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Curriculum and Instruction
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Doctor of philosophy degree

The department offers a doctor of philosophy (Ph.D.) degree with ten tracks. An online checklist is available to assist students in meeting all requirements. The information in this handbook describes how Graduate School requirements are applied in C&I—please refer to the Graduate School website for more detailed information.
NOTE: All department forms and links to Graduate School forms are available online.

On this page:

Expectations

The Ph.D. is not a coursework degree. Although coursework is certainly required as part of the degree, the Ph.D. is designed to help students develop as research scholars by assisting them in initiating a research program that will contribute to the scholarly community. Development as a researcher can occur through research and teaching assistantships, professional collaboration with faculty and other graduate students, and intensive exploration of the field through independent reading and writing beyond that which is required for coursework.

Ph.D. students are expected to demonstrate independence as scholars. To meet that expectation, it is necessary for students to integrate, synthesize, and communicate concepts effectively both orally and in writing. This is important for coursework, examinations, and independent research. This expectation is also achieved by becoming an active participant in the research community, i.e., engaging in public presentation of research projects, maintaining membership in professional organizations (e.g., AERA), attending academic conferences, and publishing.

Steps toward successful Ph.D. degree completion

The path to a Ph.D. is challenging and requires close communication with the adviser and committee members. The following steps toward successful degree completion are intended to benefit students by giving them input on the dissertation study design from their entire committee and to protect students in that they will know that committee members are in agreement with their plans.

PhD. students must complete the following steps in order:

  1. File degree program at least one term prior to prelim exams (see below). Full time students are expected to file degree programs in the second year of the program (3rd or 4th semester).
  2. Complete most program coursework and preliminary examinations (written and oral). (Full time students typically complete preliminary examinations in the third year.)
  3. Construct a formal written thesis proposal according to program area requirements and distribute to readers on committee (see thesis panel process below).
  4. Hold formal thesis panel meeting with committee readers for input from committee and written approval. (Full time students typically hold the thesis panel meeting at the end of the third year.)
  5. Revise proposal as needed (may require another committee meeting or later signatures from the committee members depending upon the extent of revisions required).
  6. File thesis proposal with the Graduate School (via the C&I DGS assistant).
  7. If applicable, complete IRB application and wait for approval.
  8. Once IRB approval is received, begin data collection. Beginning data collection prior to IRB approval is not permitted, even in cases where the study is exempt from full review.

Exceptions to the above sequence of steps may occur and include:

  • Student is interested in proposing an alternative to the traditional dissertation, which would entail multiple studies conducted over time (see policy).
  • Student for some reason has an exceptional opportunity to collect data early in the Ph.D. program (while still doing coursework).

Students should be aware that exceptions involve some risk in that committee members may request changes at the time of the formal thesis panel meeting

In the case of an exception, the following must occur:

  1. The student and his/her adviser must petition the Graduate Studies committee at a Graduate Studies meeting with a written request for an exception, explaining the reason for the exception and providing a brief overview of the proposed study(ies).
  2. The student must present the proposal to the readers on the final committee to receive initial (albeit informal) approval to conduct the study(ies) as described.
  3. IRB approval must be received before data collection begins. Beginning data collection prior to IRB approval is not permitted, even in cases where the study is exempt from full review.
  4. The formal Thesis Panel meeting must still be held when the student is eligible (after prelims have been passed). Technically, the thesis panel has the option to require changes at this time.

Program Planning

It is expected that all Ph.D. students (whether full-time or part-time) complete coursework and schedule preliminary examinations within four years of beginning the program. Most Ph.D. students bring M.A. coursework to the Ph.D. program, making it possible to finish coursework requirements within four years. Students who do not bring M.A. coursework to the program will likely take longer. Those students are encouraged to plan their program with the adviser(s) early in the process.

A minimum of 78 semester credits is required for the Ph.D. program in Education, Curriculum, and Instruction, including the 24 thesis credits. Coursework is required in four areas: the major, research methodology, educational foundations, and a minor or supporting program. Students must work closely with adviser(s) in planning the program and are encouraged to meet individually with the DGS to discuss program planning before submitting the proposed program plan for review.

Major coursework

Core Courses: it is expected that students complete the required core courses within the first two years of the program.

  • CI 8131: Critical Examination of Curriculum in Context (3 cr.)
  • CI 8132: Teaching Theory and Research (3 cr.)
  • CI 8133: Research Methods in Curriculum and Instruction (3 cr.)

Recommended sequence: Students should take CI 8133 in the first year and CI 8131, if possible. CI 8132 may be taken in the first or second year of the program.

Track: Students must take a minimum of 15 semester credits in at least one track. These credits must reflect depth and breadth of the discipline(s). Each track has specific course requirements related to that track (see individual program area pages). Students must work closely with advisers to select their courses based on their previous experience and background.

Research methodology

The research methodology requirement for the Ph.D. in education, curriculum, and instruction is a minimum of 12 credits: 6 credits of quantitative methodology (a 2-course sequence in statistics, see below) and 6 credits of qualitative methodology. Students often take more than the required minimum credits in research methodology to ensure that they are fully prepared to engage in dissertation and future research.

Quantitative methodology (6 cr.)—Students choose either one of the two course sequences listed below:

  • EPsy 5261: Introductory Statistical Methods and EPsy 5262: Intermediate Statistical Methods
  • EPsy 8261: Statistical Methods I and EPsy 8262: Statistical Methods II.

Students should work closely with their adviser in choosing a sequence, as certain tracks require one course sequence over the other or have slightly different requirements. For example, students enrolled in the Math Education track are required to take EPsy 8262 and another advanced course in quantitative methodologies to be selected with adviser. In addition, students who plan to use quantitative methodologies for their future research should take the 8000-level sequence and additional quantitative classes in Educational Psychology (e.g., EPsy 8215) or another department.

Qualitative methodology (6 cr.)—A variety of qualitative methodology courses are offered and students choose courses in consultation with their adviser(s). See the list of approved research courses.

Qualitative methodology coursework should be selected thoughtfully to best prepare students for their dissertation research and beyond. Students should not choose similar courses in different departments; for example, two “overview” courses, such as CI 8148 and EPsy 5247, will not be approved on a student’s program. Mixed methods courses may not be taken in lieu of qualitative methodology courses.

Educational foundations

Educational foundations (6 cr.)—All Ph.D. students should develop conceptualization of the key foundational knowledge that underlies the field of education, e.g., advanced understanding of learning and cognition (psychological foundations), or the role of linguistic, ethnic, and cultural diversity in education (cultural foundations). Students may select from five areas:

  • Cultural foundations
  • Historical foundations
  • Philosophical foundations
  • Psychological foundations
  • Sociological foundations

See list of approved educational foundations courses. Students are encouraged to take courses in at least two of the five areas, but a student may fulfill the requirement with two or more courses in one area based on their research interests.

Minor or supporting program

The Graduate School requires all Ph.D. students in the University to take coursework in an area or areas that support the major. A minimum of 12 semester credits is required to constitute a minor or supporting program. Both the minor and supporting program options may require students to take written preliminary examinations in the fields included, but students electing the supporting program option are not expected to have competency in each of the fields comparable to that of a person with a traditional minor.

A traditional minor includes work in a single field related to the major, but taken outside the C&I department. The minor field must be declared before the student passes the preliminary oral examination, and the outside member on the student’s committee must represent the minor field. Competency in the minor is expected and may be assessed as part of the preliminary and final examinations. For an official minor, students must meet minor requirements as outlined by the program of choice, and the DGS for the minor program must sign all Graduate School forms. Official minors appear on the diploma and transcript. Students in C&I have completed minors in, for example:

A supporting program is less formal and more flexible than a minor. It should be composed of a coherent pattern of courses (possibly embracing several disciplines) that complement the major in a meaningful way. Whenever possible, the outside member on the student’s committee should represent the supporting program. To construct a supporting program, the student may choose coursework from within C&I (but outside the track selected for the major), coursework outside C&I, or a combination thereof. In the cover letter required to accompany the program, the student should develop a strong rationale for proposing the supporting program courses—how do they work in a coherent pattern to meaningfully support the major?

Examples:

Student A: Within the major, the selected track is Literacy Education and supporting coursework is in Culture and Teaching (CaT).

Supporting program coursework:

  • CI 8150 Immigrants and U.S. Schools
  • CI 8150 Culturally Relevant Pedagogy
  • CI 8151 Paradigms and Practices in Teacher Education
  • CI 8150 CaT Colloquium

Student A’s rationale for the supporting program: My professional interests are to work with pre-service and possibly practicing English/Language Arts teachers at a small college or university…To support my professional aims, I propose a supporting field comprised of classes in the CaT track. These courses will help me and my future students to develop culturally relevant instructional practices in English Education.

Student B: Within the major, the selected track is Literacy Education and supporting coursework embraces a variety of fields.

Supporting program coursework:

  • GWSS 5103 Feminist Pedagogies
  • GWSS 8108 Feminist Theory and Method I
  • ENGL 8400 Seminar on Post-Colonial Literatures: Culture and Colonialism
  • CI 8197 Problems: Curriculum Studies (Directed Study on the Politics of Representation)

Student B’s rationale for the supporting program: My professional goal is to promote women’s literacy in northern areas of Africa where education, particularly women’s education, remains a challenging problem…My supporting program classes are meant to further ground me in the theory necessary for capturing the constructions of reality in northern Africa. Feminist Pedagogies enables me to explore various learning and teaching styles and how to critically reflect on and interpret students’ educational experiences within the context of feminist thinking on pedagogy. Feminist Theory and Method will further strengthen my grasp of feminist theories. Postcolonial literatures focuses on the postcolonial context within which I hope to examine the lived experiences of girls both at home and school. Issues of power and representation are endemic in this kind of context, thus the directed study course will be important in helping me to examine the way I am positioned as a researcher and how I will help young women in northern Africa to have a voice in defining themselves.

Transfer credits

Master’s degree courses—Students may transfer courses taken as part of an M.A. or M.Ed. degree to the Ph.D. program, but several restrictions are in place regarding credit transfer. See additional information on transfer credits.

Graduate courses taken for initial teaching licensure—This policy applies to all students who completed a graduate level initial licensure program at an accredited institution and who wish to count some of those credits toward the Ph.D. Program areas within C&I may choose to further limit the number of allowable credits from initial licensure programs. In the cover letter required with the degree program forms, students must identify courses taken during an initial licensure program and provide a strong justification for including them.

Credits/courses that MAY count toward the Ph.D. program:

  • A maximum of 6 credits taken during a graduate level initial licensure program, with the provision that a student may petition to count up to 3 more for a maximum of 9
  • Courses taken beyond initial licensure to complete an M.Ed.

Credits/courses that may NOT count toward the Ph.D. program:

  •  Courses taught by an individual who is not eligible to teach graduate-level courses for M.A. and Ph.D. programs [e.g., an individual with a Master’s degree or a TA in the beginning stages of a Ph.D. program (not ABD)]
  • Educational foundations courses taken as part of an initial licensure program
  • Courses related to practicum or student teaching experiences
  • Courses that enroll initial licensure students only (are closed to other graduate students)

Pre-thesis and thesis credits

Doctoral Pre-Thesis Credits (CI 8666)—These credits are available for doctoral students who have not yet passed their preliminary oral examination but need to be registered in the Graduate School to meet requirements of agencies or departments outside the Graduate School (e.g., loan agencies). Doctoral pre-thesis credits are not graded. Registration for doctoral pre-thesis credits cannot be used to meet any Graduate School degree requirements other than to maintain active status. As an alternative to registering for coursework, students can register for GRAD 999 to maintain active status (GRAD 999 registration may have financial implications—e.g. it does not assist in loan deferment—and it should not be overused at the expense of maintaining progress toward degree completion). See C&I policy regarding the use of Grad 999 and the Graduate School’s website for more information on GRAD 999 registration.

All students complete the program with a minimum of 24 semester thesis credits (CI 8888). Students may not register for thesis credits until the semester after they have passed their preliminary oral examination. (Students passing their preliminary oral exam within the first 2 weeks of a term may register for Thesis Credits in that same term during the first 2 weeks of registration.) Thesis credits are not graded.

Filing the degree program

Students work together with advisers in planning their programs but are encouraged to meet individually with the DGS early on in the program to seek additional guidance. Ph.D. degree programs include a list of the coursework for the degree as well as the faculty members recommended for the Ph.D. preliminary examining committee. According to the Graduate School, Ph.D. programs should be submitted at least one semester prior to the preliminary examination. The C&I Graduate Studies Committee strongly recommends that programs be submitted earlier—possibly a year or more before preliminary examinations.

The Ph.D. program is first reviewed by the Graduate Studies Committee. If approved, it is then submitted to the Graduate School for final approval, and students are notified in an email from the DGS. On occasion the DGS returns the program with questions and/or a list of stipulated revisions for program revision. In such cases students are instructed to respond and/or to submit a revised program.

To have their programs reviewed by the Graduate Studies Committee, students should submit the completed C&I program planning form and cover letter to the Graduate Studies Assistant at least two days prior to the meeting at which they would like the program reviewed. Graduate Studies Committee meeting dates for the academic year are posted on the bulletin board outside Peik 150 and on the web. The Graduate Studies Committee does not meet during the summer. Ph.D. programs are only reviewed during the academic year, so students must plan accordingly.

Although no official timeline is in place for Ph.D. coursework to be completed, the Graduate School discourages courses on the degree program that were taken 10 years or more prior to submitting the program. If a student decides (upon adviser approval) to include coursework taken ten or more years prior to the date the program is filed, s/he must explain in the required cover letter how s/he has kept current in the field and why the inclusion of such courses on the program is necessary.

To file the Ph.D. program, students must submit two documents to the Graduate Studies Committee for approval:

  1. Cover letter (see sample letter)—Students should provide a conceptual description of and rationale for their major and supporting program/minor coursework in the cover letter. How does the program make sense conceptually and how has it contributed to their ongoing professional development? How does the program function as a meaningful whole and not simply as a list of courses? How does the supporting program or minor function as a coherent support to the major program? The letter should also include (if applicable):
    1. the requirements for an official minor;
    2. a rationale for including on the program any courses taken ten or more years prior to the date the program is filed (which addresses how they have kept current in the field);
    3. descriptions of any individualized study (directed study, problems, readings) courses; and
    4. verification of qualifications of instructors for any transfer coursework (see transfer credits).
  2. C&I Ph.D. program planning form—This form should be used to plan the program with adviser(s). The form is divided into the four areas in which coursework must be taken. Under each of these areas on the form, students must list the courses they have taken or plan to take to complete the program. They may list CI or MthE courses and courses taken in other departments under each area. The C&I program planning form is also available in the Graduate Studies office in 125 Peik.

    The cover sheet of this form is used to list the proposed committee members for the preliminary examination process. It needs to be signed by the adviser to confirm approval of the degree program as planned and to confirm that all proposed committee members have been notified and have agreed to serve on the committee. This committee consists of three representatives from the selected track (C&I) and one from the minor or a supporting program (see committee information).

Once the program is reviewed and approved by the Graduate Studies Committee, the student will be notified by the DGS assistant and will be asked to submit the final form—Graduate School degree program transmittal form—to complete the process.

Graduate School degree program transmittal form

“Major courses” are all CI (or MthE) courses related to the designated track. “Other program courses” are transfer course or those beginning with course designators other than “CI” or “MthE”.

Making changes to the approved program

Once approved by the Graduate School, the program must be fulfilled to meet graduation requirements. Changes must be requested by petition and require adviser and DGS signatures. Petitions are available on the C&I and Graduate School websites.

Preliminary written examination

All doctoral students are required to pass a written examination in the major. This examination covers all work completed in the major and track; it may also include work related to the minor or supporting program. Students nearing the end of their coursework should meet with the adviser(s) to discuss the preliminary written examination process for his/her track, as requirements vary. It is expected that students have a fairly clear direction for dissertation research prior to taking the preliminary written examination.

The student completes the examination as directed by the adviser(s), and submits the written responses to committee members. The committee members have approximately two weeks to read the responses and communicate the results of the written exam to the student’s adviser, who reports the results to the DGS. The results of the examination are then given to the Graduate School on the Preliminary Written Examination Report form, which must be signed by the student’s adviser(s) and the DGS. It is the student’s responsibility to ensure that the Graduate School (316 Johnston Hall) receives this form before scheduling the preliminary oral examination.

Preliminary oral examination

Students take the preliminary oral examination after completing a substantial part of the coursework and passing the preliminary written examination, but before writing the dissertation. The preliminary oral is a closed examination between the student and the committee members.

Prerequisites for the preliminary oral examination—Before the oral examination can be scheduled, the Graduate School must have:

  • an approved degree program form on file
  • a written examination report form indicating that the student has passed the prelim written examination

If these documents are on file and the student has active status (see Registration Requirements), the Graduate School issues the preliminary oral examination report form and instructions for conducting the preliminary oral examination to the examining committee’s chair (the adviser).

Scheduling the preliminary oral examination—The student is responsible for scheduling the preliminary oral with the committee members and with the Graduate School at least one week in advance; s/he must complete the Preliminary Oral Examination Scheduling Form. (See staff in 125 Peik for scheduling a room.) It is scheduled for two hours, and all committee members should receive copies of the student’s written preliminary examination at least two weeks prior to the oral exam. (Preliminary oral examinations should not be scheduled during the summer unless the members of the assigned committee can be assembled without substitution.)

Determining content of the preliminary oral examination—Immediately before the preliminary oral examination, the committee chair stipulates the objectives of the examination and, in consultation with other members of the committee, determines how the examination is to be conducted. In most cases, committee members begin the exam by focusing on the content of the written prelims and then branch out to pose other questions related to the major and minor. Questions related to the supporting program may also emerge during the preliminary oral examination, but students are not expected to have significant competency in the field like those who include a traditional minor in their programs.

Scoring the preliminary oral examination—Immediately after the examination, the candidate is excused from the room and a written secret ballot is taken before discussing the examination. Following the discussion, a final vote is taken, and the participants sign the report form, which is returned to the Graduate School (316 Johnston Hall) no later than the first workday after the examination. More detailed information about the examination and the possible outcomes can be found in the Graduate School Catalog.

Successful completion of preliminary oral examination—Once a student passes the preliminary oral examination, s/he becomes an official candidate for the doctoral degree and the 5-year time limit for degree completion begins.

The preliminary examination committee officially dissolves after the written and oral examinations have been successfully completed. A new committee is proposed for the final oral examination (dissertation defense), though its members are often the same as those who served on the preliminary examination committee.

Dissertation and the final oral examining committee

The thesis must demonstrate the student's originality and ability for independent investigation, and the results of the research must constitute a contribution to knowledge. The thesis must exhibit the student's mastery of the literature of the subject and familiarity with the sources. The subject matter must be presented with a satisfactory degree of literary skill. The student works closely with the adviser(s) to develop a dissertation topic and design the research.

Final examining committee

The student works with the adviser(s) to name members of the final oral examining committee, which, like the preliminary examining committee, must include three faculty members from within the major and one from outside the major, representing the minor or supporting program (see information on committees). The Thesis Panel, a subgroup of the Final Examining Committee, is comprised of the three readers on the committee—the adviser, the outside member, and one other committee member from within C&I who is also designated as a reader. The final member of the examining committee does not serve as a reader and is not included in the Thesis Panel.

Changes in the final oral examining committee

Substitutions on the examining committee may be necessitated by such circumstances as a faculty member’s temporary absence or leave from the University. The adviser or the DGS must request the Graduate School’s approval of such substitutions well in advance of the examination. Substitutions necessitated by emergency situations must also be approved in advance. In such cases, the committee chair should consult with the Graduate School staff by telephone before the start of the examination.

Dissertation or thesis proposal

The thesis proposal is submitted to the Thesis Panel for review once the adviser(s) has approved it. A polished, complete proposal must be submitted to the committee prior to the thesis panel meeting. Suggested contents of the thesis proposal include:

  • Title—summarizes the main idea of the study in no more than 15 words.
  • Introduction—includes a statement of the problem, background and rationale. Description of the theoretical framework that informs the study may also be included in this section.
  • Research Questions—includes a statement of specific research questions or hypotheses,
  • Methodology—this section includes a description of the proposed (1) subjects/study participants and site/context for the research, (2) research methodology(ies) as well as methods, materials or instruments to be used for data collection, and (3) detailed procedures for data analysis.
  • Preparation and qualifications for conducting the research—this includes a description of the student’s qualifications for dealing with both the content and methodology of the study. It should include relevant coursework, independent reading, experiential background, and involvement with previous studies.
  • References—lists the references for sources cited in the proposal, following a consistent style such as APA.

Proposing an alternative to the traditional dissertation

Although most students at the University complete traditional dissertations (that is, a single and extensive quantitative, qualitative or mixed methods study that is described in detail in a five or six-chapter dissertation), it is possible to propose an alternative. This may include a series of studies completed during the Ph.D. program and possibly published previously by the student. The studies must be around a coherent theme or topic and should show how the student’s thinking has evolved over time as a result of the research experience. Only those students who have had experience conducting research and who have the opportunity to engage in a variety of research projects during their Ph.D. program should consider this alternative.

Should a student decide to propose an alternative to the traditional dissertation, s/he must develop a written proposal and present it to the C&I Graduate Studies Committee for review. The Committee will meet with the student and his/her adviser(s) to discuss the alternative format and clarify expectations. The student must then present the proposal to the anticipated readers on the final committee to receive initial (albeit informal) approval to conduct the study(ies) as described and to receive input. Once eligible (i.e., after preliminary examinations have been completed successfully), the formal thesis panel meeting with committee members must proceed as described below. Finally, the student should contact the Graduate School (316 Johnston Hall) for information on accommodating an alternative thesis to the required thesis format.

According to the Graduate School, the thesis may include materials that students have published as a University of Minnesota graduate student, provided the research was carried out under the direction of the graduate faculty and approved by the adviser for incorporation into the thesis. Such publication is welcomed as the best demonstration of quality in a student’s research and is encouraged by the Graduate School. The adviser should notify the Graduate School in writing of the intention to publish part of the thesis material, but Graduate School approval is not required. Co-authored pieces may be considered for inclusion in the alternative dissertation but written agreement by co-authors for inclusion of such studies as part of the dissertation must be obtained.

Example of an alternative to the traditional dissertation:

A student in Second Languages and Cultures Education proposed an alternative to the traditional dissertation that was titled “Teaching at the Intersection of Language and Culture: Issues in Teaching Pragmatics in Second/Foreign Language Education.” The dissertation involved a series of three studies around the pragmatic use of language, or use of language in social contexts.

  • Study 1 explored the role of learner agency in emulating and resisting pragmatic norms. The research was conducted during her second year of coursework and led to a presentation at a national conference and publication.
  • Study 2 involved the development of a curriculum designed to help second language learners understand and use pragmatics effectively in social interaction. It focused on examining learners’ reactions to the curriculum and was conducted in the context of a research assistantship. Study 2 was also was presented at a national conference and the curriculum is in use in some university-level language classrooms.
  • Study 3 took a phenomenological approach and explored second language learners’ lived experience as they resist pragmatic norms.

The final dissertation consisted of six chapters. Chapter 1 provided an overview of the area of pragmatics and identified the problems or issues in the teaching of pragmatics. Chapter 2 presented an extensive and critical review of the literature related to the three studies. Chapters 3, 4, and 5 each presented one of the research studies in detail (as published, when applicable), and Chapter 6 synthesized the three studies and their conclusions and implications and pointed to how together they showed how the student evolved in her thinking and understanding of the topic and associated problems.

Thesis panel review

After adviser approval of the thesis title and proposal, the student distributes the proposal to the Thesis Panel members (the three readers on the Final Oral Examining Committee) and schedules a meeting to discuss the proposal. Together, the student and Thesis Panel agree on the final proposal, content, and scope of the dissertation. A revised proposal summarizing the results of the discussion may be required, and another Thesis Panel meeting may be held if revisions are substantial. At this meeting, committee members sign the C&I Thesis Panel Review Form and a chair of the Final Oral Examining Committee is assigned. The chair must be a senior member of the graduate faculty and cannot be the student’s adviser.

Submitting the Thesis Proposal Form

No later than the first semester after passing the preliminary oral examination, students must file the thesis proposal form with the Graduate School, 316 Johnston Hall. The form must include the proposed thesis title and a summary of the thesis proposal, about 250 words in length, describing the research to be undertaken and the methods to be employed. The form must be signed by the adviser(s) and then forwarded to the DGS for final approval and submission to the Graduate School. It must be accompanied by the C&I thesis panel review form, signed by all readers on the committee.

Human subjects approval

Most students in C&I complete dissertations that involve work with students, teachers or other school or business personnel, i.e., human subjects. Students must complete and submit an application to the University’s Internal Review Board (IRB) and receive approval prior to beginning data collection or contacting possible subjects. IRB approval may take several weeks or months, so students are advised to plan ahead and apply early in the research process. IRB instructions and applications are available online. Advisers and the Department Chair must sign students’ IRB applications before they are submitted.

The University of Minnesota requires Human Subjects’ Protection Training for all investigators and research personnel, including students. For information on how to complete and register for human subjects training, see Human Subjects Protection.

Preparing the dissertation

The student works closely with the adviser(s) throughout the dissertation process, submitting drafts for review and feedback along the way. The other readers on the committee may also work with the student throughout the preparation of the thesis, though this depends upon the committee. Once the dissertation is complete, a draft is submitted to all readers, who certify that the thesis is ready for defense by signing the thesis reviewer’s report form. Students obtain this from the Graduate School, 316 Johnston, or by requesting a graduation packet online. The form will be released only if the student has on file a thesis proposal form approved by the Graduate School and has maintained active status.

To permit faculty sufficient time to read the thesis and decide whether it is ready for defense, students must notify their advisers and other members of the final oral committee at least two weeks in advance that the thesis will be delivered on a particular date. All members of the examining committee must then have at least two weeks to read the thesis after it has been delivered. The signed thesis reviewer’s report form is then submitted to the Graduate School, and the final oral examination may be scheduled.

Scheduling the final oral examination

To be eligible for the final oral examination, a student must have:

  • completed all work on the official doctoral degree program form
  • passed both the written and oral preliminary examinations
  • filed an approved thesis proposal on file with the Graduate School
  • maintained active status
  • satisfied the thesis credit requirement
  • filed the signed thesis reviewer’s report form with the Graduate School (certifying that the thesis is ready for defense)

The student must schedule the examination at least one week in advance with the committee and the Graduate School (see Clearance for Graduation). The student should contact the Graduate Studies Assistant in 125 Peik for help in scheduling a room for the defense and in informing other faculty and staff of the defense’s time and location. When the exam is scheduled, the student’s file is checked to determine if s/he can be cleared to take the exam. If so, the report form for the final oral examination will be forwarded to the chair of the examining committee. If difficulties are apparent, the Graduate School staff will contact the student immediately.

NOTE: a minimum of ten weeks must intervene between the preliminary oral and the final oral examinations. Also, the final oral should not be scheduled during the summer unless the committee members can be assembled without substitution.

Final oral examination

The first hour of the final oral is open to the public. The Ph.D. candidate presents an overview of the research (30-45 min.), and then all in attendance may pose questions and engage in discussion on the research until the first hour has ended. The exam chair should act as facilitator.

When the hour is over, the chair of the exam announces a quick break so that the public may exit. The candidate then meets with the final oral examining committee for the next hour or two for additional questions and discussion. The examination is limited to the candidate’s thesis subject and relevant areas. This final session between the candidate and the committee is closed. Once the chair has determined that the questions have been satisfied, the candidate is excused so that the committee may vote and discuss the exam. The entire exam may last longer than two hours (especially given that the first hour is open to the public), but may not exceed 3 hours total.

The questions that are posed by the public in attendance during the first hour do not necessarily have an impact on the committee’s later discussion/vote. However, it is possible that a committee member may wish to follow up on an earlier question if s/he feels that the candidate needs to address it more thoroughly. In that sense, questions posed by the public may indeed influence the questioning and discussion that occurs during the closed exam phase.

Reporting the results of the final oral examination

Upon completion of the examination, a formal vote of the committee is taken. To be recommended for the award of the doctoral degree, candidates must receive a vote with no more than one dissenting member of the total examining committee. Refer to the Graduate School catalog for detailed information about possible outcomes.

If the student has clearly passed or clearly failed the examination and all members have signed the final examination report form, the form must be returned to the Graduate School no later than the first workday following the examination.

The adviser should be responsible for ensuring the inclusion of appropriate modifications and required revisions, if any, in the final thesis. The final oral examination report form should not be signed and submitted to the Graduate School (316 Johnson Hall) until all revisions have been made. Students and advisers are encouraged to retain a copy for their records.

Preparation and submission of the copies of the thesis

A copy of the thesis must be submitted to the Graduate School. The student’s adviser(s) must sign the thesis to confirm that it is complete and satisfactory in all respects and that all required revisions have been made. Instructions for the preparation of the thesis, including format specifications and adviser’s signature requirements, can be obtained from the Graduate School, 316 Johnston Hall, or online. It is also common for students to submit a bound copy of the thesis to the adviser and other committee members if desired.

Graduation and commencement

Clearance for graduation. Degrees are awarded at the end of each month. To qualify for graduation in a particular month, a student must submit the Application for Degree form on or before the first workday of that month and must complete the examination and all other requirements by the last workday of that month. Download graduation instructions [pdf] from the Graduate School.

Commencement ceremony. Two Graduate School commencement ceremonies are held each year—in late spring and late fall. Graduates are encouraged, but not required, to attend. To make sure their names appear in the commencement ceremony program, students must submit the commencement attendance approval form by the deadline specified in the Graduate School section of the Class Schedule.

Requirements for Ph.D. students admitted prior to spring 2001

All requirements are the same as in the previous section with the exception of the following:

Total number of credits required for the degree
A minimum of 75 semester credits is required for the Ph.D. program in education: curriculum and instruction, including the 24 thesis credits.

Research methodology
Research methodology requirements include a minimum of nine semester credits, at least six in the area of quantitative research and at least three in the area of qualitative methods. Recommended courses for the quantitative methods are EPSY 8261 Statistical Methods I and EPSY 8262 Statistical Methods II; however, EPSY 5261 Introductory Statistical Methods and 5262 Intermediate Statistical Methods are also acceptable with adviser approval.

Educational foundations
A minimum of 6 semester credits is required in educational foundations. In consultation with the adviser, students must choose at least one course in psychological foundations and at least one in an additional foundations area (historical, philosophical, or sociological).

Converting quarter to semester credits
To convert quarter to semester credits multiply the number of quarter credits by .67.

1 quarter credit = .67 semester credit
2 quarter credits = 1.34 semester credits
3 quarter credits = 2.00 semester credits
4 quarter credits = 2.67 semester credits
5 quarter credits = 3.34 semester credits
6 quarter credits = 4.00 semester credits

Checklist for Ph.D. requirements and procedures

Copies of all departmental forms are available in the Graduate Studies office in 125 Peik. Graduate School forms are available outside of 316 Johnston Hall, and most are also available in the C&I graduate studies office in 125 Peik.

Revised Fall 2008

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