Currently, this program is only offered in face-to-face format. At times, faculty may offer individual courses in an online or hybrid format, but there are no plans to offer this degree program as distance education.What is the application deadline?
Currently, the application deadline is Feb. 1. Although we do review applications received after the deadline, priority is given to applications received by Feb. 1.Can I complete this program on a part-time basis?
We have many students who work full time in local schools and in other education organizations, while simultaneously completing coursework on a part-time basis. There are challenges to completing the requirements of the program (especially the dissertation) as a part-time student; however, students have been able to do so successfully.Are assistantships available for doctoral students?
We typically have a number of graduate research and teaching assistantships available for full-time students. Decisions on assistantships are made based on availability of funds, student potential and alignment with faculty research interests. Although assistantships are not awarded to part-time students, there are other funding opportunities available.I have a Certificate of Advanced Study in Educational Leadership from my previous institution. Can I transfer those credits into the doctoral program at Binghamton University?
Credits from a successfully completed CAS program in Educational Leadership may be accepted as fulfilling some requirements of the EdD at Binghamton University. Students are still required to complete 24 credits of doctoral work at Binghamton University, including all core courses. Additional coursework may be required, in consultation with the student’s advisor.The application instructions state I need to “describe a field of inquiry…” What does this mean?
A field of inquiry refers to your research interests. To ensure timely progression through the program from coursework to dissertation completion, we advise prospective students to review the current faculty for more information on their research interests, publications and presentations. Aligning with a particular faculty member or a group of faculty members is important to program completion. That is, we will be able to mentor students through the program if we have knowledge and background in similar research areas.What types of job opportunities exist for graduates of this program?
Recent graduates have primarily taken jobs in higher education, but some graduates may return to school district positions or accept positions in state or other educational organizations.What if my research interests do not align with any current faculty members?
If you are unsure your research interests are similar to those of current faculty members, we advise a couple of options. First, make an appointment to meet with the doctoral coordinators. A focused discussion may reveal more information about research interests. Second, take a look at Binghamton University’s interdisciplinary Doctorate in Community and Public Affairs. You may find a better fit in that program. Note that although the Doctoral Program in Community and Public Affairs accepts part-time students, priority is given to full-time students at this time.Can I meet with someone to discuss the program?
Once you have reviewed the information on the doctoral program pages, contact our doctoral coordinator to arrange a meeting.What are the requirements of the program? What is expected of me as a doctoral student?
A doctoral program is much more than taking a set of courses and completing a dissertation. Students are preparing to be leaders in education, which involves teaching, research and service. Although student experiences are highly individual, there is a general set of expectations beyond coursework and dissertation. These expectations may include:
- Teaching undergraduate courses and/or master's level courses
- Grant writing
- Conference presentations
- Conducting research
- Reviewing manuscripts for journals
- Writing for publication (e.g., book chapters or journal articles)
- Collaborating with faculty in the Department of Teaching, Learning and Educational Leadership and around the University
- Coordinating doctoral colloquia (“Brown Bags”)
- Involvement in PEGO and professional organizations
Becoming a doctoral student is much more than studying a topic of interest and obtaining a terminal degree. You will experience personal, professional growth, which we consider to be a collaborative effort between faculty and students. As a doctoral student in the Department of Teaching, Learning and Educational Leadership, you will benefit from:
- Intellectual stimulation and inquiry-based learning
- Close, working relationships with dedicated scholars and researchers
- An advisor who will work with you to develop an individualized plan of study
- Mentoring by nationally renowned scholars
- Opportunities for applied research and scholarly writing
- Interdisciplinary coursework in education and beyond
- Opportunities to present your own work at the fall Research Forum and spring Couper Lecture poster sessions
- Attending and presenting at professional conferences at the national and international levels
- A cohort of diverse students, with expertise and experience in all areas of education
- Participation in the events of the annual Couper Lecture, where leading scholars in education share their research and expertise
- Broadened knowledge of educational issues, theories, research and practice, especially the topics for which you are most passionate
- As a full-time student, opportunities for funding, benefits, workspace and assistantships
- As a part-time student, flexibility to accommodate your work schedule and other commitments
PEGO is a not-for-profit, student-run entity funded by the activity fees graduate students pay at the beginning of each semester. PEGO is a sub-organization of the Graduate Student Organization (GSO), which dictates acceptable use of funds through the GSO Constitution.