Doctor of Education

Doctor of Education


The Doctor of Education 60-credit-hour program explores the great idea of education and offers students a grounding in historical, social, and philosophical literature. Prospective students must demonstrate superior scholarship in the field of education. The program is appropriate for educational practitioners seeking relevant and advanced study that will make them more thoughtful teachers and better informed decision makers. Students study both classic and leading contemporary thought taken from educational and philosophical literature. The program draws on intellectual sources and scholarly disciplines, including curriculum theory, history, law, and philosophy.


About the Doctor of Education Program

The Doctor of Education program consists of a cohesive interdisciplinary curriculum specifically tailored to the needs and career goals of the individual student. The Doctor of Education degree at Harrison Middleton University is unique in the way our program is delivered—entirely at a distance—and because of the flexible and individualized opportunities, students are able to create their program of study.  In this way, the manner in which the student fulfills the degree requirements can be tailored to each student’s educational and career goals.

Graduates of the Doctor of Education program will be able to think, speak, read, and write in a broad manner about the field of education and related topics, demonstrating a breadth of knowledge, intellectual maturity and initiative can be applied to a range of future endeavors.

*Click here for the admission criteria for Harrison Middleton University programs.


Program Objectives

Upon successful completion of the Doctor of Education program, students will have met the following objectives:

  • Design, implement, and complete a self-directed doctoral program of study in the great idea of education and the great works in liberal arts
  • Demonstrate facility with the Shared Inquiry methodology by formulating interpretive questions and taking part in course discussions

  • Think critically about great ideas in Western thought and engage in rigorous discussion about fundamental questions of education and human existence

  • Demonstrate a coherent and comprehensive knowledge of today’s education and the state, the educational responsibility of the family and the state, the economic support of educational institutions, and the political regulation and censorship of education.

  • Evaluate, synthesize and articulate the major literature, theories, practices, problems, and ethical issues discussed in their coursework

  • Communicate effectively with clarity and sophistication in written and oral form in a variety of settings; utilize logical coherence and consistency, and the proper use of evidence and citations, in order to develop a unique, creative, and feasible solution to a specific educational problem.

  • Present evidence of sustained and significant intellectual inquiry in the form of extensive legal research of the applicable education laws and regulations, both federal and state, and as a result of that research apply solutions to a specific educational problem.


Program Outcomes

  • Written assignments – in preparation for each discussion, the student will formulate original interpretive questions and select passages for textual analysis that explore the course text(s), considering multiple possibilities of meaning in a way that is relevant to the study of education.

  • Discussions – The student will participate in Shared Inquiry discussions, answering and elaborating upon his or her interpretive questions in order to develop initial thoughts and reactions, clarify ideas, and build a network of interpretive possibilities.

  • Essays – For each course, the student will compose an end-of-course essay that demonstrates graduate-level writing skills, an understanding of the course text(s), and an original interpretive stance on some aspect of those texts.

  • Comprehensive examinations – The student will participate in two rounds of comprehensive oral examinations with a panel of faculty members, demonstrating facility with the concepts and texts relevant to his or her program of study as a result of both advance preparation and spontaneous analysis in response to prompting.

  • Applied project – The student will propose, plan, and execute an applied project that applies the knowledge and skills acquired in coursework to a project of interest, making an original contribution to the field of education.

  • Memorandum of Law – The student will conduct legal research on the federal, state and local statutes related to his or her chosen project of interest and write an office memorandum of law for each key issue identified. 

  • Applied project defense – The student will present an oral or written applied project defense to the members of his or her Instructional Team, demonstrating the merit of the project itself as well as proficiency in the necessary communication skills.



Program of Study

This first required course for the Doctor of Education program, The Great Conversation: The Cornerstone Course, is specially designed to guide the student through the process of designing her or his program of study.  Students are introduced to the interpretive process used at the university by learning how to write effective higher order evaluative questions which prepares students for the in-depth discussions that follow in this course and throughout their studies in the doctoral program.  Students learn how to best utilize Encyclopedia Britannica’s 60-volume set of the Great Books of the Western World in order to get the most out of their doctoral studies research.  Finally, students choose the additional coursework and begin the preliminary work towards planning the appropriate legal research in preparation for designing the applied project.

The best way for students to develop a sophisticated knowledge of education is through a careful examination of ideas, topics, and subtopics discussed by the greatest minds of Western culture across the past twenty-five centuries.  By using a combination of primary source documents from the Great Books of the Western World and legal documents – federal and state laws, regulations and rules – the Doctor of Education program ensures that students acquire the breadth of knowledge that is the hallmark of an excellent liberal arts education while exploring the current educational environment.

In addition, students are required to do comprehensive legal research in preparation for designing the applied project.  After completing the coursework and the legal research, students are required to report their findings and propose recommendations for addressing an issue or problem in an office memorandum of law.  Upon approval, students then execute their plan for an applied project.

The Doctor of Education program consists of sixty (60) credit hours beyond the master’s degree. The Doctor of Education program includes The Great Conversation: The Cornerstone Course (4 credit hours), twenty-eight (28) credit hours of prescribed courses in education, sixteen (16) credit hours of student-designed courses, four (4) credit hours for legal research and office memorandum of law, and eight (8) credit hours for the Capstone Course. Doctoral students also complete two oral comprehensive examinations.


Program Requirements

  • EDU 720: The Great Conversation: The Cornerstone Course ~ 4 credit hours
  • EDU 720-1: The Means and Ends of Education ~ 5 credit hours
  • EDU 720-2: The Kinds of Education: Physical, Moral, Liberal, Professional, Religious ~ 1 credit hour
  • EDU 720-3: The Training of the Body and the Cultivation of Bodily Skills: Gymnastics, Manual Work ~ 1 credit hour
  • EDU 720-4: The Formation of a Good Character: Virtue, A Right Will: The Cultivation of Aesthetic Taste ~ 5 credit hours
  • EDU 720-5: The Improvement of the Mind by Teaching and Learning ~ 5 credit hours
  • EDU 720-6: The Acquisition of Techniques: Preparation for the Vocations, Arts, and Professions ~ 2 credit hours
  • Oral Comprehensive Examination ~ Part One
  • EDU 720-8: Education and the State ~ 4 credit hours
  • EDU 792: Review of the Federal and State Laws, Rules, and Regulations, Concerning the Political Regulations and Economic Support of Education ~ 1 credit hour
  • Student Designed Courses ~ 16 credit hours
  • EDU 720-9: Historical and Biographical Observations Concerning the Institutions and Practices of Education ~ 4 credit hours
  • Oral Comprehensive Examination ~ Part Two
  • EDU 721: Legal Research and Office Memorandum of Law ~ 4 credit hours
  • EDU 722: Doctor of Education Capstone Course ~ 8 credit hours

*For Doctor of Education course descriptions, click here to see the HMU Catalog.