Eastern Michigan University

What you'll study

This doctoral programme combines advanced study in teacher learning, adult professional development, curriculum and instruction, and research methods. Students design and carry out an original research dissertation that addresses practical challenges in professional learning and instructional improvement.

• Core topics: theories of teacher learning, adult learning and professional development design, curriculum theory, and leadership for instructional improvement.
• Research methods: advanced qualitative methods (case study, ethnography, grounded theory), advanced quantitative methods (multilevel modelling, longitudinal analysis), and mixed-methods designs tailored to educational contexts.
• Specialist seminars: topics such as mentoring and coaching, curriculum development, assessment for learning, culturally responsive pedagogy, and technology-enhanced professional learning.
• Applied fieldwork: practicum or internship experiences in district professional development offices, teacher education programmes, or education-focused non-profit organisations to connect research to practice.
• Dissertation: independent, faculty-mentored research producing an original study that contributes to scholarship on teacher professional development and has implications for policy or practice.

Entry requirements

Applicants are normally expected to hold a relevant master's degree (for example in education, curriculum and instruction, educational leadership or a closely related field) from an accredited institution. Typical admissions criteria include:

• A strong academic record in prior graduate study, demonstrated by transcripts.
• Relevant professional experience in teaching, teacher education, curriculum leadership or educational administration.
• A statement of research interests outlining proposed doctoral study and how it aligns with faculty expertise.
• Letters of recommendation that speak to scholarly potential and professional experience (usually two or three).
• A sample of scholarly writing, and in some cases a preliminary research proposal.
• Some students may be asked to provide test scores (such as the GRE) where required; requirements vary and applicants should check with the department.

Career prospects

Graduates move into leadership roles where they design, implement and evaluate professional learning and teacher preparation. Common career paths include:

• University faculty positions in teacher education and educational leadership.
• Director or coordinator roles for professional development in school districts or regional education service agencies.
• Curriculum specialists, instructional coaches or mentoring programme leaders within K–12 systems.
• Research positions in education research centres, think tanks and policy organisations focused on teacher effectiveness and workforce development.
• Consultancy roles with educational technology companies, non-profits and agencies delivering large-scale professional learning initiatives.

Why study at Eastern Michigan University

Eastern Michigan University’s doctoral programme is housed within a college with a long-standing focus on teacher preparation and school partnerships. Students benefit from close faculty mentoring, opportunities to conduct research in local and regional school settings, and collaborations with district partners across Michigan. The programme emphasises applied research that addresses real-world challenges in professional learning and prepares graduates for leadership in higher education, school systems and policy contexts. Access to university research resources, library collections and practicum placements supports both rigorous scholarship and practical impact.