Educational Studies (Ph.D.)

The doctoral program in Educational Studies is committed to preparing a new generation of researchers, educators, and leaders by engaging them in critical inquiry of educational issues and needs germane to the large cities of the 21st century. Education of new scholars capitalizes on the cultural richness of urban Detroit and its suburbs. Consistent with contemporary understandings of knowledge development and learning sciences, professional educators study the art and craft of constructing learning sequences, teaching and learning modules, assessments, and professional development models and materials. Educational tools and intellectually stimulating empathetic environments are provided to facilitate conceptual understanding, defensible practices, and learning dispositions. Conducting innovative research centered in and informed by theory and practice is endowed with intellectual merit and is intended to have a broad impact on teaching and learning.

The doctoral program adopts an interdisciplinary approach to teaching and learning, acknowledging the relationship among the learner, the learning, and the learning environment and the consequences this approach has for educational theory, policy, and practice. The program emphasizes the interrelationship between cultural/linguistic diversity and learning and utilizes learners’ experiences in curriculum studies. The socio-cultural context of learning in the educative process promotes equity and excellence within larger political and institutional settings. The important frames guiding the doctoral study are the integration of theory and research; the importance of reflection in learning; the role of gender, race, ethnicity, culture, and class as social constructions, which profoundly impact and inform teaching and learning; and the establishment of collaborative partnerships for community-based research. The doctoral program provides a forum that brings together the latest academic and policy discussions, and promotes critical inquiry, discourse, and debate, on the often complex interconnections in education.

The cohort model of this program is designed to support students by providing opportunities for socialization into doctoral studies and research, mentorship from nationally and internationally recognized scholars, and collaboration with peers and faculty members from across concentration areas. This program offers opportunities for students to experience program-, division-, and college-level committees; engage in teaching internships, and conduct, document, and publish research in collaboration with faculty.

Admission Requirements

The College of Education has specific requirements for admission to doctoral programs. Admission decisions are made once per year for the doctoral program. All application materials must be completed and submitted by February 1 for fall admission in the following academic year.

At the time of application, you should select an area of concentration: Science, Technology, Engineering and Mathematics (STEM); Reading, Literacy and Literature (RLL); or Curriculum and Critical Social Inquiry (CCSI).

The doctoral program in Educational Studies offers three concentration areas:

  • Science, Technology, Engineering and Mathematics (STEM);
  • Reading, Literacy and Literature (RLL);
  • Curriculum and Critical Social Inquiry (CCSI).

Ninety (90) credits are required for the program. Of these, a minimum of twenty-four (24) credits are in the major area (i.e., Educational Studies with a concentration), minimum fifteen (15) are research courses, thirty (30) credits are the dissertation. All coursework must be completed in accordance with the academic procedures of the College of Education and the Graduate School's regulations governing graduate scholarship and degrees.

Required Courses

Educational Studies Seminars8
Doctoral Seminar: Thought, Language, Power, Social Interaction and Learning
Pro-Seminar I: Introduction to Research in Educational Studies
Doctoral Seminar: Education in Socio-Political Culture
Pro-Seminar II: Introduction to Research in Educational Studies
Research Core Courses 115
Total Credits23

STEM Concentration

TED 8500Integrating STEM Content3
TED 8550Doctoral Seminar: STEM Education and Research3
Elective courses10
Total Credits16

CCSI Concentration

TED 8350Basic Principles of Curriculum and Instruction3
TED 8400Issues in Urban Education3
TED 9130Doctoral Seminar in Curriculum and Instruction3
Elective courses7
Total Credits16

RLL Concentration

RLL 7800Writing Development and Instruction3
RLL 8600Internship in Research and Teaching3-6
RLL 8800Seminar in Theory and Research in Literacy I: Foundational Theory and Research3
RLL 8810Seminar in Theory and Research in Literacy II: Diversity, Contexts, and Communities3
RLL 8830Current Issues and Research in Literacy3
Total Credits15-18

Elective Courses

EDS 9620Doctoral Seminar in Educational Sociology3
EHP 9600Doctoral Seminar in Philosophy of Education3
TED 8270Seminar: Issues in Curriculum and Instruction2-6

Dissertation Courses

ED 9991Doctoral Candidate Status I: Dissertation Research and Direction7.5
ED 9992Doctoral Candidate Status II: Dissertation Research and Direction7.5
ED 9993Doctoral Candidate Status III: Dissertation Research and Direction7.5
ED 9994Doctoral Candidate Status IV: Dissertation Research and Direction7.5
Total Credits30

To be awarded a graduate degree, a student must have achieved at least a 'B' (3.0) overall grade point average. Grades of 'B-minus' and below are unsatisfactory for graduate level work. A limited number of 'B-minus', 'C-plus,' or 'C', though unsatisfactory, may be applied toward a graduate degree provided they are offset by a sufficient number of higher grades to maintain a grade point average of 3.0 Grades below 'B' can constitute reason for dismissal from a program at the department or program's discretion. Students will consult with their departments and advisors regarding unsatisfactory grades and their impact on good academic standing. Up to two courses with grades of C+ or below can be retaken once in order to continue in the program. Any student receiving more than two grades of C+ or below in either his/her major area courses (including the various statistics and research courses) or in the minor area courses will not be permitted to continue in the program.

 All doctoral students are required to pass the Final Qualifying Examination near or at the end of their coursework. The Exams are held during the fall and winter terms each academic year. With approval by the major advisor, students in this program have the option of taking traditional on-site qualifying exams or take-home qualifying exams.