May 26, 2024  
Graduate Record 2023-2024 
    
Graduate Record 2023-2024 [ARCHIVED RECORD]

Education, Ph.D.


Concentration in Administration and Supervision


The Ph.D. program in Educational Leadership is designed to prepare graduates for college or university positions in educational leadership. This full-time residential doctoral experience immerses students in the culture of academia and provides mentoring in the traditional activities of paper presentations, publications, and grant writing associated with higher education positions. The program includes coursework, a research apprenticeship, and other experiences to prepare graduates to: (1) analyze school and school system performance, (2) conduct research in educational leadership, and (3) educate professors of educational leadership.

Requirements


The PhD program requires 72 credits beyond the Bachelor’s degree, including at least 60 credits for courses other than non-topical research or dissertation credit, and at least 12 dissertation credits. This includes research methodology courses and 3 credits of research apprenticeship per semester for 3 years. Students can apply up to 12 dissertation credits towards the total of 72 credits. A maximum of 24 credits from previous graduate work may be applied to the program. A minimum of 36 credits (not including internships, independent study, practical and dissertation credit) must be earned on grounds.

Required Courses


A student’s doctoral committee determines the successful completion of a program of study. At a minimum, the program must include EDLF 7300 Research Foundations, a minimum of 15 credits in educational research methodology and six semesters of a research apprenticeship.

Culminating Experience


Subsequent to the successful completion of all program requirements including a written comprehensive exam, students undertake a dissertation. Comprehensive exams must be completed before the dissertation committee is appointed, the doctoral seminar taken and the dissertation proposal is defended.

Successful completion of all dissertation requirements includes defending a dissertation proposal as determined by the student’s doctoral committee; gaining approval from the University’s Institutional Review Board (IRB) for the protection of human subjects; planning and carrying out a research study (dissertation) appropriate to the field of specialization; and passing an oral final examination on the dissertation.

Other specific program requirements


All students are expected to complete a pre-dissertation research project that results in a manuscript submitted for publication in a peer-reviewed journal or other scholarly publication. The manuscript must be submitted before the student undertakes dissertation work. Papers that are co-authored with an advisor are acceptable.

All requirements must be completed within four years after passing comprehensive examinations and within seven years of admission to the Ph.D. program.  In special cases, upon approval of the doctoral committee, department chair, and Associate Dean for Academic and Student Affairs, out-of-date work may be revalidated by examination.

Public Professional Licensure Disclosure


As a member of the State Authorizations Reciprocity Agreement, the University of Virginia (UVA) is authorized to provide curriculum in a distance learning environment to students located in all states in the United States except for California. (34 CFR 668.43(a)(6)& 34 CFR 668.72(n)). 

Upon completion of the Doctor of Philosophy in Administration and Supervision at the UVA School of Education and Human Development, graduates may be eligible for initial professional licensure in another U.S. state by applying to the licensing board or agency in that state.

Please visit the University’s state authorization web pages to make an informed decision regarding which states’ educational requirements for initial licensure are met by this program. (668.43(a)(5) (v)(A) - (C))

Enrolled students who change their current (or mailing) address to a state other than Virginia should update this information immediately in the Student Information System as it may impact their ability to complete internship, practicum, or clinical hours, use Title IV funds, or meet licensure or certification requirements in the new state. (34 CFR 668.402).

Concentration in Applied Developmental Science


The Ph.D. in Education - Applied Developmental Science (EP-ADS) prepares students for a research career focused on studying and improving the lives of children, adolescents and even, adults. Students learn how to understand and produce theory and research on the contribution of school and out-of school settings on learning and development. There are four key features of the EP-ADS program. Research in EP-ADS: 1) takes an interdisciplinary perspective, 2) uses rigorous research designs and advanced methods, 3) takes a strength-based approach to understanding the complex challenges faced by children and youth, and 4) chooses applied problems. The ultimate goal is to prepare graduates for research careers in academic settings, research organizations, and/or school and government agencies.

The Ph.D. program involves interdisciplinary coursework, research apprenticeship experiences, university-level teaching, and independent, mentored research. Some students engage in research-practice partnership experiences in state agencies or districts.

Requirements


Students must earn a minimum of 72 credits; 60 (or more) must be based on coursework. The remaining 18 credits may be research credits. If students enter with a master’s degree, they may apply up to 24 credits from their master’s degree toward their doctoral degree. (The master’s courses must overlap in content and rigor with the required doctoral courses for this to apply.)

Required Courses


Additional Requirements


Students complete a research paper by the end of their second year, a comprehensive exam during their third year, and a dissertation (including proposal, proposal defense, written dissertation, dissertation defense) in their final year of the program. Students must complete at least one semester of an internship in college teaching. Students have the opportunity to engage in a research partnership experience during their third or fourth year.

Culminating Experience


Students must complete the doctoral dissertation in accordance with the School of Education and Human Development doctoral dissertation guidelines.

Concentration in Communication Sciences and Disorders


The Ph.D. for a career as a scientist and academician in communication sciences and disorders is a research degree.  The focus of the doctoral program is acquiring research skills to support independent investigation in clinical research.  The ultimate goal of the program is to prepare graduates for successful careers as researchers, scientists, and scholars.

The Ph.D. program provides an academic foundation under an apprenticeship-model where students work closely with faculty members to develop the research, scholarship, and independent thinking skills necessary to establish the knowledge and skill base to (a) conduct independent research and scholarship, (b) establish a line of inquiry that leads to new knowledge within the discipline of Communication Sciences & Disorders and (c) acquire scientific and instructional skills to support a research-focused career in a variety of settings such as academic, industry, educational, and/or medical settings.

Consistent with University policies, the doctoral training program is governed through the Communication Sciences and Disorders Program Handbook on Doctoral Studies.

Requirements


The Ph.D. in Education - Communication Sciences and Disorders requires a minimum of 72 credits.   Students must complete at least 60 credits of coursework (encompassing core disciplinary knowledge, research methodology courses and specialized disciplinary knowledge) and 15 credits of dissertation research. At least 36 course and apprenticeship credits must be completed after admission to the program.

Research Methodology (15 credits minimum)


Specialized Disciplinary Knowledge (21 credits minimum)


Dissertation Research (12 credits)


Twelve credits of EDHS 9999 - Doctoral Dissertation are required for graduation, typically taken as 6 credits in each semester of the third year of study.

Culminating Experience


After completing all coursework and successfully passing qualifying examinations, a student enters into candidacy for the doctoral degree during which the dissertation is undertaken. The doctoral dissertation is completed in three stages.   First, a student must successfully prepare and defend a dissertation proposal.  After the proposal meets with the approval of the dissertation committee, research data are collected and analyzed according to the approved plan. Finally, the dissertation is written, disseminated to the candidate’s dissertation committee, and orally defended in accordance with procedures defined in the School of Education and Human Development Dissertation Manual which can be found in the Resources section of the School of Education and Human Development website.

Concentration in Curriculum and Instruction


The Ph.D. in Education - Curriculum and Instruction (C&I Ph.D.) is a terminal graduate degree that prepares graduates for positions in university settings (e.g., in research intensive universities, liberal arts colleges, and other post-secondary institutions), school districts, government agencies, and non-governmental agencies (NGOs). The C&I Ph.D. program emphasizes development of strong foundational knowledge in theory and the practical application of theory in one’s chosen fields of study. A thorough understanding of all aspects of the research process is key, including: development of research questions and hypotheses, research design, analysis and interpretation, dissemination of results in both oral and written formats, and grant writing to fund research. C&I Ph.D. students take extensive coursework in research methods and many focus on optional areas of emphasis. These optional areas include: Diverse Learners and Learning Contexts and Teacher Education/Teacher Quality.

Requirements


The Ph.D. in Curriculum & Instruction requires a minimum of 72 hours.  There is a 12-semester hour core requirement.  In addition, students must take a minimum of 24 semester hours in research and 18 semester hours of electives and/or courses in a supporting area. Twelve (12) additional credits of dissertation research round out the required 72 credits.  Of the EHD classes that are required, 36 hours (not including doctoral research apprenticeship (9998) and dissertation credit (9999)) must be completed after admission to the Curriculum & Instruction Ph.D. program.   

Required Courses


A minimum of 12 semester hours of core coursework is required for the C&I PhD. The following four core courses are required:

Electives, Supporting Areas


A minimum of 18 semester hours is required. Coursework is approved by the student’s doctoral program committee and the C&I PhD studies coordinator.

Other Requirements


  • Preliminary Examination - Completed after the first year of full-time coursework.
  • Qualifying paper/Comprehensive Examination - Completed after the second year of full-time coursework.
  • Research mentorship - A minimum of 6 semester hours of research mentorship must be completed (9998).
  • Dissertation - A minimum of 12 credits hours must be completed (9999).

Culminating Experience


PhD students in Curriculum and Instruction must successfully design, implement and defend the dissertation project in accordance with the School of Education and Human Development Dissertation manual.

Concentration in Education Policy Studies


The School of Education and Human Development’s program in Educational Policy provides students with preparation that draws on a theoretical foundation and employs appropriate methods to offer evidence on important questions in educational policy. The program is organized on four components: strong preparation in methods that permit causal inference, a grounding in a social science discipline, an understanding of the working of schools, and a strong knowledge of the existing educational policy landscape and literature.  Students who don’t hold a masters in public policy or economics typically pursue the MPP through UVA’s Batten School of Leadership and Public Policy simultaneously with the PhD. 

We employ an apprenticeship model where students work closely with faculty on research projects to examine the impact of a variety of educational policies on student outcomes.  These projects are often in collaboration with federal, state or local policymakers. Graduates are prepared to take positions in academia or research organizations.

Requirements


72 credit hours total consisting of 60 credit hours of coursework (not including 12 dissertation credits) and 12 dissertation credit hours. The 60 credit hours of coursework includes: research methods (18 credits); social sciences (9 credits); educational policy (6 credits); and research apprenticeship (12 credits).

Qualifying Literature review


Qualifying Paper Proposal


Culminating Experience


Students must complete the doctoral dissertation in accordance with the School of Education and Human Development’s doctoral dissertation guidelines.

Concentration in English Education


This program of study is designed to prepare graduates for college or university positions in English education or for positions within research organizations with specific areas of curricular expertise. The program includes coursework, a research apprenticeship, and practical experiences to prepare graduates to: (1) produce original research that contributes to the knowledge base in science education or to teacher education in general; 2) educate teachers in the area of English and Literacy Education and evidence-based practice; and 3) provide effective leadership in the field of English education.

The primary purpose of the Ph.D. program is to prepare highly qualified scholar-researchers who will be able to take a variety of positions in higher education settings (both public and private). Graduates will be well prepared for employment as research scholars, policy analysts, and faculty members in higher education programs where the emphasis is on the production of scholarship, rather than application to practice.

Requirements


The Ph.D. program in English Education requires a minimum of 72 credits including regular coursework, research mentorship credits, and credits related to the dissertation research study. Students must complete at least 60 credits of coursework which includes content courses and research methodology courses, and up to 3 credits of research apprenticeship per semester. Internship and dissertation credit does not count toward the 60 credits of coursework. At least 36 course and apprenticeship credits must be completed after admission to the program. Students can apply up to 12 credits of dissertation work towards the total of 72.

Research Requirements


A minimum of 24 semester hours of research coursework is required. Required research courses:

Education of Teachers Internship


Students are expected to participate in internships that enable them to understand the workings of university-level teacher preparation. These internships consist of, but are not limited to, the following: supervising student teachers, serving as a graduate teaching assistant, serving as the instructor of a preservice or master’s-level course, assisting the Director of Teacher Education, working with the novice teachers network, designing and evaluating curriculum for P-12 programs, working with clinical instructors and cooperating teachers, supervising early field experiences, and/or serving as a connection between the schools and university in developing early field experiences, serving as a graduate clinician at the McGuffey Reading Center, etc.

Internships will be determined in consultation with faculty advisors, the Department Chair and the Program Coordinator.

Assessment


Assessment of student progress through the program is multifaceted and includes components of assessment conducted both by faculty and by students themselves.

Student Annual Report


Each student will complete an annual report describing his or her growth and accomplishments.

Preliminary Exam


At the end of the first semester of the first year of study, all English Education students will complete a preliminary exam, which is designed to determine the likelihood of the student’s continued success in Ph.D. studies. This exam consists of two parts. The first is a paper on a topic of significance in the field. The second is an oral exam in which students present the paper and a critique of a research article they have been given one week prior to the exam.

Pre-Dissertation Research Manuscript


Prior to their third year of study, students complete a pre-dissertation research project that results in a manuscript submitted for publication in a peer-reviewed journal. There is no requirement that the paper be accepted for publication, but students are strongly encouraged to revise manuscripts where resubmission is likely to result in publication. Research mentors will work with students to shape these papers toward eventual publication; co-authored papers are acceptable.

Comprehensive Examination


Students will complete a written comprehensive examination to demonstrate (1) understanding of the knowledge base and methodology in English Education and (2) readiness to undertake doctoral dissertation research. The examination will be graded independently by at least two faculty members. With approval of the Teacher Education graduate program, a research manuscript accepted for publication may be used to satisfy part of the qualifying examination.

Dissertation


Students will complete a dissertation proposal and a dissertation following either the traditional model or the three-paper option described in the School of Education and Human Development Dissertation Manual; either option must meet the expectations set forth in the Manual’s dissertation guidelines.

Concentration in Higher Education


The primary purpose of the Ph.D. degree in Higher Education is to develop scholars who are able to conduct original research and interpret and communicate the results of such research through writing, teaching, practice, and other means. Program graduates typically pursue faculty careers or become senior administrators in colleges and universities.

Requirements


Ph.D. students in Higher Education complete a program of study that requires 72 credits to complete, including at least 60 hours of coursework (excluding dissertation credit). Acceptance of up to 24 hours of transfer credit from a student’s master’s degree program or from post-master’s work completed at another institution is determined on an individual basis by the student’s advisor and the program coordinator. The program coordinator may exempt students from required courses that they have already taken.

In addition to a required set of core courses in higher education (12 credits) and a minor in research methods (18 credits), the Ph.D. student is also required to complete elective coursework in higher education (9 credits). A content minor (12 credits), chosen with the advice and consent of the student’s advisor and organized around a theme or set of questions, is also required for the Ph.D. Courses for the content minor may be taken outside of the program and the Curry School.

Ph.D. students are required to complete ten hours of mentored research or teaching assistance per week each semester they are enrolled. Internship placements (paid, ten to twenty hours per week) can be arranged within the University of Virginia and at cooperating colleges and universities, other postsecondary agencies, or institutes. 

Research Courses (18 credits)


Content Minor (minimum 12 credits)


Students may take their content minor courses outside the program and the School of Education and Human Development, or they may choose courses from other School of Education and Human Development programs. The minor is meant to supply the student with substantive knowledge of and a theoretical grounding in an area that might be the topic of the dissertation. Courses to be taken for minor credit must be negotiated with and approved by the student’s advisor.

Dissertation (minimum 12 credits)


Other Requirements


Qualifying paper/Comprehensive Examination - Completed during final semester of coursework

Culminating Experience


PhD students in Higher Education must successfully design, implement and defend the dissertation project in accordance with the School of Education and Human Development dissertation manual.

Concentration in Kinesiology


This program of study is designed to prepare graduates for college or university positions in specific disciplines (e.g., Exercise Physiology, Kinesiology for Individuals with Disabilities, Sports Medicine) or for positions within research organizations with specific areas of curricular expertise. The program includes coursework, research and/or clinical apprenticeships, and practical experiences to prepare graduates to produce original research that contributes to the knowledge base in the science of kinesiology.

The primary purpose of the Ph.D. program is to prepare highly qualified scholar-researchers who will be able to take a variety of positions in higher education settings (both public and private). Graduates will be well prepared for employment as research scholars, clinicians and faculty members in higher education or clinical programs.

THERE ARE THREE FOCUS AREAS IN THE PHD IN KINESIOLOGY DEPARTMENT:

Kinesiology: Exercise Physiology: The specialization in Exercise Physiology is designed to prepare students to conduct original research in aspects of Exercise Physiology and Physical Activity and Nutrition, and interpret and communicate the results of this research as authors, university faculty, and/or governmental or research agency officials. The Ph.D. program allows students to develop unique, individualized areas of study under the direction of a major advisor in Exercise Physiology and a faculty Doctoral committee. The emphases of the program include aspects of human exercise physiology, measurement and etiology of physical activity, dietary intake and nutrition and clinical and community-based interventions. 

Kinesiology for Individuals with Disabilities: The doctoral program is designed to prepare future college/university professionals and public officials in Kinesiology for Individuals with Disabilities. The emphasis at this level is on developing research skills and applying these skills to current questions in the field. Past graduates of the program have had an impact on Kinesiology for Individuals with Disabilities through employment in higher education in the United States and abroad as well as in public school administration.

Kinesiology: Sports Medicine: The PhD program in Sports Medicine is designed to prepare graduates for academic careers in athletic training, physical therapy, or other disciplines related to the study of musculoskeletal and other sports injuries. The program is research-intensive and includes formal course work and research intensive experiences in preparation for completing the dissertation. Students work with primary Sports Medicine-focused faculty as well as several other faculty members in kinesiology, orthopedics, physical medicine and rehabilitation, and other units across the University.

Requirements


The Ph.D. program in Kinesiology requires a minimum of 72 credits including regular coursework, research mentorship credits, and credits related to the dissertation research study. Students must complete at least 60 credits of coursework which includes content courses and research methodology courses, and up to 3 credits of research apprenticeship per semester. At least 36 course and apprenticeship credits must be completed after admission to the program. Students work with primary advisors and research mentors to determine specific core courses in conjunction with students’ areas of professional interest and career pathways. Students can apply up to 12 credits of dissertation work towards the total of 72 required credits.

Assessment


Assessment of student progress through the program is multifaceted and includes components of assessment conducted both by faculty and by students themselves.

Student Annual Report


Each student will complete an annual report describing his or her growth and accomplishments.

Pre-dissertation Research Manuscript


Prior to their third year of study, students complete a research project that results in a manuscript of the quality appropriate for submission to a refereed journal. Research mentors will work with students to shape these papers toward eventual publication; co-authored papers are acceptable.

Dissertation


Students will complete a dissertation proposal and a dissertation meeting the criteria described in the School of Education and Human Development Dissertation Manual.

Concentration in Language Education in Multilingual Contexts


The Language Education in Multilingual Contexts (LEMC) Ph.D. concentration provides opportunities for students to pursue research interests related to teaching and learning in K-12 second language, foreign/world language, bi/multilingual, and foreign/world language educational settings. Our Ph.D. students and graduates engage in research that plays a key role in advancing knowledge and serving the needs of multilingual students and their teachers in the Commonwealth of Virginia, the nation, and the world. LEMC doctoral students attend classes, work on mentored and collaborative research, and engage in a range of teaching and supervisory roles. Students build theoretical, methodological, and empirical expertise through coursework focused on language education as well as hands-on research with faculty researchers in multilingual K-12 school contexts. Graduates are prepared for positions in university settings (e.g., in research intensive universities, liberal arts colleges, and other post-secondary institutions), school districts, government agencies, and non-governmental agencies (NGOs).

Students in the LEMC Ph.D. concentration have rich research and teaching experiences here at UVA and become part of a national network of new-generation researchers. Students become researchers on day one of their program and continue to partner with faculty in research and teaching experiences that prepare them to succeed in their careers as educational scholars.

Requirements


The Ph.D. in Education – Language Education in Multilingual Contexts requires a minimum of 72 credits, including at least 60 credits of coursework. The 60 credits include content courses and research methodology courses. In addition, students must complete 6 research apprenticeship credits and 12 dissertation credits. At least 36 course and apprenticeship credits must be completed after admission to the program. (Students entering the doctoral program with a master’s degree can apply up to 24 hours of credit to their doctoral studies, provided that the faculty advisor and program committee members agree that the courses are comparable to specific courses required in the doctoral program.)

There is a 15 semester-hour core minimum requirement of foundational language education courses, in additional to the research methodology coursework outlined below. Additional courses will be determined according to students’ area of specialization in coordination with the program committee and faculty advisor.

Required Courses


Research Requirements


A minimum of 24 semester hours of core coursework is required.

Education of Teachers Internship


Students are expected to participate in internships that enable them to understand the workings of university-level teacher preparation. These internships consist of, but are not limited to, the following: supervising student teachers, serving as a graduate teaching assistant, serving as the instructor of a preservice or master’s-level course, assisting the Director of Teacher Education, working with the novice teachers network, designing and evaluating curriculum for P-12 programs, working with clinical instructors and cooperating teachers, supervising early field experiences, and/or serving as a connection between the schools and university in developing early field experiences, serving as a graduate clinician at the McGuffey Reading Center, etc.

Internships will be determined in consultation with faculty advisors, the Department Chair and the Program Coordinator.

Assessment


Assessment of student progress through the program is multifaceted and includes components of assessment conducted both by faculty and by students themselves.

Student Annual Report


Each Ph.D. student will complete a report each year describing his or her growth and accomplishments. The report will guide students in reflecting on their own learning and progress and also allow faculty to assess student progress toward program goals

Preliminary Assessment


In the second semester of the first year of study, all full-time Ph.D. students will complete a preliminary exam designed to determine the likelihood of the student’s continued success in doctoral studies.  This exam consists of two parts: an in-depth critique of a research report and an oral presentation of the critique and the student’s professional goals statement. In addition, an evaluation of the proposed program will be conducted by the examination committee. The Ph.D. Assessment Rubric for Preliminary Examinations will be used to evaluate both the paper and the presentation.

Qualifying Paper


All LEMC Ph.D. students will complete a pre-dissertation research project that results in a manuscript submitted to a peer-reviewed journal for possible publication or an alternative scholarly publication consistent with the program area’s discipline. The manuscript must be submitted before the student undertakes dissertation work. There is no requirement that the paper be accepted for publication, but students are encouraged to make revisions to the manuscript if a resubmission is likely to result in publication. Programs and advisors are encouraged to shape these projects toward eventual publication. Faculty use the Qualifying Paper to assess the student’s progress in academic writing and scholarship.

Comprehensive Examination


All students will complete a written comprehensive examination to demonstrate understanding of the knowledge base and methodology in an area of curriculum and instruction to demonstrate readiness to undertake doctoral research. The examination will be graded independently by at least two faculty members according to the Ph.D. Assessment Rubric for Comprehensive Examinations.

Dissertation


All Ph.D. students will complete a dissertation proposal and a dissertation following either the traditional, book-manuscript model or the three-manuscript option. A dissertation is required to demonstrate that the student can carry out important, independent research in his or her field describe the project and its outcomes in lucid writing. The proposal and dissertation, which represent the final assessment points for the Ph.D. candidate, both include a written document and

Concentration in Mathematics Education


Mathematics Education seminars offered in recent years include: Research on the Teaching and Learning of Geometry; Problem-solving and Cognition; Mathematics K-3; The Teaching and Learning of Functions; Classics in Mathematics Education; The Teaching and Learning of Statistics. Science Education seminars offered include: Conceptual change; Science and Mathematics Education Policy; Inquiry and the Nature of Science. STEM Education seminars include: Issues in STEM Education and Expertise in STEM fields.

The primary purpose of the Ph.D. program is to prepare highly qualified scholar-researchers who will be able to take a variety of positions in higher education settings (both public and private). Graduates will be well prepared for employment as research scholars, policy analysts, and faculty members in higher education programs where the emphasis is on the production of scholarship, rather than application to practice.

Requirements


The Ph.D. program in mathematics education requires a minimum of 72 credits including regular coursework, research mentorship credits, and credits related to the dissertation research study. Students must complete at least 60 credits of coursework which includes content courses and research methodology courses, and up to 3 credits of research apprenticeship per semester. Internship and dissertation credit does not count toward the 60. At least 36 course and apprenticeship credits must be completed after admission to the program. Students can apply up to 12 credits of dissertation work towards the total of 72.

Research Requirements


A minimum of 24 semester hours of core coursework is required. Required research courses include:

Research Mentorship


A minimum of 12 semester hours of research mentorship must be completed.

Preliminary Examination


Completed after the first year of full-time coursework.

Qualifying Paper/Comprehensive Examination


Completed after the second year of full-time coursework.

Dissertation


A minimum of 12 credits hours must be completed.

Culminating Experience


PhD students in Mathematics Education must successful design, implement and defend the dissertation project in accordance with the School of Education and Human Development Dissertation manual.

Concentration in Reading Education


The Ph.D. in Education - Reading Education is a terminal graduate degree that prepares graduates for positions in university settings (e.g., in research intensive universities, liberal arts colleges, and other post-secondary institutions), school districts, and government agencies. The Ph.D. in Education- Reading Education program emphasizes development of strong foundational knowledge in theory and the practical application of theory in reading education. A thorough understanding of all aspects of the research process is key, including: development of research questions and hypotheses, research design, analysis and interpretation, dissemination of results in both oral and written formats, and grant writing to fund research. Ph.D. in Education: Reading Education students take extensive coursework in research methods and many focus on optional areas of emphasis.

Requirements


Ph.D. students in Reading Education complete a program of study that requires 72 credits to complete, including at least 60 hours of coursework (excluding dissertation credit), and 12 dissertation credits. Acceptance of up to 24 hours of transfer credit from a student’s master’s degree program or from post-master’s work completed at another institution is determined on an individual basis by the student’s advisor and the program coordinator. 

Research Requirements


A minimum of 24 semester hours of core coursework is required. Required research courses include:

Optional Area of Emphasis


A minimum of 12 semester hours is required. Coursework is approved by the student’s doctoral program committee and the CISE Department Doctoral Studies Coordinator.

Other Requirements


  • Research mentorship - A minimum of 12 semester hours of research mentorship must be completed.
  • Preliminary Examination - Completed after the first year of full-time coursework
  • Qualifying paper/Comprehensive Examination - Completed after the second year of full-time coursework
  • Dissertation - A minimum of 12 credits hours must be completed

Culminating Experience


PhD students in Reading Education must successful design, implement and defend the dissertation project in accordance with the School of Education and Human Development Dissertation manual.

Concentration in Research Statistics and Evaluation


The RSE program balances breadth and depth in theory and practice through a variety of student experiences. The program consists of four interrelated components that provide a set of common core experiences, as well as flexibility to accommodate individual student interests and needs. The four components include: (1) a set of required foundational courses designed to develop students’ understanding of the nature, limits, and sources of human inquiry and knowledge to  become proficient in planning, conducting, and interpreting findings of educational research and evaluation; (2) additional elective courses designed to assist students in acquiring a deeper understanding and expertise in specific inquiry methods and analytical tools; (3) mentored experiences where students acquire practical experience in designing and conducting research;  and (4) a dissertation experience that involves practice experience in designing and carrying out research (including analyzing and reporting of results both in writing and orally) in the student’s area of interest.

Requirements


The PhD program requires a minimum of 72 credits. Students must complete at least 60 credits of coursework. This includes content courses and research methodology courses, and up to 3 credits of research apprenticeship per semester, but does not include internship and dissertation credits. At least 36 course and apprenticeship credits must be completed after admission to the program. Students can apply up to 12 credits of dissertation work towards the total of 72.

Required Courses


To earn a Doctor of Philosophy degree in Research, Statistics and Evaluation, the following minimum requirements must be met:

  • All students must successfully complete a program of study determined by the Program Committee in one of three strands (statistical methods, qualitative research, or program evaluation).
  • All students must successfully complete 21 foundational course units in RSE (listed below) in addition to course work specified by the program committee.

Other Requirements


  • The student must complete successfully written comprehensive examinations in the major and supporting areas as well as an oral examination. These examinations must be completed prior to the student’s third year.
  • The student must successfully complete all dissertation requirements including (a) defending a dissertation proposal before the student’s full doctoral committee, (b) the planning and carrying out of a research study (dissertation) appropriate to the field of specialization, and (c) passing an oral final examination on the conduct and conclusions of the dissertation.

Concentration in Science Education


This program of study is designed to prepare graduates for college or university positions in science education or for positions within research organizations with specific areas of curricular expertise. The program includes coursework, a research apprenticeship, and practical experiences to prepare graduates to: (1) produce original research that contributes to the knowledge base in science education or to teacher education in general; 2) educate teachers in the area of science and evidence-based practice; and 3) provide effective leadership in the field of science education.

The primary purpose of the Ph.D. program is to prepare highly qualified scholar-researchers who will be able to take a variety of positions in higher education settings (both public and private). Graduates will be well prepared for employment as research scholars, policy analysts, and faculty members in higher education programs where the emphasis is on the production of scholarship, rather than application to practice.

Requirements


The Ph.D. program in science education requires a minimum of 72 credits including regular coursework, research mentorship credits, and credits related to the dissertation research study. Students must complete at least 60 credits of coursework which includes content courses and research methodology courses, and up to 3 credits of research apprenticeship per semester. Internship and dissertation credit does not count toward the 60. At least 36 course and apprenticeship credits must be completed after admission to the program. Students can apply up to 12 credits of dissertation work towards the total of 72.

Research Requirements


A minimum of 24 semester hours of core coursework is required. Required research courses include:

Other Requirements


  • Research Mentorship - A minimum of 12 semester hours of research mentorship must be completed.
  • Preliminary Examination - Completed after the first year of full-time coursework.
  • Qualifying Paper/Comprehensive Examination - Completed after the second year of full-time coursework.
  • Dissertation - A minimum of 12 credits hours must be completed.
  • Culminating Experience - PhD students in Science Education must successfully design, implement and defend the dissertation project in accordance with the School of Education and Human Development Dissertation manual.

Concentration in Social Foundations


The Ph.D. program in Social Foundations of Education offers an interdisciplinary course of study that explores the interrelationship between education, schooling, and society. The task of Social Foundations is to examine issues that reach beyond the given roles and goals of educational specialists and practitioners. In this context, education and schooling are viewed broadly and critically within social, cultural, and intellectual currents both in the U.S. and abroad.

While Social Foundations in the School of Education and Human Development embraces traditional disciplinary approaches in analyzing and interpreting education, it also vigorously promotes an interdisciplinary approach utilizing a variety of research methods to explore complex questions and issues in education. Social Foundations provides a synergistic and flexible curriculum that exposes students to sociological, anthropological, and historical approaches to understanding and researching education and schooling. Social Foundations seeks not only to educate and mentor students to become good academics, but also to provide students with theoretical understandings that will enable them to become scholars and intellectuals.

Requirements


Students must complete 72 credits beyond the Bachelor’s degree in accordance with program requirements and in consultation with their advisor. At least 60 credits of coursework (excluding dissertation credits) and 12 hours of dissertation credit. Students may transfer up to 24 hours from their master’s degree into the Social Foundations Ph.D. program. 

Other Courses


In addition, students must complete twelve (12) research methods credits, at least three (3) of which must be in quantitative research methods. Students must also complete six (6) credits in the form of independent studies or supervised research. At least twelve credits of dissertation work must be completed.

Culminating Experience


Ph.D. students must successfully complete a dissertation study in accordance with the School of Education and Human Development Ph.D. dissertation guidelines.

Concentration in Social Studies Education


This program of study is designed to prepare graduates for college or university positions in Social Studies education or for positions within research organizations with specific areas of curricular expertise. The program includes coursework, a research apprenticeship, and practical experiences to prepare graduates to: (1) produce original research that contributes to the knowledge base in science education or to teacher education in general; 2) educate teachers in the area of Social Studies Education and evidence-based practice; and 3) provide effective leadership in the field of Social Studies education.

The primary purpose of the Ph.D. program is to prepare highly qualified scholar-researchers who will be able to take a variety of positions in higher education settings (both public and private). Graduates will be well prepared for employment as research scholars, policy analysts, and faculty members in higher education programs where the emphasis is on the production of scholarship, rather than application to practice.

Requirements


The Ph.D. program in Social Studies Education requires a minimum of 72 credits including regular coursework, research mentorship credits, and credits related to the dissertation research study. Students must complete at least 60 credits of coursework which includes content courses and research methodology courses, and up to 3 credits of research apprenticeship per semester. Internship and dissertation credit does not count toward the 60. At least 36 course and apprenticeship credits must be completed after admission to the program. Students can apply up to 12 credits of dissertation work towards the total of 72.

Research Requirements


A minimum of 24 semester hours of core coursework is required. Required research courses include:

Other Requirements


Assessment - Assessment of student progress through the program is multifaceted and includes components of assessment conducted both by faculty and by students themselves.

Student Annual Report - Each student will complete an annual report describing his or her growth and accomplishments.

Preliminary Exam - At the end of the first semester of the first year of study, all Social Studies Education students will complete a preliminary exam, which is designed to determine the likelihood of the student’s continued success in Ph.D. studies. This exam consists of two parts. The first is a paper on a topic of significance in the field. The second is an oral exam in which students present the paper and a critique of a research article they have been given one week prior to the exam.

Pre-Dissertation Research Manuscript - Prior to their third year of study, students complete a pre-dissertation research project that results in a manuscript submitted for publication in a peer-reviewed journal. There is no requirement that the paper be accepted for publication, but students are strongly encouraged to revise manuscripts where resubmission is likely to result in publication. Research mentors will work with students to shape these papers toward eventual publication; co-authored papers are acceptable.

Qualifying Comprehensive Examination - Students will complete a written comprehensive examination to demonstrate (1) understanding of the knowledge base and methodology in Social Studies Education and (2) readiness to undertake doctoral dissertation research. The examination will be graded independently by at least two faculty members. With approval of the Teacher Education graduate program, a research manuscript accepted for publication may be used to satisfy part of the qualifying examination.

Dissertation - Students will complete a dissertation proposal and a dissertation following either the traditional model or the three-paper option described in the School of Education and Human Development Dissertation Manual; either option must meet the expectations set forth in the Manual’s dissertation guidelines.

Concentration in Special Education


Doctoral study in special education at the University of Virginia School of Education and Human Development provides students a unique opportunity to develop skills needed for success as teacher educators, researchers, and scholars in the field of education. In addition to the usual coursework, doctoral students work closely with faculty members on research projects, college teaching, support of professional organizations, and other activities that will be important parts of their subsequent professional careers. Graduates of the doctoral program in special education at U.Va. have become eminent scholars and leaders of professional organizations.

GOALS OF THE PH.D. IN SPECIAL EDUCATION PROGRAM

Students who pursue advanced studies in Special Education generally have one of two settings in mind for employment, one a university or college setting, the other a research-and-development center, agency, or organization. The Ph.D. program includes coursework, a research apprenticeship, and practical experiences to prepare graduates to produce original research that contributes to the knowledge base in special education and to teacher education in general; it also prepares graduates to provide effective leadership in this area. For those who plan to work in colleges and universities, the Ph.D. program additionally prepares graduates to educate special education professionals with evidence-based practice as the base.

Requirements


A minimum of 72 hours of coursework is required for the PhD. in Special Education. This includes 24 hours of Special Education core courses or 12 hours of core courses and 12 hours of courses in an optional area of emphasis.

Research Requirements


A minimum of 24 semester hours of core coursework is required. Required research courses include:

Other Requirements


  • Research Mentorship - A minimum of 12 semester hours of research mentorship must be completed.
  • Preliminary Examination - Completed after the first year of full-time coursework.
  • Qualifying Paper/Comprehensive Examination - Completed after the second year of full-time coursework.
  • Dissertation - A minimum of 12 credits hours must be completed.
  • Culminating Experience - PhD students in Special Education must successfully design, implement and defend the dissertation project in accordance with the School of Education and Human Development Dissertation manual.