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Nov 30, 2024
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2018-2019 Graduate & Professional Studies Catalog [Archived Catalog]
Social and Comparative Analysis in Education, PhD
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Doctor of Philosophy Degree
The University of Pittsburgh School of Education’s Doctor of Philosophy (PhD) programs prepare students to be nationally competitive and highly qualified for research careers in both academic and non-academic institutions. Our full-time, research-intensive PhDs produce scholars who demonstrate excellent writing and research skills, independent scholarship and productivity, and proficiency in teaching. Under the guidance of our distinguished graduate faculty, students will have the opportunity to produce peer-reviewed publications, present at professional conferences, and collaborate on grant-writing and review, positioning them to excel in their careers as researchers and faculty. Because the PhDs are full-time, students can be fully immersed in their coursework and research in preparation for an impactful scholarly career.
The Doctor of Philosophy degree in SCAE prepares creative and innovative professionals to take leadership in inquiry about critical problems and questions in education. As scholar/practitioner/citizens, Doctor of Philosophy students conduct original research and extend the boundaries of study in education, creating methods for educational practice and inquiry that promote praxis and critical agency. SCAE at Pitt spans educational systems from pre-kindergarten to higher education and includes non-formal educational settings.
Degree Requirements: The Doctor of Philosophy degree requires a minimum of 90 credits in the following areas: Department Core (6 credits), Program Core (9 credits), Specialization (24 credits), Research Methodology (18 credits), Supporting Field (9-18 credits), Electives (9 credits), Supervised Research (6 credits), and Dissertation (18 credits).
For additional degree requirement information, refer to the School of Education section on Doctoral Degree Requirements and to the Social and Comparative Analysis in Education webpage.
PhD Core Curriculum
Methods Courses Credits / Units: 15
Preparing students to tackle problems of practice and policy, and create innovative research agendas, requires intentionality in the mentods coursework that supports students’ development of independent projects, meaningful contributions to advisors’ research, and critical analysis of past research. To help ensure that students develop the necessary analytic competencies, students across the areas of concentration (ARCOs) for the PhD in the School of Education are required to complete a minimum of 5 methods courses: Quantitative 1 (EDUC 2100) and 2 (EDUC 3100); Qualitative 1 (EDUC 3104); and 2 seminars in advanced quantitative or qualitative methods, determined by the student and their advisor.
- EDUC 3100 - INTRODUCTION TO QUAN METHODS: DESCRIPTIVE AND INFERENTIAL STATISTICS
- EDUC 3103 - QUANTITATIVE METHODS 2
- EDUC 3104 - INTRODUCTION TO QUALITATIVE METHODS
First Year Seminar Credits / Units: 3
To further support students’ research competencies, PhD students also participate in a school wide first year seminar (EDUC 3102) and EDUC 3105). This seminar meets every other week (1 credit in fall and 2 credits in spring, taken over and above the typical 9 credit course load) and focuses on familiarizing students with practical and ethical issues in research (e.g., necessary clearances for working in schools, resolving questions of authorship and authorship order, human subjects guidelines), and supporting students work on their pre-dissertation proposal (e.g., developing innovative research questions, conducting a literaature review).
- EDUC 3102 - FIRST YEAR SEMINAR 1
- EDUC 3105 - FIRST YEAR SEMINAR 2
Additionally, PhD students enroll in writing seminar courses taken over and above the typical 9-credit course load beginning in the second year of study. These credits are above and beyond the 90 credits required for graduation.
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