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Doctoral Degree Programs

USC Rossier School of Education offers two types of excellent doctoral degree programs. The PhD is research-oriented whereas the EdD is directed towards educational practice and the application of theory and research. The EdD, while equal in rigor, differs in substance from the PhD.

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PhD in Education

The Doctor of Philosophy in Education (PhD) program will prepare you to pursue educational equity through research. The program offers four concentrations: Educational Psychology, Higher Education, K–12 Education Policy and Teacher Education.

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Educational Leadership

The Doctor of Education in Educational Leadership (EDL) program prepares you to become a critically conscious leader with the skills to think strategically, understand and apply evidence-based research, develop strategies to create equity and foster continuous organizational improvement. The program offers four concentrations: educational psychology, higher education administration, K–12 leadership in urban education and leading instructional change.

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Educational Leadership (online)

The Doctor of Education in Educational Leadership online (EDL online) program prepares you to become a critically conscious leader with the skills to think strategically, understand and apply evidence-based research, develop strategies to create equity and foster continuous organizational improvement. 

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Organizational Change and Leadership (online)

The Doctor of Education in Organizational Change and Leadership online (OCL online) program will prepare you to lead systemic improvement and foster equitable practices and policies in your organization by applying research-based strategies.

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Global Executive Education

The Global Executive Doctor of Education (Global EdD) program will prepare you to achieve large-scale improvements across educational systems through the strategic use of policy, innovative practice, assessment and social entrepreneurship. Before the beginning of each term, you will have the opportunity to choose whether to enroll in the hybrid or online learning experience for that term.

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PhD in Education

Welcome to the graduate group in education phd program.

Our Ph.D. program critically engages students in contemporary issues that impact education research, policy and practice.  Emphasizing collaboration, the program is an interdisciplinary graduate group that draws its faculty from diverse fields of education, humanities, social science, physical and biological sciences, mathematics, and medicine, and engages with key campus centers and programs, such as the M.I.N.D. Institute and the Poverty Center.

Designed to foster scholarly engagement and impact the practice of education, students may select from 5 areas of emphasis:

  • Language, Literacy and Culture
  • Learning and Mind Sciences
  • Science and Agricultural Education
  • School Organization and Educational Policy

Graduates of our program gain deep knowledge of educational theory and practice related to strengthening schools and other educational settings. Our close proximity to California’s state capital of Sacramento also affords students a rich set of opportunities and networks for influencing education policy.

To learn more about applying to our program, visit Admissions & Financial Aid – PhD Program . You are also welcome to attend one of our virtual Ph.D. Information Sessions listed below. You will need to register for the event to receive the Zoom link to attend. 

Thursday, November 9, 3:30-4:30pm (PST) ( Registration Link )

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Top 10 PhD in Education Programs

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Top 10 PhD in Education Programs

Earning a PhD in any field is both time intensive and expensive. While the required time to earn a PhD is a given, paying for one is not! Fully funded PhD programs offer students a chance to focus on their studies without worrying about going into debt long (sometimes decades) after graduation. With the average cost of a PhD at nearly $100,000 , potential PhD students should do everything possible to secure a spot in fully funded programs. Keep reading to learn about some of the top fully funded PhD programs in Education! 

Related: Top scholarships for teachers

First, exactly what is a “Doctorate of Philosophy” degree?

A PhD, which is the abbreviated form of “doctorate of philosophy,” is among the highest level degrees one can earn in the United States. Students earn a  PhD after the completion of a lengthy research and writing project known as a “dissertation.” While most students earn PhDs in the humanities or social sciences, they can earn a PhD in a variety of fields. 

Further reading: What is a PhD?

How we chose the fully funded PhD in Education programs on this list

All of the programs on the following list have stellar reputations in the education space. It is not surprising that the most reputable programs offer plentiful resources that are invaluable to PhD students. PhD students are able to fully focus on their studies in well stocked and up-to-date libraries. Students have access to the most distinguished education professors in their respective specialty fields. Upon graduation, students will have strong connections to help launch their own careers. 

All of the fully funded programs included offer full tuition coverage. Most offer living stipends and health insurance as well. Make sure that you read the details of exactly what to expect from each program. Students may be required to contribute to their education by becoming a graduate assistant or working in some capacity at the school they are enrolled in. 

Let’s take a look at some of the top fully-funded PhD in Education programs, which are in no particular order. 

Columbia University Teachers College PhD program in Education Policy 

Columbia University Teachers College PhD program in Education provides students with rigorous academic training and research opportunities. The program offers a range of specializations, including curriculum and teaching, educational leadership, higher education, international and comparative education, psychology in education, and special education.  

  • Location: New York City, New York
  • Focus of study : Curriculum and teaching, education policy and social analysis, health education, and cognitive studies in education.
  • What is included : Tuition coverage for the first, second, and third year

Harvard University PhD in Education

Harvard University offers a PhD program in Education through the Harvard Graduate School of Education (HGSE). The program offers students specializations in three concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching.  

  • Location: Cambridge, Massachusetts
  • Focus of study : Human development, instructional practice, institutions and society, learning and teaching, and policy analysis and evaluation
  • What is included : Full financial support for tuition, health insurance fees, and basic living expenses for a minimum of five years

Stanford PhD Program in Education

The Stanford Graduate School of Education PhD program in Education prepares scholars to advance knowledge about learning and education, with a focus on improving educational outcomes for all students. Academic areas students can focus on include curriculum studies and teacher education (CTE), developmental and psychological sciences (DAPS), social sciences, humanities, and interdisciplinary policy studies in education (SHIPS), and other cross-area specializations. 

  • Location: Stanford, California
  • Focus of study : Educational leadership, education policy analysis, learning and teaching, and quantitative and qualitative research methods
  • What is included : Full tuition aid, fellowship stipend, and assistantship salary

University of Illinois at Urbana-Champaign PhD program in Education

The University of Illinois at Urbana-Champaign offers a Ph.D. program in education that provides students with a strong foundation in educational theory, research methodologies, and practical applications. Students may specialize in a variety of different areas of study. These include educational policy, leadership and administration, curriculum and instruction, educational psychology, and human development. 

  • Location: Champaign, Illinois 
  • Focus of study : Curriculum and instruction, educational policy, educational psychology, higher education, learning sciences, and special education
  • What is included : Full tuition waiver, a partial fee waiver, and a stipend in the first five years of enrollment

University of Michigan PhD program in Educational Studies  

The University of Michigan offers a Ph.D. program in Education through its School of Education. Students have the opportunity to specialize in diverse fields such as educational psychology, curriculum and instruction, educational leadership, and policy. Additionally, the University of Michigan provides a vibrant intellectual community and a wide range of resources, including libraries, research centers, and partnerships with local schools and educational organizations. 

  • Location: Ann Arbor, Michigan
  • Focus of study : Cross-specialization concentration, educational foundations and policy, educational policy, leadership, and innovation, learning technologies, literacy, language, and culture, mathematics education, science education, and teaching and teacher education
  • What is included : Full tuition waiver, health insurance, and a generous stipend package 

University of Pennsylvania Graduate School of Education PhD program in Education

The University of Pennsylvania offers an interdisciplinary and prestigious Doctor of Philosophy (PhD) program in Education housed within the renowned Graduate School of Education (GSE). Students can choose one of the five programs available: 1) educational linguistics 2) human development & quantitative methods 3) literacy, culture, and international education 4) policy, organizations, leadership, and systems and 5) teaching, learning, and leadership. The GSE also has numerous research centers and institutes, providing opportunities for collaboration and engagement with experts. 

  • Location: Philadelphia, Pennsylvania
  • Focus of study : Educational technology, language and literacy, higher education, policy analysis, teacher education, and urban education
  • What is included : A full scholarship, a stipend, and student health insurance for the first four years of study

Vanderbilt University Ph.D. program in Learning, Teaching, and Diversity

Vanderbilt University offers a Ph.D. program in Learning, Teaching, and Diversity through its Peabody College. The program aims to place a strong emphasis on research and provides students with numerous opportunities for professional development and networking. The program offers four areas of specialization: language, literacy, and culture; justice and diversity in education; mathematics and science education; and learning and design. 

  • Location: Nashville, Tennessee
  • Focus of study : higher education, learning and instruction, language and literacy, educational policy, and more
  • What is included : Full tuition support, health insurance, and graduate assistantships that cover living expenses

The University of Texas at Austin College of Education PhD

Within the College of Education at UT Austin , the Curriculum and Instruction department includes a variety of PhD programs to choose from like bilingual education, cultural studies in education, early childhood education, language and literacy studies, learning technologies, social studies education, and more. Other departments in the college of education include: Curriculum and Instruction; Educational Leadership and Policy; Educational Psychology; Kinesiology and Health Education; and Special Education.

  • Location: Austin, Texas
  • Focus of study : Bilingual/Bicultural Education; Cultural Studies in Education; Early Childhood Education, Language and Literacy Studies; Learning Technologies; Physical Education Teacher Education; Social Studies Education; STEM Education; and Urban Teachers Program
  • What is included : Full tuition waiver, a stipend for living expenses, and health insurance for up to five years

New York University Steinhardt

The Steinhardt School of Culture, Education, and Human Development at New York University offers many PhD programs in the field of education. Popular concentrations include learning sciences, literacy education, educational psychology, policy studies, and teaching and learning. A PhD in education from New York University offers students a variety of specializations with the added bonus of a fully funded program.  

  • Focus of study : Bilingual Education; Childhood Education; Early Childhood Education; Education and Jewish Studies; Educational Communication and Technology; and more
  • What is included : Tuition coverage for required course work, an annual stipend, and health insurance through the fifth year 

Washington University in St. Louis, PhD in Education

Washington University in St. Louis offers a Ph.D. in Education through its Graduate School of Arts & Sciences. PhD students may choose from two major strands of study; educational policy studies and educational psychology. Students in the Educational Policy Studies concentration focus on analysis of educational policy, address systemic inequities, and study qualitative, quantitative projects. The Educational Psychology program helps students in their focus on psychological research and theories relating to learning and motivation. 

  • Location: St. Louis, Missouri
  • Focus of study : Educational Policy Studies and Educational Psychology
  • What is included : Full tuition remission and a monthly stipend five to six years

Don’t miss: Top education scholarships

Frequently asked questions about fully funded PhD programs in education

How do i know which phd program in education is right for me.

  • If you had to pick one, what would be your main professional goal?
  • What’s the reputation of the faculty?
  • What research options are available?
  • What environment is right for me?

Does a fully funded PhD in education include housing?

Is there an age limit for earning a phd in education, can i earn an online fully funded phd program in education, scholarships360 recommended.

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Best Online Doctor of Education Programs for 2024

Online Doctor of Education programs have become as rigorous as their on-campus counterparts. For many Education Ed.D. candidates, an online degree might even be the smarter choice. Online programs offer flexibility, affordability, access to innovative technologies, students from a diversity of career backgrounds, and global opportunities.

This unranked list appears in alphabetical order.

Showing 1 - 25 of 63 results

Vanderbilt university - online doctor of education in leadership and learning in organizations, university of dayton - online doctor of education (ed.d.) in leadership for organizations, from the school, arcadia university - doctor of education in educational leadership (deel), university of south carolina - doctor of education, university of west georgia - ed.d. in school improvement, kennesaw state university - education doctorate in educational leadership (ed.d.), valdosta state university - ed.d. in leadership, florida state university - educational leadership & policy - ed.d. program, university of west florida - doctoral degree in curriculum and instruction, university of florida - online ed.d. (professional practice ed.d. in curriculum and instruction), st. thomas university - ed.d. in leadership and innovation, nova southeastern university - doctor of education (ed.d.), liberty university - online doctor of education (ed.d.) program, regent university - doctorate in education, virginia commonwealth university - ed.d. in leadership program, william & mary - executive ed.d. in educational policy, planning and leadership program, university of virginia - curriculum & instruction: ed.d. - doctor of education program, trevecca nazarene university - doctor of education in leadership and professional practice (ed.d.), johns hopkins school of education - online ed.d. program, union university - doctor of education (ed.d.), william carey university - educational leadership, drexel university - online doctorate in educational leadership and management (ed.d.), cabrini university - doctor of education (edd) in organizational learning and leadership online, spalding university - online doctorate of education in leadership (edd) program, morehead state university - doctor of education (ed.d.).

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Doctor of Philosophy in Education

Description of program.

The PhD Program is suitable for innovative self-starters who want to combine a strong base of theoretical knowledge with a desire to conduct research in and about colleges, PK-12 schools, proprietary organizations, private, non-profit, and public organizations, or the military. This program prepares leaders to be critical consumers of information and use evidence-based research to inform and improve practice. Students will gain the knowledge, skills, and dispositions to make informed ethical decisions, develop solutions, and communicate ideas to diverse stakeholders, addressing, current educational, organizational, and societal issues.

Learning Outcomes

  • Develop knowledge of educational theories, research, and diverse instructional practices.
  • Communicate with diverse audiences about educational theories, research, and practices.
  • Develop evidence-based solutions addressing current educational, organizational, and societal issues.
  • Analyze professional skills, dispositions, and technology options for leading and educating diverse groups.
  • Conduct educational research that contributes to the body of knowledge specific to a discipline.

All PhD students are required to demonstrate competency in these areas:

  • Graduate Level Statistics Competency - PhD students are required to complete a Statistics I Course, EDR-8201   , and Statistics II, EDR-8202   .
  • Competency in Research Writing Skills - PhD students are required to show competency in writing skills for research purposes through their NCU graduate coursework before being assigned to any dissertation courses. Students will be required to take  EDU-8001 - Advanced Scholarly Writing   , to improve APA formatting skills and to address advanced writing and research skills.
  • Computer Competency - PhD students are required to use appropriate computer skills that are necessary in writing a dissertation. Students must be able to prepare documents using advanced word processing skills (e.g., creation of tables and figures, headers and footers, page breaks, tables of contents, hanging indents, etc.). In addition, students need to use computer programs for the statistical analysis and presentation of data (e.g., Excel, SPSS). The oral defense normally requires a computer-based presentation by the candidate (e.g., a Power Point presentation).

Basis for Admissions

Admission to the Doctor of Philosophy in Education requires a conferred post-baccalaureate master’s degree and/or doctoral degree from a regionally or nationally accredited academic institution. Examples of acceptable doctoral degrees include doctor of philosophy (PhD), and doctor of education (EdD).

In addition to general requirements for admission to an PhD program, applicants to the PhD program with specialization in  Nursing Education  must provide a copy of the following:

  • A valid and active RN license from the United States

Degree Requirements

The PhD Program may be completed in 60 semester credit hours. Additional credit hours may be allowed as needed to complete dissertation research in alignment with the Satisfactory Academic Progress (SAP) and Academic Maximum Time Frame policies. Students who do not complete their program within these requirements may be dismissed.

Dissertation Completion Pathway

The NCU mission is dedicated to assisting students in achieving their academic aspirations and helping them become valuable contributors to their community and profession. To support our mission, NCU now offers a dissertation completion pathway for students who have successfully completed their doctoral coursework and achieved doctoral candidacy at a previous institution but were unable to complete their dissertation.  NCU’s Dissertation Completion Pathway (DCP) offers a unique opportunity for students to complete their doctorate in one of the doctoral programs offered at NCU (excluding the PhD in MFT and DMFT). Students successfully meeting the entrance and application requirements will complete a minimum of 23 credit hours to earn their doctorate.

Click below for more information on the

Dissertation Completion Pathway    

Time to Completion

NCU allows 7 years to complete all doctoral programs of 60 credits or less.

NCU may accept a maximum of 12 semester credit hours in transfer toward the doctoral degree for graduate coursework completed toward a non-conferred doctoral degree at an accredited college or university with a grade of “B” or better. Transfer credit is only awarded for course work that is evaluated to be substantially equivalent in content with the required course work for the PhD program.

Students who are unable to complete a degree program within the stated time limits are dismissed. If a student believes they have extenuating circumstances they may document the circumstances and send a request for consideration to their respective School Dean or designee. Exceptions to the policy are determined on a case-by-case basis and are granted only once.

Normal time to completion for this program is 82 months.

Time to completion varies depending upon the pace in which a student completes courses and the number of transfer credits accepted. As most NCU students are working adults balancing educational, professional, and personal commitments, our academic and finance advisors will work with you to develop a program schedule that works best for your needs.

The normal time disclosed above reflects the experience of students who may have entered under different program requirements. In the quest for continuous improvement, academic leadership has revised the program to optimize curriculum and pace, facilitate student learning, and improve chances for success. Therefore, the program is now designed for students enrolling today to take advantage of these revised course structures, lengths, and schedules. New students following the preferred schedule designed by the Dean for this program, and applying no transfer credits, can expect to finish in as little as 45 months.

Certification and Licensing

The School of Education serves educational leaders by providing online graduate studies in education to reach worldwide populations. The PhD program is designed to reach national and international markets and does not purport to provide licensure or certification in any particular state or country.

Research and Dissertation

The University has developed a logical step-by-step process that assists in completing the dissertation. NCU provides a detailed Dissertation Handbook that explains the process and NCU’s dissertation support structure.

The PhD doctoral research courses, the PhD comprehensive course and the PhD dissertation courses are specifically designed as a guide through the process in an orderly and meaningful fashion and lead to the oral defense.

The dissertation is the capstone academic achievement of the PhD. The PhD dissertation is a scholarly documentation of the research. To earn the PhD the student must demonstrate the ability, motivation, and commitment and NCU will provide the faculty, the academic support and process to assist with the attainment of high academic goals.

The PhD research is aimed at contributing to the body of research knowledge - either new research or adding to research already studied in the field. PhD students take EDR-8201 - Statistics I    and  EDR-8202 - Statistics II    as part of their program of study. There is also an oral defense.

Dissertation Process

Faculty assists each NCU Doctoral student to reach this high goal through a systematic process leading to a high-quality completed dissertation. A PhD dissertation is a scholarly documentation of research that makes an original contribution to the field of study. This process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of the dissertation.

A doctoral candidate must be continuously enrolled throughout the series of dissertation courses. Dissertation courses are automatically scheduled and accepted without a break in scheduling to ensure that students remain in continuous enrollment throughout the dissertation course sequence. If additional time is required to complete any of the dissertation courses, students must re-enroll and pay the tuition for that course. Continuous enrollment will only be permitted when students demonstrate progress toward completing dissertation requirements. The Dissertation Committee determines progress.

Course Sequence

The PhD degree in Education focuses on enhancing the body of knowledge of education. The PhD is intended for the student who wishes to primarily teach in higher education, conduct educational research or work in the area of educational research (full time faculty dedicated to teaching AND research, institutional researchers, etc.) The PhD research is aimed at contributing to the body of research knowledge - either new research or adding to research already completed in the field.

*The elective course scheduled as part of the initial degree may be changed upon request.  Students should contact their Academic and Finance Advisor for assistance.

  • EDU-8000 - Foundations for Doctoral Study in Education
  • EDU-8001 - Advanced Scholarly Writing
  • Specialization Course 1
  • EDR-8200 - Scholarly Literature Review
  • Specialization Course 2
  • EDR-8203 - Research Methods
  • Specialization Course 3
  • EDR-8201 - Statistics I
  • Specialization Course 4
  • EDR-8202 - Statistics II
  • Specialization Course 5
  • EDR-8204 - Advanced Qualitative Design and Measurement
  • Specialization Course 6
  • EDR-8205 - Advanced Quantitative Design and Measurement
  • Specialization/Elective Course*
  • CMP-9700E - Doctoral Comprehensive Assessment: Pre-Candidacy Prospectus
  • DIS-9901A - Components of the Dissertation
  • DIS-9902A - The Dissertation Proposal
  • DIS-9903A - Institutional Review Board (IRB) and Data Collection
  • DIS-9904A - The Dissertation Manuscript and Defense

Leadership in Higher Education (LHE) Specialization

The program provides knowledge in educational leadership research, theory and practices applicable to higher education. Research and analysis is conducted to identify future directions of national and global higher education focused on educational change through policy development and educational reform.

Specialization Courses – 18 credit hours

Select 6 courses from the following:

  • LHE-7004 - Organization and Governance of Higher Education
  • LHE-7005 - Legal Issues in Higher Education
  • LHE-7006 - Student Affairs Leadership
  • LHE-7007 - Strategic Enrollment Leadership
  • LHE-7008 - Higher Education Finance
  • LHE-7010 - Current Trends and Topics in Higher Education
  • LHE-7011 - Foundations of Higher Education Leadership
  • LHE-7012 - Strategic Planning & Institutional Effectiveness in Higher Education
  • LHE-7013 - Community College Curriculum and Program Development
  • LHE-7014 - Introduction to the Community College
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Ph.D. Leadership and Policy

Program overview, admissions requirements, tuition & aid.

Become a valued resource to the professional community. Leadership is a highly desired and needed skill in today’s workforce, and Lipscomb University aims to equip professionals to become those leaders. 

Our Ph.D. in Leadership and Policy is designed to produce graduates who have highly developed skill sets. You will graduate with an exceptional ability to organize substantial amounts of information, research subjects broadly, independently manage and bring to successful fruition complex and in-depth projects, and an ability to adapt to changing environments. 

While this degree is housed in the College of Education (COE), it is open to a variety of fields and expertise.

Program Outcomes

Students in Lipscomb University’s Ph.D. in Leadership and Policy will be prepared for high-level careers in leadership and service across a range of professional sectors. This interdisciplinary studies degree equips professionals who can pursue challenging high-level tasks requiring advanced knowledge, training, and rigor, and to do so with the highest levels of integrity, ethical understanding, and behavior.

Comprehensive Exam w/ Dissertation Preparation Stage

Comprehensive exam stage.

The purpose of the comprehensive exam stage is to assess your readiness to engage independently as a doctoral student in the dissertation stage of the program. This exam can take several months to finish and includes the following steps:

  • Brief Introduction of the Research Topic
  • Brief Description of the Need for Research
  • Proposed Purpose Statement
  • Potential Research Questions
  • Potential Research Design, Data Sources, and Accessibility of Data
  • Potential Data Analysis Methods
  • Introduction
  • Literature Review
  • Methodology
  • Written review and oral examination of Dissertation Research Proposal by Doctoral Research Committee. Our Ph.D. Dissertation committees are composed of at least three full-time faculty members. At least one specializes in the discipline focused upon in the dissertation (leadership or policy). Members will be appointed by the program director, although students may propose a committee member(s) after consulting with them.  

Dissertation Research Stage

The Ph.D. program allows you to focus upon a research topic that you feel passionate about, meets program objectives, and is appropriate for dissertation-level research.

Following the Comprehensive Exam stage, you will proceed to Dissertation Research. At this point in the program, you will have established and defended your dissertation topic at length and will be ready to implement your research plan.

Your doctoral advisor and dissertation committee will serve as valuable resources to you and provide support throughout the process.

Bachelor's to Ph.D. Route

Graduating seniors who know a Ph.D. is their ultimate goal may be considered for direct admission to the Ph.D. program if they meet the following admission criteria:

  • 3.5 Cumulative GPA
  • Above Average Required GRE Scores: 156 or higher on both Verbal and Quantitative Reasoning Scores and 4.1 or higher on Analytical Writing Score
  • Meet all other admissions requirements including acceptance following an interview with faculty committee

Candidates not accepted under the above criteria will be required to earn a masters degree before being considered for admission to the Ph.D. program.

Distance Learning

Students not local to the Nashville, Tennessee area will still be eligible for enrollment. This program offers a distance learning option where students participate in classes live via video-conferencing . This format is synchronous with local course offerings. 

Watch to Learn More

Unsure which path to take? Watch our "Ed.D. or Ph.D." video below to learn more about the differences between the programs. Find out more about the Ph.D program, how to apply for admission, as well as Tennessee Administrative Licensure information by clicking the Youtube links below. 

We are eager to get you started on your journey toward a Ph.D. in Leadership and Policy. The current admission requirements are:

  • Completed online application
  • $50 application fee
  • Official transcripts
  • Three letters of recommendation (including a professional recommendation)
  • A personal statement on your journey of faith and spiritual development
  • Purpose Statement for pursuing Ph.D. in Leadership and Policy Studies
  • Current resume
  • Writing assessment
  • Interview with doctoral faculty committee

Transfer Credit 

A maximum of 15 hours of post-masters coursework may be transferred toward direct-equivalent courses in the Ph.D. Program. Additionally, the following guidelines for Ed.S. coursework apply:

  • Approved leadership courses that are 600 level or higher within an Ed.S. in Educational Leadership Program may be transferred toward the Leadership Concentration (up to 15 hours).
  • Only six post-masters hours may be transferred toward direct-equivalent courses in the research sequence and only if earned within the 5 years prior to enrollment in the Ph.D. program.

International Students

An applicant who is not a United States citizen or permanent resident must follow the same admissions procedures as applicants who are U.S. citizens in addition to other specific requirements. Click the button below to visit our Graduate Admissions site for more information.

International Student Admissions Information

Once enrolled in Lipscomb’s Ph.D. in Leadership and Policy program, you will follow a set schedule to take 63 credit hours of courses. This includes the core requirements, guided elective courses in leadership and policy, as well as research-focused curriculum.

  • Full Term On-campus: EG 8473 Global Perspectives in Leadership (Core, 3)
  • Term I Online: EG 7403 Ph.D. Seminar I (Core, 3)
  • Term II Online: EG 8403 Ph.D. Seminar II (Core, 3)

Spring 2024

  • Full Term On-campus: EG 7213 Qualitative Research (3)
  • Term I Online: Leadership Elective Course (3)
  • Term II Online: Policy Elective Course (3)

Summer 2024

  • Full Term On-campus: EG 8453 Global Perspectives in Policy (Core, 3)
  • Domestic or International Travel Experience
  • Full Term On-campus: EG 7433 Statistics for Social and Behavioral Science (3)

Spring 2025

  • Full Term On-campus: EG 8213 Advanced Methods in Quantitative Research (3)

Comprehensive Exam Stage Begins

Summer 2025

  • Full Term On-campus: EG 7173 Applied Research Seminar (3)
  • Term I Online: Leadership Elective Course (Capstone, 3)
  • Term II Online: Policy Elective Course (Capstone, 3)

Comprehensive Exam Stage must be completed prior to taking EG 8013

  • EG 8013 Dissertation Research I (3)

Spring 2026

  • EG 8023 Dissertation Research II (3)

Summer 2026

  • EG 8033 Dissertation Research III (3)

Additional Semesters

EG 8041 Extended Research (as necessary)

Guided Elective Courses (30 credit hours)

Guided elective courses in leadership.

(15 hours of guided electives required from one subject area below)

  • Educational Leadership (COE: Ed.S./EDLD courses will satisfy)
  • Leadership and Public Service (CLPS) - (begins August 2024)

Guided Elective Courses in Policy

  • Education Policy (COE)
  • Public Policy (CLPS) - (begins August 2024)

Lipscomb University is committed to making our first-class education as affordable as possible. For students earning their Ph.D. in Leadership and Policy, the tuition is approximately $953* per credit hour.

With various scholarship and financial aid programs available, your out-of-pocket cost of attendance can be much lower. Learn more about your  financial aid options .

*Note: The graduate tuition rates may increase annually, effective each summer semester.

Scholarships

All applications will be automatically considered for scholarships. 

In-Service Scholarship

Students working as professionals in education or public service qualify for a 25% in-service discount, which brings the tuition rate to $715 per credit hour.

Employee Scholarship 

Lipscomb University is proud to offer a 40% in-service scholarship for employees. Contact Kristin Blankenship at  [email protected]  for additional information.  

Student Loans

As a graduate student, you are still able to file the FAFSA—and you should! By filing the FAFSA (Free Application for Federal Student Aid), you may be eligible for a number of student loans. 

Federal Stafford Loan

A borrower must be enrolled or accepted for enrollment for at least six semester hours and must be working toward a degree or certificate. Loans must be actively accepted in myLipscomb in order to be applied as an expected payment to the student bill. Stafford Loans will not pay until the student has completed both Entrance Counseling and the Master Promissory Note at studentloans.gov. Loans will not be credited to accounts until 30 days after classes begin or when a student begins the sixth credit hour, whichever comes last.

Graduate PLUS Loan

The Graduate PLUS Loan is available to independent graduate students. Both loans require credit approval by the Department of Education, as well as a FAFSA submission.  Apply .

Private Loans

In addition to the federal loans outlined here, you may consider private loans made by banks and other financial institutions. It is recommended that private loans only be considered in instances where funding is needed in addition to any federal loans, as interest rates may be higher. Eligibility for these loans requires a credit check and students are often required to have a cosigner to qualify.

Veteran Aid/Yellow Ribbon Program

Through an agreement with the United States Department of Veterans Affairs, Lipscomb University will guarantee some level of graduate tuition funding, applicable to all Lipscomb University graduate programs, for graduate students who qualify for the Yellow Ribbon Program. Depending on program tuition rates, the graduate tuition funding may or may not cover the total tuition cost of the program.

The Yellow Ribbon Education Enhancement Program (Yellow Ribbon Program) is a provision of the Post- 9/11 Veterans Educational Assistance Act of 2008. This program allows institutions of higher learning in the United States to voluntarily enter into an agreement with VA to fund tuition expenses.  View eligibility requirements .

Any questions concerning eligibility or benefits should be directed to the Office of Veteran Affairs school-certifying official located in the lower level of Bennett Campus Center, Suite 140, or  visit the Yellow Ribbon Program website .

Contact Information

Graduate and Adult Admissions, Admin

Kristin Blankenship Senior Director of Graduate Enrollment (615) 966-5364 [email protected]

Ed.D and Ph.D.

Ed.D and Ph.D.

Watch to learn about the important differences between the two options and choosing a doctoral program that meets your personal and professional goals.

Learn more about the Ph.D. in Leadership and Policy program.

Ph.D. in Leadership and Policy

The Doctor of Philosophy in Leadership and Policy is an interdisciplinary degree designed to help prepare you for high-level careers across a range of professional sectors. Watch our video to learn more.

Tennessee Administrative Licensure

Tennessee Administrative Licensure

Administrative Licensure in the State of Tennessee is option is for experienced educators with the required years of teaching experience and who already possess a masters or Ed.S. degree.

Applying for Admission

Applying for Admission

Lipscomb University has a competitive review process for application to either the Ed.D. or the Ph.D. program. Watch the video to learn more about applying.

Why Earn Your Ph.D. Degree at Lipscomb University?

Master's degree option.

Admitted Doctoral Students may earn a Master of Science in Leadership and Policy along the way toward this Ph.D. in Leadership and Policy. Students who do not complete the research course sequence or dissertation may still be allowed to earn the master's if they successfully complete the required coursework.

Faculty Support

Throughout your journey toward a Ph.D., it's important to have a support network. Our expert faculty with real-life experience will guide and mentor you as you work on your dissertation and gain skills to succeed in your field.

Nashville, TN

A big city. An even bigger opportunity. We consider Nashville, Tennessee, an extension of our classroom, and as a leading city in many industries, that means you’ll gain experience and insight you won’t find anywhere else.

Years to complete

Our Faculty

Trace Hebert headshot

Trace Hebert

Associate Provost for Research and Graduate Studies

Trace Hebert serves as Associate Provost for Research and Graduate Studies. He has been at Lipscomb University since 2010 as the Director of the Doctor of Education (Ed.D.) Program and...

Tessa Sanders headshot

Tessa Sanders

Assistant Director for Ed.D. On Campus Cohorts

Prior to joining Lipscomb, Contessa Sanders served as an educational consultant in cities such as Detroit Mich., New Orleans La., Charlotte N.C., Fort Lauderdale Fla.. In Nashville, Tenn., she served...

Emily Mofield headshot

Emily Mofield

Assistant Professor

Emily Mofield, Ed.D., is an Assistant Professor of Education serving as Lead Faculty for the Gifted and Advanced Academics Graduate Program and teaching in the Ed.D. Program for Learning Organizations...

Deborah Boyd headshot

Deborah Boyd

Dean Emerita, Professor, College of Education

Deborah Myers Boyd's experience in education includes teaching and leadership spanning prekindergarten through doctoral levels. Currently dean emerita of the Lipscomb University College of Education, she served as dean of...

Debi Hoggatt headshot

Debi Hoggatt

Deborah Hoggatt completed her undergraduate work in Michigan. She later earned her master's degree in Human Development at Wayne State University, and a Ph.D. in Educational Leadership from Oakland University....

Alice Nie headshot

Alice Nie began her career in education in New York working with English language learners. Since then, she has taught both domestically as well as internationally in countries including Saudi...

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Robin Cayce

Dr. Robin is an Assistant Professor with Lipscomb University in the Educational Leadership Program. In addition, she serves as the Chattanooga Teach for America Lipscomb University Liaison, working to support...

Lance Forman headshot

Lance Forman

Associate Professor

Lance Forman served for 13 years in the Metro Nashville School District as an elementary teacher, assistant principal, and executive principal prior to joining the College of Education in 2017....

Career Paths

University faculty.

Educators work in higher education as faculty or in administrative roles such as program directors, deans, vice presidents, and presidents. Their job duties vary depending upon the role they fill, but leadership and research expertise is key to success in these roles.

Nonprofit Director

Nonprofit Directors work as liaisons between the board and staff to discover and provide resources for growth, as well as pinpoint areas to incite change.

Policy Director

Policy Directors bear the responsibility of analyzing, implementing and directing policies for a variety of organizations in accordance with regulations and impact.

Public Service

Professionals in the Public Service field work to preserve the quality of life and environments through policies and regulations at various levels from local to federal government.

Organizational Leadership

Individuals in Organizational Leadership positions make decisions that impact an organization in its entirety, from the initial point of contact offices like HR to high level efficiencies.

Related Programs

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Doctor of Education

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Leadership and Public Service

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Professional MBA

  • Undergraduate
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PhD Admissions

PhD Students - 2022 Cohort

Admission Requirements

A baccalaureate or master’s degree in nursing from a U.S. program accredited by the Accreditation Commission for Education in Nursing (ACEN) or the Commission on Collegiate Nursing Education (CCNE) or an international program with commensurate standards is required for admission to the PhD Program in Nursing.

Post-baccalaureate Students

Applicants with a baccalaureate degree in nursing must demonstrate exceptional academic qualifications, have clear research-oriented career goals, and choose a dissertation topic congruent with the research program of a Graduate Faculty member in the School of Nursing. Applicants with baccalaureate degrees must complete a nursing research and a graduate-level statistics course.

Applying for Admission

The following admission materials must be submitted online to the  Duke University Graduate School . Prospective applicants should familiarize themselves with the Graduate School requirements.

Official, confidential transcript(s) of all college-level coursework.

Optional GRE (Graduate Record Examination) scores - Applicants can submit GRE scores should they feel the scores enhance their application. [Taken within the past 5 years]. For a free online GRE guide, see  http://www.greguide.com / . For free online GRE practice tests, see  http://www.greguide.com/gre-practice-tests.html . Or visit Go Grad for the GRE Guidebook .

Three letters of recommendation. These letters should be solicited from individuals with doctoral degrees who can address the applicant’s academic abilities and potential for doctoral study.

English language proficiency test scores. Foreign graduates must submit either the Test of English as a Foreign Language (TOEFL) or the International Language Testing System (IELTS) accepted, but IELTS is preferred.

Personal Statement. Applicants should submit a paper (1 - 2 typed pages, 12-point font, single-spaced) indicating:

Purposes and objectives for undertaking graduate study

Research interests and career goals

Strengths and weaknesses in the chosen field

A description of a prior research project or research participation and how this has influenced career choice and desire to pursue graduate studies

Reasons for choosing Duke for PhD studies

Name(s) of PhD Nursing faculty members in the School whose research program most closely fits with the applicant’s research interests.

The application and the $95 application fee must be received by December 1.

Holistic Admissions

The Duke University School of Nursing PhD Program is committed to holistic admissions. A holistic review is a university admissions strategy that assesses an applicant’s unique experiences alongside traditional measures of academic achievement such as grades and test scores. It is designed to help universities consider a broad range of factors reflecting the applicant’s academic readiness, contribution to the incoming class, and potential for success both in school and later as a professional.

Holistic review, when used in combination with a variety of other mission-based practices, constitutes a holistic admission process. Many colleges and universities have employed a holistic admission process to assemble a diverse class of students with the background, qualities, and skills needed for success in the profession.

As part of the Duke University School of Nursing PhD Program holistic review process, faculty review principles of holistic admissions prior to reviewing applications. The PhD Program Admissions Committee utilizes an adapted version of the Duke University Center for Exemplary Mentoring holistic admissions review rubric to guide the evaluation of each applicant.

Personal Interview

Applicants may be asked to interview by Zoom or come to campus for an interview. The School covers the costs for campus interview travel except for international travel. International applicants are interviewed via Zoom.

Duke University's Annual Clery Security Report as Mandated by Federal Statute 20 USC § 1092

The Annual Security Report and Annual Fire Safety Report include institutional policies concerning campus safety and security, as well as statistics for the previous three years concerning reported crimes that occurred on Duke University property and on public property adjacent to campus and fires that have occurred in residence halls. A copy of this Report can be obtained by contacting the Duke Police Department at 684-4602 or writing to 502 Oregon Street, Durham, NC 27708, or by accessing:  duke.edu/police/news_stats/clery

Technology Requirements

Learn more on recommended computer specifications and Duke Office of Information Technology-supported software here .

Students with Disabilities: Duke University encourages persons with disabilities to participate in its programs and activities. If you anticipate needing any type of accommodation or have questions about the physical access provided, please get in touch with the Duke Student Disability Access Office  in advance of your participation or visit.

Nursing License

Students must hold a valid current nursing license in a U.S. state, preferably North Carolina. To obtain information about nurse licensure procedures for the State of North Carolina, consult the  Licensure/Listing Page of the North Carolina Board of Nursing website , or telephone the North Carolina Board of Nursing at (919) 782-3211. Exceptions to holding a U.S state nursing license for international students can be waived by the PhD Program Director.

All PhD in Nursing applicants are required to have a baccalaureate or master’s degree in nursing accredited by either the Accreditation Commission for Education in Nursing (ACEN) or the Commission on Collegiate Nursing Education (CCNE), or an international nursing program with commensurate standards.

Applicants are expected to have completed a graduate-level statistics course prior to starting the program. This course must have been completed within the last 5 years.

  • Graduate College of Social Work

News & Events

  • News Archive
  • 2024 GCSW’s Trauma Education Program Celebrates 13 Years

GCSW’s Trauma Education Program Celebrates 13 Years

Celebrating its 13th year, the Trauma Education Program (TEP) continues to be a leader in trauma education with a local and national impact.  

Led by Faculty Advisor Donna Amtsberg, the TEP is dedicated to preparing diverse leaders in trauma-informed practice through education, research, and collaborations with community organizations. With a focus on social justice, the program aims to develop trauma-informed clinical social work practitioners, guiding them from initial assessment to treatment planning. 

In 2011, Clinical Professor Sandra Lopez, LCSW-S, spearheaded the Trauma Program at the GCSW, initially known as the Child Trauma Program, with a primary focus on educating students interested in working with traumatized children and adolescents. At that time, dedicating an entire program to trauma work was uncommon in social work education. The GCSW, in 2011, was among the nine social work colleges invited to partake in a national research project led by the National Institute for Trauma Education and Workforce Development (NITEWD), formalizing trauma education.  

phd programs education

In 2013, under Donna's guidance, the program underwent a transformative expansion, broadening its focus to encompass traumatized individuals of all ages. This pivotal shift led to the renaming of the program as the Trauma Education Program (TEP). Students now engage in coursework addressing trauma across the lifespan, providing them with extensive career opportunities post-graduation. Former Trauma Fellows have found success in various fields, including hospitals, school districts, private practice, counseling centers, and non-profit organizations.  

In 2023, the TEP received another prestigious invitation to participate in trauma education research, once again through the NITEWD.   

Donna expressed pride in the program's growth, both in student interest (currently 64 students) and its overall expansion in impact and influence and state that “it is not uncommon for GCSW students to state that they chose the GCSW for their master's program due in large part to the TEP, and many of them are willing to relocate to Houston in order to achieve their personal goals of trauma education.”      

This ongoing commitment to research underscores the program's dedication to advancing trauma education and its recognition on a national level.  

Learn more about the Trauma Educations Program here .

Doctor of Education Leadership

EdLD students

Additional Information

  • Download the Doctoral Viewbook
  • Admissions & Aid

America needs transformative leaders in preK–12 education whose passion for education quality and equity is matched by a knowledge of learning and development, the organizational management skills to translate visionary ideas into practical success, and a firm grasp of the role of context and politics in shaping leadership. Graduates of the three-year, multidisciplinary Doctor of Education Leadership (Ed.L.D.) Program at the Harvard Graduate School of Education will be prepared to become those leaders.

The Ed.L.D Program — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — will train you for system-level leadership positions in school systems, state and federal departments of education, and national nonprofit organizations. Ed.L.D. is a full-time, three-year program built on a cohort learning model. Cohorts consist of up to 25 students from diverse professional backgrounds (including district/charter management leaders, nonprofit directors, principals, teachers, and policy researchers) who progress through the program together.  

All Ed.L.D. students receive a full tuition funding package plus stipends, work opportunities, and a paid third-year residency at a partner organization. 

The Ed.L.D. Program prepares graduates to do work for the public good in the American public education sector, whether that be at the system or state level. Specifically, the program is designed to accelerate the progress graduates make toward achieving meaningful impact in influential roles and/or crossing boundaries in the following spaces in the public education sector: 

  • PreK–12 district or CMO leadership roles : superintendent of schools, chief academic officer, and/or deputy superintendent
  • Foundation/philanthropy roles:  director, president and CEO, senior fellow
  • Education nonprofit roles : president or executive director of backbone or collective impact organizations which support preK–12 schools. Ed.L.D. graduates will lead education nonprofits that explicitly focus on improving outcomes and opportunities for children, families, and communities.
  • State or federal education leadership roles : commissioner or deputy commissioner roles. Could also include public education advocacy or education policy advisers to senior government officials.
  • Social Entrepreneurship and Innovation roles:  Founder, CEO, president

Curriculum Information

The Ed.L.D. curriculum is a balance of multidisciplinary coursework and practice-based learning. Core courses and electives are taught by recognized leaders from across Harvard’s graduate programs in fields like data-based education reform, organizational change and innovation, and effective leadership strategies for urban schools. You will develop and test your leadership skills through team projects and an immersive third-year residency.

All students in the cohort take the same classes in four foundational content areas: learning and teaching, leadership and organizational change, politics and policy, adult development, and leadership inside and out (including one-on-one executive coaching). Courses taken during the first-year focus on practice-based learning and serve as the framework of your first-year experience.

Sample HGSE Courses

  • Leading Change
  • How People Learn
  • Ed.L.D. Proseminar
  • Leadership, Entrepreneurship, and Learning
  • Race, Equity, and Leadership
  • Practicing Leadership Inside and Out
  • Sector Change
  • The Workplace Lab for System-Level Leaders

View  all courses  in the Academic Catalog.

Each cohort member works with program advisers to choose an individualized sequence of electives from any of the Harvard graduate schools. You will work closely with the program faculty and staff during your second year to determine the best match with a partner organization for your third-year residency. Matches are driven by mutual interest between the resident and the partner organization, and each student's career and learning goals and geographic preferences.

  • Second Year Practicing Leadership Inside and Out
  • Driving Change 
  • Education Sector Nonprofits
  • Negotiation Workshop
  • Coaching with Equity in Mind
  • Ethnic Studies and Education
  • Deeper Learning for All:  Designing a 21st Century School System
  • Institutional Change in School Organizations, Systems, and Sectors

You will take part in a 10-month paid residency at one of our partner organizations. There, you will work on a strategic project which synthesizes your experience and learning into a written Capstone project. You will stay connected to your Ed.L.D. cohort and HGSE through technology and by returning to Harvard periodically for intensive workshops.

Paid Residency 

Our partner organizations include school systems and departments of education, as well as some of the nation's most influential and dynamic nonprofit, mission-based for-profit, and philanthropic organizations.

You will be intentionally pushed out of your comfort zones and asked to work systemically and make a significant contribution to the partner organization. In addition, the residency will provide you with the professional mentoring, practical experiences, and network of connections they need to position themselves as future leaders in the education sector. 

Strategic Project 

You will define (with supervisors from your partner organization) a strategic project on which to focus. You will have the opportunity to lead one or two major efforts on behalf of the organization, such as the creation or implementation of current initiatives. The project allows you to practice and improve leadership skills, add important value to the mission and strategy of the partner organization, work systemically, and hold high-level accountability.

During the residency period, you will produce a written Capstone. The Capstone is a descriptive, analytic, and reflective account of your third-year leadership contributions to a strategic project within an Ed.L.D. partner organization. It is a demonstration of your ability to engage others, develop strategy to successfully address and diagnose challenges, work toward a vision and goals, and learn from the results.

Sample Topics

  • Accountability, Coherence, and Improvement: Leadership Reflection and Growth in the Los Angeles Unified School District
  • Leadership Development for Entrepreneurial Education Leaders Working to Build Public & Private Sector Support
  • Disrupting Teacher Preparation: Lessons in Collaboration and Innovation Across the Learning to Teach Community of Practice
  • Pursuing Educational Equality for English Language Learners

Sample Summaries 

  • Breaking Down Silos in a School District: Findings from an Ed.L.D. Project in Montgomery County
  • Expanding Students' Access to Meaningful STEM Learning Opportunities Through Strategic Community Partnerships
  • Developing a New Teacher Leadership and Compensation System in Iowa: A Consensus-Based Process
  • Finding Great Teachers for Blended-Learning Schools

GSE Theses and Dissertations from Digital Access to Scholarship at Harvard (DASH)

Program Faculty

Ed.L.D. students learn with renowned faculty from the Harvard Graduate School of Education, Harvard Business School, and Harvard Kennedy School. Faculty from the three schools share their individual expertise in the Ed.L.D. Program and work collaboratively to provide a challenging and coherent experience for students. Faculty who teach in the Ed.L.D. core curriculum and advise Ed.L.D. students include:

Faculty Director

Frank Barnes

Frank D. Barnes

Frank Barnes is faculty director of the Doctor of Education Leadership Program. He has over 30 years experience as an educator, researcher, and organizer. As a chief accountability officer, he led turnaround efforts for large public school districts, including Boston Public Schools and Charlotte-Mecklenburg Schools.

Kathryn Parker Boudett

Kathryn Boudett

Ebony N. Bridwell-Mitchell

Ebony Bridwell Mitchell

Jennifer Perry Cheatham

Jennifer Cheatham

Elizabeth City

Elizabeth City

Candice Crawford-Zakian

phd programs education

Marshall Ganz

hgse shield

Adria D. Goodson

Deborah helsing.

phd programs education

Monica C. Higgins

Monica Higgins

Deborah Jewell-Sherman

phd programs education

Lisa Laskow Lahey

Lisa Lahey

Mary Grassa O'Neill

Mary Grassa O'Neill

Irvin Leon Scott

Irvin Scott

Catherine Snow

Catherine Snow

Michael L. Tushman

Martin west.

Martin West

How is the third third-year residency determined? Will I get to choose where I go and for whom I work?

You will work closely with Ed.L.D. Program faculty during your second year to determine the best partner organization match for your third-year residency. In ascertaining a match, faculty take a number of factors into account, including a students' career goals and geographic preferences. The program expects that the current list of partners will continue to grow based on organizational and student interest.

The Ed.L.D. Program has partnered with organizations that are pushing the boundaries of what is possible in American preK–12 education. The partners are school systems, nonprofit organizations, mission-based for-profit organizations, and government agencies, all pursuing a common goal of ensuring that every child has the opportunity to achieve their full potential. You will work directly with partner organizations in the third-year residency and have some exposure to partner representatives in the first two years of the program. Your work with our partner organizations will be encapsulated in a Capstone, which is descriptive, analytic, and reflective account of the your leadership and contributions to a strategic project. Summaries of Capstones by several members of the first cohort of Ed.L.D. graduates are available in the curriculum section.

Partner Organizations

Below is a sample list of current and/or previous Ed.L.D. partner organizations:

  • Bellingham Public Schools
  • Big Picture Learning
  • Boston Public Schools
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Best Global Universities for Engineering in Russia

These are the top universities in Russia for engineering, based on their reputation and research in the field. Read the methodology »

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Here are the best global universities for engineering in Russia

Itmo university, tomsk state university, tomsk polytechnic university, lomonosov moscow state university, novosibirsk state university, saint petersburg state university, peter the great st. petersburg polytechnic university, moscow institute of physics & technology, national research nuclear university mephi (moscow engineering physics institute).

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  • # 307 in Best Universities for Engineering  (tie)
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The Key to Better Math Education? Explaining Money.

An orange tip jar filled with money circumscribed by a blue circle with geometric markings.

By Peter Coy

Opinion Writer

I offer to pay you $200 in one year if you give me $190 today. Good deal or bad deal?

It’s the kind of math problem you might encounter in real life, as opposed to, say, whether the cosecant of a 30-degree angle is 1 or 2. You can imagine students perking up and paying attention when they realize that they need to know algebra to avoid being cheated on a loan.

Math and personal finance make a perfect fit. Students grasp concepts such as exponential growth and regression to the mean much better when they see how those subjects apply to their daily financial lives.

A survey in 2022 funded by the Bill and Melinda Gates Foundation found that 61 percent of parents of students said math education should be “relevant to the real world” but that only 21 percent said it was.

The drive for relevance goes beyond K-12 education. Some of America’s top universities are incorporating personal finance into their curriculums.

Harvard has a personal finance course in the economics department that’s taught by John Campbell, a past president of the American Finance Association. “Traditionally personal finance was regarded as a very sort of hands-on skill that you might teach to people who were going to a technical high school,” he told me. “There is, I would say, a modern movement to reconceive of personal finance as a subject with actually a lot more intellectual content.”

Last year Stanford hired Annamaria Lusardi, an expert in financial literacy, from George Washington University. In October she and other faculty members held a conference on teaching personal finance that included presenters from Dartmouth College, Loyola University in New Orleans, Pennsylvania State University, the University of Pennsylvania’s Wharton School and the Yale School of Management.

The question I opened this newsletter with comes from a finance-infused high school math curriculum, FiCycle, that was developed by a New York-based nonprofit, the Financial Life Cycle Education Corp.

It’s a good example in that answering it takes real algebra, the kind that makes a lot of students’ eyes glaze over. To know whether lending me $190 makes sense, you have to know the best alternative use of your money over the coming year. Let’s say it’s a savings account that pays 2 percent in annual interest.

You need to calculate the value to you today of receiving $200 a year from now. So you divide $200 by 1.02, with the 0.02 representing 2 percent interest. The answer is $196.08. That’s more than $190, so you should take me up on my offer. (You can ignore inflation because it affects your two options equally.)

In most high schools, personal finance classes are light on math, and math classes are light on personal finance. The FiCycle curriculum has plenty of each.

“The personal finance component is incredibly motivating for our high school students,” Philip Dituri, the director of education at Financial Life Cycle Education, who has a doctorate in math education, told me.

Dituri recalled one student who said she loved the FiCycle curriculum but hated algebra. “I thought, ‘Do I tell her it’s the exact same math?’”

Financial Life Cycle Education was founded in 2014 by Andrew Davidson, who runs a company that applies analytical tools to investment management. He has a bachelor’s degree in math and physics and an M.B.A. in finance.

Davidson told me that he kept calculus out of the curriculum to make it accessible to a wide range of students. “We think our course works for non-STEM students” but also for students in STEM disciplines such as finance, accounting, insurance and investment management, he said.

There is a national standard for personal finance education that was put together by the Council for Economic Education and the Jump$tart Coalition for Personal Financial Literacy. It emphasizes how to manage one’s finances. FiCycle focuses more on the underlying concepts. It’s about “how and why individuals and households transfer consumption over time,” Financial Life Cycle Education says .

I don’t want to put too much emphasis on FiCycle because it’s still small. Davidson said it’s being used in about 70 schools in about 20 states. The important thing is the idea that it’s promoting, which is that students learn math better through personal finance and personal finance better through math.

At Harvard, Campbell said, about a quarter of his students are the first in their families to attend college. “They want to bring expertise back to their families,” he said. “They’re some of the best students in the course because they’re interested in everything.”

I’ll have more to say in a future newsletter about other ways to promote sound personal finance, especially among disadvantaged populations.

Outlook: Carl Weinberg

Inflation in the eurozone currency area hasn’t fallen as quickly as was expected, making an interest-rate cut by the European Central Bank this spring less likely, Carl Weinberg, the chief economist of High Frequency Economics, wrote in a note to clients on Friday. He wrote that he nevertheless expects the bank’s governing council to make a “dovish pivot” in its comments after its meeting this Thursday.

Quote of the Day

“It ought to be remembered that there is nothing more difficult to take in hand, more perilous to conduct or more uncertain in its success than to take the lead in the introduction of a new order of things.”

— Niccolò Machiavelli, “The Prince” (1532)

Peter Coy has covered business for more than 40 years. Email him at [email protected]  or follow him on Twitter. @ petercoy

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