Ed.D. Program: Design of Learning Environments Concentration

Program Overview

The Ed.D. concentration in Design of Learning Environments (DLE) prepares scholarly practitioners who utilize the science of instructional design to ensure that all students have access to and benefit from effective learning environments. Educators who want to be leaders and change agents in their professional context are encouraged to apply. DLE students come from various backgrounds and may include classroom teachers, school and district administrators, higher education professionals, educational software developers, human resource professionals, and educators in informal and out-of-school learning settings such as museums, libraries, science centers, and zoos. The program will challenge students to enhance their capacity to understand the critical features of their learning environment and to lead improvement efforts utilizing design-based research methods. It enables leaders to design and redesign high-quality programs that align with the mission of their school or organization and emphasizes the connection between theory, research, and practical application in real-world settings. 

The Rutgers Ed.D. program is intended for working professionals and is designed to be summer intensive (9 credits per summer) and lighter in the fall and spring semesters (6 credits per semester). Students begin their doctoral education as part of a cohort and are encouraged to follow the recommended curriculum sequence to complete the program with their cohort in a little more than three years. Alternative sequences can be followed as needed. However, the cohort is a key element of the learning experience in this program.

Program Goals as of 2022-2023
(Last updated: 7/18/2022)

LEARNING GOALS 

Students will learn how to be change agents in educational settings by: 

1. recognizing and valuing multiple perspectives on the social process of education, learners and learning, research inquiry and assessment, and leading for diversity, equity and inclusion; 
2. using theory and research to frame, diagnose, and respond to problems of practice; 
3. developing a professional knowledge base that integrates practical and research knowledge; 
4. conducting research to inform and guide improvement of policy, programs, and practice; 
5. identifying instances and patterns of discrimination and inequality and advocating for social justice; and 
6. communicating and collaborating to build partnerships within and across communities. 

Knowledge/Understanding 

Students will develop deep understanding of and expertise in the following: 

1. Core: Four core or focus areas designed to be essential framing lenses for understanding problems of practice in education: a) Leadership, Organizations and Change (at the organizational, systems, and classroom levels); b) Social Contexts of Education (historical, economic, political, sociological, historical, and epistemological); c) Learners and Learning (K-12 and adult learning theory and practice); and d) Inquiry (research design and program evaluation). 
2. Concentration: One of the five specialty areas of study/discipline to acquire content-specific and context-specific knowledge, skills, and dispositions: 1) Design of Learning Environments; 2) Educational Leadership; 3) Education, Culture, and Society; 4) Special Education; and 5) Teacher Leadership.
3. Dissertation Research: Designing principles and inquiry focused on identifying and investigating a problem of practice using current literature and inquiry methodology.

Communication/Community Building 

Students will actively and purposefully:  

1. participate in professional and scholarly communities through communication and collaboration (research, publications/presentations, professional development, and program evaluations and interventions); and 
2. communicate and collaborate across various educational contexts to build partnerships within and across communities. 

Diversity, Equity, and Inclusion (DEI) 

Students will understand the importance of the role of social justice in educational settings and promote educational equity by:  

1. recognizing and valuing multiple perspectives (educational, cultural, personal, social, economic); 
2. identifying instances and patterns of discrimination and inequality and advocating for social justice;  
3. communicating and collaborating to build partnerships within and across communities; and  
4. engaging in research that will positively influence the lives of students, families and communities. 

Research/Professional Practice 

Students will conduct original empirical research to inform their professional practice and address problems of practice that may guide improvement of and facilitate change in policy, programs, and practice. 

Assessment 

Students will identify, evaluate, and use models and approaches that will be effective in the successful design and implementation of assessment within their educational contexts. 

Professional Development/Self-Reflection 

Students will capitalize on opportunities for continuous professional learning and development, including reflective self-inquiry, in order to become change leaders that can guide improvement of and make significant contributions to the chosen area of study/discipline. 

CONCENTRATION GOALS 

Students will: 

1. understand the process of design and how it applies specifically to the design of learning environments; 
2. know the theoretical foundation and empirical support for common learning environment approaches or features; 
3. engage in the process of designing learning environments; 
4. understand how to conduct design-based research; and 
5. design, evaluate, and revise existing learning environment designs enacted in real settings. 

 For more information about this program:

• Download the program guide (includes course list and application requirements)
• Review the Ed.D. Student Handbook
• Review the Ed.D. FAQ page
• Contact the Ed.D. director, Dr. Tanja Sargent

Program Details