The doctorate in adult education prepares a person to take positions in three broad areas: middle management or top level administrative posts directing educational programs for adults; teaching positions within higher education institutions; and occasionally as a researcher or evaluation specialist. Administrative positions have been the major goal of most students. These positions are found in a wide variety of settings, such as: deans and directors of extension within community colleges and universities; directors of staff development or training in business orindustrial settings; and directors of continuing professional education (i,e. law, medicine, nursing). The teaching positions tend to be of two types: professional positions in graduate programs of adult education or faculty positions in fields such as nursing or human resource development in which the theory and methods of adult education are seen as basic to the curriculum. Research positions are also available in the areas of military education, continuing professional education, and governmental policy units.
Since the Ed.D. program in adult education prepares students for a variety of roles in diverse settings, and since doctoral study for adult educators may be initiated with minimal preparation in the field, the learning objectives provide for a core of general knowledge, skills, and attitudes. At the same time flexibility is provided for preparation as specialists. All students must, therefore, become competent within four areas: educational foundations, research canons and methodology, professional skills, and a cognate of their choice. The specific learning objectives in these areas are:
These learning objectives may be met in an idiosyncratic way with assistance from program advisement and dissertation committees. Some of the activities which are available to meet these learning objectives are course work; internships; independent study; colloquia attendance; activity in professional associations; graduate and research assistantships; involvement in special projects; writing and publishing papers; attendance and presenting papers at research conferences; and student activities on campus. Course work in the doctoral program may be viewed merely as a structure about which the student can develop options for meeting these learning objectives within personal goals for graduate study. The student is encouraged to take charge of his/her own learning process and to utilize a wide variety of university, faculty, and student resources.
Prospective Students to the program have a number of opportunities to learn more about the program, it’s requirements and the application process.
- Each semester, Information and Open House Sessions are scheduled for students to meet and talk with faculty knowledgeable about the program.
- Additionally, each Fall the program sponsors the AHE Student-Faculty Retreat. Prospective students to the program are encouraged to participate in the Retreat to gain a better understanding of the program through small group sessions and informal discussions. The retreat provides a rare opportunity to interact with other students and faculty away from the constraints of office and classroom.
- Students may also explore the CAHE Homepage, and the Graduate Catalog for additional information.
Doctoral study is distinct in graduate education in that it is more highly individualized and requires more independent action on the part of the student. The outcome of a good graduate program is that the student has developed an autonomy as a scholar/practitioner that is informed by the ability to frame questions/problems and apply appropriate approaches to investigating these queries. Hopefully, students approach doctoral, study not with the question, "What is required of me?" but rather, "What will I require of this institution in helping me fulfill my goals?" Although personal goals naturally are mediated by general requirements of the university, there is a great deal of latitude for the students to develop their own programs.
As soon as possible after admission you should meet with the Faculty Chair to appoint your committee. This Program Advisory Committee consists of three faculty members (one of whom is outside the ACE faculty) who are responsible for assisting you in designing your program. This should not simply mean approving your choice of courses but rather how you can take advantage of the multiple resources available to you. This Program Advisory Committee, appointed by the CAHE Department Chair on recommendation of the Faculty Chair, will work with you from admission to the completion of your comprehensive exams. You are involved in deciding who serves on your Program Advisory Committee, the design of your program, and the development of the special field portion of your comprehensive exam which is developed specifically for you by your committee. The Chair of your Program Advisory Committee is responsible for helping you (1) file your Doctoral Program of Courses and (2) facilitate the development of the Doctoral Candidacy Examination.
Following is a sample program that you, with the advice of your Program Committee, are responsible for completing upon admission to the program. The form has several sections reflecting the learning objective areas discussed earlier.
Students who have a master's degree in an area other than adult continuing education will be required to take CAHA 400 and CAHA 501 as deficiency courses. These courses do not count toward the 63 semester hour minnimum required in the doctoral program of study.
Research understanding and skills are acquired through course work in areas such as research design, statistics, historiography, philosophical methods, and ethnographic techniques. The structure of educational systems refers to general foundational courses, usually in education, such as the historical, philosophical, or social foundations of education. The individual in an educational setting refers to courses from psychology or educational psychology.
These are courses in adult continuing education other than core required courses (CAHA 400 and CAHA 501).
A cluster of courses are taken outside of adult continuing education that reflect preparation in a professional content area or role, such as administrator or counselor, or in a discipline area, such as history or philosophy.
To assist you in the process of doctoral study, the mechanics of the process are outlined in "Steps Leading to the Doctoral Degree--Adult Continuing Education". This guide to "transcending" the bureaucracy is a necessary but not sufficient approach to designing your program. The major ingredient in successful program development is how you engage the resources available to you.
This exam provides the student with an opportunity to review and synthesize Specific learnings gained during graduate study at NIU. The examination is written (1) when at least 36 hours of graduate course work beyond the master's degree have been completed, (2) within the time limits of the doctoral program, (3) when a "program of studies" is on file with the Graduate School, and (4) when an application to write the examination has been completed and filed with the department. The candidacy exam can be taken in three different formats. The examination is administered in each regular term and once during the summer session.
After successful completion of the candidacy examination, you have one term in which to arrange appointment of your Dissertation Committee. You should begin to think about what you are going to do for your dissertation research from the time you are admitted. When you have completed your coursework and other learning activities designed in your program, you should have a good idea of what your dissertation research problem will be and who would be appropriate faculty members to assist you in developing your proposal. We suggest that you limit your Dissertation Committee to persons who have the expertise to assist you in your research (the CAHE Department requires a minimum of three).
Your choice of Dissertation Director is most crucial since that person has prime responsibility in guiding you throughout the remainder of your doctoral study. At least one member of your committee should be an expert on the particular research methodology you plan to use. Keep in mind that faculty members are limited in the number of dissertations that they can direct at any one time and that faculty members take leaves. Accordingly, faculty members who are your first choice as Dissertation Committee members may not be able to say yes to your request to serve. You should make an appointment with the Faculty Chair soon after completing the candidacy exam to discuss appointment of a Dissertation Committee Chair. Your Dissertation Committee Chair will discuss with you the possible composition of the committee. You are then responsible for requesting formal appointment of your committee through the faculty chair of adult continuing education.
A Doctoral Research Seminar (CAHA 798) is held for the specific purpose of developing research skills and assisting students and faculty with their research. You may join this seminar (variable credit) when you feel you are ready to begin focusing on dissertation research. The content of this seminar is the research of ACE students and faculty. Here are some of the ways you may make use of this seminar:
The first step toward a Dissertation starts with a concept paper or prospectus. This can be used to consult with faculty about their mutual interest and expertise. A fully developed proposal should be planned with your Dissertation Director. Samples of proposals are available in the ACE office but are not available to take out. A day in the office perusing various proposals is usually a day well spent. After the proposal has been approved by your Dissertation Committee, you have the responsibility of placing a copy in this file.
There are at least two formal meetings of your Dissertation Committee following your "proposal hearing." The Approval of the Dissertation meeting comes after completion of your research and the writing of the dissertation. All members of your committee will have read your dissertation and must give tentative approval at this time. Once tentatively approved, you can have the "final copy" prepared and submit it to the CAHE Department and the Graduate School. A minimum of two weeks from submission of the dissertation to the scheduling of an Oral Defense is required. At this time the Dean of the Graduate School appoints his/her representative to be an outside observer. After the successful completion of the Oral Defense you have completed the doctoral program; graduation is the formal celebration of completion. Given deadlines for dissertation completion to meet graduation requirements announced by the Graduate School, it is advisable to consult the Graduate School calendar in planning approval hearing defense of your dissertation.
The Admissions webpage includes the specific application procedures for the Ed.D in Adult and Higher Education Program. It is the student’s responsibility to ensure that all application materials are submitted by the deadline (including test scores and recommendation letters).