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2016-2017 University Catalog 
  
2016-2017 University Catalog

Education and Human Development, PhD (title change pending SCHEV approval)


Banner Code: E1-PHD-EDHD

Note: As of catalog publication in April, the title for the program described below (formerly known as Education, PhD) has been approved by the Board of Visitors and sent to the State Council of Higher Education in Virginia. Check the college/school website for current program title status.

College: College of Education and Human Development  
Department: Graduate School of Education  

This 75 credit PhD in Education and Human Development program is designed to advance professional study to develop research-informed expertise in a selected field of professional education. As a program of doctoral study, it emphasizes theory and research as much as it does practice, breadth of study as much as depth, and process as well as knowledge. It seeks to develop both knowledge and the skills useful in educational roles as well as the abilities to analyze and respond to problems in their relationships to various educational concerns. Students must satisfy all requirements for the doctoral degree as expressed in the Academic Policies  section of this catalog.

Admission Requirements

Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study  as specified in the Admission  section of this catalog.

Candidates for the PhD in Education and Human Development are admitted to study by the College of Education and Human Development  (CEHD). Admission is highly selective and applicants must fulfill the following admission requirements: a minimum of three years of successful experience as a practitioner in an educational setting, baccalaureate and master’s (or equivalent) degrees from accredited institutions, demonstrated high intellectual capability and leadership potential, three letters of recommendation and GRE general test scores including the writing assessment.

For more information, call the PhD Office at 703-993-2011. Completed applications must be submitted to the CEHD Graduate Admissions Office by February 1 for fall admission, or by September 1 for spring admission.

Program Advisory Committee

Students choose a program advisory committee of three George Mason University faculty members prior to the end of their second semester. It is chaired by the student’s major advisor who represents the student’s primary specialization. One member must represent the student’s secondary emphasis. The major functions of this committee include assessing the student’s goals, interests and academic needs, approving the program of study, monitoring the student’s progress through the program and evaluating the student’s three portfolio reviews.

Program of Study

A written program of study which lists all courses required to complete the program is used to verify that students have met all requirements at graduation. If changes are made in the program of study after its approval, the changes must be made in writing and submitted to the University Registrar’s Office with the Advancement of Candidacy paperwork.

Degree Requirements


Education doctoral candidates complete a minimum of 75 credits. PhD students are required to complete three portfolios at different stages in their program. Each student must demonstrate competence in oral and written English, mastery of knowledge and skills in the area of professional expertise, and the ability to apply general and specific knowledge and skills to significant educational problems.

Reduction of Credit (9 credits)


Students must have a master’s degree before being admitted to the PhD. As such, admitted students will receive a reduction of 9 credits bringing the minimum coursework requirement total (including dissertation proposal and research) to 66 credits.

Core Requirements (30 credits)


All students pursuing the PhD take the following core courses, and dissertation:

General Culture (3 credits)


Portfolio Review


All students are required to create electronic portfolios to define academic and professional goals; formulate specific plans to achieve those goals through coursework, research experiences, and field-based activities; demonstrate growth in understanding the specializations and how knowledge in them is advanced through inquiry; synthesize and reflect upon the process and results of learning activities; modify goals and plans as needed based on academic and reflective self-evaluation as well as feedback from the student’s Program Advisory Committee and demonstrate readiness to proceed to the dissertation phase of the program.

The first portfolio review must be completed when 18 credits have been completed or before the end of the third semester. The second portfolio review must be scheduled at the completion of 36 credit hours. When students complete the coursework phase of the program, a final meeting is held with the Program Advisory Committee. This meeting is the context for conducting the comprehensive portfolio assessment, a formal evaluation of a student’s readiness to proceed to the dissertation phase of the program which is analogous to the traditional doctoral comprehensive exam.

Advancement to Candidacy


 Upon successful completion of all coursework and the comprehensive portfolio assessment, students are advanced to candidacy and enroll in EDUC 998, the Dissertation Proposal Seminar.

Dissertation Proposal and Research (12 credits)


Once enrolled in EDUC 998, students must maintain continuous registration for at least 1 credit; once enrolled in EDUC 999, students must follow the university continuous registration policy as specified in the Academic Policies  section of this catalog.

  • EDUC 998 - Doctoral Dissertation Proposal Credits: 1-6  Students must register for 3 credits the first semester enrolled in EDUC 998.  Students preparing their proposal must register for 1 credit each semester thereafter until the proposal has been successfully defended.
  • EDUC 999 - Doctoral Dissertation Research Credits: 1-9   Students must register for 3 or 6 credits the first semester enrolled in EDUC 999. Must register for at least 1 credit thereafter until all work has been completed including the semester in which degree is received.

Completion of Degree


Candidates for the PhD in Education and Human Development may complete requirements for the degree with a concentration in Education Leadership , a concentration in Learning Technologies Design Research , a concentration in Science Education Research  or without concentration, as described below.

PhD without Concentration (36 credits)


The PhD in Education and Human Development program offers two concentrations. Students who do not wish to pursue a concentration must complete the doctoral program core requirements  shown above and the following requirements: 

Professional Specialization (24 credits)


Professional specializations include: counseling and development, early childhood education, education leadership, educational psychology, exercise, fitness and health promotion, higher education, international education, literacy and reading, mathematics or science education leadership, multilingual/multicultural education, research methodology, special education, and teaching and teacher education.

Note:  Students select course work including: EDUC 994 - Advanced Internship in Education Credits: 3  based on their area of specialization. Students can also choose to enroll in a second optional internship EDUC 890 - Doctoral Internship in Education Credits: 1-6  designed to broaden their professional expertise. These internships must be taken in a setting that differs from the student’s work setting, and includes 100 clock hours of work.

Complementary Emphasis (12 credits)


Students may develop a secondary emphasis from course work offered within CEHD or course work offered within other Mason units, in consultation with their advisor.

Note:  In some situations, students can receive a reduction of 9 additional credits from their master’s toward fulfillment of the emphasis requirement if their master’s degree area of study is not the same as their doctoral specialization area and it aligns with their program of study. Students make this decision in consultation with their program advisory committee members.

Total: 36 credits


PhD with Concentration (36 credits)


All PhD candidates seeking to complete the degree with one of the two approved concentrations below must complete all core requirements including dissertation, as well as the requirements for their chosen field of concentration. The total credits required for core plus concentration coursework is 66. These credits, combined with the reduction awarded for the prior master’s degree, satisfy the 75 credits required for the degree.

▲Concentration in Learning Technologies Design Research (LTDR)


The PhD concentration in Learning Technologies Design Research supports the in depth study of design-based research methods to address cross disciplinary design, development, and research in such areas as innovation and creativity in the design of learning technologies, design and assessment of K-12 technology solutions and technology teacher education, technology solutions to support those with disabilities, and emerging technologies and practices. This doctoral concentration engages doctoral students in real world, integrated design and research. Doctoral candidates complete a sequence of core courses as well as choosing from one of three specialization areas: instructional systems design, integration of technology in schools, or assistive technology.

In addition to the doctoral program core requirements  shown above, students must complete the following curriculum to earn the concentration:

Concentration Required Courses (24 credits)

Concentration Emphasis (12 credits)

Students must complete 12 credits of coursework to satisfy this requirement, including courses stipulated in the three emphases areas below. Additional courses must be chosen in consultation with an advisor.

Note:  In some situations, students can receive a reduction of up to 12 additional credits from their master’s degree toward fulfillment of this requirement if their master’s degree area of study is the same as their concentration emphasis. Students make this decision in consultation with their program advisory committee members.

Designing Digital Learning in Schools Emphasis

Total: 36 credits

▲Concentration in Science Education Research (SCER)


The PhD concentration in Science Education Research supports the in depth study of students interested in research in science education. Such a comprehensive and systematic concentration designed around doctoral level courses supports the science education program’s ability to offer a more robust and rigorous courses of study at the doctoral level. The major thrust of the science education research concentration is to prepare students for 21st century classrooms, to be collaborative, to produce and enhance critical thinking skills, and to embrace and foster creativity.

In addition to the doctoral program core requirements  shown above, students must complete the following curriculum to earn the concentration:

Concentration Required Courses (18 credits)

Note:

Students must complete 12 credits of graduate level science coursework. Students must also select one specialization area to complete the program. The Program Advisory Committee and the committee chairperson must agree on both the 12 credits of graduate level science and the specialization courses.

Concentration Specializations (18 credits)

Science Teacher Education Specialization

The Science Teacher Education specialization of the science education research concentration provides the knowledge and skills to craft effective research on science education in K-12 settings and teacher preparation programs. Graduates of this pillar are prepared to assume positions at research focused universities and/or government agencies.

  • Specialization coursework selected with advisor approval  Credits: 12
  • Cognition/Psychology coursework selected with advisor approval  Credits: 6
Non-Formal Science Education Specialization

Non-Formal Science Education Specialization of the science education research concentration provides the knowledge and skills to craft effective research on science education in non-formal settings such as museums, science centers, zoos and aquariums. Graduates of this pillar are prepared to assume positions at research focused at the aforementioned non-formal settings.

  • Specialization coursework selected with advisor approval  Credits: 12
  • Cognition/Psychology course selected with advisor approval  Credits: 3
  • Advanced science teaching methods course selected with advisor approval  Credits: 3
University Science Education Specialization

The University Science Education Specialization of science education research concentration provides the knowledge and skills to craft effective research on science education in science content departments at the university level. Graduates of this pillar are prepared to assume positions at research focused universities and/or government agencies where a thrust on pedagogical research in the science at the undergraduate and graduate levels.

  • Specialization coursework selected with advisor approval  Credits: 12
  • Cognition/Psychology course selected with advisor approval  Credits: 3
  • Advanced science teaching methods course selected with advisor approval  Credits: 3
Total: 36 credits

Total: 75 credits