Doctor of Education (Ed.D.)

Doctor of Education


The Doctor of Education (Ed.D.) is the highest academic degree focusing on the practice of education. LIU Post's Ed.D. in Interdisciplinary Educational Studies prepares candidates for senior leadership positions such as principals, superintendents, administrators, researchers, curriculum developers, professors, policy analysts, and educational consultants in public and private schools, from kindergarten through high school and colleges and universities.

The mission of the Ed.D. program is:

  • to prepare educational leaders in transforming learning communities;
  • to create lasting school reform; to provide effective oversight of fiscal operations;
  • to infuse new technologies into curricula;
  • to empower teachers to collaborate and develop new ideas for excellence;
  • to inspire lifelong learning among students and adults;
  • to create standards for continuous improvement of diverse schools and communities;
  • and to advance and produce research that contributes to the understanding of the complex process of education. 

The 51-credit research-based doctoral degree provides two areas of specialization: Teaching and Learning or Educational Leadership. Approximately 30 prospective students, 15 in each area of specialization, are accepted each year into the program. LIU Post’s School of Education is a pioneer in educational administration, teaching, and counseling and has produced some of the New York metropolitan area's brightest minds in educational reform.

Applications

Admissions Requirements and Application: Click Here

Applications for the fall cohort will be accepted beginning in November. The application deadline is May 1.


Curriculum

The Ed.D. in Interdisciplinary Educational Studies curriculum is distinguished by its broad approach to school reform and by its topical focus on the study of theory, research, practice and issues affecting the Pre-k – 16 continuum. The program gives considerable attention to the large problems and research questions that impact education. Interdisciplinary issues that will be woven throughout the doctoral curriculum are organized in the following categories:

  • Child-Centered Education (i.e., developmental psychology, adolescent psychology educational psychology, special education, reading, gifted children, etc.)
  • Reform and Transformation in Education (i.e., change theory, educational philosophy, educational policy, organization theory and development, educational technology, etc.)
  • The Cultures of Pre-kindergarten - 16 Education (i.e., community values and education, cultural pluralism, organizational values and traditions, gender issues, etc.)
  • Pedagogical Innovations (i.e., curriculum development, alternative assessment, educational technology, learning theory, distance education, etc.)
  • Educational Leadership in Pre-k - 16 or Higher Education Systems (i.e., organizational theory and behavior, systems theory, leadership, educational administration, collegiate preparation etc.)
  • Educational Policy Studies (i.e., the “standards” movement, educational finance, special education, accreditation and regulation, access to education, etc.)

Students in the program are immediately immersed in developing broad approaches to the study of educational issues, working with the ideas contained in a number of reform models. The goal is for students to continue to broaden and deepen their perspectives regarding the key issues that they have chosen to examine through lectures, seminar discussions, papers and research.

Cohort Learning

Each incoming class enters the doctoral program as a cohort. Cohorts begin each fall and consist of approximately 15 students each. Every cohort will travel together as an interdisciplinary group for the entire program.

The cohort model of doctoral studies fosters interdisciplinary thinking by bringing together doctoral students with backgrounds in a variety of different fields. The coursework provides expertise in a variety of perspectives, including organizational leadership and human relations, teaching and learning, professional development and training, educational technology, policy analysis, and data-informed decision-making.

Students in the doctoral program are required to maintain registration every semester, until and including the term in which the dissertation is approved by the Doctoral Program faculty and the Dean of the College of Education, Information and Technology.

Plan of Study

Core Courses (24 Credits)

  • Pro-Seminar in the Philosophy of Science and Interdisciplinary Approaches to Educational Studies
  • Multiple Perspectives on Educational Policy Analysis and the History of Education
  • Organizational Theory: Approaches to Studying and Analyzing School Organizations
  • Psychological, Sociological and Cultural Aspects of Human Development
  • School and Community: Policy and Practices
  • Applied Research Design in Educational Studies
  • Educational Research Methods I
  • Educational Research Methods II

Advanced Courses (18 credits)

  • Bilingual and Second Language Acquisition
  • Sociopolitical Contexts of Multicultural Education
  • Collaborative Team Models in Education
  • Technology-Enhanced Teaching and Learning
  • Contemporary Issues in Assessment and Evaluation
  • Facilitating Transitions Throughout the Educational Process
  • Critical Issues and Trends in Pre-K – 16 Education
  • Educational Reform: An Interdisciplinary Theoretical Perspective
  • Perspectives on Leadership, Restructuring and Teacher Empowerment
  • Public and Community Relations: Creating an Environment Conducive to Educational Reform
  • School Reform: Instructional Leadership in Pre-K – 16 Settings
  • Seminar in Fiscal, Legal and Human Resource Issues in School Renewal and Reform

Dissertation Courses (9 credits)

  • Dissertation Seminar
  • Doctoral Candidate Colloquium Workshop
  • Dissertation Advisement (3 credits, repeated every semester while dissertation research is in progress)

In addition to course requirements within a cohort format, students are expected to develop and present a comprehensive portfolio related to a set of pedagogical goals selected in consultation with the doctoral advisor. Also, after completing the eight core courses and six advanced courses, students must pass a written and oral comprehensive examination that deals with the synthesis and application of material presented in the program. Finally, students must complete a doctoral dissertation and pass an oral defense of it.

Dissertation

As a culminating experience, students will design and conduct a significant interdisciplinary research project under the direction of doctoral program faculty, and will write a doctoral dissertation on a specific research question drawn from one or more of the program’s organizing issues.

New York State Registration

The Ed.D. in Interdisciplinary Educational Studies is registered by the New York State Education Department. It is offered by the College of Education, Information and Technology only at LIU Post. The program does not lead to New York State certification.

LIU Post Difference

The Ed.D. program is distinguished by our unique cohort plan. Doctoral students move through the program as a group, developing strong connections with other educators who will become their peers in the educational leadership field.

First in the Tri-State Area

LIU Post is the first and only school in the region to offer a Doctor of Education with an interdisciplinary approach. The Ed.D. program explores critical issues in education using multiple points of view and methods: historical, psychological, philosophical, sociological, legal, financial, governmental, administrative, ethical, and cultural.

CONTACT

College of Education, Information, and Technology
Dr. Louisa Kramer-Vida, Acting Dean
516-299-2210

post-educate@liu.edu