|
|
Graduate Record 2026-2027
Education, Ph.D.
|
|
Return to: School of Education and Human Development: Degree Programs
The primary purpose of this degree is to develop educational scholars whose goals are to conduct original research and interpret and communicate the results of such research as authors, university faculty, and governmental or research agency officials. Specific requirements for the Ph.D. concentrations are posted with each concentration description.
|
Total Required Credits: 72
The PhD in Education program requires 72 credits. In addition to concentration-specific coursework, all students must complete at least 12 research methods core credits, at least 3 credits of education core coursework, and at least 12 dissertation research credits. Students must earn at least 36 credits of coursework, excluding dissertation credits, while enrolled in the PhD in Education program. All PhD in Education concentrations require completion of common milestones, including a manuscript submitted for publication reporting on the results of a research project, a comprehensive examination, a dissertation proposal, and a dissertation defense. Individual concentrations may require additional milestones, specific milestone requirements (e.g., comprehensive examination format), and credit requirements. PhD in Education Course Requirements
Research Methods Core Credits (12 credits)
Students must complete at least 12 credits from the research methods courses listed below. All twelve (12) research methods core credits must be earned while enrolled as a PhD in Education student at UVA. Students must work with PhD in Education concentration advisors to determine disciplinary appropriate research methods coursework. With advisor approval, students may substitute credits with graduate coursework taken at UVA outside of the School of Education and Human Development. Concentrations may require additional research methods credits. Education Core Credits (3 credits)
Students must take at least three (3) credits in education core courses while enrolled in the PhD in Education program. Students must work with the PhD in Education concentration advisors to determine disciplinary appropriate education core course(s). PhD in Education Common Milestones
Comprehensive Examination Milestone Students complete a written comprehensive examination that covers the knowledge base and methodology of their discipline and demonstrates their readiness to undertake doctoral dissertation research. The format of the exam is dependent upon concentration. Students must pass the comprehensive examination before completing the Dissertation Proposal. At least two faculty members independently evaluate the examination. The comprehensive examination is generally completed after students have completed all research methods credits, concentration credits, and education core credits. Concentration faculty may determine specific comprehensive examination requirements regarding the length, scope, timing, format, and presentation. Research Manuscript Submitted for Publication Milestone Under the guidance of faculty, students prepare and submit a manuscript for publication that reports on the results of a pre-dissertation research project. There is no requirement that the paper be accepted for publication, but it must be submitted for publication in a peer-reviewed journal or an alternative scholarly publication consistent with the program area’s discipline. Advisors/mentors work with students to shape these papers toward eventual publication; co-authored papers are acceptable. The Research Manuscript Submitted for Publication must be unique from the Comprehensive Examination. Dissertation Proposal and Appointment of Dissertation Committee Milestone Under the guidance of faculty, students complete a dissertation proposal that outlines the research question, theoretical framework, and methodology guiding a dissertation study. The proposal serves as a roadmap for completing the full dissertation. An oral presentation of a written proposal must be heard by at least four members of the dissertation committee and approved by all. The proposal should be distributed to each committee member at least 14 days before the defense date. All members of the committee must be present at the defense and approve of the proposal. The Ph.D. student and their committee chair jointly select the individuals they would like to invite to be part of the dissertation committee. Subsequently, the student invites the members to serve. At least three committee members must be EHD faculty, and one from the student’s degree program must serve as the chair or co-chair. At least four members of this committee must be UVA faculty members. Consistent with University policy, eligible faculty are those who are at the assistant professor rank or higher. Dissertation Milestone and Core Credits (12 credits) All Ph.D. students complete and orally defend a dissertation following either the traditional model or the three-paper option described in the School of Education and Human Development Dissertation Manual which can be found on the EHD website. Students must formally announce the dissertation by submitting a form to the Office of Academic Programs and Student Affairs at least 14 days before defense. The final copy of the dissertation must be submitted to the Ph.D. committee members at least 14 days before the defense. The defense is open to all faculty and students. Students must register for at least 12 credits of dissertation research in their discipline to satisfy this requirement: Concentration in Administration and Supervision
The Ph.D. program in Education - Administration and Supervision 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. Students should consult with their degree program advisor regarding required courses, academic plan, and required milestones. 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. Required EP-ADS Concentration Courses (12 Credits)
Foundation Courses (6 credits)
Human Development (6 credits)
Specialization Courses (9 credits)
- PSYC 7485 - Structural Determinants of Inequality Credits: 3 (students may apply a comparable course with approval from the advisor and program coordinator)
- At least two additional content-focused courses that deepen foundational knowledge and/or skills relevant to the student’s scholarly focus, selected in consultation with the advisor and program coordinator. Methods-focused courses may be used when appropriate.
EP-ADS Research Methods Core Sequence (12 credits)
EP-ADS Milestone Requirements
Comprehensive Examination Students complete a comprehensive (also sometimes called preliminary) examination, typically completed during the third year of full-time study. This exam, designed to assess and support the students’ continued success in Ph.D. study, includes two papers in response to questions provided by their examiners, reviewed by the primary advisor and at least one additional reader. Internship in College Teaching Students must complete at least one semester of an internship in college teaching. EP-ADS Concentration Policies
Students contribute to a research paper in their first year and complete an independent research paper by the end of their second year. In the third year, students complete a comprehensive exam and engage in a research partnership experience (which may occur in the third or fourth year). In their final year, students complete a dissertation, including the proposal, proposal defense, written dissertation, and dissertation defense. Concentration in Communication Sciences and Disorders
The Ph.D. in Education with a concentration in Communication Sciences and Disorders is a research degree designed to prepared students for careers as scientists and academics. The program emphasizes the development of research skills to support independent investigation in clinical research. 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. The doctoral training program is governed through the Communication Sciences and Disorders Program Handbook on Doctoral Studies. Communication Sciences & Disorders Concentration Courses (24 credits)
Any combination of 24 credits from the courses listed below. Credits earned from a previous Master’s degree may be applied to meet this requirement. Communication Sciences & Disorders Research Methods (15 credits)
Communication Sciences & Disorders Education Core Sequence (3 credits)
Students in the CSD concentration should take the following 3 credits of Education Core coursework. Alternative courses must be approved by the doctoral committee. CSD Milestone Requirements
Please refer to the CSD Handbook on Doctoral Studies for a complete list of milestones required for the Ph.D. in Education, Communication Sciences & Disorders concentration. CSD Concentration Policies
Please refer to the CSD Handbook on Doctoral Studies for all policies that govern the concentration in Communication Sciences and Disorders. 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 are Diverse Learners and Learning Contexts or Teacher Education/Teacher Quality. Required Curriculum and Instruction Concentration Courses (12 credits)
Curriculum & Instruction Research Methods Core Sequence (12 credits)
A minimum of 12 credit hours of coursework is required. Required research courses are listed below. Students who have completed comparable introductory courses elsewhere may substitute these requirements with advisor approval. Curriculum & Instruction Milestone Requirements
Preliminary Examination Completed during the second semester of full-time coursework, the preliminary exam is designed to assess and support the student’s continued success in Ph.D. study and consists of the following parts: (a) a professional goal statement; (b) a literature review that includes critical analysis of relevant research literature and builds a rationale for asking a research question or questions; and (c) an oral presentation of (a) and (b) to program faculty. Manuscript Submitted for Publication This requirement (also known as the Qualifying Paper) is completed during the fourth semester of full-time coursework. This milestone consists of a manuscript, reporting the results of an independent research project, submitted for publication to a peer-reviewed journal or an alternative scholarly publication consistent with the area’s discipline. Comprehensive Examination Completed during or following the final semester of Ph.D. coursework, the comprehensive examination evaluates the student’s knowledge of content and/or methods in their field of study. Comprehensive Exam Option 1 consists of a written response to questions devised by the student’s advisor and other members of their examination committee. Comprehensive Exam Option 2 consists of a research proposal for the second dissertation manuscript, if the student is doing a three-manuscript dissertation. This exam is designed to move the student toward the final state of the Ph.D. program, doctoral candidacy, which is achieved after the dissertation proposal is approved. Dissertation All students will complete a dissertation proposal and a dissertation following either the traditional, book-length manuscript model or the three-manuscript option. A dissertation is required to demonstrate that the student can carry out important, independent research in their field and describe the project and its outcomes in lucid writing. Its conceptualization (at proposal state) and execution (the completed written research report) represents the final assessment points for the Ph.D. candidate. Concentration in Education Policy Studies
The School of Education and Human Development’s program in Educational Policy Studies 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 master’s in public policy or economics typically pursue the MPP through UVA’s Frank 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. Required Educational Policy Studies Concentration Courses
Master of Public Policy (MPP) Degree Requirements
Students int he Education, Ph.D. Educational Policy Studies program should complete all the degree requirements of the Master of Public Policy (MPP) degree within the Frank Batten School of Leadership and Public Policy. An alternate course plan may be substituted with advisor approval depending on prior coursework and interests, such as students admitted with a prior earned applicable master’s degree. Educational Policy (6 credits)
Educational Policy Studies Research Methods Core Sequence (18 credits)
Students must complete the following six (6) credits and choose an additional twelve (12) credits of research methods electives. Educational Policy Studies Milestone Requirements
First Year Comprehensive Experience (Literature Review) Ph.D. in Education, Educational Policy Studies students must write a literature review during the summer following their first year in the program. The topic and scope for the literature review should be initially brainstormed by the doctoral student and discussed with the advisor early in the spring semester of the first year. During the spring semester, students will submit a proposal (1-3 pages) to their advisor for feedback. The proposal should summarize the research area to be examined, providing a brief outline of the literature review and an initial set of readings to be included. The proposal should also include a potential “review committee” which will be composed of your advisor and at least one other faculty member. Two members of the committee must be Educational Policy faculty members. The Educational Policy faculty meets in late April or May to review all proposals and make any necessary suggestions for edits. Ph.D. students continue in the program once they successfully complete this requirement. Comprehensive Examination (Qualifying Paper Proposal for Empirical Article) To be admitted to candidacy, students must pass a comprehensive examination, the Qualifying Paper Proposal (QPP), typically completed in the summer and fall following the second year of the program. Students must submit a pre-proposal for their QPP which briefly summarizes the research question they plan to investigate, the data they will use, and their proposed committee which must include at least three faculty members. Two of the committee members must be faculty in the Educational Policy program. The Educational Policy faculty will review QPP pre-proposals during their monthly meeting. Often QPP proposals are discussed during the final program meeting of the year (held in May), though other timelines are possible. After the pre-proposal is approved, the students writes the QPP which is best though of as the beginning of an empirical paper that includes the introduction, background and literature review, and the research methods and data descriptions. The QPP does not include any of the actual empirical analysis. The student must write the QPP independently without advice or input from anyone else. Pre-Dissertation Research Manuscript All Ph.D. in Education, Educational Policy Studies doctoral students are required to complete research prior to advancing to candidacy which occurs once a student successfully defends a dissertation proposal. This pre-candidacy research should result in at least one manuscript submitted for publication in a peer-reviewed journal or other scholarly publication prior to the dissertation proposal. The pre-dissertation research manuscript can be co-authored and the doctoral student does not need to be the leader author. Doctoral Dissertation Upon successful completion of the literature review, QPP, and the pre-dissertation research manuscript, Ph.D. students can begin planning their dissertation proposal and defense. See the most recent dissertation manual for details on the proposal and defense process. This process includes establishing the dissertation committee, which must include at least two Educational Policy faculty. Most Educational Policy Studies students select the three-manuscript dissertation option as it best fits with prior requirements and future expectations. For a manuscript style dissertation, students must write three manuscripts suitable for publishing. Students must be the principal author on all three manuscripts, which means they have played a primary role in all aspects of the work including conceiving the idea, conducting the analysis, and writing the manuscript. Students may have up to two co-authored manuscripts. Authorship order is left to the discretion of the co-authors. Students submitting co-authored manuscripts as part of their dissertations will need to provide a brief summary of co-authors roles, signed by their collaborators. 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. Required English Education Concentration Courses (15 credits)
English Education Research Methods Core Sequence (18 credits)
The English Education Concentration requires a total of eighteen (18) credits of reserach methods coursework. Students must complete the following twelve (12) credits and choose six (6) credits of research methods electives. English Education Milestone Requirements
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. Preliminary Examination At the end of the first semester of the first year of study, all English Education students will complete a preliminary examination, 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. 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. Required Higher Education Concentration Courses (12 credits)
Higher Education Research Methods Core Sequence (18 credits)
The Higher Education Concentration requires a total of eighteen (18) credits of research methods coursework. Students must complete the following twelve (12) credits and choose six (6) credits of research methods electives. Elective Courses (12 credits)
Students complete twelve (12) credits distributed between three (3) categories, minimum one (1) course per category. Content Minor (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. Higher Education Milestone Requirements
Comprehensive Examination All Ph.D. students in the Higher Education concentration must complete a Comprehensive Examination during their final semester of coursework Dissertation Ph.D. students in Higher Education concentration 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, 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 public and private higher education settings and the private sector. Graduates will be well prepared for employment as research scholars, clinicians and faculty members in higher education, clinical programs, or the private sector. Focus Areas Exercise Physiology: focusing in Exercise Physiology prepares students to conduct original, independent, interdisciplinary translational research examining the roles of lifestyle behaviors as they relate to human exercise physiology, physical activity and nutrition, and other health behaviors. Students will utilize rigorous scientific methods to design and execute studies that answer important questions int he field of human physiology and health. They will be able to interpret and communicate the results of this research as authors, university faculty, and/or governmental or research agency officials. The program allows students to develop unique, individualized areas of study under the direction of a focus 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. Sports Medicine: focusing in Sports Medicine prepares 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 Sports Medicine-focused faculty as well as several other faculty members in kinesiology, orthopedics, physical medicine and rehabilitation, and other units across the University. Kinesiology Concentration Courses
Students complete concentration coursework from one focus area: Exercise Physiology or Sports Medicine Exercise Physiology Focus (12 credits)
An alternate course plan may be substituted with advisor approval depending on prior coursework and interests. Sports Medicine Focus (12 credits)
Kinesiology Concentration Research Methods Core Sequence (12 credits)
Students complete the following twelve (12) credits of research methods coursework. Alternative courses can be selected if approved by the doctoral advisor and concentration coordinator. Kinesiology Concentration Milestone Requirements
Student Annual Report Each student will complete an annual report describing their growth and accomplishments. Manuscript Submitted for Publication (Qualifying 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. Research mentors will work with students to shape these papers toward eventual publication; co-authored papers are acceptable. Comprehensive Project (Comprehensive Examination) After completing all required coursework and prior to advancing to candidacy, students complete a written manuscript and oral defense of a research project related to their intended area of study. The project is evaluated by the student’s research mentor and a second faculty reader, and approval of the oral defense is required before moving to the dissertation phase. The Comprehensive Project may be integrated into the dissertation if agreed upon by the dissertation committee. Dissertation Proposal and Defense Students will complete a dissertation proposal and a dissertation following 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 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. Required Language Education in Multilingual Contexts Concentration Courses (15 Credits)
Language Education in Multilingual Contexts Concentration Research Methods Core Sequence
Students work with their advisor to select additional research courses. Concentration in Mathematics 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. Required Concentration in Mathematics Education Courses (6 Credits)
Mathematics Education Research Methods Core Sequence (24 credits)
The Mathematics Education Concentration requires a total of twenty-four (24) credits of research methods coursework. Students must complete the following fifteen (15) credits and choose nine (9) credits of research methods electives. Concentration in Reading Education
The Ph.D. in Education concentration in 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 Reading Education concentration 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, data analysis and interpretation, dissemination of results in both oral and written formats, and grant proposal writing to fund research. Reading Education Ph.D. students take extensive coursework in research methods and many focus on optional areas of emphasis. Required Concentration in Reading Education Courses (15 credits)
Reading Education Concentration Research Methods Core Sequence (12 credits)
A minimum of 24 semester hours of core coursework is required. Required research courses are listed below. Students who have completed comparable introductory courses elsewhere may substitute these requirements with advisor approval. Reading Education Concentration Milestone Requirements
Preliminary Examination Completed during the second semester of full-time coursework, the preliminary exam is designed to assess and support the student’s continued success in Ph.D. study and consists of the following parts: (a) a professional goal statement; (b) a literature review that includes critical analysis of relevant research literature and builds a rationale for asking a research question or questions; and (c) an oral presentation of (a) and (b) to program faculty. Manuscript Submitted for Publication This requirement (also know as the Qualifying Paper) is completed during the fourth semester of full-time coursework. The qualifying paper consists of a manuscript reporting the results of an independent research project, submitted for publication to a peer-reviewed journal or an alternative scholarly publication consistent with the program area’s discipline. Comprehensive Examination Completed during or following the final semester of Ph.D. coursework, the comprehensive exam evaluates the student’s knowledge of content and/or methods in their field of study. Comprehensive Exam Option 1 consists of a written response to questions devised by the student’s advisor and other members of their comprehensive exam committee. Comprehensive Exam Option 2 consists of a research proposal for the second dissertation manuscript if the student is doing a three-manuscript dissertation. This exam is designed to move the student toward the final stage of the Ph.D. program, doctoral candidacy, which is achieved after the dissertation proposal is approved. Dissertation All students will complete a dissertation proposal and a dissertation following either the traditional, book-length manuscript model or the three-manuscript option. A dissertation is required to demonstrate that the student can carry out important, independent research in their field and describe the project and its outcomes in lucid writing. Its conceptualization (at proposal stage) and execution (the completed written research report) represent the final assessment points for the Ph.D. candidate. Program Specific Policies
Students may transfer up to 24 credits of graduate-level coursework taken within 5 years of admission to the program. Concentration in Research Statistics and Evaluation
The Ph.D. in Education concentration in Research Statistics and Evaluation (RSE) 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 advancing research methodology. Required Research Statistics and Evaluation Concentration Courses (21 credits)
All students must successfully complete twenty-one (21) foundational course credits in RSE (listed below) in addition to coursework specified by the program committee. Research Statistics and Evaluation Concentration Elective Courses (21 credits)
Students work with their advisor to select twenty-one (21) credits of additional coursework from the list below. Other relevant methodological courses may be used with advisor approval. Research Apprenticeship (12 credits)
Ph.D. students will particpate in a research apprenticeship with their faculty advisor. This apprenticeship will occupy approximately ten (10) hours of each student’s week during the first and second years of study and may increase during the third and fourth years. During this apprenticeship, the student will work closely with the advisor on research and scholarship, which may include data collection, data analysis, library research, presentations, writing for publication, and other related activities. Research Statistics and Evaluation Concentration Policies
All students must successfully complete a program of study determined by the Program Committee in one of three strands: statistical methods, qualitative research, and/or program evaluation. 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. Required Concentration in Science Education Courses (6 credits)
Science Education Concentration Research Methods Core Sequence (24 credits)
The Science Education Concentration requires a total of twenty-four (24) credits of research methods coursework. Students must complete the following fifteen (15) credits and choose nine (9) credits of research methods electives. 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. Required Social Foundations Concentration Courses (15 credits)
Social Foundations Concentration Research Methods Core Sequence (12 credits)
Students work with their advisors to select nine (9) credits of additional methods coursework. Other relevant methodological courses in disciplines outside of the School of Education and Human Development may be used with advisor approval. 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. Social Studies Education Concentration Research Methods Core Sequence (24 credits)
The Social Studies Education Concentration requires a total of twenty-four (24) credits of research methods coursework. Students must complete the following fifteen (15) credits and choose nine (9) credits of research methods electives. Concentration in Special Education
The Ph.D. in Education concentration in Special 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 Special Education concentration emphasizes development of strong foundational knowledge in theory and the practical application of theory in special education. A thorough understanding of all aspects of the research process is key, including development of research questions and hypotheses, research design, data analysis and interpretation, dissemination of results in both oral and written formats, and grant proposal writing to fund research. Students take extensive coursework in research methods and many focus on optional areas of emphasis. Required Concentration in Special Education Courses (15 credits)
Special Education Concentration Research Methods Core Sequence (12 credits)
Required research courses are listed below. Students who have completed comparable introductory courses elsewhere may substitute these requirements with advisor approval. Special Education Concentration Milestone Requirements
Preliminary Examination Completed during the second semester of full-time coursework, the preliminary exam is designed to assess and support the student’s continued success in Ph.D. study and consists of the following parts: (a) a professional goal statement; (b) a literature review that includes critical analysis of relevant research literature and builds a rationale for asking a research question or questions; and (c) an oral presentation of (a) and (b) to program faculty. Manuscript Submitted for Publication This requirement (also known as the Qualifying Paper) is completed during the fourth semester of full-time coursework. The qualifying paper consists of a manuscript, reporting the results of an independent research project, submitted for publication to a peer-reviewed journal or an alternative scholarly publication consistent with the program area’s discipline. Comprehensive Examination Completed during or following the final semester of Ph.D. coursework, the comprehensive exam evaluates the student’s knowledge of content and/or methods in their field of study. Comprehensive Exam Option 1 consists of a written response to questions devised by the student’s advisor and other members of the comprehensive exam committee. Comprehensive Exam Option 2 consists of a research proposal for the second dissertation manuscript, if the student is doing a three-manuscript dissertation. This exam is designed to move the student toward the final state of the Ph.D. program, doctoral candidacy, which is achieved after the dissertation proposal is approved. Dissertation All students will complete a dissertation proposal and a dissertation following either the traditional, book-length manuscript model or the three-manuscript option. A dissertation is required to demonstrate that the student can carry out important, independent research in their field and describe the project and its outcomes in lucid writing. Its conceptualization (at proposal state) and execution (the completed written research report) represents the final assessment points for the Ph.D. candidate. |
|
|
