Early Childhood Education, Infant Mental Health Dual-Title (Ph.D. Program)

The Doctor of Education (Ed.D.) and the Doctor of Philosophy (Ph.D.) programs prepare professional educators and researchers for positions in institutions of higher learning, educational research centers, state and national education agencies, and intermediate and local school districts. Advanced programs are designed for those individuals who are committed to the educational renewal of urban America; whose career goals emphasize the development and improvement of curriculum and instruction; who desire to prepare themselves for leadership roles in various areas of curriculum and educational research; and who will serve as agents of change, creating and expanding the varied institutions and programs needed for the continuing development of educators. This program also serves those interested in the educational aspects of business and industry, health and social services, and other areas that require expertise in curriculum and instruction.

Based on pure and applied research in instruction and curriculum, doctoral study incorporates formal classroom instruction, independent study, and direct, clinical experience in a variety of field settings. It reflects

  1. the legitimacy of the emerging pattern of inter-institutional partnerships in teacher education at all levels;
  2. the significance of  the diverse nature of metropolitan society; and
  3. the importance of the integration of theory, research, and practice as the basis for sound professional development.

Admission to certain majors and concentrations in the doctoral program may be limited by the availability of faculty advisors. Prior to applying, students should consult with an advisor in 489 Education to discuss current admission limitations.

Admission Requirements

The College of Education has specific requirements for admission to doctoral programs.

The dual-title degree is designed to prepare early childhood educators and infant mental health specialists on recommended practices aimed to promote the young child's social and emotional development within the contexts of parent-child and adult-child relationships to include the adult's psychological development and learning as a parent/caregiver; including children and/or parents who have developmental delays or disabilities, and/or physical health or mental health concerns. The dual-title coursework follows competencies outlined by the MI-AIMH required for the Level 2 endorsement (i.e., Infant Family Specialist).

Admission Requirements

 Applicants must meet the admission standards and requirements of the Graduate School and the College of Education. Applicants can indicate interest in the dual-title IMH, ECE program on their initial online application or may discuss their interest in the graduate program with their faculty advisor.


Courses in the field of concentration in each program are selected in consultation with an advisor to develop a Plan of Work. All students in content-specific concentrations under the major of Curriculum and Instruction are required to complete TED 8280 and TED 8350TED 9130 is recommended but not required. All course work 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.

Students are required to successfully complete 12-14 credit hours of IMH coursework. All students must maintain a "B” grade point average or above in the following courses:

ELE 7035Infant and Toddler Developmental Assessment for Intervention Planning3
SW 7880Infant/Family Mental Health Assessment2
SW 7025Infant Mental Health: Theory to Practice across Early Childhood Settings2
SW 8880Infant Mental Health Practice3
PSY 7425Psychology of Infant Behavior and Development3
Total Credits13

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.