Disability and Equity in Education, Ed.D.
Social equity and justice require action and social action requires leaders who are critically reflective, future-oriented thinkers willing to take risks and accept responsibilities for enacting the vision of a just society. The heart of the Disability and Equity in Education doctoral program is a commitment to working actively and strategically toward social justice and equity in schools, communities, policy, politics and practice.
This program is designed for those interested in exploring the historical, political, social, cultural, pedagogical and philosophical values, beliefs and processes that have constructed disability in education. The Disability and Equity in Education program prepares educators for roles in higher education, teacher education, research, community leadership or public policy analysis.
Program Learning Outcomes (PLOs):
PLO1. Develop an understanding of relationships among authors, texts, and audiences in the form of speech, conversation, writing, and enactment.
PLO2. Foster appreciation of different types of knowledge, scholarship, and research.
PL03. Gain an advanced level of understanding and skills of collaborative learning and communication.
PLO4. Enhance the knowledge of professional ethics and responsibilities.
In addition to National College of Education Doctoral Admissions Requirements, applicants must:
- Submit two letters of recommendation completed by people who can attest to the candidate’s capacity to complete rigorous graduate studies and/or professional work.
- Submit written responses to the following three questions:
- What professional and/or scholarly interests, experiences and goals have led you to apply to this doctoral program? How do you envision doctoral study supporting and/or relevant to achieving those goals?
- Please describe your personal engagement in a community that has had a substantial impression on you (can be a cultural, religious, service-oriented, educational, or neighborhood group of people united by common values and a cause). Describe the role you play(ed) in that community and the nature of your participation and learning.
- What is an area in which you are passionate about advocating and working towards social and/or educational change? What is the source of your passion and your hope for enacting change?
- Note: The admission process occurs in two stages:
- First, the applicant submits the application and supporting documentation to the Office of Admissions by the published deadlines. The Office of Admissions will forward to the doctoral committee the completed application form once all documentation is received. A faculty committee will review the documents and decide if and when to invite the applicant for the second stage of the admissions process.
- The second stage will consist of an individual interview in which the applicant’s goals for doctoral study and the fit with the program is discussed. Next, all applicants who appear to be a good match for the program are invited to campus for a group interview, which will be followed by a written response.
- The group interview consists of a faculty committee interviewing several applicants together. This will include a discussion/conversation among the candidates and the committee members, focusing on an article, selected by faculty and sent to the applicants in advance.
- After the group discussion, applicants will write a reflective essay on the ideas provoked by the discussion. Faculty will later review the essays to assess the applicant's ability to construct a written document.
Program Details:
- Requires 63 SH for completion
- Requires a qualifying paper
- Requires a dissertation
Required Courses
Foundational Courses - 21 SH
| CCD 606 | Scholarly Habits of Mind I | 3 |
| CCD 607 | Scholarly Habits of Mind II | 2 OR 3 |
| CCD 615 | Psychological Foundations of Teaching and Learning | 3 |
| CCD 620 | Epistemology of Learning, Teaching and Inquiry | 3 |
| CCD 625 | Critical Policy Analysis | 3 |
| CCD 630 | Education in a Global World | 3 |
| CCD 698 | Dissertation Research Seminar | 1 TO 3 |
Disability and Equity in Education Major - 15 SH
| DEE 604 | Social and Political Implications of Assessment | 3 |
| DEE 605 | History of Disability and Education | 3 |
| DEE 606 | Applied Disability Studies: Advocacy Through Consulting | 3 |
| DEE 690 | Seminar: Special Topics in Disability and Equity in Education | 1 TO 12 |
| DEE 693 | Disability Studies in Education Seminar | 3 |
Note: DEE 690 must be taken for a total of 3 semester hours.
Research and Dissertation - 17 SH
| ESR 612 | Statistical Methods in Research | 3 |
| ESR 614 | Interpretive and Critical Research Methodology | 3 |
| ESR 616 | Mixed Methods Design | 3 |
| or | |
| ESR 618 | Interpretive and Critical Research Design | 3 |
| CCD 699E | Dissertation | 1 TO 8 |
Note: CCD 699E must be taken for a total of 8 semester hours.
Qualifying Paper
Students take the qualifying exam when they have completed their coursework or in conjunction with their last required program course. If they have completed all coursework before taking the qualifying exam, they may also register for dissertation hours. Students will work with a faculty advisor to plan a qualifying paper that represents a synthesis of their learning. This plan must be approved by the faculty advisor for the paper’s focus and the start date. Before starting the writing, but after obtaining approval, the student registers for CCD 696E.
Program Electives - 9 SH
Choose 9 SH of NCE graduate courses in consultation with the doctoral advisor