Ph.D. in Education Program: Learning, Cognition, Instruction, and Development Concentration

Students enrolled in the Ph.D. in Education program and LCID concentration can expect to exit with the ability to think critically about a wide range of the central theories on learning, conduct high-quality original research, communicate and share research effectively, and teach at the university level. Through completion of courses required for their specialization, students will develop a thorough understanding and expertise in one particular domain. They should exit the program with a broad knowledge of the literature in the field and an appreciation of the range of research methods that have been used to advance it. Completion of the program will require the student to complete a dissertation, including a proposal that describes research questions and the methods used to study them. Then the student carries out the investigation to explore those questions and later presents their findings.

Learning Goals for Ph.D. in Education Students

Our core mission in the Ph.D. in Education Program is to produce scholars who can and will use research to contribute to understanding and improving education. Listed below are six broad areas that students in the Ph.D. in Education Program should develop through their coursework, research, and participation in the GSE and broader scholarly community. Methods for evaluating progress with respect to these goals are described under each goal.

1. Broad Theories. Students will understand and think critically about a wide range of the central theories on learning. These include what types of environments support learning; what the goals of education are and should be; how policy and social structures influence learning opportunities; how education can support goals related to social justice; and how the role of education continues to evolve in our society. In particular, students should be aware of the different disciplines upon which these theories draw, understand that these disciplinary lenses fundamentally influence how education and educational research is perceived, and be able to use these theories and lenses to interpret and synthesize bodies of research.
   • Assessment: Evaluation will be based on performance in core coursework (pro-seminars or other core course program specifications) and on successful completion of the breadth question as part of the qualifying examination.
2. Knowledge and Understanding. Students will develop deep understanding and expertise in a particular domain. They should have a broad and deep knowledge of the literature in the field and an understanding and appreciation of the range of research methods that have been used to advance the field.
   • Assessment: Evaluation will be based on performance in courses within the student’s area of specialization, performance on two independent research studies (Pre-thesis I and II), successful completion of the qualifying examination, and successful completion of the dissertation proposal and thesis.
3. Conducting Original Research. Students will actively engage in research from the beginning of their program. As they gain experience and autonomy, they should gain an understanding and ability to design and carry out research employing appropriate research methods.
   • Assessment: Evaluation will be based on performance in the two independent research courses (Pre-thesis I and II), their dissertation proposal, and a review of other research efforts described in annual progress reports.
4. Communicating and Disseminating Research. Students will successfully communicate and disseminate their research. They should present their work in the GSE (brown bags, learning sciences lunch & learn series, research poster sessions) as well as at regional, national and international conferences. They should publish their work in scholarly outlets as well as report their research, if appropriate, in ways that will be valuable to practitioners and policymakers. They should also successfully communicate their dissertation research.
   • Assessment: Evaluation will be based on the number of student presentations within the GSE (brown bags, learning sciences lunch & learn series, poster session, other talks) as well as talks and publications. Authorship (senior or secondary) will also be monitored. These data will be available in the annual student progress reports.
5. Teaching. Students will develop expertise in teaching university-level courses. This is considered to be an especially important goal because it is expected that many graduates will obtain employment at academic institutions where teaching will be part of their responsibilities. All students are expected to be observed by a faculty member as well as to complete a teaching portfolio.
   • Assessment: Evaluation will be based on an annual survey of courses taught by students as well as a report of the number of students who have met their teaching requirement and completed their observations and teaching portfolios.
6. Service. Students will participate in their respective scholarly and professional communities, including service within the GSE as well as service to professional organizations, including scholarly reviews, serving on committees, etc.
   • Assessment: Evaluation will be based on annual review of student progress reports.

For more information about the courses in this program, please visit the course catalog and online schedule of classes.

• 72 Graduate Course Credits
  •       6 Credits – Proseminar Courses
  •     12 Credits – Methodology Requirement    Courses
  •       6 Credits – Cognate Courses
  •       6 Credits – Pre-Thesis Research Courses     
  •      18 Credits – Concentration/Specialization Courses
  •     24 Credits – Dissertation Research

*Program requirements for the Statistics and Measurement concentration may vary.

• Qualifying Exam
  • After completing all 48 credits of coursework, students may take the qualifying exam. The qualifying exam is intended for students to demonstrate that they have attained some degree of expertise in the area that suggests they will be able to successfully complete a dissertation project in the area. The exam has both a written and oral component. It is recommended that the qualifying exam be completed by the end of the  student’s third year in the program (with some exception for part-time students).

• Dissertation 
  • Each candidate for the doctorate pursues, under faculty direction, an original investigation of a problem or problems in a field of concentration and presents the results of the investigation in a dissertation. This doctoral work is completed in 24 research credits. Candidates are expected to complete a proposal that reviews the relevant literature, poses research questions and the methods used to study them. Then the candidate carries out the investigation to explore those questions.

The Ph.D. in Education requires students to complete 48 credits of graduate-level coursework and 24 credits of dissertation research. Students will take pre-thesis courses designed to enhance their ability to conduct scholarly research and can expect to receive support from their faculty advisor and other Ph.D. in Education faculty as appropriate. As part of the Learning, Cognition, Instruction, and Development concentration, students must also earn six of the 18 required specialty course credits through completion of classes outside the faculty advisor’s specialty.

Specialization in Early Childhood Education
Nora E. Hyland
Carrie Lobman
Sharon K. Ryan

Specialization in Educational Psychology
Clark A. Chinn
Janice Gobert
Susan L. Golbeck
Judith R. Harrison
Matthew J. Mayer
Lorraine D. McCune
Angela M. O’Donnell
Saundra M. Tomlinson-Clarke
Dake Zhang

Specialization in Human Development
Susan L. Golbeck
Lorraine D. McCune
Saundra M. Tomlinson-Clarke

Specialization in Language Education
Mary Elizabeth Curran
Sarah Gallo
Lauren Kelly
Nicole Mirra
Esther Ohito

Specialization in Learning Sciences
Dan Battey
Clark A. Chinn
Ravit Golan Duncan
Eugenia Etkina
Drew Gitomer
Janice Gobert
Susan L. Golbeck
Gerald A. Goldin
Rebecca Jordan
Carolyn A. Maher
Lorraine D. McCune
Juan Pablo Mejía Ramos
Nicole Mirra
Angela M. O’Donnell
Arthur B. Powell
Keith Weber

Specialization in Literacy Education
Alisa Belzer
Lauren Kelly
Cheryl A. McLean
Nicole Mirra
Lesley M. Morrow
Esther Ohito

Specialization in Mathematics Education
Dan Battey
Gerald A. Goldin
Carolyn A. Maher
Juan Pablo Mejía Ramos
Naftaly Minsky
Arthur B. Powell
Fred Roberts
Michael Saks
Keith Weber

Specialization in Science Education
Eugenia Etkina
Ravit Golan Duncan

Specialization in Social Studies Education
Benjamin Justice
Beth C. Rubin

Specialization in Special Education
Judith R. Harrison
Matthew J. Mayer
Angela M. O’Donnell
Dake Zhang

Specialization in Statistics & Measurement
Chia-Yi Chiu

Graduates of the Ph.D. in Education program are expected to influence educational practice in the United States and abroad through original research efforts, thereby contributing to the advancement of knowledge in education, discovering exemplary educational practices, and contributing to local and national educational policy. GSE graduates most commonly go on to conduct research in higher education, policy organizations, governmental, and nongovernmental organizations concerned with education. 

• A personal statement that describes why you are interested in studying education at Rutgers. We are especially interested in knowing what your research interests are and with which faculty members you would like to work.
• Academic Writing sample
• 3 Letters of Recommendation
• Official Undergraduate Transcripts
• Official Graduate Transcripts (if applicable)
• Curriculum Vitae/Resume (optional)

For more information on this program’s admissions requirements, visit the Office of the Graduate and Professional Admissions website.

1. Collect the materials required for admission
2. Submit your application online at http://gradstudy.rutgers.edu/
3. Submit supporting materials online or by mail to the Graduate Admissions Office:

Office of Graduate and Professional Admissions
Rutgers. The State University of New Jersey
56 Bevier Rd, ASB Annex I
Piscataway, NJ 08854, U.S.A.

Download the complete guide on how to apply for the Ph.D. in Education Program with Concentration in Learning, Cognition, Instruction, and Development at the Rutgers University Graduate School of Education.

Tuition: 

For tuition and fees information please visit the tuition landing page.

Financial Aid:

While students are encouraged to apply for federal student aid using the Free Application for Federal Student Aid (FAFSA), there are a number of other merit- and need-based support options, including loans and college work-study programs within and external to Rutgers. For more information, please visit the Office of Financial Aid website.

Scholarships, Fellowships & Assistantships:

Generous GSE alumni, friends, and community members have established and continue to donate to more than one dozen fellowships and scholarships to help deserving students reach their goals. These awards are granted on the basis of academic achievement and or financial need. While these awards are competitive, interested students are encouraged to apply for consideration and submit the required materials. Students must also submit a FAFSA application to be eligible.  

To review all current awards and learn more about the donors that established them, please click here.