Ph.D. in Education Program of Study

Program plan for: Seth Andrew Hudson

NOTE Courses still required include:

CTCH 830: Ethics in Higher Education (3 credits) EDUC 998: Dissertation Proposal (3 credits) EDUC 999: Dissertation (9 credits) Elective in Specialization (3 credits)

1. Core Course

EDUC 800 (3) Ways of Knowing

2. Research Methods (15)

EDRS 810 (3) Problems and Methods in Education Research EDRS 811 (3) Quantitative Methods in Educational ResearchEDRS 812 (3) Qualitative Methods in Educational Research

Two of the following: EDRS 825—Advanced Research Methods in Self Study (3)EDRS 824—Mixed Methods Research (3)

3. Professional Specialization (24): Higher Education Major Area

1. CTCH 792: Special Topic: Leadership in Higher Education (3)2. CTCH 821: History of Higher Education (3)3. CTCH 826: Institutional & Program Assessment in Higher Education (3) 4. CTCH 830: Ethics in Higher Education (3)5. Elective: EDIT 895—Emerging Issues in Instructional Technology (3)6. Elective: CTCH 792—Beyond GI Joe (3)7. Elective: EDUC 870—Education Policy: Process, Context, Policy (3)8. Elective: ______________________________

*Internship not sought.

4. Secondary Emphasis (12): English/StorytellingMinor Area(s)

1. CTCH 792—Digital Storytelling (3)* Course reduction from MA, 9 credits

Select University of Cincinnati courses for consideration:o ENGC 730—Teaching College Writing (4)o ENGL 590—Advanced Playwriting (4)

Hudson 2015

o ENGC 706—Approaches to Literary Theory (4)o ENGL 760—American Women Writers I (4)o DRTG 832—History of Theater (4)

5. Dissertation (12)

EDUC 998 Doctoral Dissertation Proposal (3)EDUC 999 Doctoral Dissertation Research (9)

PROPOSED DATE FOR COMPREHENSIVE PORTFOLIO ASSESSMENT:

PROGRAM RATIONALE (please review the Program Guidelines for directions):

My varied coursework reflects my desire to become a part of higher education not just as scholar and instructor, but also as one focused on the realities of meeting an institution’s goals in the face of many challenges.

The common theme in this plan of study is “story.” Higher education has transformed throughout history and now finds itself in various forms that resemble one another in name only. Policy changes tell this story; enrollment numbers and tuition costs tell this story; research agendas tell this story; assessment tells this story; and so on, but all of these narratives fall under the label “college.”

I hope to explore the “story” of college, and what that means for various stakeholders. Though I am not sure of the exact direction this theme will take, I am immediately interested in the discrepancy between student expectations, university marketing, and their relationship to the various metrics applied to the quality or value of higher education.

Addendum: September 25th, 2015At this point in the program, I am focusing more specifically on the field of game design. Still an emerging field in the sphere of higher education, exploring what an education in game design entails and how it prepares students (or fails to prepare them) for the increasingly digital world is a worthy pursuit. The skills in qualitative research that I’ve acquired through coursework has prepared me to execute this mission with the rigor and professionalism demanded of a doctoral student at George Mason University.

_________________________________________Kelly Schrum—Primary Advisor / Date

_________________________________________Lenoard Annetta—Reviewer / Date Date

_________________________________________Douglas Eyman—Reviewer / Date

_________________________________________

Hudson 2015

Seth Hudson—PhD Student, Higher Education

_________________________________________Jan Arminio—Director, Higher Education

PROPOSED SCHEDULE (Remaining Courses, Tentative):

Spring 2015 (3)EDRS 825 (Self-Study)

Summer 2015 (6)EDRS 812EDIT XXX

Fall 2015 (3)CTCH 830 (3)

Spring 2016 (3)EDRS XXX—remaining methods course

Summer 2016 (3)EDUC 998 (3)

Fall 2016 (6)EDUC 999 (6)

Spring 2017 (3)EDUC 999 (3)

Hudson 2015