Doctor of Philosophy in Education

Core Courses

History of World Higher Education (3 credits)

This course introduces an overview on the history of world higher education. It includes what is the purpose of higher education and how has its purpose changed over time. In this course, we will investigate this fundamental question by contextualizing how cultural, political, economic, and international dynamics have contoured world higher education. In its roles of transmitting, discovering, and preserving the accumulated knowledge of our world, higher education touches all of society to prepare the people who lead, manage, discover, and innovate within various aspects of society.

Advanced Research Method (3 credits)

This course provides an examination of quantitative and qualitative research methodologies and issues associated with their use in educational research. This course provides an overview of research intent design (e.g., time series, hierarchical modeling, structural equation modeling, factor analysis and so on), methodology and technique (parametric and non-parametric methods), format and presentation, and data management and analysis informed by commonly used statistical methods (linear regression, maximum likelihood, Monte Carlo simulations etc.). Students will select a research topic of their choice and construct a research proposal that contains a literature review and research methods section. The literature review must justify the significance and unique contribution of the proposed research. The methods section must describe the methods and how the methods will forward the goals of the study.

Learning Sciences & Human Development (3 credits)

This course is designed to help students develop an appreciation for the relationship between theoretical assumptions and practical convictions, especially as they relate to theories of learning and development. As an evolving discipline, there is no clear definition of what defines Learning Sciences, but an interdisciplinary field that draws on multiple theoretical perspectives and research paradigms from the human sciences so as to understand the nature and conditions of learning, cognition, development, and related areas of human performance. Learning scientists investigate cognition in its material, social, and cultural context but with the broad goal of conducting both laboratory-based and naturalistic investigations. The intent of this research is to develop evidence-based claims about how people learn that have practical, pedagogical, and theoretical implications. Further, from the perspective of the Learning Scientist, any investigation of teaching and learning must consider context, cognition, and architecture, which are treated as inextricably intertwined.

Advanced Educational Technology (3 credits)

This course blends the advanced interdisciplinary studies in educational theory and information technology to facilitate and improve students' technology-driven research solution. Emphasis is placed on eLearning through surveying and identifying the leading learning management systems, reviews the major trends and issues related to using eLearning to improve educational results, and explores ways to assess efficiency in using eLearning as a learning opportunity, effectiveness of eLearning as a platform, and learning outcomes that eLearning accomplishes in student learning.

Educational Statistics (3 credits)

This course is designed to help student use quantitative methods for inquiry in the social and behavioral sciences. Students are expected to learn fundamental concepts and procedures of descriptive and inferential statistics and develop competence in understanding and applying statistics topics in educational research.

Elective Courses

School Finance (3 credits)

This course introduces the tools and techniques education leaders will need to be able to budget, administrate, and manage school funding. Students will develop an understanding of the fundamental issues of education finance by examining sources of revenue on different levels. Students will also learn about approaches and procedures for budgeting, forecasting budgets, managing business operations, the reporting and auditing of funds, and issues specific to funding special education.

Student Affairs and Development (3 credits)

The purpose of this course is to provide a survey and overview of student affairs theory and practice. It introduces students to the foundational philosophies of the profession, examines the integration of student affairs functions and administrators in higher education, explores the variety of roles student affairs professionals play on college campuses, and seeks to develop an understanding of institutional cultures and the professional's role within those cultures. The course also introduces students to the function of a scholar in the practice of student affairs.

Educational Linguistics (3 credits)

The course is designed to provide a deep knowledge of the most important theories and working practices in the field of second language acquisition and second language teaching. It covers bilingualism, bilingual education, role of first language, second language acquisition, language management, multilingual language planning and policy, linguistic, cognitive and sociocultural aspects of language learning, multi-modal discourse in social and educational settings.

Cross-cultural Communication in a globalized education (3 credits)

With globalization, the Internet, and the general shrinking of time and space, cross-cultural interaction has become a necessity in people's everyday lives. This course is designed to help heighten your cultural awareness and intercultural/ cross-cultural communication competence through discussions of intercultural education in a global context. Topics include an overview of notions of culture, identity, difference, history, and power culture, communication and interpersonal relationship, nonverbal codes and cultural space. The implications of the 21st century classroom as a global community will be examined along with the process for getting to know another culture. The challenges that are presented in intercultural education will be discussed from the perspective of recognizing, nurturing and integrating the changes in the educational processes.

Special Research Topic 1 (3 credits)

The course offers viewpoints from perspectives to the understanding of practical issues often confronted in higher education, including an overview history of higher education, philosophy of education, and/or how education is contoured with social justice, globalization, multiculturalism, and policy. In this course, the students are expected to contribute from their previous work and/or teaching experiences to the discussions conducted, and to understand underpinning theories and approaches in use.

Special Research Topic 2 (3 credits)

The course focuses on the core research topics in education and gives an overview of these interconnected issues through engaging with studies of educational technology and curriculum and pedagogy. The key courses include educational innovation and reform, learning sciences, teacher education, teaching, curriculum organization, special topics, and advanced seminar in curriculum and instruction.

Dissertation

Dissertation　(12 credits)