The International and Multicultural Education (IME) Doctoral Program is comprised of 60 credits of study beyond the master's degree and culminates in the completion of a doctoral dissertation.
Portfolio for Full Admission
New doctoral students are admitted on a conditional basis. Students can apply for full admission once they complete 12 credits of required coursework. Students submit a portfolio consisting of final papers in the courses, which the faculty adviser approves and all IME faculty review.
- GEDU 708 - Research Methods in Education (3)
- And three of the following courses:
- IME 704 - International Perspectives on Area Studies (3)
- IME 705 - Multiculturalism in a Global World (3)
- IME 712 - Race, Ethnicity and Cultural Identity (3)
- IME 720 - Human Rights Education: Pedagogy and Praxis (3)
- IME 768 - Discourse, Pragmatics and Language Teaching (3)
Once accepted for full admission, students continue with 48 additional credits of coursework in the IME major, general education, electives, and dissertation to complete their program. View the IME Doctoral Curriculum.
Students enroll in a minimum of three courses designed to support them in the successful completion of their doctoral dissertation. The chairperson of the student's dissertation committee directs at least two of those courses.
Much of the dissertation research is qualitative, including the opportunity for specialized training in participatory research. However, students are welcome to undertake quantitative studies.
Students normally complete the 60 credit degree in four to five years.
Selected Recent Dissertation Titles
- Community and College Partnerships for Student Retention in Higher Education: Critical Reflections of Filipino American Young Adults
- Developing Academic Language in Middle School English Learners: Practices and Perspectives in Mainstream Classrooms
- Teaching Human Rights through a Performing Arts Methodology
- Living in Two Languages: Code-Switching in Picture and Chapter Books Authored by Chicanos and Latinos
- Toward a More Just Future: Reflections on a Journey of Struggle by Educational Administrators of Immigrant Migrant Working Origins