COLLEGE OF EDUCATION DOCTORAL CORE REQUIREMENTS
MAY 2003
The minimum core requirement of 21 semester hours includes a minimum of 3 semester hours in Social, Historical and Philosophical Foundations; 3 semester hours in Psychological Foundations; and 15 semester hours of approved courses in research methodology.

A. Social, Historical and Philosophical Foundations

3 semester hours chosen from the following courses:
CUST 8360 Comparative Education
CUST 8370 Origins of Modern Educational Thought
CUST 8372 History and Philosophy of Modern Education
CUST 83 78 Current Issues in Education
CUST 8380 Philosophy of Education

B. Psychological Foundations

3 semester hours chosen from the following courses:
EPSY 8333 Theories of Human Development
EPSY 8340 Basic Learning Theories
EPSY 8342 Seminar in Learning Theory
EPSY 8350 Educational Psychology
EPSY 8352 Social Psychological Processes

C. Research Courses

A minimum of 15 semester hours in research and statistics, including EDRS 8380:8381 Research Methods in Education
Sections of EDRS 8380:8381 may be taught by professors from any of the four departments in the College of Education.
All doctoral students are required to complete EDRS 8380:8381, Research Methods in Education. After successful completion of the six-hour introductory sequence, all doctoral students are required to complete at least nine hours of coursework in quantitative or qualitative research methods. Courses are to be selected so as not to overlap or be redundant with any others in the student's program. Selection must be made in consultation with both the advisor and the instructor of the course. Such selections should be consistent with the type of dissertation to be conducted.
The list of approved research courses is reviewed annually by the College of Education Graduate Studies Committee. The criteria for approval are as follows:
Research methods courses taken in addition to the introductory research sequence should provide in-depth, specialized knowledge of research methods and skills. These courses should not duplicate the content/level covered in the introductory sequence nor merely stress a synthesis of such knowledge and skills. Rather, these courses should be designed to build upon and extend the knowledge of research methods and skills acquired in the introductory sequence.