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The curriculum in the Ph.D. in Teaching and Learning is grounded in bodies of research that encompass the complex relationship between teaching and learning and the various disciplines at diverse grade levels. The degree consists of 81 hours beyond the baccalaureate degree, the last 30 of which must be completed no more than eight years prior to graduation. These hours are distributed among six components: Area of Specialization which includes Pedagogical Content Knowledge, Teaching and Learning, and Curriculum; Research; Internship; Cognate; Dissertation; and Electives.
- Cultural Competence. Advanced program candidates demonstrate a high level of competence in understanding and responding to diversity of culture, language, and ethnicity.
- Knowledge and Application of Ethical Principles. Advanced program candidates demonstrate in-depth knowledge and thoughtful application of the Code of Ethical Conduct and other guidelines relevant to their professional role.
- Communication Skills. Advanced program candidates possess a high level of oral, written, and technological communication skills, with specialization for the specific professional role(s) emphasized in the program. For programs for the advanced preparation of teachers, candidates meet ISTE standards. For doctoral programs, candidates are prepared to publish and present at conferences.
- Mastery of Relevant Theory and Research. Advanced program candidates demonstrate in-depth, critical knowledge of the theory and research relevant to the professional role(s) and focus area(s) emphasized in the program.
- Skills in Identifying and Using Professional Resources. Advanced program candidates demonstrate a high level of skill in identifying and using the human, material, and technological resources needed to perform their professional roles and to keep abreast of the field’s changing knowledge base.
- Inquiry Skills and Knowledge of Research Methods. Using systematic and professionally accepted approaches, advanced program candidates demonstrate inquiry skills, showing their ability to investigate questions relevant to their practice and professional goals.
- Skills in Collaborating, Teaching, and/or Mentoring. Advanced program candidates demonstrate the flexible, varied skills needed to work collaboratively and effectively with other adults in professional roles.
- Advocacy Skills. Advanced program candidates demonstrate competence in articulating and advocating for sound professional practices and public policies for the positive development and learning of all students.
- Leadership Skills. Advanced program candidates reflect on and use their abilities and opportunities to think strategically, build consensus, create change, and influence better outcomes for students, families, and the profession.
- PhD candidates demonstrate in-depth knowledge related to learning in their area of specialized expertise.
- PhD candidates demonstrate in-depth knowledge and skills related to teaching in their area of specialized expertise.
Degree Requirements (81 Post Baccalaureate Hours)
1. Total hours required:
A minimum of 81 hours beyond the baccalaureate degree, the last 30 of which must be completed no more than eight years prior to graduation.
In addition to The Graduate School’s application requirements, applicants must submit a letter of intent.
3. Program of study:
The student’s program advisory committee will evaluate previous course work and experiences and recommend appropriate courses to ensure that at the completion of the program the student can demonstrate the knowledge, skills, and dispositions typically developed in the following course work:
Area of Specialization:
A minimum of 27 hours in elementary education
A. Pedagogical Content Knowledge: (9 Hours)
9 hours in pedagogy courses within or across the core content areas of mathematics, science, language arts, and social studies. Two courses must be at the 800 level.
B. Teaching and Learning: (9 Hours)
9 hours advanced and doctoral level course work involving instruction.
Required Course (3 hours):
Recommended Courses (6 hours):
Required Course (3 hours):
Diversity in Education Curriculum (3 hours):
Foundations or Curriculum Course (3 hours)
- One additional general education foundations or curriculum course
4. Research (12 hours in educational research to include):
6. Cognate (9 hours):
A minimum of 9 hours must be in one area outside the Department of Instruction and Teacher Education.
7. Dissertation (12 Hours):
8. Electives (15 Hours):
A minimum of 15 hours in advanced graduate work.
9. Language Research Tool Requirement:
The candidate must have a reading knowledge of one foreign language or an approved alternative selected from the Department of Instruction and Teacher Education language/research tool options.
Demonstrate competency in a foreign language or in an alternative language for the visually or hearing impaired by completion of one of the following courses with a grade of B or better:
Substitute courses from other accredited institutions may be acceptable in place of EDEX 682 and EDEX 687 .
Demonstrate competency in a computer language or software package with potential for research applications by one of the following: 1) enroll in and pass EDET 603 - Design and Development Tools I with a grade of B or better, 2) enroll in and pass both EDRM 710 and EDRM 711 , Educational Statistics I and II, with grades of B or better, 3) submit artifacts at a time of comprehensive examination that demonstrate the ability to use a software package approved by the advisor for qualitative research; faculty in the program area will evaluate the artifacts using a departmental rubric, or 4) Demonstrate competency in a computer-related area of study outside of the College of Education by completion of one of the following courses or sets of courses with a grade of B or better (please check the bulletin section for the College of Engineering and Information Technology for prerequisites):
With the flexibility that exists within Pedagogical Content (9 hours), Cognate (9 hours), and Electives (15 hours) students may choose to take courses in specific disciplines (mathematics, science, language arts, and social studies within and outside of the College of Education. For example, a student may prepare to be a teacher educator in science by taking graduate level science courses (in the College of Arts and Sciences) to meet the needs of cognate and electives and taking pedagogical content courses that focus on science methods (early childhood, elementary, and middle/secondary courses). On the other hand, a student may want to specialize in particular grade level teacher preparation, for example, middle level. That program of study would include various discipline combinations and methods courses that are appropriate for preparing teachers of students in grades 6-8. Psychology and foundation courses that focus on cognition, learning theories, and child development of preteens would become part of the program of study. Internships in Teaching and Research would also reflect that grade level preference.
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