phd education boston college

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• CHESTNUT HILL, MA
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Doctor of Education — Online with Residency

Northeastern University’s online Doctor of Education program provides experienced adult learners, working professionals, and scholar-practitioners from diverse backgrounds and perspectives with the practical knowledge and experience they need to transform the learning landscape. Students gain innovative approaches to create authentic change in their communities. The program was selected as the Carnegie Project on the Education Doctorate's Program of the Year for 2022-2023.

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We’re committed to creating an education as unique as your career path. So, whether your goal is a new career or moving up in your field, our innovative programs will get you going your way.

Customize your plan

We work with you to map your path to your goal.

Learn from experience

From real-world case studies to employer-based projects, we prepare you to manage what comes next.

Choose your focus

Whatever you’re passionate about, you’ll find the classes to sharpen your specialty.

Study anywhere, on your time

Part-time or full-time, we move at your speed, to get you where you’re going.

Full-Time, Part-Time

Entry Terms

Fall, Summer, Winter

Completion Time

F1 visa eligible.

The Doctor of Education program is designed to be completed in three to four years of study—following a fast-paced quarter system in lieu of a traditional semester format. Students choose from five concentrations to create a curriculum that matches personal and professional interests. The program's dissertation in practice process will begin at the onset of your coursework as you identify your problem of practice and develop an action plan—incorporating cycles of data collection and analysis, collaboration, change work, and reflection—culminating in the dissemination of your action research findings. Our students come from diverse disciplines and professions, seeking more than just a degree. You'll gain a practical education that translates to your everyday working environment.

While all EdD courses can be completed online (except for hybrid courses in Seattle and Charlotte), annual in-person two-day residencies are held on campus. Residencies focus on networking and tools for career success and allow you to connect with faculty and fellow scholars to share knowledge and experience. You'll attend residencies* in your first and second years of the program at one of our campuses in Boston, Charlotte, or Seattle.

The Northeastern Doctor of Education degree is accredited by the New England Commission of Higher Education (NECHE) and was selected as Program of the Year by the Carnegie Project on the Education Doctorate Program for 2022-2023.

*Please note: International students enrolling in the online EdD program will be provided with an option to complete the residency through online participation in interactive sessions with fellow scholars offered during the residency period.

More Details

Unique features.

• You will choose one of five concentrations—higher education administration, innovative teaching and learning, transformative school leadership, workplace learning, and integrative studies—to focus your studies and further customize your curriculum.
• You'll begin dissertation in practice work at the onset of your program. You'll select a compelling educational/organizational challenge and will be assigned a faculty advisor to support your research throughout the program.
• All coursework is online—providing flexibility for working professionals. Your residencies will be fulfilled in person*, at one of our campuses in Boston, Charlotte, or Seattle.
• You'll learn alongside faculty practitioners—engaging with respected leaders who contribute to the field as authors, journal editors, school board members, bloggers, and podcasters.

*In-person participation in the residency is also available for international students.

Concentrations

• Higher Education Administration: The higher education administration concentration provides an opportunity for experienced higher education professionals to expand their previous understanding of practices within all sectors of postsecondary education—and also advance their professional practice by developing and deepening their understanding of the roles of colleges and universities in our society. Sectors examined include community colleges, four-year colleges, for-profit institutions, and research universities.
• Innovative Teaching and Learning: The innovative teaching and learning concentration focuses on transforming education through innovation, justice, and policy, by providing engaging opportunities for current and aspiring teaching and learning specialists working in various education spaces. The concentration focuses on teaching and learning both inside and outside the bounds of P-20 schools and focuses on developing and leading innovative curricula as well as professional development.
• Transformative School Leadership: The transformative school leadership concentration provides innovative opportunities for experienced education professionals who are current and aspiring leaders of early childhood centers, public or private schools, or school districts. The concentration prepares students to lead and transform educational spaces and be equipped to shape the needs of education in K-12, higher education, organizational contexts, and beyond.
• Workplace Learning: The workplace learning concentration helps professionals gain a deeper understanding of, recognize, and influence real-life social inequalities faced by marginalized populations in the workplace. Courses allow students to advance their professional practice by developing and deepening their knowledge of workplace learning, organizational dynamics, learning strategy, and ethics.
• Integrative Studies: The integrative studies concentration provides an opportunity for students to design a program of study that fits their own professional goals and includes the required foundation and research courses, concentration courses from any EdD concentration, and electives from the Doctor of Education or Doctor of Law and Policy programs.

Program Objectives

Northeastern's Doctor of Education program is designed for experienced professionals interested in deepening their understanding of education, organizational development, and leadership. Throughout the program, students examine various approaches to critical, practice-based issues, learn research methods, and conduct a doctoral research study that investigates a compelling educational or organizational challenge.

2022-2023 Doctor of Education Program of the Year

The Carnegie Project on the Education Doctorate selected Northeastern's EdD program as the 2022-2023 Program of the Year, noting the “redesigned Dissertation in Practice Curriculum and the adoption of action research as its guiding methodology …” The committee praised “the program’s efforts to move beyond the typical five-chapter dissertation and engage scholarly practitioners in the acquisition of skills to realize meaningful change in their local contexts, emphasizing social justice.”

Experiential / Co-op Opportunities

Northeastern's signature experience-powered learning model has been at the heart of the university for more than a century. It combines world-class academics with professional practice, allowing you to acquire relevant, real-world skills you can immediately put into action in your current workplace.

This makes a Northeastern education a dynamic, transformative experience, giving you countless opportunities to grow as a professional and person.

Learn About Getting Real World Experience

Get Set With a Custom Course Plan

Please note: The following is a sample curriculum and is subject to change. Enrolled students should reference the academic catalog for current program requirements.

General Requirements

Note:  A minimum of 51 quarter hours must be taken at the College of Professional Studies. 

Required Foundation Courses

Required research courses, dissertation in practice.

Residency Requirement:  Each student is required to attend two residency events. Dates and other event information are released annually. Seattle and Charlotte students will satisfy residency requirements through regional campus hybrid coursework.

Elective List

Complete four courses from the EDU 7000 level. Below is a list of courses regularly offered as electives within the Doctor of Education program.

Concentration in Higher Education Administration

Concentration in innovative teaching and learning, concentration in integrative studies, required courses.

Complete 12 credit hours of EDU courses from any other program concentration. 

Elective Courses

Complete 15 credit hours of EDU 7000 courses from the program elective list and any LWP 7000-level course.

Concentration in Transformative School Leadership

Concentration in workplace learning.

My favorite assignment, and one I could have easily spent weeks on, was the final project. Because I got to choose my topic on Affirmative Action and Diversity in College Admissions, it was something I was really interested in and really enjoyed digging into. This also prompted me to go sit in the courtroom for the Students for Fair Admission v. Harvard trial, which is something that was a thrill and never would have thought to do before this course. When the plaintiff’s lawyer referenced the Bakke case, I knew exactly what that was! It took my book learning and brought it to life. Lisa R, Current Student

Now Let's Talk Admissions

You know where you are headed and you've seen how our program will lead you there. So let's get going. Here's what you need to know before you enroll.

Application Requirements

• Online application
• Academic transcripts: Official undergraduate and graduate degree documentation
• Describe the problem of practice
• Explain why you want to investigate it
• Provide a strong rationale for the significance of the problem
• Minimum work experience: Three years in a related field
• Professional resumé: Must summarize work and education history, include an outline of your educational/academic skills with examples such as research and teaching experience, affiliations, publications, certifications, presentations, and other professional skills.
• Faculty recommendation: Must be from a faculty member in your previous graduate program who can attest to your readiness for doctoral work. If you are no longer acquainted with a faculty member, please choose a professional who can speak of your academic capabilities to engage in doctoral-level research and writing. Recommendations should be presented as a letter attached to the general recommendation form.
• Two professional recommendations: Must be from individuals who have either academic or professional knowledge of your capabilities, a supervisor, mentor, or colleague. It is preferred that one letter of recommendation come from your current employer and/or supervisor. Recommendations should be presented as a letter attached to the general recommendation form.
• Proof of English language proficiency: ONLY for students for whom English is not their primary language.

International Requirements

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the College of Professional Studies admissions process, policies, and required materials.

Financing Requirements

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Cost and Tuition

Estimated Total Tuition

This is an estimate based on the tuition rates for Academic Year 2023-2024 and does not include any fees or other expenses. Some courses and labs have tuition rates that may increase or decrease total tuition. Tuition and fees are subject to revision by the president and Board of Trustees at any time. For more detailed information, please visit Student Financial Services .

For students interested in pursuing financial assistance or educational loans, additional educational costs, known as Cost of Attendance (COA) components, can be included in the calculation of aid and loan eligibility. Components may include food, housing, books, course materials, supplies, equipment, transportation, personal expenses, and the cost of obtaining a first professional licensure. You can find comprehensive details on Student Financial Services website. Please keep in mind that COA can vary significantly depending on academic program, enrollment intensity, and individual circumstances.

Application Deadlines

Our admissions process operates on a rolling basis; however, we do recommend the application guidelines below to ensure you can begin during your desired start term:

Domestic Application Guidelines

International Application Guidelines *

*International deadlines are only applicable if the program is F1 compliant.

Student Body Profile

Below is a look at where our Education & Learning alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

• Boston Public Schools
• Chicago Public Schools
• NYC Department of Education
• Lockheed Martin
• Veterans Affairs
• Johns Hopkins
• Columbia University

What They Do

• Media Consultant
• College President
• Chief Information Officer
• Instructional Designer
• Diversity Officer
• Founder-CEO
• VP of Student Services
• Community Services Director

What They're Skilled At

• Experiential Learning
• Team Building
• International Education
• Change Agency
• Entrepreneurship
• Urban Education
• Strategic Management
• Student Engagement

Learn more about Northeastern Alumni on  Linkedin .

Related Programs

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Learn more about Learning and Instruction

Education — Professional Doctorate — Charlotte, NC

Learn more about Education

Education — Professional Doctorate — Seattle, WA

Let's go for your goals.

With our innovation, flexibility, and expertise, we know we can get you there.

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Doctor of Philosophy in Education

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Lost in Translation

New comparative study from Ph.D. candidate Maya Alkateb-Chami finds strong correlation between low literacy outcomes for children and schools teaching in different language from home

Using E-Books to Get Young Readers Talking

New research shows how parents can help kids — and themselves — use e-books as a tool to improve early childhood development

Boston College

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Boston College is one of more than 800 institutions with graduate schools surveyed by U.S. News on an annual basis. Boston College confers degrees through various schools, such as: the Carroll School of Management, the Law School, the William F. Connell School of Nursing, and the Lynch School of Education and Human Development.

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2023-12-31 06:14:37 ยุศรอน ตัณสถิตย์

• free slot play no download no registration

สล็อตถอนไม่มีขั้นต่ํา

Jiang Rong มาที่บ้านของเขาเพื่อทานอาหารเย็นหลายครั้ง Zhao Mingyan ประพฤติตัวดีมากและเคารพเขามากซึ่งแสดงให้เห็นว่าเขาสอนภรรยาของเขาได้ดี “จำไว้ว่าหลังจากที่คุณออกไปแล้ว ให้ทำตามขั้นตอนผีที่ฉันสอนคุณทันทีและก้าวออกจากอาคารโดยไม่หยุดตรงกลาง ระวัง!”

Zhou Yi ตรวจสอบแก่นแท้ พลังงาน และจิตวิญญาณอย่างระมัดระวัง แต่ไม่มีร่องรอยของคาถาใด ๆ หลังจากรอเป็นเวลาหลายเดือนโดยไม่เห็นการเคลื่อนไหวใด ๆ เขาก็ขับแสงหลบหนีกลับไปที่จิ่วโจว

“อย่าให้ผู้คนในราชวงศ์ฮั่นกล้ายั่วยุฮั่นผู้ยิ่งใหญ่ของข้าง่ายๆ” หากเขาชนะ ไม่ต้องสงสัยเลยว่าเขาจะแสดงความคิดเห็นประชดประชันเกี่ยวกับหวังชิงเฟิง ซึ่งจะทำให้หวังชิงเฟิงต้องถูกทำให้กลายเป็นผงธุลี

Yuan Jian รู้สึกงุนงงเล็กน้อยและถามว่า: ทำไมคุณถึงมองฉันแปลก ๆ ขนาดนี้?Xia Ziche เม้มริมฝีปากอย่างประหม่า เขาก้าวไปข้างหน้า จากนั้นก้าวไปอีกขั้น จากนั้นจึงยื่นมือออกไปจับใบหน้าของ Chen Zhuo อย่างไม่ชำนาญ จนกระทั่งม้าตัวสุดท้ายไม่สามารถมองเห็นได้อีกต่อไปวังเฮงในศาลากอดฉินและหันหลังกลับ คนรับใช้ที่อยู่ข้างๆ เขาติดตามนายน้อยและถามอย่างระมัดระวัง: นายน้อย นายกรัฐมนตรีอนุญาตให้คุณออกมาข้างหน้า แล้วพูดทำไมคุณไม่ไปส่งมันออกไปจริงๆ ส่งกัปตัน Xue เหรอ?

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UMass Boston

• Higher Education EdD / PhD

Developing scholar-practitioners who can bring about changes in colleges and universities to advance equity and racial justice.

The mission of the Higher Education Program (EdD/PhD) at UMass Boston is to develop scholar-practitioners who can, through their research, leadership, and educational practice, bring about changes in colleges and universities to advance equity and racial justice.

The Higher Education Program focuses on issues of concern to leaders in all types of higher education institutions, including community colleges and four-year institutions, both public and private. The curriculum covers topics such as organization and leadership, teaching and learning, college student development, diversity, public policy, institutional change, college access, equity, globalization, finance, and community engagement. Students also develop a strong foundation in both quantitative and qualitative research methods, as well as an understanding of the social and historical foundations of higher education.

Why Apply to UMass Boston's Higher Education EdD/PhD Program?

Founded in 1993, the Higher Education Program is one of the largest doctoral programs at UMass Boston. Six Higher Education scholars serve as full-time faculty in the program.

The Higher Education Program has an excellent track-record of graduating doctoral students and fostering their professional advancement. Here are a few highlights, based on our latest program review:

Retention and Degree Completion

• 87% retention and degree completion rate (the national average is 50%)
• 92% retention and degree completion rate for students of color
• 90% retention and degree completion rate for women

Professional Advancement

• 67% of students report they have been promoted at least once since joining the program
• 69% report they have been promoted at least once since earning their degree
• Students and alumni attribute these promotions to the knowledge and skills they gained in the program

Research Accomplishments of Program Graduates

• 57% have presented their dissertation research at academic conferences
• 55% have published at least one peer-reviewed journal article or book chapter

Start Your Application

Plan Your Education

Cohort model.

Each year, the program admits a cohort of between 10 to 12 students who take courses together throughout their program of study. The cohort model fosters collaborative approaches to learning, exploration, development, and problem solving. Through cohort development, students build strong peer-to-peer relationships that cultivate a vibrant learning environment founded in meaningful connection, active engagement, and a commitment to individual and group development. In the classroom, the cohort model fosters a learning environment in which students can establish meaningful connections to theory, research, and practice.

How to Apply

Applicants must meet general graduate admission requirements in addition to the following program-specific requirements:

• A bachelor’s degree from a regionally accredited U.S. institution of recognized standing or an international equivalent at the time of enrollment
• A minimum, cumulative GPA of 2.75 on a 4.0 scale (or international equivalent) in all undergraduate work
• A master's degree or the equivalent from a college or university of recognized standing
• Official transcripts for all institutions where you have earned more than 6 credits; if your transcript is in a language other than English, please include an English translation, validated by an official public translator
• Résumé or curriculum vitae
• Essay Applicants are asked to write an essay that addresses four areas: practice, preparation, leadership, and anticipated contributions to cohort-based learning. This essay should be approximately 2,000 words in length. Be sure to address the following areas:
• Reflect on your practice in higher education and how that practice relates to larger higher education issues.
• Reflect on your capabilities for leadership in higher education.
• Reflect on your preparation for doctoral-level work.
• Reflect on what you will contribute to the Higher Education Doctoral Program and what you will gain from it.
• Two (2) letters of recommendation Recommenders should have worked closely with the applicant in an academic, professional, or community service setting. Letters should not be written by friends or family members of the applicant and should focus on the applicant’s abilities and past academic performance. The letters should also assess the applicant’s level of motivation for and commitment to a leadership role in higher education. Former professors familiar with the applicant’s academic abilities could address the applicant’s capacity to perform graduate-level work. Supervisors or colleagues at the current place of employment could describe and give evidence of the applicant’s potential as an initiator and implementer of organizational change.
• Employer Agreement Form The Employer Agreement Form shows year-by-year how the applicant and their employer will arrange the applicant’s work schedule to permit the applicant to meet the program’s requirements. These include three June sessions and a full weekday (Friday) on campus each week during the semesters leading up to the dissertation seminars. Please upload the Employer Agreement Form to the Documents section in the GradCAS application.
• If applicable, request official TOEFL, IELTS, PTE and Duolingo scores to be sent to the University of Massachusetts Boston

All application materials should be sent directly to Graduate Admissions/GradCAS application. Do not send the materials to the Leadership in Education department office. Materials must be sent directly to admissions in order to be processed.

The admissions committee will interview all finalists before making its recommendations for acceptance into the program.

Deadlines & Cost

Deadlines: February 1 for summer

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: Bursar's website

Curriculum - Higher Education EdD

Core courses (21 credits).

• HIGHED 601 - Educational Leadership Skills 3 Credit(s)
• HIGHED 610 - Administration and Governance in Higher Education 3 Credit(s)
• HIGHED 611 - Access and Equity in Higher Education 3 Credit(s)
• HIGHED 612 - Research on Students 3 Credit(s)
• HIGHED 620 - Teaching, Learning, and Curriculum in Urban Contexts 3 Credit(s)
• HIGHED 632 - Organization and Leadership in Educational Institutions 3 Credit(s)
• HIGHED 634 - Public Policy Issues in Higher Education 3 Credit(s)

Research Courses (15 Credits)

Please take the four classes below and an additional advanced research methods class chosen in consultation with your pre-dissertation advisor or dissertation committee chair.

• HIGHED 751 - Research Methods in Higher Education: Quantitative Analysis 3 Credit(s)
• HIGHED 752 - Research Methods in Higher Education: Qualitative Analysis 3 Credit(s)
• HIGHED 753 - Research Design in Higher Education 3 Credit(s)
• HIGHED 793 - Research Seminar on the Qualifying Paper 3 Credit(s)

Electives (3 Credits)

Complete one additional course chosen in consultation with your pre-dissertation advisor or dissertation committee chair.

Dissertation Seminars (6 Credits)

• HIGHED 891 - Dissertation Seminar 2-3 Credit(s)
• HIGHED 892 - Dissertation Seminar 3 Credit(s)

Dissertation Research (6 Credits)

• HIGHED 899 - Dissertation Research 3 Credit(s)

Curriculum - Higher Education PhD

Research courses (18 credits).

Complete the four courses below and two advanced research methods courses chosen in consultation with your pre-dissertation advisor or dissertation committee chair.

Electives (9 Credits)

Complete three courses chosen in consultation with your pre-dissertation advisor or dissertation committee chair.

• HIGHED 899 - Dissertation Research  3   Credit(s)

Graduation Criteria

Higher education edd.

Complete 51 credits from 17 courses including eight core courses, five research courses, one elective, two dissertation seminars, and six credits of dissertation research.

Doctoral candidacy: Completion of a qualifying paper. Dissertation: Compose and defend a dissertation based on original research. Independent study: Students can enroll in up to four independent studies (3 credit hours each).

Transfer courses: Students can transfer a total of 12 credits: 6 from prior or concurrent coursework at other institutions and 6 from prior coursework at UMass Boston. No transfer coursework from other institutions or UMass Boston taken more than seven years before admission to the program will be accepted.

Statute of limitations: Seven years.

Higher Education PhD

Complete 60 credits from 20 courses including seven core courses, six research courses, three electives, two dissertation seminars, and six credits of dissertation research.

Doctoral candidacy: Completion of a qualifying paper. Dissertation: Compose and defend a dissertation based on original research Independent study: Students can enroll in up to four independent studies (3 credit hours each).

Transfer coursework: Students can transfer a total of 12 credits: 6 from prior or concurrent coursework at other institutions and 6 from prior coursework at UMass Boston. No transfer coursework from other institutions or UMass Boston taken more than seven years before admission to the program will be accepted.

Student Outcomes

Student success.

The success of our program is measured by the success of our students. The program review team highlighted the following: “the retention and graduation rate [of the Higher Education Doctoral Program] is well above national averages for all students and students of color, at 87.1% and 91.1%, respectively.

Students described how their participation in the program was already contributing to their professional advancement. Two-thirds of student survey respondents (34 of 51, 66.7%) indicated that they have received a job promotion since starting the program. In fact, 9 students (17.6%) reported that they have received two or more job promotions since starting the program. Furthermore, 75.6% of student survey respondents indicated that they have taken on increasing levels of responsibility in their job, since starting the program. The students attributed their job promotions and new responsibilities to the knowledge and skills that they gained in the program:

“My most recent promotion is directly attributable to the knowledge and skills that I have developed in the program. Specifically, the knowledge I gained about student success, university policy, and finances were key factors in my job interview and that led to this promotional opportunity.”

Educating Scholar-Practitioners

Students noted that the curriculum is relevant to their work as a practitioner. A total of 61.5% of student survey respondents strongly agreed with the statement that “the content in the program's required courses is relevant to my work as a higher education practitioner,” and 35.9% agreed with that statement. Only one student disagreed (fall 2016 survey). The survey of recent alumni demonstrated a similar level of agreement for this item: 58.3% strongly agree and 41.7% agree (fall 2016 survey).

Survey results showed that students find the curriculum to be highly relevant to higher education as a field of study. Current students noted that the program’s courses have enhanced their understanding of research and theory in the field of higher education; 77.5% strongly agreed and 22.5% agreed (fall 2016 survey).

The program is distinguished by five defining characteristics:

• The program serves experienced professionals who are committed to strengthening and expanding their capacities for leadership to advance equity and racial justice in higher education.
• The program contributes to increasing the racial and gender diversity of leaders in higher education and promotes critically conscious, equity-minded, and asset-based approaches to leadership.
• The program is structured through a cohort model, with cohorts comprised of students from a range of identities and experiences, who enter the program at the same time and take a series of courses together. The knowledge contributed and developed by cohort members serves as an important learning resource as students move forward through the coursework.
• The program prepares scholar-practitioners as educational leaders who can contribute to organizational change for equity and racial justice in higher education.
• The program emphasizes the development of equity-minded scholar-practitioners who can apply research and theory to issues of policy and practice, as well as contribute new knowledge to the field of higher education through their own research.

Graduate Program Director Jay Dee jay.dee [at] umb.edu (617) 287-7694

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Where to celebrate graduation season in Boston and beyond

Next month, toast your favorite scholar at one of these 10 essential tables.

Graduation season is nearly upon us, despite the layer of gray slush on the ground. Local commencements are a bit more than a month away, which means the time to reserve your chosen table is now. But where? While I cover a range of topics here at Parenting Unfiltered, this one is pure gluttony. Here’s a completely subjective list of 10 places to book. (In my other life, I’m a food reporter, so I feel qualified to opine.)

Quintessential Cambridge dining: Talulla

Someone you love just graduated from Harvard, so you’re already feeling pretty good about yourself. Feel even better with reservations at Talulla around the corner, where chef Conor Dennehy is fresh off a James Beard finalist nomination for Best Chef: Northeast. The atmosphere? Tranquil, elegant, and cozy. The neighborhood? Charming Huron Village. The food? Refined and local, without veering to preciousness: green garlic soup, squab and juniper, asparagus ravioli. Make reservations online for parties up to six; call for larger groups. 377 Walden St., Cambridge, 617-714-5584, www.talullacambridge.com

Buzzy and newish : Comfort Kitchen

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A five-star Globe review . A James Beard nomination for Best New Restaurant. And tons of positive word-of-mouth. Dorchester’s Comfort Kitchen tracks the African diaspora through food: okra with masala-spiced yogurt; roasted spiced eggplant with Moroccan couscous; jerk-roasted duck. The vibe is sunny, welcoming, party-friendly. Larger groups of six to eight should request the semi-private banquette. Reservations are required. 611 Columbia Road, Dorchester, 617-329-6910, www.comfortkitchenbos.com

Metropolitan glamour: Bistro du Midi

The setting can’t be beat, right across from the Public Garden. The atmosphere is cool and clean — white tablecloths, polished service — but not pretentious. And the food, from executive chef Robert Sisca (once a sous chef at New York’s Le Bernardin), is special but not stuffy: You can order oysters and wine downstairs at bistro level or request a splashy $62 filet mignon in the capacious upstairs dining room. Reservations are recommended; they’re also open for a festive lunch. 272 Boylston St., Boston, 617-279-8000, www.bistrodumidi.com

A neighborhood jewel: Vinny’s at Night

Restaurants come and go in Somerville, but somehow, not Vinny’s. This convenience store-slash-trattoria is one of the few places in town where you can still find a heaping, garlicky platter of spaghetti and meatballs (enough for two portions) — or maybe Vinny’s tripe stewed in sweet, spicy marinara — for under $20. Adding to the simple pleasures are plenty of on-street parking, wine filled to the brim, and spectacular people-watching. (Last time I was there, someone started singing show tunes.) Reservations are usually plentiful; call ahead for special requests. 76 Broadway, Somerville, 617-628-1921, www.vinnysatnight.com

Swank seafood: Seamark

If your traveling celebrants are insistent on special-occasion seafood because this is Boston, after all, Seamark is your place: It’s newly opened at the Encore, so your relatives can gamble to pay off any college debt and then settle in for a gamut of New England classics, ranging from casual Maine lobster rolls and fish and chips to lobster bisque and clam chowder. A nautical cocktail bar, Old Wives Tale, completes the picture. Happily, it’s all run by Michael Schlow, one of the city’s best-known chefs. 1 Broadway, Everett, www.seamarkencore.com

Beacon Hill charm: Ma Maison

If your guests request “classic Boston,” squire them to this Gallic hideaway with white linen tablecloths; dignified service; booths that feel like cashmere; and the brothiest, silkiest French onion soup in town. It’s a transportive experience, a combination of European whimsy and classic Brahmin charm. The crowd here tends to dine before sunset; opt for a later reservation for maximum privacy. 272 Cambridge St., Boston, 617-725-8855, www.mamaisonboston.com

Delicious downtown dining: Jiang Nan

Steps from the bustle of Downtown Crossing is Jiang Nan, serving striped bass in hot chili broth, deep-fried pumpkin soaked in egg yolks, whole Peking duck, and stir-fried pig’s liver in the swanky former Teatro space. This is special-occasion Chinese, served with care and flair, the consummate spot for adventurous visitors and groups amenable to tasting and sharing. Call ahead for reservations, or prepare to wait, wait, and wait — for good reason. 177 Tremont St., Boston, 857-277-0668, www.jiangnanny.com

Unique brunch: Bar Vlaha

Skip the hotel brunch buffet: This Brookline destination serves hearty food from central and northern Greece that you won’t find anywhere else in town. Gather your bleary-eyed crowd for kimadopita (cumin ground beef and phyllo pie); roasted apples and maple yogurt; hilopites (poached eggs and pasta squares with smoky Metsovone cheese); and Vlach sparkling wine. It’s eye-opening in the best possible way. 1653 Beacon St., Brookline, 617-906-8556, www.barvlaha.com

Dinner and a show: Grace by Nia

Ah, the Seaport, shiny and new: Love it or hate it, there’s no denying its hold over Boston nightlife. Grace by Nia, part supper club and part soul food restaurant, brings local flavor to the proceedings thanks to charismatic owner Nia Grace, known for Darryl’s Corner Bar & Kitchen on the Roxbury and South End border. This is where you should dress up for spicy crab dip and carrot cake waffles crowned with fried chicken, enlivened with throbbing jazz and R&B. For a quieter experience, book before 7 p.m. Fair warning: It can get really loud as the night goes on. 60 Seaport Blvd., Boston, 617-927-9411, www.gracebynia.com

A private conversation: Stella

OK, I just raved about Stella in a separate story , but I’ll say it again: Go! Once a South End hot spot for Bolognese and gawking, this sedate Newton Centre reincarnation is my pick for a private, pre-festivities tete-a-tete. Call ahead, ask if there’s room, and duck in with your favorite hungry student (from BC, perhaps?) for a satisfying meal of parms, orecchiette, and roast salmon that won’t break your budget. This is the kind of neighborhood treasure that feels special without laying it on too thick; service is chatty, food arrives fast, and nobody’s hurrying you out the door if you’re in a heated negotiation over whether moving home is an option. 549 Commonwealth Ave., Newton, 617-467-4656, www.stellanewtoncentre.com

Kara Baskin can be reached at [email protected] . Follow her @kcbaskin .

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The department offers graduate courses and research programs leading to an M.S. in Geology or Geophysics and a Ph.D. in Earth and Environmental Sciences. We provide graduates with the interdisciplinary vision they need to advance careers in academia, government, and the private sector.

Deadline for fall admission is January 10.

Request Info

Graduate Degree Programs

Master's.

The program offers an M.S. degree and, in partnership with BC's Lynch School, an M.A.T. The curriculum is flexible and is developed by the student and his or her faculty advisory committee.

The Ph.D. program provides our graduates with the disciplinary credibility and the interdisciplinary vision they need to advance careers in academia, government, and the private sector.

Dual Degree

In conjunction with BC's Carroll School, the department offers a combined M.S./M.B.A. degree program for students interested in careers in industrial or financial geoscience management.

Department Research

Research Across the Globe

Our students use state-of-the-art research techniques, including modern scientific equipment and instrumentation, performing field-based research across the globe in areas such as the Appalachians, western US, Europe, New Zealand, Australia, China, and Greenland, as well as at sea in the Atlantic, Pacific, and Arctic Oceans. Topics researched include: coastal and estuarine processes, sedimentology, geomorphology, earthquake and exploration seismology, tectonics, structural geology, igneous and metamorphic petrology, isotope geochemistry, groundwater hydrology, oceanography, paleoclimatology, marine biogeochemistry, and environmental geology and geophysics.

Weston Observatory

The Weston Observatory is a research and science education center that operates a 16-station regional seismic network that records data on earthquakes in the northeast, as well as distant earthquakes. The facility offers students a unique opportunity to work on exciting projects with modern, sophisticated, scientific research equipment in a number of different areas of scientific and environmental interest.

Cooperative University Program

Take classes at BU or Tufts

The department is part of a cooperative program with the Department of Earth Sciences at Boston University as well as the Civil Engineering Department at Tufts University. This program permits degree candidates at Boston College to enroll in courses that are unavailable at Boston College, but are available at Boston University or Tufts. A list of courses is available in the department.

Learning Outcomes

Upon completion of an M.S., graduates should be able to: 

• Conduct original, publishable research in the field. 
• Demonstrate a broad knowledge of earth processes. 
• Demonstrate in-depth knowledge of a sub-discipline in the earth sciences. 
• Demonstrate acquired skill in field or laboratory methods and application of appropriate quantitative methods. 
• Write and speak effectively to professional and lay audiences about issues in the field. 
• Teach effectively at the K-12 and undergraduate levels.

Upon completion of a Ph.D., graduates should be able to: 

• Formulate, conduct, and publish original research in the field.
• Demonstrate a broad knowledge of Earth processes.
• Demonstrate in-depth knowledge of one or more sub-disciplines in the Earth sciences.
• Demonstrate acquired skill in field or laboratory methods and application of appropriate quantitative methods.
• Write and speak effectively to professional and lay audiences about issues in the field.
• Teach effectively at the undergraduate and graduate levels.

Earth and Environmental Sciences Devlin Hall 213

617-552-3640