phd in education brock university

Joint PhD educational studies

 study better, 3 universities | 3 fields of study | july 2024 start.

Thank you for your interest in the Joint PhD in Educational Studies Program.​

The online application system for the 2024 Academic Year is now closed.

The admission portal for the 2025 Academic Year will open in May 2024. Notice: the deadline to receive ALL required documents, INCLUDING references will be October 1, 2024.

Note that the Joint Ph.D. in Educational Studies Office of the Secretariat will be housed at the University of Windsor for the next five years. All applications (home university choice of Brock University, Lakehead University, or the University of Windsor) will be initially processed through the University of Windsor online application system.

phd in education brock university

STUDY BETTER

3 universities | 3 fields of study | 2024 start.

Thank you for your interest in the Joint PhD in Educational Studies Program.​ The online application system for the 2024 Academic Year is now open – the deadline to receive all required documents is November 15, 2023.

Joint PhD in Educational Studies Program

Experts in every subject, individualized plan of study, inter-university teams of instructors and supervisory committees, full-time and part-time study (part-time available at brock only), face-to-face and web-based instruction, collaboration across universities, comprehensive portfolio.

An innovative personalized approach to comprehensive examinations

Three Fields of Study

phd in education brock university

Cognition and Learning

Critically examines the cognitive, behavioural, social-emotional, and cultural processes of educators and students by drawing upon psychology, philosophy, sociology, sciences, and other disciplines.

phd in education brock university

Educational Leadership and Policy Studies

Explores the ethical, social, cultural, philosophical, and historical aspects of educational policy, leadership, and organizations.

phd in education brock university

Social/Cultural/Political Contexts of Education

Draws upon the humanities, sociology, cultural studies, anthropology, history, politics, and arts in relation to education.

Student Testimonials

Jennifer Cordeiro

Jennifer Cordeiro

Current student , joint phd.

As a mature student returning to academia after 24 years with a professional career as a registered social worker, I have found the joint PhD program to be welcoming for students with diverse backgrounds and experience. I have been able to focus my research to my interest both professionally, personally, and academically. The support I have received from my supervisor, professors and colleagues from all three universities has been invaluable.  

John Freer

2020 Alumni , Joint PhD

The Joint PhD program in Educational Studies offers a unique opportunity to study at three Ontario universities. This collaboration enriches the student experience. Throughout my doctoral journey, I benefited from the support of diverse perspectives from faculty and classmates from the University of Windsor, Brock, and Lakehead. The program combines flexibility and academic rigour, as you transform into an educational researcher.

Ruxandra Nahaiciuc

Ruxandra Nahaiciuc

My continuing experience within the Joint PhD in Educational Studies Program rests on the pillars of inspiring academic human capital, valuable experiential learning opportunities, and truly transferable research skills. It has been my pleasure to learn from faculty members, guest speakers, and advisors. It has been my joy to expand my learning by visiting another university campus and contributing to the advanced learning. It has been my benefit to find diverse ways in which to direct my studies. The program provides both the structure and the liberty to begin integrating educational theory into the personal interests of the individual student.  

Atiya Razi

The Joint Ph.D. program provides me with a growing sense of intellectual self-worth by engaging in scholarly research and activities. The program is challenging and requires much independence, perseverance, and sacrifice, and yet, I have connected with dedicated and knowledgeable educators, researchers, and scholars of three universities whose collective interests are their students' intellectual and scholarly growth.

Thu Le

Starting the Joint PhD program in Educational Studies at the University of Windsor is the best decision I have ever made in my life. Each coursework in the program has provided me with essential knowledge, theories, and skills that pave my way for my dissertation. After nearly two years in the program, I have grown from a novice international graduate student to a confident emerging scholar in terms of mental strength, academic achievements, research skill enhancement, and professional skill development. I am grateful for the opportunity I have had to study with/from my supervisor, professors, and friends.

Rakha Zabin

Rakha Zabin

I am a Ph.D. Candidate in the Joint Ph.D. in Educational Studies Program and my journey so far in this program has been incredibly fulfilling. The Joint Ph.D. in Educational Studies Program provides me with valuable opportunities for academic growth and personal reflection. To be reflected and included in the various dimensions of this program strengthens my heart with every step I take towards my scholarly expedition.

Dr. Melissa Oskineegish

Dr. Melissa Oskineegish

2018 alumni , joint phd.

The Joint PhD in Educational Studies program provided me the opportunity to delve deeper into scholarly research that was both professionally and personally meaningful. As a student in the program I had access to a broad range of expertise from faculty members across three universities, making it an exemplary learning experience.

Dr. Martha Moon

Dr. Martha Moon

2019 alumni , joint phd.

My experience in the Joint PhD program has been an excellent blend between studying at a small, close knit university where many students and scholars share my research interests and connecting with a broad and diverse group of colleagues and professors through the partner universities. This has brought both breadth and depth to my doctoral experience.

Mohamad Ayoub

Mohamad Ayoub

The diversity in this program allows graduate students from different cultural backgrounds to explore their experiences and perspectives together in a caring, respectful, and supporting learning environment. Professors provide learning opportunities that are rich, meaningful, and geared towards the research interests of graduate students.

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Ph.D. Program

20 Years Joint PhD Educational Studies

Online applications for the 2024 Academic Year are now being accepted. 

Note that the Joint Ph.D. in Educational Studies Office of the Secretariat will be housed at the University of Windsor for the next five years. All applications (home university choice of Brock University, Lakehead University, or the University of Windsor) will be initially processed through the University of Windsor online application system. >  Apply Here .

The application deadline for the 2024 Academic Year will be November 15, 2023

External Link

The Joint Ph.D. in Educational Studies is offered by Brock University, Lakehead University, and the University of Windsor. The Faculty of Education, University of Windsor, invites students to complete the Joint Ph.D. in Educational Studies degree in one of three Areas of Specialization:

  • Policy and Leadership
  • Social/Cultural/Political Contexts of Education
  • Cognition and Learning

We are committed to methodological advances in educational research and the integration of theory and practice. We nurture our students as developing scholars and leaders in faculties of education, school systems, and other institutional settings, thereby contributing to the growth of research and scholarship in Canada and internationally. We promote professional development through collaboration among scholars, practitioners, educational institutions, and faculties of education, thus fostering links between schools and universities, and promoting partnerships locally, nationally, and internationally. We are committed to excellence in our students and faculty and to producing graduates who are life long learners.

Program Highlights

  • Individualized plan of study
  • Multiple approaches to course delivery
  • Site-based, rotation across home universities
  • Distance Education (computer literacy required)
  • Inter-university teams of instructors and supervisory committees
  • Comprehensive portfolio - an innovative personalized approach to comprehensive examinations
  • Unique opportunities for collaboration and networking

For information about tution and funding, please reference the Faculty of Graduate Studies funding page .  For example, the link below provides information regarding the Vanier Scholarship to which both Domestic and International students can apply for if eligible.

News

phd in education brock university

Educational Studies (Joint PhD Program)

Canada / ontario.

  • Level : Graduate
  • Institution : Brock University
  • Deadline for application : 10 Oct 2021
  • Registration Fee : CAD130
  • Tuition Fee : CAD3,966 / Per Semester
  • Duration : 12 term
  • Language Requirements : International Certificate in English at B2 level

Description

The Joint PhD in Educational Studies Program provides opportunities for study in the areas of Cognition & Learning, Educational Leadership & Policy Studies, and Social/Cultural/Political Contexts of Education. The Joint PhD is a unique opportunity to study either full or part-time (part-time studies at not available at Lakehead University). Below you will find information relevant to degree requirements, fields of study, courses, as well as the Comprehensive Portfolio and Dissertation.

Specializations: Educational Leadership and Policy Studies,

Social/Cultural/Political Contexts of Education ,Cognition and Learning.

***International recovery fee*** $ 750 - The Province of Ontario charges an international recovery fee to be applied to all international students at public colleges and universities. This fee will be applied once in either fall or winter term based on the term of first registration for each academic year.*

General Requirements

High School Diploma or Secondary School Diploma Bachelor degree / Undergraduate Diploma Bachelor degree / Undergraduate Transcript Language Certificate

Language Requirements

IELTS: 6.5 or higher. TOEFL: 88 or higher. TOEIC: 750 or higher. FCE-Grade C (min 160 points) CAEL: 70 or higher. BEPT: 600 IB Diploma Brock Intensive English Language Program: min 5 level

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Your nationality and country of residence may play an important role during your program and visa application process. We know the invisible criteria and will help you once you start your application process with us.

Most institutions require a proof of your language proficiency. Students often start with a preparation program to improve their language skills in line with the program requirements and obtain a certificate.

Educational institutions offer a huge variety of programs in a wide range on different study levels from short term certificates to PhD programs.

Estimated budget for your study are shown below according to your interest. In many cases there are possibilities to work during your study. In order to be on the safe side you should be prepared to cover your first year from your savings. In some cases a proof of your financial capability may be required.

Tuition Fee Per Semester

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Please check below the available study programs that fit you best. Mark the programs of your choice and click apply now. You can apply for more than one program. Our fee per application is only EUR 49.90. You will get full professional advice and hands-on support from our experts on our online platform. Experts will guide you through your application process and give you ongoing advice to maximize your chances of being accepted. You will have support with everything you need from accommodation to your flight reservation as well as local pick-up and transfer for free. Your program choice is not final when you click on Apply Now. It is the beginning of your application journey with us. You may decide by yourself or our advisors may suggest you to apply for another program to maximize your chances of success.

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phd in education brock university

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Foundations of Education

Introduction, about the course.

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  • develop a deeper and broader understanding of the foundations of Canadian education as viewed through the lens of multiple scholarly disciplines;
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  • become familiar with the sequence of education courses they will complete in Brock University’s P/J, J/I, or I/S concurrent teacher education program;
  • enhance their academic research and writing skills with the goal of transferring the skills they develop to the K-12 students they will soon teach.

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Education News Canada

  • Level : university

phd in education brock university

BROCK UNIVERSITY PhD student to receive first degree of its kind in Canada

phd in education brock university

Prarthana Franklin-Luther with her dog, Layla, after successfully defending her dissertation. She is the first student in Canada to complete a PhD in Child and Youth Studies.

When Prarthana Franklin-Luther successfully defended her dissertation on Wednesday, Nov. 4, she became not only the first person to receive a PhD in Child and Youth Studies from Brock, but the first person to earn the credentials in Canada.

When the Child and Youth Studies PhD program launched at Brock in 2016, Tony Volk, Chair of the development committee for the program, said it was "the first doctoral program in Canada exploring children and youth studies from multi- and transdisciplinary perspectives."

That transdisciplinary approach to the program is part of what drew Franklin-Luther to the program.

She began her academic journey with studies in Psychology, but became interested in parenting research, and ultimately chose Brock as the destination to complete her PhD.

Franklin-Luther studied under Volk and completed her dissertation on how personality traits can influence parenting behaviour and decisions. Her research looked to explain the variance in parents' decision making and behaviours towards children, using the HEXACO Personality Model.

Co-developed by Brock psychology professor Michael Ashton, the HEXACO model measures six major dimensions of personality: Honesty-humility; Emotionality; Extraversion; Agreeableness (versus anger); Conscientiousness; and Openness to experience.

To complete her research, Franklin-Luther undertook three studies, which all began with parents taking the HEXACO test to determine which personality traits were most prevalent. The first study then examined parental investment using images of infants as stimuli to motivate parental engagement. The second compared personality traits with parents' reactions and punishment to video vignettes of misbehaving children, based on the child's age and intentionality. The third study observed the associations between personality and real-time parenting behaviour on a playground.

The findings from all studies showed the parents who scored higher on HEXACO's Emotionality, which describes feeling attached toward others, were more likely to display engaged and involved parenting.

Those who scored lower levels in the category of Emotionality (feeling less empathy toward others) and lower Agreeableness, which describes quick to anger and being more reactive, were shown to correlate to the parents who used severe punishment for a child's misbehaviour, regardless of whether it was a younger or older child, and regardless of whether it was an accidental or intentional misbehaviour (in the case of lower Agreeableness).

Franklin-Luther hopes her findings will help influence future parenting interventions and programs that seek to promote healthy parenting.

"Very few studies have tested the HEXACO model in a parenting context, and our data suggest the HEXACO may be an effective tool for better understanding different inherent parenting motivations," she says. "If we can understand what types of personalities contribute to more involved and/or harsh parenting, we may be able to target parenting interventions to those traits and produce more effective parenting and parent-child outcomes."

While Franklin-Luther's PhD studies are now behind her, her path was not without challenges. Midway through her degree, she was diagnosed with a spinal tumour that required her to have emergency surgery and take a five-month medical leave of absence from the program, during which she had to learn to walk again. She then had to finish the final stage of her studies during the COVID-19 global pandemic.

"I had my struggles along the way, but Dr. Volk and the CHYS department were very supportive of me," she says.

Now undertaking a Post-Doctoral Fellowship at McMaster University, Franklin-Luther is excited to use the knowledge she gained during her PhD. She will spend the next two to three years in the Department of Obstetrics and Gynecology studying how to better support the mental health needs for parents of pre-term infants.

"I am excited to continue my transdisciplinary research, combining social science approaches and knowledge with the health sciences/perinatal field," she says.

Volk said it is "incredibly satisfying to see Canada's first PhD in Child and Youth Studies graduate,"

"That Prarthana was my PhD student only makes that even more satisfying. What's more, the entire first cohort is doing extremely well and they all highlight the co-operative, multidisciplinary and transdisciplinary approaches that served as the foundation of the PhD program," he said.

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Doctor of Philosophy in Education

Description of program.

The PhD Program is suitable for innovative self-starters who want to combine a strong base of theoretical knowledge with a desire to conduct research in and about colleges, PK-12 schools, proprietary organizations, private, non-profit, and public organizations, or the military. This program prepares leaders to be critical consumers of information and use evidence-based research to inform and improve practice. Students will gain the knowledge, skills, and dispositions to make informed ethical decisions, develop solutions, and communicate ideas to diverse stakeholders, addressing, current educational, organizational, and societal issues.

Learning Outcomes

  • Develop knowledge of educational theories, research, and diverse instructional practices.
  • Communicate with diverse audiences about educational theories, research, and practices.
  • Develop evidence-based solutions addressing current educational, organizational, and societal issues.
  • Analyze professional skills, dispositions, and technology options for leading and educating diverse groups.
  • Conduct educational research that contributes to the body of knowledge specific to a discipline.

All PhD students are required to demonstrate competency in these areas:

  • Graduate Level Statistics Competency - PhD students are required to complete a Statistics I Course, EDR-8201   , and Statistics II, EDR-8202   .
  • Competency in Research Writing Skills - PhD students are required to show competency in writing skills for research purposes through their NCU graduate coursework before being assigned to any dissertation courses. Students will be required to take  EDU-8001 - Advanced Scholarly Writing   , to improve APA formatting skills and to address advanced writing and research skills.
  • Computer Competency - PhD students are required to use appropriate computer skills that are necessary in writing a dissertation. Students must be able to prepare documents using advanced word processing skills (e.g., creation of tables and figures, headers and footers, page breaks, tables of contents, hanging indents, etc.). In addition, students need to use computer programs for the statistical analysis and presentation of data (e.g., Excel, SPSS). The oral defense normally requires a computer-based presentation by the candidate (e.g., a Power Point presentation).

Basis for Admissions

Admission to the Doctor of Philosophy in Education requires a conferred post-baccalaureate master’s degree and/or doctoral degree from a regionally or nationally accredited academic institution. Examples of acceptable doctoral degrees include doctor of philosophy (PhD), and doctor of education (EdD).

In addition to general requirements for admission to an PhD program, applicants to the PhD program with specialization in  Nursing Education  must provide a copy of the following:

  • A valid and active RN license from the United States

Degree Requirements

The PhD Program may be completed in 60 semester credit hours. Additional credit hours may be allowed as needed to complete dissertation research in alignment with the Satisfactory Academic Progress (SAP) and Academic Maximum Time Frame policies. Students who do not complete their program within these requirements may be dismissed.

Dissertation Completion Pathway

The NCU mission is dedicated to assisting students in achieving their academic aspirations and helping them become valuable contributors to their community and profession. To support our mission, NCU now offers a dissertation completion pathway for students who have successfully completed their doctoral coursework and achieved doctoral candidacy at a previous institution but were unable to complete their dissertation.  NCU’s Dissertation Completion Pathway (DCP) offers a unique opportunity for students to complete their doctorate in one of the doctoral programs offered at NCU (excluding the PhD in MFT and DMFT). Students successfully meeting the entrance and application requirements will complete a minimum of 23 credit hours to earn their doctorate.

Click below for more information on the

Dissertation Completion Pathway    

Time to Completion

NCU allows 7 years to complete all doctoral programs of 60 credits or less.

NCU may accept a maximum of 12 semester credit hours in transfer toward the doctoral degree for graduate coursework completed toward a non-conferred doctoral degree at an accredited college or university with a grade of “B” or better. Transfer credit is only awarded for course work that is evaluated to be substantially equivalent in content with the required course work for the PhD program.

Students who are unable to complete a degree program within the stated time limits are dismissed. If a student believes they have extenuating circumstances they may document the circumstances and send a request for consideration to their respective School Dean or designee. Exceptions to the policy are determined on a case-by-case basis and are granted only once.

Normal time to completion for this program is 82 months.

Time to completion varies depending upon the pace in which a student completes courses and the number of transfer credits accepted. As most NCU students are working adults balancing educational, professional, and personal commitments, our academic and finance advisors will work with you to develop a program schedule that works best for your needs.

The normal time disclosed above reflects the experience of students who may have entered under different program requirements. In the quest for continuous improvement, academic leadership has revised the program to optimize curriculum and pace, facilitate student learning, and improve chances for success. Therefore, the program is now designed for students enrolling today to take advantage of these revised course structures, lengths, and schedules. New students following the preferred schedule designed by the Dean for this program, and applying no transfer credits, can expect to finish in as little as 45 months.

Certification and Licensing

The School of Education serves educational leaders by providing online graduate studies in education to reach worldwide populations. The PhD program is designed to reach national and international markets and does not purport to provide licensure or certification in any particular state or country.

Research and Dissertation

The University has developed a logical step-by-step process that assists in completing the dissertation. NCU provides a detailed Dissertation Handbook that explains the process and NCU’s dissertation support structure.

The PhD doctoral research courses, the PhD comprehensive course and the PhD dissertation courses are specifically designed as a guide through the process in an orderly and meaningful fashion and lead to the oral defense.

The dissertation is the capstone academic achievement of the PhD. The PhD dissertation is a scholarly documentation of the research. To earn the PhD the student must demonstrate the ability, motivation, and commitment and NCU will provide the faculty, the academic support and process to assist with the attainment of high academic goals.

The PhD research is aimed at contributing to the body of research knowledge - either new research or adding to research already studied in the field. PhD students take EDR-8201 - Statistics I    and  EDR-8202 - Statistics II    as part of their program of study. There is also an oral defense.

Dissertation Process

Faculty assists each NCU Doctoral student to reach this high goal through a systematic process leading to a high-quality completed dissertation. A PhD dissertation is a scholarly documentation of research that makes an original contribution to the field of study. This process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of the dissertation.

A doctoral candidate must be continuously enrolled throughout the series of dissertation courses. Dissertation courses are automatically scheduled and accepted without a break in scheduling to ensure that students remain in continuous enrollment throughout the dissertation course sequence. If additional time is required to complete any of the dissertation courses, students must re-enroll and pay the tuition for that course. Continuous enrollment will only be permitted when students demonstrate progress toward completing dissertation requirements. The Dissertation Committee determines progress.

Course Sequence

The PhD degree in Education focuses on enhancing the body of knowledge of education. The PhD is intended for the student who wishes to primarily teach in higher education, conduct educational research or work in the area of educational research (full time faculty dedicated to teaching AND research, institutional researchers, etc.) The PhD research is aimed at contributing to the body of research knowledge - either new research or adding to research already completed in the field.

*The elective course scheduled as part of the initial degree may be changed upon request.  Students should contact their Academic and Finance Advisor for assistance.

  • EDU-8000 - Foundations for Doctoral Study in Education
  • EDU-8001 - Advanced Scholarly Writing
  • Specialization Course 1
  • EDR-8200 - Scholarly Literature Review
  • Specialization Course 2
  • EDR-8203 - Research Methods
  • Specialization Course 3
  • EDR-8201 - Statistics I
  • Specialization Course 4
  • EDR-8202 - Statistics II
  • Specialization Course 5
  • EDR-8204 - Advanced Qualitative Design and Measurement
  • Specialization Course 6
  • EDR-8205 - Advanced Quantitative Design and Measurement
  • Specialization/Elective Course*
  • CMP-9700E - Doctoral Comprehensive Assessment: Pre-Candidacy Prospectus
  • DIS-9901A - Components of the Dissertation
  • DIS-9902A - The Dissertation Proposal
  • DIS-9903A - Institutional Review Board (IRB) and Data Collection
  • DIS-9904A - The Dissertation Manuscript and Defense

Leadership in Higher Education (LHE) Specialization

The program provides knowledge in educational leadership research, theory and practices applicable to higher education. Research and analysis is conducted to identify future directions of national and global higher education focused on educational change through policy development and educational reform.

Specialization Courses – 18 credit hours

Select 6 courses from the following:

  • LHE-7004 - Organization and Governance of Higher Education
  • LHE-7005 - Legal Issues in Higher Education
  • LHE-7006 - Student Affairs Leadership
  • LHE-7007 - Strategic Enrollment Leadership
  • LHE-7008 - Higher Education Finance
  • LHE-7010 - Current Trends and Topics in Higher Education
  • LHE-7011 - Foundations of Higher Education Leadership
  • LHE-7012 - Strategic Planning & Institutional Effectiveness in Higher Education
  • LHE-7013 - Community College Curriculum and Program Development
  • LHE-7014 - Introduction to the Community College

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A doctoral degree in special education will prepare you to serve in an exciting career in which you can lead the educational or behavioral professions through administration, scholarship, and entrepreneurship—from teacher educator to special education manager to curriculum specialist to director of a treatment center.

This program is about 85-90 percent online, but you will need to come to campus for some courses in your cognate. The program director  can explain the on-campus commitment in more detail.

Our Philosophy

Program Goals

  • Focus on core knowledge and skills for advanced professional practice.
  • Provide flexibility for candidates to develop specialized expertise in focused areas of study that are critical to the field.
  • Emphasize scholarship as a means of closing the gap between research and practice.
  • Provide training on evidence-based education and practice.
  • Build on the strength and collaboration of faculty within the department and other departments. Solving problems requires creative and united commitment.
  • Emphasize learning in the context of communities as a means of producing socially meaningful improvements in the lives of individuals with disabilities.
  • Offer courses in a blended (online/main campus) format.

Focused Areas of Doctoral Study

Graduates of the program earn their doctorates with an emphasis on one or more focus areas:

Doctoral students seeking training in American Sign Language (ASL) and deaf studies will prepare students with an understanding of the language as well as the culture. You’ll learn how to communicate in ASL, interact with deaf individuals, learn about the history of deaf culture, and how to collaborate with families and professionals.

The cognate will primarily focus on related fields within special education, Teachers College, or speech and audiology so that students have more systematic programming around deaf studies and ASL.

Doctoral students seeking training in applied behavior analysis and autism will learn to apply the principles and theories of applied behavior analysis to support individuals with disabilities in making socially important improvements in their quality of life. This focused area of study provides an emphasis in applying behavioral strategies to increase important life skills and/or decrease problem behaviors that interfere with opportunities in schools and communities.

Understanding principles of behavior, developing behavior consultation techniques, establishing organizational structures supporting skills acquisition and behavior change, and learning evidence-based treatment/intervention strategies are core concepts of this focused area of study.

Candidates have the opportunity to earn certifications in ABA and Autism from Ball State University as well as complete coursework required to become certified by the Behavior Analysis Certification Board.

Doctoral students seeking advanced training on serving low incidence populations will learn evidence-based strategies and instructional approaches that are used to teach persons with low incidence disabilities to acquire critical skills to increase their opportunities in their communities. This focused area of study provides an emphasis on severe disorders that impact learning and behavior.

Understanding principles of behavior, developing communication skills (including alternative and augmentative systems), making appropriate accommodations, and selecting treatment/intervention strategies when serving individuals with severe and moderate disabilities are key concepts of this focused area of study.

Candidates have the opportunity to expand their teaching repertoire as they work with learners with low incidence in special education settings. Teacher education preparation is also a focus of the program.

Doctoral students seeking advanced training on serving high incidence populations will learn evidence-based strategies and instructional approaches that are used to teach persons with high incidence disabilities to reach their full potential. This focused area of study provides an emphasis on commonly occurring disabilities that can be supported to help learners master educational materials. 

Understanding principles of assessment, use of effective instructional methods, making appropriate accommodations, and selecting treatment/intervention strategies when serving individuals with mild disabilities are key concepts and skills of this focused area of study.

Candidates have the opportunity to expand their teaching repertoire as they work with learners with high incidence in special education settings. Teacher education preparation is also a focus of the program.

Doctoral students seeking training on serving students with emotional and behavioral disorders will learn evidence-based strategies and instructional approaches that are used to teach persons with emotional and behavioral disorders to develop skills that help their reach their full potential. This focused area of study provides an emphasis on commonly occurring emotional and behavioral disorders that can be supported to help learners master educational materials.

Understanding causes of emotional and behavioral disorders, principles of assessment, use of effective instructional methods, making appropriate accommodations, and selecting treatment/intervention strategies when serving individuals with emotional and behavioral disorders are key concepts and skills of this focused area of study.

Candidates have the opportunity to expand their teaching repertoire as they work with students who benefit from appropriate assessment and intervention in special education settings.

Doctoral students seeking training on Response to Intervention/Multi-Tier System of Supports will learn evidence-based strategies and instructional approaches that are used to develop systems within schools that have the goal of meeting the needs of all learners. This focused area of study provides an emphasis on creating systems that will establish the structure to enhance the performance of all students while simultaneously assessing and targeting specific educational and behavioral challenges as needed by individual learners.

Understanding causes the need to address professional development, the school culture and leadership as part of the solution needed to improve assessment, curriculum, and instruction are key concepts and skills of this focused area of study.

Candidates have the opportunity to expand their knowledge of creating supporting educational systems and their teaching repertoire as they work to support all students in reaching their highest potential.

Doctoral students seeking general special education training at the doctoral level typically assume leadership roles in special education in one or more of the following positions in higher education: teacher educator, special education manager, and curriculum specialist and researcher/evaluator.

Candidates who successfully complete the program will hold a doctor of education degree with a noncategorical major in special education degree, i.e., with generic training emphasis rather than a specific disabilities training emphasis.

Degree Requirements

The doctoral degree in special education, which is a blend of on campus and online courses, consists of 91 graduate credits post-bachelor’s degrees. Typically, a maximum of 30 credits, earned towards the master's degree, may be applied to the total 91-credit requirement.

Additional credit requirements include:

  • at least 40 credits, excluding dissertation credits, must be in the major (SPCE)
  • at least 48 credits must be completed at Ball State University
  • at least 10 dissertation credits (DISS 799)

Entering doctoral students select initial coursework in collaboration with the Director of the Doctoral Program. They then work with the chair of their doctoral committee to develop a comprehensive program of study. The full committee then adjusts or approves the program of study.

Doctoral students are expected to acquire research skills by taking a variety of coursework in research design and statistics. They complete a rigorous research component in which they demonstrate competency with research tools applicable to Special Education, Applied Behavior Analysis, and/or their Focused Area(s) of Study.  Examples include but are not restricted to: Research Methods, Introduction to Statistical Methods, Analysis of Variance, Introduction to Qualitative Research, and Single Subject Research Design.

After admittance, doctoral students will complete coursework for a cognate in research methods. In addition, doctoral students work with their committee chairperson to select:

  • a second cognate, of which you must complete nine credits at Ball State
  • a second concentration within the department
  • all doctoral students are strongly encouraged to complete a research cognate consisting of coursework recommended by the chair of their doctoral committee

You must complete at least 15 credits in two consecutive semesters beyond the master’s degree in order to meet our residency requirement. Residency will encourage you to:

  • concentrate on coursework or research
  • collaborate with faculty and other candidates
  • develop specialized skills that support professional goals

At all times after completing nine credits of doctoral study, you must maintain a cumulative GPA of at least 3.2 for courses taken toward the doctoral degree.

Your cumulative GPA is reported and monitored as part of the Doctoral Program Decision Point Process within the Department of Special Education.

Near the end of your coursework, doctoral students take a comprehensive examination based on their coursework in Special Education and research as well as their focused area of study Graduate students will work with their doctoral committee to determine the coursework and other preparation needed to successfully prepare for the written and oral portions of the comprehensive examination.

Under the general supervision of your committee chairperson, doctoral students develop and receive approval on a dissertation topic. Dissertations for doctoral candidates in Special Education typically contribute to the solution of important problems in education and/or applied behavior analysis.

Using their knowledge of research methods and intensive examination of the literature regarding their dissertation topic, doctoral students write their dissertation proposal. Once approved by the chair of the doctoral committee, doctoral students distribute their work to the doctoral committee for review. The proposal meeting involves the doctoral student presenting their topic and proposed methodology. The doctoral committee recommends or requires changes prior to proposal approval. Subsequent to conducting their dissertation research, doctoral students complete their dissertation defense, in which doctoral students provide a presentation to committee members committee members, who then ask in-depth questions about the study and topic as well as its implications for the field.

For a complete list of required courses, see the course catalog.

View Catalog

Doctoral Committee

The Director of the Doctoral Program in Special Education meets with doctoral students when they are admitted to the program. Doctoral students are guided through the process of forming a doctoral committee, which begins with the selection of a chair for the doctoral committee. Doctoral students are encouraged to select chairs whose scholarly interests match topics they may wish to pursue with their dissertation.

Chairs of the doctoral committee will guide students in the selection of committee members—usually during the first year of doctoral study. Upon the recommendation of the departmental program director, the dean of the Graduate School will appoint the candidate’s committee.

Doctoral students will then consult with their committee to finalize a plan of study and guide the development of the dissertation. The plan of study will be filed in the departmental office and the Graduate School.

The committee will consist of either four or five voting members, depending on your program of study.

All committees will consist of:

  • two members from the major (i.e., Special Education)
  • an at-large member from a field or department not already represented
  • a voting member for each cognate or focused area of study as identified on your program of study

Paying for Your Education

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Follow our news, recent searches, law graduate who plagiarised in open-book exam and lied about it called to the bar, advertisement.

"Her voluntary disclosures reflected her willingness to right past wrongs," said Chief Justice Sundaresh Menon.

File photo of the Supreme Court in Singapore. (Photo: CNA/Syamil Sapari)

SIINGAPORE: A law graduate who “copied and pasted” from a sample essay in an open-book exam four years ago and lied about it during a subsequent inquiry was admitted to the Bar after a five-month deferment on her application.

In the grounds of decision released on Friday (Mar 8), Chief Justice Sundaresh Menon said he was satisfied that Ms Stasia Ong Pei Qi had “sufficiently demonstrated that she had learned from her past misconduct”.

This was also in light of the fact that Ms Ong, who was a student at National University of Singapore’s (NUS) Faculty of Law, had made voluntary disclosures of her misconduct.

In April 2020, during the second semester of her second year, Ms Ong sat for an open-book examination accounting for 70 per cent of the module’s grade. For one of the essay questions, she “copied and pasted" some text from the sample essay of a student who was her senior.

A month later, the university convened an inquiry after realising that Ms Ong’s answer to the essay question had substantial similarities to three other students' answers.

When questioned, Ms Ong said she had been working on her draft exam answer on two separate Microsoft Word documents.

According to her, one document contained the sample essay with slight amendments, while the other contained a copy of the same sample essay which she was “working to amend afresh”. She said she submitted the "wrong" document", which was the one with slight amendments.

“This therefore implied that the applicant had prepared a separate document which she had substantially amended and which did not bear substantial similarities to the answers submitted by the three other students. In truth, there was no such document,” said Chief Justice Menon.

“Accordingly, when the applicant made the statement that that she had ‘accidentally’ submitted the ‘wrong’ document, this was an untrue statement.”

NUS was unaware of the "untrue statement". But it found her to have committed the academic offence of plagiarism, and awarded her zero marks for the question.

She subsequently completed her undergraduate studies without any further incident.

But in 2023, when Ms Ong filed her application for admission to the Bar, she revealed that not only did she plagiarise, she had also lied during the 2020 inquiry.

Earlier that year, she had confessed to an NUS staff member about the false statement she had made during the inquiry, prompting the university to revise her grade for the affected module downwards from “C” to “D”. A letter of warning was also issued.

Following her application, both the Attorney-General and the Singapore Institute of Legal Education took the position that the Ms Ong was "not a fit and proper person to be admitted to the Bar at that point in time and sought a period of deferment of five months to allow the applicant to reflect on her actions".

The Law Society of Singapore, however, did not object to her application being dealt with at that time, without the need for any deferment.

Ms Ong agreed to the deferment.

The deferment period ended on Jan 20, 2024, and the matter was then restored for hearing. None of the stakeholders objected to the application.

phd in education brock university

Reformed upskirter admitted to the Bar, along with duo who plagiarised while in university

phd in education brock university

Mandatory modules in the works for law students, lawyers to plug 'notable gaps' in legal ethics education

"right past wrongs"                                    .

Defending her application, Ms Ong said she had accepted that she had fallen short of the conduct expected of one aspiring to be admitted to the Bar.

However, in the three years since her plagiarism, she has had a clean record in NUS, and engaged in pro bono work during a stint at a law firm.

The Attorney-General no longer objected, acknowledging that she was willing to take responsibility for her mistakes, as she voluntarily disclosed her plagiarism and dishonest statement.

The Singapore Institute of Legal Education also lifted its objection, stating that it was satisfied that Ms Ong had sufficiently reflected on her wrongdoing. 

The Law Society of Singapore noted that she had been transparent about her misconduct, and that she had sufficiently remedied her misconduct through her voluntary disclosure.

Chief Justice Menon said Ms Ong’s voluntary disclosures “reflected her willingness to right past wrongs and represented a very significant step in her rehabilitation”.

While her misconduct was serious, he found it "most encouraging that the applicant, of her own accord, made full disclosure of her misconduct in her affidavit in support of her admission application".  This showed " her genuine desire to come clean and to make a fresh start on the right footing".

He said that if it were not for Ms Ong coming clean, neither NUS nor the stakeholders would have uncovered her untrue statement made during the inquiry. 

"She disclosed the fact of her having committed the academic offence notwithstanding that it had been filed as an internal disciplinary record within NUS,” said Chief Justice Menon.

"And, the applicant went even further by disclosing both to the university and to the stakeholders that she had made the untrue statement years earlier in the course of the inquiry."

Her "candour and courage" in owning up to her mistakes were also "very good signs of reform". 

“I was satisfied that the applicant was a fit and proper person to be admitted and I duly enrolled her and welcomed her to the Bar,” he added.

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More Schooling is Linked to Slowed Aging and Increased Longevity

Two years of education translated to a 2-3 percent slower pace of aging.

Participants in the Framingham Heart Study who achieved higher levels of education tended to age more slowly and went on to live longer lives as compared to those who did not achieve upward educational mobility, according to a new study by researchers at  Columbia University Mailman School of Public Health and The Robert N. Butler Columbia Aging Center . Upward educational mobility was significantly associated with a slower pace of aging and a lower risk of death. The results are published online in JAMA Network Open .

The Framingham Heart Study is an ongoing observational study first initiated in 1948 that currently spans three generations.

The Columbia analysis is the first to connect educational mobility with the pace of biological aging and mortality. 

“We’ve known for a long time that people who have higher levels of education tend to live longer lives. But there are a bunch of challenges in figuring out how that happens and, critically, whether interventions to promote educational attainment will contribute to healthy longevity,” said Daniel Belsky , PhD, associate professor of Epidemiology  at Columbia Mailman School and the Aging Center and senior author of the paper. 

To measure the pace of aging, the researchers applied an algorithm known as the DunedinPACE epigenetic clock to genomic data collected by the Framingham Heart Study. The latest findings showed that, according to the yardstick of the DunedinPACE epigenetic clock, two years of additional schooling translated to a two- to three percent slower pace of aging. This slowing in the pace of aging corresponds to a roughly 10 percent reduction in risk of mortality in the Framingham Heart Study, according to previous research by Belsky on the association of DunedinPACE with risk of death.

DunedinPACE was developed by Columbia researchers and colleagues at Duke University and reported in January 2022. Based on an analysis of chemical tags on the DNA contained in white blood cells, or DNA methylation marks, DunedinPACE is named after the Dunedin Study birth cohort used to develop it. DunedinPACE (stands for Pace of Aging Computed from the Epigenome), is measured from a blood test and functions like a speedometer for the aging process, measuring how fast or slow a person’s body is changing as they grow older. 

Biological aging refers to the accumulation of molecular changes that progressively undermine the integrity and resilience capacity of our cells, tissues, and organs as we grow older.

The Columbia researchers used data from 14,106 Framingham Heart Study spanning three generations to link children’s educational attainment data with that of their parents. They then used data from a subset of participants who provided blood samples during data collection to calculate the pace of biological aging using the DunedinPACE epigenetic clock. In primary analysis, the researchers tested associations between educational mobility, aging, and mortality in a subset of 3,101 participants for whom educational mobility and pace of aging measures could be calculated.

For 2,437 participants with a sibling, the researchers also tested whether differences in educational attainment between siblings were associated with a difference in the pace of aging. 

“A key confound in studies like these is that people with different levels of education tend to come from families with different educational backgrounds and different levels of other resources,” explained Gloria Graf, a PhD candidate in the Department of Epidemiology supervised by Belsky, and first author of the study. “To address these confounds, we focused on educational mobility, how much more (or less) education a person completed relative to their parents, and sibling differences in educational attainment—how much more (or less) education a person completed relative to their siblings. These study designs control for differences between families and allow us to isolate the effects of education.” 

By combining these study designs with the new DunedinPACE epigenetic clock, the researchers were able to test how education affects the pace of aging. Then, by linking the education and pace of aging data with longitudinal records of how long participants lived, the team was able to determine if a slower pace of aging accounted for increased longevity in people with more education.

“Our findings support the hypothesis that interventions to promote educational attainment will slow the pace of biological aging and promote longevity,” noted Graf. “Ultimately, experimental evidence is needed to confirm our findings,” added Belsky. “Epigenetic clocks like DunedinPace have potential to enhance such experimental studies by providing an outcome that can reflect impacts of education on healthy aging well before the onset of disease and disability in later life.” 

“We found that upward educational mobility was associated both with a slower pace of aging and decreased risk of death,” said Graf. “In fact, up to half of the educational gradient in mortality we observed was explained by healthier aging trajectories among better-educated participants.” This pattern of association was similar across generations and held within family sibling comparisons: siblings with higher educational mobility tended to have a slower pace of aging as compared with their less educated siblings.

Co-authors are Calen Ryan, Meeraj Kothari, and Alison Aiello, Columbia Mailman School of Public Health and Butler Columbia Aging Center; Peter Muennig, Columbia Mailman School of Public Health; Terrie Moffitt, Avshalom Caspi, and Karen Sugden, Duke University; and Hexuan Liu, University of Cincinnati.

The study was supported by the National Institutes of Health (grants AG073402, AG073207, AG078627). 

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Report Helps Answer the Question: Is a College Degree Worth the Cost?

The analysis found that former students at most colleges had an annual income higher than high school graduates a decade after enrollment.

A diploma being swiped through a green device with a clock on it.

By Ann Carrns

Most people go to college to improve their financial prospects, though there are other benefits to attending a postsecondary institution. But as the average cost of a four-year degree has risen to six figures, even at public universities, it can be hard to know if the money is well spent .

A new analysis by HEA Group, a research and consulting firm focused on college access and success, may help answer the question for students and their families. The study compares the median earnings of former college students, 10 years after they enrolled, with basic income benchmarks.

The analysis found that a majority of colleges exceed minimum economic measures for their graduates, like having a typical annual income that is more than that of a high school graduate with no higher education ($32,000, per federal Scorecard data ).

Still, more than 1,000 schools fell short of that threshold, though many of them were for-profit colleges concentrating in short-term credentials rather than traditional four-year degrees.

Seeing whether a college’s former students are earning “reasonable” incomes, said Michael Itzkowitz, HEA Group’s founder and president, can help people weigh whether they want to cross some institutions off their list. Someone deciding between similar colleges, for example, can see the institution that has produced students with significantly higher incomes.

While income isn’t necessarily the only criterion to consider when comparing schools, Mr. Itzkowitz said, “it’s a very good starting point.”

The report used data from the Education Department’s College Scorecard to assess the earnings of about five million former students who had attended about 3,900 institutions of higher education, 10 years after they first enrolled. (The analysis includes data for people who didn’t complete their degree.) The report includes public colleges as well as private nonprofit and for-profit schools; the schools may offer nondegree certificates, associate degrees and bachelor’s degrees.

The analysis found that schools where students earned less than their peers who never attended college were generally those offering nondegree certificates, which can often be completed in 18 months or less, as well as for-profit institutions, although the list also includes some public and private nonprofit schools. At 71 percent of for-profit schools, a majority of students were earning less than high school graduates 10 years after enrolling, compared with 14 percent of public institutions and 9 percent of private nonprofit schools, Mr. Itzkowitz said.

“College is, indeed, worth it,” Mr. Itzkowitz said, but paying for it can be “substantially riskier” depending on the type of school you attend or the credential you seek.

(Another report found that former students of for-profit colleges tend to experience more financial risk than those who attended similarly selective public colleges. Those risks include having to take on more debt for higher education, a greater likelihood of defaulting on student loans and a lower likelihood of finding a job.)

Jason Altmire, president and chief executive of Career Education Colleges and Universities, a trade group representing for-profit career colleges, said lumping together schools offering mainly short-term certificate programs with colleges offering four-year degrees didn’t make sense. People who want to work in certain careers — hairdressing, for instance — generally can’t work in the field unless they earn a certificate, he said.

Mr. Altmire also said that income data from for-profit certificate schools might be skewed by “gender bias” because the programs had a higher proportion of women, who were more likely than men to work part time while raising families, lowering a school’s reported median income.

The HEA report also compared colleges’ performance with other benchmarks, like the federal poverty line ($15,000 annual income for an individual), which is used to determine eligibility for benefits for government programs like subsidized health insurance and Medicaid. Incomes at the “vast majority” of colleges exceeded this cutoff, the report found, although 18 — nearly all of them for-profit schools offering nondegree certificate programs in beauty or hairstyling — had students with median incomes below that threshold.

Majors also matter, since those in science, technology, engineering and nursing typically lead to significantly higher salaries than majors in the arts or humanities. (Last year, HEA published a separate analysis of the college majors that pay the most.)

When comparing the earnings after college, students and families shouldn’t look at the data in a vacuum, said Kristina Dooley, a certified educational planner in Hudson, Ohio. Many schools where former students go on to be top earners have programs focusing on health sciences, technology or business, but that may not be what you want to study.

“Use it as one piece of information,” Ms. Dooley said.

She said that students shouldn’t rule out a college just because it wasn’t at the pinnacle of the income list. Do ask questions, though — like whether its career services office helps with setting up internships and making alumni connections to assist you in finding a good-paying job.

Amy S. Jasper, an independent educational consultant in Richmond, Va., said postgraduate income might matter more to students and families who had to get a loan for college. “How much debt do they want to incur?” she said. “That is something that needs to be taken into consideration.”

But, she said, the benefits of college are not just financial. “I’d like to think that picking the right school is also about becoming a better person and contributing to the world.”

Here are some questions and answers about college costs:

What colleges had the highest median incomes?

Marquee names, like most Ivy League schools, Stanford and the Massachusetts Institute of Technology, are heavily represented at the top of HEA’s analysis. Their students had median incomes of at least $90,000 a decade after enrollment. (A handful of for-profit schools, focused on careers like nursing and digital production, can be found there as well.) But the highest-earning colleges on the list? Samuel Merritt University, a nursing and health sciences school in Oakland, Calif., and the University of Health Sciences and Pharmacy in St. Louis, each with incomes above $129,000. You can see the data on the HEA website .

How much does college cost?

The average estimated “sticker” price for college — the published cost for tuition, fees, housing, meals, books and supplies, transportation and personal items — ranges from about $19,000 a year at a two-year community college to about $28,000 for in-state students at a public four-year university to almost $58,000 at a four-year private college, according to 2022-23 data from the College Board . Some students, however, may pay much less because of financial aid.

Are some college programs required to meet income benchmarks?

A federal “gainful employment” rule , which aims to make career programs more accountable, is scheduled to take effect in July. The new rule, which mostly affects for-profit schools but also applies to certificate programs at all types of colleges, requires schools to show that at least half of their graduates earn more than a typical high school graduate in their state and that their graduates have affordable student loan payments. Colleges that miss either benchmark must alert students that the school could lose access to federal financial aid. Schools that fail the same standard twice in three years will become ineligible for federal aid programs.

A Guide to Making Better Financial Moves

Making sense of your finances can be complicated. the tips below can help..

Credit card debt is rising, and shopping for a card with a lower interest rate can help you save money. Here are some things to know .

Whether you’re looking to make your home more energy-efficient, install solar panels or buy an electric car, this guide can help you save money and fight climate change .

Starting this year, some of the money in 529 college savings accounts can be used for retirement if it’s not needed for education. Here is how it works .

Are you trying to improve your credit profile? You can now choose to have your on-time rent payments reported to the credit bureaus  to enhance your score.

Americans’ credit card debt and late payments are rising, and card interest rates remain high, but many people lack a plan to pay down their debt. Here’s what you can do .

There are few challenges facing students more daunting than paying for college. This guide can help you make sense of it all .

  • Graduate student survey indicates satisfaction with graduate experience

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This winter, third-year Ph.D. students completed a survey on student satisfaction. “This survey provided us with valuable data, guiding us toward areas of improvement and affirming the effectiveness of our ongoing efforts in providing top-tier doctoral education,” said C. André Christie-Mizell, vice provost for graduate education and dean of the Graduate School. “We want to continue to build on this momentum as we roll out additional resources for students as part of the Enhanced Funding and Support Model for Doctoral Education.”  

The data indicated students feel satisfied with their educational experience and are generally satisfied with all aspects of their graduate programs.   

  • More than 80% are satisfied with being a doctoral student and reported their program is meeting or exceeding their expectations.   
  • Most respondents (80%) would select the same field of study and Vanderbilt again.  
  • About 75% are very or somewhat satisfied with the relationship between faculty and doctoral students and the quality of doctoral-level teaching by faculty.   

Respondents feel prepared to be successful in their academic journey as a graduate student.  

  • More than 90% indicated clear understanding of the formal research expectations/requirements to complete their program.   
  • 89% of respondents reported presenting research at professional/academic conferences.   
  • The majority of students indicated feeling prepared to conduct research, mentor, advise, teach and serve.   
  • 89% believe their adviser supports them in any career path.  

Respondents indicated they feel a strong sense of belonging at Vanderbilt.  

  • 90% indicated having fulfilling relationships at Vanderbilt.   
  • More than 80% reported feeling safe, accepted by others and cared about by someone in the Vanderbilt community.    

International graduate student respondents indicated satisfaction with their graduate experience.   

  • 81% of international student respondents reported feeling a sense of belonging at Vanderbilt.  
  • 85% reported feeling accepted by others.  
  • 91% reported a sense of safety.  

Third-year Ph.D. students at Vanderbilt were invited to complete this survey between Dec. 15 and Jan. 9 administered by Data and Strategic Analytics on behalf of the Graduate School. The purpose of the survey was to better understand the Ph.D. student experience and further shape what services the Graduate School provides to meet students’ academic needs. Almost 200 Ph.D. students completed the survey, a response rate of nearly 60%. The Vanderbilt survey had favorable results compared to student satisfaction data at peer institutions.    

“We value every opportunity to hear feedback from current students in order to better support their academic training,” noted Terrah Akard, associate dean for academic affairs in the Graduate School. “We look forward to continuing to collect data annually in order to assess the ongoing impact of initiatives to support graduate student belonging, academic preparation and scholarly excellence.”  

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Staff give high marks to work, collaboration, belonging in 2023 Staff Experience Survey

Staff give high marks to work, collaboration, belonging in 2023 Staff Experience Survey

‘U.S. News’ graduate school rankings: Here is how Vanderbilt graduate and professional programs placed

‘U.S. News’ graduate school rankings: Here is how Vanderbilt graduate and professional programs placed

Explore story topics.

  • Andre Christie-Mizell
  • Data and Strategic Analytics
  • Enhanced Funding and Support Model for Doctoral Education
  • graduate education
  • Graduate School
  • graduate students
  • Office of Data and Strategic Analytics
  • Ph.D. students
  • Terrah Akard

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  1. Joint PhD in Educational Studies

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  2. Educational Studies (Joint PhD Program)

    The PhD in Educational Studies is offered jointly by Brock University, Lakehead University and the University of Windsor. This program prepares graduates to contribute to developing knowledge and expertise in teaching/learning across all levels of the education continuum, promote scholarly enquiry and participate in the development of methodological advances in the study of education.

  3. Graduate Programs

    Brock University offers competitive funding for all research-based students. Funding packages can be comprised of funds from a variety of sources and can differ from student to student. Funding sources include scholarships, graduate fellowships, research fellowship and part-time employment such as graduate teaching assistantships.

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    The minimum academic requirement for admission to the PhD is successful completion of a Master of Education or a Master's degree in a cognate discipline, normally with an A ... The Joint PhD in Educational Studies is offered by Brock University, Lakehead University and the University of Windsor. In bringing together a high

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    The Joint PhD program in Educational Studies offers a unique opportunity to study at three Ontario universities. This collaboration enriches the student experience. Throughout my doctoral journey, I benefited from the support of diverse perspectives from faculty and classmates from the University of Windsor, Brock, and Lakehead.

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    This Educational Studies program at Brock University prepares graduates to contribute to developing knowledge and expertise in teaching/learning across all levels of the education continuum, promote scholarly enquiry and participate in the development of methodological advances in the study of education. I want to find another Phd Course .

  7. Ph.D. Program

    The Faculty of Education, University of Windsor, invites students to complete the Joint Ph.D. in Educational Studies degree in one of three Areas of Specialization: Policy and Leadership. Social/Cultural/Political Contexts of Education. Cognition and Learning. We are committed to methodological advances in educational research and the ...

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    The Joint PhD in Educational Studies Program provides opportunities for study in the areas of Cognition & Learning, Educational Leadership & Policy Studies, and Social/Cultural/Political Contexts of Education. The Joint PhD is a unique opportunity to study either full or part-time (part-time studies at not available at Lakehead University).

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    • Research (Thesis): Recommended for those considering PhD studies. • Research (Major ... • Administration and Leadership in Education • Teaching, Learning and Development ... Students will normally hold a four-year Bachelor's degree from an accredited university with a minimum 75% (Brock University equivalent) average over the last ...

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    Educational Studies (joint PhD with Brock University and Lakehead University) Through the three fields of study, Cognition and Learning, Educational Leadership and Policy Studies, and Social/Cultural/Political Contexts of Education, the Joint Ph.D. in Educational Studies Program External Link aims to promote scholarly inquiry and the production of new knowledge within the context of a research ...

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    Brock University is a public research university in St. Catharines, Ontario, Canada.It is the only university in Canada in a UNESCO Biosphere Reserve, at the centre of Canada's Niagara Peninsula on the Niagara Escarpment.The university bears the name of Maj.-General Sir Isaac Brock, who was responsible for defending Upper Canada against the United States during the War of 1812.

  12. Brock University Graduate Programs for International Students

    At Brock University, students have a selection of 77 undergraduate programs and 58 graduate programs to choose from. The campus currently hosts over 19,000 students, with more than 190 hailing from India, all pursuing higher education. In this blog, we will talk about the graduate programs available at Brock University.

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    He is a graduate of Brock University's concurrent teacher education program and Masters of Education program. Owen is a former EDUC 1F95 student and TA. Owen has taught in various educational contexts and roles. Currently, he is teaching in the District School Board of Niagara (DSBN) as a high school math teacher.

  14. PhD student to receive first degree of its kind in Canada

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  18. Doctorate in Special Education

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    Niagara Region 1812 Sir Isaac Brock Way St. Catharines, ON L2S 3A1 Canada +1 905-688-5550

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  26. More Schooling is Linked to Slowed Aging and Increased Longevity

    Participants in the Framingham Heart Study who achieved higher levels of education tended to age more slowly and went on to live longer lives as compared to those who did not achieve upward educational mobility, according to a new study by researchers at Columbia University Mailman School of Public Health and The Robert N. Butler Columbia Aging Center.

  27. Report Helps Answer the Question: Is a College Degree Worth the Cost

    Samuel Merritt University, a nursing and health sciences school in Oakland, Calif., and the University of Health Sciences and Pharmacy in St. Louis, each with incomes above $129,000. You can see ...

  28. Faculty of Education

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  29. Master of Education Course-Based and Research Pathways

    Students in the Course Pathway pay tuition on a per course basis (all courses are worth .5 credit). Students are also charged ancillary fees set by the university and the Graduate Student Association. The Faculty of Graduate Studies provides financial information to assist students estimate their cost of living while in the program. Information ...

  30. Graduate student survey indicates satisfaction with graduate experience

    This winter, third-year Ph.D. students completed a survey on student satisfaction. The data indicated students feel satisfied with their educational experience and are generally satisfied with all ...