All doctoral degrees in the College of Education require a minimum of 72 graduate credit hours beyond the bachelor’s degree. Most doctoral programs in the College of Education require a minimum of 60 graduate credit hours beyond an approved master’s degree.

Curriculum

Course descriptions can be found in the university course catalog. View the curriculum with credit hour details here.

• Two official* copies of all undergraduate and graduate transcripts, including any non-degree studies (NDS) at NC State
• Because of the ongoing COVID-19 pandemic and related health, economic, and social challenges, GRE test scores are waived for applicants applying for all graduate programs in the College of Education for the 2021-2022 admissions cycle. Read more about this decision.
• TOEFL or IELTS scores for international applicants whose first language is not English
• Academic writing sample
• Description of research interests
• Three (3) letters of reference
• See our Ph.D. in Teacher Education and Learning Sciences Learning Design and Technology Program Area of Study Handbook (below) for detailed information on all needed admission documents.
  
  * Unofficial transcripts are accepted for application review purposes, but we require official ones before an admitted student can begin graduate studies.

Applications and all supporting documents must be received on or before the Graduate School priority deadlines or the program deadlines. International students should also consider their specific deadlines, whichever is earlier.

The Graduate School
North Carolina State University
Research Building III, Room 240
1005 Capability Drive, Box 7102
Raleigh, NC  27695

Review the Estimated Cost of Attendance associated with this doctoral degree for the upcoming semester tuition and fees. Note that tuition and fees are subject to change.

• 2020
  • Danielle Boulden | Building the Capacity of In-Service Teachers to Integrate and Teach Computational Thinking.
• 2018
  • Susie Boles | Examining the Relationship between Student Perceptions of Online Instructor Teaching and Social Presence through Introductory Video Characteristics.
  • Sarah Glova | Toward effective facilitation for adult learners: An action research study on the design and delivery of workshops for women business owners.
  • Nancy Smith | Facilitation of physical therapist student hypothetical deductive clinical reasoning using a scaffolded mobile application.
• 2017
  • Robert Moore | Examining the influence of massive open online course pacing condition on the demonstration of cognitive presence.
  • Melissa Stopa | Pedagogical practices to develop community in undergraduate online learning: The affordances of technology, a mixed method study.
  • Karen Tharrington | #HELP: How value is created for world language pre-service teachers as members of a professional learning network on Twitter.
• 2016
  • Amanda Cadran | A descriptive case study of the Ethics of Care fostered by a statewide blended teaching model in support of site-based exceptional children teachers.

Doctoral Handbook for Prospective and New Students
Please view our Ph.D. in Teacher Education and Learning Sciences Learning Design and Technology Program Area of Study Handbook to find answers to your questions about the concentration and its structure, required and transfer credits, curriculum, ideal candidates, what we’re looking for in an application, sources of financial aid including assistantships, and the standard doctoral timeline. If you have other questions, please contact the doctoral program coordinator, Kevin Oliver.

Assistantship Application
Incoming students interested in assistantships should complete and submit this form after they receive a notification of acceptance into the program. Note, assistantships require 20 hours of work per week and students must attend school full-time (9 hours/3 courses per semester). Doctoral students are eligible for stipends, tuition remission, and health benefits, as part of their assistantship.