What this handout is about.
The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.
Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :
- Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
- Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.
Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.
An Overview of Some Kind
The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:
“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”
The Task of the Assignment
Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)
“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”
Additional Material to Think about
Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.
“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”
These are the instructor’s comments about writing expectations:
“Be concise”, “Write effectively”, or “Argue furiously.”
These instructions usually indicate format rules or guidelines.
“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”
The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.
Interpreting the assignment
Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:
Why did your instructor ask you to do this particular task?
Who is your audience.
- What kind of evidence do you need to support your ideas?
What kind of writing style is acceptable?
- What are the absolute rules of the paper?
Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.
Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .
Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.
Key Terms: Finding Those Active Verbs
Here are some common key words and definitions to help you think about assignment terms:
Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.
- define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
- describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
- explain —give reasons why or examples of how something happened
- illustrate —give descriptive examples of the subject and show how each is connected with the subject
- summarize —briefly list the important ideas you learned about the subject
- trace —outline how something has changed or developed from an earlier time to its current form
- research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found
Relation words Ask you to demonstrate how things are connected.
- compare —show how two or more things are similar (and, sometimes, different)
- contrast —show how two or more things are dissimilar
- apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
- cause —show how one event or series of events made something else happen
- relate —show or describe the connections between things
Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.
- assess —summarize your opinion of the subject and measure it against something
- prove, justify —give reasons or examples to demonstrate how or why something is the truth
- evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
- support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
- synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
- analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
- argue —take a side and defend it with evidence against the other side
More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:
- What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
- In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
- What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
- How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.
Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.
Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.
- Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
- The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.
You’ll find a much more detailed discussion of these concepts in our handout on audience .
The Grim Truth
With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”
So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”
Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .
What kind of evidence do you need?
There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.
Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .
You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.
Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.
No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .
Technical details about the assignment
The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.
Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.
Tricks that don’t work
Your instructors are not fooled when you:
- spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
- use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
- use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
- get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.
Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.
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D.Ed Syllabus and Subjects
INR 15,000 to 70,000 PA
Updated on Dec 22, 2022 by Surobhi Chatterjee
The D.Ed course can be divided into four semesters. It covers educational psychology, Physical Education, Art, Literature, Children's Physical and Emotional Health, Information & Communication Technology, etc. The D.ed job scope offers good employment opportunities for students looking for employment in the field of education.
Semester Wise D.Ed Syllabus
The D.Ed course consists of core and elective subjects and depending on the university/college, they may differ slightly. It has two parts -a compulsory set of courses covering all foundation areas in literature and a set of elective courses that aims at building job-specific skills and knowledge. D.Ed course aims to ensure that the students have a chance to learn about all the vital topics. The semester wise courses are as follows:
The D.Ed subjects taught in the course are mostly similar for all the colleges, but it varies depending on the institution's course module. But, the overall subjects are quite similar but put in a different order, depending on the teaching method. The course overall makes them have a peculiar way of nursing, childcare, and health. There are both core and elective subjects that are part of the syllabus.
- Educational Psychology
- Secondary Education: Issues & Problems
- Child Development and Learning
- English Language Teaching
- Pedagogy of Environmental Studies
- Creative Drama, Fine Arts and Education (Practical)
- Education Society
- Mathematics Education for the Primary
- Leadership and Change
- Fine Arts and Education
- Diversity and Education
D.Ed Course Structure
The D.Ed course syllabus is designed to include Education in Emerging Indian Society mainly, Educational Psychology, Secondary Education: Issues and Problems, Information and Communication Technology, Methods of Teaching, and elective subjects, that overall gives the knowledge to work in the job sectors. This field sharpens a student's mind to tackle the daily obstacles faced in their workplace, studies & other similar aspects. The course involves subjects which include aspects like
- Literary Theory
- Core Subjects
- Elective Subjects
D.Ed Teaching Methodology and Techniques
D.Ed is a course focusing on different aspects of the pediatrician, nutrition and childcare, and treatment. The course is designed based on requirements and helps get the most exposure to the field, and the D.Ed course subjects deal with the same. Learning strategies have varying implications for courses.
- Following Course Module Books
- Case Studies/ Research Work
D.Ed projects which are known as mini-thesis is a compulsory project for the students to complete at the end of their semesters. As such, students should regard their projects as an ideal opportunity for integrating what they have learned during their D.Ed course. This is also an opportunity to apply their knowledge for their future work and profession. Some of the project topics are:
- Problems Of Teaching Social Studies In Secondary Schools
- Problems Encountered By Student Teachers During Teaching Practice Exercise
- Use Of Instructional Material And Its Effects On The Academic Achievement Of Students
- The Effect Of Internal Conflicts Among Teachers And Principals On Teaching And Learning In Secondary Schools
- Study Of Some Problems Associated With The Education Of The Handicapped Students
D.Ed Reference Books
The D.Ed course is the one meant for the specialization in the field of teaching. The topics taught in the course module are very much enough. But, to get a deep or in-depth knowledge, there are certain books published by the - authors, who have opened up about their thought process, and thus helps in being more skilled and knowledgeable about nutrition and health which are a major part of D.Ed Subjects.
Top Education Entrance Exams
Exam Date: May 06, 2023
D.Ed Fee Structure
What is the difference between BEd and DEd?
The difference between BEd and D.Ed is, one is an undergraduate degree whereas the other is a diploma in education.
Who is eligible for DEd ?
To be eligible for D.Ed, candidates must pass 10+2 in the high school board examination.
What is the importance of DEd?
D.Ed course is a diploma program that prepares candidates for primary and upper primary grades teaching.
What is D.Ed full form?
The D.Ed full form is Diploma in Education.
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Gen ed writes, writing across the disciplines at harvard college.
- Types of Assignments
Gen Ed courses transcend disciplinary boundaries in a variety of ways, so the types of writing assignments that they include also often venture outside the traditional discipline-specific essays. You may encounter a wide variety of assignment types in Gen Ed, but most can be categorized into four general types:
- Traditional academic assignments include the short essays or research papers most commonly associated with college-level assignments. Generally speaking, these kinds of assignments are "expository" in nature, i.e., they ask you to engage with ideas through evidence-base argument, written in formal prose. The majority of essays in Expos courses fall into this category of writing assignment types.
- Less traditional academic assignments include elements of engagement in academia not normally encountered by undergraduates.
- Traditional non-academic assignments include types of written communication that students are likely to encounter in real world situations.
- Less traditional non-academic assignments are those that push the boundaries of typical ‘writing’ assignments and are likely to include some kind of creative or artistic component.
Examples and Resources
For most of us, these are the most familiar types of college-level writing assignments. While they are perhaps less common in Gen Ed than in departmental courses, there are still numerous examples we could examine.
Two illustrations of common types include:
Example 1: Short Essay Professor Michael Sandel asks the students in his Gen Ed course on Tech Ethics to write several short essays over the course of the semester in which they make an argument in response to the course readings. Because many students will never have written a philosophy-style paper, Professor Sandel offers students a number of resources—from a guide on writing in philosophy, to sample graded essays, to a list of logical fallacies—to keep in mind.
Example 2: Research Paper In Who Lives, Who Dies, Who Cares?, a Gen Ed course co-taught by multiple global health faculty members, students write a 12–15 page research paper on a biosocial analysis of a global health topic of their choosing for the final assignment. The assignment is broken up into two parts: (1) a proposal with annotated bibliography and (2) the final paper itself. The prompt clearly outlines the key qualities and features of a successful paper, which is especially useful for students who have not yet written a research paper in the sciences.
Less Traditional Academic
In Gen Ed, sometimes assignments ask students to engage in academic work that, while familiar to faculty, is beyond the scope of the typical undergraduate experience.
Here are a couple of examples from Gen Ed courses:
Example 1: Design a conference For the final project in her Gen Ed course, Global Feminisms, Professor Durba Mitra asks her students to imagine a dream conference in the style of the feminist conferences they studied in class. Students are asked to imagine conference panels and events, potential speakers or exhibitions, and advertising materials. While conferences are a normal occurrence for graduate students and professors, undergraduates are much less likely to be familiar with this part of academic life, and this kind of assignment might require more specific background and instructions as part of the prompt.
Example 2: Curate a museum exhibit In his Gen Ed class, Pyramid Schemes, Professor Peter Der Manuelian's final project offers students the option of designing a virtual museum exhibit . While exhibit curation can be a part of the academic life of an anthropologist or archaeologist, it's not often found in introductory undergraduate courses. In addition to selecting objects and creating a virtual exhibit layout, students also wrote an annotated bibliography as well as an exhibit introduction for potential visitors.
One of the goals of Gen Ed is to encourage students to engage with the world around them. Sometimes writing assignments in Gen Ed directly mirror types of writing that students are likely to encounter in real-world, non-academic settings after they graduate.
The following are several examples of such assignments:
Example 1: Policy memo In Power and Identity in the Middle East, Professor Melani Cammett assigns students a group policy memo evaluating "a major initiative aimed at promoting democracy in the Middle East and North Africa (MENA)." The assignment prompt is actually structured as a memo, providing context for students who likely lack experience with the format. It also outlines the key characteristics of a good memo, and it provides extensive advice on the process—especially important when students are working in groups.
Example 2: Letter In Loss, Professor Kathleen Coleman asks students to write a letter of condolence . The letter has an unusual audience: a mother elephant who lost her calf. Since students may not have encountered this type of writing before, Professor Coleman also provides students with advice on process, pointing to some course readings that might be a good place to start. She also suggests a list of outside resources to help students get into the mindframe of addressing an elephant.
Example 3: Podcast Podcasts are becoming increasingly popular in Gen Ed classes, as they are in the real world. Though they're ultimately audio file outputs, they usually require writing and preparing a script ahead of time. For example, in Music from Earth, Professor Alex Rehding asks students to create a podcast in which they make an argument about a song studied in class. He usefully breaks up the assignments into two parts: (1) researching the song and preparing a script and (2) recording and making sonic choices about the presentation, offering students the opportunity to get feedback on the first part before moving onto the second.
Less Traditional Non-academic
These are the types of assignments that perhaps are less obviously "writing" assignments. They usually involve an artistic or otherwise creative component, but they also often include some kind of written introduction or artist statement related to the work.
The following are several examples from recently offered Gen Ed courses:
Example 1: Movie Professor Peter Der Manuelian offers students in his class, Pyramid Schemes, several options for the final project, one of which entails creating a 5–8 minute iMovie making an argument about one of the themes of the course. Because relatively few students have prior experience making films, the teaching staff provide students with a written guide to making an iMovie as well as ample opportunities for tech support. In addition to preparing a script as part of the production, students also submit both an annotated bibliography and an artist’s statement.
Example 2: Calligram In his course, Understanding Islam and Contemporary Muslim Societies, Professor Ali Asani asks students to browse through a provided list of resources about calligrams, which are an important traditional Islamic art form. Then they are required to "choose a concept or symbol associated with God in the Islamic tradition and attempt to represent it through a calligraphic design using the word Allah," in any medium they wish. Students also write a short explanation to accompany the design itself.
Example 3: Soundscape In Music from Earth, Professor Alex Rehding has students create a soundscape . The soundscape is an audio file which involves layering sounds from different sources to create a single piece responding to an assigned question (e.g. "What sounds are characteristic of your current geographical region?"). Early on, as part of the development of the soundscape, students submit an artist's statement that explains the plan for the soundscape, the significance of the sounds, and the intention of the work.
- DIY Guides for Analytical Writing Assignments
- Unpacking the Elements of Writing Prompts
- Receiving Feedback
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Ed.D. vs. Ph.D.: What’s The Difference?
Doctoral degrees are the pinnacle of achievement in higher education. They’re also particularly valuable if you want to become a leader in the education field. Whether you aspire to teach college, head a K-12 school system or become an organizational leader, you may be at a crossroads between choosing a Doctor of Education (Ed.D). or a Ph.D. in Education.
You’re probably wondering what the practical difference is between the Ed.D. and the Ph.D., as well as the career paths each prepares you for. We’re here to help answer those questions and more as we dive into the specifics of the Ed.D. vs. a Ph.D.
Ed.D.: The Professional Degree in Education
A Doctor of Education (Ed.D.) is a professional degree designed for practitioners who want to pursue roles as education or mission-driven leaders.
The Ed.D. degree originates over 100 years ago at Harvard University. Since its inception it has evolved into a multifaceted and nuanced program offered in varying forms at universities across the world. As this degree has grown, it is especially prevalent in online education.
According to labor market analytics firm EMSI, Ed.D. degrees earned through online programs grew 238% from 2012 to 2020.
As the popularity of the Ed.D. grows and its availability increases, many students are weighing the pros and cons of getting their Ed.D. vs. Ph.D. We’ve put together three lists to help you decipher the advantages, career paths and top considerations for potential Ed.D. students.
Top 3 Ed.D. Advantages
Leadership training. Ed.D. programs offer leadership and management training that is pivotal in creating thriving organizations and satisfied employees across industries.
Real-world application. Ed.D. degrees are focused on preparing professionals to solve real-world problems in education and other mission-driven organizations.
Flexible career options. An Ed.D. provides flexible career options, both in the field of education or as a leader in a mission-driven organization.
5 Popular Ed.D Career Paths
- School Principal: Principals act as the leader of K-12 schools, managing teachers and staff to set school goals and ensure students are meeting learning objectives. If you currently work in K-12 education, getting your Ed.D. is a great way to advance your career and increase your earning potential, as principals earn a median salary of $109,970.
- Superintendent: Superintendents are responsible for all school programs within their district. They work with school boards to create and carry out policies that will improve students’ learning outcomes. An Ed.D. degree is an ideal fit for this high-earning career, as superintendents can earn a median salary of $165,967 per year.
- College Professor: If you want to teach education full time at the college level, you will most likely need a doctoral degree. Professionals with Ed.D. degrees, especially those with industry experience, are a great fit for professional education programs at universities. College professors in the field of education earn an average base salary of $99,749.
- Higher Education Administrator: Administrators in higher education can work in a variety of departments and specialities. These professionals often oversee faculty, staff, curriculum, budgets and facilities within their department or college. Higher education administrators earn a median pay of $97,500 per year with projected job growth of 4% by 2029.
- Nonprofit Executive Director: These professionals develop goals, strategies and operational plans for nonprofit organizations. An Ed.D. with a focus in organizational leadership can prepare you for these roles that involve donor education, motivation and people management. Executive directors earn a median salary of $78,253 , with the top 10% earning over $114,053.
3 Big Considerations for Prospective Ed.D. Students
No universal standard across programs. Ed.D. curriculum is not standardized, meaning each Ed.D. program may be different in its focus. It’s important to thoroughly research each Ed.D. program to ensure the curriculum aligns with your goals.
Not ideal for academia. An Ed.D. degree may not be the right fit if you want to pursue a career in academia with a heavy research focus. Most tier one research universities seek out candidates with Ph.D. degrees who want to conduct and publish research on the university’s behalf.
J ust as rigorous as Ph.D. programs. Ed.D. programs are not easier than Ph.D. programs. If you’re considering an Ed.D. because you see it as a less intensive option than a Ph.D., that is a misconception. Be prepared for a rigorous academic program no matter which degree path you choose.
Earning a doctorate is challenging and rewarding, but do you know what to really expect? Download this free guide for tips and insights to help you prepare for success.
Ph.d.: the academic & research degree in education.
A Ph.D. in Education is a terminal degree that’s best suited for individuals who want a career in academia or research at the university level. Students in a Ph.D. program take a more theoretical approach to learning, which involves publishing original research to contribute to the field of education. A Ph.D. trains you to interpret existing knowledge, identify areas for exploration, and use critical analysis to move the discipline forward.
Let’s look at the advantages, career paths and considerations for pursuing a Ph.D. in Education so you can compare this degree option to the Ed.D. degree.
Top 3 Ph.D. Advantages
Stand out for academia and research positions. Gaining subject mastery and finely honed research skills can help you stand out for jobs at top tier research universities, research institutions or government agencies.
Advance education theory. Advance theory on a topic you’re passionate about while gaining professional credibility in that specialty. This may include advancing theory in areas such as cognitive learning theory, behaviorism learning theory, or connectivism learning theory, among others.
Contribute to research. Collaborate directly with faculty and researchers to contribute original research in the field. This could include addressing issues such as the gender gap in STEM programs, mandating school standards, or standardized testing as an indicator of future success.
5 Popular Ph.D. Career Paths
- University Professor: A Ph.D. degree will help you compete for jobs at universities of all sizes. If you want to participate in research while also teaching, a Ph.D. is a great fit. College professors in the field of education earn an average base salary of $99,749.
- Academic Researcher: Getting your Ph.D. in education can also qualify you to work solely as a researcher in a university setting. Many educational researchers use their subject matter expertise to design and test academic programs that assist schools and universities with curriculum and measuring student progress. An academic researcher can expect to make an average $60,480 per year , while some make as much as $144,500.
- Education Policy Analyst: These professionals have a desire to shape the future of education by identifying and researching educational challenges and proposing data-backed policy solutions. The average salary for an education policy analyst is $63,129.
- Academic Dean: Academic deans are the head of their respective academic unit within a university. A Ph.D. in Education can prepare you to lead the education department and shape the curriculum and student experience. The median salary for an academic dean is $72,528.
- Government Education Researcher: A Ph.D. in Education can qualify you to work with various government agencies, from local to federal, to conduct research that helps improve education quality. The average education researcher at the federal level can expect to earn $125,157.
3 Big Considerations for Prospective Ph.D. Students
Less flexible scheduling. Ph.D. programs may not accommodate part-time study and may require in-residence study and research. While some online programs are available, if you’re looking to compete for top jobs at research universities, a full-time Ph.D. program is likely your best option.
Longer duration to complete. Ph.D.s in Education usually require 90 credit hours to complete, compared to approximately 60 credit hours for an Ed.D. This means your degree will take longer to earn and will likely cost more than an Ed.D.
Less competitive wages. Ph.D. degrees most often lead to careers in academia, which often pay less than the variety of public, private and nonprofit sector jobs you can pursue with an Ed.D.
Making The Right Degree Choice For Your Career Goals
Choosing the right doctoral degree is key to your success as a future educator or organizational leader. If you want to pursue a degree that is ideal for working professionals while learning to apply research to real-world problems, an Ed.D. can take your career to the next level.
Franklin University offers an online Ed.D. program that can be completed in as few as 3 years. The no-fear dissertation process helps you define your dissertation topic and integrate it into your coursework, so you can finish faster. Franklin also offers three different focus areas in Organizational Leadership, PK-12 Leadership and Higher Education Leadership, so you can specialize in the career path you're most passionate about.
Learn more about Franklin’s Ed.D. program and how it can help you advance your career.
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Are you planning to pursue D.Ed? Explore more on Course Details, Full Form, Duration, Admission 2024, Fees, Eligibility Criteria, Entrance Exams, and Colleges How To Write A Good D.Ed Assignment
How to write a good d.ed assignment are you planning to pursue d.ed explore more on course details, full form, duration, admission 2024, fees, eligibility criteria, entrance exams, and colleges.
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D.Ed Syllabus, Admission, Eligibility, Fees Structure 2024, Career Scope
Teaching is a multifaceted profession that demands continuous learning and skill development. D.Ed, also known as Diploma in Education, is a diploma course that equips individuals with the necessary skills and knowledge to become qualified teachers. It serves as a foundational program for aspiring teachers and introduces them to the various aspects of teaching methodologies, classroom management, child psychology, and pedagogy.
D.Ed: Course Highlights
Diploma in Education (D.ED)
D.ED examination is taken on an annual basis.
Students carrying a minimum 50% weight age of marks at 10+2 level.
Candidates are selected on the basis of merit.
In accordance with their score, candidates are given admission.
D.Ed: Entrance Exams
B.Ed Common Entrance Test Maharashtra
Central Teacher Eligibility Test (CTET)
D.Ed: Course Syllabus
Microteaching: 7 Skills, 3 lessons Per Skill
Secondary Education: Issues & Problems
Information & Communication Technology
Methods of Teaching I
Methods of Teaching II
What is D.Ed?
D.Ed is a specialized diploma course focused on teacher education. It aims to provide aspiring teachers with the fundamental skills and knowledge required for effective teaching. The course duration typically ranges from one to two years, depending on the educational institution and the curriculum followed. D.Ed programs are designed to provide a holistic understanding of the teaching profession, covering both theoretical concepts and practical training.
Importance and benefits of pursuing D.Ed
Pursuing D.Ed offers numerous benefits and opens up exciting opportunities in the field of education. Here are some key advantages of pursuing a Diploma in Education:
Enhanced teaching skills: D.Ed programs are designed to equip individuals with the essential teaching skills, including lesson planning, classroom management, and student assessment. These skills are crucial for creating an engaging and effective learning environment.
In-depth understanding of child development: D.Ed courses emphasize the study of child psychology, which enables teachers to understand the unique needs, behaviors, and learning styles of their students. This understanding helps in tailoring teaching methods and strategies to maximize student learning and development.
Practical training: D.Ed programs include practical training components, such as teaching practice and classroom observation. These experiences provide hands-on exposure to real-life teaching scenarios and help aspiring teachers develop their instructional abilities.
Increased employability: Completing a D.Ed course enhances your employability in the education sector. Schools and educational institutions actively seek qualified teachers who have undergone specialized teacher training programs like D.Ed.
Eligibility criteria for D.Ed
The eligibility criteria for D.Ed courses may vary across institutions and regions. However, the general requirements include:
Educational qualifications: Candidates must have completed their higher secondary education (10+2) from a recognized board or its equivalent.
Minimum aggregate marks: Most institutions require candidates to have a minimum aggregate percentage in their higher secondary education, usually around 50% or above.
Age limit: There is typically no age limit for pursuing D.Ed. However, some institutions may have specific age criteria.
It is important to note that eligibility criteria may vary, and it is advisable to check with the respective institutions or educational authorities for specific requirements.
Admission process for D.Ed
The admission process for D.Ed programs usually involves the following steps:
Submission of application: Candidates need to fill out the application form provided by the respective institution. The form requires personal details, educational qualifications, and other relevant information.
Entrance examination: Some institutions may conduct an entrance examination to assess the candidates' aptitude and knowledge in the field of education. The examination may include sections on general awareness, language proficiency, and teaching aptitude.
Merit-based selection: In certain cases, admissions are granted based on merit. The institution considers the candidate's academic performance in their previous qualifying examinations, such as the higher secondary education.
Counseling and interview: Shortlisted candidates may be called for counseling or an interview to evaluate their suitability for the teaching profession. The counseling process helps in determining the candidate's motivation, communication skills, and passion for teaching.
Final admission: After the completion of the selection process, the final list of candidates selected for the D.Ed program is announced. The selected candidates are required to complete the admission formalities and pay the prescribed fees to secure their seat.
Curriculum and subjects covered in D.Ed
The curriculum of D.Ed programs is designed to provide a comprehensive understanding of the theoretical and practical aspects of teaching. The course structure may vary across institutions, but some common subjects covered in D.Ed include:
Child Psychology: This subject explores the cognitive, emotional, and social development of children. It helps teachers understand the individual differences and learning needs of students.
Educational Philosophy: This subject introduces the philosophical foundations of education, including various educational theories and their implications for teaching and learning.
Teaching Methods: D.Ed programs focus on different teaching methods and strategies, such as lecture-based teaching, group activities, project-based learning, and use of educational technology.
Pedagogy: Pedagogy refers to the art and science of teaching. D.Ed courses emphasize pedagogical techniques, instructional planning, and assessment methods to ensure effective teaching and learning outcomes.
Classroom Management: Classroom management techniques are vital for maintaining discipline, creating an inclusive environment, and managing student behavior. D.Ed programs provide practical strategies for effective classroom management.
Curriculum Design: This subject covers the principles and methods of curriculum planning and development. Teachers learn to design and adapt curriculum materials according to the needs of their students.
Assessment and Evaluation: D.Ed courses include topics related to student assessment and evaluation. Teachers learn to develop various assessment tools, interpret test results, and provide constructive feedback to students.
Educational Technology: With the increasing use of technology in education, D.Ed programs incorporate the integration of educational technology tools and resources into the teaching process.
Teaching methodologies and practical training in D.Ed
D.Ed programs emphasize the application of various teaching methodologies and provide ample opportunities for practical training. Some common teaching methodologies covered in D.Ed courses include:
Experiential Learning: D.Ed programs encourage teachers to create learning experiences that actively engage students in hands-on activities, experiments, and real-life situations.
Collaborative Learning: Teachers are trained to facilitate collaborative learning environments where students work together, share ideas, and learn from one another.
Inquiry-based Learning: This approach involves posing thought-provoking questions and encouraging students to explore and discover knowledge independently.
Differentiated Instruction: D.Ed courses highlight the importance of adapting teaching methods and materials to meet the diverse learning needs and abilities of students.
Practical training is an integral part of D.Ed programs. It provides aspiring teachers with opportunities to apply their knowledge and teaching techniques in real classroom settings. Practical training typically includes:
Teaching Practice: D.Ed students are required to undergo teaching practice sessions where they teach in actual classrooms under the guidance of experienced teachers. This allows them to develop their teaching skills, classroom management abilities, and communication with students.
Observation and Reflection: D.Ed programs often incorporate classroom observation sessions, where students observe experienced teachers in action. This helps them gain insights into effective teaching practices, instructional strategies, and student engagement techniques. Reflection exercises follow the observations, encouraging students to critically analyze and reflect on their observations.
Internships: Some D.Ed programs may include internships or teaching internships in partnership with schools or educational institutions. These internships provide students with extended teaching experiences, allowing them to work closely with mentor teachers, plan lessons, and gain practical exposure to different grade levels and subject areas.
The combination of theoretical knowledge and practical training equips D.Ed graduates with the necessary skills and confidence to embark on their teaching careers.
Career prospects after D.Ed
A D.Ed qualification opens up a wide range of career prospects in the field of education. Some of the career options available to D.Ed graduates include:
Primary School Teacher: D.Ed graduates can pursue a career as primary school teachers in both public and private schools. They can teach subjects across the primary curriculum and play a crucial role in the foundational education of children.
Early Childhood Educator: D.Ed graduates with a specialization in early childhood education can work as educators in preschools, nursery schools, or daycare centers. They focus on the holistic development of young children and create nurturing learning environments.
Special Education Teacher: D.Ed graduates can specialize in special education and work with students who have special learning needs. Special education teachers provide tailored instruction and support to students with disabilities, helping them reach their full potential.
Education Consultant: D.Ed graduates can explore opportunities as education consultants, working with schools, educational organizations, or government bodies. They provide expertise and guidance on curriculum development, teaching methodologies, and educational policies.
Content Developer: With their knowledge of pedagogy and curriculum design, D.Ed graduates can work as content developers or instructional designers for educational publishing companies. They develop educational materials, lesson plans, and digital resources to support teaching and learning.
Educational Administrator: D.Ed graduates can pursue administrative roles in schools, such as becoming a vice-principal or principal. These positions involve overseeing the day-to-day operations of the school, curriculum implementation, staff management, and student welfare.
Challenges and opportunities in the field of teaching
While teaching can be a rewarding profession, it also comes with its challenges. Some common challenges faced by teachers include:
Workload: Teachers often have heavy workloads, including lesson planning, grading assignments, and administrative tasks. Balancing these responsibilities can be demanding.
Diversity in the Classroom: Today's classrooms are diverse, with students from different cultural, linguistic, and socioeconomic backgrounds. Teachers need to cater to the individual needs of students and create an inclusive learning environment.
Student Engagement: Maintaining student engagement and managing classroom behavior can be challenging. Teachers must employ creative teaching methods and strategies to keep students motivated and interested in learning.
Continuous Professional Development: Teaching is a dynamic profession, and teachers need to continuously update their skills and knowledge. Engaging in professional development activities can be time-consuming but is essential for growth and improvement.
Despite the challenges, a career in teaching offers numerous opportunities for personal and professional growth. Teachers have the privilege of shaping young minds, making a positive impact on society, and fostering a love for learning. Some opportunities in the field of teaching include:
Professional Growth: Teachers can pursue advanced degrees, such as a Bachelor of Education (B.Ed) or Master of Education (M.Ed), to enhance their qualifications and open up new avenues for career advancement.
Leadership Roles: Experienced teachers can take on leadership roles within schools or educational organizations. They can become department heads, curriculum coordinators, or educational administrators, contributing to educational policy and decision-making.
Specialization: Teachers can choose to specialize in specific subjects or areas of education, such as STEM education, special education, or language instruction. Specialization can lead to opportunities for specialization allowances and career growth in those specific areas.
Entrepreneurship: Teachers with an entrepreneurial spirit can establish their own tutoring centers, coaching institutes, or educational consultancies. This allows them to apply their teaching expertise while managing their own businesses.
Research and Innovation: Teachers can engage in educational research and innovation, exploring new teaching methods, developing educational technologies, or contributing to educational publications. This allows them to stay at the forefront of educational advancements and contribute to the improvement of teaching practices.
Overall, the field of teaching provides a dynamic and fulfilling career path with opportunities for growth, impact, and personal satisfaction.
D.Ed vs. B.Ed: A comparison
D.Ed and B.Ed are two popular teacher education programs, each with its own unique characteristics. Here's a brief comparison:
Duration: D.Ed programs are generally shorter in duration, ranging from one to two years, while B.Ed programs typically span two years.
Level of Study: D.Ed is a diploma-level program, whereas B.Ed is a bachelor's degree program.
Focus: D.Ed programs focus on providing foundational skills and knowledge for teaching at the primary or elementary level. B.Ed programs cater to teaching in higher grades, including secondary and senior secondary levels.
Eligibility: The eligibility criteria for D.Ed programs are usually completion of higher secondary education (10+2). B.Ed programs require a bachelor's degree in any discipline.
Curriculum: D.Ed programs primarily cover the fundamentals of education, child psychology, teaching methodologies, and practical training. B.Ed programs delve deeper into educational theory, curriculum design, assessment methods, and educational research.
Career Prospects: D.Ed graduates primarily find employment as primary school teachers or early childhood educators. B.Ed graduates have a wider range of career options and can teach at multiple levels, including higher secondary schools.
Choosing between D.Ed and B.Ed depends on personal career goals, educational background, and preferences for teaching at specific grade levels.
Scope of D.Ed in the education sector
The scope of D.Ed in the education sector is significant, considering the essential role that primary education plays in laying the foundation for a child's future. D.Ed graduates are in demand in both public and private schools, where they can contribute to the development and growth of young learners.
Additionally, with the increasing emphasis on quality early childhood education, D.Ed graduates specializing in early childhood education can find opportunities in preschools, nursery schools, and daycare centers. These institutions recognize the significance of trained professionals who can provide a nurturing and stimulating learning environment for young children.
Moreover, D.Ed graduates can contribute to the education sector beyond the traditional classroom setting. They can work in educational consultancies, educational technology companies, curriculum development organizations, or government bodies involved in educational policy-making. Their expertise in pedagogy, classroom management, and child development makes them valuable cotributors to shaping educational practices and policies.
The scope of D.Ed is not limited to domestic opportunities. As education systems around the world seek qualified and skilled teachers, D.Ed graduates can explore international teaching opportunities. Many countries have a demand for qualified educators who can bring their knowledge and teaching expertise to diverse cultural settings.
Furthermore, D.Ed graduates can pursue higher education in the field of education, such as pursuing a Master's degree in Education (M.Ed) or specializing in specific areas of education like special education or educational leadership. Advanced degrees can open up doors to higher-level teaching positions, educational research, and leadership roles within the education sector.
Overall, the scope of D.Ed in the education sector is vast and offers opportunities for career growth, professional development, and making a positive impact on the lives of students.
D.Ed: Top Colleges
Geeta Aadarsh College of Education
Bharat College of Education
SGS Tuli College of Education
Seth Banarasidas College of Education
Lord Krishna College of Education
Millennium College of Education
Rajiv Gandhi College
Bhabha College of Education
IES College of Education
1. What is the duration of a D.Ed program?
The duration of a D.Ed program is typically one to two years, depending on the educational institution and the specific curriculum.
2. Can I pursue a D.Ed program after completing higher secondary education?
Yes, D.Ed programs are open to students who have completed their higher secondary education (10+2).
3. What are the career options after completing a D.Ed program?
After completing a D.Ed program, you can pursue a career as a primary school teacher, early childhood educator, special education teacher, education consultant, content developer, or educational administrator.
4. Can D.Ed graduates work internationally?
Yes, D.Ed graduates can explore international teaching opportunities in countries that have a demand for qualified teachers.
5. Can I further specialize in a specific area of education after completing a D.Ed program?
Yes, you can pursue higher education in education, such as a Master's degree in Education (M.Ed) or specialize in areas like special education or educational leadership.
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