phd education jhu

Education, PhD

School of education.

The overarching goal of the School of Education’s PhD in Education program is to develop scholars who will have advanced research skills for improving education practice, with specific emphases on policy analysis and education improvement. The program strives to prepare candidates that are equipped to:

• meet the myriad challenges associated with systemic education change;
• apply exceptional content area expertise contextualized within a comprehensive multidisciplinary frame of reference;
• successfully bridge the theory and research to evidence-based practice gap;
• be actively involved in public policy development and evaluation;
• conduct research on complex databases linking educational practices to student outcomes, or lead laboratory- or school-based research programs that inform efforts to improve educational practices and student outcomes; and
• develop national models of educational practice that guide curriculum development and educator preparation.

For Program updates and more information, please visit  https://education.jhu.edu/academics/phd/

Admission Requirements

At minimum, applicants to the PhD program should hold a master’s degree from an accredited college or university. Previous degrees must document outstanding academic achievement in an area of study closely associated with the objectives of the program. Applicants must submit the online admission application form, application fee, and official transcripts from all post-secondary institutions attended. If the earned degree or credit is from an educational institution abroad, the candidate’s academic record must be evaluated by a credential evaluation agency before consideration for admission. Applicants are required to earn superior scores on the Graduate Record Examination (GRE) (taken within the past five years), present acceptable TOEFL or IELTS scores (if an international student), and demonstrate potential to become top scholars. Additionally, applicants are required to submit a curriculum vitae, a personal statement (outlining professional plans, goals, and expectations related to the PhD program), dispositions survey, and three letters of reference affirming the applicant’s qualifications for advanced graduate study and potential for professional development in the field. Selected applicants who meet the entrance requirements will be invited to interview with the doctoral admissions committee.

Program Requirements

Program structure and requirements.

Program requirements include earning a minimum of 72 graduate credits taken at the doctoral level at Johns Hopkins University. While the program will be tailored to the specific learning needs of each student, it includes the following coursework components:

• ED.855.725 Research Landscape*
• ED.883.812 Data Workflow*
• ED.883.601  Basic and Inferential Statistics*
• *indicates a required course
• ED.855.815 Science of Learning*
• ED.855.764 Schools in Society*
• ED.855.835 Socio-Cultural Perspectives*
• ED.855.723 Education Policy Practicum*
• ED.855.855  Research Proseminar^
• ED.855.854 Practice Proseminar
• ED.855.852 Research Practicum^
• ED.883.723 Hierarchical Linear Models^
• ED.883.711  Qualitative Research Methodology^
• ED.855.853 Savvy Surveys^
• ED.855.704 Economics of Education
• ED.855.701 Introduction to Causal Inference^
• ED.855.702 Casual Inference When Regression Fails^
• ED.855.840 Doctoral Research
• ^indicates a research elective
• Dissertation Research (18 credit hours)

In addition to successfully completing all the coursework requirements, candidates must also satisfy the following program benchmarks:

• Research progress
• Written and oral comprehensive examinations
• Dissertation proposal oral examination
• Graduate Board oral examination
• Final dissertation exam

Each student will receive an annual written evaluation from the School of Education’s Doctoral Studies Committee detailing their progress in meeting the required benchmarks at the end of each spring semester.

All School of Education PhD students will devote at least four years to full-time study and research as a resident student. This period of time will provide opportunity for full engagement and participation in the academic community and allow students to develop and demonstrate the scholarly capabilities required of the degree. The typical program of study is eight semesters, with six semesters devoted to coursework and research/teaching intensive experiences and two semesters devoted primarily to independent dissertation research. Students will typically enroll in 12 hours per semester for the first three years of their program and 9 hours per semester during the fourth year of their program, for a total of 90 credit hours. All students are expected to maintain enrollment as full-time graduate students over the course of the program. With the approval of their major adviser and director of the PhD program, students may transfer up to 12 credit hours of previously completed graduate-level coursework to substitute for selected required courses in the program.

Typically, each year four-to-eight PhD students will be admitted each year to begin classes in the fall semester. The majority of required courses will be delivered on the Baltimore Homewood campus in a face-to-face format, although students may (with approval) enroll in selected elective courses in divisions throughout the university.

Students must complete qualifying exams after completing two years of study. The successful completion of the written documents and oral defense of those documents allows the student to proceed to the dissertation proposal.

Dissertation

The program is designed as an apprenticeship model leading to a traditional research dissertation. The expectation is that students will be developing the skills and background knowledge throughout the program required to pursue a traditional research dissertation. Although the dissertation is not part of the formal coursework, the program is designed to put a student on track to develop an area of expertise as the foundation for an independent research project directed by the adviser. Students are expected to complete and defend a dissertation proposal by the end of the third year of study and use the final year of the program to complete and defend the dissertation. The dissertation is expected to demonstrate mastery of the relevant literature and scholarship in the collection and interpretation of data. The work should be appropriate for publication in high impact journals in the student’s area of expertise. The dissertation will be presented at a final oral defense before the student’s Dissertation Advisory Committee.

Note: Full tuition assistance and annual stipends are available to support selected outstanding candidates . For more information about the PhD program, please visit https://education.jhu.edu/academics/phd/ .

Learning Outcomes

Program goals.

Graduates will be prepared to fill faculty and research scientist positions at research-intensive universities or secure positions at research institutes and centers that conduct and manage large-scale education-based evaluations. Upon successful program completion we expect that graduates will:

• Be prepared for employment in research/faculty positions at top-tier research institutions.
• Contribute to the interdisciplinary public discourse on education improvement.
• Engage in and promote evidence-based practices through the application of rigorous methodology.
• Link education research to policy and practice.
• Provide leadership in the field by developing an independent line of ethical and culturally responsive research.
• Contribute to development of the next generation of scholars.
• Be able to influence school policy and reform.

Pathobiology PhD Program

• PhD Program
• Fellowships
• Program Details
• Wellness, Diversity & Inclusion
• Research & Faculty
• Student Life
• Our Students
• News & Events
• Support the Program
• Medical Students
• Grand Rounds
• Clinician Training

Training at Johns Hopkins

Pathology is an integrative discipline that looks simultaneously at the whole organism and its component cells, tissues, and molecules to study the mechanisms of disease with the goal of improving disease management in the clinical setting.

Our Pathobiology PhD students are trained rigorously in human disease pathology, basic cell biology, molecular biology, genetics, microbiology and mechanisms using real human specimens; their research is continuously benchmarked against this “gold standard” of clinical disease.

This training approach leverages our clinical roots in the Department of Pathology at Johns Hopkins—the #1 NIH-funded Pathology department in the country—which gives our students unparalleled access to human tissues and specimens. Thus, the work of our students remains grounded in human disease pathology from start to finish.

What Makes Us Unique?

Focus on translational mechanisms of human disease.

Rooted in the top-funded Pathology Department in the country, our students choose from participating labs throughout the Johns Hopkins School of Medicine with a common focus on translational biomedical research, using human biospecimens to benchmark their discoveries.

Translational Rotations

Our Translational Research courses acquaint PhD students with approaches that are used clinically . Students broaden their education by carrying out patient-related activities. We are one of the few programs in the country to offer this opportunity.

Open Field of Study

On matriculation, our students do not have to commit to a particular field of study.

First-year students have the freedom to explore different topics related to the wide spectrum of human diseases, such as gastrointestinal, gynecological, urogenital and brain cancers, immunopathological, respiratory disease, cardiovascular disease, infectious disease, and acute and chronic neurodegenerative disease.

Advising Groups

Each Pathobiology PhD student is assigned to an advising group along with 5-6 fellow students with diverse backgrounds and interests and in various academic phases of their PhD. The groups meet with their faculty advisor two to three times a year for one hour sessions organized by the student group leader.

During these informal sessions, the advisor checks in with each student to discuss their progress and any challenges they may be facing. The group setting enables more junior students to learn from the more senior students while the advisor moderates discussion between students. These advising groups provide students with an additional faculty member contact (who is not their PI) to touch base with regularly and promote connection and communication between students.

Chief Graduate Student

Each academic year, one 3rd-year student is selected to become the Chief Graduate Student. Modeled after our residency program, the Chief Graduate Student works closely with our Pathology Chief Resident(s); this interaction facilitates communication between graduate and medical trainees—a key component of successful translational research.

The Chief Graduate Student serves as a liaison between our students and program leadership. Regular meetings with the Department Director and PhD Program Directors and attendance at leadership and recruitment meetings provide a student voice in program decision-making.

Meet a PhD Student

Hear from Carli Jones about her experiences as a Pathobiology PhD student.

Website Navigation for Screen Readers

• Return home
• Go to header navigation
• Go to search form
• Go to content region
• Go to footer region

PhD Mentoring Policies and Resources

• Policy on Mentoring Commitments for PhD Students and Faculty Advisors
• JHU Mentorship Commitments of Faculty Advisors and PhD Students
• Mentoring Resources
• Go Back to Graduate and Professional Education (Home Page)

The Johns Hopkins University has a commitment to quality mentoring of PhD students, in support of the mission of excellence in PhD education at Johns Hopkins. As such, the University requires every PhD-granting school to annually distribute the JHU Mentorship Commitments of Faculty Advisors and PhD Students to their students and faculty, and also engage in additional activities to support a climate of excellence in mentoring. 

Mentoring is a central component of graduate and post-doctoral training, and trainees and faculty at Johns Hopkins work together to contribute to a positive mentoring relationship and a culture of support University-wide.  Each of the divisions of the University has unique initiatives and programs in place to support good mentoring, as well as a point person within each PhD program or department to whom students can go if they have questions or concerns related to their faculty advisor.

• Office of the Provost

265 Garland Hall 3400 North Charles Street Baltimore, Maryland 21218 Phone: (410) 516-8070 Fax: (410) 516-8035 [email protected]

• External link to Facebook
• External link to Instagram
• External link to Twitter
• External link to Linkedin
• External link to Youtube
• External link to Wikipedia
• About the Provost’s Office
• University Policies
• © 2024 Johns Hopkins University
• University Contacts
• Emergency Contact Information
• Student Right to Know

Website Footer Navigation

• Jump to content region

• Menu  Close 
• Search 

PhD Program

Our PhD Program offers students opportunities to work in labs specializing in a broad range of mechanical engineering research.

The Doctor of Philosophy in Mechanical Engineering prepares students for careers in research and academia. Our faculty are investigating a diverse range of research areas like fluid mechanics, renewable energy technologies, materials processing and manufacturing, prosthetics, diagnostic tools, nanotechnology, and much more. As a PhD candidate, you will share in the excitement of discovery as you collaborate with our faculty on cutting edge research. You will also acquire strong, independent research skills and begin to develop your own skills and reputation as a member of the research community.

Because the advisor/graduate relationship is the cornerstone of a successful PhD experience, all new PhD candidates are carefully matched with faculty advisors, based on mutual research interests.

The Doctor of Philosophy (PhD) normally requires four to five years of full-time study beyond the baccalaureate degree. There is no formal course requirement for a doctoral degree. The student develops a technical program involving both research and coursework with the help of his or her faculty advisor.

PhD candidates must pass the departmental exam, the Graduate Board Oral exam, submit a doctoral dissertation, and pass a final dissertation defense.

Where Do Our PhD Graduates Go?

Visit our PhD Alumni page to see where our PhD graduates have made their mark around the world. You, too, can join this elite group with an admission to our highly-ranked PhD program.

Learn More About the PhD Program

• Graduate Program Flyer
• Graduate Advising
• Information Session
• Course Schedules

Center for Biotechnology Education

The Johns Hopkins University Krieger School of Arts and Sciences created the Center for Biotechnology Education to engage diverse audiences in the world of biotechnology and to prepare the leaders of today, tomorrow, and the next generation for the challenges of the 21st century.

Our goals are to increase public awareness and understanding of biotechnology, to inform educators of the resources and programs available locally and nationally, to become a resource center for biotechnology information, to coordinate training workshops for students and professionals, and to support biotechnology training and education locally, nationally, and internationally.

Our Mission

The Center’s mission is to expand the reach of biotechnology education through graduate education and professional development.

Graduate Education

Our graduate programs are designed for working professionals — delivering the rigorous and practical curriculum they need to advance their careers or academic ambitions. Johns Hopkins’ Center for Biotechnology Education programs are rooted in the multidisciplinary skills of basic research, drug discovery technologies, bioinformatics, regulatory affairs, food safety regulation, and product commercialization. The CBE offers eight master’s degrees.

Biotechnology Programs

By expanding the scope of biotechnology education, the Center for Biotechnology Education is building a pipeline of students and professionals prepared to achieve success in K-12 education, graduate school, and the work environment in the fields of biotechnology, bioinformatics, regulatory science, and biotechnology enterprise and entrepreneurship.

Professional Development

Orchestrating partnerships with industry and government organizations to provide community outreach, professional development, educational opportunities, workshops, research symposia, and lecture series for academia, industry, and the general public.

The JHU AAP MS in Biotechnology program is truly outstanding. Not only did I benefit from rigor of the curriculum, but the program’s flexibility allowed me to fully pursue my academic interests. Thanks to the program and my MS, I am now doing a PhD in genetics.

Center for Biotechnology Education Leadership

John Toscano

James Coker

Join our events.

MS in Bioinformatics Information Session

Ms in biotechnology information session, ms in individualized genomics and health information session, center for biotechnology education news.

Audience Menu

Masks Strongly Recommended but Not Required in Maryland, Starting Immediately

Due to the downward trend in respiratory viruses in Maryland, masking is no longer required but remains strongly recommended in Johns Hopkins Medicine clinical locations in Maryland. Read more .

• Vaccines  
• Masking Guidelines
• Visitor Guidelines  

School of Medicine

New dean, ceo of johns hopkins medicine named.

Theodore DeWeese, M.D., who served in an interim capacity for 18 months, has been named dean of the medical faculty and CEO of Johns Hopkins Medicine.

Our School of Medicine Community

The Johns Hopkins University School of Medicine consistently ranks among the nation’s very best in education. These numbers are important, but we’re more than numbers – we’re a community of seekers and dreamers. Using the latest tools and teachings available to scientists and doctors, we become healers, caregivers, discoverers and inventors.

Convocation 2024

Help us celebrate the Johns Hopkins University School of Medicine diploma and hooding ceremony for the class of 2024. Congrats on your achievement!

I Believe in Us | Johns Hopkins School of Medicine

"I Believe in Us" celebrates our deep connections to our school, our community, our work and to each other. Johns Hopkins School of Medicine – where we discover all that we are.

Celebrate Match Day 2024

Congratulations to the school of medicine students that are matching today.

Johns Hopkins University School of Medicine Students Help Asylum Seekers Navigate Health Care System

Navigators assist with scheduling medical appointments and using Baltimore’s transportation systems.

A CRISPR Future

For the first time, a CRISPR-based therapy is FDA approved — read postdoctoral researcher Charlotte Fare’s analysis of its significance.

Got A Minute? Meet Earl! Hopkins Med Student

Meet Earl, 3rd year Med school student at Johns Hopkins! In just one minute, he'll give you the deets on Baltimore and JHUSOM!

Welcome to Baltimore & Johns Hopkins!

Our students share housing, safety, and transportation tips as they show you around Baltimore.

Johns Hopkins University School of Medicine Student Provides Support to Baltimore Youth

Working with Thread, Erin Chen has learned more about her city and has formed a Baltimore family.

Johns Hopkins affirms commitment to diversity in wake of Supreme Court decision on race in admissions

Johns Hopkins University President Ron Daniels sent a message to the university community affirming JHU's unwavering commitment to diversity and the promise of equal opportunity.

Getting to Know the Gertrude Stein Society

The Gertrude Stein Society is the student-led organization for lesbian, gay, bisexual, transgender, queer, and allied members of the Johns Hopkins Medical Institutions. Michael Gold and Ray Kung, two first-year medical students, serve as the society’s social chairs.

The Johns Hopkins University School of Medicine Class of 2023 Convocation

Congratulations to our School of Medicine graduates!

Bamboo Sprouts Student Association Helps Cultivate Community for Medical Students

Volunteers become mentors for Asian American adoptees, learn about each other’s culture.

Tour the Johns Hopkins Baltimore Campuses

This video offers prospective applicants a virtual tour of the two main Baltimore teaching hospitals: The Johns Hopkins Hospital and Johns Hopkins Bayview Medical Center.

Information About ...

• Academic Departments & Institutes
• Campus Life
• Education Programs
• Our Student Blog
• Student Well-Being

Student Portal

Access jhops.org for email, courses, account information and much more.

Johns Hopkins Science Calendar: A listing of scientific events for the Johns Hopkins community.

Academic Kudos

Join us in celebrating our community — from faculty to students — on their achievements.

View Kudos  

RESEARCH AND EDUCATION ARE FINELY INTERTWINED Pioneers in Research

Research begins in the lab, which is why we prioritize lab facilities that drive discovery and advancement in research.

Meet Our Research Faculty

Our faculty members expand what’s possible through biomedical research.

Experience Baltimore

Called “Charm City” for a reason, Baltimore is a place that has a little something for everybody. Baltimore is a spirited city – a unique blend of historic charm, cultural heritage and urban vitality. With hanging out at the Inner Harbor, attending neighborhood festivals, biking to school and more, Johns Hopkins medical students, graduate students and residents have a lot to love about Baltimore.

Biochemistry and Molecular Biology

Biostatistics

Environmental Health and Engineering

Epidemiology

Health Policy and Management

Health, Behavior and Society

International Health

Mental Health

Molecular Microbiology and Immunology

Population, Family and Reproductive Health

• Program Finder
• Admissions Services
• Course Directory
• Academic Calendar
• Hybrid Campus
• Lecture Series
• Convocation
• Strategy and Development
• Implementation and Impact
• Integrity and Oversight
• In the School
• In the Field
• In Baltimore
• Resources for Practitioners
• Articles & News Releases
• In The News
• Statements & Announcements
• At a Glance
• Student Life
• Strategic Priorities
• Inclusion, Diversity, Anti-Racism, and Equity (IDARE)
• What is Public Health?

The Challenges and Opportunities of an Aging Society

The new issue of Hopkins Bloomberg Public Health magazine explores how we can ensure that older adults remain as healthy as possible, for as long as possible. It also delves into the proliferation of counterfeit drugs, the repercussions of abortion bans, and the hunger gap facing adolescents.

Read the magazine Dean Mackenzie’s column

The Rise of Colorectal Cancers Among Younger People

Colorectal cancer diagnoses are rising in people under age 50. What’s behind this increase?

Bloomberg American Health Initiative Announces Eighth Cohort of Bloomberg Fellows

The Bloomberg American Health Initiative awards sixty individuals full scholarships to the Bloomberg School to address pressing public health challenges in the U.S.

Johns Hopkins Bloomberg School of Public Health Honors 1,273 New Graduates

Atul Gawande, assistant administrator for global health at USAID, joined Dean Ellen J. MacKenzie and student and faculty speakers at Bloomberg School’s 106 th convocation ceremony. 

The Threat to Abortion Rights You Haven’t Heard Of

A century-old “zombie law” could usher in a nationwide abortion ban.

What to Know About COVID FLiRT Variants

A new family of COVID variants are becoming dominant in the U.S. at a crucial time for vaccine decision-making.

A Bold New Goal: Reduce Gun Violence 30% By 2030

The Center for Gun Violence Solutions has a new goal to reduce gun violence 30% by 2030.

Subscribe to Stay Informed

Connect with us, our academic program offerings.

Our programs welcome those from within and outside the traditional boundaries of public health. Whether you're a future college graduate, a midcareer public health leader, or someone looking to make a career change, we have a program for you.

Registration Now Open for the 2024 Summer Institutes

Designed for busy working professionals and students, the Johns Hopkins Bloomberg School of Public Health Summer Institutes allow you to complete credit or non-credit courses in a short period of time. With over 100 courses available, there is sure to be a course for everyone.

LEARN MORE REGISTER  

Master of Public Health (MPH)

The Master of Public Health (MPH) is our most flexible degree. With 12 concentrations to choose from, students can tailor their degree to their unique goals while completing classes at their own pace on campus, fully online, or a mix of the two.

We are accepting applications for the online/part-time format starting in November 2024 or January 2025.

Master of Science in Public Health (MSPH)

The Master of Science in Public Health (MSPH) is a professional degree alternative to the Master of Public Health (MPH) degree for students who want more focused skills in a specific field of public health or who lack two years of health-related work experience to begin or advance a career as a public health professional. MSPH programs generally require one academic year of coursework, followed by a field placement. The field placement duration and location vary by department/concentration.

Why Choose the Johns Hopkins Bloomberg School of Public Health?

Ranked by U.S. News & World Report since 1994

and Largest School of Public Health

Courses Offered

Research Centers and Institutes

Alumni Living in over 160 Countries

Degree Programs

Certificate Programs

Student-to-Primary-Faculty Ratio

Our Departments

Meet our faculty.

Our faculty are world-renowned experts, and trusted advisers to our students, public health leaders, and the public.

Tanjala S. Purnell

Tanjala S. Purnell, PhD '12, MPH, uses epidemiology and health services research to advance equity in transplantation and related conditions, including kidney diseases, hypertension, and diabetes.

Barry Zirkin

Barry Zirkin, PhD, is a reproductive biologist involved in studies of the effects of aging and environmental toxicants on testicular testosterone production and spermatogenesis.

Gurumurthy Ramachandran

Gurumurthy Ramachandran, PhD, MS, conducts research focused on developing effective and accurate methods to assess health-related human exposure in occupational and non-occupational settings.

Avonne E. Connor

Avonne E. Connor, PhD, MPH, is a cancer epidemiologist who studies breast cancer and cancer health disparities among women and underserved populations across the cancer continuum.

Join Us in Baltimore

Pursue a degree at the #1 school of public health in one of America's best cities. With 50+ museums, a bustling restaurant scene, gorgeous parks, and more, Baltimore is a great place to study and live.

LEARN ABOUT BALTIMORE  

Support Our Work

Our work is made possible in part by contributions from Bloomberg School donors.

Doctor of Education Leadership

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

America needs transformative leaders in preK–12 education whose passion for education quality and equity is matched by a knowledge of learning and development, the organizational management skills to translate visionary ideas into practical success, and a firm grasp of the role of context and politics in shaping leadership. Graduates of the three-year, multidisciplinary Doctor of Education Leadership (Ed.L.D.) Program at the Harvard Graduate School of Education will be prepared to become those leaders.

The Ed.L.D Program — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — will train you for system-level leadership positions in school systems, state and federal departments of education, and national nonprofit organizations. Ed.L.D. is a full-time, three-year program built on a cohort learning model. Cohorts consist of up to 25 students from diverse professional backgrounds (including district/charter management leaders, nonprofit directors, principals, teachers, and policy researchers) who progress through the program together.

All Ed.L.D. students receive a full tuition funding package plus stipends, work opportunities, and a paid third-year residency at a partner organization.

The Ed.L.D. Program prepares graduates to do work for the public good in the American public education sector, whether that be at the system or state level. Specifically, the program is designed to accelerate the progress graduates make toward achieving meaningful impact in influential roles and/or crossing boundaries in the following spaces in the public education sector:

• PreK–12 district or CMO leadership roles : superintendent of schools, chief academic officer, and/or deputy superintendent
• Foundation/philanthropy roles:  director, president and CEO, senior fellow
• Education nonprofit roles : president or executive director of backbone or collective impact organizations which support preK–12 schools. Ed.L.D. graduates will lead education nonprofits that explicitly focus on improving outcomes and opportunities for children, families, and communities.
• State or federal education leadership roles : commissioner or deputy commissioner roles. Could also include public education advocacy or education policy advisers to senior government officials.
• Social Entrepreneurship and Innovation roles:  Founder, CEO, president

Curriculum Information

The Ed.L.D. curriculum is a balance of multidisciplinary coursework and practice-based learning. Core courses and electives are taught by recognized leaders from across Harvard’s graduate programs in fields like data-based education reform, organizational change and innovation, and effective leadership strategies for urban schools. You will develop and test your leadership skills through team projects and an immersive third-year residency.

All students in the cohort take the same classes in four foundational content areas: learning and teaching, leadership and organizational change, politics and policy, adult development, and leadership inside and out (including one-on-one executive coaching). Courses taken during the first-year focus on practice-based learning and serve as the framework of your first-year experience.

Sample HGSE Courses

• Leading Change
• How People Learn
• Ed.L.D. Proseminar
• Leadership, Entrepreneurship, and Learning
• Race, Equity, and Leadership
• Practicing Leadership Inside and Out
• Sector Change
• The Workplace Lab for System-Level Leaders

View  all courses  in the Academic Catalog.

Each cohort member works with program advisers to choose an individualized sequence of electives from any of the Harvard graduate schools. You will work closely with the program faculty and staff during your second year to determine the best match with a partner organization for your third-year residency. Matches are driven by mutual interest between the resident and the partner organization, and each student's career and learning goals and geographic preferences.

• Second Year Practicing Leadership Inside and Out
• Driving Change 
• Education Sector Nonprofits
• Negotiation Workshop
• Coaching with Equity in Mind
• Ethnic Studies and Education
• Deeper Learning for All:  Designing a 21st Century School System
• Institutional Change in School Organizations, Systems, and Sectors

You will take part in a 10-month paid residency at one of our partner organizations. There, you will work on a strategic project which synthesizes your experience and learning into a written Capstone project. You will stay connected to your Ed.L.D. cohort and HGSE through technology and by returning to Harvard periodically for intensive workshops.

Paid Residency 

Our partner organizations include school systems and departments of education, as well as some of the nation's most influential and dynamic nonprofit, mission-based for-profit, and philanthropic organizations.

You will be intentionally pushed out of your comfort zones and asked to work systemically and make a significant contribution to the partner organization. In addition, the residency will provide you with the professional mentoring, practical experiences, and network of connections they need to position themselves as future leaders in the education sector. 

Strategic Project 

You will define (with supervisors from your partner organization) a strategic project on which to focus. You will have the opportunity to lead one or two major efforts on behalf of the organization, such as the creation or implementation of current initiatives. The project allows you to practice and improve leadership skills, add important value to the mission and strategy of the partner organization, work systemically, and hold high-level accountability.

During the residency period, you will produce a written Capstone. The Capstone is a descriptive, analytic, and reflective account of your third-year leadership contributions to a strategic project within an Ed.L.D. partner organization. It is a demonstration of your ability to engage others, develop strategy to successfully address and diagnose challenges, work toward a vision and goals, and learn from the results.

Sample Topics

• Accountability, Coherence, and Improvement: Leadership Reflection and Growth in the Los Angeles Unified School District
• Leadership Development for Entrepreneurial Education Leaders Working to Build Public & Private Sector Support
• Disrupting Teacher Preparation: Lessons in Collaboration and Innovation Across the Learning to Teach Community of Practice
• Pursuing Educational Equality for English Language Learners

Sample Summaries 

• Breaking Down Silos in a School District: Findings from an Ed.L.D. Project in Montgomery County
• Expanding Students' Access to Meaningful STEM Learning Opportunities Through Strategic Community Partnerships
• Developing a New Teacher Leadership and Compensation System in Iowa: A Consensus-Based Process
• Finding Great Teachers for Blended-Learning Schools

GSE Theses and Dissertations from Digital Access to Scholarship at Harvard (DASH)

Program Faculty

Ed.L.D. students learn with renowned faculty from the Harvard Graduate School of Education, Harvard Business School, and Harvard Kennedy School. Faculty from the three schools share their individual expertise in the Ed.L.D. Program and work collaboratively to provide a challenging and coherent experience for students. Faculty who teach in the Ed.L.D. core curriculum and advise Ed.L.D. students include:

Faculty Director

Frank D. Barnes

Frank Barnes is faculty director of the Doctor of Education Leadership Program. He has over 30 years experience as an educator, researcher, and organizer. As a chief accountability officer, he led turnaround efforts for large public school districts, including Boston Public Schools and Charlotte-Mecklenburg Schools.

Kathryn Parker Boudett

Ebony N. Bridwell-Mitchell

Jennifer Perry Cheatham

Elizabeth City

Candice Crawford-Zakian

Marshall Ganz

Adria D. Goodson

Deborah helsing.

Monica C. Higgins

Deborah Jewell-Sherman

Lisa Laskow Lahey

Mary Grassa O'Neill

Irvin Leon Scott

Catherine Snow

Michael L. Tushman

Martin west.

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Education Leadership experience and the impact its community is making on the field:

Do We Need Happiness Teachers?

After a trip to meet with the Dalai Lama, an Ed.L.D. student says we do

Combatting Chronic Absenteeism with Family Engagement 

As post-COVID absenteeism rates continue unabated, a look at how strong family-school engagement can help

Discover, experience, and achieve with CTY

The Center for Talented Youth, a nonprofit academic center of Johns Hopkins University, delivers academic excellence and transformational experiences to advanced learners in grades 2-12.

Founded in 1979, CTY fosters intellectual growth in exceptional students from all backgrounds and communities. As a world leader in gifted education, advocacy, and research, CTY provides:

• Accredited, advanced online and on-campus courses often not found in school
• Personalized instruction
• An inclusive community of peers who share a passion for learning

Advanced students thrive when they accelerate their learning, challenge themselves, and follow their curiosity in a safe, supportive environment. So, whether you’re looking to get ahead in your studies, progress in a subject you love, or find a community where you can be yourself, there’s a CTY experience to help you meet your goals. Learn more about our mission and join us today.

Join CTY      Learn More

Now Enrolling!

• On-Campus Summer Programs  at sites across the U.S. After May 31, 2024 , registration is available upon request pending eligibility and seat availability. To request placement, email [email protected] after submitting a program application.
• 150+  Online courses  available worldwide.

Take charge of your learning online, or immerse yourself in summer academics. Our programs deliver rigorous and exciting coursework led by attentive, world-class educators.

Online Programs

Find real-time, self-paced, session-based, and individually paced courses that fit your learning style and schedule.

On-Campus Summer Programs

Join a community of young scholars tackling exciting and challenging subjects.

Talent Search and Testing

Identify the extraordinary academic skills of your young scholar through CTY's variety of above-grade level assessments.

Not sure where to start? We can help.

CTY has saved our bright kids from boredom, made it possible for our eldest to become an extremely accomplished musician, and helped our youngest continue to be a joyful learner when most educational experiences haven't been challenging enough.

CTY Online Programs Parent

The teacher and teaching assistant were beyond exceptional. The activities, campus community, and unique CTY customs made him feel like a part of a secret society. They foster and embrace individuality while and cultivating academic excellence. This was a life-changing experience for my son.

CTY On-Campus Programs Parent

His teacher was amazed after he went to CTY last year. He got straight A’s. He’s going to be in a high honors class, and CTY has helped him prepare for that. He used to be like, ‘Mom I don’t want to do that.’ Now he’s like, ‘Mom, I think I’m ready.'

I learned not only about writing, which my instructors made more interesting than I could have ever expected, but also about the value of friendship, kindness, and teamwork. This camp truly changed who I was for the better.

CTY On-Campus Programs Student

What I love about CTY is that you feel like you're in this bubble of learning and growth surrounded by kids just like you who are just as curious about the world as you are. You make friends and memories that will last you a lifetime.

My child became self-reliant in learning, taking tests and following timeliness. It helped him build self-confidence while increasing his true knowledge about the subject.

The intellectual stimulation provided by the instructor, thought provoking assignments, and comprehensive feedback have collectively ensured that my child has enjoyed every bit of her time with the CTY program.

CTY is what I have been looking for in school but have never found; a place where I can interact with peers at my level, while still satisfying my need to learn. There truly are others who see the world as a well of knowledge as I do.

CTY provides me the opportunity to take advanced classes that are not offered at my school. I like the individually paced option because it gives me the flexibility to balance my regular schoolwork with other activities.

CTY Online Programs Student

Online programs offer tremendous academic value that can be accessed from anywhere, anytime. This is exactly what we have been looking for. My children love the learning environment including both the classes themselves, and also the social programs.

The impact my years at CTY have had on me are indescribable. Somewhere between the vast knowledge I gained in class and the unbreakable bonds I formed with other students, I was able to discover and accept who I am.

For our daughter, it was the realization that it’s cool and feminine to want to be a scientist. There’s nothing like 25 girls in a college dorm together taking number theory and astrophysics. At CTY, she feels like she’s ‘among her people.’

Maggie has now taken more than 15 CTY courses. She has grown exponentially, thinks well independently, uses and schedules her time wisely, and has gained boundless confidence as a result of her CTY courses.

Having instructors who are from all over the country and experience in teaching not only in high school but also college has been invaluable... Taking a CTY class isn't just about getting the grades; it’s about broadening our minds.

Our son loves to learn because of programs like CTY. Enriching curricula and friendly teachers and staff create an open, welcoming atmosphere to explore and grow. Thank you!

Kimberly A.

The CTY Online Programs are an excellent addition to my children's regular academic course work. The convenience of taking high quality courses from virtually any location is a tremendous advantage.

At CTY, I am intellectually stimulated and I can think at higher levels and strive to achieve the best. Everyone seems incredibly different in the beginning, but we are all so similar by the end because we are given a place to be ourselves.

CTY has given Samuel much-needed encouragement and academic inspiration, and opened his eyes to many new opportunities. Each day was like a whole new world.

Latest at CTY

Cty program for bright baltimore city schools students turns 10.

The Johns Hopkins Center for Talented Youth recently celebrated a happy milestone: The CTY Baltimore Emerging Scholars Program turned 10. Baltimore City Public School elementary students in the free, school-based enrichment program celebrated with their families on Johns Hopkins University's Homewood campus May 19 with a certificate ceremony, guest speakers, a photo booth, and cupcakes. Founded in 2014, Emerging Scholars brings innovative, hands-on coursework to 400 city schools students with high academic potential annually. Read the article on the JHU Hub .

Our dedication to supporting young scholars goes far beyond the classroom. Since CTY first began in 1979, we’ve been at the forefront of research in gifted education—equipping educators to better identify, serve, and challenge their most advanced students.

Support for Educators

Interested in working with us? We provide a variety of resources and assistance for educators and institutions alike: identifying exceptional students, integrating CTY coursework, offering professional development, and much more.

Judy Yin Shih, Ph.D. Professorship in Anxiety Disorders

School of medicine, established in 2023 by judy yin shih, ph.d..

The settings of her clinical work have spanned the Medical College of Wisconsin (Neuropsychology), Johns Hopkins Medical School (Child Psychiatry and Alzheimer Clinic), Sinai Hospital (Rehabilitation and Traumatic Brain Injury Unit), and private practice. Her professional roles in the area of health policy include Senior Research Analyst at the Center for Health Program Development and Management at UMBC and Project Director at JBS International, where she directed evaluation projects of federally-funded health programs (including HIV/AIDS, mental health, and substance abuse programs).

Since retiring, Dr. Shih has served as a docent at the Chinese Garden of The Huntington Library, Art Museum and Botanical Gardens in California and has focused her interests in art and music. She has served in leadership roles on various institutional boards including the Advisory Board of the Department of Psychiatry and Behavioral Sciences of Johns Hopkins University School of Medicine (JHSOM), the Board of Trustees of the Southern Oregon University (SOU), Board of Governors of The Huntington, the Ashland Branch Board of the American Association of University Women, the Artistic Advisory Council of the Center for New Performance of the California Institute of the Arts (CalArts), the College of Arts and Sciences Alumni Leadership Council of Marquette University, and the Board of Directors of Rogue Community Health Centers in southern Oregon. At the Oregon Shakespeare Festival (OSF), she worked closely with the Board of Directors and staff in the Access for All Campaign for the renovation of the theater campus and facilities, making it accessible to all, especially to those who are hearing and mobility challenged. This year she will launch a new performing arts initiative, The Three Friends/One Spirit Initiative, at CalArts to promote creative exchanges and development of new works between contemporary Chinese and U.S. based artists. In her philanthropic efforts, Dr. Shih has been a generous donor to many organizations. She is a champion for education and established several endowed scholarships and professorships, including the Judy Yin Shih Scholarship Fund at SOU, the Judy Yin Shih Fellowship for the Advancement of Health Policy Research at UMBC and the Oliver Lee McCabe III, Ph.D. Professorship in the Neuropsychopharmacology of Consciousness at JHSOM.

Dr. Shih is pleased to be able to create this endowed professorship in the Anxiety Disorders Clinic at the Department of Psychiatry and Behavioral Sciences at Johns Hopkins. Anxiety disorders is among the most commonly diagnosed psychological conditions, and it is a comorbidity that accompanies many other mental disorders and life stresses. This professorship reflects a long-term commitment to providing support and to recognizing the outstanding achievements of those, like Dr. Joseph Bienvenu, who have dedicated their life work to education, research and treatment of anxiety disorders. Dr. Shih would also like to thank Jack and Mary McGlasson for their generous gift to establish the Jack and Mary McGlasson Anxiety Disorders Clinic at Johns Hopkins.

Held by O. Joseph Bienvenu

Dr. Bienvenu joined the full-time faculty in 1999, and he has maintained a joint appointment in public health. He began his research career investigating the epidemiology and genetic epidemiology of anxiety disorders, with a particular focus on the relationship of personality traits to anxiety and related disorders.

In the mid-2000s, Dr. Bienvenu began collaborating with colleagues in Critical Care Medicine on long-term psychiatric morbidity after critical illness and intensive care, focusing especially on anxiety and related conditions, including posttraumatic stress disorder.

Dr. Bienvenu directs the Jack and Mary McGlasson Anxiety Disorders (teaching) Clinic at Johns Hopkins, as well as the Anxiety Disorders Program, the psychiatry Residents’ Outpatient Continuity Clinic, and inpatient consultation-liaison services. He has had the opportunity to publish almost 200 original research papers, as well as numerous chapters and three books. He serves on the editorial board for the journal General Hospital Psychiatry, where he was associate editor for four years, and he has been an active member of the Anxiety and Depression Association of America, the American Delirium Society, and the Academy of Consultation-Liaison Psychiatry.

PhD Community

Viewing All PhD Students

Hilary Akinbiyi

PhD Student

Research Interests

Gifted education; Early childhood education; Teacher preparation and professional development

Briana Bostic

PhD Graduate

Graduation Year

Safety and violence; Juvenile justice; Teacher development; Race and diversity; Poverty

Gavriel Brown

School leadership and school organization

Sooyeon Byun

Early care and education; Teacher well-being; Social and Emotional Learning (SEL); Resilience; Preventive intervention; Meta-analysis

Sarah Caroleo

Gifted education; Equitable access; K-12 education policy; Teacher training and transformation

Dhathri Chunduru

Demographic change, schools, and student outcomes

Claire Chuter

Adolescence; Social perspective taking; Social psychology in education; Teacher student relationships; Social-emotional learning

Katherine Cornwall

Environmental education; Community involvement; Behavior; Health and wellness; Mindfulness

Juan Cortes

College readiness; Access; Race and diversity

Mary Cunningham

School safety and youth violence prevention

Avery M.D. Davis

Higher education; Data and statistics; Sociology of education; Public policy

Rebeca Gamez-Djokic

Educational and cultural anthropology