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Educational Studies
PhD Student Handbook
2022 - 2023
Policy changes at the University or College level supersede the information contained in this Handbook.
Please consult the UC Graduate School Handbook for university-level policies and the CECH Graduate
Policies for college-level policies. International students should consult with UC International Services.
Draft 5.09.2022
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Table of Contents
Part I: Overview and General Information .............................................................................................. 7
Section 1: Program Mission and Areas of Concentration ........................................................................ 7
Section 2: Administration and Governance .............................................................................................. 7
Section 3: Admission Requirements and Application Procedures ............................................................ 8
Criteria for Admission .......................................................................................................................... 8
Application Deadline and Procedures ................................................................................................ 10
Admission Acceptance, Deferral, and Waiting List ............................................................................ 10
Section 4: Scholarships, Assistantships, and Financial Aid ..................................................................... 11
The Graduate Incentive Award Scholarships (GIA) ............................................................................ 11
Graduate Assistantship (GA). ............................................................................................................. 11
Section 5: Mentorship and Concentrations ........................................................................................... 12
Mentor Assignment ........................................................................................................................... 12
Changing Mentors .............................................................................................................................. 12
Changing Concentrations ................................................................................................................... 12
Section 6: Degree Requirements, Core Curriculum, and Graduation Procedures ................................. 13
Degree Requirements ........................................................................................................................ 13
Advanced Standing and Transfer Credits ........................................................................................... 13
Degree Summary ............................................................................................................................... 15
Minimum Required GPA .................................................................................................................... 15
Grading Policy for Individualized Courses .......................................................................................... 15
Course Waivers and Substitutions ..................................................................................................... 16
Residency ........................................................................................................................................... 16
Annual Review ................................................................................................................................... 16
Core Curriculum ................................................................................................................................. 16
Mentorship and Committees ............................................................................................................. 18
Preliminary Coursework Planning Meeting ....................................................................................... 19
Admission to Candidacy ..................................................................................................................... 19
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Description of the Qualifying Examination ........................................................................................ 19
Outcomes from the Qualifying Examination ...................................................................................... 21
Options for the EDST PhD Qualifying Exam Written Portion ............................................................. 22
Equitable Opportunities and Accommodations ................................................................................. 25
Dissertation Committee ..................................................................................................................... 25
Maintaining Active Status .................................................................................................................. 26
Submission of Dissertation and Graduation ...................................................................................... 26
Time to Degree .................................................................................................................................. 27
Ethical Issues and Resolving Conflicts ................................................................................................ 28
Part II: Concentration Requirements and Information ........................................................................ 29
Section 1: Curriculum Studies and Teacher Education ........................................................................... 29
Required Courses ............................................................................................................................... 30
Core Faculty ....................................................................................................................................... 30
Support Faculty .................................................................................................................................. 31
Section 2: Developmental and Learning Sciences .................................................................................. 32
Required Courses ............................................................................................................................... 32
Core Faculty ....................................................................................................................................... 33
Support Faculty .................................................................................................................................. 33
Section 3: Educational and Community-Based Action Research ........................................................... 35
Required Courses ............................................................................................................................... 35
Core Faculty ....................................................................................................................................... 36
Support Faculty .................................................................................................................................. 36
Section 4: Educational Policy and Higher Education .............................................................................. 38
Career Opportunities ......................................................................................................................... 38
Required Courses ............................................................................................................................... 38
Core Faculty ....................................................................................................................................... 40
Support Faculty .................................................................................................................................. 40
Section 5: Instructional Design and Technology .................................................................................... 41
Course Requirements ........................................................................................................................ 41
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Core Faculty ....................................................................................................................................... 42
Support Faculty .................................................................................................................................. 42
Section 6: Literacy .................................................................................................................................. 44
Required Courses ............................................................................................................................... 44
Core Faculty ....................................................................................................................................... 44
Section 7: Quantitative and Mixed Methods Research Methodologies (QMRM) ................................. 46
Courses Required to Satisfy Advanced Research Methods Requirement of Core Curriculum ........... 46
QMRM Elective Courses [18 credits] ................................................................................................. 46
Core Faculty ....................................................................................................................................... 47
Section 8: Second Language Studies ...................................................................................................... 48
Required Courses (21 hours) .............................................................................................................. 48
Core Faculty ....................................................................................................................................... 49
Section 9: Special Education .................................................................................................................. 50
Required Core Courses (18 hours) ..................................................................................................... 50
Core Faculty ....................................................................................................................................... 51
Support Faculty .................................................................................................................................. 52
Part III: Graduate Certificates ............................................................................................................... 53
Section 1: Certificate in Assessment and Evaluation ............................................................................. 53
Program Goals ................................................................................................................................... 53
Curriculum ......................................................................................................................................... 53
Required Core Courses: .................................................................................................................... 53
Internship Training: ............................................................................................................................ 53
Electives: ............................................................................................................................................ 54
Program Requirements ...................................................................................................................... 54
Transfer Credits .................................................................................................................................. 54
Admissions ......................................................................................................................................... 54
Application Deadlines ........................................................................................................................ 55
Section 2: Certificate in Blended Online Learning and Teaching ........................................................... 56
Objectives .......................................................................................................................................... 56
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Curriculum ......................................................................................................................................... 57
Admissions ......................................................................................................................................... 57
Section 3: Certificate in Developmental and Learning Sciences ............................................................. 58
Required Courses (6 credit hours) ...................................................................................................... 58
Elective Courses* (9 credit hours) ...................................................................................................... 58
Admissions ......................................................................................................................................... 58
Contact Info ....................................................................................................................................... 59
Section 4: Certificate in Jewish Education ............................................................................................. 60
Course Plan ........................................................................................................................................ 60
Core Courses ...................................................................................................................................... 60
Required Methodology Course (3 credits) ......................................................................................... 60
Application Process ............................................................................................................................ 60
Contact Info ....................................................................................................................................... 61
Section 5: Certificate in Higher Education Leadership .......................................................................... 62
Admissions ......................................................................................................................................... 62
Contact Info ....................................................................................................................................... 62
Part IV: Research Centers ..................................................................................................................... 63
Section 1: Advancement and Transition Services Research Network .................................................... 63
Microteaching: Supporting New Teacher Professional Development ............................................... 63
Outcomes and Social Validity of the Transition & Access Program (TAP) .......................................... 63
ATS Communication Research Team ................................................................................................. 64
Section 2: Arlitt Center for Education, Research, & Sustainability ........................................................ 65
Section 3: Center for Action Research ................................................................................................... 66
Mission ............................................................................................................................................... 67
Vision ................................................................................................................................................. 67
Guiding Principles .............................................................................................................................. 67
Section 4: Center for Jewish Education and Culture .............................................................................. 68
Website .............................................................................................................................................. 68
Contact Info ....................................................................................................................................... 68
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Section 5: Developmental & Learning Sciences Research Center .......................................................... 69
Section 6: Literacy Research and Innovation Center (LRIC) ................................................................... 69
Section 7: Fusion Center ........................................................................................................................ 70
Inspiring Innovation through Partnerships ........................................................................................ 70
Goals .................................................................................................................................................. 70
Contact Info ....................................................................................................................................... 70
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Part I: Overview and General Information
Section 1: Program Mission and Areas of Concentration
The Doctor of Philosophy (Ph.D.) in Educational Studies encompasses the rigorous preparation of
educational researchers who have the knowledge and skills needed to design, conduct, and disseminate
high-quality scholarship, and who have a strong foundation in one or more high-demand areas of
specialization. The Ph.D. degree emphasizes the scholarly pursuit of the theoretical underpinning and
methodological advancement of educational research. Courses provide critical training in the
intellectual pursuit of advanced knowledge in educational, social, and behavioral sciences. A
distinguishing feature of the program includes research apprenticeships with faculty who have
Graduate Faculty Status in the School of Education. Through faculty mentoring, students author
and/or co-author publications and presentations at national and international conferences. The Ph.D.
degree prepares the graduate for academic and administrative positions in educational institutions and
social service agencies. Graduates of the Ph.D. program typically become university faculty members,
higher education administrators, research scientists, or assume other leadership roles. Drawing upon
multiple theoretical perspectives and research paradigms, the program represents the breadth of
knowledge that leads to deeper understanding in the following areas of concentration:
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Curriculum Studies and Teacher Education
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Developmental and Learning Sciences
•
Educational and Community-Based Action Research
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Educational Policy and Higher Education
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Instructional Design and Technology
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Literacy
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Quantitative and Mixed Methods Research Methodologies
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Second Language Studies
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Special Education
Section 2: Administration and Governance
The Educational Studies Ph.D. program is administered in the School of Education (SOE) in the College of
Education, Criminal Justice, and Human Services (CECH). It is governed by core faculty who have
Graduate Faculty Status. The program is administrated through program faculty and overseen by a
program coordinator elected by program faculty. Program functions are carried out by standing and ad-
hoc committees.
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Section 3: Admission Requirements and Application Procedures
Criteria for Admission
Minimum admission criteria for all areas of concentration are consistent; however, additional criteria
may be applied by individual concentrations. The Ph.D. program is selective, because there are limits
on the number of students a faculty member may mentor at any given time.
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Degrees. Earned Bachelor’s degree or Master’s degree in areas of concentration or closely related
area from an accredited college or university. Students with bachelor’s or master’s degrees in
unrelated areas, but with clear evidence of experiences and/or credentials appropriate to the Ph.D.
degree and a specific area of concentration may be accepted.
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Transcripts. All previous transcripts are required for admission, and applicants must follow this
submission process:
• Providing academic records during the application process. All applicants are required
to upload their unofficial transcripts during the application process. The university
defines “unofficial” transcripts as transcripts that have been in the hands of students,
are typically printed on plain paper, and do not have a college seal or registrar’s
signature. Applicants should NOT send official transcripts as part of the application
process.
• Providing academic records after admission. Once applicants have been extended an
offer of admission to the University of Cincinnati and have accepted the offer, they must
submit an official transcript showing conferral of a baccalaureate degree or higher, as
soon as possible, to the address below. The university defines “official” transcripts as
transcripts that have been received from a secure, authenticated issuing institution and
bear validation (e.g., a seal, logo, or watermark), including a date, and an appropriate
signature. Official transcripts MUST be sent forward in the original, sealed envelope.
The absolute final deadline for submission of official transcripts is one week before
start of the student’s first semester. Students will NOT be allowed to complete a full
semester without providing verification of an earned baccalaureate degree or higher.
Any discrepancy later found between student-provided unofficial transcripts and official
transcripts will be grounds for dismissal. Official transcripts should be sent to one of the
following addresses:
Regular U.S. postal mail: Delivery via parcel delivery service (FedEx, DHL,
UPS, etc.):
Graduate School Graduate School
University of Cincinnati University of Cincinnati
110 Van Wormer Hall 2614 McMicken Circle
P. O. Box 210627 110 Van Wormer Hall
Cincinnati, OH 45221-0627 Cincinnati, OH 45221-0627
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UC Alumni
Students who have received degrees from the University of Cincinnati do not need to
submit official paper copies of their UC transcripts.
Students with degrees received in China
Applicants who have received degrees in China will upload their unofficial transcripts
during the application process. The university defines “unofficial” transcripts as
transcripts that have been in the hands of students, are typically printed on plain paper,
and do not have a college seal or registrar’s signature. Unofficial transcripts do NOT
need to be verified at this stage of the application process.
After admission: Applicants who have earned a degree in China must submit an English-
version verification report from the China Academic Degrees and Graduate Education
Development Center (CDGDC) of their final transcripts and degree certificates. All
verification reports must be sent to the University of Cincinnati directly by the CDGDC to
be considered official. No other verification will be accepted. Applicants with Chinese
transcripts must contact the CDGDC after their degree is completed and request that
their degree verification report be submitted directly to the University of Cincinnati.
Students who request a verification report prior to degree conferral will be required to
submit a second report after conferral.
Verification reports can be ordered at the following websites:
Chinese: http://cqv.chinadegrees.cn/cn/
English: http://www.chinadegrees.cn/en/
Verification reports are due to the Graduate School one week prior to the start of the
student’s first semester. Failure to submit verification reports on time will result in a student
being placed in non-matriculated status and loss the student visa status. Verification reports
should be sent to one of the following addresses:
Regular U.S. postal mail: Delivery via parcel delivery service (FedEx, DHL, UPS,
etc.):
Graduate School Graduate School
University of Cincinnati University of Cincinnati
110 Van Wormer Hall 2614 McMicken Circle
P. O. Box 210627 110 Van Wormer Hall
Cincinnati, OH 45221-0627 Cincinnati, OH 45221-0627
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Minimum Grade Point Average (GPA). Successful applicants must have cumulative GPAs of 3.0 (on a
4.0 scale) from their undergraduate coursework and 3.2 (on a 4.0 scale) from previous graduate
work.
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Speakers of English as a Second Language. If applicants’ first language is not English, they must
take the Test of English as a Foreign Language (TOEFL) or another comparable test unless they have
previous degrees from higher education institutions in the United States. The recommended test
scores are: 92-93 for Internet-based TOEFL; 237 for Computer-based TOEFL; 580 Paper-based
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TOEFL; 6.5 for IELTS; and 62-63 for PTE. The test must be taken within two years prior to application
to the program.
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Letters of Recommendation. Applicants must have a minimum of three current letters of
recommendation that address their academic background, professional accomplishments, and
potential as educational researchers. Letters of recommendation should be submitted by college
or university faculty, graduate advisors, or other individuals who can address the applicant’s
academic accomplishments or potential as an educational researcher.
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Statement of Research Interests and Professional Goals. A typewritten statement about research
interests and academic and professional goals must be submitted. The statement should include
brief narratives about: a) previous research experiences, (b) academic and professional experiences;
c) immediate and long-range aspirations; and d) how the Educational Studies Ph.D. Program, and
the specific area of Concentration you have chosen, will help you to meet the goals you have
outlined. The statement must identify the area of concentration the applicant is applying to for
focused study. Applicants who are undecided about their area of concentration must submit their
application to one specific concentration but are strongly encouraged to indicate potential interest
in the other area of concentration in their goals statement.
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Curriculum Vitae. A copy of a curriculum vitae or resume that includes the applicant’s name,
address, phone number, e-mail address, colleges attended with degrees and dates, employment
history, professional experiences, any publications or conference presentations, and names of
individuals who will be sending recommendation letters.
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Interview. Applicants may be selected for participation in a face-to-face, internet, or phone
interview.
Application Deadline and Procedures
Prospective students will complete the on-line application for the EDST Ph.D. degree by December 1, at
which time they will select a concentration from among the options available. Please note that
incomplete applications will not be processed or reviewed. It is the applicant’s responsibility to
ensure that all required materials and support documents are successfully submitted. Core Faculty in
each concentration will review completed applications and require interviews at their discretion. A
minimum of two faculty affiliated with a concentration will review each application. Admission
decisions will be determined in the spring semester of each year, and new students will begin their
program of study in fall semester of the following academic year.
Admission Acceptance, Deferral, and Waiting List
Upon receiving notification of acceptance, applicants must notify the program in writing of their intent
to enroll. If applicants do not receive any notification regarding acceptance or rejection after the
expected decision date, they may contact the program at Educational Studies Program, c/o
Graduate Director, Teachers College 615.02, P.O. Box 210022, Cincinnati, Ohio 45221-0022, Tel:
(513) 556-3600.
All admissions are valid for one year following the admissions date. A deferral to another year
requires reapplication for admission. That is, if students are admitted for the fall semester, they may
request a deferral to spring semester or summer semester within one year of the admission date. If
students wish to defer admission to the following fall semester, they would be required to reapply. A
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request for deferral must be made in writing prior to the admission date and sent to the Graduate
Director at the contact information listed in the above paragraph.
Qualified, but unselected applicants will be placed on a rank-ordered waiting list. These individuals will
be informed in their decision letters of this pending status. If admitted students decide to turn down the
admission, or if a confirmation of acceptance is not received at the program office, the waiting list will
be employed in an attempt to fill the available positions.
Section 4: Scholarships, Assistantships, and Financial Aid
Full and part-time graduate students in Educational Studies may apply for financial aid after they are
admitted to the program, and they may reapply every year for a maximum of three years. Additional
support beyond the third year may be requested, and subsequently awarded, depending on availability.
Graduate students are ineligible for financial aid from University funds if they (1) have accumulated
more than the number of credit hours specified by The Graduate School, (2) have a cumulative GPA of
less than 3.0, (3) have three C grades, incomplete (I) grades, and/or no grades (N and NG), or (4) have
one or more failing F grades on their graduate transcripts.
Application forms for Graduate Incentive Award (GIA) Scholarships and Graduate Assistantships (GA)
will be sent to students after they have been officially accepted into a program. Decisions about these
two types of financial support are made at the School level. Other types of financial aid also are
available, but those decisions are made at the University level.
The Graduate Incentive Award Scholarships (GIA) are awarded based on academic merit to full- and
part-time graduate students and cover a portion of tuition (minus general and other fees) for one
academic year. No service is required. Students must reapply annually.
Graduate Assistantship (GA). A Graduate Assistantship is a work appointment for a full-time graduate
student that includes a living stipend and full tuition remission (fees are not covered). Most GA
appointments are for a period of one academic year (nine months) beginning Fall Semester and
terminating with the fulfillment of normal academic responsibilities for the Spring Semester. Students
must reapply for GA positions annually.
Applications for GIA and GA positions will be available during spring semester each year. Application
forms will be sent to all graduate students via the listserv. Applicants must confirm in writing their
acceptance of the award within 10 days of the date of the award letter. If acceptance of the award
is not confirmed within this period of time, the offer will be withdrawn unless a specified extension
has been granted by the SOE Graduate Program Director. Appointment decisions will be based on the
anticipated ability of the applicant to (1) meet the programmatic needs associated with the specified
position and (2) gain professionally as an individual from the assistantship experience.
Reappointment decisions will be based upon an evaluation of the applicant’s prior work-related
performance as a graduate assistant. Job responsibilities associated with each assistantship are
determined by the GA position supervisor and include no more than 20 hours of work-related
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activities per week each semester. The required academic load for Graduate Assistants is 12 credit
hours per semester.
University Financial Aid
More information is available at http://grad.uc.edu/prospective/funding.html
Section 5: Mentorship and Concentrations
Mentor Assignment
Upon admittance to the program, each student is assigned a Graduate Faculty Mentor based on fit of
research interests. Candidates should initiate contact with their assigned mentor as soon as possible
once the admission letter is received. During the first semester of study, the student and mentor will
meet to begin the process of planning the program of study. It is an individual student’s responsibility
to confer regularly with their mentors and ensure that the mentor has approved the student’s
coursework throughout the graduate program. In addition to a primary mentor, students will be
assigned a back-up mentor. The purpose of this assignment is to provide students with guaranteed on-
going advising in the event that a primary mentor is unavailable (e.g. on leave), retires, or leaves the
University.
During the first year of study, students should actively get to know PhD faculty members’ research and
teaching expertise and interests so as to form a Doctoral Advisory Committee.
Changing Mentors
During the course of study, a student may discover that another faculty member shares similar interests
or has expertise in the student’s intended area of research. Students may request a change of mentor
at any time. Students interested in changing mentors should (1) ask particular faculty members if they
are willing to serve as the new mentor, (2) inform the assigned mentor of the requested change, and (3)
submit a written request to the Graduate Program Director of the School of Education. In most cases a
request for a change in mentors will be honored; however, the Graduate Program Director has the right
to deny a request. If a request is denied, an explanation will be provided.
Changing Concentrations
Students who wish to switch their area of concentration must identify an advisor and back-up advisor
within the desired concentration. When the change of advisor form is filled out to change mentors, the
form should be notated to acknowledge the change of concentration. Changing concentrations will
require students to complete the required coursework of the new concentration—even if some
coursework of the original concentration has been completed—potentially increasing the overall
number of credit hours and/or time to degree.
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Section 6: Degree Requirements, Core Curriculum, and Graduation Procedures
Degree Requirements
Students pursing the Ph.D. in Educational Studies must complete a minimum of 90 semester credit
hours. Coursework should be completed within three to four years for students with relevant prior
graduate work and in five to six years for students entering the program without prior graduate work,
given a full-time schedule of 12 hours per semester.
Students who are registered with the Disabilities Services Office of the University and have special needs
related to their participation in their program of study (including identified visual impairments, hearing
impairments, physical impairments, communication disorders, and/or specific learning disabilities)
should meet with their Faculty Mentor, and course instructors, to discuss provisions and
accommodations. The PhD program faculty wants to ensure an equitable opportunity for students to
meet all requirements and expectations related to the PhD degree.
Advanced Standing and Transfer Credits
Students entering the program post-baccalaureate or with a Master’s degree may transfer up to 30
graduate credit hours for comparable courses with a B grade or above if those courses were completed
within 5 years prior to admission, excluding Core Coursework. Transfer credits must adhere to
Graduate School policy and are subject to approval by the student’s Doctoral Advisory Committee.
Graduate School policy regarding the transfer of UC course credits while students are not matriculated
into a degree program will be applied. Faculty Mentors must complete an Advanced Standing Form for
the student in order to make the transfer of hours official.
Graduate degrees at UC each have a stated number of credit hours that must be completed
satisfactorily to earn the degree. In all cases, to earn a degree at UC, at least 67% of the relevant
coursework credit must be earned while a matriculated student at UC.
Should the program choose to accept the credits, the program (not the student) will complete the
appropriate form/s—the “Internal Transfer of UC Credit” form and/or the “Graduate School
Recommendation for Advanced Standing” form for credit external to UC—and submit the form/s and
accompanying transcripts to the SoE Graduate Director’s Office. Both forms are available in the SoE
Graduate Director’s Office.
Additional general information:
• The number of credit hours transferred from a course taken at another institution into a UC
program cannot exceed the number of credit hours given for a UC course that covers equivalent
material.
• Normally, credits are not transferred if they were earned more than five years prior to the date
of the student’s application to the UC program that is considering the credit transfer without
approval by the Associate Dean or Director of the Graduate School. Advanced Standing requests
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where the credits were earned more than five years prior to the student’s admit term require
narrative justification.
Programs are permitted to award up to one third of the credits of the UC doctoral program through
advanced standing (graduate courses taken outside of UC). Note that for doctoral students the
advanced standing credit total will include any use of the ODHE allowance of up to 30 credits for a prior
master’s degree.
Any graduate course credits, including those earned from previously earned graduate or undergraduate
degrees, are eligible as advanced standing credits.
Advanced Standing can only be offered for courses (including electives) entered in e-curriculum for the
UC graduate program.
Program faculty must evaluate courses for equivalence or comparability prior to granting students
Advanced Standing credit for courses taken at another institution, meeting all the following criteria:
a) Courses taken at a recognized University or College
b) Courses taken at the graduate level
c) Requested advanced standing credits must be the lower of the following two choices:
• Credits originally earned for the course
• Credits available in the UC course listed in e-curriculum
d) For 1:1 course equivalency, one or more of the following criteria must be met when compared
to the University of Cincinnati course for which Advanced Standing credit is sought:
• Course was taken in the same field with the same title
• Course had similar topics
• Course had similar learning outcomes
• Course assignment and assessment requirements were similar
• Course readings requirements are similar
e) This evaluation process should be documented for each case in which it is applied
The one-third rule does not apply to dual degrees, sequential Master’s to doctorate programs, or other
programs with shared content that has received approval from the Graduate School.
Advanced Standing credit recommended by program faculty must first be approved by the graduate
program director and then submitted for final review by the Graduate School to assure the request
complies with the criteria above.
Transfer credit (graduate courses taken at UC). When leaving one graduate degree program to join
another at UC, all UC graduate credits taken as part of the incomplete UC degree may be eligible for
transfer to fulfill requirements in the new degree program, based on faculty evaluation of the
equivalence to courses in the new curriculum and program approval. This same policy applies when a
student in an incomplete UC graduate certificate program matriculates into a graduate degree program.
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For SoE graduate certificate programs requiring 12 hours for completion, students may bring 9 credit
hours (max) from the graduate certificate program into the SoE degree program; for SoE graduate
certificate programs requiring 15 or more hours for completion, students may bring 12 credit hours
(max) from the graduate certificate program into the SoE degree program.
When a non-matriculated student enters a graduate degree program at UC, non-matriculated UC
graduate credits are eligible to be transferred toward obtaining the new degree, if the coursework is
listed in e-curriculum as part of the degree requirements. Subject to program approval, students may
transfer up to 12 credits or one-third of the credits required to earn their UC graduate degree
(whichever is greater).
For more details about advanced standing and transfer credits, see here.
Degree Summary
• Minimum: 90 semester credit hours
• Transfer up to 30 credit hours of comparable graduate level coursework from another
degree program within UC or from another institution. (All transfer credit must be approved by
the Doctoral Advisory Committee, meet Graduate School requirements, and follow Graduate
School policy.)
Minimum Required GPA
To be eligible for graduation, the student must maintain a minimum 3.25 grade point average.
Grading Policy for Individualized Courses
Coursework for the Educational Studies PhD includes a variety of individualized courses in which
students enroll with the permission of an instructor. To register for an individualized course, a student
and supervising faculty must complete and sign the “Agreement for Independent Study” prior to the
beginning of the semester.
Students in the EDST PhD program who enroll in individualized courses will be graded on a pass/fail
basis, unless a student requests otherwise and the supervising faculty agrees. The plan for evaluation,
included in the “Agreement for Independent Study” must describe the type, amount, and quality of
work required to pass the relevant course. If a student requests a letter grade for an individualized
course, the plan for evaluation must describe the type, amount, or quality of work required to earn an A,
B, or, respectively, C in the course.
Courses that should be graded on a pass/fail basis—unless a student and instructor agree otherwise—
include the following:
• EDST 8061 Guided Research
• EDST 8071 Independent Study in Educational Studies
• EDST 9073 Dissertation Hours
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Course Waivers and Substitutions
Sometimes situations arise where a student needs to waive a required course or substitute it with
another course. In such an event, the student must seek official approval of the waiver or substitution
from the advisor. Approval must be documented on the Course Waiver / Substitution Form available
within the School of Education and Graduate School Forms file within the Graduate Faculty Teams Site.
The form must be submitted to the Graduate School through the School of Education Director of
Graduate Studies. Advisors and students are encouraged to keep a copy for their records. Course
substitutions can never account for more than 50% of the student’s curriculum.
Residency
Prior to admission to doctoral candidacy, all doctoral students shall complete a residency requirement
by enrolling in 10 graduate credit hours (12 graduate credit hours if funded by a Graduate Assistantship)
per semester for two out of three consecutive semesters of study, including Summer (i.e., residency in
Fall and Spring or residency in Spring and Summer or residency in Summer and Fall). Part-time students
are not exempt from enrollment requirements to achieve residency. All doctoral students must
complete a residency requirement prior to achieving candidacy. Full-time UC employees using their
tuition remission benefit to complete a part-time doctoral program may request a waiver of this
requirement from the Associate Dean of the Graduate School.
Annual Review
All doctoral candidates are required to complete an annual review of progress with their faculty mentor
during the spring or summer semester. A Doctoral Student Annual Review Form should be completed.
The purpose of the review is to ensure that each doctoral candidate receives feedback on progress
towards goals and degree completion.
Core Curriculum
Required Common Core Courses (36-54 credits): A core set of courses is designed to provide a
common set of experiences and is required of all students. The focus of core courses is scholarly activity
(e.g., research, writing for publication, conference presentations, and grant writing).
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Basic Research Methods (2 courses; 6 credits)
o EDST 7011 Statistical Data Analysis II (3 credits). EDST 7010 Statistical Data Analysis I
is recommended as a pre-requisite. One or more of these courses may be transferred
from previous graduate coursework (given Committee approval).
o
Doctoral Level Introduction to Research Approaches (3 credits). To be taken during the
1
st
year of study. Students may choose from EDST 8000 Paradigms of Inquiry or LSLS
9021
Frameworks for Literacy Research.
o More advanced courses may be substituted with approval of the student’s
Committee and the Ph.D. Council.
•
Professional Induction (2 required courses plus one selected from a number of options; 9 credits).
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o
EDST 9001 Professional Seminar in Educational Studies. (3 credits). To be taken in the 1
st
semester of study for students who hold a Master’s degree and in the 2
nd
year of study for
students who enter the program with bachelor’s degree. This seminar will include discussions
on general topics related to preparation for a career
as a faculty member and/or educational
researcher, including academic writing, conference presentations, and grant writing. Faculty
from all areas of concentration will serve as guest discussants to share their research agenda
and current projects. This course is required of all students and cannot be covered by a course
taken at another institution.
Research Apprenticeship (3 credits minimum, repeatable to 12 credit hours). To be taken
during the 2
nd
or 3
rd
year. A pre-dissertation research study conducted under the supervision of
the student’s doctoral mentor or designee in which students apply one or more advanced
research methods. Outcomes of this apprenticeship should be tied to a conference presentation
and/or publication. The general plan for this apprenticeship (timing and potential topic and/or
research approach) should be discussed during the Preliminary Coursework Planning Meeting
and the details should be finalized between the student and advisor at a later time, typically the
semester before enrolling in EDST 8061. Students are required to register for EDST 8061
Guided Research Experience in the appropriate section for the mentor or the comparable
course offered by their area of concentration.
o Additional options for professional induction:
• CI 9003 Theory, Ethics, and Application of Research in Teaching (3 credits)
• LSLS 9055 Writing for Publication in Education (3 credits)
• EDST 8001 Research Ethics in Education and Community Research (3 credits)
•
Advanced Research Methods (1 two-semester sequence plus 1 additional course from a different
sequence or with a different focus; 9 credits)
o Students may choose from the following 2-semester sequences:
o Action Research: EDST 8021 Action Research I and EDST 8057 Advanced Application of
Qualitative Methods
o Practitioner Action Research: EDST 7043 Practitioner Action Research I and EDST 8057
Advanced Application of Qualitative Methods
o Qualitative Methods: EDST 8051 Qualitative research Methods I and EDST 8057
Advanced Application of Qualitative Methods
o Quantitative Methods: EDST 8044 Conducting Quantitative Research and one of the
following—EDST 8014 Fundamentals of Evaluation Methods;
EDST 8033 Introduction to
Survey Research Methods
; EDST 8041 Multivariate Data Analysis; EDST 8043 Reading
Advanced Quantitative Research; EDST 8086 Experimental and Quasi-Experimental
Design; EDST 8087 Multilevel Models for Educational Research; EDST 8088 Item Response
Theory; EDST 8089 Structural Equation Modeling
o Mixed Methods: EDST 8081 Mixed Methods I and EDST 8082 Mixed Methods II
o For their additional course, students may select a course from a different sequence or take
one of the following research methods courses: EDST 7041 First-Person Action Research;
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EDST 7042 Appreciative Inquiry; EDST 7044 Action Research and Feminist Theory; EDST 7045
Community-Based Participatory Research; EDST 7047 Arts-Based Action Research; EDST
8001 Ethics in Education and Community Research; EDST 8048 Research Seminar in Oral
History; EDST 8053 Feminist Qualitative Methodologies; IDT 9100 Design Based Research
o Other course combinations may be substituted with the approval of the student’s Doctoral
Advisory Committee.
•
EDST 9073 Dissertation Guidance in Educational Studies (12 credit hours minimum to 30 credit
hours maximum) Students may not register for dissertation credit hours until they have passed the
Qualifying Examination and advanced to candidacy. Dissertation credit hours are designated
specifically for the design and completion of a dissertation.
Area of Concentration Requirements and Electives (24+ credits): Area of concentration requirements
and electives focus on specialized content that supports student interests, expands on current research
and evidence-based practices in the field, and facilitates student research. This may include courses
shared across programs, such as additional requirements for research methods and/or statistics
courses. A secondary area of concentration, which is optional, should extend students’ knowledge
base by providing coursework in an area outside of, but complimentary to, the student’s primary area of
concentration. The secondary area of concentration may include coursework in other concentrations or
outside the SOE. Mentors within areas of concentration may recommend or require additional
coursework.
• Primary Area of Concentration (18 hours minimum).
• Optional Secondary Area of Concentration (12 credits minimum). For example, a student in
Special Education may be interested in a stronger background in Qualitative Research
Methodologies or may complete the Post-Secondary Literacy Instruction Certificate.
Concentration requirements can be found in Part II of this handbook.
Mentorship and Committees
At program entry, each student will be paired with a Faculty Mentor who will serve as the initial
academic advisor and help students to assemble the Doctoral Advisory Committee that reviews and
approves students’ coursework proposals during the first year. The Candidacy Committee and the
Dissertation Committees are formed at later stages in the program. Following the policies of the
Graduate School, each of these committees must be comprised of at least 3 faculty members (tenure
track full, associate, or assistant professors). Research faculty may also serve on the committees. The
committees should include the student’s Faculty Mentor, a representative from the secondary area of
concentration, if applicable, as well other faculty members representing the student’s area(s) of
concentration and research method(s). It is recommended that each committee include one member
from outside the student’s area of concentration. Student may include up to 5 committee members, but
members with non-permanent professorial faculty lines (e.g., adjunct, educator, or visiting) or who are
outside of UC (e.g., a faculty member who is retired or teaches at another institution) require approval
in advance from the Director of the Graduate School and would serve in addition to the minimum
number of 3 qualified full-time UC faculty.
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Preliminary Coursework Planning Meeting
Before the end of their first year, students must assemble a Doctoral Advisory Committee and schedule
a Preliminary Coursework Planning Meeting to present a program plan to committee members for
their approval. The Doctoral Advisory Committee should include a minimum of three individuals and
must include the Faculty Mentor. The following composition for the two remaining members is highly
recommended:
• One faculty member from outside the concentration with expertise supportive of the student’s
interests. If the student has a secondary area of concentration, a faculty member from that area
should be included to ensure course requirements are met.
• One faculty with expertise in the student’s methodology of interest. This individual need not be
a member of the research methodologies faculty but should have clear expertise in the
identified method(s) of interest so as to advise the student regarding needed coursework and
experiences. This methodology expert may be a faculty member from within the concentration.
Students will prepare a Preliminary Coursework Proposal for this meeting, which should include (1)
general goals explaining the student’s long-range professional plans, (2) one or more areas of
concentration that the student has chosen to emphasize within the program, (3) one or more support
areas that the student may wish to pursue within or outside of Educational Studies, (4) a list of
committee members, (5) previous and proposed course work, (6) the research plan and research tools,
including discussion of the Research Apprenticeship (EDST 8061) timeline and focus, and (7) a timetable
for major doctoral events. After the Preliminary Coursework Planning Meeting, a PhD Universal Form
is completed/signed by the committee members and submitted to the office of the Graduate Program
Director in the SOE.
Admission to Candidacy
Upon successful completion of their coursework, students assemble a Candidacy Committee that will
judge the completion of candidacy requirements and plan for, write, and evaluate the Qualifying
Examination. Candidacy requirements are consistent across areas of concentration to provide a
common experience. Admission to candidacy requires: (1) completion of the residency requirement,
(2) successful completion and oral defense of a Qualifying Examination, (3) lead author submission of a
manuscript to a peer-reviewed journal or as a book chapter, and (4) lead author presentation at a
national or international conference.
The requirements for submission of a manuscript to a peer-reviewed journal or as a book chapter and a
presentation at a national or international conference may be completed any time during pre-
candidacy. Manuscripts and presentations may be single-authored or co-authored. In the case of co-
authored manuscripts or conference presentations, the student should be the lead author.
Description of the Qualifying Examination
The EDST PhD program defines the qualifying examination as: an examination in which individual
students demonstrate that they have acquired the ability (knowledge, skills, and dispositions) to
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successfully complete the dissertation. The EDST PhD qualifying examination includes four steps:
(1) qualifying exam preparation, (2) qualifying exam planning meeting, (3) written portion of the exam,
and (4) oral portion of the exam.
Step 1: Qualifying Exam Preparation
Students will submit the following documentation to their Ph.D. Candidacy Committee at least two
weeks in advance of the Qualifying Exam Planning Meeting (Step 2 below):
• A reflective statement (2-6 double-spaced pages) that revisits the student’s professional goals
and self-assesses steps taken toward achieving those goals, and also describes the student’s
authorship role(s) in both the conference presentation and manuscript submission that are
required for advancement to candidacy.
• Evidence that the student has met program requirements (coursework complete, residency
satisfied, first-author national/international conference presentation, and authored manuscript
submitted for publication).
• Indicates a preferred format for the qualifying exam and justification for that preference, which
will be discussed and possibly changed during the planning meeting to ensure the best fit for the
student’s professional purposes.
Step 2: Qualifying Exam Planning Meeting
At the qualifying exam planning meeting, students provide a brief introduction to their dissertation
interests and state their preferred option for the written portion of the exam (i.e., Scholar Position
Statements, Essay Exam, or Literature Reviews, described below). The Ph.D. Candidacy Committee
reviews the student’s documentation of completed program requirements to determine whether all
prerequisites have been met. This is an appropriate time to discuss the student’s preferred written
exam format and ideas related to the student’s key areas of interest. There are two possible outcomes:
(1) The student must complete program requirements or further clarify areas of interest and preferred
format before moving forward, or (2) the student is ready to move forward to the written exam. An
individual action plan will be put in place for students who do not successfully complete program
requirements within the timeframe established by the Candidacy Committee. Results of the meeting
and questions for the exam should be reported on the Qualifying Exam Agreement Form.
Step 3: Qualifying Exam Written Portion
There are three options for fulfilling the written portion of the EDST Ph.D. qualifying examination:
(1) Scholar Position Statements, (2) Essay Exam, or (3) Literature Reviews. Each option (described
below) asks students to demonstrate their depth of understanding of the identified content/subject
matter, theoretical, and methodological areas and readiness to take on the dissertation. The Ph.D.
Candidacy Committee, in consultation with the student, determines the exam option and sets the exam
start date and end date. The information (assigned option, assigned questions, dates) is documented on
the Qualifying Exam Agreement form and submitted to the Office of the Graduate Program Director
when the committee has finalized the questions. The Agreement is kept in the student’s file in the
Graduate Program Director’s Office; however, it is the Ph.D. Candidacy Committee’s responsibility to
monitor student progress toward completion of the qualifying exam process.
21
The writing of the qualifying exam is meant to demonstrate a student’s ability to complete independent
work. Therefore, there are restrictions on the assistance that a student may receive during the written
portion of the qualifying exam. The student is permitted to ask committee members for clarification on
the assigned questions. Requests for clarification of exam questions must represent a student-driven
conversation. Examples of student-driven requests for clarification include students asking for
verification of their interpretation of an assigned question or requesting assistance to identify a bug in a
software program. Students are NOT permitted to receive feedback on written drafts or assistance with
their writing during the exam period. This restriction means no assistance from the committee
members, the Academic Writing Center, peers, family members, or paid editors. The written document
(including any required revisions) must be the student’s own writing.
Students must submit their qualifying examination written responses by the stated due date to be
considered by the committee. Late responses will result in a failed qualifying examination. In the
unusual event of a personal crisis that significantly interferes with timely completion of the written
response, the student may request an extension from the committee. The committee will inform the
student as to whether the extension request is granted. If the committee grants an extension, then a
revised Qualifying Examination Agreement form will be submitted to the Graduate Program Director’s
Office.
The Ph.D. Candidacy Committee members are given at least two weeks to review the written responses
before the oral portion of the examination. The committee members are expected to provide a brief
summary of their initial assessment to the Advisor at least three (3) business days prior to the scheduled
date of the oral portion of the examination. This summary should indicate an overall assessment of the
quality of the written responses, highlight any particular areas of concern, and indicate whether or not
such feedback should be shared with the student prior to the oral examination.
Step 4: Qualifying Exam Oral Portion
In advance of the oral portion of the examination, the Advisor will provide the student guidance on the
format and expectations of the oral portion of the examination, and, at her or his discretion, global
feedback on the Committee’s initial assessment. Committee members will provide their feedback
(verbally and/or in writing) on the written responses to the student during, or shortly after, the oral
portion of the exam.
At the qualifying exam oral hearing, the committee has the opportunity to ask the student questions in
response to the written exam or questions related to other material covered within the doctoral
program. Examples of questions include clarification of written points, further explanation of ideas,
and/or extension of ideas to broader contexts. The oral portion of the qualifying exam typically lasts 1-
1.5 hours.
Outcomes from the Qualifying Examination
The expectations for a successful qualifying exam call for the individual students to demonstrate their
knowledge, skills, and dispositions for independent scholarly work. When reading the student’s
responses, the Ph.D. Candidacy Committee considers whether the student has a good command of the
22
relevant literature, is able to critically synthesize ideas from the literature, builds a persuasive argument
based on the ideas of other scholars, and explicitly articulates their own ideas and stance in relation to
the extant literature. The expectations also include the student completing the work independently, in
a timely fashion, and using scholarly writing conventions.
The Ph.D. Candidacy Committee determines what constitutes a successful outcome of the qualifying
examination. There are four possible outcomes of the qualifying exam.
• Pass: The committee determines that the student’s written responses demonstrate that he or
she has acquired the knowledge, skills, and dispositions needed to successfully complete the
dissertation.
• Minor revisions required: Overall the written responses are deemed acceptable, but a specific,
narrow deficiency is identified in one or more of the responses. The committee requires the
student to complete a minor revision to address the specific deficiency. The student has two
weeks to complete and submit the minor revision. A minor revision can only be offered one
time. There are two possible outcomes for the minor revision: pass or fail.
• Major revisions required: There are significant problems with one or more of the written
responses. The committee provides feedback and requires the individual student to significantly
revise their work and submit a new written response. The student has two weeks to complete
and submit the major revision. A major revision can only be offered one time. There are three
possible outcomes for the major revision: pass, minor revisions required, or fail.
• Fail: The student did not submit written responses by the required deadline (unless an
extension was granted in light of a personal crisis that significantly interfered with timely
completion) or submitted inadequate work and therefore did not successfully complete the
qualifying exam. The Ph.D. Candidacy Committee provides the student with feedback on the
knowledge, skills, and dispositions that were not sufficiently demonstrated in the exam. A
student who fails the qualifying exam will be exited from the EDST Ph.D. program. While
academic decisions cannot be grieved, students may consult the Graduate School if they want to
grieve the act of dismissal.
Options for the EDST PhD Qualifying Exam Written Portion
There are three options for fulfilling the written portion of the qualifying exam: (1) Scholar Position
Statements, (2) Essay Exam, or (3) Literature Reviews. Within each option, small parts of one response
can be used to answer parts of another response, though this approach is generally discouraged, as
unique responses are preferred.
Option #1 – Scholar Position Statements
This option requires the student to write three position statements: substantive, theoretical, and
methodological. The focus is on having the individual students describe the substantive, theoretical,
and methodological landscape of their field and provide an argument for their position within that
landscape and the implications of the position for their professional work. The student is expected to
demonstrate breadth of understanding of the field and depth of understanding about their position.
23
Exam Purpose:
• Knowledge: To demonstrate general knowledge about major movements within the
field and specific knowledge about key content/theory/methodology areas of interest
• Skills: To situate one’s work within the profession, articulate one’s own position,
demonstrate critical analysis, craft an argument, and identify salient literature
• Dispositions: To demonstrate professional awareness, self-reflection
Exam Parameters:
• Timeframe: a maximum of 10 weeks
• The individual students develop three position papers that articulate their position in
terms of content interest, theoretical stance, and methodological orientation. Each
position is defined/described, critically situated within the larger field, and examined in
terms of its implications for the scholar’s work
• Each of the three response papers is typically 15-20 double-spaced pages with about 20-
25 references
• Oral exam focuses on the individual students defending/explaining their position in the
field
Activities Before the Exam:
• The individual students actively reflect on course content, experiences, viewpoints in
the field throughout their program and considers their own positions
• Student may find it helpful to prepare a preliminary bibliography
Relationship to the Dissertation:
• Position statements would be foundational to the topics being considered for the
dissertation and foreshadow the student’s approach to the dissertation topic
Option #2 –Essay Exam
This option requires the student to write formal papers in response to three questions that apply and/or
extend key areas of interest to the student. The focus is on having the individual students synthesize
and apply bodies of literature and procedures that have been studied as part of their program. Typical
questions involve comparing/contrasting, synthesizing pieces into a whole, and critiquing
strengths/limitations/implications of research literature. Each question may have sub-questions at the
discretion of the committee, but there should not be more than three sub-questions per question.
Exam Purpose:
• Knowledge: To demonstrate expertise with specific bodies of knowledge
• Skills: To demonstrate critical analysis, ability to craft an argument, problem solving,
scholarly writing skills
• Dispositions: To demonstrate independent work, attention to detail, timeliness in
writing production
Exam Parameters:
24
• Timeframe: a maximum of 3 weeks
• Committee members prepare 3 questions that address content/theory/methodology
• Each of the three response papers is typically 10-15 double-spaced pages with about 15-
25 references
• Oral exam focuses on the student’s depth of understanding
Activities Before the Exam:
• Student identifies major topics (substantive, theoretical, and methodological) of interest
for which he/she has developed expertise and describes how they relate to potential
dissertation research
• Student may find it helpful to prepare a preliminary bibliography
• Student drafts ideas about potential questions, which may be used, adapted, or
replaced by the committee
Relationship to the Dissertation:
• Topics may be specific to the potential dissertation, but questions would be focused on
in-depth examination of those topics
Option #3 –Literature Reviews
This option requires the student to identify, examine, and synthesize new topics and bodies of literature
as an emerging scholar. The focus is on the student’s skills for working as a scholar to develop and apply
new expertise. Typical questions involve identifying major themes/perspectives,
explaining/applying/developing methodological procedures, and articulating implications of key
viewpoints expressed in the research literature. Each question may have sub-questions at the discretion
of the committee, but there should not be more than three sub-questions per question.
Exam Purpose:
• Knowledge: To demonstrate proficiency with specific topic areas
• Skills: To demonstrate ability to identify, synthesize, and engage new bodies of
literature; recognize multiple viewpoints; develop scholarly opinions; critical analysis;
scholarly writing; and advanced methodological expertise
• Dispositions: To demonstrate curiosity, intellectual engagement, openness to new ideas,
attention span, persistence, attention to detail
Exam Parameters:
• Timeframe: a maximum of 12 weeks
• Committee members write 3 questions in consultation with the student to explore and
apply content/theory/methodology areas of interest
• Each of the three response papers is typically 20-25 double-spaced pages with about 25-
35 references
• Oral exam would focus on the student’s writing process, content, and clarifying points
Activities Before the Exam:
25
• Student identifies major topics of interest for which they need to develop expertise
• Student may find it helpful to prepare a preliminary bibliography
• Student drafts ideas about potential questions, which may be used, adapted, or
replaced by the committee
Relationship to the Dissertation:
• Topics directly relevant to the potential dissertation and provide background
knowledge/skills needed to develop the dissertation proposal
Material produced for the qualifying exam, regardless of option, may be used in the dissertation.
Equitable Opportunities and Accommodations
Students who are registered with the Disabilities Services Office of the University and have special needs
related to their participation in their doctoral program (including identified visual impairments, hearing
impairments, physical impairments, communication disorders, and/or specific learning disabilities)
should meet with their Committee to discuss reasonable provisions and accommodations for the
Qualifying Examination. The PhD program faculty wants to ensure an equitable opportunity for students
to meet all requirements and expectations related to the Qualifying Examination.
The results of the qualifying exam must be indicated on the PhD Universal Form, signed by the Candidacy
Committee members, and submitted to the office of the Graduate Program Director in the SOE.
After successful completion of candidacy requirements, the student completes an Application for
Admission to Doctoral Candidacy. After students have been advanced to doctoral candidacy, they
assemble a Dissertation Committee.
Dissertation Committee
Students may register for dissertation credit hours only after they have been admitted to Candidacy. In
assembling their Dissertation Committee, candidates must select a chair from the candidate’s area of
concentration. (Exceptions to this rule may be granted by the PhD Council.) Following the policy of
the Graduate School, the Dissertation Committee must be comprised of at least 3 full-time UC faculty
members with permanent professorial rank (tenure-track full, associate, or assistant professors) and
no more than 5 faculty members, including the student’s Faculty Mentor/Chair, a representative from
the secondary area of concentration, if applicable, as well other faculty members representing the
student’s area(s) of concentration. It is recommended that each committee include one member from
outside the student’s area of concentration and a member knowledgeable in the methodological area
employed in the dissertation. The 3 required members of the Dissertation Committee must have
Graduate Faculty Status. Research faculty with Graduate Faculty Status may also serve on the
committee and chair. Other non-tenure track faculty, faculty at external institutions, or other
professional practitioners may, on a case-by-case basis and with advance approval from the Director of
the Graduate School, serve as additional committee members (beyond the 3 minimum) if their expertise
is demonstrably beneficial for the dissertation project. Students have the right to request a change in
the committee but must do so in consultation with the School of Education Director of Graduate
26
Studies.
Dissertations will be original research projects based on empirical data, sophisticated theoretical
reasoning, and/or methodological innovations. Dissertations can take on an array of formats. The most
common format is a traditional multi-chapter research study. One alternative is a three-paper
dissertation format (alternatively referred to as an article-style, journal-ready, or three-paper format),
which is composed of an introductory chapter that situates the dissertation in the literature and
relevant theory, three papers, and a concluding chapter than summarizes what was learned, limitations,
and next steps. The decision regarding format should be made between the candidate and the
dissertation committee. Some dissertations raise concerns regarding authorship and level of
dissertation advisor involvement. These should be addressed up front, using guidance listed in the
“Ethical Issues” section below.
Each student will prepare a Dissertation Proposal to be approved by the Dissertation Committee. When
the proposal has been approved, the student may begin data collection (assuming any necessary IRB
approval is in place). When a draft of the Dissertation has been judged acceptable by Dissertation
Committee members, an oral defense is scheduled for the purpose of posing questions to the student.
The student must enter the details of their defense, including time and location, into the Graduate
School website through the graduation checklist steps. The Dissertation Defense form must be signed
by committee members and submitted to the Director of Graduate Studies in the School of Education.
Dissertations require rigor and quality, and at least ¾ of the committee must approve the dissertation.
The degree is awarded after final revisions to the dissertation are accepted by the Dissertation
Committee. Upon filing an approved dissertation following the deadlines and procedures posted on the
Graduate School’s website, students will be eligible for graduation.
Maintaining Active Status
In order to maintain active status in the graduate program, the student must register for and
complete at least 1 graduate credit in any semester during every academic year. If students fail to
maintain active status, they must complete a Graduate School Petition for Reinstatement. This
request must be received in the Office of Research and Advanced Studies no later than three weeks
prior to graduation in order for the candidate to be certified for graduation in that semester.
Students who have not been enrolled in classes for more than three years are not eligible for
reinstatement and must reapply for readmission to the University. Reapplication does not change the
candidate’s original entry date. Time to degree will be calculated from the first entry date. To reapply,
the candidate must submit a completed Application for Readmission to Graduate School Form.
Submission of Dissertation and Graduation
Students must submit their final dissertation and formally apply for graduation in accordance with
established Graduate School Graduation Deadlines. Complete information can be found at Graduate
School Graduation. Students must maintain active status (i.e., enrolled for at least one credit hour)
during the year they plan to graduate and all NG, N, I, UP, SP and F grades must be removed from
degree program courses.
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Time to Degree
The average time to graduation for doctoral students who have a Masters Degree is three years of
full-time study. Students who begin the program without a Masters Degree and/or hold a full-time job
may take four to six years to complete their program of study. Students have five academic years (pre-
candidacy) to reach candidacy and the four following years (post-candidacy) to complete their
dissertation. Candidacy for the doctorate automatically terminates after this time. Requests for
extension can be petitioned by submitting a Graduate School Petition for Extension form.
NOTE: All extensions to time-to-degree must be approved by the Faculty Advisor and the Ph.D. Council.
The Faculty Mentor must submit extension requests in writing to the Ph.D. Council, including a rationale
for the extension, and then attend the Ph.D. Council meeting to discuss the request with council
members.
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Ethical Issues and Resolving Conflicts
The Educational Studies program takes the ethical practice of teaching and research seriously. The
program is committed to upholding the relevant professional codes of ethics:
• American Psychological Association Code of Ethics
• American Educational Research Association Professional Ethics
Should conflicts or issues arise with the ethical conduct of research, qualifying examination,
mentorship, authorship, or more, students are encouraged to consult their academic advisor.
Students with concerns about research and professional conduct related to graduate assistantships
are encouraged to engage with their immediate supervisors.
For guidance on academic grievances, students may consult the Graduate Student Handbook (p. 56)
for general information or the Graduate Grievance Procedures webpage for specific policy
procedures. Seeking assistance from the University Ombuds Office for procedural guidance or
possible resolutions is encouraged before initiating the formal grievance process as described by the
Graduate Student Handbook.
If a conflict of interest exists with an immediate supervisor, students may engage the next non-
conflicted level of the following hierarchy:
A. Faculty Instructor or Immediate Supervisor when relevant;
B. Academic Advisor;
C. Graduate Program Director;
D. School Director;
E. Associate Dean for Academic Affairs;
F. Ombudsman
All steps of the hierarchy may be circumvented by directly contacting the ombudsman. Resources can
also be found through the University of Cincinnati Institutional Review Board, the Office of Research,
and the Office of Research Integrity.
Consult the following resources for further guidance:
• Office of Equal Opportunity and Access
• Office of Gender, Equity, and Inclusion
• Cincinnati Ethics Center: Serving the Greater Cincinnati community
29
Part II: Concentration Requirements and Information
Section 1: Curriculum Studies and Teacher Education
Curriculum Studies and Teacher Education (CSTE) offers two pathways for developing, examining,
implementing, and assessing curriculum. Curriculum Studies employs theory and research in
curriculum as a broadly construed discipline and Teacher Education engages school curriculum issues,
especially the teaching of particular subject areas in classroom settings. This Ph.D. concentration
provides students with a general introduction to the study of curriculum, while allowing students to
specialize in either Curriculum Studies or Teacher Education in ways that are flexible for meeting their
needs.
Curriculum Studies aims to make sense of teaching and learning by inquiring into the purposes of
curriculum, questioning whose interests are served by curriculum, and considering research in
successful teaching approaches. To do so, Curriculum Studies is not narrowly technical in application;
rather, it employs a historically-informed and critical theoretical perspective. Moreover, it views
curriculum as more than just a list of content to be taught by also taking into account the sociopolitical
contexts of education, the organization of the school, and the hidden or unintended implications of
what is taught and learned in schools. Curriculum Studies is interdisciplinary in nature, bringing
together work in the foundations of education (including the history, philosophy, anthropology, and
sociology of education) and educational policy analysis.
The Teacher Education emphasis develops candidate’s knowledge of teacher development across the
life and learning span of teachers, including pre-service teacher preparation, the induction years, and
teacher professional development. Within this wide construct, individual candidates may choose to
focus on areas such as policies that impact teachers’ work; the development of teachers’ content
knowledge, attitudes, beliefs and behaviors; the role of student knowledge and learning in a content
area, or the social and political environment in which teachers work.
Our program engages rigorous theory in applied, real-life school situations so that intellectual inquiry
and professional practice are always closely in praxis. Aligned with the UC 2019 initiative, the
Curriculum Studies and Teacher Education program is transformative in nature. It is aimed at
understanding current problems in schools and employing theory and research to construct innovative
solutions that improve the learning conditions for all stakeholders. Special attention is paid to
members of school communities who have historically been marginalized by attending to issues of
difference, access, and equity.
Courses in Curriculum Studies and Teacher Education prepare students to develop and assess curricula,
examine the teaching-learning relationship, and understand and engage in research in curriculum. All
coursework decisions are made in concert between the student, the mentor, and the committee and
will be individualized depending on previous graduate course work, areas of interest, and professional
goals. Our graduates will be able to work as faculty members in higher education teaching or
administrative settings, work for community education agencies, or serve in positions where they
conduct research related to curriculum.
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Required Courses
• CI 9004 Curriculum Theory (3 hours)
• CI 9005 Policy Issues in Teaching and Learning (3 hours)
• CI 9003 Theory, Ethics, Application of Research (3 hours)
• CI 8092 Critical and Postmodern Theories on Educating for Democracy (3 hours)
• In addition to the four required courses, students in CSTE need six credit hours of additional
elective courses relevant to a student’s area of study. These electives should be chosen in
coordination with the faculty mentor and approved during the student’s preliminary planning
meeting.
Core Faculty
Christopher Atchison, Associate Professor of Geoscience Education
Ph.D., Ohio State University, Science Education
Contact: 511E Teachers College; 513-556-3613; email: [email protected]
Research Interests: Geoscience Education, access and inclusion in the geosciences for individuals with
disabilities
Teaching: Middle Grades Science Methods, Special Education Science Methods, Research Methods,
Geology
Lauren Colley, Assistant Professor of Social Studies Education
Ph.D., University of Kentucky, Education Sciences
Contact: 610J Teachers College; 513-556-3600; email: [email protected]
Research Interests: Gender and Feminism in the Social Studies; Historical Thinking; Critical Pedagogy
in Social Studies Education
Teaching: Secondary Social Studies Methods, Teaching and Learning in Diverse Classrooms
Anna DeJarnette, Associate Professor of Mathematics Education
Ph.D., University of Illinois at Urbana-Champaign, Mathematics Education
Contact: 600J Teachers College; 513-556-4547; email: [email protected]
Research interests: Students’ mathematical thinking and reasoning, group work and classroom
discourse, the use of technology for learning mathematics
Teaching: Mathematics methods, problem solving in mathematics, technology
Helen Meyer, Professor of Curriculum & Instruction
Ph.D., University of Wisconsin-Madison, Curriculum & Instruction
Contact: 600C Teachers College; 513-556-5115; email: helen.meyer@uc.edu
Research interests: qualitative methods, action research, teacher beliefs, science education, urban
education, organizational change, social justice, and democracy in education.
Teaching: science education research, science methods, introduction to academic writing, history and
philosophy of science, role of teachers in a democratic society.
Linda Plevyak, Associate Professor of Curriculum & Instruction
Ph.D., Ohio State University, Teacher Education/Environmental Education
Contact: 615W Teachers College; 513-556-5106; email: linda.plevyak@uc.edu
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Research interests: environmental education and scientific inquiry research within K-6 grades.
Teaching: science methods, environmental education, teacher effectiveness, and attitude formation.
Sarah M. Stitzlein, Professor
Ph.D., University of Illinois, Philosophy of Education
Contact: 610-F Teachers College; 513-556-2439; email: sarah.stitzlein@uc.edu
Research interests: curriculum theory, philosophy of education, educational equality, education for
democracy, politics of education.
Teaching: curriculum theory, theory and ethics of research.
Support Faculty
Victoria Carr, Professor
Excecutive Director, Arlitt Center for Education, Research, and Sustainability
Ed.D., University of Cincinnati
Contact: 2150H Edwards 1; 513-556-3805; Email: victoria.carr@uc.edu
Research interests: Play and STEM learning in natural settings; environmental psychology, teacher
effectiveness, preschool education.
Teaching: Education for Sustainability; Playscapes, Contemporary Issues in Child Study
Kathy Koenig, Associate Professor of Physics
Ph.D., University of Cincinnati, Physics Education
Contact: 417 Geo-Phys; 513-556-0507; email: kathy.[email protected]
Research interests: undergraduate science and mathematics teaching and learning with physics
emphasis, retention of STEM majors, acquisition and transfer of scientific reasoning abilities.
Teaching: Calculus-Based Physics; Algebra-Based Physics; Research in Physics Education
Mark Sulzer, Assistant Professor
Ph.D., University of Iowa, Language, Literacy, & Culture
Contact: 615E TC; (513) 556-3588; email: mark.sulze[email protected]
Research interests: Dialogic teaching, young adult literature, reader response theory, middle and
secondary English/language arts teaching methods, critical literacies, critical youth studies
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Section 2: Developmental and Learning Sciences
The Developmental and Learning Sciences (DLS) area of concentration focuses on an interdisciplinary
approach to understanding development and learning that includes theory and research from the
fields of developmental psychology, cognitive science, neuroscience, and education. Students may
choose courses in lifespan human development, cognitive development, and early childhood
education. The courses in this area of study provide graduates with a broad-based foundation for
understanding human development specific to phases of the human life span and a deeper
appreciation of the diversity and similarity of human behaviors. Course work in the Developmental
and Learning Sciences offers an overall theoretical and practical examination of age-related and
individual differences that emerge in factors affecting physical, behavioral, social-emotional, cross-
cultural, biological, cognitive, and personality development and learning. The influences of family,
community, and social environments are also examined. Examples of research opportunities for
students available through the Developmental and Learning Sciences Research Lab and the Arlitt
Center for Education, Research and Sustainability include working with faculty on projects
investigating math cognition and learning difficulties, motivation, nature play and science learning, and
preschool education.
Work in the discipline of Developmental and Learning Sciences is geared toward improving
development and learning for individuals. Graduates are prepared to assume a myriad of
responsibilities but, most commonly, work as faculty members in higher education teaching or
administrative settings, and in community service agencies, or in positions where they conduct
research related to development and learning.
All course work decisions are made in concert between the student, the mentor, and the committee
and will be individualized depending on previous graduate course work, areas of interest, and
professional goals. The list below represents the courses that are currently available in the
Developmental and Learning Sciences area of concentration.
Required Courses
• Applied Research Experience (3 credit hours required):
o EDST 6099 Applied Research in Developmental and Learning Sciences
• Developmental and Learning Sciences Core Courses (3 credit hours required, choose from
the following):
o EDST 6060 Human Learning
o EDST 8035 Introduction to Cognitive and Learning Sciences
• Human Development Courses (3 credit hours required, choose from the following):
o EDST 7030 Childhood to Adolescent Development
o EDST 7031 Human Development: Early & Middle Childhood
o EDST 7032 Human Development: Adolescence
o EDST 7034 Human Development: Lifespan
• Emphasized Developmental and Learning Sciences Courses/Seminars (at least 9 credit hours
required, choose from the followings):
o EDST 7094 Self-Concept and Achievement
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o EDST 7095 Motivation & Cognition
o EDST 8036 Brain Development, Cognition, & Learning
o EDST 8037 Cognitive Development
o EDST 9089 Seminar in Educational Studies (with DLS core faculty)
Core Faculty
Mary B. Boat, Associate Professor
Ph.D., University of Minnesota
Contact: 615B Teachers College; 513-556-3817; Email: [email protected]
Research interests: Early intervention methods and policy, social development, assessment
Teaching: Learning Strategies and Inclusive Classrooms, Young Learners in Early Childhood
Special
Education, Readings in Early Childhood Education
Rhonda Douglas Brown, Associate Professor
Ph.D., Florida Atlantic University
Contact: 2110B Edwards 1; 513-556-3622; Email: [email protected]
Research interests: Neural correlates of children's memory development and mathematics cognition
using fMRI; Math and science learning in early childhood
Teaching: Brain Development, Cognition, and Learning; Cognition and Culture; Cognitive
Development; Mathematics Cognition
Victoria Carr, Professor
Excecutive Director, Arlitt Center for Education, Research, and Sustainability
Ed.D., University of Cincinnati
Contact: 2150H Edwards 1; 513-556-3805; Email: [email protected]
Research interests: Play and STEM learning in natural settings; environmental psychology, teacher
effectiveness, preschool education
Teaching: Education for Sustainability; Playscapes, Contemporary Issues in Child Study
Tina Stanton, Professor
Ph.D., Vanderbilt University
Contact: 2150X Edwards 1; 513-556-1678; Email: tina.stanton-[email protected]
Research interests: Social communication interventions; peer relationships within the early childhood
classroom and on a playground setting; coaching of teachers; interventions targeting young children
with disabilities; behavioral observation; single subject research design.
Teaching: Inclusion of young children with disabilities; assessment with young children
Support Faculty
D. Michael Malone, Professor
Ph.D., University of Georgia
Contact: 2150U Edwards 1; 513-556-3833; Email: [email protected]
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Research interests: Children’s play, observational methodology, early intervention, personnel
preparation.
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Section 3: Educational and Community-Based Action Research
The Educational and Community-Based Action Research (ECAR) area of concentration reflects the
interdisciplinary, community-engaged, and problem-focused nature of action research with a mission
to “promote social justice and strengthen communities, locally and globally, by advancing research,
education, and action through participatory and reflective practices.”₁ The ECAR area of concentration
in association with the Action Research Center is recognized internationally for its contributions
to the theory and practice of action research in a variety of education, health, community services,
and organizational settings. Students interested in the ECAR area of concentration can focus on
practitioner inquiry in educational and organizational settings or community-based action research and
are encouraged to take courses that reflect the broad interdisciplinary nature of action research.
Courses focus on integrating theory and practice and on building strong collaborative relationships
among students, interdisciplinary faculty and with our partners in the community.
Required Courses
Students in the ECAR concentration take research methods (described in the Core Curriculum in
section I) specific to action research:
• EDST 7043 Practitioner Action Research I (3 credits)
• EDST Action Research I (3 credits)
• Choose EDST 7053 Practitioner Action Research II or EDST 8022 Action Research II (3 credits)
• One research methods course that differs from the Action Research sequence (3 credits)
In addition to the advanced research methods required by the core curriculum, students in ECAR have
24 credit hours of coursework:
• EDST 7045 Community-Based Action Research (3 credits)
• Theory—Choose one of the following or other with permission of your advisor:
o EDST 7040 Relational Context of Teaching and Learning (3 credits) or
o EDST 7046 Critical Pedagogy (3 credits)
• Ethics—Choose one of the following or other with permission of your advisor:
o EDST 8001 Ethics in Education and Community Research (3 credits) or
o CI 9003 Theory, Ethics, and Applications of Research (3 credits)
• ECAR electives (15 credits)
o EDST 7040 Relational Context of Teaching and Learning
o EDST 7041 First-person Action Research
o EDST 7042 Appreciative Inquiry
o EDST 7044 Action Research and Feminist Theory
o EDST 7045 Community-Based Participatory Research
o EDST 7046 Critical Pedagogy
o EDST 7047 Arts-based Action Research
o EDST 7093 Learning, Working, and Thriving in Groups
o EDST 8001 Ethics in Education and Community Research
o EDST 8014 Fundamentals of Evaluation Methods
o EDST 8053 Feminist Qualitative Methodologies
o BE 8093 Participatory Methods for Community-Engaged Research
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Core Faculty
Miriam Raider-Roth, Professor
Ed.D., Harvard Graduate School of Education
Contact: 638-G Teachers College; (513) 556-3808; Email: miriam.raider-[email protected]
Webpage: http://www.cech.uc.edu/education/employees/raidermm/
Research Interests: Relational context of teaching and learning, practitioner inquiry, teacher
professional development, feminist qualitative methodologies.
Teaching: Practitioner Action Research; Relational Context of Teaching and Learning; Feminist
Qualitative Methodology
Lisa M. Vaughn, Professor
Ph.D., Social Psychology, University of Cincinnati
Contact: Kasota Building (CCHMC); 638-H Teachers College; (513) 636-9424; Email:
Research Interests: Community-based participatory action research, health and educational outcomes
particularly for immigrant and minority children/families, community-academic partnerships, youth
participatory action research, sociocultural foundations of health and well-being
Teaching: Action Research; Community-based participatory action research; Learning, Working, and
Thriving in Groups; Action Science
Support Faculty
Vicki L. Plano Clark, Associate Professor
Ph.D., University of Nebraska – Lincoln, Quantitative and Qualitative Methods of Education
Contact: 638-N Teachers-Dyer; 513-556-2610; Email: vicki.plan[email protected]
Research interests: Mixed methods research designs, mixed methods procedural issues, adoption of
mixed methods research across disciplines, application of interpretive qualitative approaches in mixed
methods research, qualitative research designs
Teaching: Mixed Methods Research Sequence, Advanced Mixed Methods Topics, Paradigms of Inquiry
Steve Kroeger, Associate Professor
Ed.D., University of Cincinnati
Contact: 600C Teachers College; (513) 556-2729; Email: [email protected]
Research interests: Action Research and the development of personal narrative about race,
understanding cultural conflict, and learning to teach in context; Exploration of educational contexts in
the Middle East such as the Palestinian West Bank. Other areas of concentration include behavior
disorders and learning disabilities in middle grades.
Teaching: Content literacy; Student Teaching Seminar; Co-Teaching MDL Methodology; Critical
Pedagogy
Helen Meyer, Associate Professor of Curriculum & Instruction
Ph.D., University of Wisconsin-Madison, Curriculum & Instruction
Contact: 511A Teachers College; (513) 556-5115; email: [email protected]
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Research interests: qualitative methods, action research, teacher beliefs, science education, urban
education, organizational change, social justice, and democracy in education
Teaching: science education research, science methods, introduction to academic writing, history and
philosophy of science, role of teachers in a democratic society
Susan Watts Taffe, Associate Professor
Ph.D., State University of New York at Buffalo, Reading Education
Contact: 615J Teachers College; (513) 556-2534; [email protected]
Research and teaching interests: Vocabulary teaching and learning; teacher professional
development; community-based research
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Section 4: Educational Policy and Higher Education
The Educational Policy & Higher Education (EPHE) concentration within the Educational Studies (EDST)
PhD program is a platform for students seeking advanced degrees to work within both education and
policy settings within the PK-20 spectrum. While each student’s course of study is highly
individualized, most typically fall into one or more of the following areas:
• P-12 policy and administration
• Higher education leadership and policy
• Education policy analysis and governance
Our mission is to develop graduates who have a thorough grounding in current policy and research
relevant to PK-20 education. One of the many benefits of pursuing doctoral study at the University of
Cincinnati is conducting applied research in an urban environment, while also taking advantage of the
many opportunities at one the nation’s leading public research universities.
Career Opportunities
Expertise will be developed through coursework, mentored experiences, and original research.
Through a combination of required courses and electives, doctoral students, together with their
advisor, design a program of study uniquely fitted to their individual interests, expertise, and
professional goals.
Students can tailor their course of study that best serves their professional aspirations. Examples of
career areas include:
• Faculty and researchers in K-12 education, higher education, and/or policy-oriented programs
• Scholar-practitioners in higher education administration
• Statewide coordinating boards and agencies
• K-12 school district administrators
• University systems
• Foundations and associations
Required Courses
EPHE Policy Core (12 credits)
The Policy Core is comprised of policy-focused courses our faculty believe everyone should take to
earn a PhD in EPHE (substitutions allowed as approved by your advisor):
• CI 9005 Policy Issues in Teaching & Learning (3 credits)
• EDLD 8016 Educational Policy Analysis (3 credits)
• Other policy electives (3 credits) with advisor approval (NOTE: We strongly recommend you
select a law or finance course)
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Electives (15-18 credits)
1
EPHE elective courses are selected in concert with an advisor and committee to allow students to
specialize in their planned area of expertise. Pre-approved courses include the following, but additional
courses within the SOE and outside can be included with advisor approval:
K-12 focus
• EDLD 8037 School & Community Partnerships
• CI 7004 The Role of Teachers in a Democratic Society
• CI 9004 Curriculum Theory
• CI 9006 Teacher Education & Professional Development
• Students interested in adding principal license may be able to apply up to 6 credits, including:
o EDLD 7035 Educational Leadership Theory
o EDLD 8034 School Finance
o EDLD 8035 School Law
o EDLD 8036 Curriculum Development & Data Analysis
o EDLD 8038 Instructional Supervision
Higher Ed focus
• EDLD 8061 Finance in Higher Education
• EDLD 8063 Organization & Administration in Higher Education
• EDLD 8064 Legal Issues & Law in Higher Education
• EDLD 8065 Governance & Policymaking in Higher Education
• EDLD 8062 Educational Equity and Diversity in Higher Education
• EDST 6060 Human Learning
General Policy focus
• EDLD 7038 Leadership for Social Justice
• EDST 7001 Politics of Education
• EDST 7021 Philosophy of Education
• EDST 8014 Program Evaluation
• CI 8003 Critical Race Theory in Education
• CI 8092 Critical & Post-Modern Theories on Democratic Education
• CI 9003 Theory, Ethics, and Applications of Research in Teaching
1
Students without advanced standing transfer credit from a related master’s program will have to supplement
their course of study with additional credits, to be selected in concert with an advisor.
40
Core Faculty
Amy Farley, Assistant Professor
Ph.D., University of Colorado Boulder: Educational Foundations, Policy, & Practice and Research &
Evaluation Methodology
Contact: 610K Teachers; 513-556-5111; Email: [email protected]
Research interests: Education policy and reform; educator effectiveness; equal educational
opportunity; democratic theories of education; quantitative methods; survey design/measurement
Teaching: Educational leadership; educational policy; social justice in education
Everrett A. Smith, Assistant Professor
Ph.D., University of Arkansas, Higher Education
Contact: 610P Teachers College; 513-556-8028; Email: [email protected]u
Research interests: Higher education finance and fundraising, governance and policy in
postsecondary education, college student success
Teaching: Higher education governance and finance, higher education administration and policy,
community colleges
Antar Tichavakunda, Assistant Professor
Ph.D., University of Southern California, Urban Education Policy
Contact: 610G Teachers College, 513-556-2006; Email: [email protected]
Research interests: Sociology of race and higher education, equity and higher education, college
access, race relations in higher education
Teaching: Diversity in higher education, qualitative inquiry, critical race theory
Support Faculty
Mitchel D. Livingston, Professor Emeritus
Ph.D., Michigan State University, Higher Education
Contact: 610M Teachers College; Email: mitchel.livin[email protected] mailto: steve.kro[email protected]
Sarah M. Stitzlein, Professor
Ph.D., University of Illinois, Philosophy of Education
Contact: 610-F Teachers College; 513-556-2439; email: sarah.stitzlein@uc.edu
Research interests: curriculum theory, philosophy of education, educational equality, education for
democracy, politics of education.
Teaching: curriculum theory, theory and ethics of research.
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Section 5: Instructional Design and Technology
The Educational Studies doctoral program offers a concentration in Instructional Design and
Technology (IDT). The objective of this concentration is to prepare researchers and practitioners for
leadership roles in the design, evaluation, and use of media and technology for education. Put simply,
IDT professionals are experts in using media and technology to help people learn.
IDT students learn how to design and research instructional technology for a variety of content areas,
learners, and settings. For example, graduates of the IDT concentration could apply the knowledge and
skills gained in the Ph.D. program in settings such as higher education institutions, corporate training
centers, health institutions, museums, non-profit research organizations, and educational media
production companies. Within these work environments, graduates may work as administrators,
directors, faculty members, researchers, designers, or evaluators.
The central focus of this concentration is the study of underlying learning theories and their
implications for the design and application of educational media and new technologies. Students study
what is known about how people learn in order to more effectively design and assess technology-rich
learning environments. Students in the program learn from experts in the field and also have the
option to complete an internship wherein they conduct research or assessment within a real-world
setting. Students are prepared to conduct research and development with a variety of new media and
technology to support learning such as social media, gaming and simulations, interactive videos, and
other computer tools.
This area of concentration provides opportunities for graduate students to specialize in the study of
research methodologies, theories, and issues surrounding the use of instructional technology. This is
accomplished through the delivery of relevant coursework and carefully guided dissertation study. A
distinguishing feature of the program includes research apprenticeships with faculty who have
Graduate Faculty Status in the School of Education. Through faculty mentoring, students author
and/or co-author publications and presentations at national and international conferences.
Course Requirements
• Doctoral Advanced Courses (6 credit hours required - complete all):
o IDT 9000 Seminar in Instructional Technology
o IDT 9100 Design Based Research
• Additional IDT Core Courses (6 credit hours required - complete all):
o IDT 8010 Instructional Design
o IDT 8020 Learning Sciences and Technology
• IDT Specialization Courses (at least 12 credits):
o IDT 7070 Conducting User Experience Focus Groups
o IDT 7080 Creating Digital Professional Portfolios
o IDT 7085 User Experience Questionnaires
o IDT 7090 Conducting Usability Evaluations
o IDT 7095 Trends & Issues in Learning Technology Evaluation
o IDT 7100 Assessing Learning in Blended Environments
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o IDT 7110 Universal Design for Learning in Blended and Online Contexts
o IDT 7120 Tools for Online Learning Creation and Assessment
o IDT 7130 Applications and Issues of Teaching with Technology
o IDT 7150 Educational Game Design
o IDT 7160 Multimedia Studio
o IDT 7170 Mobile Learning
o IDT 8030 Design of Blended and Online Learning Environments
Core Faculty
Gi Woong Choi, Assistant Professor
Ph.D., Pennsylvania State University
Contact: 615K Teachers College; 513-556-1031; Email: [email protected]
Research Interests: AI in Education, mobile learning, game-based learning, informal learning, problem-
solving, makerspaces, educational affordances of technologies, etc.
Teaching: Educational game design, learning sciences and technology, creating digital portfolios,
usability evaluations, etc.
Kay Seo, Professor
Ph.D., Utah State University
Contact: 600K Teachers College; 513-556-2531; Email: [email protected]
Research interests: Interactive learning with social media, Social cognitive development in virtual
worlds, Digital safety and internet regulability
Teaching: Seminar in Instructional Technology, Instructional Design, Design of Blended and Online
Learning Environments, Multimedia Studio, Educational Technology
Janet Zydney, Associate Professor
Ph.D., New York University
Contact: 600 N Teachers College; 513-556-9138; Email: [email protected]
Research interests: Technology-based scaffolding to promote inquiry, critical thinking and problem
solving in online and multimedia environments
Teaching: Design Based Research, Learning Sciences and Technology, Applications and Issues of
Technology in the Classroom, Universal Design for Learning in Blended and Online Contexts,
Educational Technology, Fundamentals of Learning Analystics, Conducting User Experience Focus
Groups
Support Faculty
Anna DeJarnette, Associate Professor
Ph.D., University of Illinois at Urbana-Champaign
Contact: 511H Teachers College; 513-556-4547; Email: [email protected]
Research interests: Students’ mathematical thinking through the use of technology, group work and
classroom discourse
Teaching: Mathematics methods, problem solving in mathematics, technology
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Karen Lankisch, Professor, Clermont: Business, Law and Technology and Adjunct Assistant
Professor CECH
Ph.D., Capella University
Contact: Clermont College, 285 West Woods Academic Building; 513-732-5250; Email:
Research interests: Emerging technology, Constructivist approach to integration of technology in
classroom, Design of online learning environments, Alternative assessment in online learning
environment
Teaching: Applied Technology in the Classroom, Educational Technology, Education Technology Issues,
Computer Tools Design for Teachers
Hazem Said, Associate Professor, Information Technology
Ph.D., University of Cincinnati
Contact: 250C Teachers College; 513-556-4874; Email: [email protected]
Research interests: Mobile application development, Social networks platforms, Applying technology
and problem solving to learning Information Technology, Curriculum Development
Teaching: Mobile development environments; Computer Programming; Enterprise Application
Development; Open Source Web Development; Social network platforms; Systems Analysis & Design
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Section 6: Literacy
The purpose and mission of the Concentration in Literacy is to prepare literacy professionals who
will hold research and literacy education positions in universities across the country as well as for
roles in local, regional, state, or national educational agencies and corporations. The program of study
engages doctoral students in a theoretical and research-based examination of the cognitive, linguistic,
social, cultural, political, and economic factors that impact literacy teaching and learning at all levels of
development, from early childhood through adult, and emphasizes social opportunity and educational
access for all learners.
The Concentration in Literacy is designed to provide doctoral students with the knowledge and skills
essential for reading and interpreting scholarship in the field, as well as conceptualizing, designing,
implementing, and disseminating original research. To that end, students engage in a variety of
mentored and guided experiences that integrate theory, research, and practice. The program faculty
expects doctoral candidates to provide leadership locally as well as contribute to a national research
community. The Concentration in Literacy also offers doctoral students the opportunity to engage in
mentored and guided university teaching experiences.
Through a combination of required courses and electives, doctoral students, together with their mentors,
design a program of study uniquely fitted to their individual interests, expertise, and professional goals.
The degree program requires a minimum of 90 semester credit hours, as described below. At least one
year of the program of study must be completed through full time study.
Required Courses
The Literacy concentration requires 24 hours of coursework beyond the core curriculum:
• LSLS 9021 Frameworks for Literacy Research (3 credits)
• LSLS 9046 Advanced Seminar in Literacy I (3 credits)
• LSLS 9047 Advanced Seminar in Literacy II (3 credits)
• LSLS 9055 Writing for Publication in Education (3 credits)
• LSLS Electives (6 credits)
• Two Electives (6 credits)
Core Faculty
Allison Breit-Smith, Associate Professor
Ph.D., University of Cincinnati, Speech-Language Pathology
Contact: 260B Teachers College; (513) 556-7119; Email: [email protected]
Research and teaching interests: Early language and emergent literacy acquisition in children with
disabilities (e.g., autism, specific language impairment); effects of parent and teacher-implemented
literacy interventions; pragmatic language
Ying Guo, Associate Professor
Ph.D., Florida State University, Educational Psychology
Contact: 260C Teachers College; (513) 556-0204; Email: guoy3@ucmail.uc.edu
45
Research and teaching interests: Early language and literacy acquisition for children who are at risk
for reading difficulties; development and evaluation of classroom-based literacy interventions and
empirically-based curricula; classroom dynamics and teacher quality facilitating child development
Holly Johnson, Professor
Ph.D., University of Arizona, Language, Reading, & Culture
Contact: 410H Teachers College; (513) 556-0469; Email: [email protected]
Research and teaching interests: Adolescent literacy and literature, middle level education,
disciplinary literacy, social justice
Connie Kendall Theado, Associate Professor and Director of Graduate Studies
Ph.D., Miami University (Ohio), English
Contact: 615W Teachers College; (513) 556-1427; Email: [email protected]
Research and teaching interests: Postsecondary literacy education, writing theory, literacy testing,
rhetorical analysis
Mark Sulzer, Assistant Professor
Ph.D., University of Iowa, Language, Literacy, & Culture
Contact: 615E Teachers College; (513) 556-3588; Email: mark.sulzer@uc.edu
Research and teaching interests: Dialogic teaching, young adult literature, reader response theory,
middle and secondary English/language arts teaching methods, critical literacies, critical youth
studies
Susan Watts Taffe, Associate Professor
Ph.D., State University of New York at Buffalo, Reading Education
Contact: 615J Teachers College; (513) 556-2534; Email: [email protected]
Research and teaching interests: Vocabulary teaching and learning; teacher professional
development; community-based research
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Section 7: Quantitative and Mixed Methods Research Methodologies (QMRM)
The mission of the Quantitative and Mixed Methods Research Methodologies (QMRM) concentration
is to provide training with both breadth and depth in the understanding, application, and
development of quantitative and/or mixed methods research methodologies as tools to gather
evidence in the field of education and other social and behavioral sciences.
Students in the QMRM concentration pursue coursework that prepares them to be a methodologist or
a researcher. A methodologist studies the advancement of research methods, whereas a researcher
studies the application of research methods. The QMRM concentration includes course work in
study design, data collection, and data analysis of empirical human research. Students in this
concentration obtain an introduction to diverse approaches to empirical research. Students who focus
on quantitative methodologies complete coursework and research experiences that enable them to
advance understanding and application of quantitative research designs, quantitative data collection
procedures, and statistical data analysis techniques. Students who focus on mixed methods research
complete coursework and research experiences that enable them to advance understanding and
application of research that combines and integrates quantitative and qualitative approaches.
Students in the QMRM concentration are expected to make a contribution to our understanding of
research methodology as part of their dissertation research.
Prospective students applying for the QMRM concentration should have had at least 9 credit hours of
graduate-level research methods training (e.g., Statistics, Introductory Research Methods). Students
are required to earn at least 18 credit hours from the QMRM elective courses (or a preliminary
meeting approved substitution). The course list is subject to approval of your mentor and preliminary
meeting committee, where appropriate substitutions can be negotiated.
Courses Required to Satisfy Advanced Research Methods Requirement of Core Curriculum
• EDST 8034 Measurement and Assessment
• EDST 8044 Conducting Quantitative Research
• EDST 8051 Qualitative Research Methods I
QMRM Required Courses [6 credits]
• EDST 8043 Reading Advanced Quantitative Research
• EDST 8081 Mixed Methods Research I
QMRM Elective Courses [18 credits]
•
EDST 8014 Fundamentals of Evaluation Methods
•
EDST 8033 Introduction to Survey Research Methods
• EDST 8041 Multivariate Data Analysis
•
EDST 8082 Mixed Methods Research II
• EDST 8086 Experimental and Quasi-Experimental Design
• EDST 8087 Multilevel Models for Educational Research
EDST 8088 Item Response Theory
• EDST 8089 Structural Equation Modeling
• EDST 9089 Seminar in Research Methodologies
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Core Faculty
Benjamin Kelcey, Professor
Ph.D., University of Michigan, Quantitative Research Methods
Contact: 638-O Teachers College; 513-556-3608; Email: kelceybn@ucmail.uc.edu
Research interests: Mixed effects and multilevel models, mulitilevel mediation, power analyses, causal
inference, experimental and quasi-experimental study design, psychometrics, measurement
invariance, propensity score methods, structural equation modeling, Monte Carlo simulation
Teaching: Multilevel Models, Structural Equation Models, Experimental and Quasi Experimental
Design, Item Response Theory
Vicki L. Plano Clark, Associate Professor
Ph.D., University of Nebraska – Lincoln, Quantitative and Qualitative Methods of Education
Contact: 638-N Teachers-Dyer; 513-556-2610; Email: vicki.plan[email protected]
Research interests: Mixed methods research designs, mixed methods procedural issues, adoption of
mixed methods research across disciplines, application of interpretive qualitative approaches in mixed
methods research, qualitative research designs
Teaching: Mixed Methods Research Sequence, Advanced Mixed Methods Topics, Paradigms of Inquiry
Youn Seon Lim, Assistant Professor
Ph.D., University of Illinois at Urbana-Champaign, Psychometrics
Contact: 638R Teachers College; 513-556-7382; Email: [email protected]
Research interests: Educational and psychological measurement theories (classical test theory, item
response theory), test development and validation, measurement data modeling; cognitive diagnostic
modeling; statistical and psychometric consulting
Teaching: Introductory and Intermediate Statistics, Survey Methods, Multivariate Analysis,
Measurement and Assessment (classical testing theory), and Item Response theory.
Christopher M. Swoboda, Associate Professor
Ph.D., University of Wisconsin – Madison, Educational Psychology Quantitative Methods
Contact: 638-Q Teachers College; 513-556-0782; Email: [email protected]
Research interests: Quantitative research designs, methods and applications, including: Missing data,
multilevel models, causal inference, data analytics and single-case research design
Teaching: Introductory and Intermediate Statistics, Reading Advanced Quantitative Research,
Multilevel Modeling, Multivariate Statistics, Professional Seminar
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Section 8: Second Language Studies
The Second Language Studies concentration within the School of Education Ph.D. Program prepares
students to be researchers and teacher-researchers of second/foreign language acquisition,
psycholinguistics, sociolinguistics, bilingualism, and assessment who work in regional, national, or
international universities or in other educational institutions and corporations. The program of study
engages Ph.D. students in rigorous theory- and research-based exploration of various
contributors/factors that impact second/foreign language learning and teaching, from early childhood
through adulthood, with emphasis on cognitive development, social opportunities, and educational
access.
Ph.D. students in the Second Language Studies concentration receive rigorous training through
coursework, individualized mentored research experience, and other professional development
activities such as conference presentations and scholarly publications. Through intensive scientific
training, students acquire and consolidate knowledge and skills essential for critical evaluation of
existing knowledge and development of new knowledge in second language studies. Ph.D. students are
expected to be active members of scholarly communities at regional, national, and international levels
through their contribution to and leadership in the field.
Second Language Studies Ph.D. students also have opportunities to gain research experience through
various programs and research centers in the School of Education and across the University. There are
also ample opportunities to gain teaching experience through the Center for English as a Second
Language, ELS, and several other English language institutes, schools, and programs in the region.
An SLS Ph.D. student’s advisor should be a faculty member of the Second Language Studies
concentration. Under the supervision of a faculty advisory committee, students design programs of
study that suit their unique research interests, expertise, and professional goals. This can be achieved
through a combination of required courses and electives. At least one year of the program of study
must be completed through full time study. During the year of full-time study, Ph.D. students may not
hold full-time employment.
In addition to the EDST Ph.D. core courses, the Second Language Studies concentration requires six (6)
required courses (18 semester hours) and a minimum of three (3) elective courses (9 or more
semester hours), as outlined below:
Required Courses (18 hours)
• LSLS 9053: Doctoral Seminar in Literacy and Second Language Studies (3 credits)
• LSLS 9061: Foundations of Second Language Acquisition (3 credits)
• LSLS 9062: Advanced Study of Second Language Acquisition (3 credits)
• LSLS 9063: Advanced Seminar in Teaching English as a Second Language I (3 credits)
• LSLS 9064: Advanced Seminar in Teaching English as a Second Language II (3 credits)
• LSLS 9051: Mentored Research (3 credits)
• LSLS Elective (3 credits)
• Two Electives (6 credits)
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Core Faculty
Haiyang Ai, Assistant Professor
Ph.D., Pennsylvania State University
Contact: 615P Teachers College; (513) 556-5116; Email: [email protected]
Research and teaching interests: Applied corpus linguistics; Intelligent computer-assisted language
learning; Second language acquisition; Second language writing
Hye Pae, Professor
Ph.D., Georgia State University
Contact: Teachers College 615R; (513) 556-7112; E-mail: [email protected]
Research and teaching interests: Second-language acquisition; Psycholinguistics; Assessment
challenges across cultures; Psychometric properties of measurement tools; L1 effects on L2 reading
acquisition
Dong-shin Shin, Associate Professor
Ed.D., University of Massachusetts – Amherst, Language, Literacy & Culture
Contact: 615-T Teachers College; (513) 556-2327; E-mail: [email protected]
Research and teaching interests: Digital literacy; Multimodal writing; Online language
teaching/CALL/CMC; Academic language and disciplinary literacies in content areas; Systemic
functional linguistics; Second language teacher professional development
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Section 9: Special Education
The purpose of the Special Education area of concentration is to prepare students to engage in
research, teaching, and service that positively influences the lives of individuals with disabilities.
Graduates are prepared to work as faculty members in higher education, including administrative
positions in colleges and universities or other community agencies, or for positions where they
conduct special education related research. Through coursework and internship, students develop
specialized skills in the research and practices in their chosen area. Upon admission to the program,
the student is assigned a Faculty Mentor with whom the student will work. All coursework decisions
are made collaboratively among the student, the mentor, and the committee, and will be
individualized depending on previous graduate coursework, areas of interest, and professional goals.
Below is a list of courses required in the Special Education concentration. These courses provide
students with the foundation for researching and teaching related to the current issues in the field,
and reflect faculty commitment to preparing high quality teacher educators and researchers,
collaboration as the foundation for our work in the field, and rigorous standards for students.
The degree program requires a minimum of 90 semester hours. At least one year of the program must
be completed through full time study. During the year of full-time study, doctoral candidates may not
hold full-time employment.
Students will complete the EDST required core courses, at least 18 semester hours in special education
(see below), and electives.
Required Core Courses (18 hours)
Select 4 of the following:
• *SPED 8007 - Topics in Special Education (3 credits)
• SPED 9002 - Readings in Special Education (3 credits)
• SPED 9003 - Doctoral Seminar I in Special Education (3 credits)
• SPED 9004 - Doctoral Seminar II in Special Education (3 credits)
• SPED 9005 - Clinical Evaluation and Diagnosis (3 credits)
• SPED 9011 - Current Trends in Special Education (3 credits)
* Because the topics vary from semester to semester, students can repeat SPED 8007 and apply those
credit hours toward the Special Education PhD Core Courses Requirement.
All students are required to take these two courses:
• 18 SPED 9020 - Mentored Research in Special Education I
• 18 SPED 9021 - Mentored Research in Special Education II
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Core Faculty
Anne Bauer, Professor
Ed.D., Southern Illinois University, Edwardsville
Contact: 600J Teachers College; (513) 556-4537; Email: [email protected]
Research interests: Reform efforts to increase the achievement of p-12 students in high poverty low
performing schools; professional development of teachers in terms of culturally responsive practice
and understanding of cultural, linguistic, ethnic, and ability diversity
Christina R. Carnahan, Associate Professor
Ed.D., University of Cincinnati
Contact: 600N Teachers College; (513) 556-2529; Email: [email protected]
Research interests: autism spectrum disorders, interventions for students with severe disabilities,
teacher development
Teaching: Literacy, language, and instructional strategies for students with severe disabilities; autism
spectrum disorders; current trends in special education
Todd Haydon, Professor
Ph.D., University of Florida
Contact: 600F Teachers College; (513) 556-3580; Email: [email protected]
Research interests: Emotional and behavioral disorders, effective teaching practices, functional
behavior assessment, positive behavior and supports, and integrating instructional and behavioral
interventions for students with behavioral difficulties
Teaching: Doctoral Seminar in Special Education I, II, III; Doctoral Seminar and Practicum on
Multidiscipline Evaluation and Diagnosis of Exceptional Children; Assessment &
Intervention; Management of Challenging Behavior; Applied Behavior Analysis for Teachers; Survey of
Mild—Moderate Learning Disabilities; Special Education and the Law
Casey Hord, PhD, Associate Professor
Ph.D., Purdue University
Contact: 600G Teachers College; (513) 556-2481; Email: [email protected]
Research interests: Developing interventions in mathematics for students with high incidence
disabilities, mathematics curriculum analysis with regards to the needs of students with learning
disabilities, the role of visual representations in mathematics teaching for addressing working memory
deficits, and the mathematical reasoning processes of students with high incidence disabilities
Teaching: assessment and instructional strategies for students with mild to moderate disabilities
Steve Kroeger, Associate Professor
Ed.D., University of Cincinnati
Contact: 600C Teachers College; (513) 556-2729; Email: [email protected]
Research interests: Action Research and the development of personal narrative about race,
understanding cultural conflict, and learning to teach in context; Exploration of educational contexts in
the Middle East such as the Palestinian West Bank. Other areas of concentration include behavior
disorders and learning disabilities in middle grades.
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Teaching: Content literacy; Student Teaching Seminar; Co-Teaching MDL Methodology
Song Ju, Associate Professor
Ph.D., Texas A&M University
Contact: 600E Teachers College; (513) 556-5693; Email: [email protected]
Research interests: secondary transition for students with disabilities, with specific foci on transition
to employment and postsecondary education; students with disabilities in the Juvenile Justice System
and self-determination
Teaching: Teaching students with moderate to intense educational needs; UDL and Assistive
Technology; Transition Strategies for Individuals with Disabilities; Introduction to Exceptionality
Support Faculty
Mary B. Boat, Associate Professor
Ph.D., University of Minnesota
Contact: 615B Teachers College; 513-556-3817; Email: [email protected]u
Research interests: Early intervention methods and policy, social development, assessment
Teaching: Learning Strategies and Inclusive Classrooms, Young Learners in Early Childhood
Special Education, Readings in Early Childhood Education
Renee Hawkins, Associate Professor
Ph.D., University of Tennessee
Contact: 450F Teachers College; 513-556-3342; Email: [email protected]
Research interests: Identifying effective interventions to improve the academic skills and social
behavior or struggling students, including students with emotional and behavioral disorders
Teaching: Academic assessment and intervention, disabilities and disorders in childhood, and
behavioral research methods; supervision of psychology practicum students
Yvette Pennington, Assistant Professor-Educator
Ed.D., East Tennessee State University
Contact: 600H Teachers College; (513) 556-5982; Email: [email protected]
Research interests: Creating inclusive schools through teacher and administrator preparation
programs; cyberbullying and students of color; recruitment and retention of teachers of color; due
process proceedings
Teaching: introduction to exceptionalities; special education leadership; instructional strategies for
teaching students with mild and moderate disabilities; educational leadership theory; curriculum
development; data analysis
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Part III: Graduate Certificates
Section 1: Certificate in Assessment and Evaluation
Program Goals
The Assessment and Evaluation (A&E) Graduate Certificate Program develops professional expertise in
assessment and evaluation methodology in a variety of academic disciplines and applied settings. The
program goal is to enhance scientific scholarship and methodological rigor in the design,
instrumentation, and analysis of empirical human data. Our mission is to promote evidence-based
research and practice in guiding polices and advancing knowledge. Broadly trained in cutting-edge
methodology, our graduates are well positioned to assume the leadership roles in shaping the theory,
practice, and future of assessment and evaluation. The A&E Graduate Certificate is designed for:
• Research scientists in institutions and work places seeking career advancement in assessment
and evaluation research;
• Administrators in human service organizations and research institutions seeking leadership
roles in areas related to A&E;
• Faculty and staff in universities and colleges seeking professional development opportunities
in admission, student assessment, and institutional research;
• School district and state officials seeking expertise and specialization in A&E for improving
policy making and accountability;
• In-service teachers and administrators seeking career advancement in student assessment,
counseling and guidance, and program evaluation;
• Pre-service teacher candidates seeking full-time teaching positions in P-12 schools with a
career focus on a leadership role in A&E school practices.
• Community program developers, implementers, and consumers interested in making data-
informed decisions for program improvement and to evidence processes and outcomes.
Curriculum
Students must complete a minimum of 18 credit hours of core courses and one 1-to-6 credit hours of
internship training, totaling a minimum of 19 credit hours.
Required Core Courses: There are 15 hours (or five courses) of required core courses spanning the
foundations of assessment and evaluation, including measurement, psychometrics, statistics, and
research methodology.
•
EDST 7000 Introduction to Research Methodology
•
EDST 7010 Statistical Methods and Data Analysis I
•
EDST 7011 Statistical Methods and Data Analysis II
•
EDST 8014 Fundamentals of Evaluation Methods
•
EDST 8034 Measurement and Assessment
NOTE: EDST courses are listed under “Educational Studies.”
Internship Training: Students must complete 1 to 6 credit hours of internship through enrolling in 18
EDST 7090 Internship in Assessment and Evaluation. This internship training provides students with
hands-on exposure to various research projects at different stages of completion in a field setting.
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Interns are expected to work 2 to 3 hours a week for each credit hour they are enrolled in. Payment is
negotiated between the intern and the supervising staff at the training site. Most of the A&E
students satisfy this requirement by doing an internship under the supervision of a qualified staff at
UC’s Evaluation Services Center. Other training sites are possible but must be approved by the
certificate program director. Students who are entering the program after launching a career or have
significant work experience in an A&E-related work setting may be waived of this internship
requirement, but a statement detailing the previous professional experience must be submitted to the
certificate program director for approval.
Electives: Recommended electives include (but are not limited to) the following:
• EDST 7045 Community-Based Participatory Research
• EDST 8021 Action Research I
• EDST 8033 Introduction to Survey Research Methods
• EDST 8044 Conducting Quantitative Research
• EDST 8051 Qualitative Research Methods I
• EDST 8081 Mixed Methods Research I (Note: EDST 8051 is a required prerequisite)
• EDST 8088 Item Response Theory
Students are encouraged to consult with the certificate program director for selecting electives.
Program Requirements
In order to receive credit toward the A&E certificate, the student must receive a grade of B- or above. All
passing grades must be received within five consecutive years after a student is admitted into the program.
Most full-time students can complete the certificate in one to two years.
Transfer Credits
Up to six graduate credit hours may be transferred into the A&E Certificate from UC or other institutions
if they are B- or above and completed less than five years prior to admission. Many of the A&E courses
are transferrable to other degree programs at UC, subject to program approval.
Admissions
Successful candidates are driven by the desire to improve the rigor of evidence-based research and
practice. They are comfortable working with numbers but at the same time welcome human interactions.
Analytical and critical thinking skill is a must for the candidate to thrive academically and meet the real-
world challenge.
Admission requirements include the following:
• Individuals with a bachelor’s degree from an accredited four-year college or university are eligible
to apply. They may enroll in the certificate program when they concurrently enroll in a graduate
degree program at UC, or they may take courses as a non-matriculated student.
• Only candidates with an undergraduate GPA of at least 3.0 on a 4.0 scale will be considered for
admission.
•
To earn the graduate certificate, an application should be submitted before the start of courses
or
during the first semester of enrollment.
55
• Applications are accepted for any semester on a rolling basis. To ensure full consideration,
application materials should be received at least one month prior to the intended enrollment
date. Late submission may be rolled over to the following semester.
Application Deadlines
Admission Term
Application Deadline
Notification By
Fall
July 1
August 1
Spring
November 15
December 15
Summer
April 1
April 15
Application materials required for admission include the following:
•
Online graduate school application form (http://grad.uc.edu/admissions.html)
•
College transcripts (new students only, showing all undergraduate and graduate course
work completed, including degrees granted and dates of degrees, with GPAs of 3.0 or above on a
4.0 scale)
•
Career goal statement and study plan (a 1000-word or less narrative about academic and
professional experiences, immediate and long-range aspirations, how the Certificate will
help meet the goals, and a timetable for completing the required and elective courses)
•
Curriculum vitae with name, address, phone number, e-mail address, colleges attended
with degrees and dates, employment history, professional experiences and names of references
who may be contacted for further information
•
Application fee
For more information, contact Youn Seon Lim at limyo@ucmail.uc.edu.
56
Section 2: Certificate in Blended Online Learning and Teaching
Instructional Design and Technology is a quickly growing field with a growing need for highly trained
graduates. With the growing trend in online and blended learning in higher education, K-12 schools, and
corporate employee training, the ability to create, manage and facilitate online learning is vital for
educators in every field. UC’s Blended and Online Learning and Teaching (BOLT) certificate program
prepares students to meet this demand by offering an interdisciplinary program drawing from the fields
of cognitive science, education, design, information technology, and computer science.
Blended and online learning and teaching are modern, technology-mediated distance learning modes
that require specific skill sets combining facilitation, collaboration, management, learning design, and
assessment. Teaching and facilitating courses in such environments requires understanding of the
nature of online and blended learning experiences, how they differ from traditional classrooms, and
how to overcome the challenges and leverage the benefits.
With a focus on teaching, the BOLT program leverages pedagogy, theory, instructional design, and user
experience in order to prepare educators to develop and facilitate learning using online and digital tools.
Students will learn to facilitate effective learning in online and blended learning environments, create
strategies for assessment and accessibility, obtain mastery of contemporary learning technologies, and
develop skills to be lifelong learners. Led by educators with proven success in the field, students will
examine current and projected trends, experience authentic online classrooms, complete hands-on
practice with eLearning authoring tools, and complete project-based assignments, developing the skills
needed to design, manage, and lead their online classroom.
Objectives
At the end of the program, the student will be able to:
§ Apply learning theories and sound pedagogical practices to the instructional design and
development process.
§ Apply a systematic process to design instructional strategies that meet identified learning
contexts and needs.
§ Create authentic, technology-mediated learning experiences.
§ Evaluate learning technologies and strategies using a variety of methods.
§ Analyze current research and emerging trends in the area of learning technologies.
§ Develop strategies to encourage active learning, application, interaction, participation, and
collaboration in online and blended environments.
§ Facilitate effective learning in online and blended learning environments.
§ Demonstrate mastery of contemporary learning technologies.
§ Explain the instructional delivery continuum, including associated strengths and affordances.
§ Remain cognizant of the diversity of student academic needs and make appropriate
accommodations.
§ Provide students with multiple and varied formative and summative assessments aligned
with content and technology standards.
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Curriculum
The program is designed for students to take two courses in the fall and one or two courses in the spring
and summer semesters to complete the certificate in one academic year. Courses in the program
include:
IDT 7100: Assessing Learning in Online and Blended Environments
IDT 7110: Universal Design for Learning
IDT 7120: Tools for Online Learning Creation and Assessment
IDT 7130: Applications and Issues of Teaching with Technology
IDT 8010: Design of Blended and Online Learning Environments
Admissions
The program welcomes graduate applications from students who:
• Hold a baccalaureate degree from a college or university regarded as standard by a regional or
general accrediting agency and
• Have at least a B average (3.0/4.0 system) in relevant undergraduate coursework or otherwise
give evidence of promise that is judged satisfactory by the admitting program and the Graduate
School.
Application materials required for admission include the following:
Goal Statement: A typewritten statement about professional goals should be submitted that
includes brief narratives about: a) previous professional experiences; b) immediate and long-
range goals; and c) how the BOLT certificate will help you to meet your goals.
Transcripts: Applicants are responsible for providing academic records during the application
process. All applicants are required to upload their unofficial transcripts during the application
process. Once an applicant has been extended an offer of admission to the University of
Cincinnati and has accepted the offer, s/he must submit an official transcript showing conferral
of a baccalaureate degree or higher as soon as possible.
To apply for the BOLT program, go to http://grad.uc.edu/admissions.html .
For more information regarding this certificate, please contact:
Gi Woong “Josh” Choi, Ph.D.
Email: [email protected]
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Section 3: Certificate in Developmental and Learning Sciences
The Developmental and Learning Sciences Graduate Certificate Program is designed to educate
participants in an emergent, interdisciplinary approach to understanding children’s development and
learning that includes the integration of theory and research from the fields of developmental
psychology, cognitive science, neuroscience, and education. The work in the discipline of Developmental
and Learning Sciences is geared toward improving developmental and learning outcomes for children.
The objectives of the certificate are to educate participants to: 1) apply their knowledge in clinical and
educational settings, and 2) conduct research that contributes to understanding children’s development
and learning using an interdisciplinary approach.
Career paths of participants include practitioners and researchers in the fields of education and
psychology and other fields concerned with child development and learning (e.g., Communication
Sciences & Disorders, Social Work). The curriculum for the Certificate in Developmental and Learning
Sciences includes a required core course that introduces students to the field, electives that cover
major topics in the field, and a required applied research experience under the supervision of a faculty
mentor.
Fifteen (15) credit hours must be completed.
Required Courses (6 credit hours)
EDST 8035 Introduction to Cognitive & Learning Sciences
EDST 6099 Applied Research in Developmental & Learning Sciences or other approved research
experience supervised by faculty associated with the certificate.
Elective Courses* (9 credit hours)
EDST 7094 Self-concept & Achievement
EDST 7095 Motivation & Cognition
EDST 8036 Brain Development, Cognition, & Learning
EDST 8037 Cognitive Development
EDST 8038 Cognition & Culture
EDST 8039 Mathematics Cognition
EDST 8040 Cognitive Science of Learning to Read
*Other courses may fulfill requirements upon approval of faculty associated with the certificate.
Admissions
Admission requirements include the following:
•
Individuals with a bachelor’s degree from an accredited four-year college or university are eligible
to apply. They may enroll in the certificate program when they concurrently enroll in a graduate
degree program at UC, or they may take courses as a non-matriculated student.
•
Only candidates with an undergraduate GPA of at least 3.0 on a 4.0 scale will be considered for
admission.
•
Applications are accepted for any semester on a rolling basis.
59
Application materials required for admission include the following:
•
Online graduate school application form (http://grad.uc.edu/admissions.html). College transcripts
(new students only, showing all undergraduate and graduate course work completed,
including degrees granted and dates of degrees, with GPAs of 3.0 or above on a 4.0 scale).
•
Career goal statement and study plan (a 1000-word or less narrative about academic and
professional experiences, immediate and long-range aspirations, how the Certificate will meet the
goals, and a timetable for completing the required and elective courses).
•
Curriculum vitae with name, address, phone number, e-mail address, colleges attended with
degrees and dates, employment history, professional experiences and names of references that
may be contacted for further information.
•
Application fee ($20).
Contact Info
Rhonda Douglas Brown, Ph.D.
Telephone: 513-556-3622
University of Cincinnati
PO Box 210105
Cincinnati, OH 45221-0002
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Section 4: Certificate in Jewish Education
Course Plan
The Certificate in Jewish Education immerses students in the theory and practice of Jewish Education.
Intended to support teachers from diverse settings, this certificate will assist teachers in deepening their
subject area expertise, developing their pedagogical stance, and building inquiry approaches to their
teaching and learning. Course work will offer investigations of reflective practice and Jewish education
content areas (curriculum, leadership, text study).
Rooted in an educational action research orientation, this course of study will encourage students to
construct questions about their own practice, and design projects within their courses that support
these questions. In addition, students will be able to make choices regarding electives that deepen their
inquiry. Currently, the CJE is limited to participants in the Mandel Teacher Educator Institute (MTEI). For
more information about MTEI please visit www.mtei-learning.org
Core Courses
• EDST 6050 – Reflective Seminar in Jewish Education
• EDST 6051 – Understanding and Teaching Jewish Texts
• EDST 6052 – Leadership in Jewish Education
• EDST 6053 – Curriculum Inquiry in Jewish Education
Required Methodology Course (3 credits)
•
EDST 7043 Practitioner Inquiry
Application Process
Individuals with a bachelor degree from an accredited four-year college or university are eligible
to apply. It is not necessary to be admitted to a master’s degree program to work toward and earn the
Certificate, and acceptance to the Certificate does not imply acceptance to a master’s degree
program.
For those who are currently enrolled in a master’s degree program, good standing with their
individual degree programs is required. Application requirements for admission to the Certificate
include:
•
A Baccalaureate Degree (Master’s Degree is recommended but not required)
•
A GPA of at least a 3.0 out of a 4.0 scale for undergraduate coursework
If Certificate courses are to be used as continuing education credits or to fulfill other specific
employment requirements, it is the student’s responsibility to ascertain their applicability toward those
requirements.
To apply for a certificate in Jewish Education:
•
Go to https://grad.uc.edu/admissions.html.
•
Click on “Apply to UC” in the horizontal navigation menu in the middle of the page.
•
Click on the appropriate choice for “returning users” or “first time users.”
•
If first time user, click on the “Create New Account” link in the left hand navigation menu.
61
•
Create a new account. (Please note, all new applicants must do this. Your UC central log
in
information will not suffice.)
•
Enter your newly created username and password into the “Log In” section, which appears
after you create your account.
•
Click on the term you wish to apply for and “graduate programs.”
•
Follow the application instructions (Please note that this will appear to be a very general
application until you get to the “Program Choice” section, in which you will select “Jewish
Education” from the list of program choices.)
Contact Info
If you have any questions about the CJE certificate, please contact Miriam Raider-Roth, Ph.D.
Phone: 513-556-3808
Email: [email protected]
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Section 5: Certificate in Higher Education Leadership
The Graduate Certificate in Higher Education Leadership is designed for individuals who currently work
in or aspire to have a rewarding career in the field of higher education, including areas such as student
affairs, academic affairs, intercollegiate athletics administration, institutional advancement, and
enrollment management.
The certificate enhances students’ understanding of and skills in higher education administration by
contextualizing contemporary challenges and issues, including best practices for managing various areas
at colleges and universities. The purpose and design of the certificate is to provide thoughtful exposure
to content that will better prepare graduates with the foundational knowledge and skills essential to
their development as higher education administrators and leaders. At the same, the certificate will
provide students who do not have a masters in higher education, a foundation in higher education
administration content.
The Graduate Certificate in Higher Education Leadership requires the completion of 12 credit hours of
higher education coursework. Classes are offered both face-to-face and online each semester.
Courses for the certificate include:
EDLD 8063 Organization and Administration in Higher Education
EDLD 8065 Governance and Policymaking in Higher Education
EDLD 8064 Legal Issues and Law in Higher Education
EDLD 8061 Finance in Higher Education
Admissions
The program is listed as Higher Education Leadership.
The admissions requirements are that you:
1. Hold a baccalaureate degree from a college or university regarded as standard by a regional or
general accrediting agency
2. Have at least a B average (3.0/4.0 system) in relevant undergraduate course work or otherwise give
evidence of promise that is judged satisfactory by the admitting program and the Graduate School
Contact Info
For more information regarding the Graduate Certificate, contact:
Dr. Everrett Smith
Email: [email protected]
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Part IV: Research Centers
Section 1: Advancement and Transition Services Research Network
2020-2021 Our Year of Progress
Advancement and Transition Services (ATS) is committed to developing innovative programming driven
by research and best practices. The mission of ATS is to provide meaningful, quality life experiences for
people with IDD. Students and associates in the ATS programs connect with their communities, engage
in employment opportunities, build relationships and develop skills to become more independent. The
2020-2021 academic year was filled with memorable moments and achievements.
Research Recap
The ATS Research Network was established in 2019 and is comprised of UC faculty and students from
across the University and Cincinnati Children’s Medical Center. This network focuses on developing
innovative, research-based programming to improve outcomes for people with intellectual and
developmental disabilities (IDD). ATS has several on-going research projects across the programs.
Microteaching: Supporting New Teacher Professional Development
Special Education faculty, Dr. Kathryn Doyle and Dr. Stephen Kroeger, are examining the influences of
microteaching in the CEES program. Microteaching is an accessible process that supports instructional
improvement by practicing evidence-based and high leverage strategies. Teachers, working with
a small group of peers, engage in a four-phase process that includes planning, enactment of a strategy,
as well as individual and group reflection. Teachers use the opportunity to explore a teaching strategy
that is responsive to student needs in the context of critical friends.
Outcomes and Social Validity of the Transition & Access Program (TAP)
Psychology professor, Dr. Lori Vincent, is leading a study with the Transition and Access Program (TAP)
staff to evaluate the student outcomes and social validity of the program. The purpose of the current
program evaluation is to (1) evaluate outcomes for students who participate in TAP; (2) to evaluate the
social validity of the TAP Course Content; and (3) to understand what population of students with
disabilities are most likely to be successful with this specific program which includes a hybrid of TAP
specific and inclusive university activities.
Science/Technology/Engineering/Math (STEM) Careers for People with IDD
Developing employment skills and creating career pathways of interest are critical components in all of
the ATS programs. Recently, ATS staff and faculty have collaborated with UC faculty from the School of
Engineering and the School of Education to create a blueprint for postsecondary programs to increase
employment opportunities in the STEM field for people with IDD by systematically addressing
participation barriers and implementing, refining, and disseminating evidence-based practices across the
United States.
Ohio Statewide Consortium of Inclusive Postsecondary Programs
Dr. Diane Weinbrandt has been engaged in research with the Ohio's Statewide Consortium (OSC) of
inclusive postsecondary programs. Their research project involved interviewing OSC staff, students,
64
parents and employers to gain a better understanding of these key stakeholders' perspectives of OSCs
alignment to Think College Standards for Inclusive Postsecondary Programs. The team is co-authoring
five publications in peer-reviewed journals.
ATS Communication Research Team
Special Education faculty members, Dr. Christina Carnahan and Dr. Kate Doyle, have been working
collaboratively with Literacy and Language Studies faculty member Dr. Allison Breit for the past two
years on the ATS Communication Research team. Their focus has been on implementing evidence-based
practices that target communication instruction and support for individuals with complex needs across
ATS programming. The team successfully implemented a protocol in IMPACT that taught associates how
to independently post their thoughts and feelings on social media to share with friends and family. This
protocol was then modified and successfully implemented with high school participants in the CEES
program. Building off the success of the social media intervention, the team has transitioned to
developing and studying a staff training model. The model trains staff to support IMPACT associates in
engaging meaningfully in an adult book club.
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Section 2: Arlitt Center for Education, Research, & Sustainability
The Arlitt Center is home to the Arlitt Child Development Center, one of the oldest laboratory preschool
programs in the country. Children from the university and Greater Cincinnati communities attend the
inclusive preschool through tuition fees, scholarships, or Head Start. The center is located on the corner
of Corry and Jefferson Streets, in the Edwards I building. We provide direct services to children and
families in the community and professional learning opportunities for educators. Faculty, graduate
students, and our teaching staff conduct research related to child development and educating young
children in the center and at the Arlitt Nature Playscape, an outdoor research lab and children’s play
space located adjacent to French Hall. Our community partners, Cincinnati Nature Center, Cincinnati
Zoo, Cincinnati Museum Center, and several schools, arts communities, and environmental education
organizations often engage in research collaborations with Arlitt faculty and staff. We are committed to
innovative practices that engender new approaches for educating young children, particularly around
shifting pedagogies toward pursuit of a more sustainable planet.
Research studies at the Arlitt Center have been funded by federal entities such as the National Science
Foundation and local funders such as the PNC Foundation. Other Arlitt Center initiatives include the
Children, Youth & Environments Journal, Leave No Child Inside - Greater Cincinnati, and the Education
for Sustainability Certificate program. Graduate students are often hired as research assistants at the
center. Others may conduct guided research studies at the center once approved by the IRB and the
Arlitt Administrative Team.
EDST doctoral students interested in child development, early childhood education, nature-based early
learning, and/or early childhood education for sustainability are welcome to reach out to Dr. Carr to
discuss current and potential opportunities at the center.
Websites
Arlitt Center for Education, Research, & Sustainability https://cech.uc.edu/about/centers/arlitt.html
Arlitt Child Development Center https://www.arlittchilddevelopmentcenter.com/
Children, Youth & Environments Journal https://www.cyenetwork.org/
Leave No Child Inside – Greater Cincinnati https://lncigc.org/
Contact Info
Email: [email protected] Phone: 513-556-3805
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Section 3: Center for Action Research
The Action Research Center was established in the fall of 2005 to serve as the focal point for educational
and community-based participatory research efforts by faculty and students from across the University
working together with our partners in the community. The mission of the ARC is to “promote social
justice and strengthen communities, locally and globally, by advancing research, education, and action
through participatory and reflective practices.”
2
Our vision is to become a leader in action research in our community, the university, and internationally
by providing a welcoming home to all forms of action research and sharing a common set of values. The
Action Research Center is currently involved in a number of projects both locally and internationally
including the publication of a book describing the range of projects that the ARC is engaged with here at
UC including teaching, research, institutional change and community partnerships. Members of the
Action Research Center are also actively contributing to the scholarship of action research. Miriam
Raider-Roth serves on the editorial board of the International Journal of Jewish Education Research. Her
work has been published in Teachers College Record, Teachers and Teaching: Theory and Practice,
Teaching and Teacher Education, and the Journal of Educational Change. She presents her work across
North America and Israel. Lisa Vaughn is nationally and
internationally known for her work in community-based
participatory research on health and well-being and cultural
competency. A prolific writer, she has published over 50 academic
journal articles/ book chapters and three books including a volume
entitled, Psychology and Culture: Thinking, Feeling and Behaving in a
Global Context. She has been guest editor for journals such as
Prevention and Intervention in the Community and has worked with
universities and communities all over the world including
Guatemala, South Africa, Lithuania, Denmark, and the Dominican
Republic.
Supporting the work of students interested in using an action research model continues to be a key
aspect of the work of the Action Research Center and our students have been active in publishing and
presenting their work. Student projects include a partnership with Gorman Heritage Farm, a local
environmental education center, studying teachers’ practice at Hughes STEM high school, a service
learning partnership course with Sharon Woods, student and teacher learning in Place Out of Time, an
on-line simulation game, a social justice leadership project with girls at a local K-8 school, a media-based
partnership with middle school students to produce infomercials and comic books about healthy eating
and nutrition, a support group and digital stories of Zimbabwean immigrant women. Students have also
been involved in several Action Research Center community consulting projects where they are able to
apply action research skills in the field and collaborate directly with Action Research Center faculty and
community partners.
We also seek to provide opportunities for students, faculty, and members of the community to
2
From the Mission Statement of the Action Research Center
Research
Education
Action
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deepen their understanding of the theory and practice of action research through a series of guest
lectures and other events including visitors from the Highlander Research and Education Center in
Tennessee and presentations by well-known action researchers Randy Stoecker from the University
of Wisconsin, Madison and Patricia Maguire from Western New Mexico University among many
others. We have also participated with partners from the Medical School and Cincinnati Children’s
Hospital in sponsoring visits from community-based participatory researchers including Meredith
Minkler and Sheryl Walton, Barbara Israel and Sonya Grant, and Sarena Seifer and Susan Ann Gust.
We have also hosted a number of prominent international scholars including Shankar Sankaran from
Australia, Victor Friedman from Israel, Anne Inga Hilsen from Norway, Gunilla Harnsten and Lars
Holmstrand from Sweden, Mia Husted and Ditte Tofteng from Denmark and Annegret Wenz-
Haubfleisch from Germany. In addition, our students have taken part in a shared Ph.D. course which
included a trip to Roskilde, Denmark and have presented at international conferences in the United
Kingdom.
Strategic Planning Report
Mission
The mission of the Action Research Center is to promote social justice and strengthen communities,
locally and globally, by advancing research, education, and action through participatory and reflective
practices.
Vision
To become a leader in action research in our community, the
University, and internationally by providing a welcoming home to all forms of action research and
sharing a common set of values.
Guiding Principles
We believe Action Research:
• Is about community empowerment
•
Is collaborative, democratic and inclusive
• Can be adapted to every discipline
• Strives to create opportunities for transformative experiences
Furthermore, as the Action Research Center:
• We support the development and dissemination of all forms of Action Research
• We respect the knowledge and experience of the people we work with
• We have a long-term commitment to work with community partners for social action and
change
• We will practice an ethic of caring
•
We believe every single person can engage in Action Research
• We respect the knowledge and experience of the people we work with
• We will strive to provide mentorship through a process of reflection and dialogue
• We will provide a supportive environment for researchers
• We will deepen our values through our practice
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Section 4: Center for Jewish Education and Culture
The Center for Studies in Jewish Education and Culture (CSJEC) seeks to advance our theoretical
understandings of culture, relationship, and teacher identity and develop new models for teachers’
professional development. Combining active research projects with in-depth professional
development the CSJEC aims to maintain a strong bridge between theory and practice. The CSJEC also
offers rigorous courses of study including a Graduate Certificate in Jewish Education focused on
developing and improving educators’ pedagogical skills and the acquisition of general content
knowledge of Jewish culture and history.
Currently, the CSJEC partners with the Mandel Teacher Educator Institute (MTEI), funded by the
Jack, Joseph and Morton Mandel Foundation. to support the administration, curriculum
development research with MTEI. An important dimension of this partnership focuses on the
Certificate in Jewish Education opportunity offered to MTEI participants.
Since 2007, the CSJEC has also offered professional development seminars for teachers in North
America to deepen their subject knowledge expertise and develop reflective and relational pedagogies
concerning the teaching of Jewish culture. Funded by local foundations, the Ohio Humanities Council,
and the Posen Foundation - US, these seminars have included over 200 teachers. Assuming an
educational action research stance, the CSJEC has actively investigated the nature of our participants’
learning. Results of these studies have been presented at the American Educational Research
Association conferences, the Ethnography in Education Research Forum- University of Pennsylvania,
the North American Network for Research on Jewish Education, and the Israel Association for
Research in Jewish Education. Findings have been published in Teaching and Teacher Education,
Journal of Educational Change and Journal of Jewish Education.
In addition to important funding that has made our work possible, talented graduate students help
create a vibrant learning community through graduate assistantships, research apprenticeships, and
interpretive learning communities.
Website
For more information please visit http://cech.uc.edu/centers/jewish_education.html
Contact Info
Phone: 513-556-0277
Email: Miriam Raider-Roth at miriam.raider-[email protected]
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Section 5: Developmental & Learning Sciences Research Center
The mission of the Developmental & Learning Sciences Research Center (DLSRC) is to improve
developmental and learning outcomes for children and adolescents by generating research,
educational experiences, and applications using an emergent, interdisciplinary approach to
understanding development and learning that includes the integration of theory and research from
the fields of developmental psychology, cognitive science, neuroscience, and education.
The DLSRC is designed to support synergistic activities between the Arlitt Center, Early Childhood
Education & Human Development faculty, university-wide faculty (e.g., Psychology; Communication
Sciences & Disorders), and Children’s Hospital. Goals include engaging in research at the Arlitt Center,
including the lab school and the PlayScape initiative, and its community of children and families, and
collaborating on grant writing, and pedagogical innovation.
Current faculty and student research includes investigations into the neural correlates of
mathematical cognition and disabilities using functional Magnetic Resonance Imaging (fMRI)
technology (Dr. Rhonda Brown), the interaction of motivational mechanisms and learning (Dr. Marcus
Johnson), and children’s play and science learning in Playscapes (Dr. Vicki Carr).
Section 6: Literacy Research and Innovation Center (LRIC)
As part of their program of study, doctoral students may choose to participate in the activities of the
Literacy Research and Innovation Center (LRIC), a research and teaching laboratory dedicated to
advancing knowledge about how children learn and are instructed in literacy. A multi-disciplinary team
of faculty and researchers comprise the LRIC. The collaborative team includes individuals with
specialized literacy knowledge from various fields such as literacy and second language studies,
educational leadership, educational studies, special education, speech-language pathology, and
design. The Center focuses on conducting and translating research into best practices for the
classroom, developing innovative literacy practices, and delivering professional development
programs. The mission of the LRIC is to conduct scientific research on literacy learning and instruction
to further understand important educational questions; to innovate novel solutions to education’s
most pressing problems related to literacy learning and instruction; and to disseminate knowledge
about literacy learning and instruction through professional development programs for teachers and
parents. The Center’s faculty believes in the interdependence of research and practice to inform best
approaches to literacy learning and instruction. Faculty who are affiliated with the LRIC include: Allison
Breit-Smith, Ying Guo, Holly Johnson, and Susan Watts-Taffe.
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Section 7: Fusion Center
Inspiring Innovation through Partnerships
We value the advancement of meaningful STEM literacy for all learners and the strengthening
of professional communities of practice to extend life opportunities associated with a deeper
understanding of science, technology, engineering, and mathematics.
Goals
In order to advance meaningful STEM literacy and strengthen professional communities of
practice, we aim to:
•
Connect partner expertise to establish a dynamic STEM learning infrastructure
•
Support and sustain pre-service and in-service teachers in developing and delivering
high quality STEM instruction
•
Design, refine, and implement engaging and meaningful STEM learning approaches
• Conduct research to further develop the knowledge base of effective STEM education
experiences within the complexities of authentic learning environments and to
determine our impact on STEM literacy for all learners
•
Coordinate the efforts of the Southwest Ohio Hub of OSLN
In order to implement these goals the Fusion Center has sought and received millions of
dollars in State, Federal and Foundation grants to engage in program development, outreach
and research. Currently the center participates in six active grants totaling more than six
million dollars. These funds provide opportunities for graduate students to participate in large
scale, sustained research projects as well as in the development of individual student research
embedded within the larger grant activities. In addition, the center is working to develop an
infrastructure to support interdisciplinary research with faculty in STEM areas across campus
as they work to improve instructional pedagogies and student learning outcomes in the
University.
Contact Info
