The Cultural and Curricular Studies (CCS) emphasis honors the histories, values, and practices of different and overlapping social and cultural groups. CCS prepares candidates to have a deep understanding of the complexity of social inequities, equipping students with the skills and knowledge to advance reform in diverse local and international communities. We seek to understand, critique, and transform curricular and cultural practices within educational settings. Within the CCS emphasis, students have the opportunity for critical analysis and astute reflection in a specific or "specialized" area selected by the student in collaboration with faculty. The specialization areas are based upon faculty research and interest, such as global studies, gay and lesbian identities, decolonizing methodologies, or ethical and just communities. Doctoral students are encouraged to consider the generous spectrum of topics and possibilities in addition to the faculty with whom they would like to work prior to the development and crafting of the research topic.
The Disability Studies emphasis explores disability as a social construct and investigates new ways to think about, educate, and support people who learn differently. Consequently, this emphasis examines disability as a social, linguistic, physiological, cultural, economic, historical, and political phenomenon. Challenging pasts or even current paradigms requires a deep and rigorous understanding of the literature in disability, special education, general education, and related areas. Graduates will become faculty members in colleges or universities or take leadership positions in the field. They will think critically, act collaboratively, be effectual with various methods of inquiry, and be ethical and exemplary in their service of improving the lives of people with disabilities.
The School Psychology emphasis prepares students to become teachers and researchers at colleges and universities and leaders in school psychology at state, national and international levels. The program is an institutional member of the Council of Directors of School Psychology Programs, an organization of doctoral programs in school psychology. Following guidelines recommended by the National Association of School Psychologists (NASP), the emphasis extends and expands master's level education in school psychology through in-depth exploration of research, theories and practices that lead to positive outcomes for all students. Doctoral preparation will focus on using data effectively to make decisions and evaluate outcomes, developing systems that meet the needs of all students, enhancing cognitive and academic skills, and enhancing the development of wellness, mental health, and life competencies. In addition, NASP guidelines require 1,500 clock hours of supervised internship, of which 600 hours must be completed in a school-based setting.
The Ph.D. in Education program is excited to announce the addition of a fourth emphasis, Leadership Studies for individuals seeking a career in higher education or in other research-oriented leadership fields. The leadership emphasis focuses on new ways to think about educational and leadership issues and how to solve problems in the field of education and the nation. Students within the Leadership Studies emphasis will focus on ways to create, build and sustain responsible change within individuals, communities, networks and organizations. These students will see themselves as life-long learners and engaged citizens who value self-awareness, inclusive, diverse communities, and who build and sustain broad-based leadership capacity.
Like the other 3 emphasis within the Ph.D. in Education major, the new Leadership Studies emphasis will also require 57 units. It will also follow the same configuration with a few modifications in courses as the other emphases – foundations and philosophy core, inquiry core, dissertation core and emphasis core. Specifically, the emphasis core will only require 12 units, but will be augmented by an additional 12 units of electives in consultation with and approved by the faculty advisor. So, the emphasis core will be 24 units instead of 21, which is required in the other emphasis curriculums.
For more information on coursework for this program please see the Ph.D. in Education - Leadership Studies Emphasis Plan of Study(.pdf)
