Ph.D.

in Education Program of Study

Program plan for Tareque Mehdi Fall 2019

(First Semester in
Program )
Core Courses (30 credits which includes 12 dissertation credits)
1. General Culture (3)
EDUC 800 (3) Ways of Knowing
2. Research Methods (15)
EDRS 810 (3) Problems and Methods in Education Research
EDRS 811 (3) Quantitative Methods in Educational Research
EDRS 812 (3) Qualitative Methods in Educational Research

Select two additional courses:

EDRS 822 (3) Advanced Application of Qualitative Methods (Spring 2020)
EDRS 824 (3) Mixed Methods Research: Integrating Qualitative and
Quantitative Approaches
EDRS 833 (3) Participatory Action Research
3. Specializations (36)
Distribution of credits among specializations is based on size of program. Advisors
must contact the Ph.D. in Education office for clarification.
All 36 credits in specialization with the exception of 9-credit reduction (see below) must
be at the 800- level or above.

Primary Specialization (18-24): Teaching and Teacher Education

EDUC 803 (3) Teacher Preparation and Professional Development

EDUC 850 (3) The Study of Teaching (Spring 2020)
EDUC 851 (3) Research on Teacher Education
EDUC 852 (3) Technology and Teacher Development
EDUC 853 (3) World Perspectives of Teacher Education
EDUC 854 (3) Working in Schools: Spanning Boundaries/ Expanding Roles
EDUC 879 (3) Language and Second Language Acquisition Research in
International Education
EDRS 897 (3) Independent Study
EDUC 994 (3) Advanced Internship/ Co-teaching (Online) (Spring 2020)

Secondary Specialization (12-18): International Education/ Interdisciplinary

EDUC 880 (3)

Introduction to International Education
HE 713 (3)
Internationalization of Higher Education
EDUC 878 (3)
Intercultural Competence: Theory and Research Application to
International Education
Upon permission of advising committee, student may receive a 9-credit reduction based
on applicable Master’s coursework. Please indicate course numbers and titles.

4. Dissertation Proposal and Research (12)

September 2016
 Upon successful completion of all coursework (core and specialization), and comprehensive
portfolio assessment, students are advanced to candidacy and enroll in EDUC 998.

EDUC 998 (3) Doctoral Dissertation Proposal

EDUC 999 (9) Doctoral Dissertation Research

PROPOSED DATE FOR COMPREHENSIVE PORTFOLIO ASSESSMENT:

December 5, 2019

PROGRAM RATIONALE (please review the Program Guidelines for directions):

Since Portfolio 1, I have put emphasize on the feedback and recommendations by my Portfolio
committee. The main challenge was narrowing down my research interest. The courses I have
taken since then based on my committee's suggestions helped me to narrow down my interest to
exploring Intercultural Competence (IC) in the context of Bangladesh, how do teachers perceive
IC and how IC knowledge influence their instructional practice. I am currently working on this
more to expand my depth of knowledge on this topic. I have also engaged myself with scholarly
and research, and academic writing works which gave me exposure to real life research
experience.
An advanced research course, a TATE course and internship (co-teaching) opportunity will
enable me to summarize the literatures of my research interest, situate that into the teaching and
teacher education field. The portfolio also acted as an exercise for me as synthesized and analyzed
major contributors to my area of interest.

_______________________________
Student Signature Date

_______________________________________ ________________________________________
Chair Date Margret Hjalmarson, Director Date
Doctoral Advising Committee PhD in Education Program

______________________________________
Member Date
Doctoral Advising Committee
(secondary specialization)

______________________________________
Member Date
Doctoral Advising Committee

September 2016