DOCTORAL STUDIES IN EDUCATION
PH.D. IN EDUCATION
Prospective Students: Program Overview
The primary purpose of the Ph.D. program in Education at Virginia Commonwealth University is to prepare individuals as scholars of practice in a variety of educational arenas, including school administration, curriculum and instruction, special education and disabilities, private and public organizations and agencies, and research and evaluation. The program provides opportunities to build on one’s life experiences and interests through the advanced study of important ideas and practices and through the conduct and application of research.
The Ph.D. program in Education at Virginia Commonwealth University offers specializations in five different concentrations:
- Educational Leadership
- Instructional Leadership
- Research and Evaluation
- Special Education and Disability Policy
- Urban Services Leadership (either Adult Learning or Community Health Promotion)
Another concentration, Educational Psychology will begin accepting students into that concentration beginning with the Fall, 2009 semester. Graduates of the program have gone on to become university and community college professors, directors of educational initiatives in the state and federal government, school principals, directors of research and evaluation programs, private consultants, health care professionals, and directors of social service agencies and faith based organizations.
The curriculum of the program includes five components (and the minimum credits required in each):
- Foundations (6 credits)
- Research (12 credits)
- Concentration (18 credits)
- Externship (3 credits)
- Dissertation (9 credits)
In addition, students complete co-curricular activities which provide an opportunity for students to work with faculty in research, teaching, policy, and/or service activities. A minimum of three activities will be required of all doctoral students, determined in consultation with his/her advisor. (See table 1). Specific information about the specific requirements by track can be found by contacting the track coordinator or in the section on program requirements for current students.
The Ph.D. program in Education provides a knowledge base as well as research skills that allow students to incorporate their background and experiences into new learning. Entering students have a mean age of 38.2 years and almost all have achieved a recognized degree of success in their chosen career. The program provides opportunities to build on life experiences through course work, co-curricular activities with faculty mentors, an externship, and a dissertation. Students learn from and interact with faculty and other experienced professionals in the School of Education and in other departments across the University, as together they confront shared problems and experiences.
In the end, the program seeks to develop scholars who through systematic, informed deliberation with their colleagues and the broader community are able to grow professionally, prepared to conduct research, propose solutions and make decisions on real problems in areas related to their career.
Since its beginning in the early 1980s, over 275 graduates have gone on to careers in university teaching and research, public school teaching and administration, government agencies, private business and consulting. These individuals are highly respected leaders in their fields of study and have often recommended other individuals to this program to follow in their footsteps.
TABLE 1. COMPONENTS OF THE REVISED PH.D. IN EDUCATION PROGRAM
| Program Component | Minimum No. of Hours |
|---|---|
1. FOUNDATIONS
|
6 3 3 |
2. RESEARCH
|
12 3 3 3 3 |
3. CONCENTRATION
|
18 18 0 |
4. EXTERNSHIP
EDUS 700 |
3
3 |
5. DISSERTATION
|
9 3 6 |
Total Minimum Post-Masters Hours |
48 |
PROGRAM CONCENTRATION/TRACKS
The Ph.D. in Education Program is an umbrella program that provides opportunities to study the field of education broadly through core courses and experiences as well as more focused through study in one of the five concentrations or tracks (Educational Leadership, Instructional Leadership, Research and Evaluation, Special Education and Disability Policy, and Urban Services Leadership (either Adult Learning or Community Health Promotions). It is anticipated that a new concentration, Educational Psychology, will begin accepting students for Fall, 2010. Descriptions of these concentrations follow. Students are encouraged to learn more information about the track by contacting the Program coordinators directly. Table 2 provides information about the Track Coordinators and their contact information.
a) Educational Leadership Track. Designed primarily for line administrative personnel in urban school units, emphasis is placed on providing leadership training for superintendents, building principals, and assistant principals. This concentration requires students to take courses in such areas as school business administration, development and analysis of educational policy, advanced educational law, and supervision of instruction.
b) Instructional Leadership Track. Designed primarily for staff administrative personnel in urban school units, emphasis is placed on providing leadership training for curriculum specialty coordinators and elementary, secondary, and post-secondary school department heads and supervisors. This concentration requires students to take courses in areas such as educational staff development, instructional theories and strategies, and instructional models.
c) Research and Evaluation Track. Designed primarily for individuals with responsibility for conducting research and evaluation projects in and for agencies and educational organizations. Emphasis is placed on developing proficiency in both quantitative and qualitative methods of inquiry, providing students with a breadth of methods to study varied educational and social research questions. Students may select a concentration in either research or evaluation.
d) Special Education and Disability Policy Leadership Track. Designed primarily for individuals in leadership positions in the field of special education, emphasis is on developing in-depth knowledge about topics as they pertain to personnel development, research, issues and topics in special education.
e) Urban Services Leadership Track. Designed primarily for persons employed in leadership positions in the urban community requiring less traditionally delineated academic preparation, emphasis in this track is placed on providing leadership training for administrators of community agencies and community organizations. There are two different sub-tracks under this track: Adult Learning and Community Health Promotion. The Ph.D. in Education will no longer accept students into the Urban Services track who are planning to design an individualized program of study.
f) Educational Psychology. Designed for research-oriented doctoral students who want to study the success of students in educational environments. Doctoral students will integrate theory and research in the areas of developmental psychology, cognition, social psychology and motivation, assessment, exceptional learners, and diversity to better study learning in schools or school-like settings. Graduates are well prepared to teach in educational psychology and related programs at the university level; as well as take leadership positions in state and local research and policy environments.
TABLE 2. CONCENTRATION/TRACK COORDINATORS
| Concentration | Coordinator |
|---|---|
| Educational Leadership | Dr. Jonathan Becker |
| Instructional Leadership | Dr. Doris White |
| Research and Evaluation | Dr. James McMillan jmcmillan@vcu.edu (804) 827-2620 |
| Special Education and Disability Policy | Dr. Maureen Conroy |
Urban Services
a) Urban Services/Adult Learning
b) Urban Services/ Community Health Promotions |
Dr. Michael Davis |
| Educational Psychology | Dr. Kathleen Cauley kmcauley@vcu.edu (804) 827-2633 |
doctoral studies
Current 48-credit-hour program handbook
Original 60-credit-hour program handbook