Our PhD in Education degree program helps prepare education professionals to become leaders in their field.
The Learning, Instruction, and Innovation specialization prepares you to help learners translate creativity into innovative learning experiences utilizing authentic, engaging practices and assessments. Develop learning solutions grounded in principles of brain-based learning. Coursework explores creative approaches to learning that integrate technology with the needs of learners in a global community. Prepare to become a leader who fosters diverse perspectives and creates a culture of innovation in the workplace.
As a graduate of this PhD in Education program, you can become a leader across learning environments that include preschool through higher education, as well as in government, nonprofit, and corporate settings.
As a graduate of this program, you will be prepared to:
Walden students have up to 8 years to complete their doctoral program unless they petition for an extension.
In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.
To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.
This sequence represents the minimum time to completion. For a personalized estimate of the number of your transfer credits that Walden would accept, call an enrollment advisor at 855-646-5286.
|Course Code||EDPD 8002||Course||Leading the Future of Education||Credits||(5 cr.)|
|Course Code||EDPD 8010||Course||Creativity and Innovation||Credits||(5 cr.)|
|Course Code||EDPD 8011||Course||Authentic Assessment||Credits||(5 cr.)|
|Course Code||RSCH 8110||Course||Research Theory, Design, and Methods||Credits||(5 cr.)|
|Course Code||EDPD 8012||Course||Innovative Curriculum||Credits||(5 cr.)|
|Course Code||EDPD 8093||Course||Leading Change||Credits||(5 cr.)|
|Course Code||EDPD 8113||Course||Tools for Doctoral Research Success||Credits||(3 cr.)|
|Course Code||RSCH 8210||Course||Quantitative Reasoning and Analysis||Credits||(5 cr.)|
|Course Code||EDPD 8192||Course||Innovations and the Diffusion of Learning Technologies||Credits||(5 cr.)|
|Course Code||EDPD 8097||Course||Designing Instruction for eLearning||Credits||(5 cr.)|
|Course Code||EDPD 8114||Course||Demystifying Doctoral Writing for Research||Credits||(3 cr.)|
|Course Code||RSCH 8310||Course||Qualitative Reasoning and Analysis||Credits||(5 cr.)|
|Course Code||EDPD 8910||Course||Writing a Quality Prospectus||Credits||(5 cr.)|
As an advanced graduate student, you are about to embark on one of the most exciting journeys of your life. This practical course provides meaningful skills you will need to select your path, complete your degree, and become a successful leader of educational change in the 21st century. Networking and research skills, scholarly writing, critical thinking, use of Walden resources, and the three advanced graduate paths (e.g., PhD, EdD, EdS)—this course addresses all of these in a manner that provides a solid foundation of skill sets upon which to base your journey. You will find a balance of assignments (e.g., case studies, discussions, application assignments) that will ignite your passion for learning, that will allow you to collaborate with others, and that will guide your current and future work. This course is designed to reflect Walden's social change mission and provide you with meaningful tools for success as an advanced graduate student.
Creativity and critical thinking are driving forces behind human innovation and progress. In this course, you explore theories, models, and roles of creativity and innovation in society and learning environments. You reflect on the risks and rewards associated with creativity and critical thinking, while employing approaches for idea creation focusing on originality and inventiveness.
Innovative learning requires creative assessment strategies to evaluate student learning within real-world and simulated environments. Through the use of reverse design, you will create authentic assessments for a learning culture that emphasizes creativity, innovation, and critical thinking. In addition, approaches for using assessment data to effect change will be explored. Methods of inquiry designed to inform and improve learning and instruction to address new trends, including the latest tools and technologies, will be examined.
In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. RESI 8401.)
Innovative curriculum evolves and changes in anticipation of learner needs. This course will focus on research-based processes and a variety of models used to design innovative curriculum to support learning across the lifespan and within diverse contexts. Strategies for aligning strong content with formalized standards and goals within the learning environment will be explored. The contributing roles of instruction, technology, and globalization will set the context for this course of study.
Education professionals explore topics related to leading change in an organizational setting. Human performance concerns are examined utilizing a variety of leadership approaches. Learners identify a performance gap, develop interventions, consider social change issues, and design assessments in order to develop a plan for improving performance
Education professionals seeking the PhD in Education degree are required to make an original contribution to the field of education. The purpose of this course is to help educators begin that process by introducing them to the steps for developing the components of the dissertation—its timeline and available resources. Education professionals examine and analyze selected research to identify questions addressing a specific gap in the existing research literature, the framework and methodology, and other key components necessary to create scholarly research. They also explore resources such as the Writing Center and library, as well as specific tools they can use to complete the dissertation.
In this research course, students are provided with the opportunity to develop core knowledge and skills for designing and carrying out quantitative research at the doctoral level, including the application of statistical concepts and techniques. Students explore classical common statistical tests, the importance of the logic of inference, and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to derive statistics from quantitative data and interpret and present results. RSCH 8110 or RSCH 7110 or RSCH 6110, and RESI 8401.)
Social change resulting from the integration and adoption of technological innovations is the focus of this course. Learners explore Rogers' Diffusion of Innovations Theory through first-hand experience in a simulation. Learners explore research regarding the integration of technology in the workplace or education setting to determine strategies for becoming catalysts for change. Strategies for overcoming resistance and barriers to change are analyzed.
Instructional design for eLearning involves understanding effective learning experiences in digital spaces. Learners apply the principles of the community of inquiry and the engagement of the digital learner as they design an eLearning course. Mobile technologies, collaborative learning, authentic assessment, academic integrity, and meeting the needs of diverse and global students are addressed. Learners collaborate in the design and development of eLearning products and explore social change through eLearning.
Education professionals expand their knowledge of the dissertation process by reviewing tools, resources, and sample dissertations as they focus on the alignment among the identified problem, purpose, framework, research question(s), and study design. Education professionals use tools, including the appropriate rubrics and checklists, to narrow the focus of their research topic, plan a comprehensive literature review, and begin to develop their prospectus.
Students in this research course are provided with the opportunity to develop basic knowledge and skills for conducting qualitative research at the doctoral level. Students explore the nature of qualitative inquiry, how theory and theoretical and conceptual frameworks uniquely apply to qualitative research, data collection procedures and analysis strategy, and how the role of the researcher is expressed in the ethical and rigorous conduct of qualitative research. Students practice collecting, organizing, analyzing, and presenting data, and they develop a detailed research topic for conducting a qualitative study. RSCH 8110 or RSCH 7110 or RSCH 6110, and RESI 8401.)
Educators in nearly all doctoral-level programs are required to complete dissertation projects that necessitate requisite knowledge of conducting research, including the development of an appropriate research plan. In this course, education professionals utilize knowledge from previous courses to develop their prospectus—a brief document that provides preliminary information about their dissertation research to serve as a plan for developing the research proposal. They engage in a logical progression from topic conception to prospectus completion. They take their individualized topic and identify the research problem, purpose of their study, theoretical or conceptual framework, and appropriate research design, while also examining the concepts of feasibility and overall alignment of study components.
|Course Code||RSCH 8260||Course||Advanced Quantitative Reasoning and Analysis||Credits||(5 cr.)|
|Course Code||RSCH 8360||Course||Advanced Qualitative Reasoning and Analysis||Credits||(5 cr.)|
|Course Code||RSCH 8460||Course||Advanced Mixed-Methods Reasoning and Analysis||Credits||(5 cr.)|
Students in this research course build upon knowledge and skills acquired in the prerequisite quantitative reasoning course and are presented with opportunities to apply them. They are provided with more specialized knowledge and skills for conducting quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts, such as factorial ANOVA, mediation, moderation, logistic regression, ANCOVA, and MANOVA. Students explore existing datasets and apply suitable statistical tests to answer research questions with social change implications. In this course, they approach statistics from a problem-solving perspective with emphasis on selecting the appropriate statistical tests for more complex research questions and social problems. Students use statistical software to perform analyses and interpret and present results. They will apply and synthesize their knowledge and skills by carrying out a quantitative research project. RSCH 8110 and RESI 8402.)
Students build upon the knowledge and skills acquired in RSCH 8310 - Qualitative Reasoning and Analysis. and have experience applying them. Students develop a more sophisticated understanding of the theoretical antecedents and practical applications of eight contemporary qualitative approaches. Students gain experience developing qualitative interview guides, collecting data, and managing the process from transcription through analysis. The unique challenges of confidentiality and ethical issues are explored as well as implications for social change. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan using a topic relevant to their capstone. RESI 8402.)
Students build upon knowledge and skills acquired in RSCH 8210 - Quantitative Reasoning and Analysis and RSCH 8310 - Qualitative Reasoning and Analysis for more specialized knowledge and skills to design mixed-methods research at the doctoral level. Students are provided with more specialized knowledge and skills for designing mixed-methods research at the doctoral level. They gain an understanding of the types of mixed-methods designs and how to select the most appropriate approach for the research question(s). The emphases of this course are on integrating quantitative and qualitative elements into true mixed-methods studies, practice in data analysis, and integration of qualitative and quantitative data within a research write-up. Students will apply and synthesize their knowledge and skills by developing a mixed-methods research plan that incorporates qualitative and quantitative elements appropriately. RSCH 8110 or RSCH 7110 or RSCH 6110, and RSCH 8210 or RSCH 7210 or RSCH 6210, and RSCH 8310 or RSCH 7310 or RSCH 6310, and RESI 8402.)
|Course Code||DRWA 8880G||Course||Doctoral Writing Assessment||Credits||(0 cr.)|
This course is part of Walden’s commitment to help prepare students to meet the university’s expectations for writing in courses at the doctoral level. In this course, students write a short academic essay that will be scored by a team of writing assessors. Based on the essay score, students will complete or be exempted from additional required writing support needed to meet writing proficiency standards. This required assessment course is free. Students will be enrolled automatically in it at the beginning of their doctoral program.
|Course Code||EDPD 8990||Course||Completing the Dissertation||Credits||(5 cr. per term for a minimum of 4 quarters until completion)|
Education professionals in nearly all doctoral-level programs are required to complete dissertation projects that necessitate independent application of requisite knowledge by conducting research based on close interaction with, guidance from, and supervision by an institution-approved dissertation committee. Students in each PhD program specialization are supported in the completion of their doctoral dissertation in this course. The PhD dissertation process is composed of several stages and requires levels of approval: prospectus, proposal, Institutional Review Board (IRB), Form and Style, abstract by Chief Academic Officer (CAO), and the final study. Education professionals develop and support a doctoral-level research problem and review related literature to develop a framework for their study. They move from a research problem to the purpose of the study, the framework, and then an appropriate design while examining the concepts of feasibility and overall alignment of study components. Education professionals consider ethical feasibility issues as related to their dissertation development and proceed to data collection and analysis. They conduct an oral defense, appropriately presenting results and outcomes of the research, as well as implications for positive social change, a Walden hallmark.Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.
You will be registered for two courses every 11 weeks, following the completion of your foundation course. Students who wish to reduce their course load during one or more terms should contact their student success advisor.
Note on Teacher Licensure or Certification
This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.
Prospective Alabama students: State Authorization to provide a program related to the preparation of teachers or other P-12 school/system personnel does not indicate eligibility for an Alabama professional educator or professional leadership certificate. Applicants who complete an educator preparation program at a non-Alabama institution must apply for an Alabama professional educator or professional leadership certificate through the Alabama Certificate Reciprocity Approach. Current requirements may be found at www.alsde.edu.