College of Education > Academics > Doctoral Program > About


  • To help practitioners make sense of the complex, dynamic and idiosyncratic ways they experience problems in education
  • To enhance students’ understanding of the interactions that occur between self and others as social, historical, psychological and political constructs that shape emergent relationships in schools and other educational contexts
  • To broaden and contextualize students’ concepts of education and enhance their ability to be leaders who collaboratively facilitate the critical examination of society, educational institutions and the nature of the learning process
  • To enhance students’ capacity to examine and weigh multiple perspectives and emergent “courses of action” in order to determine alternatives that are sensitive to the school, community and broader societal contexts
  • To extend and challenge the boundaries of students’ thinking about the goals of their professional practice
  • To support students’ integration of interdisciplinary bodies of knowledge in order to interpret their daily encounters, to inform their decisions, and to help them shape the nature of educational institutions and the quality of educational processes

Graduates of the program may enter a new career or strengthen their current position in schools, universities, or community organizations. They may assume faculty positions in higher education, take leadership positions in local and state education agencies, assume curriculum positions in school or community learning environments, or become leaders in educational policy and advocacy.