non thesis phd programs

EdDPrograms.org

Online Ed.D. Programs Without a Dissertation

Last updated on January 23rd, 2024 at 09:57 am

Online Ed.D. programs—and in-person doctorates—always contain a rigorous, research-based project. In the past, this has been a traditional dissertation, just like a Ph.D. program. But in recent years, more and more schools are choosing to focus on a Dissertation in Practice (DiP) or Capstone Project . Discover how these two "No Dissertation" models differ from the older framework. Or skip ahead to the online listings and on-campus listings to explore your options!

No matter what Ed.D. you choose, you are always going to have to complete a research-based doctoral project. Schools that advertise “No Dissertation” Ed.D. programs typically require a Dissertation in Practice (DiP) or capstone project . These are the doctorates that we’ve included in our online listings . Examples include:

• University of Missouri-St. Louis’s Online Ed.D. in Educational Practice . UMSL employs an 8-credit Dissertation in Practice (DiP) model, which is completed through group work.
• University of Southern California’s Online Ed.D. in Educational Leadership . This program involves a Dissertation in Practice (DiP) that focuses on issues impeding K-12 students’ access to learning opportunities.
• University of Southern Mississippi’s Online Ed.D. in Educational Administration . This degree includes a 12-credit capstone research project, which runs the length of the program. Students are expected to focus on a problem of practice in their workplace.
• Nebraska Methodist College’s Online Ed.D. in Education and Leadership in Healthcare . This “No Dissertation” degree contains an 8-credit capstone split into four courses over a six-term program.
• National University’s Online Ed.D. in Organizational Innovation , which requires a culminating project, worth 9 quarter credits. This is a written work based on research students do in their workplace.

Note: Avoid like the plague any Ed.D. program that has no DiP or capstone requirement! They almost certainly will a) not be accredited; and b) not be recognized by employers.

What is a Traditional Ed.D. Dissertation?

A traditional Ed.D. dissertation is a five-chapter paper, roughly the length of a short book. It shows that you can conduct original research into the field of education. The dissertation process starts as soon as you begin your online Ed.D. or on-campus doctorate and it can be broken down into six steps:

• Choose a Research Topic: Near the beginning of the Ed.D. program, you’ll be expected to identify a topic that will require substantial research. This topic should revolve around a unique issue in education (e.g. Helping Intellectually Gifted Middle School Students, Bridging the Gap Between Training and Educating in Adult Learning, etc.).
• Craft a Proposal: You’ll use the knowledge you’ve gained from didactic coursework and Ed.D. research classes to write the opening chapters of your dissertation, including an introduction that defines your chosen problem, a literature review, and a proposed methodology for finding the answer.
• Defend the Proposal: Before proceeding, you will need to present your dissertation proposal to a committee. The committee will want to see that your research is significant and relevant works are included in the literature review. In online Ed.D. programs, this defense can usually be done virtually.
• Research the Topic: After making any necessary tweaks to the proposal, and getting it approved, you can begin researching your topic.
• Write the Remainder of the Dissertation: Once you have completed your research, you’ll write up the final chapters—one chapter will detail your findings; the other should contain an analysis of what your findings mean and how they might apply to professional situations.
• Defend Your Dissertation: At the end of the Ed.D. degree, you must present your dissertation to the committee (usually in an oral presentation). After you have incorporated any notes from the committee, you can finalize your draft and graduate.

Note: Several universities publish full Ed.D. dissertations online, among them George Fox and the University of San Francisco .

Practice-Focused Alternatives: The “No Dissertation” Model of the DiP or Capstone Project

Unlike Ph.D. programs, Ed.D. programs are focused on professional practice—on-campus and online Ed.D. graduates are expected to apply their research in order to solve or improve real-world problems. To that end, many universities in our online listings and on-campus listings have been moving away from a traditional dissertation to more innovative models.

What does an Ed.D. Without a Dissertation Entail?

In general, all alternatives to a traditional Ed.D. dissertation involve a Problem of Practice (PoP) in the workplace. When you tackle a Dissertation in Practice (DiP) or capstone project , you’ll be using your research to create practical & workable solutions (e.g. recommending better practices or creating different approaches to current practice).

As we mentioned, you’ll sometimes see these kinds of education doctorates labeled as “No Dissertation” degrees. But keep in mind that the final project will be just as challenging as a traditional dissertation! Be prepared for a lot of on-the-ground research and writing.

Dissertation in Practice (DiP)

In the 2000s, the Carnegie Project on the Education Doctorate (CPED) wanted to make the Ed.D. more relevant for school practitioners and education leaders. So it devised a new Framework for Ed.D. Program Design , with a) a new definition of the Ed.D.; b) a list of guiding principles for program development; and c) a set of building blocks for the degree.

One of these building blocks is the Dissertation in Practice (DiP) . During a DiP, you’ll be expected to:

• Tackle a complex Problem of Practice (PoP) facing an organization or stakeholder group in education.
• Create an innovative, research-based project that can help guide other educators and be used in the field.
• Integrate concepts of practice, leadership, and equity into your project.

DiPs are geared toward working professionals who want to make substantive changes in education. Experienced practitioners act as DiP advisors; collaboration is encouraged; and applied research & theory is the name of the game. Examples of this practical approach include ASU’s focus on “action research” within the workplace; Pitt’s use of “improvement science” to address equity and justice; and Harvard’s concern with “strategy in action.”

Capstone Project

While you’re examining universities, you may also come across Ed.D. programs that contain a culminating project , scholarly delivery , applied inquiry project , or a capstone project . The choice of language is determined by graduate faculty and the university. But all of them hold the equivalent weight of a traditional dissertation or DiP.

To get a sense of how an on-campus or online Ed.D. capstone project is structured, we recommend you examine the Ed.D. program page carefully.

• Some schools like to put an emphasis on group work.
• Others are interested in seeing innovative final projects/deliverables.
• Many follow the DiP model.

An education doctorate with a capstone project is probably the closest you’re going to get to a “No Dissertation Ed.D.” You’ll often be in involved in more collaboration and hands-on deliverables. But you’re always going to have to produce rigorous, research-focused results.

Note: CPED posts examples of award-winning Ed.D. Dissertations in Practice in its Resource Center and UW Tacoma maintains a database of Dissertations in Practice/Capstone Projects .

How an Ed.D. Capstone Project Works

Let’s say you’ve decided on pursuing an accredited, on-campus or online Ed.D. without a dissertation. How can you be sure that the final research project is going to be as tough as the traditional model? Here is a general summary of the steps involved in completing a strong Ed.D. capstone project:

• Choose a Capstone Topic: The beginning of your Ed.D. will typically be front-loaded with foundational coursework, as well as classes on how to conduct research. It’s here that you’ll start to explore what a good capstone topic might be and learn about relevant research tools.
• Meet with an Advisor: You’ll work with an advisor to firm up the real-world problem you want to address and determine how to approach it. Part of this process will involve figuring out what an appropriate deliverable would be (e.g. change management plan, new curriculum, portfolio of educational materials, etc.).
• Draft a Proposal: About halfway through the program, you may be expected to draft a report that contains a problem statement, an outline of your process for finding solutions, and a description of deliverables.
• Defend the Proposal: Before any actual research takes place, the committee needs to sign off on your proposal.
• Research the Topic: Even without a standard Ed.D. dissertation, there’s no getting around conducting research. The key difference is how that research is gathered and applied. You may end up combining traditional research with action research and/or evaluation research (e.g. collecting and analyzing real-time data from your workplace).
• Defend Your Findings: You have one more defense—this time of your research findings and accompanying recommendations. This is separate from the project deliverable.
• Produce a Deliverable: The deliverable/final project is something that an organization can actually use to improve educational access or outcomes.

Ed.D. Traditional Dissertation vs. DiP/Capstone Project

As long as they contain a DiP or capstone, accredited on-campus & online Ed.D. programs without a dissertation carry the same weight as doctoral programs with traditional dissertations. There’s absolutely no difference in quality. The CPED consortium includes numerous prominent universities , and U.S. News & World Report highly ranks several schools with Ed.D. capstone components. So you have a choice.

Traditional Ed.D. Dissertation

You may wish to consider Ed.D. programs with a traditional dissertation if you want to dig deep into original research. This research may not be immediately applicable to your workplace, but it will help advance educators’ understanding of an issue. It contributes new knowledge to the field. Some dissertation writers like to investigate cultural topics (e.g. Latinx learning experiences); others are interested in the effect of education in particular settings (e.g. U.S. prison system).

Ed.D. Capstone Project or DiP: The “No Dissertation” Model

If you would like to tackle a specific problem in your workplace, then we recommend you consider in-person or online Ed.D. programs with a DiP or capstone project. These doctorates are focused on applied theory & research—you will be expected to test & implement changes over the course of your degree (e.g. new education methods, curriculum changes, leadership interventions, etc.). Ed.D. programs without a dissertation may also contain more group work and interpersonal opportunities.

Note: If you don’t have the capacity for a large research project at this time, you could consider pursuing an Educational Specialist (Ed.S.) degree . This leaves the door open for you to complete an Ed.D. completion program or All But Dissertation (ABD) program later down the track.

All Online No-Dissertation EdD Programs

49 Schools Found

Arizona State University

Teacher's College

Tempe, Arizona

EdD in Leadership and Innovation

• Curriculum Info
• How To Apply

EdD in Leadership and Innovation - Higher Education Change Leadership

Edd in leadership and innovation - pk-12 change leadership, edd in leadership and innovation - systems, professional and reimagined change leadership, online edd in leadership and innovation.

Offered Online

Online EdD in Leadership and Innovation - Higher Education Change Leadership

Online edd in leadership and innovation - pk-12 change leadership, online edd in leadership and innovation - systems, professional and reimagined change leadership, university of arizona.

Department of Educational Policy Studies and Practice

Tucson, Arizona

EdD in Educational Leadership

National university.

Sanford College of Education

La Jolla, California

Online Ed.D. in Organizational Innovation

University of southern california.

Rossier School of Education

Los Angeles, California

Doctor of Education in Educational Leadership

Doctor of education in educational leadership - educational psychology, doctor of education in educational leadership - higher education administration, doctor of education in educational leadership - teacher education in multicultural societies, global executive doctor of education, online doctor of education in educational leadership - k-12 leadership in urban school settings, online doctor of education in educational leadership - leading instructional change, connecticut, sacred heart university.

Isabelle Farrington College Of Education

Fairfield, Connecticut

Ed.D. in Educational Leadership

Wilmington university.

College of Education

New Castle, Delaware

Doctor of Education in Educational Leadership - District Leadership

Doctor of education in educational leadership - school leadership, doctor of education in educational leadership - teacher leadership, doctor of education in organizational, learning, leadership and innovation, doctor of education in organizational, learning, leadership and innovation - strategic leadership, doctor of education in organizational, learning, leadership and innovation - talent development, doctor of education in organizational, learning, leadership and innovation - workplace learning, edd in higher education leadership and innovation, online doctor of education in organizational, learning, leadership and innovation, online edd in higher education leadership and innovation, district of columbia, american university.

School of Education

Washington, District of Columbia

Online EdD in Education Policy and Leadership

Nova southeastern university.

Fischler College of Education

Fort Lauderdale, Florida

EdD in Curriculum and Instruction

Edd in higher education leadership, edd in higher services administration, edd in instructional technology and distance education, edd in organizational leadership, edd in reading education, edd in special education, online edd in curriculum and instruction, online edd in educational leadership, online edd in higher education leadership, online edd in higher services administration, online edd in instructional technology and distance education, online edd in organizational leadership, online edd in reading education, online edd in special education, university of florida.

Gainesville, Florida

Online Ed.D. in Curriculum and Instruction - Teachers, Schools, and Society

University of miami.

Coral Gables, Florida

Doctor of Education in Applied Learning Sciences

Georgia southern university.

Statesboro, Georgia

Doctor of Education in Curriculum Studies - Cultural Curriculum Studies

Doctor of education in curriculum studies - learning, development, and curriculum, doctor of education in curriculum studies - multicultural and social justice education, doctor of education in educational leadership - p-12 administration, governors state university.

University Park, Illinois

Online Doctor of Education in Interdisciplinary Leadership - Higher Education Administration

Online doctor of education in interdisciplinary leadership - not for profit/social entrepreneurship leadership, online doctor of education in interdisciplinary leadership - superintendent p-12, national louis university.

National College of Education/School of Business and Management

Chicago, Illinois

Doctorate of Education in Higher Education Leadership

Online doctorate of education in higher education leadership, allen college.

School of Health Sciences

Waterloo, Iowa

Doctor of Education in Health Professions Education

University of saint mary.

Education Department

Leavenworth, Kansas

Doctor of Education in Leadership - Innovation in Curriculum and Instruction

Doctor of education in leadership - innovative leadership in higher education, johns hopkins university.

Baltimore, Maryland

Online EdD in Instructional Design in Online Teaching and Learning

Massachusetts, bay path university.

Longmeadow, Massachusetts

EdD in Higher Education Leadership & Organizational Studies

Boston college.

Lynch School of Education

Chestnut Hill, Massachusetts

Executive Doctor of Education (Ed.D.) in Higher Education

Executive doctor of education (ed.d.) in higher education - catholic education, boston university.

Wheelock College of Education & Human Development

Boston, Massachusetts

EdD in Educational Leadership & Policy Studies: Leadership in Early Childhood Education-Grade 12

Northeastern university.

College of Professional Studies

Doctor of Education

Online doctor of education - curriculum, teaching, learning and leadership, online doctor of education - higher education administration, online doctor of education - organizational leadership studies, regis college.

School of Arts and Sciences

Weston, Massachusetts

Andrews University

Department of Leadership

Berrien Springs, Michigan

Online Doctor of Leadership (D.Lead)

Cornerstone university.

Adult & Graduate Studies

Grand Rapids, Michigan

Doctor of Education in Organizational Leadership and Development

Capella university.

Minneapolis, Minnesota

EdD in Adult Education

Edd in performance improvement leadership, edd in reading and literacy, edd, curriculum and instruction, saint mary's university of minnesota.

Graduate School of Education

Winona, Minnesota

Executive Doctor of Education in Leadership

The college of saint scholastica.

Duluth, Minnesota

Doctor of Educational Leadership

Walden university.

Riley College of Education & Leadership

Online Doctor of Education - Community College Leadership

Online doctor of education - curriculum instruction and assessment, online doctor of education - early childhood education, online doctor of education - educational administration and leadership (for administrators), online doctor of education - educational administration and leadership (non-licensure), online doctor of education - educational technology, online doctor of education - higher education (self-designed), online doctor of education - higher education and adult learning, online doctor of education - higher education leadership and management, online doctor of education - p-20 education (self-designed), online doctor of education - reading, literacy, and assessment, online doctor of education - special education, mississippi, university of southern mississippi.

Department of Educational Research and Administration

Hattiesburg, Mississippi

Online EdD in Educational Administration - P-12

Online edd in higher education administration, a. t. still university of health sciences.

College of Graduate Health Studies

Kirksville, Missouri

Doctor of Education in Health Professions

Nebraska methodist college of nursing & allied health.

Healthcare Management Department

Omaha, Nebraska

EdD in Education & Leadership in Healthcare

University of nebraska-lincoln.

Department of Educational Administration

Lincoln, Nebraska

Doctor of Education in Educational Studies - Innovative Learning Technologies

Doctor of education in educational studies - teaching, curriculum and learning, fordham university.

Department of Educational Leadership

Bronx, New York

Doctorate of Education in Educational Leadership, Administration and Policy

Online doctorate of education in educational leadership, administration and policy, franklin university.

Columbus, Ohio

Online Doctor of Education in Organizational Leadership - Higher Education Leadership

Online doctor of education in organizational leadership - organizational leadership focus, online doctor of education in organizational leadership - pk-12 educational leadership, kent state university at kent.

School of Foundations, Leadership and Administration

Ed.D. in Interprofessional Leadership - Athletic Training

Ed.d. in interprofessional leadership - cultural foundations, ed.d. in interprofessional leadership - curriculum & instruction, ed.d. in interprofessional leadership - educational technology, ed.d. in interprofessional leadership - special education, university of dayton.

School of Education and Health Sciences

Dayton, Ohio

Doctor of Education in Leadership for Organizations

South carolina, university of south carolina-columbia.

Columbia, South Carolina

Online Doctor of Education in Educational Practice and Innovation - Education Systems Improvement

Online doctor of education in educational practice and innovation - stem education, online ed.d. in educational practice and innovation with a concentration in curriculum studies, online ed.d. in educational practice and innovation with a concentration in learning design and technologies, east tennessee state university.

Johnson City, Tennessee

Doctorate of Education in Global Sport Leadership

Lipscomb university.

Nashville, Tennessee

Doctorate in Education - Learning Organizations and Strategic Change

Online doctor of education in learning organizations and strategic change, vanderbilt university.

Department of Leadership, Policy, and Organizations

EdD in Higher Education Leadership and Policy

Edd in k-12 educational leadership and policy, online edd in leadership and learning organizations, tarleton state university.

Department of Educational Leadership & Technology

Stephenville, Texas

Ed.D. in Educational Leadership - EC-12 Education Leadership

Ed.d. in educational leadership - higher education leadership, ed.d. in educational leadership - superintendent or principal certification, texas a & m university-college station.

Department of Educational Administration and Human Resource Development

College Station, Texas

Doctor of Education in Educational Administration

Online doctor of education in curriculum and instruction, texas tech university.

Lubbock, Texas

Online Doctor of Education in Educational Leadership

Online doctor of education in higher education administration - community college administration, online doctor of education in higher education administration - higher education college/university administration, west texas a & m university.

College of Education and Social Science

Canyon, Texas

Online Doctorate of Education in Educational Leadership

Online doctorate of education in leadership in higher education, college of william and mary.

Department of Educational Policy, Planning and Leadership

Williamsburg, Virginia

EdD in Educational Policy, Planning and Leadership - International School Leadership

Edd in educational policy, planning and leadership - gifted education, edd in educational policy, planning and leadership - higher education administration, edd in educational policy, planning and leadership - k-12 administration, liberty university.

Lynchburg, Virginia

Doctor of Education (Ed.D.) in Educational Leadership

Online doctor of education in curriculum & instruction, online doctor of education in curriculum & instruction - elementary education, online doctor of education in curriculum & instruction - middle grades education, online doctor of education in curriculum & instruction - secondary education, online doctor of education in curriculum & instruction - special education, online doctor of education in school administration and supervision, university of virginia.

Curry School of Education

Charlottesville, Virginia

EdD in Administration and Supervision

Edd in higher education, virginia commonwealth university.

Richmond, Virginia

Doctor of Education in Leadership

Doctor of education in leadership - general leadership, doctor of education in leadership - higher education leadership, online doctor of education in leadership, online doctor of education in leadership - general leadership, online doctor of education in leadership - higher education leadership, gonzaga university.

Spokane, Washington

Doctor of Educational Leadership - Educational Leadership Among Indigenous Peoples

Doctor of educational leadership - leadership in catholic schools, doctor of educational leadership - pre-k-12 school leadership, university of wyoming.

Laramie, Wyoming

Online Ed.D. in Education - Higher Education Administration

Online edd in learning, design and technology, all on-campus no-dissertation edd programs.

25 Schools Found

California State University-San Bernardino

San Bernardino, California

Doctorate in Education - Community College Leadership

Doctorate in education - pk-12, la sierra university.

Department of Administration and Leadership

Riverside, California

Doctor of Education in Administration and Leadership

Doctor of education in curriculum and instruction, doctor of education in curriculum and instruction - educational psychology, doctor of education in curriculum and instruction - higher education, doctor of education in curriculum and instruction - leadership and administration, doctor of education in curriculum and instruction - neuroscience and education, doctor of education in educational psychology, doctor of education in educational psychology - mental health, doctor of education in school psychology, doctor of education in school psychology - bcba, university of colorado denver/anschutz medical campus.

School of Education and Human Development

Denver, Colorado

Doctorate in Education - Leadership for Educational Equity

Doctorate in education - leadership for educational equity - early childhood education and early childhood special education, doctorate in education - leadership for educational equity - executive leadership, doctorate in education - leadership for educational equity - higher education, doctorate in education - leadership for educational equity - latin learners and community, doctorate in education - leadership for educational equity - mathematics education, doctorate in education - leadership for educational equity - professional learning and technology, doctorate in education - leadership for educational equity - science education, doctorate in education - leadership for educational equity - urban and diverse communities, university of connecticut.

Storrs, Connecticut

Delaware State University

Department of Education

Dover, Delaware

EdD in Educational Leadership in Higher Education

Edd in educational leadership in k-12, university of delaware.

Newark, Delaware

Barry University

Miami, Florida

Doctor of Education in Organizational Learning and Leadership - Higher Education Administration

Edd in organizational learning and leadership - educational leadership, edd in organizational learning and leadership - human resource development, florida state university.

Tallahassee, Florida

Doctor of Education in Educational Leadership and Administration

Doctor of education in learning design & performance technology, lynn university.

Boca Raton, Florida

Doctorate of Education in Educational Leadership

University of north florida.

Department of Leadership, School Counseling and Sport Management

Jacksonville, Florida

Augusta University

Augusta, Georgia

Doctor of Education in Educational Innovation - Curriculum and Instruction

Doctor of education in educational innovation - education leadership, doctor of education in educational innovation - elementary education, doctor of education in educational innovation - middle grades, doctor of education in educational innovation - p12 art education, doctor of education in educational innovation - p12 health & physical education, doctor of education in educational innovation - p12 music education, doctor of education in educational innovation - secondary education - biology, doctor of education in educational innovation - secondary education - chemistry, doctor of education in educational innovation - secondary education - earth science, doctor of education in educational innovation - secondary education - economics, doctor of education in educational innovation - secondary education - english, doctor of education in educational innovation - secondary education - french, doctor of education in educational innovation - secondary education - german, doctor of education in educational innovation - secondary education - history, doctor of education in educational innovation - secondary education - mathematics, doctor of education in educational innovation - secondary education - physics, doctor of education in educational innovation - secondary education - political science, doctor of education in educational innovation - secondary education - science education, doctor of education in educational innovation - secondary education - spanish, doctor of education in educational innovation - special education, university of hawaii at manoa.

Honolulu, Hawaii

Education Doctorate in Professional Education Practice

Depaul university, edd in curriculum studies, illinois state university.

Normal, Illinois

EdD in Education Administration and Foundations: P-12 Administration

University of illinois at chicago, doctor of education in urban education leadership, drake university.

Des Moines, Iowa

Doctor of Education with Principal Licensure

Edd in administration with superintendent licensure, university of iowa.

Iowa City, Iowa

Doctor of Education in Education Policy and Leadership Studies - Higher Education

Doctor of education in education policy and leadership studies - pk-12 administration, morehead state university.

Morehead, Kentucky

Doctor of Education in Adult and Higher Education Leadership

Doctor of education in educational technology leadership, doctor of education in p-12 administrative leadership, northern kentucky university.

Department of Counseling, Social Work and Leadership

Highland Heights, Kentucky

Spalding University

Louisville, Kentucky

University of Louisville

Edd in educational leadership and organizational development, university of maryland-college park.

College Park, Maryland

Doctor of Education in School System Leadership

Michigan state university.

Department of Education Administration

East Lansing, Michigan

EdD in Educational Leadership - K12 Administration

University of mississippi.

University, Mississippi

EdD in K-12 Educational Leadership

Edd in math education, maryville university.

Saint Louis, Missouri

Saint Louis University-Main Campus

Doctor of education in educational leadership - catholic, university of missouri-st louis, edd in educational practice, new hampshire, southern new hampshire university.

Manchester, New Hampshire

Rutgers University

Camden, New Jersey

EdD in Design of Learning Environments

Edd in education, culture, and society, edd in teacher leadership, cuny hunter college.

New York, New York

Doctor of Education in Instructional Leadership

New york university.

Department of Music and Performing Arts Professions

EdD in Educational Theatre in Colleges and Communities

Edd in higher education administration, the sage colleges.

Esteves School of Education

Troy, New York

University at Buffalo

Buffalo, New York

Doctorate in Education - Educational Administration

North carolina, east carolina university.

Greenville, North Carolina

EdD in Educational Leadership - Higher Education

Gardner-webb university.

Boiling Springs, North Carolina

Doctorate of Education in Organizational Leadership

Western carolina university.

Human Services Department

Cullowhee, North Carolina

Wingate University

Wingate, North Carolina

Doctor of Education in Higher Education Executive Leadership

Miami university-oxford.

Oxford, Ohio

Ohio State University-Main Campus

Doctor in education studies - educational administration, pennsylvania, kutztown university of pennsylvania.

Department of Secondary Education

Kutztown, Pennsylvania

Education Doctorate in Transformational Teaching and Learning

University of pittsburgh-pittsburgh campus.

Department of Administrative and Policy Studies

Pittsburgh, Pennsylvania

EdD in Health and Physical Activity

Edd in higher education management, edd in out of school learning, edd in social and comparative analysis in education, edd in special education - applied behavioral analysis, edd in special education - blindness/vision impairments/orientation and mobility, edd in special education - early intervention, edd in special education - emotional and behavioral disorders, edd in special education - learning disabilities, edd in special education - severe disabilities, edd in stem, clemson university.

Clemson, South Carolina

Doctorate in Education in Education Systems Improvement Science

Texas christian university.

Fort Worth, Texas

Doctor of Education in Higher Education Leadership

Brigham young university-provo.

McKay School of Education

Provo, Utah

University of Utah

Department of Educational Leadership and Policy

Salt Lake City, Utah

EdD in K12 Leadership and Policy - Administrative Licensure

K12 edd program, university of vermont.

College of Education and Social Services

Burlington, Vermont

Ed.D. in Educational Leadership and Policy Studies

Seattle university.

Seattle, Washington

Doctorate in Educational and Organizational Learning and Leadership

University of washington-tacoma campus.

Tacoma, Washington

Doctoral Program in Educational Leadership

Doctoral program in educational leadership - adult education, doctoral program in educational leadership - higher education, doctoral program in educational leadership - nursing education and healthcare leadership, doctoral program in educational leadership - p-12 educators/superintendent credential, doctoral program in educational leadership - public service, washington state university.

Pullman, Washington

EdD in Educational Leadership - Administration

Edd in educational leadership - higher education leadership, edd in educational leadership - teacher leadership.

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Best 18-Month Doctorate without Dissertation Programs

A PhD  helps you advance your career and secure senior leadership positions. However, if you’re a busy working professional struggling to manage your family, work, and personal commitments, full-time enrollment with dissertation requirements might not be an option. Most PhDs take 3-7 years to complete, with lots of time spent on dissertations.

But what if you could study a PhD without dissertation requirements or lengthy durations?

Sure, online PhD programs  offer more flexibility; however, you’ll still spend years studying.

Luckily, many schools offer 18-month doctorate without dissertation programs that you can complete in record time, often while studying online on your own schedule. Does that mean you can find the easiest PhD without dissertation requirements? Let’s find out.

Here are some of the top universities and no-dissertation PhD programs you can finish in just 18 months or a little more.

Table of Contents

Top 18-month Doctorate without Dissertation Programs

We’ve separated our list of doctorate degrees without dissertation into a few categories: education, nursing, physical therapy, and business management.

Walden University

PhD in Education (P-20 Education)

Walden University is known for offering research doctorates to African-American students and has many flexible options in various disciplines to extend education to everyone. This flexible PhD without dissertation requirements is a fabulous education program where you can design your study based on your interests.

• Courses:  Leading the future of education, governance & politics of education, and learning experiences in supportive environments.
• Credits:  86
• Delivery:  Online
• Tuition: $692 per quarter hour
• Financial aid:  Grants, education assistance, and loans.
• Acceptance rate:  100%
• Location: Minneapolis, Minnesota

Nebraska Methodist College

Online Doctorate in Education & Leadership in Healthcare

Nebraska Methodist College is one of the country’s most famous allied healthcare colleges and offers more than 40 healthcare and education programs online and on-campus. You don’t need to complete a dissertation or submit GRE scores to apply for this doctoral degree online; no dissertation. You can also balance your studies with other parts of your life by choosing between part-time or full-time options.

• Courses: Information technology in healthcare & education, legal & ethical issues in organizations, and healthcare policy.
• Duration: 24 months
• Cost per credit hour : $817
• Financial aid: Scholarships, grants, and loans.
• Acceptance rate:  92%
• Location:  Omaha, Nebraska

Nova Southeastern University, College of Education & School of Criminal Justice

EdD – Educational Leadership

Nova Southeastern University is a nationally renowned private institution that embraces social mobility and diversity. The institution offers an EdD that doesn’t require a dissertation. Instead, you’ll need to complete a Strategic Research Project (SRP) amounting to 12 credits.

• Courses: Leadership, communication, & technology, legal & ethical issues in educational leadership, and leading an educational organization.
• Credits:  55
• Delivery:  On-campus
• Tuition : $1,505 per credit
• Financial aid:  Scholarships, employer assistance, and veteran benefits.
• Acceptance rate:  76%
• Location: Fort Lauderdale, Florida

Maryville University

Online Doctor of Nursing Practice

Maryville University is renowned for innovative and comprehensive education, using advanced technology to deliver distance learning programs across a range of disciplines. If you are a working nursing professional, this doctoral degree without dissertation requirements will qualify you to reach the highest levels of nursing leadership.

• Courses:  Principles of epidemiology & biostatistics, ethics for advanced nursing practice, and professional role development.
• Credits:  33
• Duration:  20 months
• Delivery: Online
• Tuition : $813 per credit
• Financial aid: Scholarships, grants, and employer assistance.
• Acceptance rate: 95%
• Location:  St. Louis, Missouri

Monmouth University

Online DNP Program

Monmouth University has a low student-faculty ratio and believes in immersive learning experiences beyond the classroom. This DNP doctoral program without dissertation requirements helps students analyze evidence to improve clinical policies and practices.

• Courses: Translating evidence to clinical practice, organizational leadership in healthcare, and health care economics and financial management.
• Credits:  36
• Tuition :  $1,348 per credit hour
• Acceptance rate: 79%
• Location:  West Long Branch, New Jersey

Bay Path University

Doctor of Nursing Practice – Family Nurse

Bay Path University is a non-profit institution that offers a range of opportunities for lifelong learning, especially for women. This DNP program seeks to prepare nursing professionals with modern evidence-based knowledge to handle advanced nursing practitioner roles, especially in the family health sphere. You can complete this online doctorate (no dissertation) at your own pace.

• Courses:  Managing healthcare delivery systems, healthcare informatics, and biostatistics & epidemiology.
• Tuition : $995 per credit
• Financial aid: Federal loans and private loans.
• Acceptance rate: 78%
• Location:  Longmeadow, Massachusetts

Physical Therapy

The university of north carolina at chapel hill, school of medicine.

Transitional Doctorate in Physical Therapy

The University of North Carolina is ranked #5  for research among public universities and has two Nobel laureates. This non-thesis PhD helps licensed physical therapists gain advanced knowledge and skills in their area of practice. Additionally, physical therapists earn a median salary of $91,010, making this program one of the highest-paid PhDs . Balance familial and work responsibilities easily as you complete this doctorate degree online (no dissertation).

• Courses: Advanced patient management, advanced neuromuscular intervention, and advanced practice issues.
• Credits: 27
• Tuition :  $902 per credit
• Financial aid: Scholarships, loans, and employee benefits.
• Acceptance rate: 25%
• Location: North Carolina, Chapel Hill

Gannon University

Post-Professional Occupational Therapy Doctorate

Gannon University is a private Christian institution with a low student-faculty ratio that offers various online programs. This is one of few occupational therapy doctorate degrees without dissertations that help physical therapy professionals translate knowledge from cross-disciplinary theories and research into practice, enabling them to grow beyond a therapist-clinician role.

• Courses:  Applied research in clinical practice, advanced leadership & ethics, and entrepreneurship for the IT professional.
• Credits:  34
• Duration:  2 years
• Tuition :  $770 per credit
• Financial aid:  Scholarships, grants, loans, and veteran benefits.
• Acceptance rate:  79%
• Location:  Erie, Pennsylvania

Business Management

Capella university.

Doctor of Business Administration in Strategy & Innovation

Capella University is a private institution that strives to extend education to all by offering programs that fit with busy routines. As a result, many of its programs are highly flexible, allowing you to finish at your own pace. The institution also makes it easy to manage study costs by only requiring payment for 12 weeks instead of per credit. This doctorate without dissertation offers two streams: the GuidedPath, where you have a pre-fixed curriculum structure, and FlexPath, where you can modify the structure and complete the program according to your pace and convenience.

• Courses:  Effective organizational leadership, strategic decision making, and teaching business in higher education.
• Credits:  45
• Tuition : $545 – $810
• Financial aid: Grants, scholarships, loans, and military benefits.
• Location:  Minneapolis, Minnesota

Liberty University

Online Doctor of Business Administration

Liberty University has been named one of the top 5  online universities and is known for its quality, accessibility, and affordability. This flexible DBA program allows you to specialize in one of a range of business areas, from international business to healthcare management. No dissertation is required for this doctorate degree online.

• Courses:  Strategic allocation of financial resources, marketing for competitive advantage, and quantitative research methods.
• Credits:  60
• Tuition:  $595 per credit
• Financial aid:  Scholarships, grants, loans, and military benefits.
• Acceptance rate: 50%
• Location: Lynchburg, Virginia

What Is a Dissertation and How Does it Work?

A dissertation, sometimes called a thesis, involves conducting research before writing a final report to summarize the research’s findings. It is a fundamental requirement of many graduate programs, especially doctorates, and allows students to develop advanced research, writing, and analytical skills. If a panel approves your dissertation, it will become a part of the field’s current body of knowledge.

The student may choose the topic independently or in consultation with an advisor. In some cases, students can collaborate with faculty members to conduct research. Once complete, the university evaluates the dissertation, and their assessment often decides whether the candidate achieves their PhD .

Why Do So Many Programs Require Dissertations?

A dissertation is usually the most involved and longest-running assignment you need to complete as part of a graduate program. Many schools include a dissertation in the program to develop and test students’ research abilities and set them up for careers in academia.

However, some universities offer graduate programs that don’t require a dissertation. Instead, these programs involve additional research-oriented courses for the students to make up their credits.

Ranking Methodology for 18-month Doctorate without Dissertation Programs

We put together the above list of universities and doctorate programs across various disciplines based on their requirements for a dissertation and the total duration of the program. Of course, we gave preference to 18-month programs, but we also included some slightly longer programs.

Most programs don’t require any dissertation at all, while some require fair research activity for satisfactory completion. We ranked the programs based on accessibility, delivery mode, courses, faculty, and school reputation.

Key Takeaways

While most doctorate programs include a mandatory dissertation, several universities now offer no-dissertation programs. These are ideal for working students who may not be able to attend full-time, on-campus programs involving extensive research that can take years to complete.

But you might wonder whether an 18-month doctorate without dissertation status is still valuable. The good news is that it is — a doctorate without a dissertation is nonetheless a respected advanced degree that can significantly boost your career and secure well-paid, senior positions in the field of your choice.

Looking for other ways to speed up your post-graduate education?

Explore the Best 1-Year PhD Online Programs!

Frequently Asked Questions

Can you get a doctorate without doing a dissertation.

Yes. Many universities offer doctorate programs that don’t require a dissertation at all. Review the ones we’ve listed in this article for more information.

What Is a Doctorate Without a Dissertation Called?

There’s no particular term for doctorates without dissertations. Instead, they’re simply known as PhDs, EdDs, DNPs, or doctorate degrees. However, some institutions call them “no-dissertation programs” on their official websites.

Is a Dissertation Required for a PhD?

At many universities, a dissertation is an important and indispensable part of a PhD curriculum. However, some universities offer doctorate programs that don’t require a dissertation or thesis for completion. This can be a good option if you’re uninterested in research, don’t wish to work in academia, or are looking for an accelerated option.

Lisa Marlin

Lisa is a full-time writer specializing in career advice, further education, and personal development. She works from all over the world, and when not writing you'll find her hiking, practicing yoga, or enjoying a glass of Malbec.

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35 Best Online Doctoral Programs in Education without Dissertation [2024 Degree Programs]

Explore the 35 best accredited Online Doctoral Programs in Education without dissertation requirements with our program guide!

As an educator, one of your greatest joys in life may come from helping others grow in their knowledge. The more education you have, the more equipped you will be to help others learn.

Editorial Listing ShortCode:

Through a doctoral program in education, you can become an expert in your chosen field, but may not want to tackle a dissertation. There are more and more universities offering online doctoral programs in education without dissertation requirements.

Universities Offering Online Doctorate Programs in Education Without Dissertation

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer degree programs online or in a hybrid format.

The universities below offer doctorate of education degrees without requiring a dissertation. Under each school listed, you will find the specific EdD degrees offered. In addition, a number of schools have no GRE requirement for admission , though it varies by program.

1. Barry University

Barry is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Online Doctoral Degree Programs

• EdD in Educational Leadership

2. Baylor University

Baylor is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Online Doctoral Degree in Education Programs

• EdD in Learning and Organizational Change

3. California University of Pennsylvania

Cal U is accredited by the Commission of Higher Education of the Middle States Association of Colleges and Schools.

Online Doctorate Degree in Education Program

• EdD in Education Administration and Leadership

4. Capella University

Capella is accredited by the Higher Learning Commission.

Online Programs in Education

• EdD in Adult Education
• EdD in Curriculum and Instruction
• EdD in Performance Improvement Leadership
• EdD in Reading and Literacy

5. Concordia University, St. Paul

CSP is accredited by the Higher Learning Commission.

Online Educational Programs

• Doctorate in Education (Ed.D.)

6. East Tennessee State University

ETSU is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Doctoral Programs in Education

• EdD in Global Sport Leadership

7. Fordham University

Fordham is accredited by the Higher Learning Commission of the Middle States Association.

Online Doctorates in Education

8. franklin university.

Franklin is accredited by the Higher Learning Commission.

Online Education Doctoral Programs

• EdD in Organizational Leadership

9. Governors State University

Governors State University is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools.

Doctoral Programs in Education Online

• EdD in Interdisciplinary Leadership

10. Idaho State University

Idaho State University is regionally accredited by the Northwest Commission on Colleges and Universities.

Online Doctor of Education Programs

• EdD in Educational Leadership – Instructional Design and Technology Concentration

11. Johns Hopkins University

Johns Hopkins University is accredited by the Middle States Commission on Higher Education.

• EdD in Entrepreneurial Leadership in Education
• EdD in Mind, Brain & Teaching
• EdD in Urban Leadership

12. Liberty University

Liberty is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

• EdD in Curriculum And Instruction – Elementary Education
• EdD in Curriculum And Instruction – Middle Grades
• EdD in Curriculum And Instruction – Secondary
• EdD in Curriculum And Instruction – Special Education

13. Maryville University

Maryville University of Saint Louis is accredited by the Higher Learning Commission.

Online Doctorate in Education Degree Programs

• EdD in Higher Education Leadership

14. Morehead State University

Morehead is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools.

Education Doctorate Degree Programs

• EdD in Adult and Higher Education Leadership
• EdD in P-12 Administrative Leadership
• EdD in Educational Technology Leadership

15. National Louis University

National Louis University is accredited by the Higher Learning Commission (HLC).

Doctoral Degrees in Educational Leadership Programs

16. nebraska methodist college.

Nebraska Methodist College is accredited by the Higher Learning Commission.

Education Schools offering Online Doctoral Degree Programs

• EdD in Education & Leadership in Healthcare

17. New York University

NYU is accredited by the Middle States Commission on Higher Education.

Accredited Online Degree Programs in Education

• EdD in Leadership and Innovation

18. Northeastern University

Northeastern is accredited by the New England Commission of Higher Education, Inc.

Doctoral Degree in Education Degree Programs

• EdD in Higher Education Administration
• EdD in Curriculum, Teaching, Learning and Leadership
• EdD in Organizational Leadership Studies

19. Northern Illinois University

NIU is accredited by the Higher Learning Commission.

Degree Programs in Education

• EdD in Higher Education – Community College Leadership

20. Nova Southeastern University

NSU is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Doctoral Degree Programs Online

• EdD in Curriculum & Teaching
• EdD in Human Services Administration
• EdD in Instructional Technology & Distance Education
• EdD in Reading Education
• EdD in Special Education

21. Texas A&M University

TAMU is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Education Schools Online Programs

22. university of dayton.

University of Dayton is accredited by the Higher Learning Commission.

Education Colleges Online Degree Programs

• EdD in Leadership for Organizations

23. University of Missouri – St. Louis

UMSL is accredited by the Higher Learning Commission.

Online Educational Degree Programs

• EdD in Educational Practice

24. University of North Dakota

UND is accredited by the Higher Learning Commission.

Education Programs Online

• EdD in Educational Practice and Leadership (4 specializations)

25. University of South Carolina

University of South Carolina is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

University Degree Programs

26. university of southern california.

USC is accredited by the Western Association of Schools and Colleges.

Educational and Organizational Leadership Degree Programs

• EdD in Organizational Change and Leadership

27. University of Southern Mississippi

The University of Southern Mississippi is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

College and University Online Educational Degree Programs

• EdD in Education Administration
• EdD in Higher Education

28. University of Virginia

The University of Virginia is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools.

College Degree Programs Online

• EdD in Curriculum & Instruction

29. University of West Alabama

UWA is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

School Degree Programs Online

• EdD in Rural Education

30. University of Western States

University of Western States is accredited by the Northwest Commission on Colleges and Universities.

University Online Degree Programs

• EdD in Sport and Performance Psychology

31. Vanderbilt University

Vanderbilt is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Educational Leadership Doctorate Degree Programs

• EdD in Leadership and Learning in Organizations

32. Virginia Commonwealth University

VCU is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

No Dissertation Doctoral Degree Programs

• EdD in Leadership

33. Walden University

Walden is accredited by The Higher Learning Commission.

Online Higher Education, Curriculum, and Leadership Degree Programs

• EdD in Community College Leadership
• EdD in Curriculum, Instruction, and Assessment
• EdD in Early Childhood Education
• EdD in Educational Administration and Leadership (Non-Licensure)
• EdD in Educational Technology
• EdD in Higher Education (Self-Designed)
• EdD in Higher Education and Adult Learning
• EdD in Higher Education Leadership and Management
• EdD in P–20 Education (Self-Designed)
• EdD in Reading, Literacy, and Assessment

34. Wilkes University

Wilkes University isaccredited by the Middle States Association of Colleges and Schools.

Educational Leadership Doctoral Degrees

• EdD in Educational Leadership (3 concentrations)

35. Wilmington University

WilmU is accredited by the Middle States Commission on Higher Education.

Online University Degrees in Educational Leadership and Higher Education

• EdD in Organizational Leadership, Learning and Innovation

Online EdD Programs Without Dissertation

Select the Education degree specialization that most interests you from the list below:

Adult Learning

Community college leadership, curriculum & instruction, early childhood education, educational administration, educational counseling, educational psychology, educational technology, higher education leadership, reading & literacy, special education.

Online education programs, especially those that don’t require dissertations, allow you to pursue doctoral studies through a format that fits your busy life.

Although educating children might be the first thing that comes to mind for many people when they think about teachers, adult education is just as important. If you have a passion to equip adult learners with skills and knowledge, then consider an EdD with a specialization in Adult Learning.

Many graduates put this degree to work in higher education settings; for example, you could run programs to help people return to college after a break. Others provide training and education in public health, business or government settings.

Topics of study may include working with groups, providing ethical leadership and understanding learning styles.

Community colleges provide many people with access to affordable, convenient higher education. If you have a passion for helping college students succeed in the classroom, then a concentration in Community College Leadership can fuel your professional growth.

Your topics of study may include budgeting, educational technology, policy making, diversity and evaluation methods. You’ll also learn about organizational leadership and discuss how to guide organizations through times of transition.

After graduation, you are likely to hold a leadership position in a community college, but you could also work for related organizations, such as a government education agency.

If you’re passionate about education, then you probably want to help students learn in the best way possible. Whether your goal is to work with children or adults, a concentration in Curriculum and Instruction can help you become a more effective teacher or educational leader .

In your studies, you’ll learn more about the theories that shape teaching methods, curriculum styles and means of evaluating student progress. You may need to hold a valid teaching license before beginning this program.

After earning your doctorate , you might work in school administration, hold a leadership role among classroom teachers, teach in academia or serve as an educational consultant.

When you shape children during their early years, you can make a difference that lasts for a lifetime. By studying Early Childhood Education, you will become an expert in working with children up to age eight. This training can be useful in preschool and early elementary settings.

You can also apply your studies in government agencies or community programs, or you can prepare the next generation of teachers as an instructor at the college level.

You may want to look for a program that is accredited or recognized by the National Association for the Education of Young Children (NAEYC).

While teachers work in the classroom, administrators are working behind-the-scenes to ensure that high-quality education is being delivered throughout the institution.

Administrators work at all levels of education. For example, administrators in higher education may be responsible for maintaining a safe and satisfied student body, ensuring that legal regulations are being followed, or determining whether effective instruction and evaluation practices are being used.

With a concentration in Educational Administration, you could become a university’s dean of students, admissions director, academic dean or president. For schools with younger students, you could serve as the principal, special education director or superintendent.

To help others become effective counselors, consider a concentration in Educational Counseling. After earning this degree, you may serve in a supervisory or training capacity over counseling students or school counselors.

For success in this field, you must have a good grasp of counseling practices and well as effective instructional methods. Your curriculum may cover counseling theories, instructional methods, ethical practices and program evaluation. In addition, you may discuss case studies with your classmates and have hands-on opportunities to practice your supervision skills.

After graduation, you could work at a university or a healthcare facility, or you could join a government agency.

What factors influence how students learn and how teachers teach? With a specialization in Educational Psychology, you can delve into the psychological factors that play a role in educational processes. Through classes like Human Development, Personality Psychology, Evaluations and Analyses, and Ethical Psychology Practices, you’ll study topics such as motivation, social behaviors, growth and development, and cultural influences.

With this degree, you might decide to work in a school setting or serve as a corporate trainer. To hold a school counselor or school psychologist position, you may need to pursue licensure in your state; additional coursework may be required.

In many ways, technology is changing the face of education at all levels. If you want to be on the cutting edge of these educational developments, then you could pursue a concentration in Educational Technology.

During your doctoral work, you may study digital media, multimedia presentations and eLearning delivery methods, and you’ll discuss the strengths and weaknesses of these platforms. Your program will also cover planning, implementing and evaluating organizational change.

You may want to look for a program in which the curriculum is aligned with the standards set by the Association for Educational Communications and Technology.

Being a leader requires being able to navigate change and guide others through the transition process. As a student in the Higher Education Leadership specialization, you’ll study effective means of leading schools and other educational organizations.

Your curriculum may cover instructional methods and organizational psychology. Additionally, the doctoral program will address methods of motivating staff and students to implement new, more effective teaching and learning methods.

This specialization can prepare you for an administrative role at a community college or a university. You could also put your degree into practice as a workplace trainer or an organizational change consultant.

Strong reading skills can make all the difference during the school years and beyond. To help improve reading and comprehension for kids or adults, become an expert in the field with a Reading and Literacy concentration.

You’ll learn about working through language barriers, assessing literacy skills, applying for grants and implementing reading programs. Your degree program will also cover the various theories behind language and literacy education.

Although this degree can be quite helpful in a classroom setting, you can also pursue this field if you want to become a curriculum writer, a school consultant, a government policymaker or the director of a community program.

Teachers and administrators who work with special-needs students require a unique set of skills and knowledge. A Special Education concentration will hone the work you do among at-risk students, gifted learners, and those with physical, emotional or intellectual disabilities.

The coursework may cover legal issues, data interpretation and program implementation. With a doctorate, you could become the director of an elementary or secondary special education program, or you could teach in the education department of a university.

Of course, you might also choose to work directly with students in the classroom, or you could write curriculum for special-needs learners.

Education Careers & Salary

Earning a doctoral degree in education can open a number of career paths to you. Many of these options are in growing fields that offer promising salaries . For the next ten years, the Bureau of Labor Statistics predicts a job-growth rate of 5% for teachers, trainers and librarians. Some doctoral-level positions within the field of education are expected to experience a faster growth rate.

School Principals

Administrators, such as principals, may work at the elementary, middle school or high school levels.

Job Growth:

• Job Growth: 4%

Average Salary:

• Annual Median Salary: $98,490

Professors and Other Postsecondary Teachers

In a higher-education setting, you could train future teachers or work with adult learners.

• Job Growth: 9%
• Annual Median Salary: $80,790

Instructional Coordinator

The responsibilities of an instructional coordinator include overseeing curriculum and teaching methods.

• Job Growth: 6%
• Annual Median Salary: $66,970

Corporate or Industrial Training Specialist

As a training specialist, you can help employees improve their professional skills.

• Annual Median Salary: $62,700

University Administrator

Student deans, academic deans, admissions directors and college presidents are part of a school’s administrative team.

• Annual Median Salary: $97,500

Accreditation

Any college or university that you attend should be regionally accredited. This means that the entire school has received the approval of one of the main regional accreditors , such as the Higher Learning Commission or the Middle States Commission on Higher Education.

Your doctoral program may have additional accreditation from an industry-specific organization. The main accrediting body for schools of education is the Council for the Accreditation of Educator Preparation (CAEP). Early childhood programs may receive a distinction from the National Association for the Education of Young Children (NAEYC). Such accreditations affirm that a program is of the highest quality.

Financial Aid

The first step to obtaining financial aid for your doctoral program is to complete the free Application for Federal Student Aid (FAFSA). Once you’ve taken care of that, you may be able to qualify for financial aid in the form of:

• Scholarships
• Federal Work-Study
• Fellowships

Professional Organizations

Educators know how important it is to learn from one another, so there are many professional organizations available for people in this field. Becoming a member of one or more of these groups may offer you opportunities for networking, support, discounts and professional development.

Professional organizations include:

• American Association of School Administrators (AASA)
• American Association of University Administrators (AAUA)
• Association of American Educators (AAE)
• National Association for the Education of Young Children (NAEYC)
• National Association of Elementary School Principals (NAESP)
• National Association of Secondary School Principals (NASSP)
• National Education Association (NEA)

What is a Doctor of Education (Ed.D.)?

A Doctor of Education (Ed.D.) degree is a terminal degree designed for individuals who aspire to become leaders and experts in various fields related to education.

The primary purpose of an Ed.D. program is to enhance the skills and knowledge of scholars, teachers, university faculty, and other professionals with a focus on improving teaching practices, shaping educational policies, and promoting effective learning environments in workplaces.

The benefits of pursuing an Ed.D. include gaining practical knowledge that can be immediately applied to one’s job, such as implementing applied research methodologies and utilizing decision-making rubrics to address real-life problems. The degree program often offers specialized concentrations tailored to specific career paths. For instance, a teacher, principal, or dean might choose a concentration in Curriculum and Instruction, while an education administrator might opt for Educational Leadership. Additionally, professionals in fields like nursing, the military, or business may find value in concentrations such as Organizational Leadership.

Is It Possible to Get a Doctorate Degree Online?

Yes, many schools offer fully online doctoral programs; from beginning to end, you may never have to step foot on campus or meet face-to-face with your faculty advisors. Other schools have hybrid programs that can be completed mostly online but may require some on-campus classes or in-person residencies.

In fact, some universities now offer EdD programs without GRE requirements.

Are There Doctoral Programs in Education That Do Not Require a Dissertation?

In a doctoral program, it’s important for the faculty to assess how much you know about your chosen area of study. A dissertation is one means of conducting that evaluation, but it’s not the only way. Some doctoral programs do not require a dissertation , but instead rely on capstone projects or other assessments.

What is the Difference Between an EdD and a PhD in Education?

An EdD is a professional doctorate designed for real-world application. It’s most suitable for those who want to continue working in the field.

A PhD may deal more with educational theory and research. It may be suited for those who want to conduct original research or teach at the college level.

What is the Difference Between an EdD vs. EdS?

The main difference between an Ed.D. (Doctor of Education) program and an Ed.S. (Education Specialist) program lies in their academic focus, scope, and career outcomes. Both degrees are postgraduate programs in the field of education, but they serve different purposes and cater to distinct career goals.

Doctor of Education (Ed.D.)

An Ed.D. is a terminal degree, similar to a Ph.D., and is designed for individuals seeking leadership roles and expertise in educational research, policy-making, and administration. Ed.D. programs focus on advanced theoretical and practical knowledge, emphasizing leadership and innovation in educational settings. Graduates often pursue careers as school superintendents, education policymakers, or higher education administrators.

Education Specialist (Ed.S.)

On the other hand, an Ed.S. program is an intermediate, post-master’s level degree. It provides specialized training for educators looking to advance their careers in specific areas, such as school counseling, curriculum development, or educational technology. Ed.S. programs concentrate on practical skills and application, preparing graduates to become specialists in their chosen field, typically working as school counselors, instructional coordinators, or curriculum specialists.

An Ed.D. is a more research-oriented and leadership-focused degree, while an Ed.S. is a specialized program that enhances expertise in a specific educational area. The choice between the two depends on individual career aspirations, with the Ed.D. leading to higher-level leadership roles and the Ed.S. providing specialized expertise in a particular education-related field.

How Long Does It Take to Get a Doctorate in Education?

In general, a full-time education doctoral program may take three to four years to complete. A select few with accelerated tracks may be doable in just 18 to 24 months. Programs that require dissertations may take longer than non-dissertation doctorates.

Can I Work While Earning a Doctorate in Education?

Working full-time while going to school requires flexibility. Online doctoral programs can be ideal for those who need to balance school and employment. If you find that a full-time class load is too much, consider part-time enrollment.

What is the Biggest Difference Between a Traditional and an Online EdD Program?

Campus-based and online programs cover the same material and produce comparable results, but online EdD programs may offer greater scheduling flexibility. With >online classes, you may learn the material through a variety of media, including message boards, textbooks, interactive simulators, live discussions and prerecorded lectures.

How to Choose an Ed.D. Program

Choosing to pursue a Doctor of Education (Ed.D.) can seem like a daunting task, as the landscape of available programs can be vast and diverse. To aid aspiring doctoral candidates in making a well-informed decision, we’ve created a list of essential considerations for selecting an Ed.D. program.

• Program Delivery : Decide on your preferred mode of instruction, whether it’s a fully online, on-campus, or a blended Ed.D. program, depending on your personal preferences and logistical requirements.
• Program Duration : Evaluate whether the doctorate in education program offers part-time or full-time options that align with your current work commitments, ensuring it can be accommodated within your schedule.
• Areas of Specialization : Assess if the available Ed.D. concentrations align with your educational and career aspirations, as this will directly impact your expertise and future career prospects.
• Faculty Qualifications : Evaluate the expertise and engagement of Ed.D. professors within the education profession. Assess if their research interests align with your own and if their experience is relevant to your leadership objectives.
• Financial Considerations : Investigate the availability of internal funding opportunities, such as scholarships, to support your tuition costs. Additionally, consider the average loan burden of Ed.D. students and the potential for salary advancements after graduation.
• Required Coursework : Examine the relevance, currency, and applicability of the Ed.D. course content to your current or desired professional role, ensuring the program meets your specific career needs.
• Internship & Practical Experiences : Determine if you are interested in supervised leadership opportunities, as certain programs may include internships or fieldwork components to enhance practical skills.
• Dissertation or Culminating Project : Choose between a traditional dissertation or an alternative final project as the culmination of your doctoral studies, depending on your preferences and academic goals.

Keep in mind that the importance of each factor may vary based on individual values and priorities. Considering these key points will help you make an informed decision when selecting the most suitable Ed.D. program to meet your academic and career goals.

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•       Resources       Choosing Between a Thesis or Non-thesis Master's Degree

As of 2015, approximately 25.4 million Americans held advanced degrees , with more citizens joining these ranks each year. As studies continue to show the career advancement and salary benefits of completing a master's degree, more and more students elect to pursue advanced educations. When considering their options, many question whether to enroll in a master's requiring a thesis or not. The following guide examines some of the reasons degree seekers may want to write a thesis while also highlighting why they might not. Students on the fence about this important decision can find expert advice, actionable tips, and relevant guidance to help them make an informed choice in the guide that follows.

Understanding the Master's Thesis

What is the difference between a thesis & non-thesis master's program, the decision not to do a thesis.

As students research various master's programs in their chosen discipline, it's common to find that many degrees require a thesis – especially if they want to enter a research-heavy field. While this word gets thrown around a lot in academia, some learners may want more information regarding what it entails in order to make an informed decision.

What is a Master's Thesis?

The master's thesis is an original piece of scholarship allowing the student to dig into a topic and produce an expanded document that demonstrates how their knowledge has grown throughout the degree program. These documents require significant independent research of primary and secondary sources and, depending on the subject, may require interviews and/or surveys to support the overarching argument.

Individual schools and departments dictate the length of these documents, but they typically range between 60 and 100 pages – or approximately 20,000 to 40,000 words. While tackling a document of such heft may seem overwhelming at first, learners need not fret. Each master's candidate receives a faculty advisor early in their tenure to provide support, feedback, and guidance throughout the process. Because the final thesis is expected to be of a publishable quality, learners seeking the highest marks typically send their supervisor excerpts of the document as they write to ensure they are on the right track.

When picking a thesis topic, no magical formula exists. Students should consider their interests and read extensively on that topic to get a better sense of existing scholarship. They should also speak to other academics working in that sphere to familiarize themselves with ongoing projects. Only after they feel reasonably well-read should they begin looking for uncovered angles or interesting ways of using emerging methodologies to bring new light to the topic.

When considering formatting, degree seekers should check with their specific schools and departments, as they may have unique requirements. To get a general understanding of what to expect, learners can review Simon Fraser University's guidelines on thesis formatting. After completing the thesis, some programs require an oral defense before a committee while others read the document and provide a grade. Check with your prospective schools to get a better sense of procedure.

Format & Components of a Master's Thesis

While this guide attempts to provide helpful and actionable information about the process of deciding whether to follow a thesis or non-thesis track in a master's program, readers should remember that specific components and requirements of a thesis vary according to discipline, university, and department. That being said, some commonalities exist across all these – especially when it comes to what students must include in their final drafts.

As the first section a reader encounters after moving through the table of contents and other anterior text, the introductory allows the writer to firmly establish what they want to accomplish. Sometimes also called the "research question" section, the introductory must clearly state the goals of the paper and the overarching hypothesis guiding the argument. This should be written in a professional yet accessible tone that allows individuals without specializations in the field to understand the text.

This section allows learners to demonstrate their deep knowledge of the field by providing context to existing texts within their chosen discipline Learners review the main bodies of work, highlighting any issues they find within each. Constructive criticism often centers around shortcomings, blind spots, or outdated hypotheses.

Students use this section to explain how they went about their work. While scientists may point to a specific method used to reach conclusions, historians may reference the use of an emerging framework for understanding history to bring new light to a topic. The point of this section is to demonstrate the thought processes that led to your findings.

This section allows for learners to show what they learned during the research process in a non-biased way. Students should simply state what information they gathered by utilizing a specific framework or methodology and arrange those findings, without interpretation, in an easy-to-read fashion.

After providing readers with all the necessary information, the discussion section exists for candidates to interpret the raw data and demonstrate how their research led to a new understanding or contributed a unique perspective to the field. This section should directly connect to the introduction by reinforcing the hypothesis and showing how you answered the questions posed.

Even though the previous sections give prospective degree seekers a better sense of what to expect if they decide to write a thesis during their master's program, they don't necessarily help learners decide whether to pursue a thesis or non-thesis track. The following section highlights some of the reasons students frequently choose to complete a thesis or bypass the process altogether by providing a pros and cons list.

Why a Thesis Program

• Especially when entering a research-heavy discipline, completing a thesis shows prospective schools and employers that you possess the skills needed for researching and writing long-form reports.
• Students hoping to pursue a Ph.D. stand in better stead with admissions panels if they wrote a thesis during a master's program.
• Individuals hoping to enter a field that values syntax and grammar often better their writing skills by completing a thesis.
• Students who write a thesis can submit the final product to various academic journals, increasing their chances of getting published.
• Theses expand students' understanding of what they're capable of, deepen their ability to carry out an argument, and develop their skills in making connections between ideas.

Why a Non-thesis Program

• Because they don't require a significant written product, non-thesis master's tend to take less time to complete.
• Often mirrors a bachelor's program in terms of structure, allowing learners to complete classes and take exams without a great deal of research or writing.
• Students who excel in project-based assignments can continue building skills in this arena rather than focusing on skills they don't plan to use (e.g. research)
• Provides learners the opportunity to work more closely and more frequently with faculty on real-world projects since they don't spend hundreds of hours researching/writing.
• Allows learners to take more classes and gain hands-on skills to fill the time they would have spent researching and writing a thesis.

How to Choose a Master's Program: FAQs

Within some academic disciplines and professional fields, research and writing plays a key role in work done on a daily basis. Because of this, master's programs in these fields require learners to complete theses to compete against peers and be seen as competent in their work. Other disciplines, conversely, rely on other tools to accomplish work and progress ideas – making theses less important.

Yes. Master's programs focused more on application than research typically don't require a thesis – although they may still give students the option. Examples of common non-thesis master's programs include nursing, business, and education.

Even though non-thesis students won't be writing a 100-page paper, that doesn't mean they avoid completing a significant project. In place of a thesis, most applied master's programs require students to take part in at least one internship or complete a culminating project. These projects typically ask learners to take what they learned throughout coursework and create an expansive final project – examples include case studies, creative works, or portfolios.

While students who followed a non-thesis path routinely receive acceptance to Ph.D. programs, those with theses often find the process easier. Even if a learner pursues a Ph.D. in a discipline that isn't research-heavy, admissions panels still want to get a sense of your academic interests and ability to engage in independent, nuanced thought. Students with theses can provide solid proof of these skills, while those without may struggle to demonstrate preparedness as thoroughly.

The answer to this question depends on many factors, but typically it is okay not to do a thesis if you plan to enter a field that doesn't depend heavily on research or writing, or if you don't plan to complete a Ph.D.

Students wanting to work in academic, research, or writing should always opt for the thesis track. They should also follow this path if they have any doctoral degree aspirations.

Ultimately, the decision of whether or not to complete a thesis rests with the individual student. Figuring out how to proceed on this front requires lots of careful consideration, and learners should ensure they consider various aspects before coming to a final decision. The following section helps students consider how they should and should not come to a conclusion.

Dos and Don'ts of Choosing a Thesis or Non-thesis Program

• Consider the longevity of your decision: will you feel the same in 5-10 years or are you making a decision based on current desires?
• Talk to others who with experience in this area. Ask them questions about their decision-making process and if they regret their choice.
• Research potential thesis topics before starting a program. Going in with a game plan can help you feel more confident and settled about the process than if you're scrambling for a topic while in school.
• Reach out to prospective schools to speak with faculty and/or current students following both tracks. This will provide knowledge specific to the school while also expanding your network if you choose to attend there.
• Research Ph.D. entrance requirements to ascertain if the majority expect learners to possess a thesis when applying. This will give you a sense of whether you may experience issues later on if you do not complete one.
• Decide not to complete a thesis simply because you have never taken on such a task and feel overwhelmed or fearful that you will fail.
• Complete a thesis simply because you think it will look good on your resume. Theses require intense devotion over an extended amount of time; learners who complete them without conviction often find the process miserable.
• Forget to research alternatives to writing a thesis. Just because you don't complete a research paper doesn't mean a non-thesis track lacks rigor or challenging coursework.
• Forget to read examples of theses by previous students. If you feel overwhelmed by the task, reading work other people have done can often make the task at hand feel less scary.
• Let yourself off easy by taking the non-thesis path. If you find you have extra time in the program, talk to your advisor about taking more classes, develop meaningful projects for yourself, or see about presenting at an academic conference.

From the Expert

Sudiksha Joshi, Ph.D. is a learning advocate. Her mission is to empower our youth to think bigger, bolder thoughts and forge a career path that will change the world. She taps into her natural curiosity and ability to identify strengths to help students and those in transition find their path from feeling lost in the traditional ways of achieving success to charting their own path. Her work has been featured in Forbes, Huffington Post, Thrive Global, Medium and LinkedIn.

Why might a student decide to follow a thesis track? Why might they follow a non-thesis track?

A student might decide to take a thesis track if she/he wants to pursue a Ph.D. Also, if the students want to focus on careers where research and writing have a strong focus, the students opt for the thesis option. Research assistantships at the graduate level are also more often available to students who opt for the thesis option.

A student who might feel that writing is not one of their strengths might choose to go the non-thesis track. Likewise, a student who has other work commitments may find a non-thesis option more convenient.

Do you have any tips for deciding on a program?

I chose a thesis option because being able to conduct independent research was a big reason to go to graduate school. Also, showing the ability that I could do research was what afforded me research assistantships which meant that my tuition was paid for and I got a stipend that paid for expenses while I was in graduate school. This also allowed me the opportunity to work closely with the faculty mentor that provided me with the support and the accountability I wanted.

I would not recommend taking a non-thesis option if all the degree requires is for you to take courses. You have little to show in terms of your learning other than your grades unless you are already working on something on the side that does that for you and all you need is a certificate.

Opt for a non-thesis option if you can still work closely with a professor or on a project and if you'd rather be involved in multiple projects rather than focus on a single project. If you already have a good (informed) reason for choosing one over the other, go for it.

What's the most important thing to consider when choosing a program?

The most important thing to consider when choosing a program is getting excited about the projects that at least one of the faculty members are involved in. Do some research and see why you are excited about a particular work that at least one of the faculty members have been involved in.

Who should students talk to when considering options?

Students should talk to other students and also reach out directly to the graduate coordinator and even individual faculty members. This means that students should have done prior homework and have some good questions ready. Asking good questions will get you at least halfway through to make the right decision.

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Earn a Doctorate Online With No Dissertation

These research projects allow students to influence policy and practice changes by conducting research with a narrow focus that solves a problem.

Nebraska Methodist College (NMC) offers doctoral degrees, including a Doctor of Education and Leadership in Healthcare (Ed.D.), with no dissertation requirements. 

Because NMC has adopted the scholarly research project, students are making a difference in healthcare, academia and communities.

The online doctorate for healthcare professionals gives students the opportunity to integrate the guiding values of NMC - caring, excellence, holism, learning and respect - at the upper echelons of both academic and healthcare institutions. 

Here’s what makes this online Ed.D. program with no dissertation stand out in a competitive field.

Online Doctorate in Healthcare Leadership: Beyond the Dissertation

Revolutionizing ed.d: the scholarly research advantage over dissertation.

The doctoral dissertation has been a common requirement of doctoral programs, but many colleges and universities are taking a more modern approach. 

Debate in academic circles about the value of a doctoral research project has led to a change in philosophy about what is most beneficial for students.

The Carnegie Project on the Education Doctorate (CPED) Consortium issued a statement that called for a transformation of the doctoral candidate’s culminating academic work. 

The call for change resulted in the scholarly research project, which acts as an exemplar of the student taking all that they’ve learned and demonstrating the impact of their knowledge with real, concrete results.

The difference between a dissertation and a scholarly project is the type of research being conducted.

While a dissertation is original research with a goal to generate new knowledge, the doctoral scholarly project is translational research, which ‘translates’ the research into practice through quality improvement or evidence-based practice initiatives.

Our emphasis on the doctoral research project represents a modern approach to a candidate’s final demonstration of expertise in the subject matter, allowing students to apply theory to solve problems in a real-world practical setting.  

All of this is accomplished without losing any of the academic rigor that one would expect of a doctoral program.

NMC is a leader in putting forth this new academic ideal, with students whose breadth of knowledge encompasses the most innovative practices in the modern world. 

The doctoral scholarly research project is a showcase of their work and the core knowledge they’ve gained through the academic process.

Read more: Why NMC’s Online Doctorate Has No Dissertation

Merging Healthcare and Education

While NMC may be known for our nursing programs, including our Doctor of Nursing Practice , we’ve recognized a need for non-nursing doctorates online.

NMC’s Doctor of Education and Leadership in Healthcare is for leaders who want to develop effective management solutions in healthcare, education or the community.

Healthcare and education are industries that are in the midst of upheaval. 

The healthcare industry is managing the organization-wide changes brought about by the Affordable Care Act and an aging population while successfully making the transition to a preventive healthcare model that emphasizes value over volume. 

Higher education is coping with a mounting student debt dilemma, substantial shifts in financial aid and demographic patterns, and ongoing accreditation considerations.

Education and leadership doctoral programs, like the one at NMC, prepares students to meet the demands of healthcare and education.

Career Impact of an Online Healthcare Leadership Ed.D.

A Doctor of Education can open up leadership opportunities and advance your career.

“An Ed.D. provides a competitive advantage in attaining leadership roles in healthcare, community-based and private organizations, and education,” said Dr. Alice Kindschuh, director of doctoral studies at Nebraska Methodist College (NMC).

“It also demonstrates a commitment to your profession to employers and strengthens your skill-set as an innovative change agent.”

NMC’s education doctorate program has two tracks:

• Education and Leadership in Healthcare

You can choose to study education and leadership to become a college or university professor, researcher, program director or administrator. 

A doctorate in public health policy will allow you to work as a public health consultant, health policy advisor, health and safety engineer, public health program specialist or an executive director of a public health non-profit.

Read more: Getting a Doctor of Education in Public Health Policy Online

We understand the management skills it takes to successfully run enterprises as wide-ranging and ever-evolving as healthcare and education. The Ed.D. program allows us to pass those skills on to the next generation of leaders, who will be ready to meet challenges that are only beginning to take shape.

Read more: What Job Can I Get With a Doctor of Education?

Evolving Higher Education: Introducing the Streamlined Online Ed.D.

With just 24 months of full-time study, you’ll be able to add “Dr.” to your name.

We thought long and hard about how to make this program convenient for the modern professional without losing any of the scholarly rigor that defines the doctoral degree. 

Other programs require a longer time commitment, due to a dissertation process that has stymied even the best candidates.

We came to the conclusion that two years is the perfect amount of time to provide this education. It’s long enough to attain the ultimate expertise in a given subject matter while still creating a viable timeframe that won’t have you feeling like you’ll never be done with school.

What’s more, a flexible doctoral degree online allows students to balance coursework with their professional lives more than would be possible with an on-campus degree. 

While you still have assignments on a regular basis, you choose when and where to complete them. 

Read more: Steps to Succeed in Online Learning as a Graduate Student

Support and Resources for Online Ed.D. Students

As an online student at NMC, you have access to academic and technical support to help you succeed during your program.

• On-staff writing coach and statistician to assist in planning and evaluating scholarly research projects. 
• Networking and community building through online discussion boards.
• Digital library and on-staff librarian to help with research.
• Faculty office hours.

Testimonials: Success Stories from our Online Ed.D. Graduates

Graduates of NMC’s doctoral degree programs take on leadership positions in healthcare systems and education. Here’s what some of our graduates had to say about their experience in the education and leadership doctoral programs:

Josey Harris, Education and Leadership in Healthcare

“The Ed.D. program is very well designed, which facilitated my ability to manage the competing priorities of my home life, my career and my schooling simultaneously. 

“Larger assignments in one course are balanced by having smaller assignments in your other courses, which helps to minimize feelings of being overwhelmed. 

“In addition, the one-week break after every five weeks of class is a lifesaver. It allowed me to decompress a little and start back refreshed every time!”

Lacey Petersen, Education and Leadership in Healthcare

"I am so proud of completing my doctoral research project and earning the distinction of being able to say that I have earned a Doctor of Education.

“The NMC faculty are truly some of the most diverse, compassionate and educated individuals that I have ever been blessed to meet. I am humbled by the variety of backgrounds, level of experience, and expertise that my professors at NMC had. 

“I will forever be grateful how they shared this knowledge with us as they facilitated our education. I am most definitely a more well-rounded individual for the insight and perspectives that they shared with us throughout this program. 

“From the first day to the last day, I was always made to feel cared for, important, and valued as a student!”

Vanessa Humphreys, Education and Leadership in Healthcare

“Through the Ed.D. program, I am most proud of expanding my knowledge in the fields of education, public policy, healthcare and community needs. 

“The online discussion forums with fellow students, projects and activities throughout the program not only made me more aware of the various challenges presented in our communities, but the steps we can take to work towards effective change. 

“The coursework also allowed me to reflect more on my personal goals, professional aspirations, workplace environment and the community I live and work in. The online Ed.D. program allowed me time to celebrate all that we have accomplished so far, and critically think about the role I would like to take in my community moving forward.

"Interacting with faculty, staff and students was also such a humbling and inspiring experience. To learn about what each member of the program was working on has motivated me to connect with local organizations in order to continue the scholarly research work I started in the Ed.D. program."

Embracing Change: How Our Online Ed.D. Makes a Real Difference

In creating the healthcare and leadership doctorate online, we sought to make a program that offered an exceptional academic experience while still being flexible enough to accommodate the needs of the modern professional.

Earning your terminal degree will be a challenge, but we want to make sure that challenge comes from the pedigree of the coursework, not the unreasonable criteria of a dissertation, technological hurdles or the prospect of having to come to campus.

Ready to advance your career with a flexible, innovative online EdD program? Learn more about our no-dissertation Doctor of Education and Leadership in Healthcare , and take the first step towards educational excellence and professional growth. Apply now and transform your future in healthcare leadership!

About the Author

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Question: Are there any online EdD programs that do not require a dissertation?

Answer: Yes – Several schools that offer Doctor of Education degrees online do not require students to complete a traditional dissertation. However, these programs typically include another type of capstone requirement, such as an applied project or requiring students to publish a journal quality research article.

At this time, the majority of online Ed.D. programs require students to complete a dissertation in order to earn their doctorate. There are, however, options for those who do not wish to write a traditional research-based thesis. Several programs now offer students the opportunity to develop and implement a more action-oriented “dissertation-in-practice” dissertation or an applied capstone project. While these capstone options also require a considerable amount of research and writing, they differ from traditional dissertations, focusing more on producing direct solutions to existing problems in education or organizational leadership, instead of furthering theory in the field.

A traditional dissertation has a formal five-chapter structure and aims to contribute to the existing scholarly literature on a topic in education development or leadership. The dissertation-in-practice, on the other hand, is an applied dissertation that still maintains the formal structure of the traditional dissertation, but focuses more on specific education challenges that students experience in their place of work. In contrast, the applied project is distinct from a dissertation in that it does not abide by the formal five-chapter dissertation structure, and has a more applied objective that relates to investigating or solving an educational practice or learning outcomes problem. In most cases, students who choose an applied project are tasked with examining an education challenge at their current place of employment (or one that is present regionally), and making an improvement to strategies or methods used in their organization or district.

Students should note that regardless of the option they choose, all three culminating experiences require rigorous research and writing. To learn more about the differences between these three capstone experiences, and to see a list of online programs that include an applied project option, continue reading below. (Note: At this time, the majority of online Ed.D. programs require students to complete some sort of a capstone experience whether it is a traditional research dissertation, a dissertation-in-practice, or an applied doctoral project.)

Ed.D. Dissertation and Dissertation-in-Practice vs. Applied Project

While each is an extensive undertaking, intended to represent the culmination of one’s doctoral studies, a traditional Ed.D. dissertation, a dissertation-in-practice, and an applied capstone project are all similar to and distinct from each other depending on how you compare them. Additionally, for Ed.D. students, one option is not inherently better than the other; therefore, it is important to understand the similarities and differences and to choose an option that best aligns with a student’s educational and professional goals.

For students who are worried about the time it may take to complete a traditional dissertation, many Ed.D. programs are now better incorporating dissertation work into the curriculum. From the beginning of students’ enrollment, these programs have a structured environment in which students conduct their research, write their dissertation chapters, and consult with instructors for their dissertation work. This is a fairly recent change from the way dissertations have historically been completed in doctoral programs, where the student embarks on his or her dissertation work after he or she completes all of the program coursework.

Ed.D. Dissertation

The dissertation is an original research study, in which students use qualitative and/or quantitative research methods to examine and analyze a specific issue related to education. The goal of this project is to contribute new insights on a particular topic in the field, making a positive impact on established methods or theories by advancing existing research.

Students typically begin the dissertation process by formulating a specific research question to investigate. After reviewing past research on the subject, they then design and conduct a study of their own and analyze the results. The final product is a five-chapter document detailing the entire dissertation process, including students’ research methodology and conclusions drawn from their findings. Overall, students can expect to spend a significant portion of their Ed.D. studies planning for and completing their dissertation. Most programs include multiple courses related to dissertation research and development, and allow for one or more years of independent study to finish the project. The entire process is typically overseen by a dissertation committee comprised of program faculty, who provide mentorship and make sure students reach certain deadlines along the way. In most cases, students must present their initial research proposal to this committee for approval, as well as explain their findings during a formal dissertation defense at the end of their studies. For Ed.D. students, a traditional dissertation is very similar to what students in a Ph.D. program complete.

Ed.D. Dissertation-in-Practice

Unlike a Ph.D. in Education, the Doctor of Education degree is more focused on practice than scholarly research. Indeed, with the establishment of the Carnegie Project for the Education Doctorate (CPED) as a guiding organization in the area of Ed.D. curriculum development, a growing number of Ed.D. programs have joined CPED and expressed their commitment to the scholar-practitioner model. As such, many Ed.D. programs are beginning to offer alternative dissertation options that more closely align with the Ed.D.’s role as a practitioner’s degree. Therefore, students who prefer to focus on practical skills and real-world applications over intensive academic inquiry should look for programs that offer a dissertation-in-practice and/or an applied project option.

The dissertation-in-practice is, in many ways, a compromise on the historical requirement that students must complete a dissertation in order to earn their doctorate, and the central mission of the Ed.D. degree to train students to be advanced scholar-practitioners (i.e. educational leaders who use research to solve education problems and challenges in their place of practice). Instead of focusing on furthering scholarly understanding of a particular issue in education, the goal of a dissertation-in-practice is to address a specific problem of practice (as such, a dissertation-in-practice is often referred to as an applied dissertation). Students who elect to complete a dissertation-in-practice identify a research question pertaining to a specific problem they wish to solve in their own place of work, or an educational issue that is affecting their region (e.g. school district or community).

Students completing a dissertation-in-practice utilize qualitative and/or quantitative research methodologies to investigate their research question, and to gather data that will provide insights on addressing, preventing, or mitigating their chosen education problem. They also generally follow the same process that students completing traditional dissertations follow, which includes forming a faculty research committee, submitting and presenting a research proposal, writing their paper, and presenting their final conclusions to their committee. In general, dissertations-in-practice also follow the same formal five-chapter structure as a traditional dissertation, but the implications of students’ research are much more aligned with the goal of directly improving learning outcomes or enacting positive change in organizations and systems of education.

Ed.D. Capstone Project

An Ed.D. capstone project, on the other hand, is quite different from a traditional dissertation or even a dissertation-in-practice. While an applied project may have a similar scope or address a similar question as a dissertation-in-practice, instead of creating a traditional five-chapter dissertation, students typically have a much more concrete deliverable, designed to be implemented immediately with the goal of improving performance or learning outcomes in a particular setting. This can take many different forms, such as a new curriculum plan for students, a staff training program, a piece of learning software, a district-wide technology strategy, potential policy changes, or recommendations for other organizational improvements that may help solve a current educational issue.

As with a dissertation, students typically complete this project under the guidance of faculty mentors. They must submit their initial proposal for approval, as well as defend the final product in front of their project committee. Most Ed.D. programs that have an applied project option also include a number of credits or courses directly related to capstone development, as well as certain deadlines students must meet during the process. In the end, these projects are generally just as rigorous as a traditional dissertation, requiring a similar time commitment as well as substantial research and writing.

Note : For the most detailed information on a program’s dissertation or capstone requirement–as well as how the program may define a traditional dissertation vs. a dissertation-in-practice vs. a capstone project–it is always best to contact the program directly.

Online Ed.D. Programs with No Dissertation Required

Below is a list of online Doctor of Education programs that include an applied project rather than a dissertation (e.g., traditional research dissertation or a dissertation-in-practice) as their capstone requirement. Students interested in earning their Ed.D. without completing a dissertation have a variety of degree options to choose from, with specializations ranging from P-12 Educational Administration to Global Sport Leadership. Keep in mind, the requirements and goal of each program’s capstone project or culminating experience may vary, depending largely on the degree’s particular area of focus within education or organizational leadership.

Below are the schools that currently offer Ed.D. programs online which do not require a dissertation (either a traditional dissertation or a dissertation in practice):

• A.T. Still University : Doctor of Education in Health Professions (Doctoral Research Project)
• Boston College : Executive Doctor of Education (Ed.D.) in Higher Education (Professional Capstone Project)
• Bradley University : Doctor of Education – Higher Education Administration (Action Research Project and an Applied Internship)
• Cornerstone University : Doctor of Education in Organizational Leadership and Development (Organizational Leadership and Development Project)
• East Tennessee State University : Doctor of Education in Global Sport Leadership (Doctoral Capstone Project)
• Kent State University : Online Ed.D. in Interprofessional Leadership (Comprehensive Paper or Capstone Project)
• Liberty University : Doctor of Education in Curriculum & Instruction (Capstone Project)
• Liberty University : Doctor of Education in Educational Leadership (Capstone Project)
• Marymount University : Doctor of Education in Educational Leadership and Organizational Innovation (Doctoral Project/Final Research Paper)
• Morehead State University : Doctor of Education with Specializations in Adult and Higher Education Leadership, P-12 Administrative Leadership, and Educational Technology Leadership (Doctoral Capstone Project)
• National Louis University : Ed.D. in Higher Education Leadership (Doctoral Capstone)
• National University : Doctor of Education in Organizational Innovation (Culminating Project)
• Nebraska Methodist College : Doctor of Education in Education and Leadership in Healthcare (Capstone Project)
• New York University : Doctor of Education in Leadership and Innovation (Capstone Project)
• Rockhurst University : Online Ed.D. in Education and Leadership (Capstone Project)
• The University of Louisiana at Monroe : Doctor of Education in Curriculum and Instruction (Capstone Project or Three Publishable Research Articles)
• The University of North Carolina at Chapel Hill : Doctor of Education in Organizational Learning and Leadership (Three Semester Capstone Courses and Project)
• The University of Southern Mississippi : Doctor of Education in P-12 Educational Administration (Four-chapter Capstone Project)
• The University of Southern Mississippi : Doctor of Education in Higher Education Administration (Field-based Capstone Project)
• University of Miami : Doctor of Education in Applied Learning Sciences (Group Project and Individual Paper)
• University of Virginia : Doctor of Education in Curriculum and Instruction (Capstone Project)
• Vanderbilt University : Doctor of Education in Leadership and Learning in Organizations (Group Capstone Project)
• Virginia Commonwealth University : Ed.D. in Leadership (Collaborative Group Study Capstone)
• West Texas A&M University : Doctor of Education in Educational Leadership (Two Publication-worthy Research Articles)
• Wilmington University : Doctor of Education in Higher Education Leadership (Applied Inquiry Project)

When researching potential programs, students should decide which type of capstone experience best fits their academic and professional goals. Ultimately, it is important to choose a degree that both aligns with one’s particular learning style and provides them with the type of training needed to advance in their field of interest. To learn more about any of the Ed.D. programs listed above, as well as their specific capstone requirements, students should visit the school’s website or contact an admissions representative.

Online EdD Program FAQs

• Are there any fully online EdD programs?
• FAQ: Are there any online EdD programs in kinesiology?
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• Are there any online EdD programs that do not require a master’s degree for admission?
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• Are there any online EdS to EdD degree programs?
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Doctor of Philosophy in Engineering with a concentration in Civil Engineering

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The Richard A. Rula School of Civil and Environmental Engineering offers graduate programs leading to the Master of Science (thesis and non-thesis option) and Doctor of Philosophy degrees. Major areas of study include structures, geotechnical, water resources, transportation, construction materials and environmental engineering.

An advanced degree in civil and environmental engineering can lead to career advancements for civil engineers, design engineers or civil/structural engineers.

Do you like to work outdoors as well as indoors? Do you excel at subjects like science and mathematics? Do you have a passion for building things or for taking things apart and putting them back together? Civil engineers are responsible for maintaining, repairing and upgrading infrastructure, so they are involved with engineering projects in a unique and ongoing way even after construction is complete. A graduate degree is for those who want to learn more and provide leadership in their workplace.

Program Structure

Mississippi State University’s Bagley College of Engineering offers programs of study leading to a Doctoral degree in Civil and Environmental Engineering with specializations in the following areas:

• Construction Engineering and Management
• Construction Materials Engineering
• Environmental Engineering
• Geotechnical Engineering
• Structural Engineering
• Transportation Engineering
• Water Resources Engineering
• For students with an acceptable M.S. degree, a minimum of 24 hours of coursework approved by their committee and a minimum of 20 hours of research (CE 9000) are required.
• 12 hours in CE courses, nine of which are at the Full Graduate level
• 12 hours at the Full Graduate level
• 15 hours in Engineering.

* The student needs to submit a seperate application and be admitted for dual enrollment in the M.S. program at least one semester before earning the M.S. degree.

Admissions Requirements

Students seeking full admission into this program should apply as a classified student. Non-degree seeking students wishing to take classes offered through the Online Civil Engineering program should apply as an Unclassified student.

Applications for the degree programs are reviewed three times a year. The application deadlines for those semesters are as follows:

• Fall Semester – March 15
• Spring Semester – September 15
• Summer Semester – January 15

Applications for the off-campus M.S. degree program may be considered for review up to two months after these deadlines upon request by the applicant. Admission requires that the applicant be accepted by a faculty member in their sub‐discipline area who is willing to serve as their major professor. Applicants are encouraged contact appropriate faculty after completion of the application.

Note - These deadlines differ from university published deadlines and are specific to the CEE department to provide timely feedback on application status and appropriate resource allocation.

An applicant for admission to graduate study must hold a bachelor's degree from a fully recognized four-year educational institution that has unconditional accreditation with appropriate regional accrediting agencies. They must meet the admission requirements of the Graduate School and the Civil Engineering program.

Regular admission to graduate study in the program requires a minimum grade point average (last four semesters of undergraduate work) of 3.00/4.00. When a student is deficient in one of the criteria cited, the student's application, nevertheless, may be considered for admission based on the strength of other materials contained in the student's application.

Bagley College of Engineering programs may accept transfer work previously completed by the student. Transcript reviews to determine transfer or prerequisite work will be evaluated AFTER students are granted full admission. Once admitted an academic coordinator can review those transcripts for more information.

To meet admission requirements, submit a separate official final transcript from each college or university attended; faxed transcripts will not be accepted. An applicant may not ignore previous college attendance and must list all colleges attended on the application for admission. You must be in good standing at the last college or university attended

Attention International Students

International students are required to take the Test of English as a Foreign Language (TOEFL) and score greater than 550. Detailed information regarding international applications can be found in the Graduate Catalog . Questions regarding international applications can be addressed to the Office of the Graduate School at [email protected] .

• ETS is providing home testing for the TOEFL iBT test, and MSU is encouraging students to take advantage of this testing option. For those students applying who have taken the TOEFL within five years of the semester they plan to enroll and are unable to access the TOEFL iBT test from home, we will accept your previous test scores.

Admission Options

Domestic/international classified admissions, domestic unclassified admissions, international unclassified admissions, direct admit doctor of philosophy, readmission, provisional admissions, transfer credit.

• Submit online application . You will choose Civil Engineering as your Program of Study and Online Education as your campus.
• Statement of Purpose
• You will be asked to submit three names and three email addresses of individuals you are using as references. Once you click submit, these individuals will be sent an email from MSU, which will provide a link to an online form for completing their recommendations.
• TOEFL or IELTS scores are required for international students
• One official transcript showing bachelor’s degree or progress toward degree. (For international students, please submit a copy in native language along with translated copies, if appropriate.)
• Electronic transcripts should be sent to: [email protected] Mississippi State University, Graduate School. Only one copy of an electronic transcript is required.
• Paper Transcripts Address (USPS): Mississippi State University The Office of the Graduate School P.O. Box G Mississippi State, MS 39762
• Physical Street Address (for DHL, Fed Ex, UPS, DHS, etc.): Mississippi State University The Office of the Graduate School 175 President Circle 116 Allen Hall Mississippi State, MS 39762
• Payment of $60 non-refundable application processing fee for domestic students. Payment of $80 non-refundable application processing fee for international students.
• Once you are admitted, you will receive an email with complete instructions on registering for classes and contacting your advisor

Only NINE (9) hours of course work taken as an "Unclassified Student" can be applied toward a degree program. All Unclassified students should submit a classified application once they have reached the maximum of nine hours. Full admission into the Civil Engineering online program will be based upon successful completion of all classified admissions requirements.

If you are applying unclassified, select "Graduate School - Unclassified" as the college.

• Submit online application
• Pay $60 non-refundable application processing fee

PLEASE NOTE In general, students who are not admitted into a degree program are not eligible for student financial aid funds. For more information please visit Student Financial Aid to see if you will be eligible or not while taking courses as an Unclassified graduate student.

• TOEFL or IELTS scores are required for international students.
• One copy of academic records showing degree(s) (in native language along with translated copies if appropriate)
• Must obtain application approval from the Dean of the Graduate School
• Payment of $80 non-refundable application processing fee for international students.

Three cases exist for direct admit students. An option exists to obtain a Ph.D. without obtaining a master’s degree with less requirements, but to obtain master’s and Ph.D. degrees under direct admit status has the same cumulative requirements as if the degrees were obtained separately.

• 51 Hours Course Work
• 20 hours dissertation (CE 9000)
• 42 Hours Course Work
• 6 hours thesis (CE 8000)
• 42 hours coursework

A student who has not fully met the requirements stipulated by the University and the department for admission to graduate study may be granted admission as a degree-seeking graduate student with provisional status. Such student must have as his/her initial objective advancement to regular status. A provisional student must receive a 3.00 GPA on the first nine hours of graduate level courses on the program of study taken at Mississippi State University (transfer hours or unclassified graduate hours will not apply) in order to achieve regular status. If a 3.00 is not attained, the provisional student will be dismissed from graduate study.

Once enrolled in graduate study, a student who fails to meet the continuous enrollment requirement must complete an Application for Readmission to register for classes. Continuous enrollment is defined as enrollment in two of three semester terms (Fall, Spring, or Summer) with Fall enrollment required. Students who have not been enrolled for a period of three years or longer and are in good academic standing, are eligible to reapply to through the Lapsed Student Program. Readmission is not guaranteed and must be approved by the Department Head, Academic Dean, and Dean of the Graduate School. Interested students or academic departments should contact the Graduate School for more information.

Students may transfer up to twelve (12) hours of graduate level credits from regionally accredited institutions. The decision to grant transfer credit is made by the advisor and the student’s graduate committee. If you wish to transfer credits, contact your advisor. You will need to provide an official transcript showing the courses you wish to transfer.

Academic Advising

While you may request a current faculty member to be your major advisor, typically the major advisor is assigned at the time of admission. This assignment will be based on your area of study, research interests, and any financial support that may be offered. This person will work with you on submission of required documents, establishing a graduate committee, and your completion of all degree requirements.

The major advisor must be a full-time faculty member in Civil and Environmental Engineering. Members of the committee must be members of the graduate faculty at Mississippi State University. The majority of the graduate committee must be full-time graduate faculty at Mississippi State University.

John J. Ramirez-Avila.

Civil and Environmental Engineering

• Associate Professor and Academic Coordinator

Dr. Benjamin S. Magbanua

Accessing online courses, accessing course videos.

Videos recorded during our on campus class sessions are uploaded for online students to view within our online course repository.  Online students will have access to course videos within 24 hours of the on campus course completion. Students should visit Engage to access the course videos. Instructions for viewing the recordings and downloading the recordings are offered below.

View and Download Videos

Instructions for viewing classes live or downloading videos, use our video download instructions.

If you experience technical difficulties or have any questions regarding the recording or format of our lecture capture, please contact:

IT Support & Staff Bagley College of Engineering Mississippi State University [email protected] 662.325.7794

Contact Information

Anusha Rijal

Online Education

• Coordinator

Tamra Swann

Engineering

• Distance Education Coordinator

Department of Civil and Environmental Engineering

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NON-THESIS MASTERS PROGRAM (NTMB)

Two-year non-thesis masters degree programs can prepare you for:.

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The Department of Biology now has a two-year program in graduate studies to introduce students to exciting graduate courses in two areas of specialization: 

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- Ecological and Evolutionary Biology

Students complete a minimum of 30 graduate course credits and take a comprehensive examination to complete the new NTMB degree.  Throughout the process, students are guided by a faculty  advisory committee in select classes as well as prepare for the comprehensive examination.

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Prerequisites and application requirements for the NTMB program:

• Completed a B.S or B.A in Biology or related studies
• Two letters of recommendation
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• Application fee ($50, non-refundable)

Apply to the graduate program online .

The NTMB degree is a self-funded.  Masters program that requires the completion of 30 graduate credits, with a cumulative GPA of 3.0 or higher, over the course of 18 to 24 months. There are no teaching or research assistantships available to MS students, and tuition for the 2019-2020 academic year is $2,100 per credit.

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MS, Engineering – Non-thesis

The MS in Engineering provides students with a rigorous, adaptive curriculum and research environment that prepares them to integrate discoveries from multiple fields and address problems beyond the bounds of traditional disciplines.

Degree Type: Masters

Degree Program Code: MS_ENGR_NT

Degree Program Summary:

To develop, adapt and disseminate knowledge and technologies for engineering and management of interdisciplinary engineering systems.

The MS-E degree provides students with a rigorous, adaptive curriculum and research environment that prepares them to integrate discoveries from multiple fields and address multi-scale problems beyond the bounds of traditional engineering disciplines. It provides broad training in science and engineering oriented to solving complex problems that transcend specialized engineering disciplines or fields. This degree requires twenty-four semester hours of coursework, including ENGR 6910, Research Methods, and one hour of seminar (ENGR 8950). Six hours of thesis research is also required. Six hours of math and six hours of statistics are encouraged, with remaining courses related to a thesis topic. Contact the graduate coordinator for additional details.

Locations Offered:

Athens (Main Campus)

College / School:

College of Engineering

597 D. W. Brooks Drive Athens, GA 30602

706-542-1653

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M.s. non-thesis programs, ms-biology-non-thesis.

In brief, the curriculum is the same as MS-Bio Thesis but with the exception of taking 9 additional hours and the qualifying exam.

Curriculum Requirements

The Master’s Degree Requirements should be completed in two to three years. Students must choose a specific concentration in the M.S. degree that will be completed within either the MBS or IB Department.

Total Minimum Hours - 30 post-bachelor’s

• Core Requirements - 6 credit hours
• Concentration (required) - 15 credit hours minimum
• Non-Thesis (electives) - 9 credit hours minimum

Core Requirements (6 Credit Hours)

• BSC 6393 Advances in Life Sciences Credit Hours: 1 (Taken 3 times)
• BSC 6930 Lectures in Contemporary Biology Credit Hours: 1(Taken 3 times)

Concentration Requirements

Cell Biology and Molecular Biology (15 credit hours minimum)

Students select courses from the following (15 Credit hours minimum), or other graduate course approved by the supervisory committee.

• BMS 6300 Principles of Immunology and Infectious Diseases Credit Hours: var.
• BSC 6939 Selected Topics in Cancer Biology Credit Hours: 1-4
• BSC 5931 Selected Topics in Biology Credit Hours: 1-4
• Eukaryotic Genomics (3 credit hours)
• Molecular Microbial Ecology (3 credit hours)
• Advanced Bacterial Genetics (3 credit hours)
• BSC 5425 Genetic Engineering and Recombinant DNA Technology Credit Hours: 3
• MCB 5655 Applied and Environmental Microbiology Credit Hours: 3
• PCB 6107 Advanced Cell Biology Credit Hours: 4
• PCB 6525 Molecular Genetics Credit Hours: 3  

Non-Thesis (9 credit hours) For students enrolled in the non-thesis program a minimum of 9 hours of elective courses taken beyond the concentration and core requirements, and a review paper of a topic approved by the supervisory committee is required as well as successful completion of the comprehensive oral qualifying exam after all course work has been completed. For non-thesis master’s students, this exam will occur at the end of the program of study.

MS-MICROBIOLOGY-NON-THESIS

In brief, the curriculum is the same as MS-Micro Thesis but with the exception of taking 14 additional hours of electives and the qualifying exam.

Total Minimum Hours: 30 Credit Hours

• Core Requirements - 6 Credit Hours
• Additional Required Courses - 3 Credit Hours Minimum
• Electives - 7 Credit Hours Minimum
• Non-Thesis - 14 Credit Hours 
• MCB 6305 Advanced Bacterial Genetics Credit Hours: 3
• MCB 6205 Bacterial Pathogenesis Credit Hours: 3 

Additional Required Courses (3 Credit Hours)

• BSC 6930 Lectures in Contemporary Biology Credit Hours: 1 (Taken three times)

Electives (7 credit Hours Minimum)

Select from the following or other graduate courses approved by the supervisory committee:

• BSC 5931 Selected Topics in Biology Credit Hours: 1-4 (3 credits for this program) (Molecular Microbial Ecology)
• BSC 5931 Selected Topics in Biology  Selected Topics in Biology Credit(s): 1-4 (3 credits for this program) (Bacterial Pathogenesis)
• PCB 6930 Current Topics in Cancer Biology Credit Hours: 2 Principles of Immunology Credit(s): 3 (Proposed as PCB 5335)
• PCB 6525 Molecular Genetics Credit Hours: 3
• BSC 5425 Genetic Engineering and Recombinant DNA Technology Credit Hours: 3 Note: Additional courses not on the list may be substituted with the approval of the thesis committee and CMMB Graduate Director.  

Lab Rotations

Where appropriate, students must complete three laboratory rotations during their first semester of residency.

Comprehensive Examination

A final comprehensive oral examination is required for all master’s students. This examination is open to all departmental faculty. Students must take their comprehensive exam within two years of matriculation and the exam is normally taken after the completion of all formal course work. For non-thesis students, the comprehensive qualifying exam is taken after all course work has been completed at the end of the program of study.  Thesis students must take the examination at least one semester before the thesis is presented.   The examination is administered and evaluated by the student’s graduate committee.

Non-Thesis Option (14 Credit Hours)

Students in the non-thesis option complete an additional fourteen (14) hours of electives.  

For students enrolled in the non-thesis option, 21-hours of elective courses (7 hours of electives and 14 hours of additional electives) and a review paper of a topic approved by the supervisory committee are required, as well as successful completion of the comprehensive oral qualifying exam after all course work has been completed. For non-thesis master’s students, this exam will occur at the end of the program of study.

• October 15, 2023
• Academic Advice

Thesis vs. Non-Thesis Master’s Programs: Which is Right for You?

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Continuing your educational journey within your chosen field is an experience that fosters personal and professional growth. The next milestone in your academic path often involves pursuing a Master’s degree , with options ranging from thesis-based programs to non-thesis alternatives.  Deciding between these two paths is significant as it shapes your academic and career paths.

But how can you decide which is right for you before getting decision fatigue?

Let’s explore the difference between thesis vs. non-thesis Master’s programs, their unique characteristics, and reasons for choosing one or the other. 

Do You Have to Write a Thesis for Your Master’s Program?

Whether you have to write a thesis for your Master’s program depends on the specific requirements of the program you’re enrolled in. It’s important to note that while not all Master’s programs require writing a thesis, a significant number of them do.

What is a Thesis vs. Non-Thesis Master’s Program?

A thesis Master’s program involves completing a large research project spanning over several semesters. Students are expected to conduct original research on a specific topic under a faculty advisor’s guidance, culminating in a thesis likely to be published. Completing and defending the thesis is a crucial part of the degree requirement.

A non-thesis Master’s program doesn’t involve a specific research focus but rather a more coursework and practical experience, allowing students to gain specific skills and knowledge applicable to their field of study. After completing their program’s core course requirements, students can choose any of the electives to meet their degree requirements. Depending on the institution, you may be required to do a Master’s Degree Capstone project, including reviewing previous courses, a comprehensive exam, or a summary project. 

Why Choose a Thesis Master’s Program?

Thesis Master’s programs offer several advantages, be that contributing to new findings in your field, close collaboration with professors and researchers, and standing out to potential employers with your abilities to work independently and analyze complex issues. However, the primary advantages are:

Research Experience

Thesis programs allow you to conduct extensive research on a specific topic that piques your interest.  This way, you’ll gain expertise and a comprehensive understanding of the subject matter. 

Academic Growth 

Writing a thesis helps sharpen your critical thinking, analytical, and writing skills. It also challenges you to think independently, analyze a large amount of data, and draw meaningful conclusions. Furthermore, it prepares you for doctoral studies, familiarizing you with the rigor of independent research and equips you with the necessary skills to succeed.

Why Choose a Non-Thesis Master’s Program?

Non-thesis master’s programs also come with numerous advantages for students, including flexibility in scheduling, a range of career opportunities, shorter competition time, etc. Here are the main advantages: 

Non-thesis programs prioritize coursework, fostering the development of practical skills and their real-world application. This approach enables you to actively engage in hands-on learning experiences highly sought after in today’s job market. Critical thinking, communication, problem-solving, and leadership abilities are some of those skills.

Suitability for Professionals

Another advantage to pursuing a non-thesis Master’s program is that it doesn’t take as much time as the thesis Master’s programs. That way you can enter the workforce faster. It’s also well-suited for professionals already established in their field who are seeking to further their education and advance in their careers. 

The Academic and Career Outcomes of Thesis vs. Non-Thesis Master’s Programs

The academic outcomes for the thesis Master’s program graduates involve preparation for Ph.D. programs , opening doors to advanced research and specialized roles in research institutions. This provides solid research skills and helps them publish their work. Common career paths for graduates include research positions in academia, government, or private sectors. Some also pursue teaching careers in colleges and universities. Degree programs that usually require a thesis include sciences, social sciences, engineering, and humanities (history, philosophy, and language studies).

Non-thesis Master’s program graduates typically achieve academic outcomes focused on mastering practical, directly applicable skills within their field. While these programs are more career-oriented, graduates can still pursue a Ph.D. They can benefit from diverse career options in different settings and find employment in managerial, administrative, or specialized roles in their field. Degree programs that don’t usually require a thesis are business, education, healthcare administration, IT management, etc.

Thesis vs. Non-Thesis Master’s Programs, That is the Question 

With their abundance of advantages, choosing between the two can be pretty tricky. So, let’s compare thesis vs. non-thesis Master’s programs and help you make an informed decision. 

Personal and Career Goals

A thesis Master’s program is ideal if you’re interested in furthering in academia and want to pursue a Ph.D ., as these programs can provide the necessary tools to enhance your credentials for research-based careers. Meanwhile, a non-thesis Master’s program will suit you better if you’re seeking to gain practical skills to integrate into the industry immediately, as they can include practical projects or internships according to industry demands. 

Time and Financial Considerations

Thesis Master’s programs can extend the duration of your studies, as researching, writing, and defending the thesis can take several semesters to complete and can cause financial strain due to additional costs like lab fees and materials. In contrast, non-thesis ones can help you enter the job market promptly as they are shorter, allowing you to save time and money.

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Field of Study and Program Requirements

When deciding between a thesis and a non-thesis Master’s program, a crucial element to take into account is the field of study and the program’s specific requirements. A thesis Master’s program is better suited for those pursuing research-oriented fields, while a non-thesis program is a more fitting choice for individuals with a strong focus on their career. Furthermore, program requirements for thesis programs require substantial research to culminate in a thesis, whereas non-thesis ones require capstone projects, internships, or comprehensive exams. 

Switching from a Non-Thesis to a Thesis Master’s Program, or Vice Versa

Switching from a non-thesis to a thesis Master’s program, or vice versa, is possible in many institutions, although the process and requirements may vary. Switching from a non-thesis to a thesis program generally requires getting approval from the academic advisor or department, completing additional research methodology classes, finding a thesis advisor, and applying to the thesis program. 

Switching from a thesis to a non-thesis Master’s program requires having at least a 3.0 GPA, getting approval from the academic advisor, transferring credits of research methodology classes, and formally applying to the thesis program.

Choosing between a thesis and a non-thesis Master’s program ultimately depends on your career goals, research interests, and personal preferences. Thesis programs provide a robust foundation for research-oriented careers and advanced studies, while non-thesis programs offer practical skills tailored for immediate industry integration. Regardless of your choice, both paths offer unique advantages, ensuring you gain the knowledge and skills needed to thrive in your chosen field. 

Frequently Asked Questions (FAQs):

What is the difference between a thesis vs. non-thesis master’s program.

The key difference between a thesis and a non-thesis Master’s program is that thesis Master’s programs require original research and completion of a thesis, whereas non-thesis ones focus on coursework and practical experiences. 

Do I have to write a thesis for a Master’s program?

If you’re pursuing a research-oriented Master’s degree in sciences, engineering, social sciences, humanities, etc., you’ll probably have to write a thesis. Whereas, if you’re pursuing a Master’s degree in education, business healthcare administration, or IT management, you’re more likely not to have to complete a thesis. 

Is a thesis required for all Master’s degree programs?

Although a thesis isn’t required for all master’s degree programs, many programs require one.

What should I consider when deciding between a thesis and non-thesis program?

There are several factors to consider when choosing between a thesis and a non-thesis Master’s program, including your career goals, interest in research, duration of studies, personal strengths and preferences, cost, and program requirements.

Are there any financial and duration differences between thesis and non-thesis Master’s programs?

There can be financial and duration differences between thesis and non-thesis Master’s programs. Thesis programs can be more expensive as you’ll have to spend additional resources on materials, lab fees, and data collection. In contrast, the main cost for non-thesis programs is tuition fees, which can be slightly lower. Furthermore, thesis programs require additional time to conduct research, write, and defend the thesis. In contrast, non-thesis programs allow students to earn the degree in a shorter period. 

Why should I choose a thesis Master’s program?

You should choose a thesis Master’s program if you’re interested in a research-heavy discipline and want to showcase your knowledge and expertise in an evidence-based, thorough thesis. 

Why should I choose a non-thesis Master’s program?

You should choose a non-thesis Master’s program if you want to enter the workforce earlier, don’t want to spend several semesters collecting data, and want to focus more on application than research.

Can non-thesis Master’s graduates still pursue doctoral studies later?

Yes, non-thesis Master’s graduates can still get accepted into a doctoral program. However, thesis Master’s graduates can go through the process more efficiently, as admissions panels want to gain insight into your academic interests and ability to engage in nuanced thought.

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Department Chair:

Jesse Q. Bond, Michael Blatchley, Katie D. Cadwell, Ruth Chen, Julie M. Hasenwinkel, James H. Henderson, Ian Hosein, Era Jain, Andrea Joseph, Zhen Ma, Mary Beth Monroe, Shikha Nangia, Dacheng Ren, Ashok Sangani, Cindy Smith, Pranav Soman, Radhakrishna Sureshkumar, Theodore Walker, Yaoying Wu, Pun To Yung, Yi Zheng

Adjunct/Research Faculty:

Eric Finkelstein, Kent Ogden, David Quinn, Katherine Tsokas, Lin Lin

Affiliate Faculty:

Samuel Herberg, Juntao Luo, Liviu Movileanu, Davoud Mozhdehi, Alison Patteson, Rachel Steinhardt 

Emeritus Faculty:

Gustav Engbretson, John Heydweiller, George Martin, Philip Rice, Robert L. Smith, Lawrence L. Tavlarides

Graduate Biomedical Engineering Program Director:

The Department of Biomedical and Chemical Engineering offers a comprehensive set of graduate programs in biomedical and chemical engineering, including Master’s of Science (MS) degrees and Doctor of Philosophy (PhD) degrees. Graduates of these programs work in the medical profession, the biomechanics and bioinstrumentation industries, the chemical engineering industry, the government, and in education.

The graduate program in biomedical engineering provides a wide range of opportunities for advanced study in this interdisciplinary field. This graduate program is linked with and focused on research programs in biomaterials and tissue engineering; biomechanics; orthopedic biomechanics; cardiac bioengineering; and neural engineering. Which degree to consider depends on one’s career goals.

Major research laboratories include the Syracuse Biomaterials Institute, the Institute for Human Performance, and laboratories at nearby SUNY Upstate Medical University. Strong collaboration between Upstate Medical University and Syracuse University faculty, students, and staff provides opportunities for bioengineering research in clinical and basic science departments at Upstate, as well as in-depth study at one of the Syracuse University bioengineering research centers.

Student Learning Outcomes

1. Use the principles of science and mathematics to identify, formulate and solve advanced engineering problems

2. Apply both analysis and synthesis in the engineering design process, resulting in designs that meet constraints and specifications, including societal, economic, environmental, and other factors as appropriate to the design

3. Communicate advanced technical contents effectively with a range of audiences through various media

4. Establish goals, plan tasks, meet deadlines, manage risk and uncertainty, and function effectively on teams

5. Demonstrate ethical principles in an engineering context

M.S. in Biomedical Engineering

The Master’s of Science (MS) in Biomedical Engineering is a flexible program with three options to help students develop careers in this field. The MS can be a terminal degree or an introduction to research before pursuing the PhD.

There are three options that students can choose. Plan 1 has a minimum requirement of 30 credit hours of graduate study, including 24 credits of coursework plus 6 credits of thesis. A master’s thesis must be completed and defended in an oral examination. Plan 2 also has a minimum requirement of 30 credits with at least 27 credits of coursework with both BEN 687 and BEN 996 taken in the same semester plus 3 credits of advisor approved electives. Plan 3 is a non-thesis program with cognate field. It requires a total of 36 credits with a minimum of 24 credits of technical coursework and 12 credits of tailored, non-technical concentrations. All three programs are designed to be completed in about two years.

The requirements for the three MS degree options are as follows:

General Requirements

Bridging coursework.

Applicants who do not hold a bachelor’s degree in biomedical engineering may be required to complete a number of additional undergraduate engineering courses as corequisites for graduate coursework.

The need for such bridging coursework will be considered on a case by case basis, and applicants will be notified of any such requirements at the time of admission into the program. Bridging courses if assigned, are usually completed in the first year of study. All assigned bridging coursework must be completed prior to graduation.

Graduate Seminar

Attendance at the BMCE Graduate Seminars is expected of students in all graduate programs.

Limit of 500-level Credit

Graduate students in Plan 1 or Plan 2 may not count more than 15 credits of 500-level coursework toward the completion of their program of study.

Graduate students in Plan 3 may not count more than 18 credits of 500-level coursework.

Minimum GPA

• Minimum 3.000 GPA for all coursework counted toward the completion of degree; and
• Minimum 2.800 GPA cumulative for all coursework.

Coursework Requirements (Non-Cognate)

30 total credits

Biomedical engineering Core

• 15 credits of graduate-level biomedical engineering (BEN) coursework

Ethics Requirement

• BEN 602 - Ethical Issues in Engineering and Research 3 credit(s)
• 6 credits of advisor-approved coursework

And choice of:

Thesis (plan 1).

• BEN 997 - Masters Thesis 3 credit(s)
• BEN 991 - Introduction to MS Research 3 credit(s)

Advanced Design & Comprehensive Exam (Plan 2)

Both BEN 687 and BEN 996 must be taken in the same semester.

• BEN 687 - Advanced Bioengineering Design 3 credit(s)
• BEN 996 - Masters Project 0 credit(s)

Additional Elective

• 3 additional credits of advisor approved electives

Coursework Requirements (With Cognate)

36 total credits

The cognate will be noted on the student’s official transcript.

Biomedical Engineering Core

• 12 credits of graduate-level biomedical engineering (BEN) courses

Advanced Design & Comprehensive Exam

Cognate (plan 3).

• 12 credits in a tailored concentration

Tailored Concentrations

• Engineering Management
• Technology & Public Policy
• Technology Transfer & Law

Exit Requirement Overview

Thesis overview (plan 1).

Successful completion of the MS degree with thesis requires a written MS thesis and an oral defense.

Students interested in pursuing a thesis must first register for BEN 991 (Introduction to MS Research) and perform their initial thesis research under the supervision of their thesis advisor.

At the conclusion of this course the proposal research will be graded, and the student and advisor will determine whether to continue with the proposed thesis.

If not, BEN 991 may be counted toward degree completion.

If so, the student will register for BEN 997 (Masters Thesis), complete any remaining work, and defend their thesis.

Students must submit a Request for Examination Form to the Graduate School at least three full weeks prior to the oral defense. 

The thesis document must be delivered to the MS Thesis defense committee at least two weeks prior to the date of the oral defense. 

Defense Committee

The MS Thesis defense committee consists of four members:

• The thesis advisor;
• No fewer than two tenure-track members of the BMCE faculty; and
• The Chair of the Oral Examination Committee.

The Chair of the Oral Examination Committee must be a Syracuse University tenured or tenure-track faculty member outside the department and program.

All proposed committee members must be full-time or adjunct faculty members at Syracuse University. Outside committee members (e.g. from SUNY-ESF, Upstate Medical University, etc.) may be allowed by petition. 

Additional Requirements

Defenses must comply with Graduate School policy and requirements, including proper formatting.

Comprehensive Exam Overview (Plan 2 and Plan 3)

Successful completion of the MS Project course and the accompanying Oral Comprehensive Examination.

The MS Project course, BEN 687 (Advanced Bioengineering Design), and Comprehensive Exam, BEN 996 (Masters Project), are only offered during the fall semester. 

Oral Comprehensive Examination

The Oral Comprehensive Examination will be the culminating event of the M.S. Project course. Students will prepare and present the products/outcomes of their project to the departmental faculty and respond to questions from the faculty. 

The examination committee will be composed of at least three department faculty, but all faculty are invited, and the examination will be scheduled to maximize faculty participation.

The examination committee will meet separately to determine if the student has passed the examination, and the student will be informed of the decision.

Students are required to submit an electronic copy of presentation materials to the Department prior to the presentation.

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MS Non-Thesis Admissions

Admissions standards.

The Biomedical Sciences (BIMS) MS Non-Thesis Admissions Committee conducts a holistic review of the total application, striving to select students who are most likely to succeed in reaching their goal of admission to professional school after participation in the BIMS MS Non-Thesis program. Holistic review recognizes that an applicant possesses strengths and weaknesses that must be evaluated in relation to one another and ensures that an applicant is neither accepted nor denied admission based on a single parameter.

“Competitive” applications often have several of the following characteristics:

• Overall GPA >3.0
• Last 45 hours GPA >3.2
• Science GPA >3.2
• Upper-level science GPA >3.2
• Recommendation letters showing dedication toward professional school and mitigating application blemishes
• A compelling personal statement convincing that the applicant will be successful in our program and beyond

Eligibility Criteria

Applicants must:

• Earn at least a baccalaureate degree from an accredited institution of higher education before the start of classes
• Demonstrate a strong understanding and background in the sciences
• Have the goal of attending professional school in the healthcare industry

Application Process

How to apply.

Prospective students must complete the following tasks by the application deadline for the expected semester of entry.

Due to the unique structure of the Non-Thesis graduate program, we no longer accept international applicants.

Application Deadlines

If you have any questions about when to submit in order to maximize your admission chances, or other application queries, please contact our  admissions coordinator .

Complete the Texas A&M GraduateCAS application

Applicants must complete the  Texas A&M Graduate CAS application 2024 .

The application has four quadrants: Personal information, academic history, supporting information, and program materials. Within GraduateCAS, you will be provided with all of the necessary prompts for completing the application. To help you prepare, we have provided the same information that you will see in GradauteCAS for a few categories (see the following drop downs).

There is an accompanying application fee that will be assessed through GraduateCAS prior to application submission.

Upload a personal statement

Applicants must write a personal statement (typically 1 -2 pages) that often addresses the following questions:

• Why have you chosen to pursue becoming a healthcare professional as your career?
• Why do you want to complete the BIMS MS Non-Thesis Graduate Program?
• How will this program help you be admitted into professional school?
• Is there anything about you or your academic background that the admissions committee should know or might benefit from considering?

Upload unofficial transcripts

Applicants must upload transcripts from each undergraduate and graduate degree-granting institution they have attended. If you are admitted, you will be required to send ALL OFFICIAL transcripts to the Office of Admissions.

You must submit transcripts from all colleges or universities attended ( excluding community colleges ). Transcripts may be uploaded for review via the respective application service; however , if you are admitted and intend to enroll, you must provide an official transcript directly to the Office of Admissions before you will be allowed to register for classes. Transcripts can be submitted through SPEEDE, PARCHMENT and National Student Clearinghouse.  

Current and former students of Texas A&M:  Texas A&M transcripts do not need to be submitted. This includes any courses that have been transferred to Texas A&M as these will be reflected on your Texas A&M transcript.

For official documents (transcripts, requested test scores, ELP, etc) sent via postal mail, please use the addresses listed below:

U.S. Postal Service Graduate Admissions Processing Office of Admissions Texas A&M University P.O. Box 40001 College Station, TX 77842-4001

Overnight or Hand Delivery Graduate Admissions Processing Texas A&M University General Services Complex 750 Agronomy Road, Suite 1601 0200 TAMU College Station, TX 77843-0200 (979) 845-1060 Texas A&M University is closed on Saturday and Sunday. Credentials scheduled by overnight mail carriers for Saturday delivery will be delivered and accepted by the University on the next business day.

Upload letters of recommendation

Applicants must provide a  minimum of three letters of recommendation  (1 or 2 from Science Faculty, if possible) showing dedication toward research or biomedical sciences, and mitigating application blemishes. Applicants may also choose to submit non-academic recommendations that can speak to your relevant knowledge and/or experience. There is no page limit for these letters.

HOW TO SUBMIT GraduateCAS  will direct you to the Letters by Liaison portal, where you will submit the names and emails of your recommenders. After you submit the names of your recommenders, they will receive instructions for completing the electronic evaluation.

The GraduateCAS application may be submitted without submitting your recommenders’ contact information through the Letters by Liaison portal. However, these letters must be received for your application to be reviewed.

After You Apply

An application is considered complete when all documents, including official standardized testing scores and letters of recommendation, have been received. Any applications missing required materials or not meeting eligibility criteria by the admission deadline will not be considered.

Verify that your application is complete

Check your  GraduateCAS application  to ensure that all of the quadrants are marked “complete.”

If you have any questions about the status of your application materials, please reach out to our  admissions coordinator .

Your application will be reviewed

Applications will be reviewed by the admissions committee  after the application deadline for each corresponding term . The holistic application review process is described in Admissions Standards (in the left column of this page).

You will receive an admission decision

Applicants may expect to receive an admission decision  within four to six weeks after the application deadline . Regardless of your admission decision, you will receive electronic communication from the GraduateCAS application system  and the  Texas A&M Office of Admissions .

Take the next steps

If your application is accepted, you will receive an offer letter that details next steps. As an overview, newly admitted students have the ability to complete the following items:

• Pursue  financial aid  (if applicable)
• Meet with your  staff academic advisor . All new students have a hold placed on their account, which will be removed once they meet with their staff academic advisor.
• Register for classes
• Register for the VMBS Graduate Student Orientation  (mandatory)
• Register for orientation sponsored by the School of Graduate and Professional Studies (OGAPS)  (optional)
• Register for a  parking permit

To prepare for student life in College Station, please take a look at our  student life resources .

If your application is declined If your application is declined and you have follow-up questions, please contact our  admissions coordinator .

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Clinical Psychology (MA) – Applied Pre-Licensure/Non-Thesis

Program at a glance.

• In State Tuition
• Out of State Tuition

Learn more about the cost to attend UCF.

The Master of Arts Clinical Psychology Program is a terminal master's program offered at the UCF Sanford/Lake Mary Campus. The Applied Pre-Licensure/Non-Thesis Track is designed for students interested in delivering clinical services in a variety of settings including community agencies and private practice. After completing the program and after two years of postgraduate supervised clinical experience, graduates are eligible to become Licensed Mental Health Counselors (LMHCs) in the state of Florida. Please visit the program's website for more information, including a list of program faculty members and answers to frequently asked questions (FAQs): https://sciences.ucf.edu/psychology/graduate/ma-clinical/faqs/ .

The Clinical Psychology Applied Pre-Licensure/Non-Thesis Track requires a minimum of 61 credit hours beyond the Bachelor's degree, including 49 credit hours of required courses and 12 clinical internship credit hours. This track is for students primarily interested in clinical practice at the Master's level upon graduation; however, some students in this track have applied to and gained admission into doctoral programs after graduation.

The primary areas of emphasis include assessment or evaluation skills and intervention or psychotherapy skills, and the program curriculum is consistent with the educational criteria for licensure as a mental health counselor in the state of Florida. Program graduates have been involved in mental health service delivery through individual, marital, family, and group psychotherapy, as well as crisis intervention and other specialized therapeutic procedures. Although research is not required in this track, students in this track do have the opportunity to engage in collaborative research with program faculty.

Total Credit Hours Required: 61 Credit Hours Minimum beyond the Bachelor's Degree

Application Deadlines

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Enter your information below to receive more information about the Clinical Psychology (MA) – Applied Pre-Licensure/Non-Thesis program offered at UCF.

Track Prerequisites

A bachelor's degree in Psychology or a related area. A minimum of 15 semester hours of undergraduate psychology courses are required as a prerequisite for applicants with a degree in a field other than psychology. Completion of courses in abnormal psychology (or psychopathology) and research methods and/or statistics is strongly recommended. Other recommended courses include clinical psychology, developmental psychology, personality theory, physiological psychology, and psychology of diversity.

Degree Requirements

Required courses.

• CLP5166 - Advanced Psychopathology (3)
• CLP6181 - Psychological Theories of Substance Abuse Treatment (3)
• CLP6191 - Multicultural Psychotherapy (3)
• CLP6195C - Introduction to Psychotherapy (3)
• CLP6321 - Psychotherapy in Community Settings (3)
• CLP6441C - Individual Psychological Assessment I (3)
• CLP6457C - Group Psychotherapy (3)
• CLP6459C - Human Sexuality, Marriage, and Sex Therapies (3)
• CLP6461 - Cognitive-Behavioral Therapy (3)
• CLP6449C - Career and Lifestyle Assessment (3)
• CLP6932 - Ethical and Professional Issues in Mental Health Practices (3)
• CYP6942 - Practicum in Psychological Counseling (3)
• DEP5057 - Developmental Psychology (3)
• PSY6216C - Research Methodology (4)
• PSB5005 - Physiological Psychology (3)
• CLP6460C - Introduction to Child, Adolescent, and Family Therapies (3)
• CYP6948C - Psychology Internship (1 - 99)
• The purpose of the internship requirement is to provide the MA candidate in Clinical Psychology with comprehensive, practical experiences under the supervision of licensed mental health professionals. A public agency or nonprofit institution with nondiscriminatory practices is the prototype. The intern works at an acceptable agency during a minimum of three consecutive academic semesters (20 hours per week for 16 weeks during fall and spring terms of second year, and 20 hours per week for 8-12 weeks during the summer term of second year). The internship and practicum requirements combined must result in at least 1000 hours of experience. An additional commitment of three hours per week is required for the interns to meet as a group with a departmental faculty member for review, feedback, and discussions. A major portion of intern training is in the area of psychotherapy/counseling. The intern also engages in differential diagnosis and participates in a wide variety of psychological assessment procedures. It is believed that supervision by qualified and experienced personnel is the primary learning mode by which the intern develops professional expertise and augments classroom didactics. Satisfactory completion ("B" [3.0-grade point average] or better) of the following courses is required prior to internship: CLP 5166, CLP 6195C, CLP 6441C, CLP 6932, and CYP 6942. Students must also have satisfactory completion of the courses CLP 6321 and CLP 6461, though students who begin their internship during the summer semester of their first year will be taking these courses concurrently with the start of their internship. The program director and practicum/internship coordinator approve practicum and internship placements. Interns are provided with a system for maintaining accurate accounts of their activity during each week of their internship. In addition, both the intern and supervisor(s) complete an Internship Evaluation form each semester.

Comprehensive Exam and Case Presentation

• The culminating academic experience for all students in the program is successful completion of a comprehensive exam and case presentation. All students must complete the comprehensive exam no later than their final semester. The exam covers the core professional knowledge required by state licensing agencies. Students also are required to complete a written and oral clinical case presentation. Criteria for passing the exam and presentation are provided in the program handbook.

Grand Total Credits: 61

Application requirements, financial information.

Graduate students may receive financial assistance through fellowships, assistantships, tuition support, or loans. For more information, see the College of Graduate Studies Funding website, which describes the types of financial assistance available at UCF and provides general guidance in planning your graduate finances. The Financial Information section of the Graduate Catalog is another key resource.

Fellowship Information

Fellowships are awarded based on academic merit to highly qualified students. They are paid to students through the Office of Student Financial Assistance, based on instructions provided by the College of Graduate Studies. Fellowships are given to support a student's graduate study and do not have a work obligation. For more information, see UCF Graduate Fellowships, which includes descriptions of university fellowships and what you should do to be considered for a fellowship.

For all students in the Clinical MA program, successful completion requires demonstration of academic and clinical excellence. Students who receive grades lower than B (including B- and grades of U in courses graded satisfactory/unsatisfactory) in six semester hours or more will be dismissed from the program. It is a program requirement that all coursework with a grade lower than B be retaken and completed successfully, although both grades are still calculated in the GPA.

In addition to academic excellence, students are expected to demonstrate clinical skills and personal resources necessary to meet the demands of the program and for clinical practice. At the end of each semester, students will receive written feedback from the faculty on the extent to which they are meeting the programs requirements and performance expectations. Student progress will be rated as satisfactory or unsatisfactory. Students who receive an unsatisfactory rating will be asked to complete remediation as determined by the faculty. If the identified problems are not remedied and/or a second unsatisfactory rating is received, the student will be dismissed from the program.

Summer enrollment is required for all students in this track.

There are several independent learning experiences built into the programs of study that help to individualize the training program. Students work with the practicum/internship coordinator and academic advisor to select specific practicum and internship placements. During practicum and internship students will have the opportunity to present cases that incorporate an integration of assessment data and its interpretation, theoretical conceptualization, treatment planning, course of therapy, and available outcome data. This is done ensuring client confidentiality and the highest ethical standards. Although not required for this track, students in this track do have the opportunity to engage in collaborative research with program faculty.

Can you provide an overview of the Pre-licensure Track? Is this the right track for me to apply to?

This track has been offered for decades. As mentioned in our catalogue description, the primary goal of this track is to train students to become licensed, master’s-level clinicians. More specifically, graduates of this track are eligible to become Licensed Mental Health Counselors (LMHCs) in the State of Florida, and they will likely be eligible for master’s level licensure in most other states. This track includes a full course load (9-12 credits/per semester) for two years. Students in this track complete a practicum (10 hours/week in the first spring in the program) and internship (20 hours/week in the fall, spring, and summer semesters in the second year in the program). A majority of the graduates of this program enter clinical practice and obtain licensure at the master’s level. We usually admit 10 to 14 students into this track each fall term.

How do I get licensed?

Students in the applied/prelicensure track meet the eligibility criteria for licensure as a Licensed Mental Health Counselor (LMHC) in the State of Florida. Please note that more details about eligibility criteria can be found on the Florida Department of Health website. In addition, our students are also eligible for similar licensure in most other states; however, we are unable to confirm the licensure and certification requirements of other states. Consequently, if you intend to pursue such credentialing outside of Florida, we advise you to contact the applicable state credentialing authority to familiarize yourself with its specific requirements and determine if our program meets its eligibility criteria.

Can I get into a doctoral program if I complete the pre-licensure track?

Yes! As mentioned above, most students in the pre-licensure track practice at the master’s level upon graduation. Having said that, each year we have a number of graduating students who apply to and get into Ph.D. or Psy.D. programs (usually around 2-4 students out a cohort of 14-16 students). Engagement in research may increase students’ competitiveness when applying to doctoral programs.

Can I do research if I am in the pre-licensure track?

Yes. Research is not required as part of this track; however, students in the pre-licensure track are often engaged in collaborative research with faculty. It is common for students in this track to present research at scientific conferences, and some of these students become coauthors of peer-reviewed publications in scientific journals.

How to write a PhD thesis: a step-by-step guide

A draft isn’t a perfect, finished product; it is your opportunity to start getting words down on paper, writes Kelly Louise Preece

Kelly Louise Preece

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Congratulations; you’ve finished your research! Time to write your PhD thesis. This resource will take you through an eight-step plan for drafting your chapters and your thesis as a whole. 

Organise your material

Before you start, it’s important to get organised. Take a step back and look at the data you have, then reorganise your research. Which parts of it are central to your thesis and which bits need putting to one side? Label and organise everything using logical folders – make it easy for yourself! Academic and blogger Pat Thomson calls this  “Clean up to get clearer” . Thomson suggests these questions to ask yourself before you start writing:

• What data do you have? You might find it useful to write out a list of types of data (your supervisor will find this list useful too.) This list is also an audit document that can go in your thesis. Do you have any for the “cutting room floor”? Take a deep breath and put it in a separate non-thesis file. You can easily retrieve it if it turns out you need it.
• What do you have already written? What chunks of material have you written so far that could form the basis of pieces of the thesis text? They will most likely need to be revised but they are useful starting points. Do you have any holding text? That is material you already know has to be rewritten but contains information that will be the basis of a new piece of text.
• What have you read and what do you still need to read? Are there new texts that you need to consult now after your analysis? What readings can you now put to one side, knowing that they aren’t useful for this thesis – although they might be useful at another time?
• What goes with what? Can you create chunks or themes of materials that are going to form the basis of some chunks of your text, perhaps even chapters?

Once you have assessed and sorted what you have collected and generated you will be in much better shape to approach the big task of composing the dissertation. 

Decide on a key message

A key message is a summary of new information communicated in your thesis. You should have started to map this out already in the section on argument and contribution – an overarching argument with building blocks that you will flesh out in individual chapters.

You have already mapped your argument visually, now you need to begin writing it in prose. Following another of Pat Thomson’s exercises, write a “tiny text” thesis abstract. This doesn’t have to be elegant, or indeed the finished product, but it will help you articulate the argument you want your thesis to make. You create a tiny text using a five-paragraph structure:

• The first sentence addresses the broad context. This locates the study in a policy, practice or research field.
• The second sentence establishes a problem related to the broad context you have set out. It often starts with “But”, “Yet” or “However”.
• The third sentence says what specific research has been done. This often starts with “This research” or “I report…”
• The fourth sentence reports the results. Don’t try to be too tricky here, just start with something like: “This study shows,” or “Analysis of the data suggests that…”
• The fifth and final sentence addresses the “So What?” question and makes clear the claim to contribution.

Here’s an example that Thomson provides:

Secondary school arts are in trouble, as the fall in enrolments in arts subjects dramatically attests. However, there is patchy evidence about the benefits of studying arts subjects at school and this makes it hard to argue why the drop in arts enrolments matters. This thesis reports on research which attempts to provide some answers to this problem – a longitudinal study which followed two groups of senior secondary students, one group enrolled in arts subjects and the other not, for three years. The results of the study demonstrate the benefits of young people’s engagement in arts activities, both in and out of school, as well as the connections between the two. The study not only adds to what is known about the benefits of both formal and informal arts education but also provides robust evidence for policymakers and practitioners arguing for the benefits of the arts. You can  find out more about tiny texts and thesis abstracts on Thomson’s blog.

• Writing tips for higher education professionals
• Resource collection on academic writing
• What is your academic writing temperament?

Write a plan

You might not be a planner when it comes to writing. You might prefer to sit, type and think through ideas as you go. That’s OK. Everybody works differently. But one of the benefits of planning your writing is that your plan can help you when you get stuck. It can help with writer’s block (more on this shortly!) but also maintain clarity of intention and purpose in your writing.

You can do this by creating a  thesis skeleton or storyboard , planning the order of your chapters, thinking of potential titles (which may change at a later stage), noting down what each chapter/section will cover and considering how many words you will dedicate to each chapter (make sure the total doesn’t exceed the maximum word limit allowed).

Use your plan to help prompt your writing when you get stuck and to develop clarity in your writing.

Some starting points include:

• This chapter will argue that…
• This section illustrates that…
• This paragraph provides evidence that…

Of course, we wish it werethat easy. But you need to approach your first draft as exactly that: a draft. It isn’t a perfect, finished product; it is your opportunity to start getting words down on paper. Start with whichever chapter you feel you want to write first; you don’t necessarily have to write the introduction first. Depending on your research, you may find it easier to begin with your empirical/data chapters.

Vitae advocates for the “three draft approach” to help with this and to stop you from focusing on finding exactly the right word or transition as part of your first draft.

This resource originally appeared on Researcher Development .

Kelly Louse Preece is head of educator development at the University of Exeter.

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Thinking of Pursuing a PhD in Economics? Info on Graduate School and Beyond

Kasey Chatterji-Len and Anna Kovner

Becoming a PhD economist can provide a fulfilling and financially secure career path. However, getting started in the field can be daunting if you don’t know much about the preparation you’ll need and the available job opportunities. If you’re wondering what it means to be an economics researcher or how to become one, please read on. We’ll review how to prepare for a career in economics research, what an economics PhD program entails, and what types of opportunities it might bring. Economic education is a core component of the Federal Reserve Bank of New York’s mission to serve the community. To empower would-be economists, this post provides information for students who seek a career in economics research. We hope this information will be helpful to students interested in economics, regardless of their background and economic situation.  This information is most applicable to students applying to programs in the United States.  

The Breadth of Economics Research  

Academic disciplines conduct research in different ways, so it’s important to have a basic understanding of the types of questions economists ask and how they approach answering them. There are many definitions of economics, but a broadly useful one is the study of how people, organizations, and governments make decisions under different constraints, and how those decisions may affect their outcomes. 

When answering these questions, economists seek to ground their analyses in models and to be quantitatively precise about the effects they assign to any given cause. The range of topics economists can study is wide, but the accepted approaches to answering questions are stricter. Some examples of what economists might ask: 

• How do different public housing programs affect the children who live there? 
• Does a certain type of law encourage businesses to innovate? 
• How will a change in the interest rate affect inflation and unemployment rates? 
• How much does affordable health insurance improve people’s health? 
• How can poor countries eradicate poverty? 

There are many different subfields within economics, including, but not limited to behavioral, econometrics, energy/environmental, development, financial, international, monetary, public, and urban economics. You can familiarize yourself with the latest work in economics by subscribing to working paper series, such as NBER’s New This Week or the New York Fed’s Staff Reports . To get an idea of the breadth of questions economists can answer, you could listen to Stephen Dubner’s “ Freakonomics Radio ” podcast. You may also want to explore the Journal of Economic Perspectives , the New York Fed’s Liberty Street Economics blog, VoxDev , or VoxEU .  

What Is a PhD Program Like?    

Economics PhD programs typically last five to seven years. Unlike masters programs, they are often fully funded with a stipend, though most require students to complete teaching assistant and/or research assistant (RA) work as part of their funding package. In the first two years, students take classes, many of which are mathematically demanding. The rest of the program can include additional classes but is primarily devoted to original research with the aim of producing publishable papers that will constitute the dissertation.  

Faculty advisors are a central part of PhD programs, as students look to them for guidance during the research process. Economics PhD programs are offered within university economics departments, but there are similar programs in public policy and business schools. You can look at their websites to understand any differences in coursework and subsequent job placements. 

What Can You Do with an Economics PhD?  

Upon graduation, students can obtain jobs in a variety of industries. Many PhD students hope to become university professors. Governments and public policy-related institutions such as the Federal Reserve System, the U.S. federal government, the World Bank, and the International Monetary Fund (IMF) also hire economists to work on policy, lead programs, and conduct research. Finally, economics PhD graduates can also find employment at a variety of private sector companies, including banks, economic consulting firms, and big tech companies. The pay for these different positions can vary. According to the American Economics Association (AEA), the average starting salary for economics assistant professors in 2022-23 was approximately $140,000 at PhD granting institutions and $98,000 at BA granting institutions. 

Programs often publish the placements of their PhD graduates, so you can look online to see specific employment outcomes. See, for example, the University of Maryland’s placements . Ultimately, economists are highly regarded as authorities on a variety of topics. Governments, nonprofits, philanthropic foundations, financial institutions, and non-financial businesses all look to economists to answer important questions about how to best achieve their goals. Thus, earning an economics Ph.D. can potentially help you to influence issues that are important to you. 

Preparing for an Economics PhD Program  

There are several components to an economics PhD program application: college transcripts, GRE scores, letters of recommendation, and personal statements. Please download the Appendix linked below to learn more about transcripts and letters of recommendation. The Appendix details ways in which you can select coursework, obtain research experience, and develop relationships to position yourself for success as a PhD applicant.  

If you feel that you are too far along in your academic career to take enough of the classes described in the Appendix, this does not necessarily preclude you from pursuing an economics PhD. For example, it’s possible to take some of these classes through a master’s program, or through a pre-doctoral RA job. Some pre-doctoral RA jobs, such as the one here at the New York Fed , may enable you to take classes in preparation for graduate school. If you are concerned about your transcript, reach out to an economist at your university for advice; program standards for coursework and grades vary, and it’s a good idea to get more personalized advice. 

Research Experience   

If you’re interested in becoming an economics researcher and applying to PhD programs, it’s best to get research experience as soon as possible. Working as an RA is a great way to learn how to conduct research and get a better idea of whether it’s the right career path for you. Additionally, it can help you obtain a letter of recommendation for graduate school applications and improve your qualifications.  

All types of academic research can be enriching, but it’s beneficial to gain experience working directly with an economist. To find a position, you can reach out to professors whose work you find interesting or find an RA program at your school. Typical RA tasks may involve data collection and cleaning, as well as running analyses and creating charts to represent results. This is where coding skills become crucial; having taken math, statistics, and econometrics courses will also enable you to take on more responsibilities. 

You may also have the opportunity to conduct your own research, possibly under the supervision of a professor at your university. This research could be self-initiated or part of a course such as a thesis workshop. Self-directed research is a great opportunity to learn about all stages of the research process. It’s also an excellent opportunity to create a writing sample for graduate school applications. Ultimately, though, your motivation for conducting your own research project should be that you want to answer a question.  One thing economists have in common is a love of answering questions using data and theory. 

Research experience is also often obtained after completing an undergraduate or master’s degree. Taking on a full-time RA position before applying to PhD programs is very common and can make you a more competitive applicant. You may either get an RA job working for a professor or participate in a pre-doctoral RA program.  

Research assistant programs are more structured than positions with individual professors or projects, which could be helpful. Universities, parts of the government, think tanks, research organizations, and the Federal Reserve System are all good places to look for research assistant programs. To help you decide which opportunities are most desirable, you may want to ask potential employers : Where do people in this program tend to go afterward? Will I be working directly with an economist? How much of my time will be spent on academic research work? Will I be able to take classes as part of this program? Considering whether an economist will be able to evaluate your performance is an important factor for recommendation letters. The ability to take classes, either through tuition reimbursement or waivers, can also be an important benefit. 

The Research Analyst program here at the Federal Reserve Bank of New York is one example of these programs and you should check it out here . The Federal Reserve Board of Governors also has a large program, and many other regional Federal Reserve Banks have similar programs. In addition, the PREDOC website and the  NBER post listings of RA opportunities. J-PAL and IPA also tend to recruit RAs for economic development projects. Another source of RA opportunities is the @econ_ra account on X. 

Who Should Get a PhD in Economics?  

A PhD may not be for everyone, but it is for anyone—people of all genders, religions, ethnicities, races, and national origins have PhDs in economics. Many economists majored in economics, but others majored in math, physics, or chemistry. Because economics is such an integral part of policymaking, it is important that economists come from a wide range of backgrounds so policy can be stronger and more effective. The inclusion of differing perspectives helps ensure that the contribution of economists to work in public policy, academia, and beyond effectively serves the broadest range of society. 

• Coursework Appendix

Kasey Chatterji-Len is a research analyst in the Federal Reserve Bank of New York’s Research and Statistics Group.

Anna Kovner  is the director of Financial Stability Policy Research in the Bank’s Research and Statistics Group.

How to cite this post: Kasey Chatterji-Len and Anna Kovner, “Thinking of Pursuing a PhD in Economics? Info on Graduate School and Beyond,” Federal Reserve Bank of New York Liberty Street Economics , May 31, 2024, https://libertystreeteconomics.newyorkfed.org/2024/05/thinking-of-pursuing-a-phd-in-economics-info-on-graduate-school-and-beyond/.

You may also be interested in: AEA: Resources for Students

PREDOC: Guidance for Undergraduates

RA Positions-Not at the NBER

Disclaimer The views expressed in this post are those of the author(s) and do not necessarily reflect the position of the Federal Reserve Bank of New York or the Federal Reserve System. Any errors or omissions are the responsibility of the author(s).

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Liberty Street Economics features insight and analysis from New York Fed economists working at the intersection of research and policy. Launched in 2011, the blog takes its name from the Bank’s headquarters at 33 Liberty Street in Manhattan’s Financial District.

The editors are Michael Fleming, Andrew Haughwout, Thomas Klitgaard, and Asani Sarkar, all economists in the Bank’s Research Group.

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