Ph.D. IN POLICY STUDIES IN URBAN EDUCATION
I. Introduction
The College of Education at the University of Illinois at Chicago
offers advanced doctoral-level study in Policy Studies in Urban
Education. The objectives of the Ph.D. program in Policy Studies
in Urban Education Program are to prepare students to conduct
research on how educational institutions are organized, led, and
improved and on social and cultural contexts, particularly urban
contexts, that influence these educational institutions. Students
will engage in a focused yet flexible program of study that provides
essential up-to-date knowledge, disciplinary and other theoretical
perspectives, and research skills in one of two areas of concentration
or specialization:
- Educational organizations, leadership, and change
- The social foundations of education
This program will prepare students for academic research and
teaching positions in colleges and universities and research and
policy positions in various education-related organizations at
the local, state, and national levels.
Persons who are interested in working toward the Illinois Type
75 General Administrative Certificate or the Superintendent Endorsement
should apply for admission to the Ed.D. program in Urban Education
Leadership.
II. Admissions Requirements
The admissions requirements for this program are located on
the Doctoral
Student Application Information Page.
Non-degree students can only be admitted to the University
at the M.Ed. level. Students without an earned doctorate
may take courses as a non-degree student only through the College
of Education's M.Ed. program. Only 12 semester hours of non-degree
course credit can be transferred into the doctoral program.
Individuals with earned doctorates may pursue post-doctoral
studies through the non-degree M.Ed. option. In addition to
the general application to the non-degree M.Ed., post-doctoral
applicants must submit a letter to the Coordinator of the Ph.D.
program in Policy Studies stating why they believe non-degree
study would be beneficial to them. They should also indicate
which courses they propose to take. Non-degree students must
satisfy all prerequisites for the courses they select. The curriculum
code for this program is 20FS1592PHD.
III. Degree Requirements
A minimum of 111 semester hours of graduate work beyond the
baccalaureate or 79 to 84 semester hours beyond the masters
degree is required to complete the Ph.D. in Policy Studies in
Urban Education. The plan of study for each student is prepared
in consultation with and must be approved by a faculty advisor.
All students are required to complete courses successfully in
one of two areas of specialization, a Comprehensive Written
Qualifying Examination, Annual Reviews, and a Doctoral Dissertation.
Students who are admitted without an earned masters degree must
complete the equivalent of a masters degree, 23-28 semester
hours in elective courses related to research methods, policy,
administration, leadership, organizations, or social foundations
such as history, philosophy, sociology, political science, or
a related field of study such as gender studies, African American
studies, disability studies, or Latino studies. These courses
are to be chosen in consultation and with the consent of a faculty
advisor.
A. Summary of Degree Requirements
The minimum number of semester hours required for a student
entering the program with an earned masters degree are summarized
below.
The structure of the program provides students the opportunity
to develop specializations related to their interests and
career objectives within each concentration. This opportunity
comes from choices students can make within almost every area
of the program (e.g., choices in research methods courses,
related field courses, and electives).
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Concentration-specific courses
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20 hours
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|
Research methods courses
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20 hours
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|
Related field courses
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9-12 hours
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|
Elective courses
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14-16 hours
|
|
Dissertation units
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16 hours
|
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TOTAL
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79-84 hours
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A student entering the program without an earned masters
degree would be required to take an additional 23-28 semester
hours of elective courses related to research methods, policy,
administration, leadership, organizations, or social foundations
coursework such as history, philosophy, sociology, and political
science; or from a related field of study such as gender studies,
African American studies, disability studies, or Latino studies.
Specific degree requirements by concentration are contained
in the following table.
|
Requirements
|
Concentration in Education Organization
and Leadership
|
Concentration in Social Foundations
of Education
|
| Field-specific courses:20 hours |
PS 510-Seminar in Urban Education
PS 571-Education Policy Formation, Implementation and
Outcomes
PS 579-Organization and Management in Education
PS 587-Topics in Documentary and Field Research in Education
(one topic)
PS 589-Educational Administration Theory |
PS 510-Seminar in Urban Education
Four courses taken from among the following:
PS 566-Cultural Studies in Education
PS 567-Economics in Education
PS 570-Educational Policy: Historical and Philosophical
Analysis
PS 571-Education Policy Formation, Implementation,
Outcomes
PS 572-Sociology of Education
PS 582-Cultural Pluralism and Educational Policy
PS 583-Women in Education
PS 588-Critical Race Theory in Education
|
| Research methods courses: 20 hours. |
ED 500-Structural Foundations of Educational Research
ED 544-Research Designs for Policy Analysis
ED 503-Introduction to Inferential Statistics
PS 512-Nature and Interpretation of Evidence in Educational
Policy Research
Plus one course from among the following:
EPSY 546-Educational Measurement
EPSY 547-Multiple Regression in Educational Research
EPSY 563-Advanced Analysis of Variance
EPSY 583-Multivariate Analysis of Educational Data
PS 587-Topics in Documentary and Field Research (second
topic)
ED 502-Essentials of Qualitative Inquiry in Education
|
ED 500-Structural Foundations of Educational Research
ED 544-Research Designs for Policy Analysis
PS 512-Nature and Interpretation of Evidence in Educational
Policy Research
Plus two research methods courses from within or outside
College of Education. |
| Related field courses: 9-12 hours. |
Three courses taken outside the College of Education
in one related discipline or field of study (e.g., business
and management, economics, political science, sociology,
etc.) to add depth to knowledge and research methods appropriate
to concentration. |
Three courses taken outside the College of Education
in one related discipline or field of study (e.g., economics,
history, philosophy, sociology, gender studies, African
American studies, Latino studies, disability studies,
etc.) to add depth to knowledge and research methods appropriate
to concentration |
| Elective courses: 14-16 hours. |
Four courses from among the following:
PS 406-Politics of Urban Education
PS 453-Topics in Education Policy
PS 501-School Finance and Policy Analysis
PS 551-Administration Programs in Urban Schools
PS 568-Education and the Law
PS 570-Education Policy: Historical and Philosophical
Analysis
PS 574-The Impact of College on Students
PS 575-Higher Education Organization and Administration
PS 576-History of Higher Education
PS 577-American Academic Profession
PS 578-Theoretical Frameworks of Educational Politics
PS 581-Collective Bargaining in Education
PS 582-Cultural Pluralism and Education Policy
PS 594-Special Topics in Education Policy (up to 8
hrs)
CIE 532-Staff Development and School Improvement
CIE 545-Educational Evaluation
CIE 574-Foundations of Curriculum Design
ED 543-Research on Teaching
|
Four courses related to specialty within Social Foundations
concentration (e.g. history of education, sociology of
education, philosophy of education, etc.) |
| Dissertation: 16 hours. |
PS599-Thesis Research |
PS599-Thesis Research |
B. Annual Reviews
To monitor student progress effectively, and to provide
a vehicle through which students and their advisors will reflect
on student progress in a structured way, each student will
prepare and submit a formal Annual Review. Each student's
Annual Review will follow a program-wide template and each
student's progress will be reported to and discussed by the
Area faculty on an annual basis. One element on which students
will be assessed will be their engagement in the scholarly
community beyond coursework for the program. Students are
encouraged to take advantage of opportunities for professional
growth such as colloquia, conferences, and preparing papers
for publication. The Annual Review provides a structured occasion
to examine each student's participation in such professional
activities.
C. Comprehensive Qualifying Examination
Near to or upon completion of required coursework, all students
will be administered a comprehensive written exam as part
of the requirement for qualification for the dissertation
stage of the program. This examination will help students
organize and focus their coursework toward dissertation proposal
development and research. The comprehensive exam is individually
designed for each student by the student's program advisor
and three faculty members who compose a comprehensive exam
committee. The committee members will together compose and
approve questions for the student to answer. The questions
will address the student's general knowledge of the field
of concentration, specialized knowledge within that field,
and the student's use of the methods of inquiry appropriate
to research in that field.
D. Oral Preliminary Examination
After successful completion of the written compehensive examination
and coursework, a five-member faculty committee shall be constituted
to advise the student on the development of a dissertation
proposal. At least two members of this committee must be full
members of the Graduate College. One member must be from outside
the student's chosen area of specialization. This committee
is appointed by the Dean of the Graduate College on the recommendation
of the Director of Graduate Studies. When the dissertation
proposal is completed, an oral preliminary examination is
administered by this faculty committee. The examination focuses
on the substantive area of the student's dissertation proposal
as well as the proposal itself. The committee may require
a written component to this exam.
E. Dissertation and Oral Defense
A dissertation of original research is required to complete
the program. It must be defended before a faculty committee
appointed by the Dean of the Graduate College on the recommendation
of the Director of Graduate Studies. The committee shall have
at least five members, of whom at least two must be full members
of the Graduate College. One member must be from outside the
student's chosen area of specialization. This committee may
be the same as the committee constituted for the preliminary
examination.
The Ph.D. in Policy Studies in Urban Education Program is
served by a diverse and talented faculty of national and international
reputation. Most members of the faculty are from the Policy
Studies Area of the College of Education. Several are from
other areas of the College, including Curriculum and Instruction
and Educational Psychology. Their names and areas of expertise
are listed here.
V. To Obtain Further Information
If you have program or academic questions about the Policy Studies
program, please call the area secretary, who can answer questions
and direct you to members of the faculty.
Policy Studies (312) 413-2414
If you have general questions regarding admissions procedures
or the Ph.D. program please contact:
College of Education - M/C 147
University of Illinois at Chicago
1040 West Harrison Street
Chicago, Illinois 60607-7133
Telephone: (312)-996-4532
Fax: (312)-996-9866
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If you are having any problems with this web
page or any of the links, please email Mike
Herkes. This page was last updated on
03/03/2006
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