A committee of HIED faculty reviews applications to the program. Admissions materials include:
Applicants for the HIED Ed.D. need to earn a minimum Graduate Record Exam (GRE) Score of 300 in the new scoring system or 1000 in the old scoring system. In addition, students must score at the 50th percentile on the analytical writing section. International students must score a minimum of 550 on the paper version of the TOEFL or a minimum of 213 on the computer version of the TOEFL. Any test scores submitted for consideration must be nor more than five years old.
Applicants must provide a history of their education and experience outlined chronologically in a vita. The vita should offer evidence that the applicant has appropriate professional experience that would support the goals and expectations of the program.
Each applicant must provide a clear statement of professional goals. This statement should be well written, and it should clearly indicate how the applicant’s goals fit with the program. Particular consideration will be given to goal statements that clearly demonstrate that the student has researched the program and faculty and knows how program offerings and faculty expertise meet his or her specific interests and needs.
All Ed.D. applicants must provide a writing sample with their application packets. The writing sample should provide clear evidence of the applicant’s writing ability as well as his or her ability to engage in research and/or scholarships.
Three Current Letters of Reference
All Ed.D. applicants must provide three letters of reference that explicitly address the applicant’s potential as a doctoral student. References should know of the applicant’s academic performance and potential.
The HIED Ed.D. admissions committee may also request and interview to seek additional information in order to judge potential for success in the program.
The purpose of residency is to provide doctoral students with intellectual experiences and scholarly engagement with faculty and peers in the HIED program and the Curriculum and Instruction/Literacy Studies Department. In order to achieve residency, students must engage in meaningful work with faculty within the Department beyond their coursework. This work may include collaborative research, grant writing, team teaching, or assisting in university service. Residency plans must be negotiated with and approved by the student’s advisor in consultation with the student’s program committee. The advisor and committee must receive evidence of plan completion.