Mar 28, 2024  
2013-2014 Graduate Catalog 
    
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Doctor of Philosophy - Curriculum & Instruction


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Plan Description


This course of study is for professional educators who desire to extend and advance knowledge in the theory and practice of education as university researchers. The completion of this degree will particularly enable individuals to become skilled researchers as members of university faculties.

Upon completion of the program, graduates will:

  1. Have an understanding of the theoretical and historical foundations of education.
  2. Demonstrate knowledge and synthesis of major research in teaching and schooling.
  3. Demonstrate knowledge and research application in the area of emphasis: cultural and international studies in education, instructional technology, literacy, mathematics education, science education, teacher education, and teaching English as a second language (TESL).
  4. Demonstrate college-level teaching experience.
  5. Understand and apply the major tenets of research design and analysis spanning quantitative and qualitative methods. Begin to disseminate findings in refereed journals.
  6. Demonstrate the ability to successfully design, defend, and complete an extended educational study resulting in a defensible dissertation.

Areas of research emphasis include:

Career & Technical and Postsecondary Education
The Doctor of Philosophy (Ph.D.) in Curriculum and Instruction with a Concentration in Career & Technical and Postsecondary Education (CTPE) is a research and professional leadership degree. It is designed to develop future leaders/educators who will make well-informed, theory-based, research supported, and data driven decisions related to planning, organizing, delivering and evaluating the many components and systems connecting education, work, and economic development. Program graduates typically seek research and teaching faculty positions in universities; administrative and policy positions in local, state and national education and other governmental agencies; instructional/curricular leadership positions within school districts; leadership and teaching positions in secondary, community and technical colleges, and training positions in a variety of adult education and training environments. Graduates will be prepared to assume leadership positions in Southern Nevada and throughout Nevada and the Nation.

Cultural Studies, International Education, and Multicultural Education
Cultural Studies is a highly interdisciplinary field, drawing on philosophy, literature, the arts, sociology, psychology, political science, technology, and media. Cultural Studies connects those scholars interested in examining and challenging relationships of power, culture, and knowledge. International Education is an umbrella term encompassing comparative education, transnational education, and pan-global indigenous studies. Included in these studies are a series of large-scale, cross-national comparisons in student achievement, teaching practice, curriculum, and educational policy. Multicultural Education is an instructional and pedagogical paradigm that integrates the history, cultural traditions, social norms, life experiences, and learned contributions that members of non-dominant groups have made to all aspects of local and global society, especially those aspects that are typically codified in PK-12 and higher education courses of study in the United States.

Educational Technology
The goal of our program is to enable students to become university faculty, researchers, instructional designers, and leaders in the growing field of educational technology. The focus of the program is on content, pedagogy, technology, and a wide range of associated issues. Students will develop expertise in critical analysis, deconstruction, and research on educational technology. The program will prepare students for a variety of professional careers related to teaching and learning in both academic and non-academic settings, such as K-12 schools, community colleges, universities, state and federal agencies, and private organizations.

Literacy Education
Doctoral students in Literacy Education will be engaged in exploring relationships among language, literacy, culture and social justice. They will develop expertise in critical analysis and methodological approaches for conducting research on literacy teaching and learning (e.g., curriculum design; assessment; policy; new literacies; issues related to gender, race, and class; and attention to comparative, international, and cross-cultural studies in education). Students will have opportunities for clinical and field-based work in conjunction with our teacher education program, the Gayle A. Zeiter Literacy Development Center, the Southern Nevada Writing Project, and other community organizations. Through an emphasis on the integration of theory, research and practice, students will demonstrate a well-grounded understanding of the literacy content, pedagogy, technology, and issues associated with teaching and learning in literacy education.

Mathematics Education
The purpose of the Ph.D. Program in Mathematics Education is to prepare individuals for research and teacher education careers in higher education and for leadership positions in educational settings. The program is designed to develop expertise in conceptualizing, conducting and reporting research in mathematics education and to improve student knowledge about the field of mathematics education. Students choosing this area of study will find themselves challenged with the latest ideas and theories in the field. The program is consistent with other top graduate programs and is aligned with UNLV’s goals to advance the research functions of UNLV while maintaining high quality teaching.

Science Education
Doctoral students electing this Ph.D./Ed.D. area of study will be engaged in developing expertise in critical analysis, deconstruction, and research on teaching and learning science including, but not limited to: curriculum design, assessment, scientific literacy, policy, media, popular culture, issues related to race, gender, class, and attention to comparative, international, and cross-cultural studies in education. In essence, the development and offering of this Ph.D./Ed.D. emphasis is consistent with offerings at other top graduate schools of education including Penn State and The Ontario Institute for Studies in Education where these programs currently flourish. Indeed, this goal is consistent with UNLV planning documents designed to advance the research functions of UNLV while maintaining high quality teaching.

Teacher Education
The Ph.D. in Teacher Education is a separate degree program from the Ph.D. in Curriculum and Instruction with an emphasis in Teacher Education. This teacher education emphasis is one of the emphasis are in Curriculum and Instruction Ph.D. and Ed.D. programs. By completing this emphasis and their program, graduates will be able to conduct scholarly research to advance knowledge in specific areas in the field of teaching and teacher education and be well prepared for an academic or professional career position that demands a strong commitment to teaching and research in teacher education. This emphasis is designed in consistence with top doctorate programs in teacher education in research institutions, such as Michigan State University, University of Wisconsin, and University of Georgia and with UNLV strategic goals to advance its research functions while maintaining high quality teaching.

 

Learning Outcomes 

http://www.unlv.edu/degree/phd-curriculum-instruction

Plan Admission Requirements


Application for the Ph.D. in Curriculum and Instruction in the Department of Teaching and Learning is accomplished through the UNLV Graduate College online application process. Deadline for completed and submitted applications is March 1.

Specific admission criteria for the PhD in Curriculum and Instruction include:

  1. All domestic and international applicants must review and follow the Graduate College Admission and Registration Requirements. 
  2. Hold a master’s degree from an accredited program in an area closely related to the chosen field of specialization. Normally, 18 semester hours in education are required.
  3. Have a grade point average of 3.0 of higher in all graduate level coursework. *Please note that one third of the total program hours may be transferred from another accredited doctoral program.
  4. Have completed a minimum of 2 years of successful professional educational experience upon entrance to the program.
  5. Obtain three letters of recommendation from individuals who can specifically address the applicant’s potential for success in the doctoral program. These letters of recommendation will be requested and submitted through the Graduate College online application system. One of the letters must be from a university faculty member addressing your past academic success and future potential in a doctoral program.
  6. Submit one set of official transcripts from all previously attended colleges and universities as requested in the Graduate College online application. You may upload unofficial transcripts via the online application as a supplement if you have the documents in a digital computer file (e.g., PDF). Unofficial transcripts do NOT substitute for the official documents.
  7. Submit Graduate Record Examination (GRE) scores for the General Exam. The scores should be sent directly to the Doctoral Studies Office in the Department of Curriculum and Instruction. Applicants are encouraged to provide self-reported scores for the GRE in the Standardized Tests section of the Graduate College online application.
  8. Submit a Personal Statement via the Graduate College online application that addresses in detail:
    1. Emphasis area of study
    2. Reasons for pursuing a doctorate in education
    3. Expectations concerning the doctoral program
    4. Potential areas of study
    5. The name of a faculty member in the department with whom you would like to work [optional]
  9. Submit a written statement regarding when the residency requirement will be met (see the Doctoral Handbook. This statement should be uploaded via the Graduate College online application in the Supplementary Information section as an “Other Required Document.”
  10. Demonstrate oral communication skills through an interview conducted by members of the C&I graduate faculty. Out-of-state applicants must contact the Coordinator of Doctoral Studies directly to make alternate arrangements to the on-campus interview.

Subplan 1 Requirements: Career & Technical and Postsecondary Education Track


Total Credits Required: 72

Course Requirements 

Required Courses – Credits: 6

Complete two of the following courses:

CIG 761 - Theoretical Foundations of Education 

CIG 768 - Advanced Curriculum Studies 

CIG 780 - Research on Teaching and Schooling 

CTPE Required Courses – Credits: 18

Complete 18 credits from the following courses:

EDW 719 - Leadership in Workforce Education and Development 

EDW 745 - Theories of Adult Learning 

EDW 746 - History and Development of Two Year Postsecondary Institution 

EDW 747 - Workforce Education Teaching 

EDW 749R - Evaluation of Workforce Education Programs 

EDW 763 - Readings in Postsecondary Education, Workplace Learning and Performance, and Workforce Education Leadership 

EDW 765 - Fiscal Management and Administration of Workforce Programs 

Cognate Courses – Credits: 12

Complete 12 credit hours of advisor-approved cognate coursework related to the area of emphasis.

Research Courses – Credits: 9

EPY 718 - Qualitative Research Methodologies 

EPY 721 - Descriptive and Inferential Statistics: An Introduction 

CIG 790 - Doctoral Research Seminar 

Elective Research Courses – Credits: 6

Complete 6 credits of advisor-approved additional research courses.

Internship Courses – Credits: 6

Complete six credits of a combination of a research internship and/or a college teaching internship.

EDW 735 - Practicum in Workforce Education 

Dissertation – Credits: 15

CIG 799 - Dissertation 

Degree Requirements 

  1. Complete a minimum of 72 credit hours beyond the master’s degree.
  2. All coursework must be approved by the doctoral student’s advisor.
  3. Maintain an overall GPA of 3.00 or higher for all course work taken at the doctoral level;
  4. Complete the residency requirement for the degree through one of the three options available as described in the current Doctoral Studies Guide on the department Web site.
  5. Attend the Teaching and Learning Department Doctoral Colloquium held periodically throughout their years of study.
  6. In consultation with his/her advisor, a student will organize a dissertation committee of at least three departmental members. In addition, a fourth member from outside the department, known as the Graduate College Representative, must be appointed. An additional committee member may be added at the student and department’s discretion. Please see Graduate College policy for committee appointment guidelines.
  7. Pass a written comprehensive examination prior to commencing work on the dissertation proposal or dissertation (See the Doctoral Handbook for more detailed information on this process).
  8. Submit an article for publication in a national refereed journal.

Graduation Requirements 

See Plan Graduation Requirements below.

Subplan 2 Requirements: Cultural Studies, International Education, and Multicultural Education Track


Total Credits Required: 72

Course Requirements

Required Courses – Credits: 15

CIG 662 - Theory and Research Multicultural Education 

CIG 768 - Advanced Curriculum Studies 

CIG 771 - Comparative Studies in Learning, Teaching, and Curriculum 

CIG 772 - Introduction to Cultural Studies in Education 

CIG 773 - Critical Literacies/Critical Pedagogies 

Area of Emphasis Elective Courses – Credits: 12

Complete 12 credits of advisor-approved emphasis-area courses within and/or outside the department.

Cognate Courses – Credits: 9

Complete 9 credit hours of advisor-approved cognate coursework outside the department related to the area of emphasis.

Research Required Course – Credits: 3

CIG 790 - Doctoral Research Seminar 

Research Elective Courses – Credits: 12

Complete 12 credits from the following list of courses, or any 600- or 700-level advisor-approved research elective course within and/or outside the department. Students should check with relevant department to ensure they meet any admission and/or prerequisite requirements.

CIG 690 - Teachers as Action Researchers 

EPY 718 - Qualitative Research Methodologies 

EPY 719 - Advanced Qualitative Research 

EPY 720 - Research Design in Education 

EPY 721 - Descriptive and Inferential Statistics: An Introduction 

EPY 729 - Qualitative Case Study Research 

EPY 730 - Advanced Research Methods 

EPY 738 - Interpretive Analysis of Text and Discourse 

Internship Course – Credits: 6

CIG 791 - Internship in Curriculum and Instruction 

Dissertation – Credits: 15

CIG 799 - Dissertation 

Degree Requirements  

  1. Complete a minimum of 72 credit hours beyond the master’s degree.
  2. Maintain an overall GPA of 3.00 or higher for all course work taken at the doctoral level.
  3. Complete the residency requirement for the degree through one of the three options available as described in the current Doctoral Studies Guide on the department Web site.
  4. Attend the Teaching and Learning Department Doctoral Colloquium held periodically throughout their years of study.
  5. In consultation with his/her advisor, a student will organize a dissertation committee of at least three departmental members. In addition, a fourth member from outside the department, known as the Graduate College Representative, must be appointed. An additional committee member may be added at the student and department’s discretion. Please see Graduate College policy for committee appointment guidelines.
  6. Each student must satisfy a scholarly publication requirement. This requirement can be met in one of two ways: students may submit a research study to a refereed journal; or submit a proposal for refereed presentation at an annual conference of a national organization (e.g., the Association for Cultural Studies Conference, the Comparative and International Education Conference, etc.).
  7. Pass a written comprehensive examination prior to commencing work on the dissertation proposal or dissertation (See the Doctoral Handbook for more detailed information on this process).

Graduation Requirements 

See Plan Graduation Requirements below.

Subplan 3 Requirements: Educational Technology Track


Total Credits Required: 72

Course Requirements 

Required Courses – Credits: 12

CIT 770 - Advanced Seminar in Educational Technology Research 

CIT 778 - Instructional Design 

CIT 780 - Multimedia Learning Studio 

CIT 782 - Distance Education Issues and Trends 

Area of Emphasis Elective Courses – Credits: 15

Complete 15 credits of advisor-approved emphasis-area courses within and/or outside the department.

Cognate Courses – Credits: 9

Complete 9 credit hours of advisor-approved cognate coursework related to the area of emphasis.

Research Required Courses – Credits: 9

CIG 790 - Doctoral Research Seminar 

EPY 718 - Qualitative Research Methodologies 

EPY 721 - Descriptive and Inferential Statistics: An Introduction 

Research Elective Courses – Credits: 6

Complete two of the following courses:

EPY 716 - Evaluation Research Methods 

EPY 722 - Inferential Statistics and Experimental Design 

EPY 726 - Advanced Evaluation Research Methods 

EPY 730 - Advanced Research Methods 

EPY 733 - Multivariate Statistics 

Internship Course – Credits: 6

CIG 791 - Internship in Curriculum and Instruction 

Dissertation – Credits: 15

CIG 799 - Dissertation 

Degree Requirements 

  1. Complete a minimum of 72 credit hours beyond the master’s degree.
  2. Maintain an overall GPA of 3.00 or higher for all course work taken at the doctoral level.
  3. Complete the residency requirement for the degree through one of the three options available as described in the current Doctoral Studies Guide on the department Web site.
  4. Attend the Teaching and Learning Department Doctoral Colloquium held periodically throughout their years of study.
  5. In consultation with his/her advisor, a student will organize a dissertation committee of at least three departmental members. In addition, a fourth member from outside the department, known as the Graduate College Representative, must be appointed. An additional committee member may be added at the student and department’s discretion. Please see Graduate College policy for committee appointment guidelines.
  6. Pass a written comprehensive examination prior to commencing work on the dissertation proposal or dissertation (See the Doctoral Handbook for more detailed information on this process).
  7. Submit an article for publication in a national refereed journal.

Graduation Requirements 

See Plan Graduation Requirements below.

Subplan 4 Requirements: Literacy Education Track


Total Credits Required: 72

Course Requirements 

Required Courses – Credits: 12

CIG 761 - Theoretical Foundations of Education 

CIG 772 - Introduction to Cultural Studies in Education 

CIL 774 - Historical Foundations of Literacy Research and Instruction 

CIL 776 - Social and Political Issues in Literacy 

CIG 780 - Research on Teaching and Schooling 

Area of Emphasis Elective Courses – Credits: 15

Complete 15 credits from the following list of courses, or any 600- or 700-level advisor-approved courses in the English Department. Students should check with relevant department to ensure they meet any admission and/or prerequisite requirements.

CIG 773 - Critical Literacies/Critical Pedagogies 

CIL 688 - Historical Development of Literature 

CIL 747 - Literary Theories and Children’s Literature 

CIL 784 - Theory and Research in Literacy 

CIL 782 - Theory and Research in the English/Language Arts 

Cognate Courses – Credits: 9

Complete 9 credits of advisor-approved cognate coursework related to the area of emphasis.

Research Required Courses – Credits: 9

CIG 790 - Doctoral Research Seminar 

EPY 718 - Qualitative Research Methodologies 

EPY 721 - Descriptive and Inferential Statistics: An Introduction 

Research Elective Courses – Credits: 6

Complete two of the following courses, or other research courses from within the College of Education or from departments across campus.

EPY 716 - Evaluation Research Methods 

EPY 722 - Inferential Statistics and Experimental Design 

EPY 729 - Qualitative Case Study Research 

EPY 730 - Advanced Research Methods 

EPY 733 - Multivariate Statistics 

EPY 738 - Interpretive Analysis of Text and Discourse 

Internship Course – Credits: 6

Complete 6 credits of internship. This can include a combination of a research internship and/or a college teaching internship.

CIG 791 - Internship in Curriculum and Instruction 

Dissertation – Credits: 15

CIG 799 - Dissertation 

Degree Requirements  

  1. Complete a minimum of 72 credit hours beyond the master’s degree.
  2. Maintain an overall GPA of 3.00 or higher for all course work taken at the doctoral level.
  3. Complete the residency requirement for the degree through one of the three options available as described in the current Doctoral Studies Guide on the department Web site.
  4. Attend the Teaching and Learning Department Doctoral Colloquium held periodically throughout their years of study.
  5. In consultation with his/her advisor, a student will organize a dissertation committee of at least three departmental members. In addition, a fourth member from outside the department, known as the Graduate College Representative, must be appointed. An additional committee member may be added at the student and department’s discretion. Please see Graduate College policy for committee appointment guidelines.
  6. Pass a written comprehensive examination prior to commencing work on the dissertation proposal or dissertation (See the Doctoral Handbook for more detailed information on this process).
  7. Submit an article for publication in a national refereed journal.

Graduation Requirements 

See Plan Graduation Requirements below.

Subplan 5 Requirements: Mathematics Education Track


Total Credits Required: 72

Course Requirements 

Required Courses – Credits: 15

CIG 761 - Theoretical Foundations of Education 

CIG 620 - Principles of Learning Mathematics  

CIG 780 - Research on Teaching and Schooling 

CIG 783 - Theory and Research in School Mathematics 

CIG 787 - Individual Instruction in Mathematics Education 

Area of Emphasis Elective Courses – Credits: 12

Complete 12 of electives within your area of emphasis, or any 600- or 700-level advisor-approved course with a MAT, CIG, CIE, or CIS prefix. Students should check with the relevant department to ensure they meet any admission and/or prerequisite requirements.

Cognate Courses – Credits: 9

Complete 9 credit hours of advisor-approved cognate coursework relating to the area of emphasis.

Research Required Courses – Credits: 9

CIG 790 - Doctoral Research Seminar 

EPY 718 - Qualitative Research Methodologies 

EPY 721 - Descriptive and Inferential Statistics: An Introduction 

Research Elective Courses – Credits: 3

Complete one of the following courses:

EPY 716 - Evaluation Research Methods 

EPY 722 - Inferential Statistics and Experimental Design 

EPY 726 - Advanced Evaluation Research Methods 

EPY 730 - Advanced Research Methods 

EPY 733 - Multivariate Statistics 

Internship Course – Credits: 6

CIG 791 - Internship in Curriculum and Instruction 

Dissertation – Credits: 15

CIG 799 - Dissertation 

Degree Requirements  

  1. Complete a minimum of 72 credit hours beyond the master’s degree.
  2. Maintain an overall GPA of 3.00 or higher for all course work taken at the doctoral level.
  3. Complete the residency requirement for the degree through one of the three options available as described in the current Doctoral Studies Guide on the department Web site.
  4. Attend the Teaching and Learning Department Doctoral Colloquium held periodically throughout their years of study.
  5. In consultation with his/her advisor, a student will organize a dissertation committee of at least three departmental members. In addition, a fourth member from outside the department, known as the Graduate College Representative, must be appointed. An additional committee member may be added at the student and department’s discretion. Please see Graduate College policy for committee appointment guidelines.
  6. Pass a written comprehensive examination prior to commencing work on the dissertation proposal or dissertation (See the Doctoral Handbook for more detailed information on this process).
  7. Submit an article for publication in a national refereed journal.

Graduation Requirements 

See Plan Graduation Requirements below.

Subplan 6 Requirements: Science Education Track


Total Credits Required: 72

Course Requirements 

Required Courses – Credits: 12

CIG 761 - Theoretical Foundations of Education 

CIG 777 - Principles of Learning Science 

CIG 780 - Research on Teaching and Schooling 

CIG 784 - Theory and Research in School Science 

Area of Emphasis Elective Courses – Credits: 15

Complete 15 credits of electives within your area of emphasis. Courses can be selected from the following list, or any 600- or 700- level advisor-approved course with a BIOL, CHE, PHY, ENV, GEO, GEY, ENG, AST or SCI prefix. Students should check with the relevant department to ensure they meet any admission and/or prerequisite requirements.

CIG 775 - Theoretical Frameworks for Science Education 

CIG 776 - Philosophical Foundations of Science Education 

CIG 788 - Individual Instruction in Science Education 

Cognate Courses – Credits: 9

Complete 9 credit hours of advisor-approved cognate coursework relating to the area of emphasis.

Research Required Courses – Credits: 9

CIG 790 - Doctoral Research Seminar 

EPY 718 - Qualitative Research Methodologies 

EPY 721 - Descriptive and Inferential Statistics: An Introduction 

Research Elective Courses – Credits: 6

Complete two of the following courses:

EPY 716 - Evaluation Research Methods 

EPY 722 - Inferential Statistics and Experimental Design 

EPY 726 - Advanced Evaluation Research Methods 

EPY 730 - Advanced Research Methods 

EPY 733 - Multivariate Statistics 

Internship Course – Credits: 6

CIG 791 - Internship in Curriculum and Instruction 

Dissertation – Credits: 15

CIG 799 - Dissertation 

Degree Requirements 

  1. Complete a minimum of 72 credit hours beyond the master’s degree.
  2. Maintain an overall GPA of 3.00 or higher for all course work taken at the doctoral level.
  3. Complete the residency requirement for the degree through one of the three options available as described in the current Doctoral Studies Guide on the department Web site.
  4. Attend the Teaching and Learning Department Doctoral Colloquium held periodically throughout their years of study.
  5. In consultation with his/her advisor, a student will organize a dissertation committee of at least three departmental members. In addition, a fourth member from outside the department, known as the Graduate College Representative, must be appointed. An additional committee member may be added at the student and department’s discretion. Please see Graduate College policy for committee appointment guidelines.
  6. Pass a written comprehensive examination prior to commencing work on the dissertation proposal or dissertation (See the Doctoral Handbook for more detailed information on this process).
  7. Submit an article for publication in a national refereed journal.

Graduation Requirements 

See Plan Graduation Requirements below.

Subplan 7 Requirements: Teacher Education Track


Total Credits Required: 72

Course Requirements 

Required Courses – Credits: 6

Complete two of the following courses:

CIG 761 - Theoretical Foundations of Education 

CIG 768 - Advanced Curriculum Studies 

CIG 780 - Research on Teaching and Schooling 

Area of Emphasis Required Courses – Credits: 9

Complete three of the following courses:

CIG 706 - Mentoring Strategies to Improve Teaching 

CIG 760R - Inquiry into Teacher Education 

CIG 762 - Instructional Strategies and Learning to Teach in Higher Education 

CIG 763 - Teaching and Learning to Teach 

Area of Emphasis Elective Courses – Credits: 12

Complete four of the following courses, or other 700-level advisor-approved courses within and/or outside the department.

CIG 764 - Models of Teaching 

CIG 766 - Evaluation of Teaching 

CIG 767 - Human Relations for the Teacher Educator 

CIG 771 - Comparative Studies in Learning, Teaching, and Curriculum 

CIG 781 - Theories and Research in Classroom Management 

CIT 772 - Technology in Teacher Education 

Cognate Courses – Credits: 9

Complete 9 credits of advisor-approved cognate coursework within the area of emphasis.

Research Required Courses – Credits: 9

EPY 718 - Qualitative Research Methodologies 

EPY 721 - Descriptive and Inferential Statistics: An Introduction 

CIG 790 - Doctoral Research Seminar 

Research Elective Courses – Credits: 6

Complete two of the following courses:

EPY 716 - Evaluation Research Methods 

EPY 722 - Inferential Statistics and Experimental Design 

EPY 726 - Advanced Evaluation Research Methods 

EPY 730 - Advanced Research Methods 

EPY 733 - Multivariate Statistics 

Internship Course – Credits: 6

CIG 791 - Internship in Curriculum and Instruction 

Dissertation –Credits: 15

CIG 799 - Dissertation 

Degree Requirements 

  1. Complete a minimum of 72 credit hours beyond the master’s degree.
  2. All coursework must be approved by the doctoral student’s advisor.
  3. Maintain an overall GPA of 3.00 or higher for all course work taken at the doctoral level.
  4. Complete the residency requirement for the degree through one of the three options available as described in the current Doctoral Studies Guide on the department Web site.
  5. Attend the Teaching and Learning Department Doctoral Colloquium held periodically throughout their years of study.
  6. In consultation with his/her advisor, a student will organize a dissertation committee of at least three departmental members. In addition, a fourth member from outside the department, known as the Graduate College Representative, must be appointed. An additional committee member may be added at the student and department’s discretion. Please see Graduate College policy for committee appointment guidelines.
  7. Pass a written comprehensive examination prior to commencing work on the dissertation proposal or dissertation (See the Doctoral Handbook for more detailed information on this process).
  8. Submit an article for publication in a national refereed journal.

Graduation Requirements 

See Plan Graduation Requirements below.

Plan Graduation Requirements


  1. The student must submit all required forms to the Graduate College and then apply for graduation up to two semesters prior to completing his/her degree requirements.
  2. The student must submit and successfully defend his/her dissertation by the posted deadline. The defense must be advertised and is open to the public.
  3. The student must submit his/her approved, properly formatted hard-copy dissertation to the Graduate College, and submit the approved electronic version to ProQuest by the posted deadline.
  4. The student must also file a copy of the dissertation with the Teaching and Learning Department.

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