Doctor of Philosophy -- Degree Requirement

Ph.D. Degree Requirements

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• Common Course Work

  During the first year of graduate study, the student and the advisor jointly plan the student’s program of study. The program will include those courses that are deemed appropriate to the student’s interests and vocational objectives.

  All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses  

  The typical program will involve advanced work listed as below.
  
  

  Applied Statistics

  Course # (New #)	Title	Hours
  07P:243 (PSQF:6243)	Intermediate Statistical Methods	4
  07P:244 (PSQF:6244)	Correlation and Regression	4
  07P:246 (PSQF:6246)	Design of Experiments	4
  07P:247 (PSQF:6247)	Nonparametric Statistical Methods	3
  07P:249 (PSQF:6249)	Factor Analysis and Structural Equation Models	3
  07P:252 (PSQF:6252)	Introduction to Multivariate Statistical Methods	3
  07P:375 (PSQF:7375)	Topics in Educational Measurement and Statistics	1-3

  
  Educational Measurement

  Course # (New #)	Title	Hours
  07P:255 (PSQF:6255)	Construction and Use of Evaluation Instruments	3
  07P:257 (PSQF:6257)	Educational Measurement and Evaluation	3
  07P:258 (PSQF:6258)	Theory and Technique in Educational Measurement	3
  07P:259 (PSQF:6259)	Scaling Methods	3
  07P:262 (PSQF:6262)	Item Response Theory	3
  07P:355 (PSQF:7355)	Seminar in Educational Measurement and Evaluation	1-3
  07P:358 (PSQF:7358)	Equating and Scaling of Educational Tests	3
  07P:455 (PSQF:7455)	Generalizability Theory	3

  
  Educational Psychology, Evaluation, and  Research Methodology

  Course # (New #)	Title	Hours
  07X:150 (EALL: 5150)	Introduction to Educational Research	3
  07P:200 (PSQF:6200)	Educational Psychology	3
  07P:220 (PSQF:6220)	Educational Research Methodology	3
  07P:265 (PSQF:6265)	Program Evaluation	3
  07P:331 (PSQF:7331)	Seminar in Educational Psychology I Current Topics: Qualitative Educational  Research Methods	4

  
  

  Thesis

  Course # (New #)	Title	Hours
  07P:493 (PSQF:7493)	Ph.D. Thesis	12

  
  

  
  

• Electives/Collateral Areas

  Course work outside the major will be determined according to the student’s interests and goals. Work outside the Program and in other departments of the University is encouraged.

  Students who wish to pursue the concentration in educational measurement and statistics with  the intention of teaching at the college level are advised to take courses in the mathematical theory of statistics. Students who wish to pursue the concentration in educational measurement and evaluation are advised to take additional courses in educational psychology and educational evaluation.

  Typical Collateral Areas Example

  1. Educational Measurement and Statistics Concentration (Mathematical Statistics) 

  Course # (New #)	Title	Hours
  22S:138 (STAT:4520)	Bayesian Statistics (see also 07P:148, PSQF:4520)	3
  22S:153 (STAT:4100)	Mathematical Statistics I	3
  22S:154 (STAT:4101)	Mathematical Statistics II	3

  2. Educational Measurement and Evaluation Concentration (Educational Psychology and Evaluation) 

  Course # (New #)	Title	Hours
  07P:106 (PSQF:5106)	Child Development	3
  07P:206 (PSQF:6206)	Advanced Child Development	3
  07P:350 (PSQF:7350)	Seminar in Evaluation	2-3
  07P:450 (PSQF:7450)	Practicum in Program Evaluation	1-3

  3. *Educational Policy and Leadership Studies—Schools, Culture, and Society; Higher Education and Student Affairs

  Course # (New #)	Title	Hours
  07B:265 (EPLS:6265)	Standards-Based Education and Accountability	3
  07B:228 (EPLS:6228)	Policy Design and Implementation	3
  07B:225 (EPLS:6225)	Introduction to Public Policymaking	3

   *Get more info and see more courses choices on EPLS

  Suggested Collateral Areas 

  07E/07S (EDTL) Teaching and Learning—Elementary Education, Secondary Education 
  22S (STAT) Statistics (Department of Statistics and Actuarial Science)

• Comprehensive Examination

  Comprehensive examinations must be successfully completed before the opening of the term in which the candidate expects to receive his or her degree. There are two ways of fulfilling this requirement.

  Regular Procedure

  • Each student must successfully pass a nine-hour comprehensive examination that is divided into three-hour blocks as follows. Each examination area will typically be one in which the candidate has at least nine semester hours of course work or equivalent practical experience. 

  Examination Area	Hours
  Educational measurement	3
  Applied statistics	3
  Collateral area	3
  Total

  • The written examinations are followed by a meeting of the candidate with the examining committee. At this meeting, committee members may seek further evidence of the candidate’s command of the field; they may ask questions on matters related to the written examinations; or they may examine the candidate’s readiness to complete the remainder of the program. 

  • A single decision is rendered on all aspects of the comprehensive exams. 

  Alternative Procedure 

  • The  student will complete two of the three comprehensive examinations. 
  • In lieu of one of the three-hour written examinations noted in the regular procedure, the student may be assigned a project that is approved by his or her committee in advance. 
  • The project will be one that involves the comprehensive use of analytical, evaluative skills, or research creativity. It will demand the command of skills that are equivalent in sophistication to those that are demonstrated on a written examination. 
  • The project will be completed before meeting with the committee and must result in a product or document that is available to committee members for their evaluation.