The Cultural and Curricular Studies emphasis is one of four emphases in the PhD in Education program in the College of Educational Studies. This 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, culturally responsive methodologies, or ethical and just communities.
Like the other three emphases within the PhD in Education program, the CCS Studies emphasis requires 57 credits composed of (1) foundations and philosophy, (2) inquiry courses, (3) emphasis core courses and electives, (4) and the dissertation.
This 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 past 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.
Like the other three emphases within the PhD in Education program, the Disability Studies emphasis requires 57 credits composed of (1) foundations and philosophy, (2) inquiry courses, (3) emphasis core courses and electives, (4) and the dissertation.
This emphasis prepares students to seek careers in pre K-12, higher education, other research-oriented leadership positions and positions of leadership applied to many different settings. The program focuses on new ways to think about leadership issues and how to find and solve problems locally, globally and virtually. Students will study ways to create, build and sustain responsible change within individuals, communities, networks and organizations. These students will see themselves as life-long learners, moral agents and engaged citizens who value self-awareness, inclusive and diverse communities, and who build and sustain broad-based leadership capacity. These students will utilize an interdisciplinary perspective and multiple research methodologies when studying topics in leadership and sustainable change.
Like the other three emphases within the PhD in Education program, the Leadership Studies emphasis requires 57 units composed of (1) foundations and philosophy, (2) inquiry courses, (3) emphasis core courses and electives, (4) and the dissertation.
This emphasis prepares students to become teachers and researchers at college and universities and leaders in school psychology at state, national and international levels. The program is accredited through the International School Psychology Association (ISPA). 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 specialist’s or 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. Students may choose from: 1) a clinical internship (necessary if you plan to pursue licensure as a psychologist), 2) a school-based internship, 3) a leadership and policy internship, or a 4) higher education teaching internship
The School Psychology emphasis requires 48 units composed of (1) foundations and philosophy, (2) inquiry courses, (3) emphasis core courses and electives, (4) and the dissertation.