to help prepare students for careers in our field. If you're interested in being a part of the ASEE community at VT, come to one of our events or monthly meetings and see how you can be involved!

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M.Ed. in Curriculum and Instruction

The M.Ed. at UVA Wise provides high-quality professional learning leading to expanded job opportunities and increased earning potential for licensed teachers. Students without a teaching license can become provisionally licensed as long as they have completed necessary coursework.

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This program prepares K-12 teachers to understand and evaluate curricula using a research-informed approach, adjust curricula to meet emerging academic standards, and ensure curricula and instruction to address the needs of all learners. The program, which will be implemented in the fall of 2023 semester, is a 30-credit hour, non-thesis program. It includes one concentration in curriculum and instruction.

Flexibility

As a student in this program, you can pick the format in which you choose to embark on your M.Ed. journey.

Students complete the graduate program in a variety of ways:

• face-to-face 
• online 
• hybrid that combines both delivery formats
• full-time or part-time

Fall, spring and summer starts are available. Spring applications will open in October and summer applications will open in March 2024.

Fall Semester

EDU 5500 Fundamentals of Curriculum and Curriculum Design (3) Monday 5-7:45 p.m. EDU 5510 Learning & Development (3) Tuesday 5-7:45 p.m. EDU 5520 Assessments for Student and Teacher Growth (3) Thursday 5-7:45 p.m.

Spring Semester

EDU 5530 Diversity & Learning (3) Monday 5-7:45 p.m. EDU 5540 Advanced Classroom Management and Behaviors (3) Tuesday 5-7:45 p.m. EDU 5600 Literacy for All Learners across the Curriculum (3) Thursday 5-7:45 p.m.

EDU 5610 Instruction beyond the Standards (3) Online Asynchronous EDU 5620 Differentiated Instruction (3) Online Asynchronous

EDU 5630 Instruction & Collaboration in Schools (3) Online Asynchronous EDU 5640 Teaching in America: Past, Present, & Future (3) Online Asynchronous

Admissions Requirements

Admission requirements include:.

• A complete online graduate program application.
• A bachelor’s degree from an accredited university, except in the case of a UVA Wise undergraduate who wishes to complete the undergraduate and graduate programs in five years.
• A current Virginia teaching license or documentation that the candidate is in the process of obtaining a Virginia teaching license through a route approved by the Virginia Department of Education, including provisional licensure.
• A minimum 3.0 (cumulative) undergraduate GPA on a 4-point scale.
• If the first language is not English (and the applicant is not a current UVA Wise student), the minimum score required for all graduate programs will be: * IELTS: An overall IELTS score of 6.0 (total band score) or above. * TOEFL: A score of at least 68 Internet-based AND a minimum of 17 points in each section.

To apply, students must:

• Complete an online graduate application.
• Submit an official transcript from all colleges/universities attended.
• Submit three letters of recommendation.
• Submit a 600-900 words response to the one of the following questions/prompts.
• What makes teaching unique from other professions?
• If someone asked your advice on going into teaching, what would you tell them? 
• What are the greatest needs in schools today and how would you address those needs?  
• If a student completed your class, what would you hope they remember about you?
• A graduate degree will support me by…

For current UVA Wise undergraduate students:

Students who are currently enrolled at UVA Wise in a degree-seeking program must have completed 90 undergraduate credit hours before enrolling in graduate courses. Grades earned in graduate courses while still an undergraduate will not be included in your overall undergraduate GPAs. Graduate courses cannot substitute for undergraduate courses. Undergraduate degrees require a minimum of 120 credit hours and a graduate degree requires a minimum of 30 graduate credit hours.

What defines full-time and part-time enrollment in a graduate program? In the fall and spring semesters, 9 credit hours or more is considered full-time status for graduate study. In summer, 6 credit hours or more is considered full-time status for graduate study.

Are there observation hours or internships required for this program? There are no K-12 observation hours required for the graduate program.  However, students who are seeking the M.Ed. with a teaching endorsement may be required to complete observations depending upon their selected endorsement area.

I am a full-time undergraduate student at UVA Wise. Can I take some master’s level classes in this program now and graduate with both a bachelor’s degree and a master’s degree at the same time? Yes, current students may begin taking master’s level classes after they have met graduate admissions requirements and after they’ve completed 90 undergraduate credit hours.

Can I complete an M.Ed. while I teach full-time? Yes, this program is designed to allow you to teach full-time while earning your M.Ed. – that’s why we’ve designed the program with the flexibility to complete it as a part- or full-time student. For students who elect to attend classes in person, classes will begin at 5 PM and end at 7:45 PM. Students who elect to attend classes online can Zoom in during the regularly scheduled times. Students who elect to attend classes online asynchronously, the class will be recorded and posted for viewing for up to one week later.

Will this program prepare me to be a licensed teacher? Can I get a license while I do this program? Every student who completes the program will qualify for provisional license in General Curriculum Special Education K12. If you’d like to receive full licensure in Special Education or other endorsements, additional courses are required.

Can I join the program in fall only? Students can join the M.Ed. program at the beginning of any term: fall, spring, summer I, or summer II.  No courses within the program require pre-requisites, which means that you needn’t take the required courses in any particular order. 

What is the cost of earning an M.Ed. at UVA Wise?  The cost to complete the M.Ed. degree will total less than $14,500, pending approval from the UVA Wise College Advisory Board and University’s Board of Visitors.

Are scholarships or financial aid available for the M.Ed. Program? Need-based grants and aid are available to help you complete your M.Ed. Contact Financial Aid for more information. Students in this program will need to complete the FAFSA to receive federal financial aid.

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The UVA Wise Center for Teaching Excellence offers undergraduate-level courses for those seeking licensure and recertification.

Learn about the 30-credit hour, non-thesis degree program which will be implemented in the fall 2023 semester.

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• Medical and Health Professions Education, PhD
• Medical and Health Professions Education

Earn your doctoral degree and become an educator, leader and scholar.

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Explore Medical and Health Professions Education, PhD

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Concentrations

Higher Education

Become an education researcher and leader, designing, managing, and evaluating health professions education programs. Gain the practical knowledge and skills necessary to tackle major issues facing higher-education leaders.

Contemporary Human Anatomy Education

Be part of the next generation of anatomy educators with skills related to contemporary needs, issues and best practices in diverse academic settings. Gain experience in modern anatomy teaching modalities, anatomy lab management, and course directing.

Simulation Education

Educate the next generation of healthcare professionals using relevant models and simulations as instructional and assessment tools. Gain knowledge of the business principles and organizational structures required for successful simulation center management, as you train to become a leader in simulation education.

Engage in student research

MHPE students and faculty engage in research that enhances our understanding of health professions education and the diverse backgrounds and perceptions of learners. MHPE students can partner with faculty on long-term research projects related to:

• Diversity, equity and inclusion in the health professions curriculum
• Pathways to health professions degree
• Researcher and educator competencies
• Asynchronous learning communities
• Burnout, belonging, and resilience of health professions students and educators
• AI and technology in anatomy education

Program benefits

Individual mentoring.

Develop an academic plan and timeline for completion based on your needs and program offerings.

Fully online PhD

Complete all coursework online in 3.5 to 4 years following a structured course schedule.

Choose your pace

Follow a standard pace (3.5 to 4 years) or extended pace (4.5 to 5 years) course schedule.

Meet our students

Jeremy Amayo

Jeremy is a DMHPE student interested in studying student self-regulation following academic failure. He serves as director of ultrasound education and is an assistant professor and critical care PA at Emory University School of Medicine. In his teaching role, he has implemented several novel active learning strategies to improve PA student competency in the basic sciences. Outside of his professional life, Jeremy loves to spend time with his wife and 3 children, play music and train Brazillian Jiujitsu. You'll usually find him with an ultrasound probe in one hand and a coffee in the other.

Demetra Castillo

Demetra is a certified Medical Laboratory Scientist with almost 20 years of experience as an educator in both public and private universities. She is an Associate Professor at the University of Cincinnati. Demetra has a Masters in Adult Education and is currently enrolled as a DMHPE student in the Higher Education concentration. Her research interests include spatial analysis, students with developmental and intellectual disabilities, and medical laboratory workforce shortages. In her spare time, Demetra loves to spend time with her family, swim, read books, and travel.

Lauri Nemetz

Lauri is a dissector, author, educator, and movement therapist focusing on fascial anatomy. She has taught and lectured all over the world. Currently a DMHPE student with the Contemporary Human Anatomy Concentration, Lauri plans to further her work in art, anatomy, and perception. She serves as an Adjunct Professor at Pace University (Pleasantville, NY) and a Visiting Associate Professor at Rush Medical (Chicago), in addition to other work based in New York and with KNMLabs and Anatomic Excellence. She spends almost every day outdoors on several local trails and is often kayak guiding in the summer months. 

Melanie Nohrer

Melanie has worked in higher education for 11 years at a variety of administrative levels and departments including admissions, academic affairs, administration and graduate medical education. She has a Master of Education in Higher Education, Educational Leadership degree from Liberty University, and is currently pursuing a DMPHE degree at EVMS. Melanie works as an Educational Specialist for EVMS Obstetrics & Gynecology, managing all three fellowship programs. Her top priority within the program is a fellow’s success, achievement and overall experience!

Muhammad Owais Aziz

Owais is a clinician, educator, researcher, equity, diversity & inclusion advocate, and disaster relief planner. Currently, he is a DMHPE student and Professor of Sciences at St. Lawrence College, Ontario. Owais is actively engaged in multiple local and international organizations. As a result, he was nominated for an Innovation Award, and designated as a Change Agent for initiating and managing organizational change. As a member of an EDI+ Belonging task force, he was nominated for the leadership excellence award at CICan, which represents 141 publicly funded colleges and universities across Canada. Owais loves traveling, playing games, and doing new experiments with his family.

Alyssa L. Ransom

Alyssa is an Instructor of Gross Anatomy in the nursing school at LSUHSC in New Orleans, LA . She hopes to research the inclusion of race and ethnicity in the basic science course curriculum and how that impacts students. And, she admits to being one of those people that likes to do organized runs on holidays!

Mila Shah-Bruce

Mila is an Assistant Professor of Obstetrics and Gynecology at Louisiana State University-HSC Shreveport. She serves as the OBGYN clerkship director for third and fourth-year medical students. Mila is active in committees such as the academic success counsel for medical students, residency clinical competency committees, medical curriculum committee, and the hospital medical executive committee. She is passionate about education and empowering students, faculty and support staff. In her free time, Mila likes to get outside and enjoy nature with her family and furbabies.

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MHPE Masters Brochure  for more information about this program.

This website reflects current program information, including admission criteria and curricula. Information is subject to change.

Pros and Cons of Getting a Doctorate Online

From heightened career advancement opportunities to increased salary potential, there are many reasons why people are choosing to earn doctorate degrees in 2024. Thanks to the proliferation of online doctorate programs, working professionals no longer have to press pause on their jobs to attend classes or complete coursework. Instead, tens of thousands of American professionals each year are rising to meet the growth in doctoral and professional-level occupations. According to the Bureau of Labor Statistics (BLS), such occupations are projected to grow by 13 percent between 2016 and 2026, which is faster than the 7-percent average projection for all occupations.  

If you are interested in earning a doctoral degree, you may have questions such as “Are online doctoral degrees respected?” or “Do I need to earn my degree from an accredited institution?” Discovering the answers to those questions can help you determine whether an online doctorate is a good fit for helping them achieve their professional and personal goals.  

Pros of Online Doctorate Programs  

Online doctoral programs provide students with a long list of benefits. While some may come to mind immediately — the ability to complete coursework from your home office or a breakroom at work, for example — others are less obvious but equally meaningful. Consider several positive elements of both the experience and impact of earning an online doctoral degree. 

Flexibility 

For the average working professional, spare time is a precious commodity. Between personal and professional obligations, an in-personal doctoral program with a rigid class schedule is often a non-starter. The university administrators designing the best online doctoral degree programs understand the time constraints for aspiring students and intentionally offer creative solutions that enhance the lives of professionals rather than burden them. 

The flexibility of an online doctoral program empowers professionals to continue building their careers as they earn their degrees. This flexibility helps the calendar stay manageable and allows students to integrate what they are learning into their jobs in real time. 

Saving Time 

Gone are the days when pursuing a doctorate necessarily meant relocation, residency, or refraining from full-time work. While some individuals will find that a cross-country move for in-person coursework or an all-in approach to academic life best fits their doctoral pursuit, most working professionals are looking for a different path. An online doctoral program offers such individuals a time-savvy approach to further education. There’s no time spent commuting, walking to class, or learning the nuances of a new city and campus. Instead, the online delivery model brings education into the professional’s existing home, workplace and routine.  

Instead of a rush hour drive from the office to an evening lecture, the out-of-class time commitment is simply the opening of a laptop. Frantically looking for parking to make it to a professor’s office hours on time is replaced with a virtual meeting link. Through an online program, students are empowered to make the most of their hours and can devote time and energy to their work, personal life and school.  

There are long-term time savings for online doctoral degree earners as well. Students enrolled in online programs often earn their degrees more quickly than their peers enrolled in in-person programs. The efficient approach to time in online doctoral programs not only allows students to leverage their schedules during the program but after as well, as they graduate ready to make the most of their time in the workplace.  

Personalized Learning 

One of the most beloved features of online doctoral programs is the personalized learning approach. Through both live and asynchronous instruction, students have access to multiple educational modes. Individuals who learn best through reading, for example, can access transcripts for online courses, while those who benefit from writing out their thoughts may find discussion forums especially useful.  

Additionally, the best online doctorate degree programs pair students with faculty mentors — who, because of the virtual nature of the program, can live anywhere in the country — who work and research in fields specific to the student’s interests.  

Maximized Networking 

Online doctorate programs empower working professionals to expand their networks significantly. By connecting with fellow students throughout the country, students enrolled in online doctorates have the opportunity to cultivate a more diverse community of like-minded professionals who are collectively working toward the greater good. The insight, perspective and experiences of individuals from various backgrounds can help students develop a national, and even global, lens for viewing their work, relationships and impact. 

While an in-person educational experience can facilitate good conversation, an online platform creates a greater opportunity for diversified discussion. A principal working in education in a rural area, for example, may be enrolled in an online doctorate of education course with a superintendent in a major city. A business consultant who serves an aging client base may form a connection with an analyst focused on young professionals. Relationships like these can be mutually enriching, expanding perspectives and providing ample opportunity for collaboration, sharing advice and encouraging lifelong learning. 

Cons of Online Doctoral Programs 

While the online doctoral experience is overwhelmingly positive, there are a few factors for aspiring students to bear in mind. By asking the right questions about themselves and the programs they are considering, doctoral hopefuls can find the best fit for their educational futures.  

Net-Based Networking 

While virtual networking has tremendous potential for cultivating an expansive, diverse community, some prefer in-person interaction. For working professionals who find digital communication or relationship-building difficult or uncomfortable, the networking element of online doctoral programs may be challenging.  

Credibility Concerns 

Whether or not online degree programs are respected is an important issue for individuals considering a doctorate. The most critical question is whether or not an accredited institution issues a degree. Students who earn degrees — whether online or in-person — from accredited institutions can feel at ease about the credibility of their program. When a trusted accrediting body gives a program its stamp of approval, that means it meets high educational standards.  

There are several accrediting bodies in the United States, many of which focus on certain types of degree programs or regions of the country. AACSB, for example, accredits business schools. The scope of accreditation for the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) includes distance and correspondence education for eleven states and Latin America. 

Time Management  

Personalized learning, asynchronous instruction and virtual coursework mean that online doctoral students must create schedules and establish the structure for working toward their degrees. Individuals who struggle with time management or self-discipline may find that an in-person educational experience provides them with the rigor and boundaries they need to succeed academically. 

Earn a Doctoral Degree in Business Administration or Education through Marymount University Online 

For most working professionals interested in further education, the pros of an online doctoral degree outnumber the cons. The Online Doctorate of Education (Ed.D.) in Leadership & Organizational Innovation and Online Doctorate of Business Administration in Business Intelligence (DBA) at Marymount University are accredited programs that equip professionals to advance their careers while connecting them with like-minded professionals across the U.S.  

Take the first step toward your doctorate here . 

Out-of-State Students

Clinical placement requirements are unique for each state. Please see our list of program offerings by state or contact us to determine whether our programs fulfill your state requirements.

CCNE Accreditation

The baccalaureate degree program in nursing at Marymount University is accredited by the Commission on Collegiate Nursing Education, 655 K Street, NW, Suite 750, Washington, DC 20001, 202-887-6791.

Requirements Not Met

To proceed with either the BSN to MSN FNP or the BSN to DNP FNP or the BSN to DNP PMHNP or the MSN PMHNP, you are required to have a bachelor’s degree and hold your RN license.

To proceed with either the PMC-FNP or the PMC-DNP or the PMC-PMHNP, you are required to have a master's degree and hold your RN license.

To proceed with the ABSN, you are required to have a bachelor's degree.

If you don’t meet these requirements but would still like further information, please contact us .

To proceed with the EdD in Educational Leadership and Organizational Leadership degree, you are required to have a master’s degree.

If you don’t meet this requirement but would still like further information, please contact us .

To proceed with the Doctor of Business Administration - Business Intelligence degree, you are required to have a master’s degree.

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M.D./Ph.D. Program

About the Program

The Medical Scientist Training Program at Baylor College of Medicine is designed for highly motivated students. The successful applicant should have both an excellent scholastic record and sustained potential in research. Exposure to both laboratory bench work and clinical care in private practice, academic medicine or emergency room experience is also highly recommended. The combined degree program, while emphasizing continuity between clinical and basic sciences curricula, provides training that can lead to significant scientific contributions in academic and corporate research, clinical practice or a combination of both. 

Research Opportunities

Students in the Medical Science Training Program may pursue their research under the auspices of any of the Baylor College of Medicine Graduate School of Biomedical Sciences programs as well as Rice University Bioengineering Graduate Program.

Equity and Inclusion Policies

Baylor College of Medicine is committed to providing a safe and supportive environment for all community members as a prerequisite to accomplishing our institutional mission and setting standards for excellence in training healthcare providers and biomedical scientists, promoting scientific innovation, and providing patient-centered care. View the  Equity and Inclusion Policy .

M.D./Ph.D. Program Student Articles

Our program students are often included in Baylor College of Medicine news for their noteworthy contributions in research. 

Venkata Soumith Jonnakuti

Duncan NRI team develops an award-winning new computational tool to study movement disorders

Marcus A. Florez

Too much of a good thing – persistent IFNγ depletes progenitor blood cells via BST2

Hannah Campbell

Decreased levels of a protein kinase leads to atrial fibrillation

Moez Dawood

Reference genome comparison finds exome variant discrepancies in 206 gene

Virginia Tech's Edward A. Bouchet Honor Society chapter inducts five new members

Cathy Grimes

12 Apr 2024

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Five Virginia Tech doctoral students will be inducted into Virginia Tech’s chapter of the Edward A. Bouchet Graduate Honor Society . 

The society is named for the first African American to earn a Ph.D. from Yale University in 1876.

The honor society was founded in 2005 by Yale and Howard universities and holds an annual Conference on Diversity and Graduate Education at Yale to celebrate inductees. The society’s goal is to create a network of scholars and professionals who “serve as examples of scholarship, leadership, character, service, and advocacy for students who have been traditionally underrepresented in the academy,” according to its website.

Virginia Tech is one of 19 university partners with Bouchet Society chapters across the nation. Each year, the Graduate School receives nominations of Ph.D. candidates and postdoctoral fellows for membership in the society and a selection committee chooses the new members. The following students will be inducted into the honor society:

Dongmei Alvi is a Ph.D. candidate in civil and environmental engineering at Virginia Tech focusing on environmental and water resources engineering. Her research primarily involves monitoring and assessing water quality in various environments, notably indirect potable reuse systems, urban recreational waterways, and municipal separate storm sewer systems. Alvi spearheaded a team to obtain environmental laboratory certification and become the only university environmental laboratory in Virginia with commercial lab status. Her leadership earned her lab the Outstanding Performance in Laboratories award from the Office of the Vice President for Research. She has established strategic partnerships between regional and local government water management bodies and fostered collaborations among diverse communities and academic institutions. Alvi has actively supported other graduate students by providing training in analytical instrument operation, data interpretation, advocacy, and community networking.

Nayara de Oliveira Faria is a Ph.D. candidate in industrial and systems engineering with a concentration in cognitive engineering. Her research focuses on safety-centric evaluation frameworks for head-up displays in surface transportation. She earned a master’s degree from Virginia Tech and a bachelor’s degree from the Pontifical Catholic University of Minas Gerais in Brazil, where she discovered her passion for the synergy between psychology and technology. She is a passionate advocate for diversity and inclusion within the engineering domain and she actively leads initiatives through Virginia Tech's Center for the Enhancement of Engineering Diversity. This work is aimed at empowering underrepresented students in engineering, fostering a more inclusive and diverse academic community. Her work contributes to the advancement of cognitive engineering and champions the cause of inclusion in STEM fields.

Kellie V. Johnson is a Ph.D. candidate in agricultural, leadership, and community education . Her research investigates the impact of institutional support programs for underrepresented and underserved graduate students in STEM disciplines by assessing the extent to which participation in these programs influences students’ academic and career success. Johnson has been recognized as a Graduate Education Diversity Internship Fellow with the American Evaluation Association, received the North American Colleges and Teachers of Agriculture Graduate Teaching Award, and received the National Grain and Feed Association Scholars Program Award. She earned a bachelor’s degree and a master’s degree from South Carolina State University. Johnson enjoys working in youth development capacities and has volunteered with the Virginia FFA. She believes teaching and learning occur in various stages and places in our everyday lives.

Jatia Mills is a Ph.D. candidate in the biomedical and veterinary sciences program with a concentration in neuroinflammation and traumatic brain injury. Her research focuses on the mechanisms regulating peripheral-derived innate immune cell recruitment to the brain and their role in microglial fate and function after such injury. She has been recognized for her work as president of the Black Graduate Student Organization, student mentor for the VT-PREP post-baccalaureate program, diversity and inclusion representative for her department, and more. Her background in leadership and community service from her bachelor’s degree work at Morgan State University helped her plan and organize several initiatives to enrich the lives of minoritized undergraduate and graduate students. Her civic engagement in the scientific community for people of diverse backgrounds runs deep.

Clint Whitten is a Ph.D. candidate in curriculum and instruction's foundations of education program in the School of Education with a focus on rural education. His research explores the intersections of rural education and queerness in K-12 public schools. He is a former middle school English, creative writing, and theatre teacher and served as the co-equity lead at his school and developed faculty book clubs centered on social justice advocacy in the classroom. As a graduate student, he assisted in programming a youth summer enrichment camp for gifted, rural, underserved youth. His publications explore topics, such as rural queer visibility, policy analysis of anti-aueer initiatives, humanizing hierarchies in co-teaching relationships, and anti-racist pedagogies. In his community, he co-founded Community Pride in Blacksburg and For the Love of Wine, programs designed to celebrate and support queer communities while educating businesses and the region on queer livelihood. 

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Related Content

Duke School of Nursing MSN Ranking Rises in 2024 U.S. News & World Report Rankings

In the 2024 U.S. News & World Report Best Schools Rankings, the Duke University School of Nursing achieved remarkable accolades including: #3 Best Nursing Schools, Master’s and #3 Best Nursing Schools, Doctor of Nursing Practice.

Duke University School of Nursing once again ranks among the top nursing graduate-level programs in the nation. The Master of Science in Nursing (MSN) program at the Duke University School of Nursing is ranked #3 in the country, according to the 2024 U.S. News & World Report graduate school rankings   released Tuesday, April 9. The Doctor of Nursing Practice (DNP) program ranked #3 (tie) , while all participating specialty programs continued the trend of leading the country among graduate nursing program rankings at #1.

“Our School continues to reimagine the nursing profession and the limitless possibilities for nurses through the ongoing development of innovative offerings that set our MSN and DNP programs apart nationally and globally.”

Interim Dean Michael Relf

PhD, RN, ANEF, FAAN

“These rankings reflect the extraordinary depth of nursing expertise and educational opportunities our programs offer,” said Interim Dean Michael Relf, PhD, RN, ANEF, FAAN. “Our School continues to reimagine the nursing profession and the limitless possibilities for nurses through the ongoing development of innovative offerings that set our MSN and DNP programs apart nationally and globally. I extend my heartfelt gratitude to all faculty, staff, students, and alumni who contribute to making Duke University School of Nursing a premiere destination for excellence in nursing.”

As a result of the School’s dedicated mission to advance health equity and social justice through a commitment to innovation and excellence in nurse-led models of care, these rankings reaffirm the School's position as a visionary leader in nursing education, research, and clinical practice.

U.S. News & World Report Rankings

In the 2024 U.S. News & World Report Best Schools Rankings , the Duke University School of Nursing achieved remarkable accolades:

• Best Nursing Schools, Master’s: the School is ranked #3 in this category, recognizing its outstanding master’s programs. Whether students aspire to become nurse practitioners, nurse educators, or nurse administrators, the School of Nursing provides rigorous training and mentorship.
• Best Nursing Schools, Doctor of Nursing Practice (DNP):  the School claimed the #3 position (tie)  for its DNP programs. These doctoral programs empower nurses to lead in clinical practice, healthcare administration, and policy. The School of Nursing’s commitment to evidence-based practice and leadership shines through its DNP offerings.
• Best Nursing Schools, Doctor of Nursing Practice (DNP) Leadership: Duke University School of Nursing was ranked #1 in the nation for its DNP Leadership programs, a recognition of the School’s commitment to training world-class nurses who will go on to become leaders in the healthcare industry.

Master’s Specialties

The Duke University School of Nursing offers a variety of master’s programs that excel across various specialties. Once again, several of the School’s concentrations and certificate programs received top rankings, including:

• #1 in Master's Nurse Practitioner: Adult / Gerontology, Acute Care
• #1 in Master's Nurse Practitioner: Adult / Gerontology, Primary Care
• #1 in Master's Nurse Practitioner: Family
• #1 in  Master's Nurse Practitioner: Psychiatric / Mental Health, Across the Lifespan
• #1 in  Master's Nursing Administration

For more information, visit the Duke University School of Nursing’s Rankings and Accolades page .

UCF Graduate Programs Reach New Heights in U.S. News Rankings Through Research Excellence, Impactful Community Engagement

UCF’s emergency management program ranks No. 1 in the nation, and programs in education and public affairs climbed in U.S. News & World Report ’s Best Graduate Schools rankings.

By Mark Schlueb ’93 ’21MA | April 9, 2024

UCF is a leading metropolitan research university known for helping students unleash their potential and advancing innovation in our community and state. Led by world-class faculty members with unrivaled industry experience, UCF’s graduate programs continue to earn top national recognitions for accomplishing those goals and more.

More than 9,000 UCF students enroll in UCF’s graduate programs to advance their careers or launch new ones. And many are thriving on campus and after graduation in programs ranked among the best in the nation.

U.S. News & World Report has recognized UCF’s exceptional faculty and graduate programs in its 2024 list of Best Graduate Schools. UCF’s emergency management program ranks No. 1 in the nation, and four programs rank in the top 25. Nine graduate programs placed in the top 50 nationally, including five in public affairs, three in education and one in health. U.S. News will release rankings for the engineering and medicine categories at a later date.

“UCF’s world-class faculty excel at providing our graduate students with the knowledge and skills they need to thrive as innovative leaders and creators,” says President Alexander N. Cartwright. “The U.S. News rankings demonstrate that our students graduate well-prepared to unleash their potential in individual, business, and government sectors that are growing in Florida and vital to our economy, health, and quality of life.”

UCF Grads Shape Emergency Responses Nationwide

UCF has a proven track record in emergency management. The university’s Master of Emergency and Crisis Management program — which is offered the College of Community Innovation and Education — has climbed the rankings over seven consecutive years. The homeland security program and its faculty researchers enable students to navigate increasingly complex manmade and natural disasters, while learning from past disasters to improve their preparedness and response in the future.

Graduates of the program go on to become leaders in directing and implementing emergency responses in Florida and throughout the country, including in Boston and Washington, D.C. They are saving lives, helping communities prepare as well as possible to navigate disasters, and putting into practice the lessons they learned from outstanding faculty who contribute to  national research and regional solutions related to crises .

“Our students are equipped to assist communities and organizations in every phase of emergency management — from preparedness and mitigation to response and recovery,” says  Claire Connolly Knox, professor in UCF’s School of Public Administration.

“We are thrilled to be ranked No. 1 and nationally recognized again as a leader in emergency and crisis management,” she adds. “This honor highlights the innovative and community-focused research by our faculty and continuous engagement with community partners invested in our outstanding students and alumni.”

Other highlights include:

• 12 in Education — Student Counseling and Personnel Services
• 15 in Public Affairs — Nonprofit Management, up three spots since last year
• 21 in Public Affairs — Public Management and Leadership, up five spots since last year
• 27 in Public Affairs — Public Finance and Budgeting
• 32 in Education — Curriculum and Instruction
• 41 in Health — Physical Therapy
• 42 in Best Education Schools, up four spots since last year
• 47 in Public Affairs
• 59 in Nursing — Doctor of Nursing Practice

UCF’s many strong rankings are a testament to the excellence of UCF’s faculty, who bring to the classroom extensive experience in academia, industry and research, as well as to the university’s commitment to help students unleash their potential in a culture focused on collaboration and finding solutions that benefit our society.

UCF students who have graduated from the nonprofit management program have gone on to make a big impact by helping communities in Florida and beyond. In one example, more than 12 years ago, program graduate Eric Camarillo ’16 ’19MNM launched faith-based nonprofit organization SALT Outreach Inc. in Central Florida to help provide services to the homeless, including mobile shower trailers, laundry, clothing, haircuts, mail services and help with employment. SALT has grown to more than 30 staff members who help hundreds of people every day.

“Throughout the School of Public Administration, our faculty, staff and advisory boards have worked hard to ensure we are offering students in Central Florida, across the country and around the globe a world-class, innovative education,” says Doug Goodman, professor and school director. “We are honored to be recognized as leaders in emergency management, nonprofit management, public leadership management and public finance and budgeting, fields that are critical to the health and well-being of our citizens and the success of our communities.”

The Best Graduate Education Schools category includes graduate-level educator preparation and advancement programs, such as teacher education, school counseling and psychology, educational leadership, and curriculum and instruction, all offered through the College of Community Innovation and Education. The college offers graduate students numerous opportunities to collaborate closely with expert faculty, from receiving mentorship and support in research and scholarship to engaging in robust internships and field experiences with school district, nonprofit and agency partners. Some faculty members also lead federally funded projects that offer tuition assistance and prepare students to work with students in high-need schools.

UCF’s continued rise has also drawn praise from other outlets:

• In February, U.S. News & World Report released its best online program national rankings, which placed UCF tied at No. 7 in the nation for best online bachelor’s programs. Of the 14 UCF national rankings from U.S. News , six online programs made the top 10, two made the top 15 and three were in the top 50. UCF has ranked in the top 20 overall Best Online Programs for the past seven years.
• In March, The Princeton Review and PC Gamer recognized UCF’s game design programs among the best in the world. The graduate Florida Interactive Entertainment Academy is ranked No. 1 in the world for the fourth time in five years. The undergraduate game design program, Games and Interactive Media (GaIM) in UCF’s Nicholson School of Communication and Media, achieved its highest ranking ever, advancing to No. 5 in the world.
• Sports Business Journal named Orlando the No. 1 Best Sports Business City for event hosting, including the NBA, Orlando City and Orlando Pride Soccer, the nation’s premier tennis center, college football bowl games, the NFL Pro Bowl, U.S. Olympic Marathon Trials, the Arnold Palmer Invitational — and, of course, the UCF Knights. With its inaugural season in the Big 12 Conference in 2023, UCF has skyrocketed to unprecedented success as the youngest Power Four program in the country. With one of the country’s  top graduate sports business programs , UCF has also provided a pipeline of talented graduates to some of the nation’s biggest sports brands.

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Pegasus magazine.

Founded to help fuel talent for the nearby space industry , UCF continues to build its reputation as SpaceU. Here's a look at the early days of UCF's space ties and journey to new frontiers.

Editorials | Editorial: Regulatory fixes and increased…

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Editorials | editorial: regulatory fixes and increased spending poised to improve special education.

Thank goodness the federal government says that the commonwealth has fixed major problems in its special-education programs. Now Virginia must build on that foundation and continue to do what’s necessary to make sure special-needs children get the education they deserve.

Since 2019, the Virginia Board of Education has been under scrutiny by the U.S. Department of Education for a variety of problems in the way it serves special-needs children. Some of the shortcomings have been mostly technical or procedural, but the more serious ones boiled down to this: The programs were not meeting the needs of individual children.

Making matters worse, parents frequently reported that when they questioned or complained about the education their child was receiving, school officials seemed more interested in making the complaint go away than in improving the child’s individual program.

The aim of public education is to prepare children as well as possible to live successful lives as adults. That should mean all children, including the 181,000 students in Virginia who, because of a variety of disabilities, have been found to qualify for an Individual Education Program (IEP) tailored to their particular situations.

Parents and students themselves are supposed to be equal members of the IEP team. However, in recent years, when a disagreement between parents and school officials wound up in a hearing, the hearing officers almost invariably sided with the officials.

Helping and educating those children with special needs is, of course, the right thing to do, and to provide the best education possible, school systems should work closely with and listen to their families.

Virginia has struggled for many years, under leaders of both parties, with its public-school programs for special-needs children. The disruptions of the recent pandemic made things worse.

Providing a free, public education individually designed to help students with a wide range of disabilities is also the law, required since 1975 by the federal Individuals with Disabilities Education Act.

Facing the possibility that federal funding for education would be withheld, Virginia successfully addressed the most serious shortcomings, including the handling of complaints  from parents about schools’ compliance with the law.

The federal government then found new, less serious problems. These problems are mostly procedural, and the commonwealth has proposed regulatory changes and other appropriate fixes.

Much remains to be done, however, to make sure Virginia’s program is on the right course for the long haul to provide these special-needs children — each one of them — with the best education possible.

Changes are in the works. The General Assembly has passed legislation to create a system to oversee the development and use of IEPs for special-needs students and to require more training for educators on inclusive special-education instruction. Lawmakers also approved $4.4 million in the budget over the next two years for professional development and special-education coaching for school staff, as well as money to establish eight regional special-education family support centers, which Gov. Glenn Youngkin left untouched in his budget amendments.

Under Lisa Coons, the superintendent of public instruction, the state education department commissioned two external evaluations of special-education programs and has used the findings in developing a strategic plan for improvements.

One of the chronic challenges school divisions face in special education is finding enough professionals who have the necessary specialized training.  In 2020, a study by the Joint Legislative Audit and Review Commission found that school divisions were relying too heavily on teachers who were not adequately prepared to fill special-education positions.

State officials should make training, recruiting and retaining the professionals needed for special-education teaching positions a priority.

Children with special needs can find it tough to gain the education they need to live their best life. Their parents face special challenges as well. It’s essential for schools to work closely with families to shape the best possible education for each child, a plan designed to meet that child’s unique needs. Special-needs children deserve nothing less.

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