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Here Are the 10 Best Doctorate in Music Programs in the US

The U.S. is home to some of the best music programs in the world, especially doctorate degrees. In general, students have two paths open to them: the Doctor of Musical Arts (DMA) or PhD.

The DMA program typically takes around four full-time years to complete and concentrates primarily on performance, composition, or conducting. To graduate, DMA students must complete a musical thesis, such as a performance or lecture-recital.

PhD programs in music also take about four years, but they’re more teaching and research-oriented. These programs are perfect for those interested in becoming professors in music theory, musicology, or ethnomusicology. PhD students must write and defend a dissertation in order to graduate.

These degrees are available at both conservatories and universities. (Most liberal arts colleges, since they focus on undergraduate education, don’t offer DMAs or PhDs.) Which program you choose, and where, should depend on the kind of student life and environment you prefer as well as the specific way you want to explore music.

For example, if you want to learn alongside other aspiring performers and travel the country teaching your instrument, a DMA at a conservatory would be better suited to your goals.

The cost of attending is usually offset by teaching assistantships or stipends, some of which can be very generous. There are even some tuition-free doctorate programs.

Below we’ll discuss 10 of the best doctorate programs in music, including their local ensemble affiliations, tuition costs, and everything else that makes them stand out from other doctorate programs.

Rice University Shepherd School of Music (Houston, TX)

The DMA program at the Shepherd School of Music is one of the smallest university-based music schools in the country, with 350 total students. Admission is extremely selective, ensuring a high level of musicianship among both undergraduates and graduate students.

The school is deeply affiliated with professional ensembles in Houston, like the Houston Symphony and Houston Grand Opera. DMA students will have the chance to work and learn alongside professionals in the field and get involved in the local Houston community on a greater level.

In fact, the Shepherd School and the Houston Symphony launched a new pilot program in 2021: The Shepherd School-Houston Symphony Brown Foundation Community-Embedded Musician Fellowship. The program aims to expand music education for underserved minority students in Houston, and it’s part of the school’s ongoing effort to diversify music education, especially classical music.

Indiana University Jacobs School of Music (Bloomington, IN)

The Jacobs School of Music is not only one of the largest music schools in the country with 1,600 students but also home to the largest academic music library in the world. Its facilities — 200 studios, labs, and practice rooms, and four performance halls — are reason enough to compete for a spot at Jacobs.

Because of its size and venue capacity, Jacobs is able to stage over a thousand performances a year, including seven operas and three ballets. Students can audition for numerous big band, choral, and orchestra ensembles, many of which earn renown worldwide. For example, the Philharmonic Orchestra has performed at Carnegie Hall in New York and the Bastille Opera House in Paris.

All Doctor of Music (DM) and PhD applicants are automatically considered for merit-based financial assistance, including the Graduate Tuition Award, Artistic Excellence Award, Jacobs Fellowship, and more. Students can also get a cash stipend and teaching assistantship positions that cover nearly full tuition.

Harvard University (Cambridge, MA)

PhD students at Harvard get up to six years of guaranteed funding in the form of stipends, teaching assistantships, and grants, covering tuition as well as living expenses. There are also extra funds for summer research and additional fellowships.

The program is small but very selective and prestigious. Only a handful of students are admitted every year, in the following areas of focus: musicology, ethnomusicology, theory, composition, and creative practice and critical inquiry. Harvard doesn’t have a performance faculty, but its resources for research capabilities are extensive, including a microfilm library of primary source materials, an archive of world music recordings, and a collection of early instruments.

Students interested in performance can get involved in other local university ensembles (Boston University, Berklee, New England Conservatory) or professional institutions (Boston Symphony Orchestra, Boston Public Library).

New England Conservatory of Music (Boston, MA)

NEC is the oldest independent music conservatory in the U.S. and one of the most prestigious in the world. Only eight to 12 new DMA students are accepted each year.

Since NEC is filled with top-notch musicians in every area of music, students here can find vast collaboration opportunities. In addition to DMAs in instrumental performance, the school also offers a DMA in music theory, with concentrations in pedagogy, composition, performance, or analysis.

Many NEC faculty are affiliated with the Boston Symphony or have established professional careers on stage. This includes the Borromeo String Quartet, NEC’s quartet-in-residence.

In terms of performance facilities, Jordan Hall is one of the best concert halls in the country. A block from Boston Symphony Hall, it seats over 1,000 and is the only conservatory building in the country with a National Historic Landmark designation.

University of Michigan School of Music, Theatre, and Dance (Ann Arbor, MI)

Studying at SMTD means getting a multidisciplinary education in the performing arts. With 12 performance venues and eight distinct buildings, music students share facilities with actors and dancers. Music students, in particular, can join a variety of bands and orchestras, including a Javanese gamelan ensemble. 

Almost all DMA and PhD students receive full funding for full-time study. This includes health benefits and student assistantship stipends. Students can also apply to be Graduate Student Instructors (GSIs), who teach courses while assisting faculty members in exchange for a full or partial tuition waiver. There are additional financial packages to fund research, travel, and performance. 

Cornell University (Ithaca, NY)

Getting a PhD in musicology at Cornell means five years of guaranteed funding, including funding for four summers. The breakdown consists of two years of fellowship and three years of teaching assistantships.

Cornell also offers four years of funding for their Composition and Performance Practice DMAs, including at least three summers. DMAs usually get two years of fellowship and two years of teaching assistantships.

These are three separate programs, but the students take seminars and attend symposia alongside one another as well as teach many of the same undergraduates. Thus, the department promotes an interdisciplinary approach to music that is highly customizable.

With the guidance of faculty members, graduate students develop their own course of study, which must include a minor subject of study. The Graduate Minor can be another music specialization (theory, musicology, ethnomusicology, performance, composition) or another discipline entirely (art history, mathematics, history, linguistics, psychology).

University of Southern California Thornton School of Music (Los Angeles, CA)

Not only is the Thornton School of Music one of the U.S.’s premier music institutions, but its location at the heart of Los Angeles makes it the perfect place to play and learn music in all its forms.

Whether you want to teach music in underserved communities, play in a jazz club, connect with like-minded musicians, join a local orchestra, or some combination of these, USC and the greater LA area offer limitless opportunities. 

Academically, USC offers a PhD in Musicology and a DMA in three different divisions: Classical Performance and Composition, Contemporary Music, and Research and Scholarly Studies. USC is primarily known for its specializations in orchestral studies, jazz, early music, composition, opera, and music industry.

Many faculty are affiliated with the Los Angeles Philharmonic or have had illustrious careers as solo performers, including violinist Midori Goto.

The Juilliard School (New York, NY)

The C.V. Starr Doctoral Fellows program allows students to pursue the DMA degree tuition-free for up to five years.

Juilliard produces some of the world’s best performers, so the school’s only doctorate program is the DMA. This is a highly rigorous program that requires students to give three public recitals and one lecture-recital by the end of the third year. On top of that, DMA students must write and defend a dissertation in order to graduate.

Many of Juilliard’s faculty members are affiliated with the New York Philharmonic, Metropolitan Opera Orchestra, and renowned ensembles like the Juilliard String Quartet and the American Brass Quintet. Some have also had successful solo careers, such as pianist Emanuel Ax and violinist David Chan.

Notable alumni include violinist Itzhak Perlman, soprano Renee Fleming, and composers Miles Davis and Philip Glass.

Princeton University (Princeton, NJ)

Princeton’s PhD programs in composition and musicology are completely free and include a 12-month stipend for all five years. One to two of these years must be supplemented by teaching assistantship positions, and students can apply for additional research funding or summer language study. Students are also eligible for sixth-year funding if necessary.

Although Princeton does not have a performance PhD or DMA, its research opportunities for musicology, music theory, and composition students abound. Unlike many PhD programs in music, academics are not limited to western classical music. Composers and musicologists are encouraged to explore modern music as much as the music that came before it, providing a well-rounded, readily applicable education. 

Notable alumni include composer Julia Wolfe ‘12, whose work has been commissioned by the Munich Chamber Orchestra, and producer Nathan Michel ‘07, whose band Hospitality has been featured on NPR and Wired .

Yale University School of Music (New Haven, CT)

Yale’s school of music is the only designated music school, instead of department, in an Ivy League.

The tuition-free, five-year DMA program is highly selective, with an acceptance rate below 10%. It is structured by a unique two-year residency on campus followed by a three-year dissertation period in the field. Depending on the student’s chosen area — composition, conducting, or performance — students must use this time to work and learn in a professional capacity, guided by faculty. This could mean performing in traditional recitals, conducting orchestras, getting research published, or having one’s own compositions performed by local ensembles. 

By the end of the degree, DMA students will be well-versed in all aspects of music: history, theory, composition, and performance.

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EdDPrograms.org

Ed.D. Programs in Music Education

Ready to advance your career with an Ed.D. in Music Education? Use our detailed listings and degree guide to explore Music Ed programs in P-12 and higher education! Compare online & on-campus options. Learn more about prerequisites for Ed.D. in Music Education applicants. Delve into details on coursework. And get a head-start on planning your job path after graduation.

What is an Ed.D. in Music Education?

An Ed.D. in Music Education is designed to prepare graduates for mid- to high-level music teaching & leadership positions in PreK-12 settings, private schools & studios, colleges & universities, and interdisciplinary arenas.

You may wish to pursue a music education doctoral program in order to:

• Learn about advanced theories & practice of music education
• Explore principles of musicology and music theory
• Become versed in applied research techniques & tools
• Develop innovative music programs & educational interventions

Types of Doctorate in Music Education Programs

Ed.d. in music education.

You won’t find many doctorates that are entirely devoted to music education in our listings . The rare example is Columbia’s Ed. in Music Education , which is designed to train music educators for high-level teaching roles and district & administrative positions.

Ed.D. in Curriculum & Instruction: Music Education

You’re more likely to find music education being offered as a concentration within an Ed.D. in Curriculum & Instruction. Our music education listings contain a number of these options. As the name implies, these doctorates help teachers become instructional leaders and curriculum specialists in their chosen field (e.g. music). We dig into the details in our guide to Ed.D. in Curriculum & Instruction Programs .

Ed.D. in Educational Leadership: Music Education

If you’re interested in leadership positions, you could also consider an Ed.D. in Educational Leadership with a concentration in music education. You’ll find one or two examples in our listings . Doctoral programs in educational leadership often cover areas such as continuous improvement, effective management, systematic & institutional reform, and social justice. See our guide to Ed.D. in Educational Leadership Programs for more details.

DMA vs. Ed.D. in Music Education

Instead of an Ed.D. in Music Education, you might want to consider earning a Doctor of Musical Arts (DMA).

• DMA programs combine advanced coursework in practical specializations (e.g. composition, conducting, performance, or music education) with graduate credits in music history, theory, and pedagogy.
• The DMA can be very similar to an Ed.D. For example, BU’s DMA in Music Education covers almost all of the same bases as an education doctorate.

Ph.D. vs. Ed.D. in Music Education

Generally speaking, an Ed.D. in Music Education is a practice-oriented doctorate that focuses on applied research & theory and workplace challenges (e.g. designing music programs). A Ph.D. in Music Education is a research-heavy degree that prepares graduates for high-level research jobs and university positions.

But the line is pretty fuzzy. When we looked at job listings for Assistant or Associate Professors of Music Education, employers were asking for a doctorate in a relevant field (e.g. music education, conducting, etc.). This could be a Ph.D., DMA, or Ed.D. Hiring committees may be much more interested in your work experience!

Visit our detailed guide ( here ) to learn more about the differences between Ed.D. and Ph.D. programs, read insights from doctorate in education experts, and more.

Earning an Ed.D. in Music Education

Music education prerequisites.

• Master’s Degree: Check the admissions requirements. A school that offers a specialist degree in music education (e.g. Columbia) may want to see an MA or Master of Music degree. But a doctoral program that involves curriculum & instruction or leadership may simply ask for a relevant master’s degree.
• Minimum GPA: GPA requirements will vary. The standard minimum for Ed.D. programs is 3.0, but prestigious Colleges of Education may have a higher threshold (e.g. 3.25-3.5).
• Work Experience: Universities may or may not specify work experience in the admissions section, but it will be a factor in their decision-making process. The standard is 3+ years of teaching/professional experience. Some schools will also want you to hold a valid educator’s certificate or the equivalent in your concentration.
• Additional Requirements: GRE or MAT scores may or may not be required—it varies from school to school. You may also be asked to supply an admissions essay, résumé, academic writing sample, and 2-4 letters of recommendation.

Music Education Coursework

Columbia’s Ed. in Music Education is a good test case for coursework. It divides the curriculum into 4 major areas: Music Education, Music Content, Research in Music Education (including dissertation prep), and Out of Program research courses & electives.

Sample courses in the music education & content sections include:

• Foundations of Music Education
• Approaches to Teaching Musical Instruments
• Vocal Pedagogy
• Comprehensive Musicianship
• Applied Conducting, Instrumental, Voice, or Composition
• Applications of New Technology in Music Education
• Children’s Musical Development
• Teaching Applied Music in College
• Teaching and Administration of Music in College

Music Education Internship & Fieldwork

In our listings , you may occasionally run into an Ed.D. in Music Education or the equivalent that includes a professional internship or field experiences. If you don’t see them listed, ask the Ed.D. program coordinator if these options are available.

We tend to favor internships, since they will give you access to a mentor and expose you to new practices. But we recognize that they’ll cut into your work time!

Music Education Dissertation or Capstone Project

All Ed.D. programs—including specialist doctorates in music education—will culminate in a traditional 5-chapter dissertation, a Dissertation in Practice (DiP), or a practical capstone project. We discuss the key differences between these three options in our guide to No Dissertation Ed.D. Programs .

Online Ed.D. in Music Education Programs

Are ed.d. programs in music education offered online.

Occasionally. Our program database contains a couple of online doctorates in music education. We’ve flagged them with an “Offered Online” marker.

Do Online Ed.D. in Music Education Programs Contain Residencies?

Yes. For example:

• St. Thomas University’s cohort-based Online Ed.D. in Educational Leadership and Learning is almost entirely online, but it does contain face-to-face summer residencies.
• Valdosta’s  Online Ed.D. in Curriculum and Instruction: P-12 Disciplinary Concentration – Music Education includes one-day doctoral seminars at the beginning of years one & two.

Music Education Careers

Ed.d. in music education jobs.

An Ed.D. in Music Education will qualify you for PreK-12 educational leadership positions, college & university teaching roles, and music education jobs in the private sector.

Sample job titles for Ed.D. graduates include:

• Music Director
• Director of Music Therapy
• District Supervisor of Music
• Early Childhood Music Specialist
• Assistant Professor of Music
• Assistant Professor of Music Therapy
• Assistant Professor of Music Education
• Music Technology Professor

If you’re interested in university teaching positions, check out the HigherEdJobs section on Music Faculty and The Chronicle of Higher Education’s job board for Music Faculty .

Ed.D. in Music Education Salary

Music education is a niche field to begin with, so it’s tricky to find hard data. Having said that:

• Common salary sites (e.g. Glassdoor, Indeed, Salary.com, Payscale, etc.) can supply you with numbers for popular job titles (e.g. Music Supervisor).
• The Bureau of Labor Statistics (BLS) publishes occupational employment & wage data for Postsecondary Art, Drama, and Music Teachers .
• Some universities will also quote proposed salaries in their job descriptions.

Is an Ed.D. in Music Education Worth it?

Talk to your mentors and recent alumni before you make a decision. A doctorate in music education is a no-brainer if you want to qualify for high-level faculty positions at universities, but it will involve a whole lot of time and money. If you’re interested in PreK-12  and district-level positions, you may not need one at all.

Music Education Resources and Organizations

• American Music Therapy Association (AMTA) : AMTA is committed to the progressive development of the therapeutic use of music in rehabilitation, special education, and community settings.
• International Society for Music Education (ISME) : ISME is one of the largest societies for music educators in the world. It seeks to build an international community of music educators, foster a global intercultural understanding among the world’s music educators, and promote music education for people of all ages.
• Music Teachers National Association (MTNA) : MTNA has 20,000+ members in 50 states. It aims to advance the value of music study and music-making to society and support the careers and professionalism of those who teach music.
• National Association for Music Education (NAfME) : NAfME advocates at the local, state, and national levels for music education; provides resources for teachers, parents, and administrators; hosts professional development events; and organizes a variety of opportunities for students and music education teachers.
• Society for Music Teacher Education (SMTE) : SMTE membership is open to all NAfME members with an interest in music teacher education. It hosts a biennial Symposium on Music Teacher Education .
• Society for Research in Music Education (SRME) : SRME was created to foster and improve the quality of scholarship and research within the music education profession. It publishes the Journal of Research in Music Education (JRME) .

School Listings

6 Schools Found

Augusta University

College of Education

Augusta, Georgia

Doctor of Education in Educational Innovation - P12 Music Education

• Curriculum Info
• How To Apply

Georgia State University

Department of Early Childhood and Elementary Education

Atlanta, Georgia

Doctor of Education in Curriculum and Instruction - Music Education

University of georgia.

College of Education/Hugh Hodgson School of Music

Athens, Georgia

Doctor of Education in Music Education

Valdosta state university.

College of Education and Human Services

Valdosta, Georgia

Doctor of Education in Curriculum and Instruction - P-12 Disciplinary - Music Education

Offered Online

University of St. Thomas

College of Education, Leadership and Counseling

Saint Paul, Minnesota

Doctor of Education in Educational Leadership and Learning - Music Education

Online doctor of education in educational leadership and learning - music education, columbia university in the city of new york.

Department of Arts and Humanities

New York, New York

EdD in College Teaching of Music Education

Edd in music education.

Top 10 Best Online Doctoral Programs in Music

Fortunately, distance learning is picking up the slack. These ten programs—each offered by a university that holds U.S. regional accreditation or its country’s equivalent—provide options to travelers, the disabled, residents of isolated cities and rural areas, and others who are willing and able to complete doctoral-level study in music but can’t (or would prefer not to) participate in an on-campus program.

1. Boston University, Online DMA in Music Education

Boston University’s new online Doctor of Musical Arts (D.M.A.)  in music education allows music educators to obtain a degree, off-campus, from one of the most prestigious universities in the United States. Applicants must hold an accredited master’s degree in music, music education, or a closely related field with a cumulative 3.0 GPA or higher, along with at least 3 years of music teaching experience at some level. The curriculum consists of six major-area courses, three additional courses on musicology and music theory, three approved electives, and a dissertation.

By choosing elective courses wisely, students can create their own specialization tracks. A student who wishes to specialize in African-American music, for example, could take electives on the blues, jazz, and African music. The program takes several years to complete, and may require several short on-campus residencies.

2. University of South Africa, DLitt et Phil in Musicology

With more than 400,000 students all over the world, the University of South Africa is both the largest and the least expensive university on this list. It’s also among the oldest. Boasting both Desmond Tutu and Nelson Mandela among its graduates, UNISA has been offering distance learning courses since 1873. Like most universities that offer British-style research doctorates, UNISA requires applicants to complete a research project under the supervision of a member of the faculty; the D.Litt. et Phil. program in musicology  typically takes three to six years to complete. Applicants must hold a master’s degree in music or the equivalent.

There are two tracks available for the research project: research-only, and research plus portfolio. The research-only project requires an academic dissertation of 60,000 to 90,000 words, while the research plus portfolio option requires a portfolio of original written compositions contextualized by an academic thesis of 24,000 to 36,000 words. The degree can be completed entirely by distance learning from anywhere in the world, and no on-campus visits are required.

3. Monash University, Ph.D. in Music Composition

Located in Victoria on the southeastern coast of Australia, Monash University is one of Australia’s prestigious Group of Eight  and has long been noted for its strength as a research institution. Founded in 1958, and with more than 50,000 students, it’s one of the more widely respected universities in Australia.

It also offers a wide range of distance learning programs, among them a Ph.D. in music composition  that can be done with almost no on-campus residency. Students must visit face-to-face with their supervisor for at least five days each year, but these meetings need not necessarily take place on campus (though they generally do); the rest of the communication may take place by telephone, mail, email, or videoconferencing.

Students are required to write an academic thesis of up to 80,000 words, and can finish the program after as little as three years of full-time study. The student’s previously-written work, including prior musical compositions, may comprise some—but not all—of the thesis matter.

4. University of Birmingham, Ph.D. in Musicology

Founded as a medical school in 1828, Britain’s University of Birmingham was rated #1 in Britain by the *Times Higher Education* supplement in 2014. It is among the most prestigious research universities in the country, and its music department, whose resources include the Barber Music Library, is world-class.

Birmingham’s Ph.D. in musicology  can be completed in three to six years. Students are required to write a supervised academic thesis of about 80,000 words, and must visit the campus at least three times during the program; the rest can be completed entirely by distance learning.

5. Union Institute & University, customized Ph.D.

Union offers one of the oldest regionally accredited distance learning Ph.D. programs  in the United States, and it is also among the most unconventional. Students work with cohort groups to design a specialized major on a specific topic that interests them, and then work through a series of individualized classes culminating in a supervised final project supervised by a university-approved expert in the field. The program requires short residencies at regional seminars and cohort sessions that are held at a variety of locations spread throughout the world (though most are held in the United States).

As a practical matter, the Union program is a good fit for someone who wishes to specialize on a highly specialized or interdisciplinary music-related topic, but specifically seeks a U.S. credential (or simply prefers more guidance and camaraderie than what might be available in a British, South African, or Australian research-oriented program).

6. University of Southern Queensland, Ph.D. in Creative Arts and Media

The University of Southern Queensland has long been recognized as a global leader in distance education, and its distance learning Ph.D. program  in creative arts and media can easily be tailored to a specific music-related research interest. Residency is negotiated on a case by case basis.

7. The Open University, Ph.D. in Music

Residents of the UK are eligible to sign up for the Open University’s research-based Ph.D. in music by distance learning  on a part-time basis. Non-UK residents are sometimes accepted on a case-by-case basis, if they live near an affiliated research center and/or can travel to the Open University campus in Milton Keynes, but this is not commonly done.

The OU, which is a public university and funded by the British government, boasts over 165,000 students and over two million graduates; it is one of the largest distance learning providers in the world.

8. Lesley University, Ph.D. in Expressive Therapies [music therapy]

Lesley University’s low-residency Ph.D. in expressive therapies  allows students to focus on a music therapy track, spending a total of nine weeks on campus (broken up into three three-week summer residencies) and completing the rest of the program online. Students spend the first three years of the program on coursework, and then a final year or two on a dissertation.

9. University of Winchester, D.C.A. in Performing Arts

Winchester’s low-residency D.C.A. in performing arts , designed with working professionals in mind, can be completed in five to seven years. Students are required to attend two short September intensive residencies, but the program can otherwise be completed online. The curriculum is highly individualized and can be easily tailored to musical performance.

10. Liberty University, Doctor of Worship Studies

Liberty University, founded by the late Rev. Jerry Falwell, offers a wide array of online and low-residency programs designed for Protestant Christian religious leaders. The low-residency Doctor of Worship Studies (D.W.S.)  can be completed almost entirely online (though students must take three week-long intensives on the university’s campus in Virginia over the course of the program), and the curriculum provides a broad overview of the theology and practice of church music.

Anything We’ve Missed?

If you know of any other distance learning doctoral programs in music offered by accredited, nonprofit universities, please let me know below the fold; I might feature them in a followup piece.

3 thoughts on “Top 10 Best Online Doctoral Programs in Music”

Leroy, do you know much about this D.M.E online program? Are you a student there? I need to speak with a student of this program.

Monash U does NOT offer PhD in Music Composition

Liberty University also offers a Doctorate in Music Education. (DME) online

Leave a Comment

• Graduate Studies
• music education

PhD in Music Education

The PhD in Music Education  is an advanced academic degree designed for individuals who wish to pursue careers in higher education, research, or leadership within the field of music education. This program is ideal for those looking to make a significant impact in the field of music education through teaching, leadership, and scholarly contributions.

Key Aspects of a PhD in Music Education

This degree typically involves a combination of coursework, research, and teaching experiences, culminating in a dissertation that contributes original knowledge to the field. It emphasizes the development of each doctoral student through:

• Advanced Research Opportunities:  Conduct and contribute innovative research to the field of music education, culminating in a dissertation that reflects your scholarly work.
• Interdisciplinary Approach:  Engage with diverse academic disciplines, combining music education with fields like psychology, technology, sociology, and educational policy.
• Higher Education Teaching Experience:  Gain practical teaching experience at the collegiate level, preparing you for roles in academia and leadership.
• Mentorship and Collaboration:  Work closely with expert faculty and fellow doctoral students in a supportive, research-driven environment.
• Professional and Leadership Development:  Participate in conferences, workshops, and professional activities that prepare you for a successful career in higher education or educational leadership.

Preparing Future Leaders

The PhD program in Music Education prepares students for leadership roles in a rapidly evolving landscape of music teaching and learning, both within and beyond the school setting. Graduates of the program have consistently secured teaching positions as P-12 educators, university professors, researchers, educational consultants, artistic directors, or leaders in educational organizations.

Accreditation and Program Review

The PhD program in Music Education was reviewed by the Ohio Board of Regents in 2016, with the next review scheduled for 2024. The program's goals and objectives were revised in the summer of 2016 to ensure continued relevance and excellence in the field.

To be eligible for the PhD in Music Education , applicants must meet the following criteria:

• A GPA of at least 3.0 from a completed graduate degree program in music education
• Valid teaching license or certificate
• A minimum of 3 years of successful school teaching experience
• Evidence of strong written and spoken English skills

After an initial review, applicants may be invited to campus for an interview and teaching demonstration.

For more details on the graduate application and audition process, please refer to the  Graduate Applications  page.

Start Your Application

Program Requirements

The PhD in Music Education is formulated to suit the needs of individual students with consent from their academic advisor. A minimum of 60 hours of coursework is required, including the Graduate Music Education Core (15 hours of research-based coursework in music education); the Graduate Music Core (9-12 hours of music theory, musicology, applied lessons, or ensemble performance); the Outside Cognate Area (6 hours of related coursework in psychology, sociology, behavioral management, or another outside disciple that interest students); Music Education Electives (9-12 hours of MUED courses, seminars, or independent studies); and the Dissertation (18 hours).

Find detailed program requirements, course distribution, and a sample plan of study in the  General Bulletin . 

Music Handbook and Advising

Current graduate and professional students in music should review departmental policies and procedures in the  Graduate Music Handbook . The handbook provides additional information regarding graduate assistantships, general expectations and responsibilities, program outcomes, decision points, performances, scholarly activity, outside work, prizes/awards, deadlines, petitions, examinations, advancement to candidacy, and student record-keeping.

Additional resources and forms are available on the  Current Graduate Students  page.

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Highly customizable and rigorous, the Ph.D. program in Music Education at the Frost School of Music prepares students to become deep thinkers, researchers, scholars, and innovative leaders in the field. Students work closely with the faculty in order to shape both their own professional path and the field as a whole towards a progressive model of music education for the 21st Century. The placement rate for our Ph.D. graduates is outstanding, and alumni teach at prominent universities nationwide and internationally. Furthermore, alumni regularly serve on editorial boards of major music education journals and continue to publish and present widely. 

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How to Apply

General Instructions for applying are listed  here .

Application guidelines and deadlines are listed here .

Details about specific Music Education application requirements are listed  here .

To inquire about graduate music education degrees at the Frost School of Music, please contact:

Dr. Stephen Zdzinski Graduate Program Director [email protected]

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Doctor of Musical Arts in Music Education

Quicklinks: Curriculum • Faculty •  Cost

Program at a Glance

• 48  Credits Required
• 6–7 years  Completion Time

Related Programs

• Master of Music in Music Education (MM)
• Certificate of Advanced Graduate Study in Music Education (CAGS)

Leadership Through Scholarship

It’s the questions that drive you: What kinds of music do students listen to at home? Why are some students motivated to practice when others are not? In what ways can you use music to open the world to them? How can new technology improve the classroom experience? More broadly, how can you and other music education professionals effect change in our government’s arts and education policies?

Despite successful outcomes, you’re not satisfied with yesterday’s successes. For you, the classroom or studio is a laboratory. You seek new and better techniques to encourage students to improve as musicians and succeed as well-rounded people. When you find something that works, you want to share it with other music professionals. Perhaps you have participated in a teacher research group in your school district, presented a clinic on best practices at a music conference, or have been invited to teach a course at a local college. It was a satisfying professional experience.

Now, you’re ready for more. You’re eager to develop your scholarship, keep your musicianship sharp, and continue your teaching career. This is where online learning comes in. We’ve designed this program for you to be an important member of a small, academically rigorous doctoral program without uprooting your family or leaving the work that fulfills you.

You will prepare for advancement in the field of music education by developing and honing research skills, sharpening proficiency in theory and history, developing a specialization, and producing a dissertation of publishable quality that adds new knowledge, moving the field of music education forward. Your dissertation can become the basis for a scholarly article, series of articles, or book.

Along the way, you’ll develop close relationships with our expert faculty and benefit from their guidance. Many of our doctoral students have collaborated with faculty mentors on music education research and have presented alongside faculty at international conferences.

Music education needs new leaders. Join the ranks of scholars redefining music education for the 21 st century.

Let’s get started.

Awards & Accreditations

NASM Accredited: Boston University holds accreditation by the National Association of Schools of Music (NASM), an organization of schools, conservatories, colleges, and universities with 615 accredited institutional members.

Why Choose BU’s Doctorate of Music Education?

• The rigor of a top-notch program designed to fit your busy schedule.
• Tradition and innovation: employ the latest technology from a school that practically invented music education.
• Work with a diverse faculty of accomplished musicians, scholars, researchers, and educators.
• Immerse yourself in subjects that offer the potential to transform music education for you and your students.
• Study the history, philosophy, psychology, sociology, and technology of music education.
• Engage with fellow music educators from around the world who will become contacts.
• Advance quickly through an accelerated curriculum with competitive cost.
• Access Boston University’s extensive, world-class resources.

Boston University  offers competitive tuition rates that meet the needs of part-time students seeking an affordable education. These rates are substantially lower than those of the traditional, full-time residential programs yet provide access to the same high-quality BU education. To learn more about current tuition rates, visit the  Tuition & Fees page .

The Boston University online Doctor in Music Arts in Music Education (MusAD) consists of 11 courses (44 credits) in the coursework phase of the degree, which can be completed continuously within 24 months. In addition to the 11 courses and qualifying examinations, students will attend an on-campus residency requirement of approximately one week (1 credit). Students then continue on to write their dissertation with the support of a supervisor (3 credits). The entire program is geared to be completed in an average of seven years and is comprised of 48 credits total. In addition, students travel to the Boston University campus for a culminating experience near the end of the program.

CFAME541 Introduction to Music Technology

The course will include activities designed to introduce students to significant technologies that can support music teaching and learning. These technologies will include music sequencing/production, recording, audio and MIDI editing, computer-based notation, graphic-based web authoring, social media for music distribution, and computer-assisted instruction software. The majority of learning activities will begin with a teacher demonstration of a set of skills in music software. Each demonstration will be followed by an assignment designed for students to practice those skills and demonstrate mastery of techniques. Information on applying for Level I TI:ME (Technology Institute for Music Educators) certification will be provided at the end of the course. [4 credits] [4 credits]

CFAME541S INTRO MUS TECH

INTRO MUS TECH [4 credits]

CFAME542 Music Technology Pedagogy

This course serves to expand the knowledge that many teachers have about uses of technology for teaching music. Students explore music technology pedagogy; that is, the practice of teaching music in a technologically enhanced environment and the special kinds of teaching skills required to do so effectively. Students examine theoretical foundations of the uses of technology for music teaching, including theories of student interaction with technology, multimedia principles, and technology-infused music curricula. Students will design a technology based curricular unit of music study and implement that unit in a real-world scenario such as their own classroom or studio. [4 credits]

CFAME542S MUS TECNLGY PED

MUS TECNLGY PED [4 credits]

CFAME543 Special Topics in Music Education Technology: Notation with Sibelius

ME543: Special Topics in Music Education Technology: Notation with Sibelius will focus on skill development with notation software. Students will develop advanced skills with techniques in notation software including multi-voice staves, part creation, custom styles, and page formatting. No prior experience with Sibelius or other notation software is expected. Students will be required to have access to their own installation of the latest version of Sibelius. [4 credits]

CFAME543S SPEC TOPICS MUS

SPEC TOPICS MUS [4 credits]

CFAME545 Power, Marginalization, and Privilege in Music Education

Prerequisites: CFAME525. - This course is designed to expand awareness of the intersections between music, education, and society as they relate to issues of power, privilege, and marginalization within US, educational, and global contexts. Students will participate in group discussions, individual reflection, and student-designed projects to increase awareness of their own biases and assumptions and deepen reflective practice in music making and teaching. Upon completion of the course, students should be better prepared to engage in acts of social justice, transform structural biases, build coalitions to effect change, and advocate for marginalized students in their own care. [4 credits]

CFAME740 Introduction to Music Education Research

In this course, students become acquainted with a variety of research that informs music education, learn both to critique and apply that research, and develop their scholarly writing skills. [4 credits]

CFAME740S INTRO MU ED RES

INTRO MU ED RES [4 credits]

CFAME741 History and Philosophy in Music Education: Perspectives and Practice

The purpose of this course is to examine and discuss historical and contemporary philosophical ideas and problems in music and music education. A goal is for students to develop a sharpened sensitivity to past and present thought (primarily, but not limited to historical and philosophical thought) in the field of music education in order to better inform their own curricular and instructional choices. [4 credits]

CFAME741S MU ED1 PHIL/HST

This course description is currently under construction. [4 credits]

CFAME742 Psychology and Sociology in Music Education: Perspectives and Applications

The purpose of this course is to critically examine psychological and sociological concepts as they relate to music and education. Topics include key issues and concepts in psychology and sociology; psychology as related to music education processes; problems encountered in the sociology of music education; and cultural influences that affect both the psychology of the individual and the sociological aspects of group dynamics. [4 credits]

CFAME742S MU ED2 SOC/PSYC

CFAME751 Community Music Perspectives

Drawing upon the social, cultural, political, and economic milieu including movements in music education, music therapy and ethnomusicology, this course first examines reasons for the growth and development of community music. Students will be asked to trace an aspect of community music that may be considered as part of its heritage and also to evaluate and critique a contemporary community music project through fieldwork. Students will then be in a position to articulate their own vision for community music both as a practicum and as a scholarly pursuit. [4 credits]

CFAME753 Introduction to Early Childhood Music Education

ME 753 will provide an overview of early childhood development and education. Students will then investigate the musical development of very young children, and explore the components of research-based, developmentally appropriate early childhood music education. Special attention will be paid to the role of play in childhood and designing and implementing play-based musical experiences. [4 credits]

CFAME840 Contemporary Issues in Music Education

Study of current issues influencing the state of music education in schools. Focus on the interpretation, implementation, and development of policy. Topics include public policy, politics, advocacy, diversity, evaluation, and curriculum. [4 credits]

CFAME841 Quantitative Research Methods

Quantitative research methods and their application to educational research contexts; quantitative research design, sampling techniques, reliability and validity, descriptive and inferential statistics, quantitative studies in music education, and using software to conduct statistical analysis. Prerequisite required: ME 859 Problems, Theories, and Literature (4 cr.) [4 credits]

CFAME842 Qualitative Research Methods

This course introduces graduate students to key issues and concepts in qualitative research. Students develop skills in conducting interviews, and observations; they gain experience with ethnographic and narrative techniques including transcribing, coding, interpreting data and presenting results of analysis. Prerequisite required: ME 859 Problems, Theories, and Literature (4 cr.) [4 credits]

CFAME859 Problems, Theories, and Literature

In this course, students begin the process of transitioning from their roles as graduate students to their lifelong roles as scholars. Topics and activities include: a scholarly reading and writing; theories and conceptual frameworks; constructing a research problem, rationale, and research questions; and creating an outline for a scholarly literature review. [4 credits]

CFAME921 Research and Directed Study in Music Education

Students will refine a research problem and rationale, engage critically with theoretical frameworks and relevant scholarly literature, and align appropriate research methods. Section A1 (for online DMA students) is a week-long residency on campus in Summer II; all other courses must be completed prior to enrollment. Section B1 (for on-campus DMA students) is to be completed in the last semester of coursework, Fall or Spring sem. 1 cr. [1 credits]

CFAMH750 Toward a 21st-Century Aesthetic of Musicking

This course will work toward a 21st-century aesthetic of musicking. Expanding on Christopher Small's reevaluation of performing and listening, students will investigate what it means for individuals and collectives "to musick" in the 21st century through notions of sound, (dis)place(ment), disability, ecology, media, ethnocentrism, morality, empathy, and provocation. After conceptualizing these frameworks, students will apply them to their communities to ground this understanding in the diverse worlds in which they live, teach, and work. [4 credits]

CFAMH835 American Music

Early music in the colonies. Various attempts to create an individual American musical style. Diversity of influences: European, African American, Indian, Spanish-Mexican, religious, jazz, folk song, minstrel, etc. Music of Billings, Lowell, Mason, Gottschalk, MacDowell, Ives, Gershwin, Copland, and others. [4 credits]

CFAMH837 MH837 Crossroads: Traditions in African-American Vernacular Music

The course addresses elements and aspects of African-American music which extend beyond the confines of blues, including early rock'n'roll, hip-hop, 1940s big band jazz, and beyond. Additionally, the course incorporates a variety of intertextual elements, including literary cross-currents in African-American linguistic theory (as relevant to music), including Henry Louis Gates' seminal text Signifying Monkey and more. [4 credits]

CFAMH862 An Ethnographic Exploration of African Musical Cultures

This course explores a selection of musics from sub-Saharan Africa in ethnographic context, with a particular focus on their practical application in the Western classroom or ensemble. This course is an intensive introduction to vastly diverse and contradictory music from a variety of African cultures. Rather than attempting a cursory regional overview, we will be exploring specific musics thematically. The course aims to provide you with a sense of the intensity of African musical creativity, its global ubiquitous influence, and an appreciation of how important music is to individual lived experiences. Students will find a variety of source material throughout this course. It includes scholarly writing, online sources, videos, sound recordings, musical exercises, journalistic material, as well as material drawn from the personal experiences of the instructor. Additional resources on African music and culture are included in the bibliography. Students are always encouraged to research additional material in this vast subject area. Upon successful completion of this course, students will have gained the knowledge and skill required to bring African music into their own classroom or ensemble. [4 credits]

CFAMT400 Graduate Theory Review

This course is dependent on a student's theory proficiency exam results. Review of fundamental music theory and analysis through the study of chord grammar, voice leading principles, figured bass, four-part chorale harmonizations and form. Materials are approached through listening, writing, and analytical work. Pre-requisite for MT600, unless placed out via theory proficiency exam. [2 credits]

CFAMT600 Analytical Techniques

Systematic and empirical investigations into formal and compositional procedures of selected masterworks from the tonal repertoire. Lectures leading to individual analytical projects. [4 credits]

CFAMT630 Orchestration

Orchestration I Contemporary orchestral techniques, focusing on scoring for modern winds, brass, strings and mixed ensembles, including full orchestra. Concepts include chord spacing, melodic projection, layering and delineation of material, and extended instrumental techniques. Materials are approached through readings, listening, writing and analytical work. [4 credits]

CFAMT781 Jazz and Popular Arranging

Standard notational methods; chord vocabulary; arrangements of popular melodies in a variety of styles; development of materials from lead sheets; class performance of arrangements. [4 credits]

Attention Arkansas Residents, please note: Enrollment in the MM in Music Education program offered by Boston University does not lead to public school (P–12) teacher licensure or a subject field endorsement (for public P–12 schools) in Arkansas.

Every day, our talented faculty of working artists challenges students to push the boundaries of Theatre, Music, and Visual Arts in the context of an elite research university.

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Summer Session

Some online DMA in Music Education degree students take advantage of our summer session, completing course work on campus, while enjoying Boston’s cultural offerings and summer sea breezes. Residence hall accommodations are usually available. More information including session dates, optional on-campus residence hall availability, financial aid, and tuition rates is communicated to students during the academic year.

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Getting Started

Admission to the DMA in Music Education happens once per year for the Fall term. Please complete our inquiry form to receive more information. For assistance with your application or to ask questions, please contact our admissions team at 1-855-884-5636, email [email protected] , or visit the CFA program website .

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7 PhD in Music Degree Programs To Be on Your Postgrad List

Author: Hugh McIntyre

Date: March 13, 2018

Reads: 8,418

Hugh McIntyre is a music journalist, social media expert, and marketing professional based in both NYC and LA. He has spent a decade writing about music and the music industry, primarily for Forbes , but also for Billboard, Fuse, MTV, and many more. He has also managed social media for Grammy-winning musicians, Olympic medal-winning athletes, and CEOs. FULL BIO

Table of Contents

• Introduction

1. Juilliard

4. columbia, 5. northwestern, 6. new england conservatory.

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Director of A&R

For many people reading this website, the mere idea of further education beyond a bachelor’s, let alone a Ph.D. in anything is difficult to think about — but it might not be quite as far away as you’d imagine.

Becoming a doctor in any field is the highest level of schooling possible and aside from certificates and secondary offerings, there is nothing else to accomplish after that. . .at least when it comes to academic degrees. (See our recent roundup of the best music schools for master’s degrees here .)

It’s never too early to think about advancing your career with a Ph.D. in Music or a D.M.A. (Doctor of Musical Arts). Whether you’re just beginning to search for undergrad options or you’re ready to begin applying to become a doctor in whatever musical field you work in, below is a list of some of the best schools in the U.S. where you can earn such a prize…if you’re willing to put in the work and the years.

Location: New York City, NY

Of all the schools on this list, Juilliard has to be placed first for a multitude of reasons. I could spend an entire article writing about why Juilliard is the best school, especially when considering Ph.D. programs, but because of the plethora of examples why it’s also perhaps the most difficult to get into and graduate from. So keep this in mind as you read on and look for the “apply” button online.

Juilliard is by far one of the most respected names in the art world, whether it be in dancing, acting, or music. The New York City-based school has churned out some of the greatest artists of all time and the flow of talent isn’t likely to stop anytime soon, especially considering how many doctoral programs are offered at Juilliard.

It seems like there’s something for everyone at the renowned institution and there are a surprising number of graduate degrees, which can typically be in shorter supply at most schools.

Juilliard offers a D.M.A. diploma in over twenty fields and while the majority of those are only given to talented performers, there are other items available to those who want to study music beyond playing an instrument. D.M.A.s are offered for Composition and Voice, as well as over a dozen different instruments, including violin, trumpet, piano, horn, and many others.

Location: Cambridge, MA

Juilliard may be the most respected name in higher education when it comes to music but Harvard is the most respected name in higher education…period. It is known the world over and not just for one program.

At this point, the Cambridge, MA institution can afford to be picky and only the best of the best make it into those hallowed halls. That is, of course, especially true when it comes to Ph.D. programs and since there are only a few offered at the Graduate School of Arts and Sciences, the competition can understandably be fierce.

Harvard currently offers the following five Ph.D.s in musical fields: Composition, Cross-Disciplinary Music Studies, Music Theory, Musicology/Ethnomusicology, and Musicology/Historical. Only five degrees might sound limited but by the time a student comes anywhere close to even considering a Ph.D., they likely already know which area of study they’re going to be interested in and Harvard’s menu is diverse enough to have something for everyone . . . or, almost everyone.

Hey, what do you think about trying our new Music Career Helper Music Career Helper really quick? It’s totally free and could help get your career moving fast! Give it a try. It’s totally free and you have nothing to lose.

Location: New Haven, CT

Like Harvard, Yale is one of the best-known brand names in the world when it comes to education and while you do pay dearly for the experience and the privilege of adding that well-known moniker to your resume and your LinkedIn it can certainly pay off.

Yale offers D.M.A.s in Performance, Conducting, and Composition, and when it comes to the former, there are quite a few instruments an artist can select from.

Those looking to attend the Connecticut university (which isn’t actually too close to either Boston or New York City, though it’s not so far from either that somewhat frequent visits wouldn’t be possible) should expect to be on campus for two years taking courses and working with Professors and then for the following three years they should plan on launching their careers — though there will still be a lot of work connected to Yale that ensures they eventually get their diploma.

Five years may sound like a long time (and it is, no doubt), but the degree a student will walk away with will certainly be worth it.

Interestingly, while most colleges and universities offerings Ph.D.s in anything musical seem to focus mainly on performance, Columbia doesn’t offer a single degree that involves becoming the best performer possible…at least not at the highest level.

Instead, Columbia has only a handful of Ph.D. and D.M.A.s to give away in musical verticals, including Composition and Musicology, which is itself broken down into three different categories: Historical Musicology, Ethnomusicology, and Music Theory.

Since the majority of Ph.D. students at other schools will be working solely on performing, the crowd at Columbia must be particularly interesting and it is surely responsible for turning out some of the most talented and the brightest people in musical higher education and writing.

A number of institutions offer Composition Ph.D.s but they are often traditional in nature and largely focused on working with an orchestra. Columbia has a state of the art lab where those working toward this degree can include electronic instruments into their creations, which makes the program particularly modern, and exactly what many contemporary Composers are looking for.

Location: Evanston, IL

Unlike so many other names in the educational field that offer Ph.D.s, Northwestern’s degree is actually a Doctor of Philosophy in Music. There are a number of diplomas given out which focus only on musical areas of study, even though the phrase “Doctor of Philosophy” doesn’t immediately bring to mind anything having to do with music.

The Chicago-adjacent Bienen School of Music offers Ph.D.s in the following categories: Composition and Music Technology, Music Theory and Cognition, Music Education, and Musicology. Those are four very broad topics and there’s something in there for most people.

Northwestern is a great school and while it might not have quite the name recognition of Harvard, Yale, or Juilliard (which is why those are at the top of the pile), it’s well-respected and a degree from the school is still highly coveted.

Location: Boston, MA

When talking about musical colleges in Boston, Berklee is usually top of the list . . . except for this one. Surprisingly, while dozens of master’s degrees can be earned at the school — including via its online and international locations — there aren’t Ph.D.s offered at the well-known music industry favorite . . . at least not yet.

That may come at some point in the future, but for now, when it comes to Beantown and the highest degree possible in music, the New England Conservatory rules.

This extremely selective institution is difficult to get into at any level but it becomes many times harder when it comes to doctoral studies. The program only accepts between eight and a dozen students in each field, depending on the year. Yes, that’s right, the conservatory might only allow fewer than ten applicants in at any one time — so you can imagine the rate of approval is minute.

It typically takes three years for students to finish their studies and collect their Doctor of Musical Arts diploma, and at first, everybody studies together, which is an interesting and eye-opening way of doing things.

Like many collegiate options offering musical Ph.D.s and D.M.A.s, the New England Conservatory’s degrees are primarily all about performance, and students can focus on a number of woodwinds (flute, oboe, clarinet, bassoon, saxophone), strings (violin, viola, violoncello, double bass, harp, guitar), piano, and so on.

Also available are degrees in Vocal Performance, Vocal Performance and Pedagogy (which is different enough to be listed separately), Composition, and Music Theory.

Location: Los Angeles, CA

In making this list, I had a number of other options to choose from that deserved to be included, as their Ph.D. and D.M.A. programs are certainly worth attending. Of course, not everything can fit on here and I thought there needed to be some West Coast representation!

UCLA only offers a pair of degrees that fit onto this list — a D.M.A. in Performance and Conducting and a Doctor of Philosophy (Ph.D.) in Composition — but those two fields cover a lot of ground and while they might not be a fit for everyone they’re certainly a good start. They may be perfect for someone whose interests lean more towards scoring music as a Film Composer or who just wants to live in Los Angeles and soak up the city’s growing classical scene.

One of the best things UCLA has going for it is the location, as it’s one of only a few well-known musical schools out that way. Los Angeles is a great city and it’s full of opportunity for those who want to make a living in entertainment. UCLA could be perfect for somebody who, say, wants to compose music for movies or perform for them.

It’s not all about the East Coast and schools like UCLA absolutely deserve a spot here.

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2024 Best Music Doctor's Degree Schools

Featured music programs, choosing a great music school for your doctor's degree, overall quality is a must, average early-career salaries, other factors we consider, more ways to rank music schools, best schools for doctorate students to study music in the united states, 13 top schools for a doctorate in music.

Music doctor's degree recipients from Michigan State University earn a boost of approximately $15,790 over the average earnings of music majors.

After graduation, music doctorate recipients generally make about $36,397 at the beginning of their careers.

Music doctor's degree recipients from The University of Texas at Austin get an earnings boost of about $6,891 above the typical earnings of music majors.

Doctorate recipients from the music degree program at University of Rochester get $5,595 more than the typical graduate with the same degree when they enter the workforce.

Doctorate graduates who receive their degree from the music program make about $40,016 for their early career.

Doctorate recipients from the music major at University of California - Los Angeles get $6,871 more than the standard graduate in this field shortly after graduation.

Music doctor's degree recipients from University of Wisconsin - Madison get an earnings boost of around $2,130 above the typical earnings of music graduates.

Honorable Mentions

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Best associate degrees in music, best master's degrees in music, best value in music, best for non-traditional students in music, best online in music, most popular online in music, best bachelor's degrees in music, best overall in music, highest paid grads in music, best for veterans in music, most popular in music, most focused in music, music related rankings by major, music concentrations.

Most Popular Majors Related to Music

Notes and References

Popular reports, compare your school options.

Best Music Education colleges in the U.S.

Best music education colleges in the u.s. for 2024.

Boston University offers 4 Music Education degree programs. It's a very large, private not-for-profit, four-year university in a large city. In 2022, 99 Music Education students graduated with students earning 67 Master's degrees, 21 Doctoral degrees, 7 Bachelor's degrees, and 4 Certificates.

New York University offers 4 Music Education degree programs. It's a very large, private not-for-profit, four-year university in a large city. In 2022, 55 Music Education students graduated with students earning 25 Master's degrees, 18 Certificates, 10 Bachelor's degrees, and 2 Doctoral degrees.

VanderCook College of Music offers 2 Music Education degree programs. It's a very small, private not-for-profit, four-year university in a large city. In 2022, 57 Music Education students graduated with students earning 47 Master's degrees, and 10 Bachelor's degrees.

University of Georgia offers 4 Music Education degree programs. It's a very large, public, four-year university in a midsize city. In 2022, 29 Music Education students graduated with students earning 13 Bachelor's degrees, 13 Master's degrees, and 3 Doctoral degrees.

University of Hartford offers 4 Music Education degree programs. It's a medium sized, private not-for-profit, four-year university in a midsize city. In 2022, 41 Music Education students graduated with students earning 21 Bachelor's degrees, and 20 Master's degrees.

SUNY at Fredonia offers 3 Music Education degree programs. It's a small, public, four-year university in a faraway town. In 2022, 67 Music Education students graduated with students earning 55 Bachelor's degrees, and 12 Master's degrees.

Lebanon Valley College offers 5 Music Education degree programs. It's a small, private not-for-profit, four-year university in a small suburb. In 2022, 28 Music Education students graduated with students earning 13 Bachelor's degrees, 11 Certificates, and 4 Master's degrees.

Kent State University at Kent offers 4 Music Education degree programs. It's a very large, public, four-year university in a large suburb. In 2022, 89 Music Education students graduated with students earning 70 Master's degrees, 18 Bachelor's degrees, and 1 Doctoral degree.

University of Florida offers 5 Music Education degree programs. It's a very large, public, four-year university in a midsize city. In 2022, 66 Music Education students graduated with students earning 46 Master's degrees, 16 Bachelor's degrees, and 4 Doctoral degrees.

University of North Carolina at Greensboro offers 4 Music Education degree programs. It's a large, public, four-year university in a large city. In 2022, 49 Music Education students graduated with students earning 23 Bachelor's degrees, 19 Master's degrees, and 7 Doctoral degrees.

Top schools offering Music Education degrees in the U.S.

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Music Doctoral Candidate Guide: Doctorates in Music (by Program)

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Composition

• Stony Brook University, PhD

Artistic/Practice-Based Research in Music

Multiple disciplines.

• UPV Universitat Politècnica de València, Spain - PhD in Communication and Cultural Industries

Music Technology

• McGill University - Ph.D. more... less... Location: Quebec, Canada Their Music Research Department includes: Music Technology (Ph.D.) Sound Recording (Ph.D.) Music Composition (D.Mus.) Music Composition (Ph.D.) Music Education (Ph.D.) Musicology (Ph.D.) Music Theory (Ph.D.)

Musicology / Ethnomusicology

• Brown University - Ph.D. in Musicology and Ethnomusicology
• Princeton University - Ph.D. in Musicology

Performance

Online doctoral programs in music.

• Boston University (Musical Arts in Music Education)
• University of South Africa (DLitt et Phil in Musicology)
• University of Birmingham (Musicology)
• UPV Universitat Politècnica de València (PhD in Art: Production and Research)

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PhD in Music Education Orchestrating Innovation in Music Teaching

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Take Your Knowledge of Music to the Next Level with a PhD in Music Education

You’ve accumulated a wealth of musical experience and knowledge throughout your career. Now take the next logical step as you prepare to educate and lead future generations of musicians and music educators. With Liberty University’s 100% online Doctor of Philosophy (PhD) in Music Education degree, you’ll conduct advanced research and make valuable contributions to the discipline.

Our online PhD in Music Education is designed to equip music professionals like you with the skills needed to assume leadership roles within various organizations. This research-based terminal degree provides historical, philosophical, sociological, psychological, pedagogical, and ethical studies based on the demands of the 21st‐century music educator. Whether you are looking to work as a university professor or at the district level of K-12 music education, this online doctoral program in music can help you achieve your goals.

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• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s PhD in Music Education Degree Online?

• What Will You Study?

If you’ve made the choice to pursue your music education doctorate, you may be wondering which degree to pursue and why you should complete your program at Liberty University. We are one of the very few schools to offer a PhD in Music Education online.

Here are some of the benefits of choosing to pursue your degree with us:

• You will have the opportunity to conduct research in the music education field and grow as a scholar.
• You can complete your doctoral degree 100% online with the flexibility to continue dedicating time to your career and family.
• This degree provides you with the skills and knowledge needed to pursue multiple career paths, thus increasing your marketability.
• Our School of Music is accredited by the National Association of Schools of Music (NASM).

Potential Career Opportunities

• Academic researcher
• Community arts educator
• Ensemble director
• K-12 district administrator of music and fine arts
• Private instructor
• University music professor

Featured Courses

• MUSC 840 – Current Issues in Music Education
• MUSC 845 – The Role of the College Music Teacher
• MUSC 846 – The Role of the Music Education Administrator
• MUSC 851 – Community, Culture, and Relationship in Music Education

Degree Information

• This program falls under the School of Music .
• View the online Graduate Music Course Guides (login required) .

Degree Completion Plan

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

• Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

All Tuition & Fees

Financial Aid & Scholarships

Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for the PhD in Music Education

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree in music, music education, music and worship, or a related discipline degree with at least a 3.0 GPA is required for admission in good standing.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

The Office of Graduate Admissions may request additional documentation when conducting admission reviews to evaluate a candidate’s record before a final admission decision can be made.

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

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Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees

Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

Does this degree allow for transfer credit.

Our PhD in Music Education allows you to potentially transfer in up to 50% of your total credit hours, so you can complete your degree even faster.

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Sep 27, 2024 7:30pm

The Power and Passion of Beethoven

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Oct 1, 2024 7:30pm

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• Lectures & Interviews
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Main Resources

Main utility, music education.

Northwestern University has been in the forefront of music education for decades, producing literally thousands of teachers that can be found throughout the world.

Flexible programs offer a wide array of coursework as well as options for double majors, added certification, and many opportunities for independent study. Classes are small so that students receive individual attention from faculty who are vitally interested in issues of creative and critical thinking, philosophically based education, student-centered learning, issues of social context, and music technology.

The Doctoral Research Center  CSEME  (Center for the Study of Education and the Musical Experience) engages graduate students in creative study side by side with faculty, a feature that makes this program especially innovative.

The graduate student support provided to PhD students includes year-round tuition and stipend and fully subsidized health insurance.

Music Education Faculty

Coordinator; Associate Professor

Assistant Professor

Undergraduate Program

Northwestern's undergraduate program offers distinct advantages. Not only does its high standards far exceed state and national requirements, but the quarter system allows for more courses and experiences in four years than are generally found in other programs. Students frequently elect to double major in music education and performance, and can complete the double major in four years. Collaborations with over 60 schools in the Chicago area provide many opportunities for practice teaching, Every methods-based course includes weekly experiences in area K-12 schools . Job placement each year is 100%. 

Undergraduate music education majors are required to complete a music education interview and a performance audition.

See Bachelor of Music Admission Requirements

Note: The Music Education Program is closely aligned with the School of Education and Social Policy teacher education unit. Students receive their K-12 certification from the SESP certification office . As part of that unit, the program has adopted the Conceptual Framework philosophy, created by the teacher education unit.

Graduate Programs

Graduate study in music education offers the flexibility to tailor your studies to your professional interests. After completing master’s study, many Northwestern graduates pursue advanced degrees or professional roles in research, conducting, or administration.

Master of Music: Music Education

The master’s degree program provides a strong foundation in philosophy, research, and curriculum design. In planning an appropriate course of study, students may draw upon the resources of the Bienen School of Music as well as the entire University to meet individual professional interests and needs. Competitive applicants will typically receive an offer of scholarship support and/or a graduate work stipend.

There are two options for individuals interested in the MM in Music Education:

For currently certified music teachers:

A one-year program open to individuals who hold teaching certification in music. This program can be completed within an academic year of three quarters. A typical load is four graduate courses per quarter with required participation in ensembles.

See Admission Requirements for 1 Year MM Program

For those seeking certification with the master’s degree:

A two-year program for individuals with a completed bachelor’s degree in music but who do not have teaching certification. Program requirements include the core graduate courses as well as methods classes, field experiences, and at least a quarter of full-time student teaching. (Northwestern does not offer a certification-only program.)

See Admission Requirements for 2 Year MM Program

Pursuing Multiple Master’s Degrees

Students in the Bienen School may complete two master’s degrees, such as Music Education and then also Conducting or Performance. Students must meet the requirements for admission of both programs. The two master’s degrees may then be pursued sequentially, but not concurrently.  For more information, contact the Office of Music Admission at [email protected] .

PhD Program

The PhD program in music education is considered one of the finest anywhere. Graduates can be found in prestigious positions at colleges and universities both in the United States and abroad. Interdisciplinary in nature, the program combines coursework within the Bienen School of Music with programs located in many other parts of the University. All students accepted in the PhD program receive a fellowship that includes a full tuition waiver and stipend guaranteed for up to 5 years.

See PhD Admission Requirements 

Current Research on Issues of Race, Gender, and Disability in Music Teaching and Learning

Music Education Faculty and Fellows

Music Teaching and Learning in Virtual Communities

Doctoral Research Center

The Center for the Study of Education and the Musical Experience (CSEME) engages graduate students in creative study side by side with faculty.

Music Education PhD Students

Miguel Garcia

PhD Candidate

[email protected]

Miguel Garcia is a professional musician, educator, and scholar. He is currently a Ph.D. Fellow at the Center for the Study of Education and the Musical Experience at the Bienen School of Music, Northwestern University. He has held teaching positions in Chicago, Illinois, and Evanston, Illinois, where he directed an urban school music program and taught undergraduate and graduate courses in string pedagogy, instrumental music, and music, psychology, and healing. He holds degrees from Boston College (B.A., Music) and Roosevelt University (M.M., Violin Performance) and will receive his Ph.D. from Northwestern University (Music Education) in the summer of 2024.

As an active clinician and researcher, Mr. Garcia has presented at state, national, and international conferences and festivals. His scholarship can be found in a number of book chapters and publications, including the upcoming Teaching Music Performance: A Guide for Evidence-Based Pedagogy and Gender Expansiveness in Music Education . Mr. Garcia’s research interests include musical identity, string pedagogy, gender and music education, and the relationships between music participation and identity development. A professional violinist and violist for over 20 years, Mr. Garcia has performed with orchestra and chamber ensembles including the Illinois Symphony, Peoria Symphony, Chicago Summer Opera, and the Apollo Orchestra.

Stephanie Gregoire

[email protected]

A native of Michigan’s upper peninsula, Stephanie Gregoire holds a BM in music education from Western Michigan University and a MM in music education from Northwestern University. Prior to her studies at Northwestern, Stephanie served five years as a conductor with the Chicago Children’s Choir (CCC), where she directed the Hyde Park neighborhood choir program and many CCC in-school choirs throughout the city. Her choirs have performed at the Art Institute of Chicago, the Network of Executive Women National Awards Ceremony, and the National Guild for Community Arts Education Conference. Stephanie’s academic interests include topics of gender and sexuality in music education, world music pedagogy, and context-specific music teacher preparation.

Huilin Guan

2nd year PhD

[email protected]

Huilin Guan is a first-year Ph.D. student in Music Education. She graduated with honors from both Shandong Normal University with a Bachelor of Arts in Music Education and the University of Illinois at Urbana-Champaign with a Master of Music Education. Her undergraduate research projects secured highly competitive government funding, one from Shandong Province for "A Report of Curriculum Offerings for General Music Courses in 114 National Key Universities in China" and another from the Ministry of Education for a project on restoring Han Dynasty music and dance. With six years of diverse teaching experience, Huilin has taught in various settings, spanning China and the United States, encompassing public and private schools, urban and rural contexts, formal learning, and informal learning. Her academic interests revolve around elementary general music education, music teacher education, world music pedagogy, culturally responsive teaching, and Asian American studies.  

Aaron Himes

[email protected]

Aaron Himes is a passionate educator, scholar, and performer.  Currently, he is a doctoral candidate in music education at Northwestern University.  Prior to beginning doctoral studies, Aaron served as a music teacher in several school districts in rural Pennsylvania where his experiences included teaching band, general music, and chorus at all levels.  He regularly worked as a consultant, clinician, guest conductor, and performer throughout the region.  Aaron holds the Bachelor of Music Degree in Music Education from Susquehanna University, Selinsgrove, PA and the Master of Music Degree in Music Performance from the University of North Texas, Denton, TX. His current research interests concern music curriculum in higher education, musical identity, and musical sophistication

Jeremy Rowland

[email protected]

Jeremy Rowland is a 3rd-year PhD student in music education. He holds a BM in Music Education from VanderCook College of Music, a MM in Music Education from Northwestern University, a MS in Teaching & Learning from the University of St. Francis, and obtained National Board Certification in Early Adolescent & Young Adulthood Music in 2020. Prior to students at Northwestern, he taught 7 years in both Chicago Public Schools and South Holland School District 150 as a general music, instrumental, and choral director. Most recently, he has served as the Curriculum Development Manager of The People's Music School in Chicago, IL responsible for developing and coaching teachers on a general music curriculum catered to students in underserved populations. His research interests include culturally responsive music teaching and the intersections of artistic intent, politics, and economy in popular music media.

Myriaha Seavello

2nd Year PhD

[email protected]  

Myriaha Seavello is a 1st-year PhD student in music education from rural Nooksack, Washington. Prior to attending Northwestern, she was the director of band and choirs at Nooksack Valley High School, where she doubled the program in size. During this time she also served as secretary of the San Juan Music Educators Association, chaired the regional choral festival, and co-chaired the first and only virtual Solo and Ensemble Festival, maximizing access and inclusivity during the COVID-19 pandemic. She holds a Bachelor of Music degree in Music Education from Western Washington University and a Master of Music Education degree from Northwestern University. Her research focuses on gender and sexuality within the contexts of the wind ensemble, anti-fat bias, and intersectional pedagogy.

Victoria Smith

4th Year PhD

[email protected]

Victoria Smith is a 3rd-year PhD student in music education. She holds a Bachelor’s of Music in Instrumental Performance from California State University, Stanislaus and a Master’s of Music in Music Education from the University of the Pacific; her research focusing on the influences of mariachi on student attainment, achievement, and engagement in school and at home. During her time at UOP, she served as Dr. Ruth Brittin’s Graduate Research Assistant, where she received the “Women of Distinction” award for her work with at-risk students and in gender equality. Prior to moving to Chicago to attend Northwestern, Victoria taught music for sixteen years in California and Washington states. Throughout her teaching career, she taught band, strings, choir, general music, and most notably mariachi. She founded the first elementary/middle school mariachi programs in the Central Valley of California. Her research and academic interests are in culturally responsive practices in music, the development of the female band director, and in continuing to establish scholarship in the area of mariachi music education.   

Melanie Stapleton

3rd Year PhD

[email protected]

A native of Plano, Texas, Melanie Stapleton is a 2nd-year PhD student in music education. She holds a Bachelor’s of Music Education from Louisiana State University in Baton Rouge, LA and a Master’s of Music Education from the University of North Texas in Denton, TX. She has seven years of teaching experience in all levels of K-12, spending the majority of her teaching career as a secondary choral teacher in and around Houston, Texas. Her website, Blurring the Binary, is one of the leading resources for K-12 music educators focusing on instructing transgender and non-binary students in the music classroom. She has presented sessions at many professional music conferences including National ACDA, TMEA, TCDA, and AzMEA, and guest lectured at numerous universities across the country. Her research interests include gender, sexuality, and social justice in music education, as well as topics of diversity, equity, inclusion, and access in the music classroom.

Contact the Office of Music Admission, Financial Aid and Graduate Services: [email protected]  or  847-491-3141 Request Information

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Why Music Educators Choose Berklee’s Graduate Programs

Explore Berklee's flexible master’s degrees and certificate in music education, and get advice from working teachers and online learners who’ve studied here.

Music education students play in and conduct an ensemble.

Image by Kelly Davidson

Anybody who's ever benefited from a great music teacher knows the transformative role that music education can play in a person's life. It's one reason why so many musicians wind up becoming music teachers themselves—to share that love for music that somebody else nurtured in them.

But the decision to pursue a career in the classroom—to get a master's in music education , or to earn a graduate certificate—isn’t always easy. Most working teachers can’t leave the classroom to advance in their careers . And for others, maybe the program they’re interested in is far from where they live.

If you're looking to get your master's degree in music education, or to earn a graduate certificate , Berklee's graduate music education programs offer a flexible, contemporary approach to the music classroom that helps you to connect your teaching to today's culture and technology. With class formats built to accommodate working teachers, online and hybrid learners, and on-campus study, there's never a bad time or place to start your career as a music teacher, or to take the next step in your professional development.

In this article , we'll explore some of the key features of the graduate music education experience at Berklee:

• Three world-class programs
• Online, hybrid, and flexible classes
• Contemporary and culturally responsive teaching
• Customizing your graduate music education experience
• Focused training for teaching students with disabilities

We'll also hear from current students and alumni of Berklee's graduate music education programs, and they'll share their advice on:

• How to earn your music education master's degree or certificate while teaching
• How to earn your music education master's degree remotely

Three World-Class Programs

Berklee offers three graduate programs in music education: 

• The Master of Music in Music Education
• The Master of Music in Music Education (Autism Concentration)
• The Graduate Certificate in Music Education and Autism

Each program has been designed to fit the schedules and meet the needs of today's educators. Our Music Education Department is led by Cecil Adderley , the president-elect of the National Association for Music Educators , so students can be assured they're receiving the most forward-looking and rigorous training available. And graduate students in these programs also have the chance to work with some of the world's leading practitioners and scholars of accessible music education through the Berklee Institute for Accessible Arts Education. 

Read on to learn more about each program and the adaptive course structure that makes them work for teachers in every stage of their careers.

Online, Hybrid, and Flexible Classes

One of the core values of graduate music education at Berklee is that each program should be able to serve working teachers. That's why the programs are designed to ensure that teachers enrolled in these programs can keep their jobs while they advance their careers through graduate-level training. Courses are offered in the evenings during the fall and spring semesters, and students can enroll in two full-time sessions during the summer.

"This program was flexible for me, a working teacher, which was a must," says Sarah Fard, who took one course at a time and completed her Graduate Certificate in Music Education and Autism in 2018. "I had found myself working as a paraprofessional for students with autism early on in my career, before returning to the music classroom, and noticed that there was a lot that I had not learned in my pre-service education that directly impacted how well I was able to best teach various students. I wanted further training so that I could best support my students and also help other teachers do the same."

"It is very important to enroll in programs that have you working with the materials that you use in the classroom, so that the work you are doing is purposeful." —  Sarah Fard, Graduate Certificate in Music Education and Autism

During the academic year, students can also participate in classes remotely using web conferencing and student-directed study formats—a model Berklee's graduate music education programs have been refining for years before COVID-19 made online learning a necessity at other institutions.

"I'm teaching a class tonight where I have five students on the web and four students in the room, and we are all together having class," says Rhoda Bernard , managing director of the Berklee Institute for Accessible Arts Education and the founder of all three graduate programs. "We've been doing hybrid and remote learning in graduate music education since long before it was sexy."

Contemporary and Culturally Responsive Teaching

"People today experience, consume, make, and interact with music in a wide range of ways," explains Bernard, "and we have now access to music from all over the world and from all throughout time in ways that we've never had before, and it has to change how we teach."

While many music education programs still follow outdated models, graduate music education at Berklee is designed to help today's teachers engage with the latest pedagogical, cultural, and technological shifts shaping contemporary learning environments.

"The real future of music is being made at Berklee because the institution is choosing to embrace today’s culture for music, people, and music learning that exists in the world outside of the school," says Adam Calus BM ’17, MM ’21.

"There were no courses on how to take pop music or hip-hop and inject it into your lessons. There were no courses about how to teach 'at-risk youth' or 'disadvantaged populations,' etc.," he says. Instead, "There were classes that at every turn were applying the concepts being taught to today’s music student. There were discussions about the current issues teachers face in the music classroom. There were assignments that had us look deeply into thinking about how what we do can be approached and delivered for all learners to access knowledge from a place of equal footing. It really was, in my opinion, a very honest approach to many of these areas of teaching and learning that typically only get a minimal/surface level investigation."

In addition to considering culturally responsive approaches to music education, students in Berklee's programs are also trained to understand and employ cutting-edge technologies to develop their lessons and aid their students with cloud-based technologies such as MusicFirst and SmartMusic. Berklee's music education faculty are internationally recognized as technological innovators in the field. For instance, Professor Stefani Langol , who teaches graduate courses such as Computer Applications for Music Education and Multimedia for the Educator, was honored in 2021 as Teacher of the Year by the Technology Institute for Music Educators (TI:ME).

Customizing Your Graduate Music Education Experience

While all three programs share some basic traits—a flexible schedule, a contemporary approach, and an audition requirement that ensures all students share a level of musicianship—each is designed to serve educators and administrators in particular ways.

The MM in Music Education provides exceptionally customizable curricular pathways, through electives and through culminating experiences or theses, that enable students to craft unique subspecialties within their master's program. Some students have focused on community music and nonprofit programs, while others have focused on teaching nontraditional students, including indigenous populations.

Calus, for example, used his culminating project to develop an approach to music education he calls Teaching Music Today, which aims "to create the most accessible, equitable, and relevant learning experience for students to take the music they learn from the classroom and into the world," he says. "This means equipping students properly to make music in a variety of contexts, perform on multiple instruments, learn about different genres, identify and deepen their own specific relationship with music, and investigate their community to identify their relationship with the music making people, places, and opportunities that exist outside of school."

Go deeper: In this podcast, learn more about how Rhoda Bernard and the Berklee Institute for Accessible Arts Education (formerly the Institute for Arts Education and Special Needs) bring music education to students with disabilities, and how the institute trains others to do the same.

Focused Training for Teaching Students with Disabilities

Berklee's two autism-focused graduate music education programs are unique in the world. "Typically, when you train to be a music teacher, if you're lucky, you get one class about special education, and it's a class that's legal history and a lot of alphabet soup. . . . It is not about pedagogy," explains Bernard. "These classes are about how to teach students with disabilities . So it is very practical; it is about the actual work of that teaching."

The MM in Music Education (Autism Concentration) is for individuals with an undergraduate degree in music or music education who wish to earn a master's degree with an autism focus. The Graduate Certificate in Music Education and Autism is open to students with a broader undergraduate background who are interested in a focused study of this subject area but do not need or wish to pursue a master's degree.

"The autism concentration in the master's program has truly opened my eyes," says Stephen Raman BM ’16, a current student in Berklee's graduate music education program on track to graduate in 2025. Raman works as an elementary general music and choir teacher in Los Angeles County. "Often, students are dismissed because their neurological state is never considered. But through music education, therapy, and intervention, those students are strengthened cognitively, socially, and joyously."

How to Earn Your Music Education Master's Degree or Certificate While Teaching

We asked Calus and Fard to share advice for working teachers planning to earn their degrees while continuing to teach. Here's what they said . . .

Sarah Fard (Certificate in Music Education and Autism):

• "Be very open about what can and cannot work for you, schedule-wise."
• "Communication is key! There is a supportive team that will help you find ways to make it work."
• "I also think it is very important to enroll in programs that have you working with the materials that you use in the classroom, so that the work you are doing is purposeful."

Adam Calus (MM in Music Education):

• "Pace yourself. While you do need to get your master’s degree to attain your professional license within a specific amount of time, take your time to make the most out of the learning experience you are investing in."
• "Connect with faculty inside and outside of class."
• "Connect with other students."
• "Most importantly—have fun!"

How to Earn Your Music Education Master's Degree Remotely

We asked Raman to share any tips he had on how to succeed while studying in the program remotely. Here's what he said . . .

Stephen Raman (Current Student, MM in Music Education [Autism Concentration]):

• "Consider the time differences and realistically prepare for them. You are in the best music school in the entire world, so a little bit of sacrifice in your life pattern is in order."
• "You might be sleepy sometimes, and will possibly have interruptions. Practice self-care and you will make it through without actually burning out."
• "Your professors are the best and will work with you so long as you communicate."
• "Make friends. You will help each other for life, believe me."
• "Remember: You made it. This is Berklee. It's worth it."  

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Fully Funded PhD Programs in Music

As part of the series on  How to Fully Fund Your Ph.D. , here is a list of PhD programs in music that offer full funding to their students. A PhD in Music and related disciplines opens the door to a variety of interesting careers. You could work as a performance artist, university professor, or composer, among many options.

“Full funding” is a financial aid package for students that includes full tuition remission and an annual stipend or salary for the duration of the student’s doctoral studies. Full funding is not universal, so it’s essential that you research the financial aid offerings of all the potential Ph.D. programs in your academic field, including small and lesser-known schools.

You can also find several external fellowships in the  ProFellow database  for graduate and doctoral study, including opportunities for funding for dissertation research, fieldwork, language study, and summer work experiences.

Would you like to receive the full list of more than 1000+ fully funded programs in 60 disciplines? Download the FREE Directory of Fully Funded Graduate Programs and Full Funding Awards !

List of Universities offering fully funded PhD Programs in Music

Brandeis university, phd in musicology or musical composition and theory.

(Waltham, MA): Funding includes a competitive fellowship, a full-tuition scholarship, and health insurance benefits for five years. All doctoral candidates teach some semesters as part of their academic program.

Brown University, PhD in Music

(Providence, RI): All Ph.D. students receive full funding for 5 years, including costs for tuition and health insurance, plus stipends for fellowships and teaching assistantships.

City University of New York, DMA or PhD in Music

(New York, NY): All students admitted into the Graduate Center music programs will receive tuition remission. Most Ph.D. and several D.M.A. students will receive a 5-year Graduate Center Fellowship.

Cornell University, PhD in Musicology

(Ithaca, NY):  Students accepted into the Ph.D. program are guaranteed five full years of financial support, in the form of two years of fellowships (usually taken in the first and fifth years) and three years of teaching assistantships.

Duke University, PhD in Composition, Ethnomusicology, or Musicology

(Durham, NC): All admitted students to the graduate program in the Duke Department of Music receive a Fellowship, which includes full tuition and an income stipend for the five years of the program. Click here for more info.

Georgia Institute of Technology, PhD in Music Technology

(Atlanta, GA): Our Ph.D. in Music Technology is a fully funded program, including a monthly stipend and tuition waiver. In this program, our students focus on novel research with a broad impact on music, collaborating with faculty on a variety of topics.

Harvard University, PhD in Music

(Boston, MA): Graduate students are awarded five years of guaranteed funding (including living expenses) when accepted to a Ph.D. program. This funding includes two years of paid teaching as a Teaching Fellow and a fully-funded, teaching-free year in which to complete the dissertation.

Princeton University, PhD in Musicology and Ph.D. in Composition

(Princeton, NJ): All Music Department graduate students receive a tuition scholarship and a 12-month stipend for the full five years of the program. After the five-year program, students are eligible to be nominated by the graduate school for sixth-year funding.

Stanford University, DMA in Composition, PhD in Music

(Stanford, CA): In the first year, all students receive full tuition and a fellowship stipend. During years 2-5, students receive tuition and a salaried assistantship. Two summers are also provided for and include tuition and a salary as a research assistant.

University of Pittsburgh, PhD in Music

(Pittsburgh, PA): All graduate students are fully funded with a fellowship or assistantship for five years. Teaching Fellowships provide a full tuition scholarship, health insurance, and a stipend of about $19,180.

Boston University, PhD in Musicology

(Boston, MA): All newly admitted PhD in Musicology students will receive a 5-year fellowship which may be a combination of a Non-Service Fellowship, Teaching Fellowship, or Research Fellowship.

University of California Berkeley, PhD in Music

(Berkeley, CA): Graduates of the Berkeley Music Students are supported by fellowships and teaching opportunities.  A typical funding package consists of an annual stipend of $30,000, plus covered tuition, health insurance, and student fees, guaranteed for five years.

Northwestern University, PhD in Music

(Evanston, Illinois): All students who enroll in one of the PhD degree programs in music receive a full tuition waiver for five years, a monthly living stipend, and a subsidy to cover 100% of the premium for Northwestern student health insurance.

University of Chicago, PhD in Music

(Chicago, Illinois): The three fields of study are Composition, Music History and Theory, and Ethnomusicology. PhD students will be guaranteed to have funding support from the University of Chicago, external sources or a combination of the two for the duration of their program to include the following: Full tuition coverage, Annual stipend, and Fully paid individual annual premiums for UChicago’s student health insurance.

New York University Steinhardt, PhD in Music Technology

(New York, NY):  If you are accepted as a full-time NYU Steinhardt PhD student without an alternate funding source, you are eligible for our competitive funding package, which includes a scholarship and tuition remission.

University of Pennsylvania, PhD in Music

(Philadelphia, PA): All Ph.D. students accepted to the program receive the Benjamin Franklin Fellowship, which covers tuition, general fees, and health insurance for either 4 (Composition) or 5 years (Music Studies:  ethnomusicology, historical musicology, music theory).

Case Western Reserve University, PhD in Musicology

(Cleveland, Ohio): All admitted students receive full tuition support and a generous stipend. Each student receives support through a fellowship carrying a generous stipend and tuition waiver. Graduate assistantship duties require service of approximately ten hours per week and include teaching assistantships and research assistantships.

University of Michigan, PhD in Music

(Ann Arbor, MI): Nearly all DMA and PhD students receive full-tuition fellowships for full-time study. Most also receive health benefits and a stipend attached to a Graduate Student Assistantship, which can vary depending on the appointment fraction and corresponding duties.

Washington University in St. Louis, PhD in Music

(St. Louis, MO): All students accepted for the Ph.D. program receive generous six-year funding packages, with additional support for language study, research, and conference travel. ​Fellowships and teaching assistantships for doctoral students in the 2020-2021 stipend is $23,360 for the fall and spring semesters.

Yale University, PhD in Music

(New Haven, Connecticut): A minimum of five years is needed to complete the requirements for the Ph.D. degree. Funding is guaranteed for five years. Students making demonstrated progress on their dissertations after five years are eligible for the sixth year of funding.

Need some tips for the application process? See my article  How To Get Into a Fully Funded PhD Program: Contacting Potential PhD Advisors .

Hope you will find your desired university from this list of universities offering fully funded PhD Programs in Music. Also, sign up to discover and bookmark more than 2300 professional and academic fellowships in the ProFellow database .

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Best Master’s in Music Education Degree Programs of 2024

Written by Katelynne Shepard

Updated: May 6, 2024

Compare offline music-education Programs

Most schools have rolling admissions and financial help so you can start your degree in a few weeks!

Getting your master’s in music education can prepare you for a jump in your career. For example, this specialty degree can help you develop knowledge and skills that support a career as a high school music teacher or get a promotion as a college marching band director.

Music directors make, on average, $62,590 per year . Teachers of all types in elementary, middle, and high school environments make between $63,670 and $65,220 per year. Music teachers in post-secondary education environments make $101,500 per year on average.

The cost of a master’s degree in music education also varies. According to the National Center for Education Statistics, the average tuition for a graduate degree in 2021 was $19,749 per year. Many students take around two years to complete these degree programs, but that timeline can also vary depending on whether you attend full or part-time and what type of program you attend.

How to Choose a Master’s in Music Education Degree Program

Choose your area of study.

Always begin research into graduate degree programs with your own goals. What do you hope to achieve in seeking a master’s in music education, and how will it impact your career? Answering these questions helps you understand what type of program and concentration might be best.

Some examples of concentrations offered by schools that have master’s in music education degree programs include:

• Music studies and teaching. These programs focus on teaching strategies and the skills you need to pass music knowledge to students.
• Conducting. A concentration in conducting can help you prepare for a career in orchestra or band leadership.
• Performance. Programs with a performance concentration focus on music as a performance art and may be a good choice if you want to teach in theater or fine arts programs.

Research schools and programs

Start your search online. Review program options to determine if they:

• Are accessible: Some programs are more competitive than others, and you should review admissions requirements to see if you qualify.
• Fit your budget: In-state public schools tend to be the most cost-effective options, but private schools may offer affordable programs and financial aid, too.
• Support your learning style: Online and hybrid programs are convenient, but they don’t work well for every learner and may not be ideal when working on performance skills.

Prepare for tests and applications

Admission test requirements vary by program and school. Many schools don’t require GRE or other test scores, especially for applicants who have a related bachelor’s degree or professional experience. Because you need time to schedule testing, sit required exams, and receive your scores, review admission guidelines early to understand whether there are testing requirements.

Other application requirements might also take some prep work. If you need letters of recommendation, make a list of people you can ask. Have a few backups in case some letters fall through, and provide plenty of time for people to do this favor for you.

Select your program

It’s typically a good idea to apply to more than one program. Consider all your options and choose two to three schools to apply to — that way, if you don’t get into your first-choice program, you have some backups.

Once you receive any acceptance letters, you can consider your options. Dig a bit deeper into all the details, including the cost of the programs, classes, timelines, and whether the school offers unique learning opportunities.

Determine how you’ll pay for your degree

Make a plan for covering the cost of your degree before you officially sign up for classes. Complete the FAFSA to find out what type of federal student aid you might be eligible for. Grad students are considered independent, which means you won’t need to include any income related to your parents, and this opens more doors for some people for aid. Work-study programs, personal savings, and loans are other common ways grad students pay for their education.

Best 50 Accredited Master’s in Music Education Degree Programs

intelligent score 99.54

#1 College Factual

School Information

New York, NY

Graduation Rate: 92%

Admission Rate: 4%

Urbanicity: City

School Size: Medium

Delivery Format On-Campus Hybrid

Required Credits to Graduate 32

Estimated Cost per Credit $2,049

accreditation Middle States Commission on Higher Education

more program information Email: [email protected] Phone: 212-678-3285

intelligent score 99.46

#5 College Factual #13 Best Value Schools

Graduation Rate: 88%

Admission Rate: 19%

School Size: Large

Delivery Format On-Campus, Online

Estimated Cost per Credit $1,042

accreditation National Association of Schools of Music

more program information Email: [email protected] Phone: 617-353-3350

intelligent score 99.22

#3 College Factual

Los Angeles, CA

Graduation Rate: 93%

Admission Rate: 13%

Delivery Format On-Campus

Required Credits to Graduate 30

Estimated Cost per Credit $2,354

accreditation Western Association of Schools and Colleges Senior College and University Commission

more program information Email: [email protected] Phone: 213-740-8986

intelligent score 99.13

#4 College Factual

Graduation Rate: 85%

Required Credits to Graduate 36

Estimated Cost per Credit $2,185

more program information Email: [email protected] Phone: 212-998-5424

intelligent score 97.74

#1 Best Value Schools

Fredonia, NY

Graduation Rate: 64%

Admission Rate: 91%

Urbanicity: Town

Required Credits to Graduate 30-36

Estimated Cost per Credit Resident: $541 Non-Resident: $1,033

more program information Email: [email protected] Phone: 716-673-3151

intelligent score 97.43

#2 Best Value Schools

Graduation Rate: 54%

Admission Rate: 83%

Required Credits to Graduate 33-36

Estimated Cost per Credit Resident: $772 Non-Resident: $1,826

more program information Email: [email protected] Phone: 208-426-1596

intelligent score 97.23

#6 College Factual

Gainesville, FL

Admission Rate: 30%

Required Credits to Graduate 33

Estimated Cost per Credit $600

more program information Email: [email protected] Phone: 866-794-8806

intelligent score 94.64

#3 Best Value Schools

Kutztown, PA

Graduation Rate: 58%

Admission Rate: 97.0

Delivery Format Online, Hybrid

Estimated Cost per Credit Resident: $516 Non-Resident: $774

more program information Email: [email protected] Phone: 610-683-4550

intelligent score 94.52

#7 College Factual

Seattle, WA

Graduation Rate: 84%

Admission Rate: 53%

Required Credits to Graduate 51

Estimated Cost per Credit Resident: $731 Non-Resident: $1,275

accreditation Northwest Commission on Colleges and Universities

more program information Email: [email protected] Phone: 206-543-1201

intelligent score 94.37

#4 Best Value Schools

Honolulu, HI

Graduation Rate: 63%

Admission Rate: 70%

Required Credits to Graduate 30-62

Estimated Cost per Credit Resident: $650 Non-Resident: $1,402

more program information Email: [email protected] Phone: 808-956-7756

intelligent score 93.74

Graduation Rate: 55%

Admission Rate: 46%

Required Credits to Graduate 39-46

Estimated Cost per Credit Resident: $470 Non-Resident: $855

more program information Email: [email protected] Phone: 212-772-4668

intelligent score 89.15

Columbia, MO

Graduation Rate: 70%

Admission Rate: 77%

Estimated Cost per Credit Resident: $500 Non-Resident: $1,250

more program information Email: [email protected] Phone: 573-882-2604

intelligent score 88.96

Graduation Rate: 56%

Admission Rate: 61%

Required Credits to Graduate 36-38

more program information Email: [email protected] Phone: 718-997-3800

intelligent score 88.07

Admission Rate: 58%

Required Credits to Graduate 39-42

more program information Email: [email protected] Phone: 718-960-8777

intelligent score 87.43

Anderson, IN

Admission Rate: 62%

School Size: Small

Delivery Format Hybrid

Estimated Cost per Credit $485

more program information Email: [email protected] Phone: 765-641-4544

intelligent score 86.97

Brooklyn, NY

Admission Rate: 51%

more program information Email: [email protected] Phone: 718-951-4536

intelligent score 86.84

Norfolk, VA

Graduation Rate: 57%

Admission Rate: 96%

Required Credits to Graduate 34

Estimated Cost per Credit Resident: $599 Non-Resident: $1,439

more program information Email: [email protected] Phone: 757-683-3685

intelligent score 86.72

University Park, PA

Admission Rate: 92%

Estimated Cost per Credit Resident: $1,061 Non-Resident: $1,875

more program information Email: [email protected] Phone: 814-863-0418

intelligent score 85.14

Syracuse, NY

Graduation Rate: 82%

Admission Rate: 59%

Required Credits to Graduate 47

Estimated Cost per Credit $1,872

more program information Email: [email protected] Phone: 315-443-2505

intelligent score 85.06

Cambridge, MA

Admission Rate: 89%

Required Credits to Graduate 40

Estimated Cost per Credit $1,293

more program information Email: [email protected] Phone: 617-876-0956

intelligent score 83.94

Evanston, IL

Graduation Rate: 95%

Admission Rate: 7%

Required Credits to Graduate 32-62

Estimated Cost per Credit $1,713

more program information Email: [email protected] Phone: 847-491-5740

intelligent score 83.21

Greeley, CO

Estimated Cost per Credit Resident: $695 Non-Resident: $1,303

more program information Email: [email protected] Phone: 970-351-2831

intelligent score 82.7

Champaign, IL

Graduation Rate: 86%

Admission Rate: 60%

Estimated Cost per Credit Resident: $844 Non-Resident: $1,750

more program information Email: [email protected] Phone: 217-244-7899

intelligent score 79.98

Graduation Rate: 49%

Estimated Cost per Credit Resident: $478 Non-Resident: $808

more program information Email: [email protected] Phone: 318-342-1036

intelligent score 79.46

Hempstead, NY

Admission Rate: 68%

Urbanicity: Suburban

Estimated Cost per Credit $1,630

more program information Email: [email protected] Phone: 516-463-4723

intelligent score 77.77

Rochester, NY

Admission Rate: 41%

Required Credits to Graduate 30-33

Estimated Cost per Credit $2,050

more program information Email: [email protected] Phone: 585-274-1060

intelligent score 75.10

Cedar City, UT

Graduation Rate: 53%

Estimated Cost per Credit $430

more program information Email: [email protected] Phone: 435-586-7700

intelligent score 75.03

Louisville, KY

Admission Rate: 75%

Estimated Cost per Credit Resident: $791 Non-Resident: $1,606

more program information Email: [email protected] Phone: 502- 852-6907

intelligent score 73.53

Chicago, IL

Admission Rate: 100%

Estimated Cost per Credit $590

more program information Email: [email protected] Phone: 312-788-1120

Discover More Options

How we rank schools.

We reviewed many master’s in music education programs, including Master of Music Education (MME) and Master of Music (MM) degrees. The two degrees have different emphases, but each can prepare you for a career teaching others about music.

This list includes online, on-campus, and hybrid programs to make it easy for many people to find a suitable option. Online programs may have a brief in-person component.

Every school listed is regionally accredited, and most of these options also have programmatic accreditation from the National Association of Schools of Music (NASM). Accreditation ensures the quality of a program and the widespread acceptance of the program’s degrees.

We evaluated each program on the basis of flexibility, faculty, course strength, cost, and reputation. Then, we calculated the Intelligent Score for each program on a scale from 0 to 100. For a more extensive explanation, check out our ranking methodology .

What Can You Expect From a Master’s in Music Education Degree Program?

A master’s in music education program typically offers a selection of coursework that balances music knowledge, skills, teaching, and educational topics. Students may work on projects relevant to teaching music skills, directing and conducting performances, and creating music curriculum tools.

Your program may require you to select a concentration and participate in real-world situations relevant to your specialty. Master’s students who are already in teaching positions can often use their own classrooms as research and project grounds. While remote learning is possible and hybrid approaches common, depending on your concentration, you may not be able to complete a master’s in music education program without attending at least some in-person classes.

Some programs are targeted to existing educators as accelerated options for obtaining a master’s degree. These programs typically take a cohort approach and may take a year to complete.

Potential courses you’ll take in a master’s in music education degree program

• Music Theory. Digging deeper into music knowledge and theory helps shore up your own foundations so that you’re better able to prepare and teach students.
• Teaching Theory and Methods. While the focus is on teaching music, this type of degree is still an educator’s degree. You’ll cover topics such as classroom management, curriculum design, and instruction.
• Music Technology. This class helps you stay up-to-date with current music technology and learn ways to integrate and use it in teaching.
• History of Music Education. Many programs require a history of music or a history of music education course. These classes help you see the big picture of music education and how methods have evolved over time.
• Early Childhood Music Education. If you plan on working with younger children, an early childhood education course can help you understand how little minds think and connect with information.
• Music and Performance. Conductors and theater leaders may want to delve into coursework that concentrates on teaching music as a performance art.  

Master’s in Music Education Degree Program Frequently Asked Questions

How do i apply to a master's in music education degree program.

The majority of graduate degree programs now offer online admission applications. After you create a short list of schools you’re interested in, review each program’s admissions requirements on the school’s website. Even though you may think all the information is online and clear, consider reaching out to the admissions office. An admissions counselor can help you understand the specific requirements of the program and may even offer some tips for customizing your application for a better chance at success.

Remember that most graduate programs require more than a completed application. You may need to write an essay, submit a video, attach letters of recommendation, and have your transcripts sent to the school. In some cases, you might also have to complete the GRE or another test.

How much does a master's in music education degree cost?

The cost of your program depends on factors such as your timeline to completion, the type of school you attend, the cost per credit hour, and how many credit hours you need to graduate.

The NCES numbers indicate that the national average for graduate program tuition is around $19,749 per year. However, programs at private schools cost more, with an average of $26,621. Tuition at a public college is likely to be much lower, especially for students who can attend as in-state residents.

As a graduate student in a music education degree program, you also have to consider the costs of supplies and equipment. You may need to invest in purchasing or renting instruments for practical coursework, and you will likely need a laptop and some technology equipment.

How long does it take to earn a master's in music education degree?

The average for most master’s in music education degree programs is two years for full-time students. Teaching and music professionals who qualify for an accelerated program may only need one year to earn their degree. If you must attend school part-time while you work or handle other obligations, it might take a few years to complete your degree program. In some cases, schools allow six or more years to complete a program for part-time students.

Compare School Options

Related degrees.

• Elementary Education
• Curriculum and instruction

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The Ph.D. in Education equips students to systematically examine the theoretical and practical challenges evident across the P-20 educational pipeline to address the issue of inequity. The degree program will prepare individuals for careers in academia, research, and policy centers, as well as for high-level administration and curricular positions at educational institutions and agencies.

The program offers seven concentrations:

• Comparative and International Education 
• Higher Education Leadership
• Mathematics Education
• Science Education

The educational objectives for the PhD in Education are the following:

• To advance research on inequity issues within the full P-20 educational pipeline.
• To prepare students to use original and existing research to transform educational practice.
• To equip future educational researchers with innovative teaching experience and cutting-edge transdisciplinary research experience to become attractive job candidates on the academic market.
• To prepare candidates to create a collaborative learning community that integrates all the various educational contexts.
• To prepare candidates to be critical thinkers who focus on leadership, policy, ethics, and social justice.

Candidates for the PhD in Education degree must complete a minimum of 54 academic credit hours, pass the comprehensive exam, and submit and successfully defend a research-based dissertation. All students in the program will be expected to complete academic core and research courses of 27 credits and concentration courses of 27 credits. The concentration courses are presented on the the relevant pages and in the PhD Program Handbook .

The Core 27 credits consist of the following:

Academic Core (9 Credits):

• ASLP 600 Introduction to Doctoral Studies and Academic Writing (3)
• ASLP 640 Race and Public Policy in Education (3)
• ASLP 642 Equity and Social Justice in Education (3)

Research (15 Credits)

• ASLP 620 Introduction to Educational Research (3)
• ASLP 700 Methods of Inquiry (3)
• ASLP 710 Quantitative Research Methods (3)
• ASLP 712 Qualitative Research Methods (3)
• *Students will complete an additional 3 credits of advanced research electives related to their chosen methodology.

Dissertation (3 credits)

• ASLP 997/998 (3)

The department offers different delivery options for each concentration. For a full listing please click here .

Students in concentration areas that offer both the High and Low Residency option will be required to select their delivery mode upon admission into the program. Students who wish to switch their delivery option will need to make a formal request to the program direction with an acceptable reason.

Prospective students should complete this brief interest form to be connected to a faculty member for more information.

Admissions Deadlines:

• Priority deadline for those seeking graduate student funding : January 15
• Assessment, Evaluation, and Research: March 1
• Community College Leadership: July 1
• Comparative and International Education: March 1
• Higher Education Leadership: March 1
• Mathematics Education: July 1
• Science Education: July 1
• Urban Educational Leadership: March 1

The School of Graduate Studies coordinates the application process. 

Our program offers three types of funding:

• Graduate Research Assistantships
• Graduate Teaching Assistantships
• Tuition Awards

Many of our students also leverage their Tuition Remission benefits from local institutions like the   USM schools ,   JHU , or   Morgan State . Tuition Remission is determined and coordinated by your institution. We encourage you to speak with your HR representative about how to use these benefits. 

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P: (443) 885-1908 E: [email protected]

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Teaching and Learning, Policy and Leadership - Education Policy and Leadership Specialization, Ph.D.

Full-time, Part-time

December 3, 2024

June 30, 2025

• In-State - $12,540
• Out-of-State - $26,490

The Teaching and Learning, Policy and Leadership - Education Policy and Leadership Specialization, Ph.D. program is designed to equip you with the skills and knowledge needed to become a leader in educational policy and practice. The curriculum capitalizes on diverse theoretical and methodological perspectives drawn from the social sciences and humanities, integrates formal coursework and enrichment experiences, and provides opportunities for you to carry out research that contributes to the development of more equitable and effective educational institutions. You are encouraged to include relevant courses in other specializations and in other programs outside the department. By situating education within a broader social context and employing diverse research methodologies, you are better able to gain a comprehensive understanding of education issues, policies, and practices.

Key Features

• Interdisciplinary Approach : The program integrates diverse perspectives and research methodologies from the social sciences and humanities, offering a comprehensive examination of education issues, policies and practices.
• Rare Combination : This doctoral program uniquely combines policy studies with teaching and learning, equipping students with the skills and knowledge needed to navigate complex educational landscapes.
• Customized Program of Study : You have the flexibility to tailor your coursework and research to your specific interests and career goals.
• Practical Experience : Participate in enrichment experiences that provide hands-on learning and real-world application of theoretical knowledge.
• Conduct rigorous research on educational policies and practices using a variety of disciplinary perspectives and methodologies.
• Critically analyze and evaluate educational issues, policies, and practices.
• Develop and advocate for policies that promote equity and effectiveness in educational institutions.
• Apply theoretical knowledge to address real-world educational problems and contribute to the development of more equitable educational systems.
• Collaborate with a diverse community of scholars and practitioners to influence educational policy and practice.

Information on admissions and application to this program can be found on the University Graduate Admissions website and the program handbook.

Admission Requirements           Guide to Applying

Sharon Fries-Britt, Professor

The doctoral curriculum typically requires at least three years of graduate study beyond the master’s degree. Most students admitted to the doctoral program already have a master’s degree. If you do not have a master’s degree, you will need to complete a few additional courses. An advisor can help you develop an individualized plan that aligns master’s level and doctoral level coursework.

You are also expected to integrate into the campus scholarly community and to be available on a full-time basis.

Edpl Program handbook

For more information, please contact:

[email protected] .

For academic advising on the Ph.D. with a specialization in Education Policy Studies, please contact:

Dr. David Blazar [email protected]

Sep 17 Graduate Fair Expo Sep 17, 2024 4:00 – 6:00 pm

Sep 25 COE Open House Sep 25, 2024 11:00 am – 2:00 pm Benjamin Building Courtyard

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Skiing, Music and Sustainability: How One Student-Athlete Pursues Her Many Passions at DU

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Nordic skier Sidney Barbier’s collegiate career has included co-authoring a textbook, performing in Lamont’s orchestra and bluegrass ensemble and competing as a Division I athlete.

Sidney Barbier’s calendar is fuller than most.

The University of Denver senior is double majoring in environmental science in the College of Natural Sciences and Mathematics and viola performance at the Lamont School of Music , while also competing as a Division I athlete on the ski team.

But that’s not all. During her time at DU, Barbier has traveled to California and Nevada for environmental science-related internships and  co-authored an undergraduate textbook for DU’s intro to sustainability course in the Department of Geography & the Environment. This year, she’s also serving as chair of the Undergraduate Student Government’s (USG) sustainability committee.

The opportunity to pursue her many passions and “bring all three worlds together” was a significant reason Barbier was drawn to DU in the first place.

“What I found at DU is there are so many different resources and opportunities available if you look for them,” she says. “If you are interested in going that extra step, there are professors who are totally willing to help you.”

Thanks to continued support from her professors and coaches, Barbier has never had to choose only one of her passions to focus on.

Musical zeal and thinking outside the box

Barbier started playing the violin at the age of 10, but eventually switched to viola.

As a student in Lamont, Barbier studies with Basil Vendryes, an adjunct faculty member and principal violist of the Colorado Symphony. Because of her packed schedule, Barbier takes private music lessons each week on top of her music and studio classes.

She is also a member of the Lamont Symphony Orchestra and the Bluegrass Ensemble .

Bluegrass Ensemble Director Michael Furry has witnessed Barbier grow as a musician and as a person. Her first quarter in the ensemble, they worked on Billy Strings' song "Long Forgotten Dream” and, after lots of practice, “she nailed it at the concert,” he says.

“She has stepped up in every way possible with the ensemble. It is students like her that make my job so enjoyable. It truly is a blessing," Furry says.

Combining her love of music and the environment, Barbier helped put on an Earth Week concert at the Newman Center for the Performing Arts this past April, featuring Swedish songstress and Earth sustainability activist GAEYA. Barbier is also in the process of writing an environmental justice musical.

“There’s different ways to combine passions if you think a little outside of the box,” she says.

Learning to Love the Planet in the Great Outdoors

Growing up in the mountain town of Steamboat Springs, Barbier is no stranger to outdoors activities and respect for the environment. She was raised in a family of hunters, fishers, hikers, mountain bikers and backpackers and learned to ski as soon as she could walk.

Barbier has competed in at least eight NCAA races in each of her three seasons, including representing the team in each year’s conference championship meets.

Barbier fondly remembers her time in the eco club in elementary school and the role she played in banning Styrofoam in the lunchroom. She and her fellow club members put a proposal together and presented the plan and a petition to the school board, and the school switched to reusable plastic trays.

“It showed that I could make a difference even if it was in one classroom in an elementary school in Steamboat Springs, Colorado. That gave me the feeling of, ‘I can do this. I can make a difference,’ and that’s been my drive ever since,” she says.

At DU, Barbier has already made her mark on the sustainability front. 

As chair of the USG sustainability committee, Barbier has helped spearhead an initiative that provides free, zero-waste laundry detergent stations for all students. 

She also accidentally signed up for a graduate class called, 'Human-Environment Interactions,' but—given her strong interest in the subject matter—professors Paul Sutton and Helen Hazen allowed Barbier to take it anyway. 

Thirteen chapters and about 100,000 words later, she is now a co-author of an undergraduate textbook called “An Introduction to Environment, Society and Sustainability.” 

The textbook, which was the focus of the class, will be used by future DU students for the Introduction to Sustainability course offered in the Department of Geography and the Environment.

Barbier was able to provide a unique perspective as an undergraduate student herself when it came to the material. 

“It was a really cool experience doing research that way because I had the perspective of what undergrads are actually going to engage with,” she says.

Writing a textbook is a monumental task that often requires writing and revising several drafts, but Hazen says Barbier rose to the challenge admirably. Having Barbier in her class was not only an opportunity to teach an exceptional student but also to learn from one.

“Sidney’s work ethic and determination were second to none from the start to the end of the project. She is a genuinely exceptional student,” Hazan says.

A three-time DU Athletics Scholar-Athlete of the Year Award winner and member of the National Collegiate All-Academic Ski Team in each of her three seasons on the squad, Barbier has also excelled beyond the classroom and the slopes.

Since 2022, she has spent her summers interning for environmental organizations in Nevada, California and Colorado. 

This past summer, Barbier worked as a publications and production intern at Water Education Colorado, and she also served as a camp counselor with the Tahoe Institute for Natural Science in California, co-leading “bug camps” to help six- to nine-year-olds foster a love and respect for insects and the outdoors. 

As she begins her senior year and reflects on all that she’s accomplished as a student-athlete at DU, Barbier admits it hasn’t always been easy—but it’s always been worth it.

“You could look at everything I’ve done, and it looks amazing, but it’s obviously not easy,” she says. “But there are people out there that will support you no matter what and that is really cool.”

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