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2019-2020 Graduate Catalog [ARCHIVED CATALOG]
Curriculum and Instruction, Ph.D.
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 Return to: Graduate Majors (A-Z)
This program is offered fully online.
Degree Information
Priority Admission Application Deadlines: http://www.grad.usf.edu/majors
Minimum Total Hours: 59* post-masters
*minimum hours vary with each concentration
Level: Doctoral
CIP Code: 13.0301
Dept. Code: CNI
Major/College Codes: CUR ED
Approved 1970
Concentrations:
Adult Education (DAE)
Career and Workforce Education (DVO)
Counselor Education (DGC)
Early Childhood Education (DNK)
Educational Psychology (EPC)
Elementary Education (DEE)
English Education (DCE)
Higher Education, Administration (DHA)
Instructional Technology (DIT)
Interdisciplinary Education (DIE)
Literacy Studies (DRD)
Mathematics Education (DMA)
Measurement & Evaluation (DME)
Science Education (DSC)
Social Science (DSO)
Special Education (DSE)
Teacher Education (TED)
Note – not all concentrations are available every semester. Prior to submitting the admission application, check with the Graduate Director to confirm if the concentration of interest is available.
This major shares core requirements with the Ed.D. in Educational Program Development program.
Contact Information
College: Education
Departments:
- Leadership, Counseling, Adult, Career, and Higher Education (L-CACHE)
- Teaching and Learning
- Educational and Psychological Studies
Contact Information: http://www.grad.usf.edu/majors
The Curriculum and Instruction major is only offered in conjunction with a concentration area. Please see the area of concentration (listed alphabetically) to determine whether the Curriculum and Instruction degree is available in your area of interest.
Major Research Area
Information available by accessing the concentration areas, listed alphabetically in the catalog.
Admission Information
Must meet University Admission and English Proficiency requirements as well as requirements for admission to the major, listed below.
- A master’s degree from an accredited university in education, a related professional field, or the equivalent bachelors and/or graduate degrees from a foreign institution
- Current Resume or Vita outlining education, work/teaching experience, publications, presentations, etc.
- Graduate Record Examination (GRE) scores for Verbal, Quantitative, and Writing.
- Three Academic References from individuals who can testify to your academic abilities and potential for success in a doctoral program.
- A personal statement and interview with the program faculty, writing samples, and work references upon request.
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Curriculum Requirements
Total Minimum Hours: 59 credit hours
Shared Core Requirements– 6 Credit Hours
Concentrations – 49 Credit Hours Minimum
Dissertation - 4 Credit Hours Minimum
Remaining Hours - selected with Grad Director, as needed, to reach the total minimum hours required. Typically it is more dissertation hours.
Note - students who enter without a master’s in Adult Education must take ADE 6080.
Please be advised that major and/or course requirements are subject to change, per state legislative mandates, Florida State Department of Education program approval standards, and accreditation criteria.
Shared Core Requirements (6 Credit Hours)
Required for all students in this major.
Concentration Requirements
Students select one of the following concentrations.
Note - some concentrations include:
Subspecialty within Concentration (Optional requirements in some Concentrations)
Cognate (Optional requirement in some Concentrations)
Interdisciplinary Focus (Optional requirement in some Concentrations)
Note: Effective Fall 2011, all concentrations must take EDG 7067 , and may be used as a substitute for one of the courses in Psychological & Social Foundations for those concentrations requiring foundations courses.
Adult Education (DAE)
Prepares leaders, researchers, university faculty, and related personnel to serve in the broad field of adult education.
Note - Not Accepting Applications
Career and Workforce Education (DVO)
Prepares leaders, researchers, university faculty and related personnel to serve in the broad field of Career and Workforce Education.
Counselor Education (DGC)
This concentration is a research and theory intensive experience designed to provide a balance of intellectual and experiential learning resulting in professional educators who have multiple competencies as researchers, theorists, and problem-solvers in human growth and development. The doctoral major emphasizes research and theory as opposed to clinical skill development and is designed primarily for students who wish to pursue careers in academic institutions. Major Research Areas include: Career development, clinical supervision, mental health counseling, and multicultural counseling.
Early Childhood Education (DNK)
This concentration promotes scholarly and multidisciplinary inquiry that further empowers advanced graduate students through the development of knowledge, skills, and dispositions to assume roles as leaders, advocates, and scholars in the development and implementation of high quality and innovative early childhood practices. The major provides a sound theoretical background that is integrally linked to the practice of Early Childhood Education in a diverse, global community with an emphasis on child advocacy and social justice.
Educational Psychology (EPC)
This concentration will prepare graduates to be conscientious researchers who apply the scientific method specifically to real-world educational problems. Primary concentration goals are: (1) to engage students in cutting-edge collaborative research; (2) to provide a solid foundation that enables students to integrate theory, research, and practice and fosters a commitment to excellence in research and scholarship; and (3) to help students acquire a deep understanding of human development and learning for the preparation of future educators and educational professionals in all contexts.
Elementary Education (DEE)
Prepares scholars to understand elementary practice through research and innovation that unites community engagement and rigorous intellectual inquiry.
The concentration features opportunities to:
- Participate in engaged scholarship through collaborative work focused on current educational problems with partner schools and community centers.
- Develop integrated and interdisciplinary perspectives on elementary educational practice with a commitment to diversity and exploring global perspectives.
- Explore issues of equity both locally and globally
- Work both independently and in collaboration with faculty to pursue rigorous research agendas, publish in scholarly journals, and present widely at state, national and international conferences.
- Engage in learning experiences that ensure the candidate possesses an innovative response to key issues in the field.
Higher Education, Administration (DHA)
The Higher Education Administration concentration is a research degree that prepares individuals interested in teaching, research, and policy positions in both community colleges and universities.
Instructional Technology (DIT)
This Concentration is designed to prepare students to become skilled researchers who can design and conduct original research in the field of instructional technology. Our graduates assume academic and leadership positions in higher education, corporations, the military, and other venues, where research and best practices are integrated to advance new knowledge and to improve learning and performance.
Interdisciplinary Education (DIE)
Provides a framework to support innovative, boundary-crossing inquiry among students and faculty across campus. Designed to foster research that approaches problems in education from interdisciplinary perspectives, the major allows students who have academic backgrounds and interests that span multiple disciplines to construct an individualized program of study grounded in at least two fields, one of which may be outside the College of Education. Students who have the ability and desire to integrate study and research between at least two disciplines/fields to address questions in education broadly defined are encouraged to apply to the Interdisciplinary track.
Foundations of Education – 9 credit hours minimum
Courses selected from among areas of curriculum, social/historical foundations, and educational psychology, or equivalent, with approval of doctoral committee.
Research Methods and Tools – minimum of 15 credits
Minimum of 15 credits, or 2 courses addressing Quantitative Methods and 2 courses addressing Qualitative Methods. Examples of appropriate courses identified in list on concentration website, or equivalent, with the approval of the doctoral committee. Note that the student’s doctoral committee may require more than the minimum number of courses/experiences.
Concentration Requirements - 36 hours
Courses must be distributed across two/three disciplines, with the approval of the doctoral committee. (24 Credit hours must be at the 7000-level)
Literacy Studies (DRD)
Prepares research scholars with expertise in literacy processes, literacy instruction, and literacy teacher education.
The major features in-depth exploration of literacy theories and research, the broad study of systematic inquiry skills, apprenticeship learning of various research methodologies, the development of personalized strands of research, and a mentored residency experience in literacy studies.
The Concentration features:
- Literacy research based on the highest standards of discovery, creativity, and intellectual attainment.
- Teaching as a process of interactivity and community involvement in which literacies are viewed as mediated competencies within a participatory culture.
- Service to the Community to enrich the lives of students and teachers by promoting the importance of advocacy and autonomy through the development of literacies in the lives of children, adolescents, and adults.
- Global Perspectives broadened through partnerships in diverse communities that embrace multiple perspectives and globalized literacy practices.
- Technology as a tool for playing, performing, simulating, appropriating, multitasking, distributing cognition, collecting intelligence, judging, networking, navigating, and visualizing. In other words, technology as new media literacies. www.newmedialiteracies.org
- Student Success as a shared responsibility and mutual goal of the doctoral student, faculty, and major.
This Concentration is available for students starting in fall semesters only.
Mathematics Education (DMA)
Measurement and Evaluation (DME)
The intent of the concentration is to develop personnel to work in colleges and universities, research centers, school districts, government agencies, commercial test publishing, and major evaluation enterprises. Skills in inquiry and methodology are developed within a programmatic context that encourages growth of knowledge about education, considers important principles of research, and provides an applied setting in which these elements can be fused into professional applications.
Concentration Requirements Research Methods and Tools: Statistics, Measurement, Evaluation and Research - 25 hours - EDF 7408 Statistical Analysis for Educational Research II Credit Hours: 4
- EDF 7437 Advanced Educational Measurement I Credit Hours: 3
- EDF 7438 Advanced Educational Measurement II Credit Hours: 4
- EDF 7477 Qualitative Research in Education Part I Credit Hours: 4
- EDF 7484 Statistical Analysis for Educational Research III Credit Hours: 4
- EDF 7485 Theory and Practice of Program Evaluation Credit Hours: 3
- EDF 7940 Practicum in Educational Planning, Evaluation, and Development Credit Hours: 1-8
Concentration Courses in Statistics, Measurement, Evaluation, and Research Methods - 12 hours Note: Students, in consultation with their major professor and committee, will select one area and a minimum of 12 hours Courses listed are examples of courses Statistics - EDF 7412 Application of Structural Equation Modeling in Education Credit Hours: 3
- EDF 7474 Applied Multilevel Modeling in Education Credit Hours: 3
- EDF 7498 Analysis for Single-Case Experiments Credit Hours: 3
- PHC 7059 Advanced Survival Data Analysis Credit Hours: 3
Measurement - EDF 7439 Foundations of Item Response Theory Credit Hours: 3
- EDF 7469 Introduction to Computer-Based Testing Credit Hours: 3
- EDG 7931 Selected Topics Credit Hours: 1-4
Rausch Model (3 Credit Hours) Factor Analysis (3 Credit Hours) (Proposed SOP 6669) Evaluation - EDF 7491 Consulting and Project Management Skills for Evaluators Credit Hours: 3
- EDF 7462 Metaevaluation Credit Hours: 4
- EDF 7493 Systems Approaches for Program Planning, Evaluation and Development Credit Hours: 4
- PHC 6545 Evaluation in Mental Health Credit Hours: 3
Research Methods EDG 7931 Survey Methods (3 Credit Hours) EDF 7477 Qualitative Research in Education II (3 Credit Hours) - PHC 6725 Focus Group Research Strategies Credit Hours: 3
- ANG 6766 Research Methods in Applied Anthropology Credit Hours: 3
Educational Focus - 9 hours minimum
Note: Students, in consultation with their major professor and committee, will take a minimum of 9 hours in Education that are outside the Department of Measurement and Research at the graduate level that will support the student’s research objectives. Courses may come from one or more department (i.e., LCACHE, EPS, or T&L).
For example a students with an interest in methodological issues relative to literacy may take the following 3 courses:
- RED 7745 Research in Reading Instruction Credit Hours: 3
- LAE 7868 Symbolic Processes of Multimedia Literacies Credit Hours: 3
- LAE 7794 Survey of Research on Writing Development and Instruction Credit Hours: 3
Science Education (DSC)
The Curriculum and Instruction degree is offered with a concentration area in Science Education. Candidates’ programs of study are planned with the approval of a faculty committee based upon previous experience and future goals.
Social Science (DSO)
Secondary Education Core - 6 hours minimum - ESE 7343 Teaching and Learning in the Content Area Credit Hours: 3
- EDF 6938 Selected Topics Credit Hours: 1-4
Advanced Seminar in Secondary Education (3-6 Credits) - ESE 7346 Collegiate Teaching in Secondary Education Credit Hours: 3
- SSE 7910 Directed Research in Social Sciences Education Credit Hours: 1-9
Note: Under special circumstances, major may substitute an independent study course if needed by a student. However, no more than 3 credit hours in this category can be independent study hours. Statistics/Measurement/Research Design - 10 hours minimum - EDF 7408 Statistical Analysis for Educational Research II Credit Hours: 4
Note - EDF 6407 is a pre-req to enroll in this course Selection of one Qualitative Course with approval from major committee. (3-4 Credit Hours) Selection of additional 7000 level quantitative, qualitative and/or methodological course
approved by major committee. (3-4 Credit Hours)
Or courses to be determined by the graduate faculty based on the orientation of the student’s research agenda and prior preparation.
Concentration Requirements - 24 hours minimum - SSE 7700 Social Science Curriculum and Instruction Issues Credit Hours: 4
The requirements are as follows or as recommended by the doctoral coordinator, graduate faculty, or doctoral committee, and approved by the college and/or Office of Graduate Studies. - SSE 7710 Research in Social Science Education Credit Hours: 4
- SSE 7720 Social Science Education Technological Innovations Credit Hours: 4
- SSE 7730 Philosophy of Social Science Education Credit Hours: 4
- SSE 7945 Applied Research in Social Science Education Credit Hours: 2 *
*(2 hours repeated with SSE 7730 , SSE 7720 , SSE 7700 and SSE 7710 This course engages SSE students in establishing an active research/scholarly agenda that leads toward independent scholarship and successful, timely completion of the doctoral degree.)
Cognate - 9 hours minimum SSE students are required to complete a cognate or a set of electives. Courses consistent with the student’s program of study are selected with the approval of the student’s major committee. Although it is expected that all SSE students will satisfy the “teaching in higher education” requirement through direct experience teaching courses in the major, they may opt to take the proposed “college teaching” course under consideration by the department as an elective or part of their Cognate.
Special Education (DSE)
Focuses on urban special education and university-school partnerships in preparing researchers, teacher educators, and school leaders. Graduates jor will have an informed perspective on ethical issues in the interactions of race, ethnicity, social class, gender, and disability; and the impact of these issues on special education policies, research, teacher education and services.
Graduate will demonstrate knowledge and skills in the design, implementation and maintenance of university-school partnerships; an interdisciplinary grounding in and respect for multiple genres and methods of inquiry; the ability to conceptualize, plan and conduct research; and the ability to value the conceptual and analytical skills of a scholar. The Department emphasizes interdisciplinary research and development. Faculty members in several departments have joint appointments in special education.
Teacher Education (TED)
Prepares students to become scholars and practitioners in the field of teacher education. The Concentration engages students in course work, research, and professional experience in school and community settings. Graduates will have the knowledge and skills needed to excel in the scholarships of teaching, service and research.
The Concentration features opportunities to:
- Participate in engaged scholarship through collaborative work focused on current educational problems with partner schools and community centers.
- Develop integrated and interdisciplinary perspectives on teacher education practice with a commitment to diversity and exploring global perspectives.
- Explore issues of equity both locally and globally.
- Work both independently and in collaboration with faculty to pursue rigorous research agendas, publish in scholarly journals, and present widely at state, national and international conferences.
- Engage in learning experiences that ensure the candidate possesses an innovative response to key issues in teacher education and their Area of Emphasis (e.g., subject area or level).
- Participate in teacher education programs as teaching assistants.
- Engage in scholarship of teaching and learning.
- EDE 7481 Teacher Education Seminar Credit Hours: 3 (Students will enroll at least three times)
At least three other courses approved by the student’s major committee such as: - EDG 7066 Critical Pedagogy in Teacher Education Credit Hours: 3
- ESE 7220 Curriculum Frameworks in Teacher Education Credit Hours: 3
- ESE 7346 Collegiate Teaching in Secondary Education Credit Hours: 3
- EDF 7946 Supervised Experience in College Teaching Credit Hours: 1
- PHA 7626 Advanced Health-System Pharmacy Practice Experience Credit Hours: 6
- EDE 7327 Differentiated Supervision & Teacher Professional Development Credit Hours: 3
- EDG 7035 Design and Evaluation of Teacher Education Programs Credit Hours: 3
Or other courses approved by doctoral committee Teacher Education Area of Emphasis - 9 hours minimum
A minimum of three courses in teaching and learning in a subject area (e.g., English, Social Studies, Science, Math, Foreign Language); at a level (e.g., Early Childhood, Elementary Education, Middle School, High School); and/or in a specialized area (e.g., Special Education) approved by the student’s major committee. Research Practicum in the Area of Emphasis - 6 hours minimum
Students will be expected to engage in research activities under the direction of a Area of Emphasis faculty member that will lead to the development of the students’ knowledge and skills needed to write literature reviews, and design and conduct research studies.
Residency
Students must be registered for nine (9) hours of coursework, two semesters in a twelve-month period. The expectation is that students will work no more than half time employment during the residency period.
Qualifying Examination
Students must demonstrate satisfactory performance on the Doctoral Qualifying Examination before admission to candidacy. (See current College of Education Graduate Handbook, and consult with doctoral graduate major advisor). Additional information is below:
Math Education Concentration
The Qualifying Exam is composed of three distinct sections that represent expected areas of student competency (Synthesis of Math Education Research, Utilization of Professional Expertise, and Evaluation and Design of Research Studies). A student’s cognate area is viewed as connected to his or her math experiences, rather than a separate and unrelated area. As such, the cognate will be embedded into the QE as appropriate.
Measurement and Evaluation Concentration
The student will be required to take the doctoral comprehensive qualifying examination on completion of formal coursework as outlined on the approved program of study (or in the semester in which all formal coursework will be completed). The student in consultation with his/her major professor and/or doctoral committee will select one of the two options for the qualifying examinations: a) a 12-hour written examination administered over a 3-day period that will integrate the work in the student’s area of concentration, or b) the development of a comprehensive scholarly paper that requires the student to demonstrate a depth of understanding and appropriate application of principles in the areas of measurement, evaluation, research design, statistical analyses, and educational foundations.
Dissertation (4 Credit Hours Minimum)
Refer to the concentration area for specific dissertation requirements.
Students must be admitted to candidacy before they are permitted to enroll in dissertation hours. Students may be required to take additional hours depending on the course of study and or academic deficiencies.
Students complete dissertation hours in the area of their concentration. Below are the minimums. Students may be requried to take additional hours:
Other Information
Please be advised that programs of study are designed by the graduate faculty in concert with each individual student and the major and/or course requirements are subject to change, per state legislative mandates, Florida State Department of Education program approval standards, and accreditation criteria.
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Return to: Graduate Majors (A-Z)
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