Educational Studies Doctor of Philosophy (Ph.D.)
We seek to prepare scholars whose work will influence educational change in local, regional, national, and global settings. Graduate faculty are keen to develop a diverse, doctoral learning community that engages in intensive, graduate study of contemporary issues from multiple perspectives. Prospective Ph.D. students must be intellectually prepared and committed to the ethical, relational, and scholarly examinations of education across a wide array of settings.
Our graduate faculty includes outstanding, internationally renowned scholars who craft rigorous opportunities for advanced study, mentor students, and engage in funded research. We offer innovative approaches to today’s education problems that utilize research tools of inquiry such as quantitative and qualitative research methodologies, meta-analyses, hermeneutics, ethnographic research methods, (classroom) discourse analysis, phenomenological study, narrative inquiry, policy analysis, historical analysis, geo-spatial analysis, philosophical analysis, teacher self-study research, and/or multimodal analyses. The graduate faculty inform their fields of inquiry and the discourses within those fields through books, articles, conference presentations, and creative works.
Our Ph.D. program is invested in preparing researchers and educational leaders to serve and work in a variety of professional positions, including universities, private industry, non-profit organizations, research agencies, policy agencies, and school systems. We view Ph.D. students as essential partners in developing new knowledge and preparing the next generation of educators and scholars.
We promote excellence in doctoral study by providing Ph.D. students with constructive experiences that enhance their academic and professional success by:
- Committing to being part of and fostering a diverse community of scholars known for its collaborative efforts, especially across disciplinary boundaries;
- Demonstrating a commitment to the study of problems of practice and contributing to policy development and analysis;
- Providing mentored opportunities for teaching in higher education;
- Working with faculty who offer opportunities to participate in international research initiatives, overseas conferences, and comparative travel-study;
- Assisting individuals to tailor programs of study to their scholarly and professional interests;
- Preparing students to conduct and share educational research;
- Encouraging and promoting academic writing for different audiences and stakeholders.
Program of Study
- Minimum of 90 credit hours total
- Must take a minimum of 18 credit hours in a specialization
- Required course for all doctoral programs: TEAC 995A Doctoral Seminar: Professional Seminar
- Students will work closely with the faculty advisor and supervisory committee to select graduate level courses.
- Innovative Learning Technologies: This specialization prepares educators to use technology to support teaching and learning. This may occur in an array of settings, including classroom instruction, instructional design and development, and digital learning. Upon completion, participants will be cognizant of theory and research related to best practices, take part in creating effective use of technology in instruction, and assist others in using technology effectively for teaching and learning. To choose this specialization, you must take 18 credits from the approved specialization courses. For your remaining advanced graduate courses, please consult the TLTE graduate catalog.
- Teaching, Curriculum and Learning: This specialization focuses on advancing research about teacher preparation and teacher professional development in connection to curriculum theory, philosophy and ethics of education, mentoring and teacher induction, teacher identities, professional learning communities, teaching and learning, and education across all settings. Consult TLTE graduate catalog to choose your advanced graduate courses.
Students seeking admission in the Ph.D. program should meet the following criteria:
- Undergraduate GPA: minimum of 3.0 on a 4.0 scale. Graduate GPA: minimum of 3.75 on a 4.0 scale;
- Test scores: 50th percentile on each of the Verbal, Quantitative, and Analytical sections of the GRE taken in the past five years (and for international students a TOEFL score of 79);
- Professional experience: a minimum of two years as an educator in school or non-school settings;
- Fit between the applicant's goals/interests and the department's ability to address those goals/interests;
- Potential mentorship: The agreement of a member of the graduate faculty to act as the student's mentor; In cases where the student applicant proposes a mentor in this application, the graduate faculty admissions committee will facilitate the matching of the prospective student with an appropriate mentor;
- Evidence of strong writing ability.
No one criterion is more important than another. The application file is reviewed holistically.
LOUKIA K. SARROUB
Graduate Project Associate