Our EdD program helps prepare education professionals from a variety of settings to be effective and influential leaders.
The Higher Education and Adult Learning specialization is designed for professionals who plan to design, develop, and lead successful adult learning programs within higher education institutions, corporations, and workforce development settings. You will examine adult learning theories, learn best practices for facilitating program planning and assessment, and develop leadership skills to effectively engage and motivate adults to create change across their institutions and workplaces. Through applied research and practical coursework, this higher education adult learning specialization will enable you to develop the expertise to empower lifelong learners and assess effective learning experiences for adults.
To satisfy these completion requirements, you must have current and consistent direct access to adult learners, students, faculty or staff in a postsecondary education environment or adult learning setting.
Walden students have up to 8 years to complete their doctoral program unless they petition for an extension.
In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.
To complete a doctoral dissertation/doctoral study, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation/doctoral study process in the Dissertation Guidebook.
This sequence represents the minimum time to completion. For a personalized estimate of the number of your transfer credits that Walden would accept, call an enrollment advisor at 855-646-5286.
As a graduate of this program, you will be prepared to:
Walden offers both an EdD and PhD in Education with a specialization in Higher Education to meet your career goals. View the chart to help you determine which program is right for you.
Year | Quarter | Course Code | Course | Credits | |||||
---|---|---|---|---|---|---|---|---|---|
Year | 1 | Quarter | 1 | Course Code |
EDDD 8002 or EDDD 8006 |
Course |
Leading the Future of Education
Leading the Future of Education |
Credits |
(5 cr.) (5 cr.) |
Year | 1 | Quarter | 2 | Course Code | EDDD 8020 | Course | Contemporary Issues and Trends in Higher Education and Adult Learning | Credits | (5 cr.) |
Year | 1 | Quarter | 2 | Course Code | EDDD 8021 | Course | Understanding the Adult Learner | Credits | (5 cr.) |
Year | 1 | Quarter | 3 | Course Code | RSCH 8110 | Course | Research Theory, Design, and Methods | Credits | (5 cr.) |
Year | 1 | Quarter | 3 | Course Code | EDDD 8113 | Course | Tools for Doctoral Research Success | Credits | (3 cr.) |
Year | 1 | Quarter | 4 | Course Code | EDDD 8022 | Course | Leadership of Higher Education Programs for Adult Learners | Credits | (5 cr.) |
Year | 1 | Quarter | 4 | Course Code | RSCH 8210 | Course | Quantitative Reasoning and Analysis | Credits | (5 cr.) |
Year | 2 | Quarter | 5 | Course Code | EDDD 8103 | Course | eLearning | Credits | (5 cr.) |
Year | 2 | Quarter | 5 | Course Code | EDDD 8023 | Course | Program Planning and Assessment | Credits | (5 cr.) |
Year | 2 | Quarter | 6 | Course Code | RSCH 8310 | Course | Qualitative Reasoning and Analysis | Credits | (5 cr.) |
Year | 2 | Quarter | 6 | Course Code | EDDD 8114 | Course | Demystifying Doctoral Writing for Research | Credits | (3 cr.) |
Year | 2 | Quarter | 7 | Course Code | EDDD 8107 | Course | Designing Instruction for eLearning | Credits | (5 cr.) |
Year | 2 | Quarter | 7 | Course Code | EDDD 8910 | Course | Completing the Prospectus | Credits | (3 cr.) |
Year | 3 | Quarter | 8 | Course Code | EDDD 8990 | Course | Completing the Doctoral Capstone | Credits | (5 cr. per term for a minimum of 4 quarters until completion) |
Year | 3 | Quarter | 9 | Course Code | EDDD 8990 | Course | Completing the Doctoral Capstone | Credits | (5 cr. per term for a minimum of 4 quarters until completion) |
Year | 3 | Quarter | 10 | Course Code | EDDD 8990 | Course | Completing the Doctoral Capstone | Credits | (5 cr. per term for a minimum of 4 quarters until completion) |
Year | 3 | Quarter | 11 | Course Code | EDDD 8990 | Course | Completing the Doctoral Capstone | Credits | (5 cr. per term for a minimum of 4 quarters until completion) |
Year | Year 4 - 8† | Quarter | Course Code | EDDD 8990 | Course | Completing the Doctoral Capstone | Credits | (5 cr. per term for a minimum of 4 quarters until completion) |
As an advanced graduate student, you are about to embark on one of the most exciting journeys of your life. This practical course provides meaningful skills you will need to select your path, complete your degree, and become a successful leader of educational change in the 21st century. Networking and research skills, scholarly writing, critical thinking, use of Walden resources, and the three advanced graduate paths (e.g., PhD, EdD, EdS)—this course addresses all of these in a manner that provides a solid foundation of skill sets upon which to base your journey. You will find a balance of assignments (e.g., case studies, discussions, application assignments) that will ignite your passion for learning, allow you to collaborate with others, and guide your current and future work. This course is designed to reflect Walden's social change mission and provide you with meaningful tools for success as an advanced graduate student.
As an advanced graduate student, you are about to embark on one of the most exciting journeys of your life. This practical course provides meaningful skills you will need to select your path, complete your degree, and become a successful leader of educational change in the 21st century. Networking and research skills, scholarly writing, critical thinking, use of Walden resources, and the three advanced graduate paths (e.g., PhD, EdD, EdS)—this course addresses all of these in a manner that provides a solid foundation of skill sets upon which to base your journey. You will find a balance of assignments (e.g., case studies, discussions, application assignments) that will ignite your passion for learning, allow you to collaborate with others, and guide your current and future work. This course is designed to reflect Walden's social change mission and provide you with meaningful tools for success as an advanced graduate student.
A critical examination of the history, educational theories and practices, current initiatives, and future directions of higher education and adult learning are explored in this course. Educators will explore the philosophical and social issues that affect meaningful learning of adults in higher education. Education professionals will examine contemporary issues and trends within higher education and adult learning with focus on key topics such as transformative learning, self-directed learning, experiential learning, and critical reflective learning.
Unique and distinctive skills are required to engage and teach adult learners. Education professionals will explore adult learning and developmental theory and the wide range of research that supports it, including andragogy and transformation, phase and stage developmental theories, and effects of gender and culture on adult learning. Educators will also be provided with the opportunity to reflect on the relationship of course material with their own experiences as adult learners. Education professionals complete a variety of realistic assignments through which they practice communicating and presenting complex concepts, critique the work of major theorists, apply adult learning and development theories to educational practice, and construct their own positions on adult learning as scholar-practitioners.
In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. RESI 8401.)
Education professionals seeking the Doctor of Education (EdD) degree are required to make an original contribution to the field of education. The purpose of this course is to help educators begin that process by introducing them to the steps for developing the components of the dissertation—its timeline and available resources. Education professionals examine and analyze selected research to identify questions addressing a specific gap in the existing research literature, the framework and methodology, and other key components necessary to create scholarly research. They also explore resources such as the Writing Center and library, as well as specific tools they can use to complete the dissertation.
Effective leadership is the foundation of running a successful higher education or adult learning program. A leader is required to understand the organizational climate, consider the cognitive and social-cultural experience of teams, and effectively communicate a vision while meeting the programmatic goals. In this course, education professionals will learn techniques, tools, and resources to employ effective communication; manage everyday challenges; and address internal and external obstacles that impact program productivity and goals. Education professionals will examine various leadership and management strategies that support the ongoing negotiation and collaboration necessary to direct successful higher education and adult learning programs.
In this research course, students are provided with the opportunity to develop core knowledge and skills for designing and carrying out quantitative research at the doctoral level, including the application of statistical concepts and techniques. Students explore classical common statistical tests, the importance of the logic of inference, and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to derive statistics from quantitative data and interpret and present results. RSCH 8110 or RSCH 7110 or RSCH 6110, and RESI 8401.)
Educators explore the theories, paradigms, trends, and issues in the field of eLearning. Research on eLearning is critiqued and analyzed as an ecosystem, including an examination of K–12, higher education, corporate, and personal learning communities. Current social and geopolitical trends and their impact on eLearning are analyzed. Delivery methods, human presence, and sustainability of eLearning design are investigated. Through this course, educators are provided with design and development experience through the creation of multimedia presentations in an eLearning environment.
Higher education institutions and organizations design programs to address the needs of their students, employees, and customers. To ensure the desired outcomes are met, education professionals must develop and implement realistic systems to monitor and assess the effectiveness of the program, determine areas of improvement, and implement the needed changes. Education professionals in this course will engage in the creation of goals and outcomes for a program, design and implement an assessment to determine if outcomes were met, communicate and present data and results to key stakeholders within the organization, and identify strategies for improvement.
Students in this research course are provided with the opportunity to develop basic knowledge and skills for conducting qualitative research at the doctoral level. Students explore the nature of qualitative inquiry, how theory and theoretical and conceptual frameworks uniquely apply to qualitative research, data collection procedures and analysis strategy, and how the role of the researcher is expressed in the ethical and rigorous conduct of qualitative research. Students practice collecting, organizing, analyzing, and presenting data, and they develop a detailed research topic for conducting a qualitative study. RSCH 8110 or RSCH 7110 or RSCH 6110, and RESI 8401.)
Education professionals expand their knowledge of the dissertation process by reviewing tools, resources, and sample dissertations as they focus on the alignment among the identified problem, purpose, framework, research question(s), and study design. Education professionals use tools, including the appropriate rubrics and checklists, to narrow the focus of their research topic, plan a comprehensive literature review, and begin to develop their prospectus.
Instructional design for eLearning involves understanding effective learning experiences in digital spaces. Educators apply the principles of the community of inquiry and the engagement of the digital learner as they design an eLearning course. Mobile technologies, collaborative learning, assessment, academic integrity, and meeting the needs of diverse and global students are addressed. Educators collaborate in the design and development of eLearning products and explore social change through eLearning.
Nearly all doctoral-level programs require capstone projects that necessitate knowledge of conducting research, including how to develop an appropriate research plan. In this course, educators utilize knowledge from previous courses to develop their prospectus—a brief document that provides preliminary information about their capstone research to serve as a plan for developing the research proposal. They engage in a logical progression from topic conception to prospectus completion. They learn how to take their individualized topic and identify the research problem, purpose of their study, conceptual framework, and appropriate research design, while also examining the concepts of feasibility and overall alignment of study components. Educators will practice evaluating their work using the same guides and rubrics used by faculty.
Nearly all doctoral-level programs require capstone projects that necessitate independent application of requisite knowledge on conducting research based on close interaction with, guidance from, and supervision by an institution-approved committee. Students in each EdD program specialization are supported in the completion of their doctoral capstone in this course. The EdD doctoral study process is composed of several stages and requires levels of approval—prospectus, proposal, IRB, final study, form and style, and chief academic officer (CAO). Students develop and support a doctoral-level research problem and review related literature to develop a framework for the study. They learn how to move from a research problem to the purpose of the study, the framework, and then an appropriate design while examining the concepts of feasibility and overall alignment of study components. Students consider ethical feasibility issues as related to their capstone development and proceed to data collection and analysis. They finalize the capstone with an oral defense, appropriately presenting results and outcomes of the research, as well as implications for positive social change.Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.
Nearly all doctoral-level programs require capstone projects that necessitate independent application of requisite knowledge on conducting research based on close interaction with, guidance from, and supervision by an institution-approved committee. Students in each EdD program specialization are supported in the completion of their doctoral capstone in this course. The EdD doctoral study process is composed of several stages and requires levels of approval—prospectus, proposal, IRB, final study, form and style, and chief academic officer (CAO). Students develop and support a doctoral-level research problem and review related literature to develop a framework for the study. They learn how to move from a research problem to the purpose of the study, the framework, and then an appropriate design while examining the concepts of feasibility and overall alignment of study components. Students consider ethical feasibility issues as related to their capstone development and proceed to data collection and analysis. They finalize the capstone with an oral defense, appropriately presenting results and outcomes of the research, as well as implications for positive social change.Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.
Nearly all doctoral-level programs require capstone projects that necessitate independent application of requisite knowledge on conducting research based on close interaction with, guidance from, and supervision by an institution-approved committee. Students in each EdD program specialization are supported in the completion of their doctoral capstone in this course. The EdD doctoral study process is composed of several stages and requires levels of approval—prospectus, proposal, IRB, final study, form and style, and chief academic officer (CAO). Students develop and support a doctoral-level research problem and review related literature to develop a framework for the study. They learn how to move from a research problem to the purpose of the study, the framework, and then an appropriate design while examining the concepts of feasibility and overall alignment of study components. Students consider ethical feasibility issues as related to their capstone development and proceed to data collection and analysis. They finalize the capstone with an oral defense, appropriately presenting results and outcomes of the research, as well as implications for positive social change.Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.
Nearly all doctoral-level programs require capstone projects that necessitate independent application of requisite knowledge on conducting research based on close interaction with, guidance from, and supervision by an institution-approved committee. Students in each EdD program specialization are supported in the completion of their doctoral capstone in this course. The EdD doctoral study process is composed of several stages and requires levels of approval—prospectus, proposal, IRB, final study, form and style, and chief academic officer (CAO). Students develop and support a doctoral-level research problem and review related literature to develop a framework for the study. They learn how to move from a research problem to the purpose of the study, the framework, and then an appropriate design while examining the concepts of feasibility and overall alignment of study components. Students consider ethical feasibility issues as related to their capstone development and proceed to data collection and analysis. They finalize the capstone with an oral defense, appropriately presenting results and outcomes of the research, as well as implications for positive social change.Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.
Nearly all doctoral-level programs require capstone projects that necessitate independent application of requisite knowledge on conducting research based on close interaction with, guidance from, and supervision by an institution-approved committee. Students in each EdD program specialization are supported in the completion of their doctoral capstone in this course. The EdD doctoral study process is composed of several stages and requires levels of approval—prospectus, proposal, IRB, final study, form and style, and chief academic officer (CAO). Students develop and support a doctoral-level research problem and review related literature to develop a framework for the study. They learn how to move from a research problem to the purpose of the study, the framework, and then an appropriate design while examining the concepts of feasibility and overall alignment of study components. Students consider ethical feasibility issues as related to their capstone development and proceed to data collection and analysis. They finalize the capstone with an oral defense, appropriately presenting results and outcomes of the research, as well as implications for positive social change.Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.
Course Code | Course | Credits | |||
---|---|---|---|---|---|
Course Code | DRWA 8880G | Course | Doctoral Writing Assessment | Credits | (0 cr.) |
This course is part of Walden’s commitment to help prepare students to meet the university’s expectations for writing in courses at the doctoral level. In this course, students write a short academic essay that will be scored by a team of writing assessors. Based on the essay score, students will complete or be exempted from additional required writing support needed to meet writing proficiency standards. This required assessment course is free. Students will be enrolled automatically in it at the beginning of their doctoral program.
*Research companion course to be taken in conjunction with other course in the term.
You will be registered for two courses every 11 weeks, following the completion of your Foundation course. Students who wish to reduce their course load during one or more terms should contact their student success advisor.
Note on Teacher Licensure or Certification
This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.
Prospective Alabama students: State Authorization to provide a program related to the preparation of teachers or other P-12 school/system personnel does not indicate eligibility for an Alabama professional educator or professional leadership certificate. Applicants who complete an educator preparation program at a non-Alabama institution must apply for an Alabama professional educator or professional leadership certificate through the Alabama Certificate Reciprocity Approach. Current requirements may be found at www.alsde.edu.