Doctor of Faith-Based Education Specialization in Culturally Responsive Teaching/Equity Studies

Program Overview

Degree abbreviation

Ed.D. in Faith-Based Education Specialization in Culturally Responsive Teaching/Equity Studies

Total program length

120 semester credit hours

Maximum approved transfer credit

Up to 40 semester credit hours

Minimum credits completed through the University after maximum transfer

80 semester credit hours

Normal completion time

Three to six academic years, depending on approved transfer credit, enrollment status, academic progress, and completion of the doctoral project

Advanced faith-based education and specialization courses

30 credit hours

Leadership, administration, and professional practice

21 credit hours

Research methods and program evaluation

18 credit hours

Professional application and doctoral residency

15 credit hours

Advanced electives or concentration courses

12 credit hours

Comprehensive examination and doctoral candidacy

6 credit hours

Applied doctoral project and defense

18 credit hours

Total

120 semester credit hours

The Doctor of Faith-Based Education (Ed.D.) with a specialization in Culturally Responsive Teaching and Equity Studies is designed for advanced scholars and practitioners committed to advancing educational equity through a lens of servant leadership and ethical stewardship. This program provides an rigorous exploration of systemic disparities, pedagogical innovation, and social justice, equipping candidates to address complex educational challenges in diverse community settings. By integrating academic inquiry with a foundation of faith-based integrity, the program prepares graduates to influence institutional policies and classroom practices that honor the dignity and worth of every learner. The curriculum bridges critical theory with practical, community-centered approaches to improve educational outcomes across multifaceted societal landscapes. Scholars engage in high-level research, critical discourse, and reflective practice, ensuring they are prepared to lead with compassion and scholarly rigor. The program emphasizes the development of transformative educators who apply wisdom and ethical reasoning to foster inclusive environments.

The Doctor of Education in Faith-Based Education Specialization in Culturally Responsive Teaching/Equity Studies is an applied professional doctorate emphasizing advanced faith-based education specialization in culturally responsive teaching/equity studies knowledge, organizational leadership, ethical stewardship, program development, community-care systems, higher-education instruction, and evidence-informed professional practice.

Students may receive up to 40 semester credit hours of approved graduate or doctoral transfer credit. Accepted transfer credits are applied toward the 120-credit graduation requirement and may reduce the number of courses and the amount of time required to complete the degree. A student receiving the maximum transfer-credit award must complete at least 80 semester credit hours through the University.

The applied doctoral project must address a documented faith-based education specialization in culturally responsive teaching/equity studies-support, educational, organizational, or community-care need. The project must include scholarly research, an implementation model, measurable outcomes, ethical safeguards, an evaluation plan, and a successful oral defense.

DOCTORAL TRANSFER-CREDIT POLICY: The Doctor of Education and Doctor of Philosophy programs each require 120 semester credit hours. Students may transfer up to 40 semester credit hours of eligible graduate or doctoral coursework toward either degree. Transfer credit is not automatically awarded. Each request is evaluated individually according to: The academic level of the previous coursework; The relevance of the coursework to the doctoral curriculum; Course content and learning outcomes; Credit-hour equivalency; Grades earned; The age of the coursework; Official institutional documentation; The University's residency and transfer-credit policies. Accepted transfer credit may reduce the number of courses and the amount of time required to complete the degree. Students awarded the maximum 40 transfer credits will have 80 semester credit hours remaining in the 120-credit doctoral program. Comprehensive examinations, doctoral candidacy, doctoral residency, the applied doctoral project, dissertation research, and the final oral defense must ordinarily be completed through the University. These requirements may not be satisfied through transfer credit unless expressly permitted under a published University policy.

Program Details

• Total Credits: 120
• Duration: 3 years
• Degree Level: Doctorate

Dissertation Seminar I: Proposal Design

• 4
• RES770
• EDU850
• Global Issues in Education
• 3
• None
• EDU860
• Educational Law and Ethical Stewardship
• 3
• EDU810
• COU870
• Trauma-Informed Practice in Schools
• 3
• None
• RES840 — Dissertation Seminar I: Proposal Design: Initial development of the dissertation proposal including literature review and research questions. Students receive peer and faculty mentorship in crafting a viable scholarly projectThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
• EDU850 — Global Issues in Education: Provides a comparative perspective on international educational models. Focuses on global efforts to increase access to education for marginalized populationsThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
• EDU860 — Educational Law and Ethical Stewardship: Surveys the legal landscape for schools, emphasizing professional ethics. Students analyze case studies related to religious freedom, civil rights, and disability lawThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
• COU870 — Trauma-Informed Practice in Schools: Focuses on identifying and supporting students experiencing trauma. Examines how schools can become sanctuaries for healing and social-emotional growthThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..

Dissertation Seminar II: Data Collection

• 4
• RES840
• EDU890
• Transformative Curriculum Design
• 3
• EDU730
• EDU900
• Building Partnerships with Communities
• 3
• None
• EDU910
• Practicum in Educational Leadership
• 3
• EDU760
• RES880 — Dissertation Seminar II: Data Collection: Guided research phase focusing on empirical data collection and initial analysis. Requires regular review with the dissertation chair to ensure ethical complianceThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
• EDU890 — Transformative Curriculum Design: Advanced curriculum development theory focusing on social justice and inclusivity. Students apply theories to create a semester-long course or program interventionThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
• EDU900 — Building Partnerships with Communities: Focuses on the school-community interface to enhance student success. Investigates models of collaboration that empower families and local stakeholdersThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
• EDU910 — Practicum in Educational Leadership: Supervised experience in an educational or community organization. Emphasizes the practical application of leadership skills and culturally responsive policyThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..

Dissertation Requirement

• The dissertation represents the capstone of the doctoral experience, serving as a comprehensive demonstration of the candidate's mastery in research methodology and thematic specialization. Students are expected to identify a significant problem of practice and implement a systematic, evidence-based inquiry that contributes original knowledge to the field of culturally responsive pedagogy. The scope of the project requires rigorous data collection, ethical analysis, and the formulation of recommendations that promote equity and inclusion in educational environments.
• Beyond technical academic competence, the dissertation requires an integration of faith-based perspectives, challenging students to articulate how their findings align with principles of servant leadership and stewardship. Candidates must demonstrate how their research informs their character development and professional practice, reflecting an ongoing commitment to the flourishing of all learners. This scholarly endeavor serves as the definitive evidence that the candidate possesses the analytical skills, moral fortitude, and intellectual depth to lead with integrity in complex societal contexts.

Career Opportunities

• K-12 District Curriculum Director
• Educational Policy Analyst
• Equity and Inclusion Coordinator
• Higher Education Faculty Member
• Educational Program Consultant
• Non-profit Educational Leader
• Academic Research Associate

Important Notices

• The program educates ethical professionals who demonstrate technical excellence, servant leadership, professional integrity, and a commitment to apply sound principles to advance faith-based organizations, strengthen communities, and contribute responsibly.
• HBIU is a lawfully operating nonpublic faith-based postsecondary institution that maintains its status under section 1005.06(1)(f), Florida Statutes. The University annually affirms its compliance with the requirements applicable to faith-based institutions in Florida through Commission for Independent Education.
• HBIU accreditation from QAHE (for quality assurance in pre-tertiary and higher education mechanisms). QAHE offers globally recognized accreditation and quality assurance for higher education, training providers, and professional institutions worldwide. Students should consider the nature and scope of this recognition in relation to their individual certification and professional goals.
• Transfer credit is evaluated individually based on course content, credit hours, grades, institutional documentation, program requirements, and applicable university policies. Although HBIU provides academically structured programs, no institution can guarantee that another college, university, employer, licensing board, or credential-evaluation service will accept its credits or credentials. Students are encouraged to obtain advance written confirmation from the intended receiving organization.
• The program develops academic knowledge and applied competencies for service in faith-based organizations, nonprofit institutions, community programs, and related professional environments. Some occupations associated with the subject area may be regulated by governmental or professional authorities. A degree from HBIU demonstrates completion of the University's academic requirements but does not, by itself, confer professional licensure or legal authority to perform regulated services.
• Where a program is related to an external certification, eligibility is determined exclusively by the applicable certifying organization. Certification bodies may establish additional requirements involving education, examinations, experience, background screening, continuing education, or membership. HBIU does not guarantee certification eligibility or examination approval unless a formal written agreement expressly provides otherwise.
• Career and occupational information is provided to help students make informed educational decisions. Employment outcomes depend on factors such as the graduate's experience, geographic location, professional qualifications, employer requirements, economic conditions, interviewing ability, and any applicable licensure or certification requirements. Completion of a program does not constitute a promise of employment, promotion, job placement, or a particular occupational title.
• This program is delivered through online instruction. Students must have access to the technology, equipment, internet service, software, and learning resources identified in the University's technology requirements.
• Internship or field-experience participation is subject to academic eligibility, site availability, supervisor approval, and the requirements of the participating organization. The University assists students with the placement process but cannot guarantee placement with a particular organization, supervisor, location, or schedule.
• Students are responsible for reviewing the catalog, understanding program requirements, providing accurate information, meeting academic and financial obligations, and verifying whether the program supports their intended educational or professional goals.
• Completion of a University program does not authorize a graduate to use a professional title that is protected or restricted by law. Graduates must use titles that accurately reflect their education, credentials, employment role, and current licensure or certification status.
• Degree abbreviation | Ed.D. in Faith-Based Education Specialization in Culturally Responsive Teaching/Equity Studies
• Total program length | 120 semester credit hours
• Maximum approved transfer credit | Up to 40 semester credit hours
• Minimum credits completed through the University after maximum transfer | 80 semester credit hours
• Normal completion time | Three to six academic years, depending on approved transfer credit, enrollment status, academic progress, and completion of the doctoral project
• Advanced faith-based education and specialization courses | 30 credit hours
• Leadership, administration, and professional practice | 21 credit hours
• Research methods and program evaluation | 18 credit hours
• Professional application and doctoral residency | 15 credit hours
• Advanced electives or concentration courses | 12 credit hours
• Comprehensive examination and doctoral candidacy | 6 credit hours
• Applied doctoral project and defense | 18 credit hours
• Total | 120 semester credit hours
• Code | Title | Credits | Prerequisites
• RES701 | Advanced Research Methodology | 4 | None
• EDU710 | Historical Perspectives of Educational Equity | 3 | None
• THE720 | Theology of Stewardship and Education | 3 | None
• Code | Title | Credits | Prerequisites
• EDU730 | Culturally Responsive Pedagogies | 4 | RES701
• SOC740 | Sociology of Education and Community | 3 | None
• RES750 | Applied Quantitative Statistics | 3 | RES701
• EDU760 | Servant Leadership in Academic Settings | 3 | None
• Code | Title | Credits | Prerequisites
• RES770 | Qualitative Inquiry Methods | 4 | RES701
• EDU810 | Equity Studies and Policy Development | 3 | EDU710
• EDU820 | Assessment Practices in Diverse Classrooms | 3 | EDU730
• CHR830 | Ethics and Moral Development | 3 | THE720
• Code | Title | Credits | Prerequisites
• RES840 | Dissertation Seminar I: Proposal Design | 4 | RES770
• EDU850 | Global Issues in Education | 3 | None
• EDU860 | Educational Law and Ethical Stewardship | 3 | EDU810
• COU870 | Trauma-Informed Practice in Schools | 3 | None
• Code | Title | Credits | Prerequisites
• RES880 | Dissertation Seminar II: Data Collection | 4 | RES840
• EDU890 | Transformative Curriculum Design | 3 | EDU730
• EDU900 | Building Partnerships with Communities | 3 | None
• EDU910 | Practicum in Educational Leadership | 3 | EDU760
• Code | Title | Credits | Prerequisites
• RES950 | Final Dissertation Defense | 4 | RES880
• EDU920 | Advanced Seminar in Educational Equity | 3 | EDU890
• EDU930 | Professional Ethics and Advocacy | 3 | EDU860
• EDU940 | Christian Worldview and Professional Identity | 3 | CHR830