Like all PhD programs, ours is a research degree. The primary emphasis of this
program is preparing you to conduct your own research—a dissertation—in such a way
that it will withstand the most rigorous of peer reviews.
Our program exposes students to many branches of the field of education. Our faculty
researches learning and human performance throughout the life cycle, from early
childhood through learning on-the-job and into adulthood. We research learning at the
individual level as well as the systems that support learning.
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Students also have opportunities to learn about research by working with faculty on
their research studies, and to demonstrate their research skills through the capstone
project: the dissertation.
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1. Strong research training, with exposure to a variety of research methods and their
underlying philosophies, and hands-on research skill development through course
projects, research assistantships (when available), and dissertation research.
5. Reasonable tuition and living costs. Quebec university tuition is the lowest in
Canada for in-province, in-country, and international students.
In addition, Montreal has one of the most reasonable costs of living of any
metropolitan area of its size in North America. Specifically housing, public transit,
and food are especially reasonably priced.
Because courses are scheduled in the late afternoon and early evening, our program is
suited to both full- and part-time students. Note, too, that students may change
between full- and part-time status during the program, except for those studying as
international students.
Phase 0: Pre-requisite courses, which provide students who have little or no formal
educational backgrounds in their area of specialization with the opportunity to develop
an initial foundation of knowledge. Students are informed of prerequisites (if any) at
the time of their admission.
Phase 1: Required courses, which explore foundational theory and provide the skills
needed to conduct empirical and critical research, as well as introduce the applications
of research in the practice of Education
Tutorials, which let students develop additional expertise in their area(s) of focus
(Applied Linguistics, Child Studies, Educational Studies, or Educational Technology),
as well as at least one additional area. Although they are called tutorials, they are
intended to provide active learning experiences as well as hands-on research training.
find this to be one of the best opportunities to immerse themselves in the literature
of the field)
• Completing a three-part exam (one part on-site, a second part take-home, and a
third part before an academic committee)that assesses students’ familiarity with
their area(s) of specialization and their readiness to conduct research independently.
So, although the program includes coursework (and, for those who have not completed
a related master’s degree, some background study), the program is primarily driven by
the initiative of the student. That’s to prepare students for the expectations upon
graduation—that they’ll be able to independently initiate research and conduct those
studies.
Although doctoral studies rely on the independence of the student, they are not solitary
studies. Subsequent sections describe the roles of others in the process and the different
types of support we provide students.
Support from the Academic Committee Throughout the program, each student is
supported by an academic committee. Each committee includes:
• Supervisor
• Two additional committee members
Supervisors serve as the guides on the journey of doctoral studies. Supervisors are
people who share your professional interests and can oversee your work in the area in
which you would like to conduct your research. At each juncture in the process,
supervisors oversee and approve your work.
• When you start the program, supervisors provide an overview of the program and
help you with course selection. For those who need to take background courses,
supervisors can provide the context of those courses and explain how they integrate
with your study plans.
• As you begin work on the tutorials, supervisors can help you clarify your goals, and
identify tutorials that will provide you with research experience as well as develop
expertise in the area of your research and develop a strong familiarity with prior
research in that area.
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Committee members provide additional counsel and advice. Students should meet
with each of their committee members during their first year. If possible, students
should also consider conducting at least 1 tutorial with each of the members of their
committees.
When students are admitted to the program, they are assigned an interim supervisor
and committee. After completing the comprehensive examination, students formally
name their dissertation supervisor and committees, after having had the chance to work
with several faculty members. Some students retain the interim supervisor and
committee for the dissertation; others change their committees.
Other Types of Support As part of the process of helping doctoral students become
independent researchers, our doctoral program tries to introduce students to the
communities of practice in their field.
The interactions in these communities that start during doctoral studies often serve
students for the rest of their careers.
These introductions often start in the classroom, but the majority of the participation
continues outside of the classroom at the initiative of the student.
The opportunities are limitless; students need to decide for themselves where their
interests lie and what their time permits. Many of these opportunities also provide
students with chances to collaborate with other students, faculty, and people working
outside of the Department of Education at Concordia.
That's because our tuition and cost of living are reasonable and, thus, lower the total
cost of education.
• When planning financially, consider the total cost of studies: not only basic tuition
and fees, but also housing, food, books and computers, insurance, entertainment
and, for those whose family live in other communities, the cost of return visits.
• Note, too, that other universities include the Research and Teaching Assistantships
as part of the admissions offer.
Although Concordia offers many such opportunities but does not include them as
part of the formal offer of admission.
Therefore, when considering the admissions offer, ours cannot be compared to those
of other universities.
Work Opportunities for Doctoral Students: Many students work while studying for their
PhD. Doing so not only provides immediate funds, but valuable experience. We advise
students that they can work as many as 10 to 20 hours per week without seriously
impacting their studies.
Assistants are posted between mid-July and early August; applications begin
immediately because work starts at the beginning of the academic term. Note that,
if you do not have a prior degree in the area in which you are specializing, serving
as a TA in the department during the first year is not likely. However, TA
opportunities for other subjects exist through e-Concordia, the online teaching unit
at the university. (Other academic units reserve their TA positions for their own
graduate students.) Typical TA positions offer 8 to 10 hours of work per week.
• Working as a Research Assistant (RA). Professors who have funded research hire
RAs to assist them with one or more aspects of their studies. Because each research
project has its own schedule, opportunities often exist year-round. Contact
individual professors to learn of their need for RAs, although most cannot hire you
until after you arrive on campus.
• Working off-campus. For those entering with professional experience, you might
find part-time employment opportunities with private employers off-campus. For
example, students might work part-time as editors, instructional designers, adult
educators, and consultants to school boards. Because the dominant language of life
and work in Montreal is French, many off-campus employment opportunities
require French language skills.
If you plan to study as an international student and would have a student visa, you are
eligible to work as many as 20 hours a week during the academic year and full-time
during the summer break.
We automatically consider all applicants for bursaries as part of the application process.
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Several bursaries are also available to current students. We notify students of these
opportunities and the application deadlines. Students submit applications for the
bursaries of interest.
For more information about the bursaries available and the criteria for selecting them,
visit http://www.concordia.ca/admissions/financial-aid-and-awards/).
Loans might also be available. Please visit the Financial Aid section of the Graduate
School website for information about student loans.
For further information about financing your degree, please visit the Financial aid and
awards page of the web site for the Graduate School at Concordia University
(http://www.concordia.ca/admissions/financial-aid-and-awards/).
If you have not completed prior study in the area in which you want to specialize:
We recognize that some students develop an interest in Education after completing
master’s studies in other disciplines. Such students are encouraged to apply to our
program but should be prepared to complete some additional study so that they
have the foundational knowledge needed to conduct in-depth, independent research
in the field.
has the support of the entire faculty when entering the program, rather than just one or
two faculty members.
Afterwards, the group decides who will serve as interim supervisor and interim
committee members. We do consider student preferences in making these assignments,
but the faculty member the student suggested might not be available to serve or the
faculty might be aware of an even better match that the student might not have
considered.
We only assign an interim supervisor and committee. Later in the program, when
students qualify for the dissertation, they may choose their own supervisor and
committee, basing their decisions on first-hand experience of having had worked with
the faculty members.
Note: Make sure that your complete application is received by the application
deadline. Please check the Application Deadlines Chart
(http://registrar.concordia.ca/pdf/GradAppDeadlines.pdf) at the website for the
Graduate School for deadlines for the coming year.
Because we only accept doctoral students for the Fall term, we only review applications
once a year—the winter before students are admitted to the university. We do not
accept nor review applications at other time.
The website for the Graduate School at Concordia University provides application dates
(http://registrar.concordia.ca/pdf/GradAppDeadlines.pdf) and admissions forms.
First applications are generally due in early December, with final applications due in
late January or early February. Again—please check the website for the Graduate
School at Concordia University for actual dates for the coming year.
The review begins. Our admissions process operates somewhat differently than that at
other universities. Because our entire faculty makes a commitment to the student at
admissions time, our admissions process provides the entire faculty an opportunity to
participate in that decision.
• The match between your research interests and those of our faculty, to make sure
that someone on faculty can meaningfully guide you in your studies. Evidence for
this is provided in your research statement and your writing sample, as well as
through the interview.
• The likelihood of your success in our program. This is assessed through:
o The record of your past accomplishments
o Your awareness of our program, its faculty, and its strengths. Evidence for this
provided in the research statement and the interview.
o Quality of the research statement (does it demonstrate a strong familiarity with
the research topic and with education, as well as propose a compelling research
statement)
o Quality of writing samples (does it demonstrate an excellent ability to
communicate their ideas)
o References (are they all from faculty who have either taught students or
supervised their thesis?)
The criteria for assessing the interview are the same as those used for the earlier
assessment of the application.
Afterwards, the group decides who will serve as interim supervisor and interim
committee members. We do consider student preferences in making these assignments,
but the faculty member the student suggested might not be available to serve or the
faculty might be aware of an even better match that the student might not have
considered.
We only assign an interim supervisor and committee. Later in the program, when
students qualify for the dissertation, they may choose their own supervisor and
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committee, basing their decisions on first-hand experience of having had worked with
the faculty members.
17. Contacts.
We encourage you to ask questions throughout the process of considering and applying
to our program.
Note: Please note that faculty members are not able to make a
commitment to your acceptance, much less a commitment to supervise
your studies (as is the case in some other universities). They may,
however, tell you more about their research, studies in their program
area, and the experiences of current doctoral students.
Financial Information about financial aid for prospective students:
Aid http://graduatestudies.concordia.ca/prospectivestudents/funding/fina
ncialaid/