Admission for the Ph.D. in Education is available for fall start dates (September). The admission deadline is November 30th of the previous year.
|Program||Expected Length||Project and/or thesis||Course based|
The Departments of Curriculum Studies, Educational Foundations, and Educational Psychology and Special Education support doctoral studies through the cross departmental PhD in Education.
The cross-departmental PhD is a thesis based research degree and graduates from this program may have goals of obtaining academic positions at other institutions and conducting education research for government, school divisions, First Nations and other research organizations. The program delivery is intended to be flexible with decisions on program delivery and specific program requirements decided by the student’s advisory committee. Students will be trained in educational research and have support from an advisory committee whose regular members draw expertise from Curriculum Studies (curriculum innovation, early childhood education, English as an additional language, and educational technology and design), Educational Foundations (social and ecological justice education, Indigenous Education), Educational Psychology and Special Education (including applied measurement and program evaluation, special education, and school-based assessment).
The cross-departmental PhD program consists of a minimum of 15 credit units (9 required credit units focused on research methodology, plus 6 required credit units that support the student’s specific area of research). Students may also take up to 6 cu of coursework through another Western Canadian university after a term of study if these courses are approved as part of their official Program of Studies.
We recommend that you contact the department graduate chair for the area that interests you or the Research and Graduate Programs Assistant before beginning a formal application.
|Geraldine Balzer||Teacher education, Secondary school English language arts, Aboriginal education, Decolonization, Transformative education, Service learning|
|Marie Battiste||Violence prevention among youth, Indigenous/Aboriginal education, knowledge, languages, and humanities, decolonization of education|
|Beverley Brenna||Literacy education (reading and writing focus), children literature, special education, process drama, teacher education|
|Egan Chernoff||Mathematics education, Probability, Heuristics, Biases, Fallacies, Popularization, Social media, The math wars|
|Tim Claypool||Aboriginal student success experiences throughout their education, interdisciplinary collaboration in graduate programs, school psychological services|
|Laurie Hellsten||Physical activity and wellness, beginning teacher and professional identity and mentorship, program evaluation, survey research|
|Brenda Kalyn||Teachers & students experiences in learning places and impact of experience on curriculum and pedagogy, holism, physical education, culture and dance|
|Marguerite Koole||Learning theory, technology-enhanced learning, instructional design, mobile learning, and makerspaces|
|Maggie Kovach||First Nations Education, Adult Education, Educational Methodologies|
|Lynn Lemisko||Teacher education, social studies education, history of education|
|Pei-Ying Lin||Pre-service teachers beliefs and practices of assessments, classroom assessments and test accommodations for students with special needs|
|Stephanie Martin||Psychology and experiences of adolescent girls and women, womens mental health and healing experiences, training & supervision in applied psychology|
|Laureen McIntyre||Language basis of learning difficulties and disabilities, professional identity and mentorship|
|Marcia McKenzie||Environment & place, globalization & social justice, educational policy & practice, youth culture & activism, the politics of social science research|
|Janet McVittie||Student engagement through inquiry, education for sustainable development, experiential education, culturally responsive teaching|
|Dianne Miller||History of women & education, land- and place-based pedagogies, poetry, history of teaching|
|Timothy Molnar||Ethics and responsibility, Meaningful learning in science education, Nature of science, philosophies of place and nature, Teacher education|
|Dirk Morrison||Instructional design, distance and e-learning, educational technology, non-formal and informal online learning environments|
|Amin Mousavi||Statistical modelling in Social and Behavioral sciences, Psychometrics, Large scale assessment, Technology and Educational measurement|
|Shaun Murphy||Teacher education, curriculum studies, mathematics education, teacher & children?EUR(TM)s knowledge, narrative inquiry, familial curriculum making|
|David Mykota||Substance use, program evaluation, resilient children and youth, child and youth psychopathology, e-learning|
|Jennifer Nicol||Music therapy, counselling psychology, coping, health and wellbeing, qualitative research design, arts-based research.|
|Paul Orlowski||Sociology of education, social studies education, international education, teaching for democracy, Aboriginal education, critical media literacy|
|Jeffrey Park||Literacy, Writing /composition theory, Creativity, Gender, Arts-based methodologies, Poetic inquiry, Narrative, English Language Arts, Curriculum|
|Debbie Pushor||Parent knowledge, parent engagement, a curriculum of parents in teacher education, and narrative inquir|
|Hyunjung Shin||Globalization, political economy and language education, Language, culture & identity, Ethnography Transnationalism & migration, pedagogy, Ethnography|
|Verna St. Denis||Teaching lives of Indigenous teachers, anti-colonial, critical race theory, anti-oppressive teacher education, western theories, Indigenous education|
|Linda Wason-Ellam||Early and struggling readers including (EAL) and children (FASD), children literature, teaching in multilingual classrooms, ethnographic research|
|Karla Williamson||Epistemologies, Cross-culturality, Multi-culturalism, Inuit World views, Gender relations, Resilience and Aboriginal peoples|
|Alexandria Wilson||Indigenous knowledge, Cross-Cultural research methodologies, Gay, lesbian & two-spirit narratives, Aboriginal Health & well being, Violence prevention|
|Jay Wilson||Technology skill development, media literacy, program evaluation, social agency in teaching /learning, experiential learning, design studio learning|
|Howard Woodhouse||Academic freedom and university autonomy, university teaching and learning as storytelling, process philosophy, global and international education|
Tuition and funding
In your application, you should identify your financial status and state if attendance is contingent on receiving financial aid. Students are supported in applying for university funding after acceptance through a limited number of Dean’s Scholarships, non-devolved scholarships, research fellowships, teaching assistantships and research funding. You are encouraged to investigate all options for funding.
Thesis or project based program
Graduate students in a thesis or project based program pay tuition three times a year for as long as they are enrolled in their program.
|September 1 - December 31, 2018||$1379.00||$2178.82|
|January 1 - April 30, 2019||$1379.00||$2178.82|
|May 1 - August 31, 2019||$1379.00||$2178.82|
|Total per academic year||$4137.00||$6536.46|
Tuition information is accurate for the current academic year and does not include student fees. For detailed tuition and fees information, visit the official tuition website.
Doctor of Philosophy
- Master of Education (M.Ed.) or equivalent from a recognized college or university
- A cumulative weighted average of at least 75% (U of S grade system equivalent) in the last two years of study (e.g. 60 credit units)
- Proof of English language proficiency may be required for international applicants and for applicants whose first language is not English
Submit an online application
Once you begin an application, choose the following application forms in the system:
- Graduate (B) Fall term start - September
During the application, you'll be asked for:
- Personal information such as your name, address, etc.
- The names and email addresses of your three referees
- Two of your referees must be persons under whom you've studied. The third may be either a person whom you have worked professionally under, or under whom you've studied
- Your educational history from all post-secondary institutions you've attended
The application takes about 20 minutes to complete. You may save your application and return to it later as long as you remember the Login ID and PIN you've created.
At the end of the application, you will need to pay a non-refundable $90 application fee. It is recommended that you pay online with a credit card. If you do not pay online when completing your application, you will need to use an alternate form of payment. Your application will not be processed until payment is received.
If you are a past or current student you may begin an application in the admissions channel of PAWS.
Submitting required documents
Once you’ve completed an online application, you will need to upload the following documents:
Please note that in most cases, you will need to allow one business day after paying your application fee before you are permitted to upload documents.
Preliminary Statement of Marks
- Once you have submitted your application for admission and paid the application fee, you will be required to upload unofficial PDF copies of your academic transcript(s) from each post-secondary institution attended. This requirement will appear as Preliminary Statement of Marks or Additional Prelim. Statement under admission requirements on your Application Summary when you check your application status.
- The uploaded transcript can be an unofficial copy of the transcript issued by the university or college, and must include a grading key/legend.
- All pages of a transcript must be uploaded as a single PDF document.
- Uploaded transcripts will be considered unofficial or preliminary. Official copies of your transcripts will only be required once you have been offered admission. This requirement will appear as Post-secondary Transcript under admission requirements on your Application Summary when you check your application status.
If you receive an offer of admission, you will then be required to have your official post-secondary transcripts sent (by mail in a sealed envelope directly from the institution) to the address below. Please do not send official documents until we request them.
College of Graduate and Postdoctoral Studies
Room 116 Thorvaldson Building, 110 Science Place
Saskatoon, SK CANADA S7N 5C9
- Transcripts usually indicate the institution’s name, grading scheme (typically on back of transcript), your name, course names, numbers, credits, and the grades you have received. Depending on the country or institution, some features may not be available.
- Transcripts in languages other than English must be accompanied by a certified translation.
- If you are a current University of Saskatchewan student completing your undergraduate program then a letter of completion of degree requirements will be required from your college.
For students who are required to provide proof of English proficiency:
- It is your responsibility to have completed an official and approved test with the appropriate score before the application deadline.
- Tests are valid for 24 months after the testing date and must be valid at the beginning of the student's first term of registration in the graduate program.
- Applicants will be required to upload a PDF copy of any required language test score. Uploaded test scores will be considered unofficial or preliminary.
If you receive an Offer of Admission you may be required to have your official language test scores sent to the address below. Please do not send official documents until we request them.
College of Graduate and Postdoctoral Studies
Room 116 Thorvaldson Building - 110 Science Place
Saskatoon, SK CANADA S7N 5C9
In addition to the above official documents, please upload the following to yoour application:
- A statement of intent formatted as a business letter. In a 600- 800 word letter addressed to the Graduate Chair, College of Education:
- outline your area of research interest and identify faculty in the College of Education who you see as having similar areas of research.
- describe how your professional and academic background prepares you for the program of study you wish to undertake. We invite you to provide a brief description of your last degree requirements and your motivation for the research you intend to investigate.
- indicate a proposed timeline for your study. While the Ph.D. program is a full time graduate program which can be completed in 3-4 years of full time study, we appreciate that some individuals may have special circumstances i.e., a need to balance professional commitments and school, or may require online and distance learning options.
- A two page (maximum) Research Statement with bibliography and citations. Your outline should include a research question and provide context, objectives and the methodology for your research. Please describe your intended contribution to the advancement of knowledge in your research area.
- A curriculum vitae or resume. Presentations, publications, academic or professional awards can be listed or presented on a separate page.