Ph.D. in educational studies:
individually-designed Specialization

The PH.D. in Educational Studies builds on Lesley's commitment to scholarship and generation of new knowledge. It encourages interdisciplinary study and recognizes the value of relating theory to practice. Working closely with senior advisors drawn from across the university, students enjoy a great deal of flexibility as they outline and structure an individually-designed doctoral study plan that is precisely suited to their educational goals. This program is intended to promote scholarly inquiry for professionals who wish to make an intellectual contribution to their fields of interest.

The 45-credit program comprises three phases, outlined below. Course descriptions for required courses follow.

Applicants must have a Master's or Certificate of Advanced Graduate Study degree. For more information about this program, email Karen Shea, Assistant Director for Academic Advising, Ph.D. in Educational Studies Programs.

PROGRAM OF STUDY

PHASE I

Phase I of the Ph.D. program requires that a student complete a minimum of 15 credits of advanced graduate study, including several required courses in research methodology and participation in a yearlong interdisciplinary seminar. An essential feature of this phase is the student’s responsibility, under the supervision of a senior advisor, to complete a doctoral study plan—a detailed description of the study that a student will undertake in a domain of educational studies. In addition, a student must meet the residency requirement by participation in a doctoral study seminar during this phase.

PHASE II 
In Phase II, the student completes the major academic requirements of the degree, including the remaining 30 credits of coursework and study identified in the doctoral study plan devised in Phase I as well as a sociocultural perspective requirement. The culminating experience in Phase II is the completion of a written qualifying paper, evaluated by the faculty members of the doctoral study committee. To meet the residency requirement, students must make a public presentation of the work completed in the qualifying paper.

PHASE III
In Phase III, or dissertation status, a student undertakes the writing of a doctoral dissertation that represents an original contribution to the field of educational studies. This work is completed under the guidance of a dissertation committee. Phase III requires approval of the doctoral thesis by the faculty members of the dissertation committee and an oral defense of the dissertation. In Phase III, students meet the residency requirement by making a public presentation of the dissertation to the Lesley community.

COURSE DESCRIPTIONS for REQUIRED COURSES

EAGSR 7101 Quantitative Research Methods I: Statistics for Research | This course is designed to introduce graduate students to basic statistical methods and involves two broad topics: descriptive statistics and inferential statistics. In addition, students are introduced to statistical model building through the technique of regression analysis and correlational analysis. While the course centers on parametric statistical techniques, a brief introduction to non-parametric statistical methods, such as the chi-square test, is included.

EAGSR 7103 Qualitative Research Methods I  |  The purpose of this class is to learn to conduct qualitative social science research. Participants will read a variety of perspectives on the philosophical bases as well as tools of the practice of qualitative data gathering and analysis. Each participant will engage in a small qualitative study that is consistent with her or his graduate study goals. They will choose a topic and research setting, negotiate research relationships, collect and analyze data, and present findings. Readings, analytic memos, interview transcriptions, and field notes will provide material for the class to work with as co-consultants. Formerly: Qualitative Research Methods.

EAGSR 8102  Interdisciplinary Seminar I |  This seminar includes lectures and discussions by faculty, visiting faculty, and participants concerning advanced professional roles. The focus of the seminar is the teaching/therapy interface and how it affects each advanced professional in the human service field.

EAGSR 8104  Interdisciplinary Seminar II | Participants in this seminar examine the political, economic, and sociocultural forces that impact upon and shape the roles of professionals within institutions of social change. The seminar is structured around the consideration of a select number of critical issues and controversies surrounding professional work within institutions of social change. Presentations by invited professional practitioners supplement seminar readings and discussions

EAGSR 9151  Doctoral Study |  Doctoral students should register for this course every semester while taking coursework, and after, while completing the qualifying examination or dissertation.

Lesley University reserves the right to unilaterally add, withdraw, or revise any course offering in the above-mentioned program of study, including policies, provisions, requirements, and fees.

Lesley University is an Affirmative Action/Equal Opportunity institution and does not discriminate on the basis of age, race, religion, color, creed, national or ethnic origin, sex, sexual orientation, handicap or disability in its education programs, employment, or in admissions to, access to or treatment in its programs or activities.