Doctor of Education (EdD)
The Doctor of Education (EdD) is a professional distance education degree for experienced educators and administrators seeking to advance into top leadership roles. This program delivers advanced study in organizational development, diversity studies, law and ethics, and educational psychology—preparing graduates to navigate complex educational landscapes with confidence.
Key Links
Lead with Expertise in Education and Administration
Ideal for those with teaching, administrative, or educational consulting experience, the EdD supports career goals ranging from district-level leadership to policy development and organizational change. Students choose from three academic concentrations—Leadership & Administration, Educational Technology, or Charter School Administration—tailoring their studies to their professional vision.
The EdD program is offered fully online in both Independent Study and Directed Study formats, allowing students to balance rigorous doctoral work with professional commitments. Applicants must have a master’s degree and at least two years of full-time, education-related professional experience.
What You'll Learn
In the Doctor of Education program, you’ll gain advanced leadership, research, and strategic skills to address today’s most pressing educational challenges. Each course is designed to strengthen your expertise, expand your professional perspective, and prepare you to lead meaningful change in diverse educational environments.
Leadership and Policy Development
Apply leadership theories and policy analysis to improve educational systems and drive institutional change.
Educational Law and Ethics
Navigate the legal and ethical frameworks that guide decision-making in complex educational environments.
Organizational Development and Diversity
Lead initiatives that foster equity, inclusion, and organizational growth.
Curriculum Innovation and Instructional Design
Develop and evaluate instructional programs for diverse learners.
Technology Integration in Education
Incorporate emerging tools and digital strategies to enhance teaching, learning, and administration.
Research and Dissertation Development
Design, conduct, and present original research or applied doctoral projects that address real-world educational challenges.
Curriculum
A total of 60 credits are required to graduate with the EdD. Students must complete all Qualifying Courses and pass the Qualifying Examination before progressing to Core Courses, and all Core Courses and the Comprehensive Examination before beginning the Dissertation or Applied Doctoral Project phase.
Students may choose one of the following concentrations:
Leadership & Administration
Focuses on legal and political frameworks, diversity in education, curriculum design, and program management to prepare leaders for schools, districts, and higher education institutions.
Educational Technology
Equips educators with the knowledge to lead technology initiatives, including online learning design, technology management, and ethics in educational technology.
Charter School Administration
Prepares leaders to manage and grow charter schools, emphasizing accountability, innovation, and sharing best practices within the broader public education system.
Filter By:
- CSA Core Courses
- CSA Dissertation/ADP Phase
- CSA Qualifying Courses
- ET Core Courses
- ET Dissertation/ADP Phase
- ET Qualifying Courses
- L&A Core Courses
- L&A Dissertation/ADP Phase
- L&A Qualifying Courses
Basic Academic Writing
RES622 | 3 credits
This is an 8-week course on developing a student's understanding of academic writing for a doctoral program. The final assignment for the class will be a composite of weekly assignments to create a concept paper relating to the potential Dissertation or Applied Doctoral Project (ADP). Students leave the course with a quality draft Concept Paper for their Dissertation or Applied Doctoral Project (ADP).
The Laws and Politics of Education
EDU615 | 3 credits
This course provides an overview of the legal and political framework of education in the nation. Emphasis is on current issues and how they affect the learning environment.
Principles of Curriculum Development
EDU618 | 3 credits
This course provides an analysis of the influences of curriculum and instruction from a philosophical, psychological, and sociological perspective. Various approaches to the design and evaluation of curriculum and instruction will be examined.
Societal Diversity
EDU619 | 3 credits
This course examines diversity in society and in schools. Emphasis is on understanding the similarities and differences in culture, economic backgrounds, and academic diversity. It will prepare teachers for the wide diversity of students that they are certain to meet in their classrooms, schools, and communities. It provides an updated and broad treatment of the various forms of human diversity found in today’s schools, including nationality, ethnicity, race, religion, gender, class, language, sexual orientation, and ability levels – highlighting the need for differentiation of instruction.
Social and Philosophical Foundations of Education
EDU512 | 3 credits
This course deals with systematic philosophies, with attention to individual philosophers who developed important philosophical and educational ideas and with a critique of each philosophy to present its strengths and weaknesses. We also review major social influences as they are applied to current movements in educational instruction, research, and curriculum.
Educational Psychology
EDU514 | 3 credits
This course studies psychological principles as related to learning. Learning theories, motivation, and quantitative methods will be explored.
Management of Adult/Occupational Programs
EDU605 | 3 credits
This course presents an examination of the social forces involved with adult education. The history and philosophy of adult and occupational training will be reviewed, as well as training and development programs in both public and private sector settings.
Contemporary Topics in Educational Policy
EDU620 | 3 credits
This course allows students to examine several broad range contemporary topics in institutional management and policy.
Emerging Educational Technologies
EDU613 | 3 credits
This course presents emerging technologies and engages educators in applying emerging technologies, while preparing for perceived changes in the future, with an aim to structure more student-centered lesson plans, which are adaptable to the devices and mobility available to them.
Research Methods
EDU621 | 3 credits
This course emphasizes the types of research designs and the skills needed to develop and organize research studies in institutional settings.
(This is the last course prior to the dissertation phase.)
Comprehensive Examination (Pass/Fail)
EDU601 | credits
-
Advanced Academic Writing
RES623 | 3 credits
This is an 8-week course on developing a student's understanding of advanced academic writing for a doctoral program. The final assignment for the class will be a composite of weekly assignments to create a Literature Review relating to the potential Dissertation or Applied Doctoral Project (ADP). Students leave the course with a quality draft Literature Review chapter for their Dissertation or Applied Doctoral Project (ADP).
Dissertation Proposal
EDU706 | 6 credits
This course assists students through the process of organization and design of a formal proposal, including a substantive research topic of original work. An accepted proposal constitutes the framework for the Statement of the Problem (Chapter 1), Review of the Literature (Chapter 2), and Research Methodology (Chapter 3).
Dissertation
EDU707 | 9 credits
The successful completion of a dissertation results in a quality research effort, documented and written following American Psychological Association (APA) guidelines, an oral defense consisting of a PowerPoint presentation presented to the student’s dissertation committee, and written in a format ready for publication. The completed dissertation document is a five-chapter dissertation beginning with the Introduction to the Problem (Chapter 1), Review of the Literature (Chapter 2), Research Methodology (Chapter 3), Research Findings (Chapter 4), and Summary, Conclusions, and Recommendations of the Researcher (Chapter 5). In addition, the final document will include the frontal pages as described in the University’s Dissertation Handbook, as well as necessary appendices, references, and other appropriate documents.
Applied Doctoral Project Proposal
EDU708 | 6 credits
The commencement of the Applied Doctoral Project begins with development of the ADP Proposal. The Proposal consists of three phases: Phase 1 is the Project Justification; Phase 2 is the Review of the Literature; Phase 3 is the Project Approach. The Project Justification should include a discussion of the specific problem you propose to address. You should then provide a brief description of the methodology you plan to use and why the methodology is appropriate (for example, review and analysis of previous work versus new research). The Review of the Literature entails a critical analysis, synthesis and integration of work that others have done in order to show where the proposed study fits into current debates and inquiries. Phase 2 is thus a formal summary and analysis of the literature directly related to your particular study. The Project Approach describes the procedures that will be followed in conducting the study. The format and content of this phase will vary depending on the nature of the study. For example, a project that requires collection of data will differ significantly from a project that analyzes data from a third party or a study that relies on a scholarly review of the literature.
Applied Doctoral Project
EDU705 | 9 credits
The Applied Doctoral Project (ADP) is an alternative to the traditional dissertation in the Doctor of Education program. The ADP students are expected to expand and apply existing knowledge and research to existing problems in their professional field. It allows a student to apply theories, principles, and processes they have learned in the Taft EdD program to an actual problem in education or an issue of interest and relevance to them in their professional activities. The focus of the work in the ADP is on development of an extensive scholarly document that will provide a professional value to the student’s work as an educator.
Basic Academic Writing
RES622 | 3 credits
This is an 8-week course on developing a student's understanding of academic writing for a doctoral program. The final assignment for the class will be a composite of weekly assignments to create a concept paper relating to the potential Dissertation or Applied Doctoral Project (ADP). Students leave the course with a quality draft Concept Paper for their Dissertation or Applied Doctoral Project (ADP).
The Laws and Ethics of Educational Technology
EDU626 | 3 credits
This course presents relevant information related to laws, policies, ethics, and safety within schools, with an emphasis on issues related to 21st century learning with technology and the internet.
Societal Diversity
EDU619 | 3 credits
This course examines diversity in society and in schools. Emphasis is on understanding the similarities and differences in culture, economic backgrounds, and academic diversity. It will prepare teachers for the wide diversity of students that they are certain to meet in their classrooms, schools, and communities. It provides an updated and broad treatment of the various forms of human diversity found in today’s schools, including nationality, ethnicity, race, religion, gender, class, language, sexual orientation, and ability levels – highlighting the need for differentiation of instruction.
Social and Philosophical Foundations of Education
EDU512 | 3 credits
This course deals with systematic philosophies, with attention to individual philosophers who developed important philosophical and educational ideas and with a critique of each philosophy to present its strengths and weaknesses. We also review major social influences as they are applied to current movements in educational instruction, research, and curriculum.
Educational Psychology
EDU514 | 3 credits
This course studies psychological principles as related to learning. Learning theories, motivation, and quantitative methods will be explored.
Online Learning Instructional Design & Methods
EDU624 | 3 credits
This course presents the learner with tools, skills, methods, research, and related knowledge to design and manage curriculum for online learners in a variety of educational settings, including K-12, Post-Secondary, and corporate environments.
Technology Management in Education
EDU611 | 3 credits
This course presents theory and practical applications of managing educational technology and integrating technology into the curriculum, in face-to-face, and in online education environments.
Contemporary Topics in Educational Policy
EDU620 | 3 credits
This elective course allows students to examine several broad range contemporary topics in institutional management and policy.
Emerging Educational Technologies
EDU613 | 3 credits
This course presents emerging technologies and engages educators in applying emerging technologies, while preparing for perceived changes in the future, with an aim to structure more student-centered lesson plans, which are adaptable to the devices and mobility available to them.
Research Methods
EDU621 | 3 credits
This course emphasizes the types of research designs and the skills needed to develop and organize research studies in institutional settings.
(This is the last course prior to the dissertation phase.)
Comprehensive Examination (Pass/Fail)
EDU601 | credits
-
Advanced Academic Writing
RES623 | 3 credits
This is an 8-week course on developing a student's understanding of advanced academic writing for a doctoral program. The final assignment for the class will be a composite of weekly assignments to create a Literature Review relating to the potential Dissertation or Applied Doctoral Project (ADP). Students leave the course with a quality draft Literature Review chapter for their Dissertation or Applied Doctoral Project (ADP).
Dissertation Proposal
EDU706 | 6 credits
This course assists students through the process of organization and design of a formal proposal, including a substantive research topic of original work. An accepted proposal constitutes the framework for the Statement of the Problem (Chapter 1), Review of the Literature (Chapter 2), and Research Methodology (Chapter 3).
Dissertation
EDU707 | 9 credits
The successful completion of a dissertation results in a quality research effort, documented and written following American Psychological Association (APA) guidelines, an oral defense consisting of a PowerPoint presentation presented to the student’s dissertation committee, and written in a format ready for publication. The completed dissertation document is a five-chapter dissertation beginning with the Introduction to the Problem (Chapter 1), Review of the Literature (Chapter 2), Research Methodology (Chapter 3), Research Findings (Chapter 4), and Summary, Conclusions, and Recommendations of the Researcher (Chapter 5). In addition, the final document will include the frontal pages as described in the University’s Dissertation Handbook, as well as necessary appendices, references, and other appropriate documents.
Applied Doctoral Project Proposal
EDU708 | 6 credits
The commencement of the Applied Doctoral Project begins with development of the ADP Proposal. The Proposal consists of three phases: Phase 1 is the Project Justification; Phase 2 is the Review of the Literature; Phase 3 is the Project Approach. The Project Justification should include a discussion of the specific problem you propose to address. You should then provide a brief description of the methodology you plan to use and why the methodology is appropriate (for example, review and analysis of previous work versus new research). The Review of the Literature entails a critical analysis, synthesis and integration of work that others have done in order to show where the proposed study fits into current debates and inquiries. Phase 2 is thus a formal summary and analysis of the literature directly related to your particular study. The Project Approach describes the procedures that will be followed in conducting the study. The format and content of this phase will vary depending on the nature of the study. For example, a project that requires collection of data will differ significantly from a project that analyzes data from a third party or a study that relies on a scholarly review of the literature.
Applied Doctoral Project
EDU705 | 3 credits
The Applied Doctoral Project (ADP) is an alternative to the traditional dissertation in the Doctor of Education program. The ADP students are expected to expand and apply existing knowledge and research to existing problems in their professional field. It allows a student to apply theories, principles, and processes they have learned in the Taft EdD program to an actual problem in education or an issue of interest and relevance to them in their professional activities. The focus of the work in the ADP is on development of an extensive scholarly document that will provide a professional value to the student’s work as an educator.
Basic Academic Writing
RES622 | 3 credits
This is an 8-week course on developing a student's understanding of academic writing for a doctoral program. The final assignment for the class will be a composite of weekly assignments to create a concept paper relating to the potential Dissertation or Applied Doctoral Project (ADP). Students leave the course with a quality draft Concept Paper for their Dissertation or Applied Doctoral Project (ADP).
The Laws and Politics of Education
EDU615 | 3 credits
This course provides an overview of the legal and political framework of education in the nation. Emphasis is on current issues and how they affect the learning environment.
Principles of Curriculum Development
EDU618 | 3 credits
This course provides an analysis of the influences of curriculum and instruction from a philosophical, psychological, and sociological perspective. Various approaches to the design and evaluation of curriculum and instruction will be examined.
Societal Diversity
EDU619 | 3 credits
This course examines diversity in society and in schools. Emphasis is on understanding the similarities and differences in culture, economic backgrounds, and academic diversity. It will prepare teachers for the wide diversity of students that they are certain to meet in their classrooms, schools, and communities. It provides an updated and broad treatment of the various forms of human diversity found in today’s schools, including nationality, ethnicity, race, religion, gender, class, language, sexual orientation, and ability levels – highlighting the need for differentiation of instruction.
Social and Philosophical Foundations of Education
EDU512 | 3 credits
This course deals with systematic philosophies, with attention to individual philosophers who developed important philosophical and educational ideas and with a critique of each philosophy to present its strengths and weaknesses. We also review major social influences as they are applied to current movements in educational instruction, research, and curriculum.
Educational Psychology
EDU514 | 3 credits
This course studies psychological principles as related to learning. Learning theories, motivation, and quantitative methods will be explored.
Emerging Educational Technologies
EDU613 | 3 credits
This course presents emerging technologies and engages educators in applying emerging technologies, while preparing for perceived changes in the future, with an aim to structure more student-centered lesson plans, which are adaptable to the devices and mobility available to them.
Charter School Marketing Management
EDU590 | 3 credits
This course examines strategic marketing and branding, and their contribution to effective charter school recruitment and operations. Topics include marketing strategy development, marketing research, communications, media relations, building partnerships, public relations, and fund raising.
Charter School Governance & Administration
EDU591 | 3 credits
This course explores the administrative workings of charter school operations. Topics include facilities location, staffing, sourcing and reporting revenue, budgeting, auxiliary services, legal issues, and safety and security. The course also examines the practical skills necessary to work effectively with authorizers, the charter school board, and other groups that are critical to the success of the charter school, as well as the legal framework of charter school education at the national, state, and local levels.
Research Methods
EDU621 | 3 credits
This course emphasizes the types of research designs and the skills needed to develop and organize research studies in institutional settings.
(This is the last course prior to the dissertation phase.)
Comprehensive Examination (Pass/Fail)
EDU601 | credits
-
Advanced Academic Writing
RES623 | 3 credits
This is an 8-week course on developing a student's understanding of advanced academic writing for a doctoral program. The final assignment for the class will be a composite of weekly assignments to create a Literature Review relating to the potential Dissertation or Applied Doctoral Project (ADP). Students leave the course with a quality draft Literature Review chapter for their Dissertation or Applied Doctoral Project (ADP).
Dissertation Proposal
EDU706 | 6 credits
This course assists students through the process of organization and design of a formal proposal, including a substantive research topic of original work. An accepted proposal constitutes the framework for the Statement of the Problem (Chapter 1), Review of the Literature (Chapter 2), and Research Methodology (Chapter 3).
Dissertation
EDU707 | 9 credits
The successful completion of a dissertation results in a quality research effort, documented and written following American Psychological Association (APA) guidelines, an oral defense consisting of a PowerPoint presentation presented to the student’s dissertation committee, and written in a format ready for publication. The completed dissertation document is a five-chapter dissertation beginning with the Introduction to the Problem (Chapter 1), Review of the Literature (Chapter 2), Research Methodology (Chapter 3), Research Findings (Chapter 4), and Summary, Conclusions, and Recommendations of the Researcher (Chapter 5). In addition, the final document will include the frontal pages as described in the University’s Dissertation Handbook, as well as necessary appendices, references, and other appropriate documents.
Applied Doctoral Project Proposal
EDU708 | 6 credits
The commencement of the Applied Doctoral Project begins with development of the ADP Proposal. The Proposal consists of three phases: Phase 1 is the Project Justification; Phase 2 is the Review of the Literature; Phase 3 is the Project Approach. The Project Justification should include a discussion of the specific problem you propose to address. You should then provide a brief description of the methodology you plan to use and why the methodology is appropriate (for example, review and analysis of previous work versus new research). The Review of the Literature entails a critical analysis, synthesis and integration of work that others have done in order to show where the proposed study fits into current debates and inquiries. Phase 2 is thus a formal summary and analysis of the literature directly related to your particular study. The Project Approach describes the procedures that will be followed in conducting the study. The format and content of this phase will vary depending on the nature of the study. For example, a project that requires collection of data will differ significantly from a project that analyzes data from a third party or a study that relies on a scholarly review of the literature.
Applied Doctoral Project
EDU705 | 9 credits
The Applied Doctoral Project (ADP) is an alternative to the traditional dissertation in the Doctor of Education program. The ADP students are expected to expand and apply existing knowledge and research to existing problems in their professional field. It allows a student to apply theories, principles, and processes they have learned in the Taft EdD program to an actual problem in education or an issue of interest and relevance to them in their professional activities. The focus of the work in the ADP is on development of an extensive scholarly document that will provide a professional value to the student’s work as an educator.
Program Outcomes
Upon successful completion of the program, graduates will be able to:
Doctor of Education (All Concentrations)
PLO1
Apply best practices, current concepts, theories, and research about effective teaching, learning, and administration to improve professional practice as a teacher or administrator.
PLO2
Employ effective and appropriate leadership techniques that support educational and administrative objectives.
PLO3
Use multiple strategies to help students of various levels and backgrounds learn the subject matter.
PLO4
Discuss the American public school system’s funding, budgeting practices, and legal principles with authority.
PLO5
Use information and technology to plan instructional and administrative strategies, and improve learning, productivity, and professional practice.
PLO6
Develop, organize, and perform sound research studies in institutional settings.
PLO7
Communicate effectively with learners, their families, and other professionals in ways appropriate to purpose and content.
PLO8
Author a properly formatted and presented dissertation or applied doctoral project (ADP) that represents a substantive research topic of original work, OR develop an applied doctoral project that represents learning applications.
Tuition and Admissions
Applicants must have completed prior college coursework to qualify for the degree completion program.
- Tuition Per Credit: $450
- Credits Required: 60
- Total Program Tuition: $27,000
- Learning Modalities: Independent Study and Directed Study
- Program Duration: Can be completed in as little as 12 months, and must be completed within 5 years
- Admissions Requirement: Master’s degree
Required Course Materials
Each program has a list of required textbooks and resources for its courses. Textbook information, including titles, authors, and ISBNs, is updated regularly to ensure accuracy. Before purchasing materials, we recommend confirming the list with Student Support or reviewing your course syllabus in the e-learning platform.
Resources and Support
At WHTU, your success is supported at every stage of your academic journey. From advising and career planning to writing help and technical support, our student services are designed to meet the unique needs of online learners. Explore the full range of resources available to help you stay on track and reach your goals.
What Sets WHTU’s EdD Apart?
WHTU’s EdD is a practitioner‑focused doctorate that pairs academic rigor with real‑world impact. Delivered fully online in Independent or Directed Study formats, it offers focused concentrations—Leadership & Administration, Educational Technology, and Charter School Administration—while guiding you through clear milestones (Qualifying Exam, Core, Comprehensive Exam, and Dissertation/Applied Doctoral Project). Faculty mentorship and responsive student support enable working educators to advance without pausing their careers.
Explore Further
Explore how the School of Education supports doctoral learners—from experienced faculty and transparent admissions to individualized advising at every stage. Whether you’re comparing concentrations or ready to begin, we’re here to answer questions and help you take the next step.