Motor Learning EdD

Doctor of Education in Motor Learning & Control


Program Overview

Motor Learning & Control focuses on the behavioral, biomechanical, and neural bases of development, acquisition, and performance of functional movement skills. Acquisition of skill is examined over the life span in typically developing children and adults and individuals with movement disorders. Movement analysis is used to elucidate the neuromotor control processes underlying skilled performance in everyday functional behaviors. The teacher or therapist’s role in facilitating skill learning and performance is emphasized. 

 

This specialty has five components:

  • Substantive study of theory and research as embodied in lecture and laboratory courses.
  • Development of clinical or educational skills in laboratory and fieldwork courses.
  • Research training to enable students to read and interpret original research and to carry out educational, clinical, or laboratory research.
  • Seminars to discuss theory and research, identification of research problems, and clinical/educational applications.  
  • Elective courses to meet specific student needs which may be taken throughout the College and University in such areas as Anatomy, Biology, Business, Chemistry, Computer Science, Health Education, Higher and Adult Education, Neurosciences, Nutrition, Physiology, Psychology, and Science Education. A list of recommended elective and related courses is available to students in the Movement Science office. 

 

In the preparation of doctoral students, the goal is to develop those competencies necessary to pursue scholarly and scientific work and to formulate strategies to enhance professional practice. The focus of the Ed.D. program is to prepare leaders of applied research for clinical and educational practice. Graduates often assume positions in clinical academic departments or teaching universities.

 

Research Training

Research training uses an apprenticeship model. Students work closely with faculty throughout their preparation: initially as apprentices with access to considerable advisement, subsequently as collaborators, then progressing to a position as independent researchers. Typically, the dissertation research is an extension of one or two prior studies. Often, research leading up to the dissertation is presented at national meetings or is published in professional journals. Doctoral students are required to be engaged in research at least three weekdays per week (on- or off-site) and be available for advisement at least two mornings or afternoons. Part-time paid research or laboratory assistantships may be available for students in their middle to advanced stage of study.

 

Teaching Assistantships 

Program faculty believe strongly in the value of assistant teaching (TA). Being a TA can provide students with valuable opportunities to learn new material, review material previously acquired and obtain teaching skills and materials. The objective of the required teaching assistantship is to provide Ed.D. students with a quality learning experience that will benefit them regardless of whether they pursue academic or nonacademic careers. Doctoral students are required to serve as a teaching assistant for one Masters level course before graduating (whether in a paid or non-paid capacity). Every effort will be made to match student preferences with available opportunities, but students should expect that they may not always receive their first preference. Beyond this, additional teaching assistantship opportunities may be available for more advanced courses.

A graduate student studies in the TC library using a book and her laptop.

Admissions Information

Doctor of Education

  • Points/Credits: 90
  • Entry Terms: Spring/Summer/Fall

Application Deadlines

  • Spring: November 1
  • Summer/Fall (Priority): January 5
  • Summer/Fall (Final): Rolling

* For details about rolling deadlines, visit our admission deadlines page.

Supplemental Application Requirements/Comments

  • None

Course Requirements

Doctor of Education: Motor Learning and Control

Doctor of Education: Motor Learning and Control

Motor Learning & Control focuses on the behavioral, biomechanical, and neural bases of development, acquisition, and performance of functional movement skills. Acquisition of skill is examined over the life span in typically developing children and adults and individuals with movement disorders. Movement analysis is used to elucidate the neuromotor control processes underlying skilled performance in everyday functional behaviors. The teacher or therapist’s role in facilitating skill learning and performance is emphasized.

This specialty has five components:

  • Substantive study of theory and research as embodied in lecture and laboratory courses.
  • Development of clinical or educational skills in laboratory and fieldwork courses.
  • Research training to enable students to read and interpret original research and to carry out educational, clinical, or laboratory research.
  • Seminars to discuss theory and research, identification of research problems, and clinical/educational applications.
  • Elective courses to meet specific student needs which may be taken throughout the College and University in such areas as Anatomy, Biology, Business, Chemistry, Computer Science, Health Education, Higher and Adult Education, Neurosciences, Nutrition, Physiology, Psychology, and Science Education. A list of recommended elective and related courses is available to students in the Movement Science office.

 

In the preparation of doctoral students, the goal is to develop those competencies necessary to pursue scholarly and scientific work and to formulate strategies to enhance professional practice. The focus of the Ed.D. program is to prepare leaders of applied research for clinical and educational practice. Graduates often assume positions in clinical academic departments or teaching universities.

 

Research training uses an apprenticeship model. Students work closely with faculty throughout their preparation: initially as apprentices with access to considerable Advisement, subsequently as collaborators, then progressing to a position as independent researchers.

Typically, the dissertation research is an extension of one or two prior studies. Often, research leading up to the dissertation is presented at national meetings or is published in professional journals.

In addition to substantive study and research preparation, students are expected to design an individual program representing their research area and professional concerns. Such preparation requires a significant commitment to graduate study. Doctoral students are required to be engaged in research at least three weekdays per week (on- or off-site) and be available for advisement at least two mornings or afternoons.

For the doctoral program with specialization in Motor Learning, specific course requirements (or equivalents transferred from prior graduate study) are:

 

Substantive Study (23 Credits)

BBS     5060    Neuromuscular response and adaptation to exercise (2 points)

BBS     5068    Brain and Behavior I: Communication in the nervous system (2 points)

BBSR   5055    Bases of motor control systems (3)

BBSR   5582    Research design in the movement sciences (3 points).

BBSR   4060    Motor learning (3) *

BBSR 4161      Motor learning laboratory (2 with co-requisite BBSR 4060) *

BBSR   4151    Laboratory methods in biomechanics (3)

BBSR 5028      Motor development across the lifespan (3 points)

BBSR 4050      Biomechanical analysis of human movement (3 points)

BBSR   5151    Introduction to the analysis of biomechanical signals (3)

BBSR 5504      Research Training Seminar (Section 02) (2-3 points each semester, continuous enrollment required until completion of degree requirements, typically 18 points)

 

Four courses (12 points) selected from:

BBSQ 4047      Early motor behaviors in children: normal and abnormal

BBSR 4055      Neuromotor processes (3)

BBSR 4070      Introduction to Psychosocial Aspects of Sport/Exercise

MSTC 5000      Neurocognitive models of information processing (1-3)

BBSR 5050      Neurophysiology of motor control and electromyography (3)

BBSR 5057      Movement disorders (3)

BBSR 5251      Fieldwork seminar in motor learning and motor control (1-2)

 

Three topical seminars (9)

BBSR 5596      Topics in applied physiology (3)

BBSR 6563      Seminar in neuromotor processes (3)

BBSR 6564      Advanced topics in neuromotor processes (3)

BBSR 6565      Seminar in motor learning and motor control (3)

BBSR 6571      Research seminar in the psychosocial aspects of human movement (3)

 

Statistics sequence minimum (9)

HUDM 4122    Probability and statistical inference

HUDM 5122    Applied regression analysis

HUDM 5123    Linear models and experimental design

 

Two courses in educationally-relevant areas must also be selected from the list below or substituted with advisor permission (6)

C&T 4004        Basic course in school improvement (3)

C&T 4052        Designing curriculum and instruction (3)

C&T 4078        Curriculum and teaching in urban areas (3)

C&T 4114        Multicultural approaches to teaching young children (3)

C&T 4159       Teacher education programs (3)

C&T 5020       The environments of school (3)

ORLD 4010     Purposes and policies of higher education (3)

ORLD 4011     Curriculum and instruction in higher education (3)

ORLD 4040     The American college student (3)

ORLD 4820     Cultural diversity training in higher education settings: Issues and concerns (3)

ORLD 4830     Transforming the curriculum: Theory and practice (3)

 

Individual program and electives (17)

Service Requirements:

  • Teaching Assistantships Program faculty believe strongly in the value of assistant teaching (TA’ing). TA’ing can provide students with valuable opportunities to learn new material, review material previously acquired and obtain teaching skills and materials. The objective of the required teaching assistantship is to provide Ed.D. students with a quality learning experience that will benefit them regardless of whether they pursue academic or nonacademic careers. Doctoral students are required to serve as a teaching assistant for one Masters level course before graduating (whether in a paid or non-paid capacity). Every effort will be made to match student preferences with available opportunities, but students should expect that they may not always receive their first preference. Beyond this, additional teaching assistantship opportunities may be available for more advanced courses.
  • Graduate Study/Clinical Practice Traineeships are available for occupational and physical therapists enrolled in or admitted to degree programs in Movement Science. They are offered in collaboration with several clinical agencies located in the metropolitan New York area that provide services to diverse groups including pediatric, adult, and geriatric clients. These traineeships involve up to 20 hours per week in a clinical setting and provide stipend and tuition benefits. International students may qualify, contingent on obtaining appropriate New York State clinical licensure. The latter may take up to 12 months so interested prospective students should contact the coordinator as soon as possible during the application process. The instructional staff in Movement Science provides clinical supervision. A case study approach is used to directly bridge between substantive study and clinical practice. For more detailed information, contact the Coordinator of Clinical Traineeships at (212) 678-3325.
  • Part-time paid research or laboratory assistantships may be available for students in their middle to advanced stage of study.

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