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2023 Integrated Design Studio Award Winners

The Integrated Design Studio is a forum that synthesizes four years of architectural education into one project. The course tests the student’s ability to bring a variety of issues to bear; placing concepts, technical systems, material construction, and formal ambition into integrated relationships. Design work from the 2023 IDS class is exemplary of the richness possible when architecture is engaged across its broad disciplinary and cultural range. The high-quality design work from this year’s class is a testament to each student’s education and the fortitude of each group. They transformed c...

Integrated Language Arts - B.S.E.

The Integrated Language Arts B.S.E. program prepares students to be a successful teacher with a focus on language arts education. With expert faculty and hands-on experience, you'll gain the skills needed to make a difference in students' lives.

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Program Information for Integrated Language Arts - B.S.E.

Program Description

On This Page

Full Description

The Bachelor of Science in Education degree in Integrated Language Arts prepares students for teacher licensure in integrated language arts (reading, writing, speaking and listening) for grades 7-12. The combination of content and methods courses provides a strong foundation for graduates of the program, who will be licensed to teach English/language arts, journalism, communication and theater. (Please note that those with Ohio licensure in integrated language arts are able to teach theater for grades seven and eight only.) The program uniquely features a methods course devoted to the teaching of new media.

Students are required to complete Bureau of Criminal Investigation and Identification (BCII) and Federal Bureau of Investigation (FBI) background checks.

Professional Licensure Disclosure

This program is designed to prepare students to sit for applicable licensure or certification in Ohio. If you plan to pursue licensure or certification in a state other than Ohio, please review state educational requirements for licensure or certification and contact information for state licensing boards at ÐÔ¸£ÎåÔÂÌì's website for professional licensure disclosure.

Admissions for Integrated Language Arts - B.S.E.

Admission Requirements

The university affirmatively strives to provide educational opportunities and access to students with varied backgrounds, those with special talents and adult students.

First-Year Students on the Kent Campus: First-year admission policy on the Kent Campus is selective. Admission decisions are based upon cumulative grade point average, strength of high school college preparatory curriculum and grade trends. Students not admissible to the Kent Campus may be administratively referred to one of the seven regional campuses to begin their college coursework. For more information, visit the .

First-Year Students on the Regional Campuses: First-year admission to ÐÔ¸£ÎåÔÂÌì’s campuses at Ashtabula, East Liverpool, Geauga, Salem, Stark, Trumbull and Tuscarawas, as well as the Twinsburg Academic Center, is open to anyone with a high school diploma or its equivalent. For more information on admissions, contact the Regional Campuses admissions offices.

International Students: All international students must provide proof of proficiency of the English language (unless they meet specific exceptions) through the submission of an English language proficiency test score or by completing English language classes at ÐÔ¸£ÎåÔÂÌì’s English as a Second Language Center before entering their program. For more information, visit the admissions website for international students.

Former Students: Former ÐÔ¸£ÎåÔÂÌì students who have not attended another institution since ÐÔ¸£ÎåÔÂÌì and were not academically dismissed will complete the re-enrollment process through the Financial, Billing and Enrollment Center. Former students who attended another college or university since leaving ÐÔ¸£ÎåÔÂÌì must apply for admissions as a transfer or post-undergraduate student.

Transfer Students: Students who attended an educational institution after graduating from high school or earning their GED must apply as transfer students. For more information, visit the admissions website for transfer students.

Admission policies for undergraduate students may be found in the University Catalog's .

Students may be required to meet certain criteria to progress in their program. Any progression requirements will be listed on the program's Coursework tab

Learning Outcomes

Program Learning Outcomes

Graduates of this program will be able to:

  1. Plan and implement research-based instruction in the teaching of reading, literature, language and composition.
  2. Implement response-centered literacy instruction that is culturally relevant and sustaining.
  3. Implement fair and equitable assessment strategies to analyze students’ literacy learning.
  4. Engage in reflective practice and pursue continued professional growth and collaboration with colleagues.

Coursework

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Program Requirements

Major Requirements

Major Requirements (courses count in major GPA) (min C grade required in all courses)
COMM 15000INTRODUCTION TO HUMAN COMMUNICATION (KADL) 3
or COMM 26000 CRITICISM OF PUBLIC DISCOURSE (KHUM)
ENG 20021INTRODUCTION TO CREATIVE WRITING 3
or ENG 43092 TEACHING POETRY IN THE SCHOOLS (ELR)
ENG 21054INTRODUCTION TO SHAKESPEARE (KHUM) 3
ENG 22071STORIES THAT BUILT THE WORLD: HEROES, QUESTS AND LEGENDS (KHUM) 3
or ENG 22072 STORIES TO SAVE THE WORLD: LITERATURE AND THE FUTURE OF HUMANITY (KHUM)
ENG 24001INTRODUCTION TO LITERARY STUDY 3
ENG 24002INTRODUCTION TO COMPOSITION THEORY 3
ENG 31003LINGUISTICS 3
ENG 34004BRITISH LITERATURE, 1800-1900 3
or ENG 34005 BRITISH AND IRISH LITERATURE, 1900-PRESENT
MDJ 20001MEDIA, POWER AND CULTURE (KSS) 3
MDJ 47003TEACHING HIGH SCHOOL JOURNALISM 3
THEA 11000THE ART OF THE THEATRE (KFA) 3
British Literature Elective, choose from the following:3
ENG 25001
LITERATURE IN ENGLISH I
ENG 34001
MEDIEVAL LITERATURE
ENG 34002
BRITISH LITERATURE, 1500-1660
ENG 34003
BRITISH LITERATURE, 1660-1800
Reading Against the Grain Elective, choose from the following:3
ENG 21001
INTRODUCTION TO ETHNIC LITERATURE OF THE UNITED STATES
ENG 21002
INTRODUCTION TO WOMEN'S LITERATURE
ENG 21003
INTRODUCTION TO LGBT LITERATURE
ENG 33010
AFRICAN-AMERICAN LITERATURE TO 1900
ENG 33012
MODERN AFRICAN-AMERICAN LITERATURE
ENG 33013
AFRICANA WOMEN'S LITERATURE
ENG 33014
AFRICAN-AMERICAN WOMEN'S LITERATURE
ENG 33015
AFRICAN LITERATURES
ENG 34011
WORLD LITERATURE IN ENGLISH
ENG 34021
WOMEN'S LITERATURE
U.S. Literature Electives, choose from the following:6
ENG 33001
U.S. LITERATURE TO 1865
ENG 33002
U.S. LITERATURE FROM 1865 TO 1945
ENG 33003
U.S. LITERATURE FROM 1945 TO PRESENT
Linguistics Elective, choose from the following:3
COMM 35852
INTERCULTURAL COMMUNICATION
ENG 31001
FUNDAMENTAL ENGLISH GRAMMAR
ENG 31002
HISTORY OF THE ENGLISH LANGUAGE
ENG 31004
LEXICOLOGY/LEXICOGRAPHY
ENG 31008
GRAMMAR FOR TEACHING ENGLISH AS A SECOND/FOREIGN LANGUAGE
ENG 41001
SOCIOLINGUISTICS IN SCHOOLING (WIC)
Major Electives, choose from the following:2-3
COMM 35912
GENDER AND COMMUNICATION
COMM 45007
FREEDOM OF SPEECH
ENG 25002
LITERATURE IN ENGLISH II
SOC 42568
RACE AND ETHNIC STUDIES
THEA 11100
MAKING THEATRE: CULTURE AND PRACTICE
THEA 11303
THE ART OF ACTING
THEA 21016
MAKEUP FOR STAGE AND SCREEN
Foreign Language Electives (two semesters)
Additional Requirements (courses do not count in major GPA)
ADED 15000EXPLORING ADOLESCENT EDUCATION (min C grade)3
ADED 20000TOPICS IN SOCIAL JUSTICE IN TEACHING AND LEARNING (min C grade) 13
ADED 32142PRINCIPLES OF TEACHING ADOLESCENTS (WIC) (min C grade) 13
ADED 42292FIELD WORK PRACTICUM (ELR) (min C grade) 13
ADED 42392SECONDARY STUDENT TEACHING (ELR) 19
ADED 43210TEACHING READING IN MIDDLE AND HIGH SCHOOL WITH YOUNG ADULT LITERATURE (min C grade)3
ADED 43315TEACHING LITERATURE IN THE SECONDARY SCHOOLS (min C grade)3
ADED 43325MULTI-MODAL LITERACIES IN THE SECONDARY CLASSROOM (min C grade) 13
ADED 43335TEACHING LANGUAGE AND COMPOSITION (min C grade) 13
ADED 49525INQUIRY INTO PROFESSIONAL PRACTICE (min C grade)3
CULT 29535EDUCATION IN A DEMOCRATIC SOCIETY (min C grade)3
EPSY 29525EDUCATIONAL PSYCHOLOGY (min C grade)3
ETEC 39525EDUCATIONAL TECHNOLOGY (min C grade)3
SPED 23000INTRODUCTION TO EXCEPTIONALITIES (min C grade)3
UC 10001FLASHES 101 1
23
(min B grade)6
3
20-3
6-7
20-3
Minimum Total Credit Hours:120
1

Teacher candidates are only permitted to repeat a field experience course once. Please see policy for details.

2

If students complete the American Civic Literacy requirement by taking HIST 12061, the course will apply to the Kent Core Additional category. If they complete it with POL 10101, the course will apply to the Kent Core Social Sciences category.

Progression Requirements

Students must meet all professional requirements for admission to advanced study. To be admitted, students must display evidence of the following:

  • Adequate communication skills
  • Sound content area knowledge (language arts, mathematics, science or social studies)
  • Basic understanding of the teaching profession
  • Basic understanding of adolescents
  • Dispositions aligned with the conceptual framework of the College of Education and Human Services, including being open-minded, flexible, caring and responsible

Faculty will select the most qualified applicants based on an interview, letters of recommendation, GPA1, and performance in English coursework.

Applicants must have experience working with young adults in a supervisory capacity, such as tutoring, camp counseling, volunteer work or related experience. Students should contact the College of Education and Human Services’ Vacca Office of Student Services, 304 White Hall, during the first year of study to inquire about the procedures and criteria associated with admission to advanced study.

1

Undergraduate students who have not completed a minimum of 12 ÐÔ¸£ÎåÔÂÌì University credit hours will be evaluated for advanced study and professional phase based on their high school GPA for new students or transfer GPA for transfer students.

Graduation Requirements
Minimum Major GPA Minimum Overall GPA
2.600 2.750

Double Majors/Dual Degrees

Students seeking to declare an additional teacher education major in the B.S.E. degree (double major) or in a different degree (dual degree) may have the double major/dual degree approved as long as the following requirements are met:

  1. Approval is received from the academic unit administrating each major. A program of study for those interested in pursuing a double major must be approved in writing by faculty from each major area prior to admission to advanced study.
  2. All required content courses are completed for each major.
  3. All required methods courses are completed for each major.
  4. Separate practicum and inquiry courses are completed for each major as listed below:
    1. ADED 42292 (or the equivalent required by the major outside the college)
    2. ADED 49525 (or the equivalent required by the major outside the college)
  5. Students who have two majors from among the following only need to take ADED 42392, consisting of a 16-week classroom experience involving both subject areas: Integrated Science, Integrated Mathematics, Integrated Social Studies and/or Integrated Language Arts.
  6. Students who have a second major not included in the list above (#5) will have their student teaching requirements determined by faculty from both program areas at the time the program of study is developed, with a minimum 16 weeks spent in the classroom.

Licensure information

Candidates seeking Ohio licensure are required to pass specific assessments in order to apply for licensure. See Ohio Department of Education-Educator Preparation website for more information on assessments specific to licensure type. Taking and passing the licensure tests prior to graduation is encouraged but not required.

Students must apply for State of Ohio Licensure (defined by completion of all licensure program requirements) within 12 months of program completion. After 12 months, applicants must meet State approved program/licensure requirements that are in effect at the time of application. This means that students who apply after the 12 month deadline may have to take additional coursework if the content, methods courses, program requirements, or licensure requirements have changed from the catalog in force.

Roadmap

 

Roadmap

This roadmap is a recommended semester-by-semester plan of study for this program. Students will work with their advisor to develop a sequence based on their academic goals and history. Courses designated as critical (!) must be completed in the semester listed to ensure a timely graduation.

Plan of Study Grid
Semester OneCredits
CULT 29535 EDUCATION IN A DEMOCRATIC SOCIETY 3
!MDJ 20001 MEDIA, POWER AND CULTURE (KSS) 3
THEA 11000 THE ART OF THE THEATRE (KFA) 3
UC 10001 FLASHES 101 1
Kent Core Requirement 3
Kent Core Requirement 3
 Credit Hours16
Semester Two
ADED 15000 EXPLORING ADOLESCENT EDUCATION 3
COMM 15000
or COMM 26000
 INTRODUCTION TO HUMAN COMMUNICATION (KADL)
or CRITICISM OF PUBLIC DISCOURSE (KHUM)
3
ENG 22071
or ENG 22072
 STORIES THAT BUILT THE WORLD: HEROES, QUESTS AND LEGENDS (KHUM)
or STORIES TO SAVE THE WORLD: LITERATURE AND THE FUTURE OF HUMANITY (KHUM)
3
SPED 23000 INTRODUCTION TO EXCEPTIONALITIES 3
Kent Core Requirement 3
 Credit Hours15
Semester Three
Requirement: minimum 2.75 overall GPA by end of term; minimum 2.600 major GPA  
ENG 21054 INTRODUCTION TO SHAKESPEARE (KHUM) 3
!EPSY 29525 EDUCATIONAL PSYCHOLOGY 3
Kent Core Requirement 3
Kent Core Requirement 3
Kent Core Requirement 3
 Credit Hours15
Semester Four
Requirement: minimum 2.750 overall GPA; minimum 2.600 major GPA  
ADED 20000 TOPICS IN SOCIAL JUSTICE IN TEACHING AND LEARNING 3
ENG 20021
or ENG 43092
 INTRODUCTION TO CREATIVE WRITING
or TEACHING POETRY IN THE SCHOOLS (ELR)
3
ENG 24001 INTRODUCTION TO LITERARY STUDY 3
ENG 24002 INTRODUCTION TO COMPOSITION THEORY 3
ENG 31003 LINGUISTICS 3
ENG 33001
or ENG 33002
or ENG 33003
 U.S. LITERATURE TO 1865
or U.S. LITERATURE FROM 1865 TO 1945
or U.S. LITERATURE FROM 1945 TO PRESENT
3
 Credit Hours18
Semester Five
Requirement: minimum 2.750 overall GPA; minimum 2.600 major GPA  
!ADED 32142 PRINCIPLES OF TEACHING ADOLESCENTS (WIC) 3
!ADED 43210 TEACHING READING IN MIDDLE AND HIGH SCHOOL WITH YOUNG ADULT LITERATURE 3
ETEC 39525 EDUCATIONAL TECHNOLOGY 3
MDJ 47003 TEACHING HIGH SCHOOL JOURNALISM 3
American Civic Literacy Requirement 3
 Credit Hours15
Semester Six
Requirement: minimum 2.750 overall GPA; minimum 2.600 major GPA  
!ADED 43315 TEACHING LITERATURE IN THE SECONDARY SCHOOLS 3
!ADED 43335 TEACHING LANGUAGE AND COMPOSITION 3
ENG 25001
or ENG 34001
or ENG 34002
or ENG 34003
 LITERATURE IN ENGLISH I
or MEDIEVAL LITERATURE
or BRITISH LITERATURE, 1500-1660
or BRITISH LITERATURE, 1660-1800
3
ENG 33001 U.S. LITERATURE TO 1865 3
Linguistics Elective 3
 Credit Hours15
Semester Seven
Requirement: minimum 2.750 overall GPA; minimum 2.600 major GPA  
!ADED 42292 FIELD WORK PRACTICUM (ELR) 3
!ADED 43325 MULTI-MODAL LITERACIES IN THE SECONDARY CLASSROOM 3
ENG 34004
or ENG 34005
 BRITISH LITERATURE, 1800-1900
or BRITISH AND IRISH LITERATURE, 1900-PRESENT
3
Reading Against the Grain Elective 3
Major Elective 2
 Credit Hours14
Semester Eight
Requirement: minimum 2.750 overall GPA; minimum 2.600 major GPA  
!ADED 42392 SECONDARY STUDENT TEACHING (ELR) 9
!ADED 49525 INQUIRY INTO PROFESSIONAL PRACTICE 3
 Credit Hours12
 Minimum Total Credit Hours:120

Program Delivery

  • Delivery:
    • In person
  • Location:
    • Kent Campus

Accreditation for Integrated Language Arts - B.S.E.

Council for the Accreditation of Educator Preparation

Examples of Possible Careers and Salaries for Integrated Language Arts - B.S.E.

Education teachers, postsecondary

2.1%

slower than the average

74,900

number of jobs

$72,090

potential earnings

English language and literature teachers, postsecondary

0.0%

little or no change

72,200

number of jobs

$78,270

potential earnings

Middle school teachers, except special and career/technical education

-2.0%

decline

633,700

number of jobs

$62,970

potential earnings

Secondary school teachers, except special and career/technical education

-1.6%

decline

1,094,500

number of jobs

$64,580

potential earnings

Notice: Career Information Source
* Source of occupation titles and labor data comes from the U.S. Bureau of Labor Statistics' . Data comprises projected percent change in employment over the next 10 years; nation-wide employment numbers; and the yearly median wage at which half of the workers in the occupation earned more than that amount and half earned less.

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Teaching, Learning and Curriculum Studies - Ph.D.

Become a leader in Teaching, Learning and Curriculum Studies with ÐÔ¸£ÎåÔÂÌì's Ph.D. program. Conduct original research and develop expertise in curriculum theory to shape the future of education.

Contact Us

  • Francisco Torres (Curriculum and Instruction) | ftorres2@kent.edu | 330-672-0634
  • Jiahui Wang (Educational Technology concentration) | jwang79@kent.edu |
    330-672-0664

Apply Now
Request Information
Schedule a Visit

Program Information for Teaching, Learning and Curriculum Studies - Ph.D.

Program Description

Full Description

The Ph.D. degree in Teaching, Learning and Curriculum Studies prepares scholars and educational leaders to advance research, theory and practice in diverse learning environments. The program is designed for individuals interested in exploring critical issues related to teaching, learning and curriculum design across educational contexts.

Through rigorous coursework, collaborative inquiry, and mentored research experiences, students develop the knowledge and skills necessary to contribute meaningfully to academic scholarship and educational innovation. Graduates of the program are well prepared for careers in higher education, research, curriculum development and leadership within schools and educational organizations.

Students may choose to focus broadly in their studies or specialize in one of the program’s focus areas: STEM education; teacher education; curriculum and instruction; or language, literacy and society. Within these areas, students can pursue specific interests, such as social studies within teacher education. Focus area courses are intentionally designed to be flexible and responsive to individual student goals and interests.

The program is offered in two formats: mostly online and fully online. The mostly online format allows students to engage online while also providing opportunities for in-person meetings at multiple points throughout the semester. The fully online format will include some mandatory synchronous online meetings (set times and days) in courses and other graduation requirements (e.g., oral comprehensive exam, dissertation proposal defense).

Admissions for Teaching, Learning and Curriculum Studies - Ph.D.

For more information about graduate admissions, visit the graduate admission website. For more information on international admissions, visit the international admission website.

Admission Requirements

  • Master's degree from an accredited college or university
  • Minimum 3.000 graduate GPA on a 4.000-point scale (minimum 3.500 graduate GPA is recommended)
  • Official transcript(s)
  • Résumé or curriculum vitae
  • Application essay
  • Two letters of recommendation
  • Interview
  • English language proficiency - all international students must provide proof of English language proficiency (unless they meet specific exceptions to waive) by earning one of the following:1
    • Minimum 79 TOEFL iBT score
    • Minimum 6.5 IELTS score
    • Minimum 58 PTE score
    • Minimum 110 DET score
1

International applicants who do not meet the above test scores may be considered for conditional admission.

Application Deadlines

  • Fall Semester
    • Application Deadline: July 15

All application materials (including applicable fee, transcripts, recommendation letters, etc.) submitted after this deadline will be considered on a space-available basis. 

Learning Outcomes

Program Learning Outcomes

Graduates of this program will be able to:

  1. Demonstrate deep understanding and critical analysis of key theories, debates and research in teaching, learning and curriculum studies, including historical, social and contemporary contexts.
  2. Design, conduct and communicate research using appropriate methodology (qualitative, quantitative or mixed methods) that contribute knowledge or insights to the field.
  3. Empirically study factors related to curriculum, instruction and/or learning through application of educational principles (e.g., equity and inclusion; collaboration and interaction; critical thinking and lifelong learning; growth and development).
  4. Lead and communicate scholarly, innovative and professional ideas through writing, speaking and/or advocacy across academic, practitioner and community audiences.

Coursework

On This Page

Program Requirements

Major Requirements

Major Requirements
RMS 85515QUANTITATIVE RESEARCH DESIGN AND ANALYSIS 3
RMS 85516QUALITATIVE RESEARCH DESIGN 3
RMS 85517ADVANCED QUANTITATIVE RESEARCH 3
or RMS 85518 ADVANCED QUALITATIVE RESEARCH
TLCS 80001PROSEMINAR I: INTRODUCTION TO DOCTORAL STUDIES IN EDUCATION 3
TLCS 80002PROSEMINAR II: THEORY AND RESEARCH IN EDUCATIONAL PRACTICE 3
TLCS 80003TEACHING AND LEARNING I: THEORY, RESEARCH AND EDUCATIONAL PRACTICE 3
TLCS 80004TEACHING AND LEARNING II: THEORY, RESEARCH AND EDUCATIONAL PRACTICE 3
TLCS 80005CURRICULUM THEORIES: RESEARCH, DESIGN AND EDUCATIONAL PRACTICE 3
TLCS 80006EMERGING ISSUES AND TRENDS IN EDUCATIONAL RESEARCH 3
TLCS 80007SEMINAR IN EDUCATIONAL RESEARCH 3
3
Focus Area or Major Electives, choose from the following 19
STEM Education
TLCS 80191
VARIABLE CONTENT SEMINAR IN STEM EDUCATION
Language, Literacy and Society
TLCS 80391
VARIABLE CONTENT SEMINAR IN LANGUAGE, LITERACY AND SOCIETY
Teacher Education
TLCS 80291
VARIABLE CONTENT SEMINAR IN TEACHER EDUCATION
Curriculum and Instruction
TLCS 80491
VARIABLE CONTENT SEMINAR IN CURRICULUM AND INSTRUCTION
Electives
TLCS 80169
UNDERSTANDING EMERGENT BILINGUAL AND IMMIGRANT STUDENTS AND THEIR FAMILIES
TLCS 80171
TEACHING EMERGENT BILINGUAL AND IMMIGRANT STUDENTS
TLCS 81130
MULTICULTURAL EDUCATION
TLCS 87002
CURRICULUM LEADERSHIP
TLCS 87003
FORMS OF INQUIRY IN CURRICULUM AND INSTRUCTION
TLCS 87004
PROFESSIONAL LEARNING IN EDUCATION
TLCS 87005
INTERCULTURAL DIMENSIONS OF TEACHING AND LEARNING
TLCS 87010
CURRICULUM EVALUATION
TLCS 87352
INSTRUCTIONAL COACHING
Culminating Requirement
TLCS 80199DISSERTATION I 230
Minimum Total Credit Hours:72
1

Students are recommended to courses in consultation with their faculty advisor. Focus area courses may be taken up to three times. With approval from their advisor and the program coordinator, students may choose courses outside of the program to fulfill these requirements.

2

Upon admission to candidacy, each doctoral candidate must register for TLCS 80199. It is expected that a doctoral candidate will continuously register for Dissertation I for a total of 30 credit hours, and thereafter TLCS 80299, each semester until all requirements for the degree have been met.

Graduation Requirements
Minimum Major GPA Minimum Overall GPA
- 3.000
  • Students may be required to take additional coursework as well as research activities that support their scholarly interests in the context of doctoral socialization.

Comprehensive Examination Requirements

The course phase of study culminates with a written and oral comprehensive examination that is created and evaluated by each doctoral student’s prospectus committee. Students choose one of the following options for the written component:

  • Eight-hour in-class written examination
  • Take-home written examination
  • Written examination and portfolio (this option must be selected when submitting the plan of study)

Once doctoral students have passed the comprehensive examination, they organize a dissertation committee, which supervises their dissertation research project.

Roadmap

Roadmap

This roadmap is a recommended semester-by-semester plan of study for this program. Students will work with their advisor to develop a sequence based on their academic goals and history. Courses designated as critical (!) must be completed in the semester listed to ensure a timely graduation.

Plan of Study Grid
First Year
FallCredits
RMS 85516 QUALITATIVE RESEARCH DESIGN 3
TLCS 80001 PROSEMINAR I: INTRODUCTION TO DOCTORAL STUDIES IN EDUCATION 3
TLCS 80003 TEACHING AND LEARNING I: THEORY, RESEARCH AND EDUCATIONAL PRACTICE 3
 Credit Hours9
Spring
RMS 85515 QUANTITATIVE RESEARCH DESIGN AND ANALYSIS 3
TLCS 80004 TEACHING AND LEARNING II: THEORY, RESEARCH AND EDUCATIONAL PRACTICE 3
Focus Area or Major Elective 3
 Credit Hours9
Second Year
Fall
TLCS 80002 PROSEMINAR II: THEORY AND RESEARCH IN EDUCATIONAL PRACTICE 3
TLCS 80005 CURRICULUM THEORIES: RESEARCH, DESIGN AND EDUCATIONAL PRACTICE 3
Research, Measurement and Statistics (RMS) Graduate Course 3
 Credit Hours9
Spring
RMS 85517
or RMS 85518
 ADVANCED QUANTITATIVE RESEARCH
or ADVANCED QUALITATIVE RESEARCH
3
TLCS 80006 EMERGING ISSUES AND TRENDS IN EDUCATIONAL RESEARCH 3
Focus Area or Major Elective 3
 Credit Hours9
Third Year
Fall
TLCS 80007 SEMINAR IN EDUCATIONAL RESEARCH 3
Focus Area or Major Elective 3
 Credit Hours6
Spring
TLCS 80199 DISSERTATION I 15
 Credit Hours15
Fourth Year
Fall
TLCS 80199 DISSERTATION I 15
 Credit Hours15
 Minimum Total Credit Hours:72

Program Delivery

  • Delivery:
    • Fully online
    • Mostly online
  • Location:
    • Kent Campus

Examples of Possible Careers and Salaries for Teaching, Learning and Curriculum Studies - Ph.D.

Education teachers, postsecondary

2.1%

slower than the average

74,900

number of jobs

$72,090

potential earnings

Instructional coordinators

1.3%

slower than the average

232,600

number of jobs

$74,720

potential earnings

Additional Careers
  • University Professor

* Source of occupation titles and labor data comes from the U.S. Bureau of Labor Statistics' . Data comprises projected percent change in employment over the next 10 years; nation-wide employment numbers; and the yearly median wage at which half of the workers in the occupation earned more than that amount and half earned less.

Notice: Career Information Source
* Source of occupation titles and labor data comes from the U.S. Bureau of Labor Statistics' . Data comprises projected percent change in employment over the next 10 years; nation-wide employment numbers; and the yearly median wage at which half of the workers in the occupation earned more than that amount and half earned less.
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