Education PhD

Major: Education
Degree Awarded: Doctor of Philosophy (PhD)
Calendar Type: Quarter
Minimum Required Credits: 74.0
Co-op Option: None
Classification of Instructional Programs (CIP) code: 13.0101
Standard Occupational Classification (SOC) code: 25-1081

About the Program

Vision

The Ph.D. in Education is designed for those who aspire to be education researchers, university faculty, or research analysts. The program is designed so that students will have the skills, knowledge, and experience to be leaders and stewards of the field. Graduates from this program cultivate research and critical thinking abilities directed toward the creation of new knowledge, integration and original application and/or teaching of existing knowledge, and scholarly inquiry in their field of study.

Applicants to this program are expected to have a high aptitude for research and inquiry in the field of education. They will express career interest in topics in which the faculty of the school is actively inquiring and researching. The assumption is that the most effective training for the Ph.D. stems from collaborative research and inquiry into topics of mutual interest by an able student and faculty scholars and researchers. The major emphasis of the program consists of the individual students and faculty members(s) jointly researching and inquiring into an area of study to conduct scholarly research.

Mission

The emphasis of the program is philosophical underpinning and theory-driven research. In addition to studying a variety of educational topics (e.g. educational leadership and policy; STEM education; teacher education and the foundation of education), the program requires extensive preparation in quantitative and qualitative research methods. Students will be immersed in scholarly opportunities, learning to teach and conducting research with faculty while completing coursework and other program requirements. These three areas will combine to: 

• Convey deep scholarly knowledge of education and related areas outside of education
• Promote a broad understanding of various methods of inquiry in education and develop competency in several of those methods
• Impart broad knowledge of theory and practice
• Promote excellence as a researcher, instructor, or leader in the field of education

Core focus courses in PK-20+ Education focus and expand the identity of the program to include social justice, equity, diversity, and inclusion in educational research across the PK-20 continuum which are all signature characteristics of both the School of Education and Drexel's strategic missions.

Cohort and Delivery Format

The Ph.D. in Education program offers two formats: part-time and a full-time fellowship model. Both options are delivered on-campus and situated in the framework of collaborative, transformational learning and knowledge generation. Small seminars, independent projects, and practicum opportunities are designed for an individualized program.

Part-time Model: The program also offers a part-time, self-paid model. The Ph.D. in Education part-time program is individualized, interdisciplinary, experiential, and is designed for inspiring scholar-practitioners in education, including those in public or private schools, community colleges, government agencies, professional associations, and other education-related settings. The Ph.D. is a research-based program that equips scholar-practitioners with the knowledge and skills needed to thrive in educational settings. Our mission, to prepare the educational researchers of tomorrow, is accomplished through the implementation of a rigorous doctoral program that emphasizes high quality educational research utilizing varied methodological approaches.

Fellowship Model: Students enrolled in the full-time, fully funded option participate in a 20-hour per week fellowship, and receive a generous stipend and health insurance subsidy. The fellowship model is highly competitive and small by design, admitting only 8-10 students annually. The Ph.D. in Education fellowship is a rigorous program designed to prepare students for careers as educational researchers, scholars, and educational scholar leaders. The program involves intensive coursework in education and educational research. Curriculum involves both formal coursework and professional research and development activities in the education field. Students work closely with faculty members and collaboratively engage to focus on solving significant educational problems, often receiving course credit for independent studies in problem-based research activities. For the individual student, most guidance will come from their faculty advisor and his or her committee members.

Fellowship Statement

It is the policy of the School of Education that individuals that are appointed to the Ph.D. Fellowship within the Ph.D. program must abide by the guidelines stated below.

Scope & Focus of Fellowship Ph.D. Program

The School of Education Fellowship Ph.D. program works on a mentorship model where incoming doctoral students work closely with faculty and administrative leaders on collaborative projects. The School’s new fellowship model will be replacing our previous assistantship program model. The Ph.D. Fellowship will provide tuition remission, a living stipend, and health insurance subsidies through a rotation of administration, teaching, and research experiences within the School of Education. The goal of this rotation is to scaffold the student experience to afford opportunities for a holistic understanding of various faculty and administrative responsibilities. Fellowship assignments will be made on an annual basis contingent on recommendations from faculty, Dean, and Ph.D. program director, as well as availability of appointments. All fellowship assignments will undergo a review via an annual evaluation by the immediate supervisor to be shared with the Ph.D. program director. This evaluation will be included in the student annual review to serve as both accountability and reflective metrics to further the transfer of learning from the fellowship experience. Multiple fellowship appointments might occur; however, fellowship assignments should not exceed a combined 20 hours per week. In addition to assigned fellowships, each Fellow will also have other responsibilities that include, but not limited to, attend and present at professional conferences, collaborate with faculty on publications and research projects, attend professional development opportunities, and serve as a student ambassador to help promote and recruit for the Ph.D. program.

Responsibilities & Procedures

Ph.D. Fellows are fully funded graduate students who are employed in part-time capacity with the School of Education. All duties and services of Ph.D. Fellows are to be carried out under the supervision and direction of faculty or administration. Ph.D. Fellows must be enrolled as a student as a condition of their continued employment within the School of Education. Ph.D. Fellows must remain in good academic standing. Good academic standing is defined by a GPA of at least 3.0. Failure to meet these requirements will be grounds for withdrawal of the appointment and termination of employment. In addition, Ph.D. Fellowships must be making satisfactory progress toward an advanced degree. While being funded, all Ph.D. Fellows are required to maintain an on-campus presence during the Fall, Winter, and Spring Term. (Note: Refer to the Graduate School Vacation Policy for more details about leave). Appointments for Ph.D. Fellows may not exceed 20 hours per week.

Duties of Ph.D. Fellowships

Ph.D. Fellowship appointments are made with the understanding that the required program duties will contribute to the student’s professional and academic training. Ph.D. Fellows shall engage in research and professional development as assistants to members of the faculty or administration of the School of Education. Ph.D. Fellowships appointment will include the following assignments:

• Administrative Service (AS): The student will be responsible for non-instructional duties. These positions are offered either through professional offices or programs at the School of Education, departmental, and/or program level. This position is intended to foster professional development to transfer learning via administrative responsibilities that can possibly be connected to research interests of the Fellows. The aforementioned is subject to availability of appointment.
• Teaching Assistant (TA): The student is responsible for assisting faculty members both inside and outside the classroom on projects related to the instruction of a particular course or teaching a course as the faculty of record. The latter is on a case-by-case basis, as well as subject to course availability. All TAs will have a faculty mentor to provide support and guidance throughout the term. One course will count as 10 hours of the students required 20 hour per week work requirement.
• Research Assistant (RA): The student will work with faculty on academic and research projects. RAs assignments are often tied to grant-related funding projects and are, thus, administered independently by the funding PI. Students need to note that not all research appointments will necessarily align with their particular research, though the program will attempt to make those connections when possible. As an RA, the goal is to provide students an opportunity to transfer learning from scholarly aspects of research to tangible aspects of research. 

Dismissal and Termination of Appointment and Procedure for Grievances

Ph.D. Fellowship appointments are terminated after four years of enrollment in the graduate program; however, in the event that the Ph.D. Fellow becomes ineligible for continued appointment through unsatisfactory academic progress within the program and failure to success complete academic milestones (such pass comprehensive exam or proposal defense). In addition, appointments may also be terminated at any time for nonacademic reasons, such as for failure to perform the required duties of the position or other personnel reasons. Every effort should be made to resolve grievances informally between the Ph.D. Fellow and the employing faculty member. If resolution cannot be met a formal grievance process must be followed through with the Ph.D. program director. 

Compensation

With the assistantship, all students are expected to fulfil a 20 hours per week rotation in administration service, teaching, and research to the School of Education. The student will receive a stipend in the amount of $20,000 for nine months beginning October 1 and ending June 30. During this appointment period, the assistantship also includes tuition remission per quarter for the Fall, Winter, and Spring. In addition, all Fellows will receive health insurance subsidies. Review the attached link for more information about the health insurance program. 

Please note that if a student graduates prior to the end date specified, their fellowship appointment will be terminated at the end of their final quarter. In the event the student does not fulfill their professional duties to the satisfaction of the department, their assistantship can be terminated at any time.

Additional Information

For additional information, please visit the School of Education's Doctoral Degree program website.

Admission Requirements

The ideal candidate will have a research-oriented master’s degree in an area relevant to their desired specialization, a GPA of 3.25 (ideally 3.5 on a 4.0 scale). The Ph.D. in Education program uses a holistic application process and does not require the GRE as criteria for admission. 

All applicants are required to submit the following materials:

• Graduate school application
• Official transcripts from all undergraduate and graduate study
• Resume or curriculum vitae
• Statement of Purpose (centering on how the applicant seeks to develop research that focuses on and includes aspects of social justice and equity in education). The applicant should be sure to indicate how their interests coincide with those of particular School of Education faculty members. (Visit the School of Education website for a list of current faculty research interests.)
• Three letters of reference from people familiar with prior academic performance Likert Scale. Applications that include recommendation letters from SoE faculty members discussing common interests and indicating their interest in working with the applicant will be given priority consideration. (Note: This letter of recommendation is in addition to the required three letters of recommendation addressing prior academic performance and future potential).
• Program writing prompt 
  • Within the School of Education PhD program, social justice is central to our program and course structure. Can you address how social justice and diversity issues relate to your potential research focus? If you have not had direct experience in this area, please tell us about your aspirations of infusing social justice and diversity scholarship into your potential research focus.
• Applicant Zoom interviews (select candidates will be invited to interview after all the applicant's materials are reviewed by committee)

The School of Education admissions committee will review each application, and prior to acceptance, an interview may be required.

Early application is recommended. Please refer to the current information available from the Office of Graduate Admissions for the application deadline.

Additional Information

Information about how to apply is available on the Graduate Admissions at Drexel University website.

Degree Requirements 

Course of Study

The PhD program of study involves formal coursework and informal experiences. The total minimum credits for the PhD degree is 74.0 credits distributed among the following areas:

• Foundation in Education Courses (15.0 credits)
• Research Courses (26.0 credits)
• Core Focus Courses in PK-20+ Education (15.0 credits)
• Electives (9.0 credits)
• Dissertation Research (9.0 credits minimum)

Research preparation is the foundation of the PhD program. Students begin research activities during the first year of the program and continue to develop their skills by conducting various research projects with School of Education faculty, presenting research findings at conferences and writing research papers, culminating with the dissertation work. Thus, the program is designed to immerse the student in educational content, inquiry, and methodology so as to ask critical questions and design procedures to conduct research.

Program Requirements

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Students should consult with their advisor for a complete list of available courses in the School of Education. Select any 500+ level course in the following areas: ABA, CRTV, EDAM, EDPO, EDGI, EDHE, EHRD, EDLT, MTED, SCL, EDEX, EDUC.

Sample Plan of Study

Full-time Option

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Students must successfully defend their dissertation proposal before enrolling in EDUC 998: PhD Dissertation. Full-time students who do not successfully defend their proposal by fall term of year 3 enter into EDUC I899 to allow additional time to work on their proposal. Part-time students who do not defend their dissertation proposal by fall term of year 4 will enroll in EDUC I899 to allow additional time to work on their proposal.

Part-time Option

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Students must successfully defend their dissertation proposal before enrolling in EDUC 998: PhD Dissertation. Full-time students who do not successfully defend their proposal by fall term of year 3 enter into EDUC I899 to allow additional time to work on their proposal. Part-time students who do not defend their dissertation proposal by fall term of year 4 will enroll in EDUC I899 to allow additional time to work on their proposal.

Program Level Outcomes

• Demonstrate mastery of subject material, including prior, current, and emerging research and theories in the student’s area of specialization as well as significant issues and topics in the field of education, broadly-construed. This mastery includes: interpreting relevant literature and relating to critical questions in education, both local and global; synthesizing existing research and constructing literature-based arguments; identifying, describing, and justifying relevant “gaps” in the literature.
• Demonstrate the ability to conduct scholarly inquiry in a responsible and ethical manner.
• Produce and defend original research that contributes to the body of knowledge in the student’s area of specialization.
• Disseminate this research, either through peer-reviewed conferences or publications.
• Become an academic leader in the student’s area of specialization through the development of new ideas, theories and best practices grounded in global and local contexts.
• Develop pedagogical skills appropriate for the higher education classroom through applied experiences.
• Contribute to the greater good of an organization through professional service.

Education Faculty

Emeritus Faculty