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Ph.D. in Education

The Curriculum - Course Sequence Before 2009

Core Courses Research Methodologies
Issues and Problems in Educational Inquiry and Foundations
  • EDP 615

Research Methodologies

Issues and Problems in Human Development, Learning, and Teaching

Quantitative Analysis in Educational Research *

Issues and Problems in Organizational Theory, Leadership, and Policy Analysis

Field Research Seminar **


Advanced course(s) in research methods for the specialization area and the dissertation


Individual's Area of Specialization

  • Four courses (12 hours) or more in areas related to the dissertation ***
  • Research-Methods Courses

In order to accommodate the professional schedules of students - most have full-time jobs - all required courses in the Program begin at 4:00 P.M. or later.

Fall Term
Spring Term
Summer Term

Summer before

Year 1


EDC 555 (3), if needed *

Year 1

EDP 610 (3 hours)

EDP 641 (1)

EDP 611 (3)

EDP 641 (1)

EDP 615 (3)

EDP 625 (3)

Year 2

EDP 620 (3)

EDP 641 (1)

Specialization Area

Coursework ***

EDP 621 (3)

EDP 641 (1)

EDP 622, Community

Service Learning (2)

Specialization Area (3 or more)

Year 3

EDP 630 (3)

EDP 641 (1)

Specialization Area (3)

EDP 631 (3)

EDP 641 (1)

Specialization Area (3)

Specialization Area (3 or more)
Year 4 and Beyond

EDP 699 (1 or more)

EDP 699 (1 or more)

EDP 699 (1 or more)

* EDP 625 requires a solid foundation in Introductory Statistics. New students can build that foundation by passing EDC 555 (Quantitative Thinking and Applications for Educational Data) in the 10-week summer session before Year One. Or, they may “test out” by achieving a score of 75% or higher on an Equivalency Test based on mid-term and final examinations from EDC 555.

** EDP 641 is a one-credit course taken six times (fall and spring semesters of Years 1-3). An ungraded course (satisfactory/unsatisfactory), it provides a forum for initially identifying individuals' areas of interest and inquiry, exploring them, formulating potential research questions, and considering useful research strategies, en route to the dissertation.

*** These courses include advanced courses in research methods that address the dissertation topic. In the outline are a variety of times that courses might be taken toward the 12 hours required for the specialization area. These potential times, of course, total more than 12 hours.

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  • Spring Colloquium

    Thursday, April 17, 4 - 7 pm

    Gallanti Lounge, 3rd floor library

    University of Rhode Island

    Kingston, RI

  • Jennifer Connolly, doctoral candidate in the joint URI/RIC Ph.D. in Education program, has been selected to present "A Grounded Theory Content Analysis of Seclusion of Students with Disabilities in Schools" as part of the graduate student research session at the 2013 Council for Exceptional Children's national conference in San Antonio, Texas in April.


  • Dr. Elaine Mangiante, Cohort 2008, 2012 winner of the Schmitt Award for best paper from the New England Education Research Organization.

    Paper: Planning for Inquiry Science: Case Studies of Two Effective Urban Elementary Teachers

    Major Professor: Dr. Kathleen Peno


  • Dr. Mary Jo Fletcher LaRocco
    Dissertation published: Chinese International Teaching Assistants and the Essence of Intercultural Competence in University Context. In Greta Gorsuch, (Ed.), 2012, Working Theories for Teaching Assistant Development. Stillwater, OK: New Forms Press.
    Major professor: Dr. Joanne Hammodou Sullivan