Return to: Programs by College/School

Learning Outcomes

• Cultural Competence. Advanced program candidates demonstrate a high level of competence in understanding and responding to diversity of culture, language, and ethnicity.
• Knowledge and Application of Ethical Principles. Advanced program candidates demonstrate in-depth knowledge and thoughtful application of the Code of Ethical Conduct and other guidelines relevant to their professional role.
• Communication Skills. Advanced program candidates possess a high level of oral, written, and technological communication skills, with specialization for the specific professional role(s) emphasized in the program. For doctoral programs, candidates are prepared to publish and present at conferences.
• Mastery of Relevant Theory and Research. Advanced program candidates demonstrate in-depth, critical knowledge of the theory and research relevant to the professional role(s) and focus area(s) emphasized in the program.
• Skills in Identifying and Using Professional Resources. Advanced program candidates demonstrate a high level of skill in identifying and using the human, material, and technological resources needed to perform their professional roles and to keep abreast of the field’s changing knowledge base.
• Inquiry Skills and Knowledge of Research Methods. Using systematic and professionally accepted approaches, advanced program candidates demonstrate inquiry skills, showing their ability to investigate questions relevant to their practice and professional goals.
• Skills in Collaborating, Teaching, and/or Mentoring. Advanced program candidates demonstrate the flexible, varied skills needed to work collaboratively and effectively with other adults in professional roles.
• Advocacy Skills. Advanced program candidates demonstrate competence in articulating and advocating for sound professional practices and public policies for the positive development and learning of all students.
• Leadership Skills. Advanced program candidates reflect on and use their abilities and opportunities to think strategically, build consensus, create change, and influence better outcomes for students, families, and the profession.
• Curriculum/Instruction Skills. Advanced program candidates demonstrate competence in designing, developing, implementing and evaluating school based and other organizational curricula.
• Curriculum/Diversity Skills. Advanced program candidates demonstrate competence in the formulation and use of interpretive frameworks to study and understand the relationships among human diversity, school structures, and the curriculum.
• Human Growth and Development Skills: Advanced program candidates demonstrate the vast array of differences among children, youth, and adults, and the impact of these differences on the curriculum, their learning, and their social and emotional development.

Degree Requirements (60 Post-Masters Hours)

The Doctorate in Education (Ed.D.) in Curriculum & Instruction (C&I) stresses the importance of core and diverse curriculum issues and prepares comprehensive curriculum practitioners for PK-20 school-district level, as well as other social institutional curriculum administration, instructional, and leadership positions. Students must complete either a concentration in Curriculum Studies or Educational Technology or STEM Education.

The Curriculum Studies concentration emphasizes concerns for equity and social justice, self-knowledge, cultural issues, and human growth and development through a balanced  approach to diversity education consisting of theory and practice. This concentration provides an in-depth understanding of the theory, history, concepts, current techniques, strategies, and issues of diversity in schools, as well as other social institutions and community settings; and facilitates self-reflection for engaging in social justice education.

The Educational Technology concentration develops capabilities essential to the design, development, implementation, evaluation, and research of technology-based learning, instruction, and training (e.g., computer-based training, multimedia development, technology integration, assistive technology modifications, online education, and distance learning). This concentration (1) prepares practitioners with sound principles and techniques of instructional systems design plus leading-edge technological competency; (2) prepares leaders for the meaningful integration of educational technology in teaching, learning, and performance environments; and (3) develops scholarly practitioners to solve significant problems of practice within their respective contexts.

The STEM Education concentration of the Ed.D. emphasizes content and pedagogy related to integrated approaches to STEM (Science, Technology, Engineering and Mathematics) instruction in PK-12 settings. Through the use of instructional methods, such as project-based learning, the STEM Education concentration provides in-depth instruction related to the integration of science, technology, and engineering and mathematics practices. The STEM Education concentration prepares practitioners and instructional leaders to (a) engage with and solve significant problems of practice within education settings related to STEM fields; (b) develop, integrate, and evaluate integrated STEM instruction; and c) leverage project-based learning as a model for STEM practices.