Curriculum and Instruction, Ed.D.

Degree:	Doctor of Education (Ed.D.)
Major:	Curriculum and Instruction
Specializations:	College Student Affairs Administration Curriculum and Assessment Exceptional Student Education Instructional Leadership Reading Science, Technology, Engineering, and Mathematics
Department:	Teaching, Leadership, and Research Building 85, Room 196 850-474-2893 https://uwf.edu/soe/departments/teaching-leadership-and-research/
College:	School of Education
CIP Code:	13.0301
Semester Hours Required For Degree: 51

The Curriculum and Instruction (C & I) program consists of 51 semester hours (sh) delivered through a fully online format that accommodates the busy schedules of working professionals. Students progress through the program in a cohort-based model, taking six semester hours per semester in a supportive learning community.

The curriculum is strategically organized into four key components:

Professional Core Requirements
Research and Analysis
Specialization Requirements
Dissertation

At the 30-hour mark and completion of EDF 8935 Doctoral Seminar: Dissertation Inquiry, student progress is reviewed by the Doctoral Dissertation Committee to determine if the student is on track to candidacy. Candidacy status indicates that the student is making sufficient progress and is capable of completing the Ed.D. Students who are determined not to have made sufficient progress and/or do not desire to continue in the Ed.D. program may be awarded the Educational Specialist in Curriculum and Instruction.

This structure ensures that graduates develop the theoretical knowledge and practical skills necessary for educational leadership roles. The program begins exclusively in the Fall semester each August, allowing for careful planning and preparation for the intensive doctoral journey ahead.

Program Specialization Areas and Academic Focus

The Ed.D. in Curriculum and Instruction allows students to develop expertise in specialized areas that align with their professional interests and career goals. Students must select one specialization track consisting of 15 semester hours of advanced coursework designed to provide deep knowledge and practical skills within their chosen area of focus.

These specializations are carefully designed to address current needs in educational leadership while providing the theoretical foundation and practical experience necessary for making meaningful contributions to the field.

The available specialization areas include the following:

College Student Affairs Administration prepares professionals to support student success in higher education through student development theory, campus programming, crisis management, and institutional assessment. This program attracts residence hall directors, academic advisors, career counselors, and student activities coordinators who seek advancement to dean of students, student affairs, or other administrative positions in colleges and universities.
Curriculum and Assessment develops scholars and practitioners who specialize in designing, implementing, and evaluating educational curricula across various learning environments and subject areas. This specialization emphasizes pedagogical theory, assessment strategies, educational technology integration, and research-based instructional methods to improve teaching effectiveness and student learning outcomes. The program targets experienced teachers, curriculum coordinators, instructional designers, staff developers, and education consultants who aspire to become curriculum directors, instructional supervisors, teacher educators at the university level, or educational researchers focused on advancing best practices in teaching and learning across K-12 and higher education settings.
Exceptional Student Education focuses on advanced practices in special education, including disability studies, evidence-based education models, assistive technology, and specialized intervention techniques. This specialization serves special education teachers, school psychologists, behavior analysts, and educational therapists who aspire to become special education directors, university professors, or policy advocates working to improve educational outcomes for students with disabilities.
Instructional Leadership focuses on developing educational leaders who can transform teaching and learning environments through curriculum design, pedagogical innovation, and academic program management. This specialization targets current and aspiring academic administrators, department chairs, curriculum coordinators, and instructional coaches who seek to enhance student outcomes through evidence-based educational practices and faculty development initiatives. This degree specialization does not lead to state certification in Educational Leadership.
Reading develops experts in literacy education, reading assessment, and intervention strategies across a variety of populations and educational settings. This program targets reading specialists, literacy coaches, special education teachers, and curriculum specialists who want to become reading researchers, university faculty, or lead literacy consultants capable of designing and implementing comprehensive reading programs.
Science, Technology, Engineering, and Mathematics develops educators and researchers who specialize in advancing STEM teaching and learning through curriculum design, inquiry-based instruction, and applied research. This specialization emphasizes principles from the learning sciences, research-based instructional practices, emerging technologies, and STEM education policy. The program targets K-12 teachers, instructional coaches, curriculum developers, and education researchers who aspire to become STEM coordinators, program directors, or educational consultants capable of designing and implementing comprehensive STEM programs that improve student learning outcomes.

Dissertation in Practice Doctoral Program Model

The Dissertation in Practice (DiP) represents a transformative approach to doctoral education designed specifically for working professionals seeking to address complex problems within their practice settings. This model fundamentally reimagines the traditional dissertation by emphasizing applied scholarship that generates actionable solutions for real-world educational challenges.

Core Philosophy and Purpose

The DiP model is grounded in the principle that professional practice doctorates should prepare scholar-practitioners who can bridge the gap between research and practice. Unlike traditional dissertations that primarily contribute to theoretical knowledge, the Dissertation in Practice focuses on solving problems of practice through systematic inquiry, evidence-based interventions, and collaborative stakeholder engagement. This approach recognizes that educational leaders need both scholarly rigor and practical wisdom to navigate the complexities of contemporary educational environments.

Key Characteristics and Components

Central to the DiP model is the identification and investigation of a significant problem of practice within the candidate's professional context. Students work closely with stakeholder communities, including colleagues, administrators, students, and community members, to ensure their research addresses authentic needs and can be realistically implemented. The methodology emphasizes qualitative and quantitative approaches, action research, program evaluation, policy analysis, single-case design, and improvement science frameworks that allow for iterative cycles of planning, implementation, evaluation, and refinement.

The DiP process typically includes a comprehensive literature review that synthesizes both academic research and practitioner knowledge, a detailed analysis of the local context and organizational factors, the design and implementation of evidence-based interventions, and a systematic evaluation of outcomes and impact. Students are expected to demonstrate how their work contributes to both local improvement and broader professional knowledge through dissemination strategies that reach multiple audiences.

Program Structure and Support

The program structures the DiP experience through cohort models that foster collaborative learning and peer support throughout the doctoral journey. Faculty mentorship combines traditional academic guidance with practice-based coaching, often involving partnerships with field-based practitioners who serve as co-mentors. The curriculum integrates research methods, leadership theory, and specialized content knowledge while maintaining strong connections to students' professional responsibilities and career trajectories.

Outcomes and Impact

Graduates of DiP programs are prepared to assume leadership roles as scholar-practitioners who can effectively translate research into practice while generating new knowledge through systematic inquiry. The model produces educational leaders capable of driving evidence-based improvement initiatives, fostering cultures of continuous learning, and building bridges between academic research and professional practice. This approach ultimately aims to strengthen the profession by developing leaders who can address persistent educational challenges through rigorous and practically oriented scholarly work.

Target Audience and Professional Applications

This doctoral program is specifically designed for working professionals who are seeking to advance their careers and make significant contributions to educational practice through scholarly research and evidence-based leadership. The program attracts professionals from the education and training sectors who serve as teachers, instructional coaches, curriculum coordinators, or department heads and aspire to take on greater leadership responsibilities, including:

Social services professionals who work in educational or training capacities will find the program's focus on applied research particularly valuable for addressing complex social and educational challenges in their communities.
Higher education professionals, including faculty members and student affairs practitioners, benefit from the program's emphasis on research and evidence-based practice that can be directly applied to improving educational outcomes in college and university settings.
Civic leadership professionals in education-related roles, such as government agencies, nonprofit organizations, or community-based educational initiatives, will develop the research skills and theoretical knowledge necessary for creating and implementing effective educational policies and programs.
Military personnel who are involved in training and education roles will find the program's focus on adult learning and instructional design particularly relevant to their professional responsibilities.

Admission Requirements

To apply to the online School of Education Doctoral Programs at UWF, prospective students must apply for graduate admission (plus an application fee) and be accepted into the University of West Florida.

This initial step establishes eligibility for graduate study and ensures that students meet the university's basic admission standards. Beyond this foundational requirement, the doctoral program has additional requirements demonstrating readiness for advanced academic work and professional leadership.

The admission process is designed to identify candidates who possess the intellectual curiosity, professional experience, and academic preparation necessary for success in a rigorous doctoral program. Each application component is carefully evaluated to assess potential for contributing to the field of curriculum and instruction while completing the demanding coursework and dissertation requirements.

Required Application Materials

Academic Transcripts - Submit transcripts confirming a bachelor's and master's degree from an institution whose accrediting agency is included on the UWF-approved accrediting agencies list (Postsecondary Institution Accrediting Agency Recognized by the United States Department of Education). These transcripts provide evidence of foundational academic preparation and help the admissions committee evaluate readiness for doctoral-level coursework.
Responses to the prompts should not be less than six double-spaced pages in size 12 Times New Roman font. Students should recognize that it will be used to assess writing abilities and program fit. This substantial writing sample serves multiple purposes: it demonstrates written communication skills, provides insight into professional motivations, and allows the admissions committee to assess how well the goals align with the program's objectives. The letter should address:
1. What personal and professional goals do you hope to meet through earning a doctorate, and why do you think the UWF Doctorate, either Curriculum & Instruction or Instructional Performance Technology, is a good fit for your goals?
2. What special knowledge, skills, and experiences would you bring to the chosen specialization, and how are these aligned with the mission of the doctoral program? Please provide explanatory context if you have had experiences that may have affected your academic performance.
3. Describe the knowledge, skills, and experiences you hope to gain from the program. Be careful to clearly articulate how your skills and experiences align with the goals of the specialization and show how these will impact your career trajectory.
Professional Reference Forms - Submit three professional letters of reference where at least two references can speak to your academic work, writing skills, and sustainability for rigorous doctoral academic work. These references should come from individuals who can provide meaningful insights into your potential for success in doctoral studies.
Professional Résumé - Submit a current professional résumé that highlights educational background, work experience, professional accomplishments, and any relevant research or scholarly activities.
Interview Requirement - Invited applicants will be required to participate in a web-based interview.

Additional Admission Considerations

Applicants with a master's GPA below 3.5 are encouraged to provide additional evidence of academic readiness for doctoral-level coursework, such as examples of professional projects, design work, presentations, publications, or GRE scores. Additional materials may be requested by the program or admissions committee to support the review process.

Submission of supplemental materials provides the committee with a broader context of an applicant's academic potential, but does not waive the overall competitive nature of the selection process. Admission is based on a comprehensive review of all materials in relation to the current applicant pool and departmental capacity.

The admissions committee takes a holistic approach to evaluating applications, considering the totality of your academic preparation, professional experience, and potential for success in the program.

Policy on Full-Time Enrollment

Doctoral students are required to complete 51 semester hours (sh) of coursework, including 9 sh in the professional core, 12 sh in research and analysis, and 15 sh in their selected specialization. The remaining 15 sh are reserved for the dissertation requirement.

Because of the rigor of doctoral courses, full-time enrollment within the UWF Ed.D. program is defined to be 6 hours per semester. Students will be unable to enroll in more than 6 hours per semester. If, for any extenuating circumstances, a student wishes to take more than the full-time load of 6 hours, permission must be obtained through an official application. The application should address the following:

GPA must be higher than 3.75.
The application by the student should state and explain the extenuating circumstances dictating the need to take extra semester hours.
The student must submit an updated graduation plan, recommended by the academic advisor and the specialization coordinator, indicating how the additional course will be accommodated in the rotation of courses and its impact on the student’s pathway to graduation.
The application should be routed through, signed, and dated by the following for approval: Specialization Coordinator, Director of Doctoral Programs, and the School of Education Dean.

Degree Requirements

To be eligible for an Ed.D. degree in Curriculum and Instruction, a student must complete a minimum of 51 semester hours, including all requirements listed in the Graduation and General Degree Requirements section of this catalog, along with the Professional Core, Research and Analysis Courses, Specialization, and Dissertation Requirements listed below:

Professional Core Requirements

EDF 7685	Philosophical Foundations of Education	3
EDF 8749	Psychological and Social Theories of Education	3
EDF 8981	Dissertation in Practice Problems of Practice	3
Total Hours		9

Research and Analysis

EDF 7404	Quantitative Methods and Educational Statistics I	3
EDF 7475	Qualitative Research I - Methods	3
EDF 8498	Improvement Science and Design Decision Making in Education	3
Select from one of the following:		3
EDG 7256	Educational Program Evaluation and Policy Analysis
EEX 6308	Single-Subject Research Design in Education
Total Hours		12

Specialization Area

Each specialization consists of 15 hours of specialized coursework:

College Student Affairs Administration
Curriculum and Assessment
Exceptional Student Education
Instructional Leadership
Reading
Science, Technology, Engineering, and Mathematics

Dissertation Requirement

EDF 8931	Doctoral Seminar: Background Paper	3
EDF 8935	Doctoral Seminar: Dissertation Inquiry	3
EDF 8933	Doctoral Seminar: Proposal	3
Choose one:		6
EDF 8980	Dissertation
EDG 8980	Dissertation
Total Hours		15

Academic Standards and Performance Expectations

The Ed.D. in Curriculum and Instruction maintains rigorous academic standards that reflect the high expectations of doctoral-level education and prepare graduates for leadership roles in their respective fields. All students are required to maintain a "B" or better in all coursework throughout the program, demonstrating consistent high-level performance and mastery of course content. This standard ensures that graduates possess the knowledge and skills necessary for effective educational leadership and scholarly contribution to the field.

Students who earn below a "B" in two courses will not be permitted to enroll in additional coursework, as this pattern suggests that the student may not be adequately prepared for the rigors of doctoral study. This policy protects the student and the integrity of the program by ensuring that only those who demonstrate consistent academic success continue through the program. Students must successfully complete 36 semester hours of coursework and 15 hours of dissertation hours. The dissertation hours are broken down as follows: there are three structured Doctoral Seminars, including EDF 8931, focusing on an extensive background paper; EDF 8935, which focuses on the pre-proposal and oral defense; and EDF 8933, which covers the dissertation proposal and oral defense. After these structured and guided processes for the dissertation, students will have a minimum of six more hours to complete the fieldwork, analysis, and write their dissertation in practice.

At this point, students, in consultation with their Doctoral Dissertation Committee, take a minimum of 1 semester hour of dissertation credit depending on their progress in the fieldwork, analysis, and writing until they obtain the minimum of the required 15 sh. All dissertations must be professionally edited by an editor approved by the Office of Doctoral Programs, with proof of editing required before scheduling the final defense. Students must successfully defend their dissertation and submit an approved dissertation to be eligible for graduation.

Students who earn two unsatisfactory grades will not be permitted to enroll in additional dissertation hours and will be removed from the program, as the dissertation represents the culminating scholarly work that demonstrates the student's ability to conduct independent research and contribute new knowledge to the field.

The program employs multiple assessment methods to evaluate student progress and ensure mastery of essential competencies. Continuous assessment throughout the doctoral program allows faculty to monitor student development and provide ongoing feedback and support.

As part of the doctoral program requirements, all students will be required to present their pre-proposal in a public forum and receive feedback from faculty. This will serve as a critical milestone in their academic journey and demonstrate their readiness to conduct independent scholarly research.