Doctor of EducationCurriculum and Instruction
Doctor of Education
Curriculum and Instruction
Application due date for January 9, 2023 term: January 6
Estimated time to completion: 36 months
Take your career further.
The Doctorate of Education in Curriculum and Instruction is designed to help you advance your understanding of a wide range of curriculum development and instructional methods that can improve teaching and learning in diverse educational settings.
Through a tailored approach to the dissertation process, you can complete the program in as little as three years. The program is especially useful if you want to advance your career in higher education at the college or university level, PreK-12 public or charter school systems, and other educational organizations.
#9
in the nation for most Doctoral degrees conferred in Education*.
Thinking of starting your journey?
Connect with an ACE enrollment counselor who can help you get started.
What you can expect.
- Intentional Design Graduate with three areas of specialization: curriculum and instruction, research, and your chosen Focus of Study. With at least 18 credit hours in each, you will have enough credits to potentially be credentialed to teach in each area.
- Tailored Dissertation Approach Designed to provide support when doctoral students need it the most: during the dissertation. You’ll complete the dissertation in a structured, faculty-supported course sequence.
- Customizable Choose from nearly a dozen Focus of Study options to tailor your program to fit your niche career goals.
- Accelerated Completion Students who have an Ed.S. degree or are all-but-dissertation (ABD) can complete their Ed.D. degree in 37 semester credits.
- Flexible Study on your schedule. Our online format allows you to plan your coursework around your life.
Earning your Ed.D. Degree with ACE
We know what it’s like to be a professional by day and a student by night, because we’ve been there, too! Hear from some of our recent doctoral graduates as they share their experience at American College of Education. Five students recently shared their thoughts about the structured dissertation process, the caring faculty, and our affordability just moments before they crossed the stage to receive their diploma and new title.
Choose your focus of study.
Eighteen of your semester credits will specialize in a focus area of your choice. View the College Catalog for full descriptions.
You also have the option of customizing this program by selecting a General Track and choosing the six courses that best fit your needs.
- Adult Education and Training
- Early Childhood Education
- Health and Wellness
- Higher Education
- Instructional Leadership
- Leadership
- Second Language Instruction
- Special Education
- STEM
- Undecided
A few of the classes you'll take.
- LEAD6001 Introduction to Advanced Studies 1 semester credit
- CI6113 Standards-Driven Learning 3 semester credits
- RES6041 Scholarly Writing and Research Strategies 1 semester credit
- ED6013 Adult Learning 3 semester credits
Keep exploring.
Department Chair
Tiffany Hamlett, Ph.D.
Chair, Teaching and Learning,
Department of Teaching and Learning
View All Faculty
Chair, Teaching and Learning,
Department of Teaching and Learning
A Note About Licensure:
While this program provides a comprehensive understanding of the intended program outcomes, it does not lead to licensure, certification, or endorsement. ACE offers several programs that do provide a pathway to licensure, certification, or endorsement and they can be found here.
Take the first step towards your future.
It's easy to get started and we'll help you every step of the way!
Tuition
Ed.D. in Curriculum and Instruction
Total Tuition
64 semester credits
x
$306 per credit
$19,584
Fees
$100 Application Fee
$2,880 Technology & Library Fee
($45 per credit)
$150 Program Conferral Fee
$1,200 Dissertation Fee
$4,330
Total Program Cost*
$23,914
On average, see how ACE compares to other online universities.
Even without federal loans, there are plenty of ways to finance your education at ACE. When you’re ready to invest in yourself, explore our flexible payment and financing options. Our Student Services reps are available to help you create a workable plan whatever your financial circumstances.
View Payment Options Talk to an Enrollment Counselor1This is an estimated value of the cost for tuition and fees. Amounts may vary depending on number of transfer credits applied to the selected program hours or program pathway credit hours, the pace and satisfactory completion of the selected program or program pathway credit hours, receipt of, or eligibility for, institutional or non-institutional scholarship and/or grant amounts, and adjustments to tuition or fees as described in the Catalog Right to Modify Tuition section.
State of California Student Tuition Recovery Fund (STRF)
It is a state of California requirement that a student who pays his or her tuition is required to pay a state-imposed assessment two dollars and fifty cents ($2.50) per one thousand dollars ($1,000) of institutional charges, rounded to the nearest thousand dollars, for the California Student Tuition Recovery Fund. For more information and to see if you must pay the state-imposed assessment for Student Tuition Recovery Fund (STRF) click here.
Admission Requirements
Ed.D. in Curriculum and Instruction
ACE General Admission Requirements
- Complete and submit all application components including the admission application, the enrollment agreement, and the payment agreement.
- Submit the nonrefundable application fee.*
- Provide official transcripts from a regionally accredited institution indicating successful completion of the level of education required for entry to the program.**
*The application fee is valid for one year from date of submission.
**Additional evidence may be required to fulfill state requirements, including but not limited to verification of professional experience, test scores, or an interview.
Program Admission Requirements
Ed.D. in Curriculum and Instruction
- Transcript showing Masters' or doctoral level
- Minimum grade point average 3.0 on a 4.0 scale for full admission
- Provisional admission is not permitted
- Submit a current curriculum vitae (preferred) or resume
- Submit a goal statement, in response to department-specific prompts
- Complete an Interview
- Applicants must achieve and maintain a 3.0 GPA throughout the program
International Transcript Requirements
All applicants must submit to the Admissions Office official, sealed college transcripts from each institution attended.
- Transcripts that are international and/or not in English must be evaluated through an NACES-recommended agency.
- Texas applicants may only submit evaluations from agencies approved by the Texas Education Agency.
- International applicants must request the course-by-course evaluation. The evaluation report must show that the non-U.S. education is equivalent to the education/accreditation level required for the program.
English as a Second Language Applicants
All applicants whose first language is not English must demonstrate competence in the English language as demonstrated in one of three ways:
- Submission of an official transcript showing a degree from a United States secondary school or regionally accredited college/university.
- Submission of an official minimum score on the paper or internet-based Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) exams.
- The minimum TOEFL score required for the internet-based version is 80, and the paper-based version requires a minimum TOEFL score of 20 for each of the three skills: Reading, Listening, and, Writing.
- The minimum IELTS score required is 6.5. Note: IELTS is not acceptable for Texas programs leading to certification.
- The testing agency must send test scores directly to American College of Education.
- Applicants to the Texas Educational Leadership program whose first language is not English must submit a minimum scaled score of 24 for speaking, 22 for listening, 22 for reading, and 21 for writing from the Internet-Based TOEFL (IBT) or evidence of an undergraduate or graduate degree earned at an institution of higher education in a country outside of the United States listed in Figure: 19 TAC §230.11(b)(5)(C).
Courses
Ed.D. in Curriculum and Instruction
Explore the classes you'll take to fulfill this program's 64 semester credit requirement. For more information, a complete list of requirements, and course options, see the College Catalog.
Leadership Courses
(3 semester credits)
Students will undertake an examination of the rigors of advanced graduate study and reflect on personal strengths and challenges at the start of their program. Topics include: identity as scholar-practitioner, models of inquiry, self-assessment, and professional goals.
This leadership course will focus on defining what leadership really means and how to employ the college's innovative spirit. Students will reflect on theory and real-life application of the leadership journey, discover personal strengths, and discover ways to lead effectively. This course will also establish residency for states that require a face-to-face presence.
This first-year leadership seminar addresses an overview of the overall leadership experience and dissertation journey, focusing on growth, responsibilities, and expectations throughout the program. Students will also address the research process as they move forward, identifying individual concerns regarding methodology and the alignment of research components. Students consider how to think about the research elements in relation to successfully completing their concept paper and dissertation.
Curriculum and Instruction Courses
(21 semester credits)
This course assists educators in the development of rigorous, appropriate, curriculum and instruction, with a focus on diverse-learner groups. Multi-model instructional strategies, culturally relevant pedagogy, differentiated instruction, and thematic, interdisciplinary unit planning are emphasized. Using a curricular framework, graduate students in this course will plan, evaluate, and adapt curricula experiences to build successful learning environments for all learners.
This course focuses on the major theories, strategies, and applications utilized in P-12 standards-driven learning environments. Participants review and apply current literature and educational research studies concerning standards-based curriculum, implementation strategies and tools.
Educational assessments provide useful information on what students know and can accomplish. This course examines the purpose of various categories of assessment and tools of assessment, given at different organizational levels. Growth in assessment literacy will be developed while investigating appropriate feedback methods based on assessment data.
In this course, students will analyze strategies crucial to the design and implementation of a school-wide or district-wide leadership initiative to support literacy development. Students will explore methods to improve a comprehensive range of literacy skills guided by research and current best practices. Specific principles and theories of reading instruction are compared and evaluated to identify best methods to support diverse learning needs. Students explore the scientific research base underlying different models of reading instruction, technology, integration and assessment.
This course prepares educational leaders to serve as role models for creating, promoting, and conducting effective professional development for their staffs. Learners evaluate the merits of offsite professional development opportunities with goal-structured, job-embedded professional learning. Educational leaders utilize effective strategies, programs, and services based on data, student needs, and consideration of other stakeholders including teachers, parents, administrators, elected officials, and community members. Emphasis is placed on the impact of relevant, high-quality, differentiated, technology-integrated professional learning opportunities aligned to school or district goals. This course also prepares leaders to serve as advocates for staff to have the proper time and support to work collaboratively in job-embedded professional learning.
The course focuses on the evaluation and utilization of appropriate technology integration into curriculum and instructional design to meet the educational needs of 21st century learners. Through an examination of historical trends in technology and current methods, students will evaluate and provide examples of technology that meet the definition of authentic learning. Students will engage in critical inquiry to explore issues related to responsible technology use, social media and ethical standards related to the selection and evaluation of materials and content to enhance learning.
This course focuses on how educators promote social-emotional competence (social-emotional learning) and both moral and civic virtue (character education) through curriculum and instruction and all facets of school life. Students deepen understanding of these
complementary and converging approaches to furthering whole-child teaching. Students learn about the historical-developmental foundations and categorize approaches to social-emotional and character development (SECD). Students investigate progress states have made creating standards with benchmarks, explore strategies for building relationships and caring communities, evaluate programs and program planning guidelines, practice integrating SECD into daily instruction, and apply information to design a SECD program.
Research Courses
(22 semester credits)
RES6041
Scholarly Writing and Research Strategies
(1 Semester Credit; 5-wk Format)
1 semester credit
RES6041
Scholarly Writing and Research Strategies
(1 Semester Credit; 5-wk Format)
1 semester credit
This course examines the importance of scholarly writing in your leadership practice, the foundation of how to write in a scholarly mode, and research strategies to support your doctoral writing.
This course provides learners with the foundation and practical application of research methods and designs. Emphasis will be placed on evaluating research literature and aligning the components of qualitative and quantitative methods and designs. Students will explore theoretical frameworks for research studies and dissertations. Ethical practices in research will also be explored.
This course examines basic principles in applied statistics. Topics include data types, organizing data, graphing techniques, probability concepts, measures of central tendency, measures of dispersion, normal and skewed distributions, and understanding the area that covers normal distributions. Understanding, applying, and interpreting the principles to of simple hypothesis testing methods through a seven-step process is are also covered. The course is designed to provide an introduction to statistical applications that can be applied in real-world settings. along with providing an excellent foundation for entering into the more advanced statistical applications and analyses using SPSS.
This course provides students with an introduction to the nature of the quantitative methodology. The different types of quantitative designs and statistical techniques for collecting and analyzing quantitative data are discussed. Topics include the nature of research, sampling, hypothesis testing, variance (F-test), two samples t-test (independent and dependent), multiple samples test (ANOVA and repeated measures), assessment reliability and validity, and threats to validity, limitations, and delimitations in quantitative design studies supported with the practical application assignments.
This course provides students with an overview of the qualitative methodology. Topics include the nature of qualitative research, designs, procedures, instrumentation, data collection techniques, trustworthiness, ethics, and analysis in qualitative studies. The course is supported by assignments with practical application in mind.
Students develop the following components under supervision of the course faculty member: benchmark concept paper, doctoral pre-candidacy application, and doctoral pre-candidacy approval.
This course is designed for students to complete Chapter 2 of the dissertation proposal. Final approval of Chapter 2 by the course faculty member and the dissertation chair is required for successful completion.
This course is designed for students to complete Chapter 3 of the dissertation proposal. Final approval of Chapter 3 by the course faculty member and the dissertation chair is required for successful completion.
This course is designed for students to complete the Dissertation Proposal. In addition to completing Chapters 1-3, this course is designed to support students in obtaining DRR and IRB approval. Final approval of the Dissertation Proposal by both the course faculty member and dissertation chair is required for successful completion.
This course is designed for candidates to complete Chapter 4 of the doctoral dissertation in which they conduct the IRB-approved research study and collect and analyze the data. Final acceptance of Chapter 4 by the course teacher of record (TOR) and the Dissertation Committee is required for successful completion.
This course is designed for candidates to complete Chapter 5 of the doctoral dissertation in which they interpret the data findings from their research study and draw conclusions based on the results. Candidates also submit a full draft of the dissertation. Final acceptance of Chapter 5 and the draft dissertation by the course teacher of record (TOR) and the Dissertation Committee is required for successful completion.
Students prepare, defend, and deliver the final presentation of their dissertation. Final dissertation approval and final completion of their doctoral portfolio are also expected.
This is a workspace for Ed.D. candidates to work on dissertation chapters collaboratively with their dissertation chair and committee members.
Focus of Study
Customize this degree by choosing a six - course Focus of Study to fulfill the remaining 18 semester credits.
Early Childhood Education
Focused on early childhood developmental issues, this course includes formal and informal approaches to assessing young children while diagnosing potential concerns which lead to informed instructional and intervention choices. Choices in curricula are aligned to needs to enhance student achievement.
By exploring current trends in early childhood education, students examine public policy, research, professional development relevant to classroom practices, and program management. Students will apply guiding research practices currently utilized in the field. The connection between theory and emerging information will help to maintain relevance for the profession.
This course examines classic and modern theories of child development and applications to real world settings. Students relate the theoretical foundations which guide key elements of early childhood educational practices to curriculum design, play, attachment and guidance.
Through the formation of collaborative partnerships, roles across multiple early childhood settings are investigated. Theories and practices which guide relationships with families, community organization and advocacy organizations will highlight the leadership skills necessary to establish and maintain connections relevant to supporting the field of early childhood education.
This course focuses on the role of advocacy and leadership for early childhood practitioners. Students gain knowledge on different levels of advocacy and how this supports students and families in the field. This course prepares students to take on leadership roles related to advocacy and professional development opportunities relevant to current issues in early childhood education.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study in early childhood education. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus of study on the professional field.
Health and Wellness
Students will research and explore interactions between health factors as they influence lifestyle choices including social, political, economic, and personal. With the focus on practical application, students will research and examine potential interventions and strategies for overcoming barriers and the ethical implications for professionals practicing in health education. They will research theoretical concepts, practices, and principles of health education.
As students study leadership in health education, they will utilize foundational approaches to guiding and educating individuals within the school and community settings. They will research and use data for decision making in their school and community. Relational skills are also evaluated as an example of how specific settings impact options and how a professional stance is established through ethical application of the laws governing healthcare practices.
This course examines culture, social norms, beliefs and values, ideology, and practices related to health choices. The students will research various diversity issues and how the issues will influence other areas of life. Through surveys and research, students will examine how choices are made regarding health and health-related behaviors including: perception and attitudes, awareness, prejudice, discrimination or aggression, social cognition, and relationships. This will provide a forum for determining action.
As technology is an integral part of the public health care system, students will research ways to deliver, analyze, and interpret data, including informatics/bioinformatics, clinical research, consumer and public health statistics. They will then learn how to teach and train the staff to use the different technology, helping to develop protocols to be established within the organization. These protocols will relate to compliance issues as well as inform stakeholders of their importance. Through research and discussion, the students will be guided to provide the appropriate selection of technology with the targeted population in mind.
This course examines the role of finance and budgeting in educational institutions. Students will explore topics such as sources of revenue, fundraising, and fiscal allocation techniques. Public and private financial policies and their impact on educational organizations will be examined.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study in health education. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus of study on the professional field.
Higher Education
Focused on examining statutory and regulatory compliance issues impacting institutions, this course is designed to heighten analytical skills to ensure an understanding of the intricacies influencing higher education in today's climate of globalization. The interrelationship between law and policy is explored through the use of case studies, partnerships, and community relationship serving to establish a context for practice with the governance of an organization.
This course considers how to strategically manage human, financial, and data resources. Strategic thinking, planning, and development establish effective ways to 1) strengthen working relationships, 2) engage in financial practices which contain costs and advance the mission of an institution and 3) utilize data for continuous improvement. By comparing and evaluating institutional advancement strategies, activities are assessed to determine how they complement strategic priorities and goals, build and enhance program relevance, and add practical value.
Dependent upon function and service, student affairs influences the relationship between adult learning and instructional outcomes. Leadership practices, as seen through theoretical lens, explore personnel issues, student support, success, and retention, and assessment options which guide decision-making. Consideration is given to ways student perspectives shape the college experience and how these can be leveraged for change.
This course investigates critical issues and concerns, emerging roles and functions, and influencing factors helping to redefine the nature of higher education. Societal shifts are probed to determine relevancy. Trends in technology and instructional delivery become the frame for forecasting the possible future of higher education.
This course focuses on the roles and responsibilities required of administration in higher education. Students investigate critical functions, societal shifts, technological trends, and how emerging roles are reshaping the foundations of higher education. Students also examine functions of and decision making within operations, financial options, human resources, marketing, and enrollment.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study in higher education. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus of study on the professional field.
Instructional Leadership
This course focuses on the improvement of curriculum, instruction, and student achievement throughout diverse school and organizational settings. To make these improvements, leaders must first develop the skill set and knowledge base necessary to build leadership capacity among staff members. Instructional leaders can then collaboratively set learner-centered goals to promote higher levels of student progress, achievement, and post-secondary and college and career readiness.
This course promotes the concept of leaders serving as role models of professional development for their staffs to achieve higher levels of performance within the organization. To do so, leaders must utilize effective strategies, programs, and services based on data-driven decisions and the needs of stakeholders in the organizational community. Emphasis is placed on the impact of relevant, high-quality, job-embedded, differentiated, technology-integrated professional learning opportunities aligned to organizational goals. The course also prepares leaders to serve as advocates for sufficient preparation, time, and support for colleagues to work collaboratively in job-embedded professional learning.
This course emphasizes the importance of understanding state, federal, and other accountability standards in relation to the needs of learners within schools, school districts, and organizational communities. The focus of the course remains on identifying learners' academic strengths and areas in need of improvement to eliminate achievement gaps, improve achievement levels, ensure progress, increase graduation rates, and promote post-secondary and college/career readiness.
Success is attributed to effective decision making, a skill required for professional and personal reasons. An essential ability required by leaders, decision making is a process which identifies critical elements of a choice to determine a course of action. The focus for this course considers ways decisions are made and how these techniques can be evaluated to improve outcomes. Specifically, the course addresses the development of skills to efficiently and consistently make informed decisions using data to maintain awareness of organizational needs, demographics, and performance levels. The role of collaboration in decision making is also a major focus.
Students will design, implement, and assess evidence-based teaching strategies appropriate for the online course room. Students will demonstrate best practices for effective online teaching through course activities.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study in instructional leadership. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus of study on the professional field.
Instructional Technology
Students will compare theories of teaching and learning with applications to digital instruction. Content includes emerging technology and use of Open Educational Resources.
Students will critique research on social presence and best practices for connecting through using technology with students or colleagues, as well as best practices for social media use within education organizations.
Students will implement and assess the concepts of Universal Design for Learning (UDL) for accessible online courses and compare models of instructional design.
Students will analyze effective online teaching and assessment; evaluate and recommend Learning Management Systems; and advocate for professional organizations, which provide continuing development for online educators.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study in online education. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus of study on the professional field.
Students will explore the various realms of social media, streaming, virtual reality, handheld devices, and apps that help the field of Instructional Technology.
Leadership
The course focus is on theory, research, and practices related to ethical administration. Students will assess ethical decision making and implications for policy.
Students will examine principles and concepts of finance at local, state, federal, and international levels; strategies for maximizing and obtaining financial resources and economic issues of the third sector.
Students will evaluate and compare different leadership and coaching models, analyze the relationship between leadership effectiveness and leadership coaching and determine appropriate-ness of each type of leadership and coaching for diverse settings.
Students will design, develop, and implement models of strategic planning that exhibit innovation.
This course examines how structure, values, and behavior impact an organization and its culture. Students analyze how leadership theories can be integrated and applied into advanced leadership roles.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study in leadership. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus of study on the professional field.
Literacy
In this course, students will explore prominent trends and issues in literacy practices. Foundational theories and historical trajectories in literacy best practices will be examined and compared to current trends in the literacy field. Students will investigate complex issues that affect learners, as well as construct research topics to promote best practices in literacy. Students will critique policies, standards, and guidelines in literacy education. Students will design a final research-based project to address a current need in the literacy field.
In this course, students will connect technology and literacy skills to meet the needs of diverse 21st century learners. Students will examine various forms of technology resources and collaborative tools to assess the effectiveness in improving literacy skills. They will analyze literacy development, writing, comprehension, critical thinking, and engagement in learners who are typical and atypical. Students will design a project to demonstrate the effectiveness of various forms of technology in the promotion of literacy. They also will critique the strengths and limitations of literacy methodologies and technological tools. Upon conclusion of the project, students will provide suggestions to inform curricula within organizations and in their current or future roles as educational leaders.
In this course, students will evaluate the role of integrated curriculum to promote literacy development. This course analyzes current methods used to prepare learners to understand and engage with ideas that cut across multiple disciplines. Students will investigate four pedagogical approaches to addressing the issue of teaching students to read and write in the academic content areas: 1) cognitive, 2) sociocultural, 3) linguistic, and 4) critical thinking. The strengths and limitations of each approach will be assessed to construct a broadened, integrated perspective of literacy. Students will create integrated literacy unit and analyze the connection to best practices in the field.
In this course, students will examine research-based assessment tools, intervention strategies, and protocols centered on literacy development. Utilizing research on systematic instructional practices, students will develop supports and identify essential skills, strategies, and concepts that promote differentiated instructional practices in the classroom. Students will learn how to choose and create appropriate literacy assessments, as well as analyze best practices for integrating assessment and intervention in response to outcomes in order to combat challenges in reading development.
This course prepares students to be leaders that create and implement sustainable literacy programs that benefit all students. Literacy leaders will investigate evidence-based programs and strategies relative to the big ideas of literacy- phonemic awareness, phonics, vocabulary, fluency, and reading comprehension- for student achievement and school improvement. Additionally, students will develop skills necessary for making effective decisions regarding learners' literacy growth, teachers' professional development, and stakeholders' shared vision of a comprehensive and inclusive literacy program. Students will learn critical components to assemble a comprehensive literacy program committee that will evaluate the developed program's efficiency and effectiveness with raising literacy skills and comprehension.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study literacy. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus on study on the professional field.
Second Language Instruction
This course provides an understanding of the historical, political, social, cultural, and instructional concepts and issues that affect linguistically and culturally diverse learners in a variety of settings. Students will research and review local, state, and federal policies regarding entitlement and appropriate services for second language learners. Students will gain in-depth knowledge of language development and acquisition and design research based support and instruction for second language learners. U.S. and international program models are analyzed and current theories of Second Language Acquisition (SLA), bilingualism, and socio-cultural theories are explored for their pedagogical implications. Students will develop assessment instruments, select materials, and learn how to monitor learning outcomes to support and enhance the development of second language learners.
Students in this course examine assessment approaches for second language learners within the larger framework of historical, social, cultural, and political contexts. Students will evaluate assessment tools and research historical theories in order to analyze the best practices in assessment of second language learners. Utilizing a variety of theoretical models related to second language acquisition and academic achievement, students 1) analyze the ways that second language students are diverse, 2) discuss equitable assessment of diverse learners, and 3) evaluate existing instruments for second language learners. Students examine and review relevant state or national standards for content matter learning and language proficiency and examine how those are assessed in mandated, large-scale assessment and in professional assessments (traditional and alternative). Students in non-traditional settings will examine how to align assessment methods with current professional standards for the field. Students will learn how to target certain learning outcomes by using critically evaluated materials.
This course focuses on the methodology for teaching language and content to second language learners. Participants research and critically examine historical and current ESL and bilingual education program models, theories of ESL and bilingual instruction and literacy, first and second language acquisition, and transfer of skills and content knowledge between first and second language. Relevant federal, state, and local learning and assessment standards are researched, reviewed and applied to their instructional settings. Participants research and use various methods, approaches, and techniques, as well as discuss the selection, use, and evaluation of books, multimedia, and other materials in the first and subsequent languages to support second language learners across multiple professional settings.
This course addresses growth opportunities for leaders as they increase their awareness of the need for advocates in the area of second language instruction in a variety of settings. Students will research policy and laws at the local, state, and national levels and reflect upon how they impact the second language learners in their current professional setting. Emphasis is placed on building the knowledge and skills required to share information on policies and trends with colleagues; to work collaboratively with others to advocate for second language learners and instructor rights, needs, and resources, and to represent and advocate for second language learners both within and beyond their current instructional settings.
This course covers the following essential dimensions of linguistics and the acquisition of language: language and the brain, first and second language acquisition, major components of linguistics (phonetics, phonology, morphology, syntax, semantics, and sociolinguistics), cognition and learning, and communicative competence. The course examines second language learners and their proficiency in oral, reading, and writing skills in English as well as the importance of the home languages as a foundation for learning a second language. Students get an overview of socio-cultural, psychological, and political variables that play a part in second language acquisition, which will translate to greater understanding of second language learners as they navigate the community and professional settings.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study in second language instruction. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus of study on the professional field.
Special Education
This course examines pedagogical principles of reading intervention through synthesis and application of current research findings. Learners will investigate diagnosis of reading disabilities, reading assessment strategies, and intervention principles. Struggling readers benefit most from intensive interventions that connect theory, research, and classroom practice. Students in this course will gain experiences utilizing a data-based decision-making process and evidence-based instructional models to individualize and adapt reading instruction and provide targeted support for diverse learners.
This course highlights how technology and classroom design can be used to differentiate instruction. Assistive technology that can assist various learners, including students with disabilities, will be examined. Learners will investigate Universal Design for Learning (UDL) foundations and principles. The unique nature of each learner will be discussed, along with the way accommodations create learning experiences that maximize each student's ability to learn and progress. Students will analyze how assistive technologies can increase educational access and improve achievement for all individuals. Students will explore types of assistive technologies and resources, including but not limited to augmentative communication systems, mobility systems, and systems of information presentation and physical spatial design.
In this course, students investigate differentiated instruction integration strategies grounded in research and theory. Students will gain an in-depth understanding of the reasons and assumptions underlying differentiation and methods to identify key indicators in a learning environment. Procedures for analyzing and applying differentiated instruction to improve learning outcomes for exceptional learners will be examined. Students will advance their knowledge, skills, and practice for effectively implementing differentiated instruction across diverse settings. Emphasis will be placed on response to intervention, formative assessment, and the development of strategies and interventions that target exceptional learners.
In this course, trends in policy, law, and recent legal findings that have implications on Free and Appropriate Education, Least Restrictive Environment, and procedural safeguards are examined. The legal and civil rights of students receiving special education services are discussed in the context of the Office of Special Education Programs of the U.S. Department of Education, as well as in the context of each state's monitored progress on Part B and Part C indicators of Individuals with Disabilities Education Act (IDEA). Monitoring of special education services compliance will be discussed and current practices in state districts will be examined.
This course covers methods and materials used in assessing and evaluating students eligible for special education services. Students will examine the principals needed to understand standardized assessment and the rationale for using curriculum-based measurement (CBM) within the broad context of special education programming. Students will analyze the development and utilization of specific assessments for instructional and placement decisions. Students will evaluate components critical to writing and maintaining IEPs, individual goals and the use of accommodations and modifications. Finally, students will explore the need for and the use of transition goals in planning instruction, related services, community experiences, and the acquisition of daily living skills as well as how to conduct a functional vocational evaluation.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study Special Education. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus on study on the professional field.
STEM Education
This course provides a holistic overview of historical and current issues and trends impacting science education in today's global society. Emphasis is placed on the examination of diverse viewpoints and approaches to integrated science education to examine research-based integrative models and strategies for the improvement of student learning. Participants will examine current STEM education initiatives related to policy, method, and engagement. Critical and creative thinking, problem solving, and writing skills are emphasized. While using an integrated approach, this course spotlights content-rich components dedicated to biology, chemistry, and physics.
The course will examine didactic strategies of pedagogy, andragogy, multiple intelligence theory, social learning theory and exchange theory to foster the innovative engagement of diverse learners. Emphasis will be placed on strategies related to the differentiation of instruction.
This course will examine the integration of digital resources into the integrated science learning environment. Participates will explore digital resources and develop strategies for effectively integrating technology with didactic strategies to address the needs of diverse learners and enhance learning.
This course examines best practice in developing curriculum to foster student learning in the field of mathematics and science. Emphasis is placed on curriculum theory, curriculum design, development of instructional manipulatives, and the implementation and evaluation of curriculum for didactic improvement.
Building scientific understanding in students is essential to the STEM field. This course is designed to help students develop a deeper understanding of skills, including the role of critical questions and essential concepts. Students break down common misconceptions in STEM as well as build on existing skills of observation, analysis of communication, assessments informing instruction, and understanding the role society plays in fostering scientific literacy and knowledge.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study STEM Leadership. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus on study on the professional field.
General Track
(18 semester credits)
Any six of courses from the courses above.