Credits required
108-120 Oregon State University is on a quarter-term system. There are four quarters each year and classes are 11 weeks long. This program's 108-120 quarter credits are equal to 72-80 semester credits.
Cost per credit
$589 Cost per credit is calculated using tuition per credit for the current academic year. It does not include associated fees, course materials, textbook expenses, and other expenses related to courses.
Hybrid This program is not fully online. During the first two years of this program, you will meet and study with a learning cohort both in person and online. Classes are held two weekends per term at a convenient location near Portland, Oregon. Some courses may require proctored exams in your local area.
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Ed.D. in Adult and Higher Education

Learn from the best

Learning cohorts are led by world-class faculty, who are known for their research, expertise and innovation.

Oregon State faculty researchers are published nationally and internationally in top tier, peer-reviewed, educational journals.

Many faculty members are professionals who have served or are currently serving in leadership positions including a community college president and a past national president of the American Association of Community Colleges (AACC).

Program faculty

Lucy Arellano, Ph.D. Assistant Professor, Oregon State University

Lucy Arellano, Ph.D.

Assistant Professor, Oregon State University

Lucy conducts research on persistence, retention, and degree completion for emerging majority student populations. Her work is grounded in the concepts of diversity, campus climates, campus engagement, and student co-curricular involvement.

She examines campus environments and how they influences student success. Her work also investigates student mobility across multiple colleges/universities and varying institutional types.

Prior to her arrival at Oregon State, Lucy served as the research and assessment specialist in the office of the vice chancellor for students at the University of Hawaiʻi at Mānoa. She also taught in the Higher Education Administration and Policy program at the University of California, Riverside.


  • Ph.D. in Higher Education and Organizational Change, UCLA
  • M.A. in Higher Education Administration, University of Michigan
  • B.A. in Computer Animation, American Culture and Latina/o Studies, University of Michigan
Gloria Crisp, Associate professor, Oregon State University

Gloria Crisp, Ed.D.

Professor, Oregon State University

Gloria is an Associate Professor in the Adult and Higher Education program and Co-Editor of New Directions for Institutional Research. Her scholarship is grounded by her personal and professional experiences at institutions that provide broad access to students.

Gloria’s research, supported by the National Science Foundation, the Association for Institutional Research and the Hispanic Association of Colleges and Universities, is focused toward studying the relationship between promising and high impact programs and students’ academic success outcomes at colleges and universities. She is also engaged in empirical work to describe and better understand the role of 4-year institutions that offer broad access to students.


  • Higher Education, University of Houston
  • M.A. in Psychology, University of Houston-Clear Lake
  • B.B.A. in Marketing, University of Houston- Clear Lake

Erich Pitcher, instructor, Oregon State UniversityErich N. Pitcher, Ph.D.

Program lead and instructor, Oregon State University

Erich’s research uplifts the voices of racially, sexually, and gender minoritized populations and imagines more just futures for marginalized groups in higher education.

Grounded in organizational and critical perspectives, Erich has examined how lesbian, gay, bisexual, transgender, queer, questioning, and asexual (LGBTQQA) students successfully navigate higher education environments, as well as how trans academics’ experiences are shaped by organizations.

Their next research project will focus on the ways that diversity and cultural workers across varied institutional contexts experience and resist fatigue.


  • Ph.D., Higher, Adult, and Lifelong Education, Michigan State University
  • M.S., Educational Leadership and Policy Analysis, University of Wisconsin-Madison
  • B.A., Social Sciences, Gender, and Sexuality Studies, Antioch College
OSU Professor Darlene Russ-Eft

Darlene Russ-Eft, Ph.D.

Professor, Oregon State University

Darlene teaches research and program evaluation courses in the adult and higher education masters and doctoral programs.  She brings experience from her work in the corporate world and in a non-profit research organization.

Her research centers on the study of learning in organizational settings, investigating the role of program evaluation in affecting change in individuals, groups and organizations, and issues related to ethical decision-making in program evaluation and organizations.

Darlene is a current director of the International Board of Standards for Training, Performance and Instruction. She has served as the past president for the Academy of Human Resource Development (AHRD); vice president for research for AHRD; editor of Human Resource Development Quarterly; board member of the American Evaluation Association; and past chair of the research committee of American Society for Training & Development.

Darlene is no longer advising new doctoral students.


  • Ph.D. in Psychology, University of Michigan
  • M.A. in Psychology, University of Michigan
  • B.A. in Psychology, College of Wooster, Ohio
OSU Assistant Professor, Tenisha Tevis

Tenisha Tevis, Ph.D.

Assistant Professor, Oregon State University

Tenisha is an Assistant Professor in the Adult and Higher Education program. Drawing on her former administrative experience, she has improved the practice of higher education administrators, re-conceptualized theoretical frameworks to explain how administrators can better support disenfranchised students and has given voice to underserved and marginalized populations, specifically students with disabilities.

Tenisha’s research focuses on underserved students’ transition to college, the role administrators play in facilitating this process and how social contexts impact educational outcomes. Her research interest includes sociology of education, school composition, college entrance exams, degree expectations, and first generation students. 


  • Ph.D. in Educational Policy Studies, The Pennsylvania State University
  • M.A. in Sociology, California State University, Sacramento
  • B.A. in Sociology, California State University, Sacramento

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