ABSTRACT
This essay documents the lessons learned from the transition to teaching research methods courses and advising EdD doctoral students online due to the COVID-19 pandemic. This discussion is set against the backdrop of developing a new fully online EdD Program in educational leadership for social justice at the institution, wherein the online transition due to COVID-19 offered an opportunity to assess effective pedagogy, student community and engagement, and workload expectations. In our analysis of the transition to teaching online, we applied Hammond's (2020) framework, which highlights design elements that promote agency for independent learning. We overlay the realities of teaching and advising adult students who are working full-time and managing home-life responsibilities in addition to pursuing their EdD degree. Unresolved questions and future directions for the culturally responsive and socially just online Education Doctorate are explored.