Ph.D. Education Science

The Ph.D. in Education Science program is designed for individuals seeking careers in education research and prepares individuals who will have careers in research universities, educational research labs and corporations, and research groups within education agencies. It involves a rigorous curriculum, requiring year-round full-time study. The research methods and statistics core includes a minimum of12 hours, which provides the student with a broad understanding of the field of education and core courses in research methods. Each student is required to take an additional minimum of 3-6 hours of quantitative coursework, minimum of 3-6 hours of qualitative coursework, and minimum of 3 hours of advanced coursework determined by their advisory committee.

Curriculum

Education Science Curriculum (Physical Education Strand) (PDF)

Faculty (Physical Education Strand)

Aaron Beighle

Heather Erwin

Melinda Ickes

Steve Parker

Each Education Science doctoral student is required to complete an advanced strand in Health Education or Physical Education. The Health Education and Physical Education strands require a minimum of 18 credits beyond the research methods and statistics core. The structure and content of the doctoral program are set by an advisor and committee in consultation with each student. The number of formal courses within each area of specialization may vary. It is expected that the depth of knowledge in each area of study is enhanced by independent study and research experiences, in addition to the dissertation, which are under the direction of the faculty. Each student will demonstrate their depth of knowledge by their qualifying exams. Typically, it will take from 3-5 years for the student to complete the degree requirements including the dissertation.

The Ph.D. program in Education Science uses a mentor-based admission process. Students are admitted into the program under the direct supervision of a specific faculty member. This link can occur during the application process, or the student could identify the faculty member with whom they wish to work prior to applying to the program. The ultimate decision then lies with each faculty member within a given specialization. Therefore, even though a student might qualify for the program based on the admission criteria, they might be denied admission because they do not have a faculty member willing to accept them as a student. It is our belief that this system provides the greatest benefit to the development of both the graduate student and faculty advisor.

With this system, it is advantageous for the student to initiate conversations with a potential faculty advisor well before applying to the program. We encourage students to contact potential advisors and initiate one-on-one conversations to discuss research interests and potential dissertation areas.