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    Feb 24, 2020  
2019-2020 Graduate Catalog 
    
2019-2020 Graduate Catalog

Curriculum and Instruction, Ph.D.


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This program is offered fully online.

Degree Information

Priority Admission Application Deadlineshttp://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.

 

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.

 

English Education (DCE)


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.

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)


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.

 

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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