Skip to content
uwf.edu/online Phone number 877-588-2502
Open Search Bar

Doctor of Education in Curriculum and Instruction/Curriculum and Assessment Specialization Online

Complete Coursework: 48 months Credit Hours: 66 Tuition: $28,050

Shape the future of education with an Ed.D. in C&I/Curriculum and Assessment Specialization online


UWF's 100% online Doctor of Education in Curriculum & Instruction/Curriculum & Assessment Specialization online gives you the flexibility to earn your degree on your time. You'll get exceptional value with unparalleled faculty support—and a dissertation progression that is woven into the program from the very beginning.


 

Gain Start-to-Finish Support and Nonstop Encouragement at UWF!

Our experienced and helpful faculty prioritize your needs. UWF is always focused on you and your next degree in education.


In this top-ranked program, you’ll learn:

  • The skills to effectively implement, construct and evaluate curriculum
  • The ability to broaden and deepen awareness of various educational philosophies and their influences in everyday classroom practice
  • Qualitative research skills—comprehend and apply new research paradigms, strategies and techniques to better understand social change and cultural settings
  • The skills to design multiple forms of assessment that tap into higher-level thinking and allow students to demonstrate problem-solving skills and knowledge of processes and concepts
  • The opportunity to interact and learn from high-performing educational leaders online

Also available:

[close-]

Tuition

A special Academic Partnerships discount price is available for students employed by partner organizations and partner school districts. A discount price is also available to active duty military, veterans, spouses and dependents of military. Please call our enrollment specialists at 877-588-2502 for more information.

Program Per Credit Hour Per Course* Per Program with Partner/Military Discount
Ed.D. – Curriculum & Instruction $425 $1,275 $26,070

*Per course amount based on three-credit course.

Fees

A $30 application fee is required; applications will not be processed without it.

Applicants are admitted to the University only for the semester for which they apply. Students who do not enroll in the semester for which they have been admitted and want to be considered for a different semester must reapply and pay the application processing fee again. Applicants will be considered for admission under the policies in effect at that time. Admission is not automatic. If a student has attended another collegiate institution prior to updating the application, the student must provide an official transcript of all work attempted.

Refund Policy

Students receiving financial aid should contact the Financial Aid Office regarding the effect on financial aid eligibility prior to dropping or withdrawing. To understand the refund/repayment policy, you must understand the difference between a drop and a withdrawal.

  • Dropped courses are courses removed from your schedule before the fee payment deadline
  • Withdrawals occur after the fee payment deadline

Refunds are calculated by determining the point in the semester that the student either drops or withdraws. The calculation is also based on whether the student drops or withdraws from all courses or individual courses.

Refunds During the Drop/Add Period

100% of tuition is refunded for each credit hour dropped during the drop/add period. The refund is applied to any financial aid that was disbursed to the student if the drop results in a change to enrollment status. If the amount of the refund does not cover the amount owed to financial aid, the student will be billed for the difference.

View additional information regarding refund policies

[close-]

Calendar

Doctor of Education in Curriculum and Instruction/Curriculum and Assessment Specialization Online

Course Start Date Application Deadline* Registration Deadline** Tuition Deadline Drop/Add Period
August 27, 2018 June 1, 2018 August 26, 2018 September 2, 2018 August 27 – September 2, 2018
January 7, 2019 October 1, 2018 January 6, 2019 January 13, 2019 January 7 – 13, 2019
May 13, 2019 March 1, 2019 May 12, 2019 May 19, 2019 May 13 – 19, 2019

*Application and all documents must be submitted by this date.

**Registrations after the deadline will be charged a $100 fee.

[close-]

Admissions

The admission process is the first step toward earning your online degree. Find out the requirements for the Doctor of Education in Curriculum and Instruction/Curriculum and Assessment online, what additional materials you should send and where you need to send them.

Doctor of Education in Curriculum and Instruction/Curriculum and Assessment Specialization Online Requirements

Any individual with a Master of Education degree is eligible to apply for admission to the Doctor of Education in Curriculum and Instruction/Curriculum and Assessment Specialization online program. Admission to the program is selective and based on a combination of factors, including academic and professional achievement.

Applicants must meet the following requirements to be eligible for admission:

In addition to the university graduate admission requirements, the College of Education and Professional Studies bases decisions for regular admission on a holistic review of credentials in which the following criteria are used to assess the potential success of each applicant:

  • Official transcripts from all attended institutions
  • Official transcripts must be sent from a college or university directly to the Graduate School and bear an official seal and signature. Students who received their undergraduate or graduate degree from UWF do not need to provide UWF transcripts.

    The University of West Florida
    Graduate Admissions
    11000 University Pkwy., Bldg 11
    Pensacola, FL 32514-5750

    The UWF Graduate School is unable to accept electronic, secure transcripts directly from other institutions unless it is a Florida institution that uses the FASTER transcript system. When requesting transcripts from your current or previous institution, please be sure to specify that you need a hard-copy transcript sent to UWF.

    International students may have additional requirements

  • A master's degree earned from a regionally accredited institution or an equivalent international university with a 3.50 GPA. Graduate GPA below 3.50 requires competitive GRE, GMAT or MAT test scores that are not more than 5 years old.
  • Résumé:
    • A résumé should accompany your application to this doctoral program. It helps the admission committee learn more about who you are, the skill set you bring to the program and worthwhile experiences that can assist in a holistic evaluation of your application.
  • Three professional references, two of whom should be able to speak to your academic work, writing skills and suitability for rigorous doctoral academic work
    • Note: The online application will ask for names and contact information for your references, who will receive an email from the Graduate School with a link for completing an electronic reference for you.
  • Letter of Intent: Please submit written answers to the following three questions as part of your letter of intent:
    • What personal and professional goals do you hope to meet through earning a doctorate degree, and why do you think the UWF Doctor of Education in Curriculum and Instruction/Curriculum and Assessment Specialization is a good fit for your goals?
    • 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 in Curriculum & Instruction as a whole. If you have had experiences that may have affected your academic performance, please provide explanatory context in your letter of intent.
    • Be careful to clearly articulate how your skill set and experiences align with goals of the selected specialization, and show how these will impact your career trajectory.

    Note: Your responses to the three questions should not be less than six double-spaced pages (Times New Roman 12-point font).

International Graduate Admission

International students may have additional requirements.

Official transcripts must be sent from a college or university directly to the Graduate School and bear an official seal and signature. Students who received their undergraduate degree from UWF do not need to provide UWF transcripts.

Transcripts should be sent to:

The University of West Florida Graduate School
Attention: Graduate Admissions
11000 University Parkway, Building 11
Pensacola, FL 32514-5750
[close-]

Courses

For the Doctor of Education in Curriculum and Instruction/Curriculum and Assessment Specialization online, the curriculum includes 66 semester credit hours, including 30 hours of core courses, 18 hours of specialization courses, and 18 dissertation hours.

Expand All [+]

Duration: 8 weeks   |   Credit Hours: 3

Designed as an entry level course in statistics and covers both descriptive and inferential statistical techniques to solve applied research problems. Emphasis is also placed on using statistical software packages and will cover the most widely used statistical procedures in education.

Duration: 8 weeks   |   Credit Hours: 3

Explores the traditional and contemporary theories of cognition and merges them with educational practices. Examines the ways theories of cognition inform instructional theories. Models and informs teaching and learning in specific content areas. Provides students with an opportunity to explore multiple perspectives of learning that enhance their ability to understand educational goals and processes. Theories to be studied include Behaviorism, Cognitive Development Theory, Ecological Theory, Information Processing Theory, Motivation Theory, Psycho-social Theory, and Social-Cognitive Theory.

Duration: 8 weeks   |   Credit Hours: 3

This course is designed as an intermediate statistics course for students who work in applied settings. Emphasis is on the introduction of more complex topics that include but are not limited to hypothesis testing, t Tests, Correlation and Simple Regression, Point Bi-serial Correlation, Chi Square, ANCOVA, One way ANOVA, MANOVA, Repeated Measures ANOVA, Multiple Regression, Power Analysis, and skill development in the appropriate techniques and application of various statistical software packages used in education.

Duration: 8 weeks   |   Credit Hours: 3

Enables graduate students to comprehend and apply new research paradigms, strategies, and techniques to better understand social change and cultural settings. Qualitative research concepts, theories, and methods offer an empirical basis to explore nonnumeric data. Students will experience and practice a variety of qualitative applied research techniques designed to enhance learning.

Duration: 8 weeks   |   Credit Hours: 3

This course explores the fundamental nature of education. The learner will consider what it means to educate, the purpose of education, the foundations of knowledge, the roles of educators and educational leaders, as well as the best means by which to achieve the goals of education. Students will examine problems of education through the consideration of questions of metaphysical, ontological, epistemic, and axiological import. Major historical trends in educational philosophies including Idealism, Realism, Pragmatism, and Existentialism will be incorporated through application to problems of educational authority, responsibility, curriculum and instruction. Foundational educational theorists, including Plato, Aristotle, John Locke, John Dewey, and Nel Noddings will be studied in order to understand their historical importance and the impact of their work on the conceptual structure of educational philosophy. Students will compare and contrast theories of education, specifically, Essentialism, Perennialism, Progressivism, and Social Reconstructionism. Students will investigate the major ideologies under-girding policy, curriculum and advocacy in education, including Nationalism, Liberalism, Conservatism, and Marxism.

Duration: 8 weeks   |   Credit Hours: 3

The central purpose of this course is to provide students with the information and orientation needed to successfully navigate the doctoral program. In addition to reviewing the policies and procedures of doctoral study (choosing an advisor, engaging in coursework, forming a committee, taking preliminary/comprehensive exams, designing a research study, conducting research, and defending a prospectus and dissertation), students will also study the behaviors and dispositions needed to be an educational researcher and scholar, including what it means to read, think, and write critically. Students will explore how to develop a sense of themselves as a scholar and to take ownership over their own education, including setting goals, identifying opportunities, and developing a research agenda. In addition, the course will include an introduction to research designs

Duration: 8 weeks   |   Credit Hours: 3

This course will focus on major perspectives in contemporary social theories. It covers areas such as feminism, post-modernism, social constructionist, multiculturalism, hermeneutic, hegemony, double-consciousness, post-colonialism, critical theories, social/cultural capital, core-periphery, social reproduction, and other theories. This course is designed to provide an extensive study of social theories in the field of education. The historical/social milieu that gave birth to the theories will be examined. In addition, the major tenets of the theories and their implications for educational policy and practice will be critiqued. Further the strengths and weaknesses of the theories will be interrogated.

Duration: 8 weeks   |   Credit Hours: 3

This course incorporates recent general developments in curriculum theory and construction. Reviewing current specific curriculum models, plans, and guidelines provide students with the ability to analyze and interpret curriculum and instruction programs. This course further explores historical, sociological, psychological, and philosophical foundations of curriculum models, theory, and design.

Duration: 8 weeks   |   Credit Hours: 3

Focusing on leading evaluation approaches and providing an in-depth examination of evaluation theory, this course will encourage students to critically examine and discuss current and emerging variations in theoretical evaluation development. These relationships will be analyzed through an applied research perspective designed to illuminate and evaluate the effectiveness of organizational program strategies dealing with societal concerns. Grant funding methods will be introduced as an intervention tool in this process.

Duration: 8 weeks   |   Credit Hours: 3

Designed as an entry level course in survey research and includes design and selection of questionnaires and interviews as data collection instruments in both quantitative and qualitative research that is conducted in applied settings. Topics to be discussed include: introduction to survey research; sampling strategies in survey research; methods of data collection in survey research; survey measures and interviewing; data analysis in survey research; and ethical issues in survey research.

Duration: 8 weeks   |   Credit Hours: 3

Identify a potential dissertation topic, analyze and synthesize research on the topic, and produce a concept paper for the dissertation to be presented to the dissertation committee. Study the application of both qualitative and quantitative research methodologies towards addressing a research problem. Apply concepts from educational research in synthesizing current research articles for the development of a research project. Gain expertise in educational research that will facilitate student research agendas for action research, thesis research, and dissertation research.

Duration: 8 weeks   |   Credit Hours: 3

Provides an understanding of the nature of measurement as well as the underlying theory and methodology of reliability estimation and test validation. Emphasis is on applied skills such as the conceptualization, development, and validation of instruments for assessment, research, and evaluation. Topics include the logical empirical, and statistical models of measurement processes with emphasis on scaling, reliability and validity. It will function as both a seminar and practicum within which the student will acquire applicative skills in the process of providing evidence of instrument reliability and validity.

Duration: 8 weeks   |   Credit Hours: 3

Focusing on research integrity issues facing researchers in the social and behavioral sciences and providing an in-depth examination of the responsible conduct of research principles and practices, this course will encourage students to critically examine and discuss current and emerging trends in research ethics, including conducting research, research design considerations, methodologies, data acquisition, data analyses, and communicating findings. These issues will be analyzed through an applied research perspective designed to illuminate and evaluate the integrity of research efforts dealing with societal concerns. In addition, writing, publishing, and presenting research findings relative to research ethics topics are explored in the course.

Duration: 8 weeks   |   Credit Hours: 3

Analyzes different perspectives on agency and the structure of social change and reform. It examines the historical, cultural, social, economic, and political factors that lead ordinary citizens to join together as a collective group to promote social change and reform. Utilizing real life case studies from organizations for social change, students will interrogate the dynamics of social and cultural change in democratic societies with a special focus on social movements and collective behavior. The two aspects of the course, social change and reform, will be analyzed to reveal the critical aspects of vibrant democracies, civic engagement, and grassroots movement

Duration: 8 weeks   |   Credit Hours: 3

This course will provide a global analysis on issues grounded in the structure of power, the origins of inequalities, and the social responses to egalitarianism. Additionally, the course focuses on the interdependence of race/ethnicity, gender orientation, sexuality, human rights, age, disability, and healthcare under the intersectionality of power. The intersectionality as a theoretical framework to analyze marginalization will be interrogated. Other topics include socioeconomic, cultural, social, institutional structures and movements in society's struggle for inclusion, fairness, empowerment, and eradication of oppression and systemic racism from an educational perspective.

Duration: 8 weeks   |   Credit Hours: 3

Enables students to utilize research based curriculum and instruction models to analyze and evaluate teaching processes for the purpose of improving instructional programs. Skill development in feedback and coaching techniques and strategies effective in orchestrating change in instructional practices will also be a focus.

Duration: 8 weeks   |   Credit Hours: 3

Examines the history and evolution of the field of instructional design and technology and its relationship to the related fields of educational technology and human performance technology. Examines current issues and trends influencing the field. Focuses heavily on research, critical thinking and communication skills.

Duration: 8 weeks   |   Credit Hours: 3

With a focus on learning outcomes, this course aims to broaden students' knowledge about designing and assessing curricula in various educational settings ranging from K-12 to higher education. Using various change models, this course offers a practical approach to systemic change with a focus on the relationship between courses and the curriculum.

Duration: 8 weeks   |   Credit Hours: 3

This course explores varied constructs and concepts in measurement theory, test construction, reliability and validity, item analysis in test development, and test scoring and interpretation.

Duration: 8 weeks   |   Credit Hours: 3

This course explores various research-based approaches to assessing student learning; educational programs; and organizational structures, systems, and cultures. Learning activities focus on various approaches to assessing student learning in addition to the role of assessment in various models of measurement and evaluation.

Duration: 8 weeks   |   Credit Hours: 3

This course provides an introduction to various methods for assessing the effectiveness of reform-based curricula in educational settings, including changes in learners, knowledge, skills, and affect.

Duration: 8 weeks   |   Credit Hours: 3

The course examines current evaluation models used to assess programs implemented in various educational settings. Students will explore and analyze the application of evaluability assessment in multiple settings and the use of methodological scoping as part of evaluability assessment. Additionally, students will utilize various models and instruments to evaluate existing educational programs.

Duration: 8 weeks   |   Credit Hours: 3

This course is focused on building capacity for the appropriate selection and utilization of advanced techniques for designing and performing assessment and evaluation analyses.

Duration: 8 weeks   |   Credit Hours: 3

This is the first of a series of four-sequenced doctoral seminars for students in their 33rd semester hour of coursework. The first seminar focuses on assisting students in identifying a topic, developing appropriate research questions, and stating a problem. In addition, the seminar seeks to assist students to develop an outline of a literature map for a literature review related to an identified phenomenon. In addition, the seminar will strengthen students' scholarly writing capabilities, improve synthesis skills, assist in critiquing research, reviewing literature, mastering APA citation style, examining the role of theoretical and or conceptual frameworks in framing research studies, and exploring issues of alignment between topic, problem, research questions, theoretical framework and methodology in research studies. The capstone paper for Doctoral Seminar I is an extensive Background Paper.

Duration: 8 weeks   |   Credit Hours: 3

This is the second in the series of four-sequenced doctoral seminars courses for students who have completed 48 semester hours in their doctoral course work. This second doctoral seminar serves as the doctoral students' written and oral comprehensive examination. Additionally, the seminar focuses on the following: demonstrating synthesis across ideas, content areas, and courses; demonstrating specialization of knowledge within a particular domain; demonstrating in-depth competency within program areas; integrating content from program courses with professional/experiential knowledge; and supporting initial work efforts toward the dissertation. Further, students will orally defend their written responses to the examination questions before their Doctoral and Comprehensive Examinations Committee. Students who successfully complete the written and oral components of the examination are admitted to the Advanced Standing phase in their doctoral journey. Prerequisite: EDF 8931.

Duration: 8 weeks   |   Credit Hours: 3

This is the third in a series of four-sequenced doctoral seminar courses for students in their doctoral journey. This third doctoral seminar serves as the doctoral students' pre-proposal phase. Additionally, this doctoral seminar course will introduce students to the process of formulating ideas in ways directly related to critical aspects of their proposal. This seminar will also guide doctoral students in addressing issues relating to the introductory, literature review and methodology chapters of the dissertation proposal. Students shall complete the "Pre-proposal Document", which is designed to be a guiding document for chairs and students to serve the purpose of providing committee members with a sufficient roadmap about what the student intends to do and at the same time allow students to respond to ethical issues related to the study. Students shall defend the "Pre-proposal Document" to the Doctoral Dissertation Committee. Prerequisite: EDF 8932.

Duration: 8 weeks   |   Credit Hours: 3

This is the fourth of the series of four-sequenced doctoral seminar courses for students in their doctoral journey. This fourth doctoral seminar serves as the doctoral students' dissertation proposal phase. This semester-long (16 week seminar will focus on student readiness and competence for pursuing research objectives outlined in the Doctoral Student Toolbox Structural Guidelines. Additionally, this seminar guides students in demonstrating their ability to integrate and apply the knowledge and skills developed through formal course work by designing and writing an original research proposal on a researchable topic or phenomenon in accordance with the UWF Structural Guidelines for Proposals and Dissertations. Students should successfully defend their proposals orally to their Doctoral Dissertation Committee. Obtaining two unsatisfactory grades at this level may result in the removal of the student from the doctoral program. Prerequisite: EDF 8931 AND EDF 8932 AND EDF 8935

Duration: 8 weeks   |   Credit Hours: 6

Major individual research in an area of significant educational interest; designed specifically for candidates in the Ed.D. Curriculum and Instruction, Teacher Education Specialization. The dissertation reflects intensive educational research produced by the student and collaboratively developed with the student's graduate committee. Graded on a satisfactory/unsatisfactory basis only. Admission to candidacy, completion of all other doctoral program requirements and permission are required.

Duration: 8 weeks   |   Credit Hours: 6

Major individual research in an area of significant educational interest; designed specifically for candidates in the Ed.D. Curriculum and Instruction program. This dissertation will reflect intensive educational research produced by the student and collaboratively developed with the student's graduate committee. Graded on a satisfactory/unsatisfactory basis only. Admission to candidacy and completion of all other doctoral program requirements are required.

Duration: 8 weeks   |   Credit Hours: 6

Major individual research in an area of significant educational interest; designed specifically for candidates in the Ed.D. Curriculum and Instruction program. This dissertation will reflect intensive educational research produced by the student and collaboratively developed with the student's graduate committee. Graded on a satisfactory/unsatisfactory basis only. Admission to candidacy and completion of all other doctoral program requirements are required.

[close-]
Request Information
*All fields required.
or call 877-588-2502
By submitting this form, I am providing my digital signature agreeing that the University of West Florida (UWF) may email me or contact me regarding educational services by telephone and/or text message utilizing automated technology at the telephone number(s) provided above. I understand this consent is not a condition to attend UWF or to purchase any other goods or services.

Have questions?

View our FAQs

CPED Logo

The Ed.D. in Curriculum & Instruction/Curriculum & Assessment program at the University of West Florida is now recognized by The Carnegie Project on the Education Doctorate (CPED).

Why You Should Choose UWF:

BestColleges.com
No. 3 for “Best Online Colleges in Florida” - BestColleges.com (2016)
The Princeton Review
A “Best Southeastern College” - The Princeton Review (2003-2015)
Forbes
One of “America’s Top Colleges” - Forbes (2011, 2012, 2014, 2015, 2016)