Ed.D. Curriculum and Instruction, Curriculum and Assessment Specialization Online
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Request InfoCurriculum & Instruction, Ed.D., Curriculum and Assessment Specialization Overview
The University of West Florida’s fully online Doctor of Education (Ed.D.) in Curriculum and Instruction with a specialization in Curriculum and Assessment program is designed to help you develop the knowledge and skills necessary to be a leader in curriculum development and assessment.
Through rigorous coursework taught by experienced educators, you will gain familiarity with the professional literature and understand issues in education, assessment, data-driven decision making and accountability measures. You will also develop research, professional writing, presentation, evaluation, teaching and public service skills. By evaluating and applying extant research, you will be able to develop and utilize appropriate tools and methods to assess and evaluate educational policy and practices. Ultimately, graduates will use technology appropriately and effectively to communicate with the public, peers, students, researchers and supervisors.
The Curriculum and Assessment specialization targets individuals currently working in public and private sectors who want to specialize in curriculum and assessment design, development, evaluation and program implementation.
Candidates for This Program Include:
- Education and training professionals
- Community college, state college and university personnel
- Social and health-related personnel
- Community civic leaders
You Will Be Able To:
- Evaluate the applicability and utility of available assessment tools
- Create curriculum and instruction frameworks or protocols for real-world situations
- Apply salient professional ethics to the implementation of research and assessment
- Communicate results from original research and assessment to varied audiences in oral and written form utilizing appropriate conventions
- Develop and implement strategies to manage educational and organizational change based upon extant literature and results obtained from original research, assessment or evaluation
The University of West Florida is a member institution of the Carnegie Project for the Education Doctorate (CPED). This selective membership includes colleges and universities committed to undertaking a critical examination on the education doctorate through dialog, experimentation, critical feedback, and evaluation.
Courses and Requirements
The 27 semester hours in the professional core required for a doctoral degree in curriculum and instruction will provide you the foundational knowledge for leading curriculum development and evaluation efforts. You will learn the psychological and philosophical foundations of curriculum and instruction. You will also examine critical issues in education—particularly those surrounding topics such as culture, ethnicity, religion, socioeconomic status, gender, age, sexuality and disabilities—and learn how to conduct educational research. To complete your degree, you will write a dissertation that will be approved by a committee of faculty.
- EDF 7404 - Quantitative Methods and Educational Statistics I
3.0 Credit Hours
Quantitative Methods and Educational Statistics I
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. This course presumes an understanding of basic statistics. Thus, students should complete the online statistics tutorial before enrolling. Prerequisite: EDF 7938
- EDF 7475 - Qualitative Research I - Methods
3.0 Credit Hours
Qualitative Research I - Methods
This course is to prepare doctoral students for the process of designing scholarly research in general and their dissertation in particular. This course will guide students in constructing a qualitative design methodology section and developing the necessary skills required for critical evaluation of published research in their area of expertise. In addition, this course will provide insight to conducting ethical research and will guide students in identifying and designing a study using qualitative methods approach. The course focuses on the design and implementation of research that utilizes qualitative data collection and analysis.
- EDF 7489 - Mixed Methods Research Design
3.0 Credit Hours
Mixed Methods Research Design
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.
- EDF 7685 - Philosophical Foundations of Education
3.0 Credit Hours
Philosophical Foundations of Education
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.
- EDF 7790 - Foundations of Doctoral Research and Writing
3.0 Credit Hours
Foundations of Doctoral Research and Writing
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.
- EDF 8289 - Curriculum Design
3.0 Credit Hours
Curriculum Design
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.
Choose one:
- EDF 8498 - Improvement Science and Design Decision Making in Education
3.0 Credit Hours
Improvement Science and Design Decision Making in Education
The course is designed to examine a disciplined approach to educational innovation. Improvement Science focuses on creating a collaborative space for teachers, leaders, and researchers to solve specific problems of practice. The course is designed to examine current research on reasoning, problem solving, and decision making as well introducing students to the fundamental techniques of using data to make informed education related decisions. Additionally, the course focuses on ways of modeling, or thinking structurally about, problems of practice in order to enhance decision making skills. The course further examines the rationales for different innovations by integration multiple perspectives.
- EDF 8749 - Psychological and Social Theories of Education
3 Credit Hours
Psychological and Social Theories of Education
This course is designed to provide an extensive study of psychological and 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, research, and practice will be critiqued. Further the strengths and weaknesses of the theories will be interrogated.
Choose one Advanced Quantitative or Qualitative Methods course:
- EDF 7407 - Quantitative Methods and Educational Statistics II
3.0 Credit Hours
Quantitative Methods and Educational Statistics II
This course is designed as an intermediate statistics course for students who work in applied settings in education and the social sciences. Prerequisite: EDF 7404
- EDF 7468 - Advanced Program Development and Evaluation
3.0 Credit Hours
Advanced Program Development and Evaluation
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.
- EDF 7478 - Qualitative Research II-Design, Analysis, and Presentation
3.0 Credit Hours
Qualitative Research II-Design, Analysis, and Presentation
This course is an advance level course in qualitative research. This advanced course in qualitative research is needed to strengthen student knowledge and competence in understanding qualitative research procedures related to participant selection procedures, data collection approaches, data sources, credibility and trustworthiness, data analyses, and data presentation. It is designed for students who intend to use qualitative research approaches in their dissertations and or for further research. Prerequisite: EDF 7475
- EDF 8649 - Policy Analysis and Education
3.0 Credit Hours
Policy Analysis and Education
The course is designed to critically review current policy issues in education. The focus will be on the analyses of policymaking processes, methods of policy analyses, and policy research. Additionally, solutions to selected issues and problems will be reviewed, and alternative solutions interrogated.
- EDF 8936 - Action Research Methods
3.0 Credit Hours
Action Research Methods
This course is designed to introduce students to action research. Action research focuses on improvement of practice, a better understanding of that practice, and an improvement in the situation in which the practice is carried out. The primary objective of the course is to equip students with the knowledge-base and skill-set to be able to undertake action research studies. Topics include definitions, importance and applications of action research; identifying and refining the focus of an action research study; planning for action research and reviewing related literature; articulating a theory of action and determining research questions; building a data collection plan and analyzing data; and presenting findings, action plans and future cycles.
Choose one Critical Issues course:
- EDF 7638 - Social Change and Reform
3.0 Credit Hours
Social Change and Reform
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.
- EDG 7241 - Social Justice, Inequalities, and Power: A Global Overview
3.0 Credit Hours
Social Justice, Inequalities, and Power: A Global Overview
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.
- EME 8608 - IDT Foundations, Issues and Trends
3.0 Credit Hours
IDT Foundations, Issues and Trends
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.
- EDF 7404 - Quantitative Methods and Educational Statistics I
- EDF 7573 - Contemporary Curriculum Issues and Theories
3.0 Credit Hours
Contemporary Curriculum Issues and Theories
Explores curriculum conceptions, contributions to curriculum decisions, issues and dilemmas in curriculum development, proposals for the organization of curriculum choices (both past and present), and analysis of curricular reforms. Theoretical foundations underlying curriculum considerations and implications of these for curriculum decision-makers at all levels.
- EDG 7008 - Assessment Literacy
3.0 Credit Hours
Assessment Literacy
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.
- EDG 7256 - Assessing Curricula and Educational Programs
3.0 Credit Hours
Assessing Curricula and Educational Programs
This course examines current evaluation models used to assess curricula and programs implemented in various educational settings. Beyond theories, students will explore the application of evaluability assessment in multiple settings, the methodological scoping as part of evaluability assessment, and using various models and instruments to evaluate existing educational curricula & programs.
- EDG 7354 - Test, Measurement, & Data Literacy
3.0 Credit Hours
Test, Measurement, & Data Literacy
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.
- EDG 8668 - Curriculum and Instructional Strategies for Adult Learners
3.0 Credit Hours
Curriculum and Instructional Strategies for Adult Learners
This course provides an overview of the theories and research that are important for those interested in the instruction of adults (andragogy). Through this course, students will gain a greater understanding of instructional strategies for adult learners and critically examine examples of these approaches.
- EDG 8938 - Seminar: Advanced Methods in Curriculum and Instruction
3.0 Credit Hours
Seminar: Advanced Methods in Curriculum and Instruction
This course will explore contemporary research and methodologies in curriculum and instruction in the current era of educational reform and globalization. Emphasis will be placed on understanding factors that influence the development of new curricula and the enactment of reformed instructional practices contained therein, and strategies to support and sustain curriculum change and the adoption of reform practices.
- EDF 7573 - Contemporary Curriculum Issues and Theories
- EDF 8931 - Doctoral Seminar: Background Paper
3 Credit Hours
Doctoral Seminar: Background Paper
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 this Doctoral Seminar is an extensive Background Paper.
- EDF 8932 - Doctoral Seminar: Comprehensive Exam
3 Credit Hours
Doctoral Seminar: Comprehensive Exam
This is the third in the series of four-sequenced doctoral seminars courses for students who have completed 48 semester hours in their doctoral course work. This third 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 AND EDF 8935 - EDF 8935 - Doctoral Seminar: Dissertation Inquiry
3 Credit Hours
Doctoral Seminar: Dissertation Inquiry
This is the second in a series of four-sequenced doctoral seminar courses for students in their doctoral journey. This second doctoral seminar serves as a research inquiry. Additionally, this doctoral seminar course will introduce students to the process of formulating ideas in ways directly related to critical aspects of their proposal. Students shall complete the "Pre-proposal Document," as the capstone assignment for the course. The ?Pre-proposal Document, is designed as a guide for committee members and students to serve the purpose of providing them with a sufficient road map about what the student intends to do. The "Pre-proposal Document" incorporates aspects of the background context to a proposed issue, problem statement, purpose of the study, research questions, significance of the issue to policy, practice, and theory, literature review, theoretical framework, methodology, ethical issues and related IRB processes. The "Pre-proposal Document" allows students to capture all these aspects in a form of a mini proposal. Students shall orally defend the "Pre-proposal Document".
Prerequisite: EDF 8931 - EDF 8933 - Doctoral Seminar: Proposal
3 Credit Hours
Doctoral Seminar: Proposal
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
Choose one:
- EDF 8980 - Dissertation
1-6 (may be repeated up to 18 credit hours) Credit Hours
Dissertation
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.
- EDG 8980 - Dissertation
1-18 (may be repeated up to 18 credit hours) Credit Hours
Dissertation
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.
- EME 8980 - Dissertation
1-6 (may be repeated up to 18 credit hours) Credit Hours
Dissertation
Major individual research in an area of significant educational interest; designed specifically for candidates in the Ed.D. Curriculum and Instruction, Instructional Technology program. 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 is required.
- EDF 8931 - Doctoral Seminar: Background Paper
Admission Requirements
To be considered for admission into UWF’s online Ed.D. in Curriculum and Instruction with Curriculum and Assessment specialization, you must have a graduate degree from an accredited institution. Other criteria for successful admission include:
- A master’s GPA of 3.5
- Please note this program accepts students for a fall semester start date only.
How to Apply
To apply for admission to this program, you first need to submit an application for graduate admission (plus a $30 application fee) and be accepted for admission to the University of West Florida. In addition, you must:
- Submit official transcripts from all institutions previously attended whose accrediting agency is included on the list of UWF approved accrediting agencies
- Submit GRE, GMAT or MAT scores (may be waived for applicants with a master’s degree with a GPA of 3.75 or higher)
- Submit a letter of intent responding to the prompts below. Note: Your responses to the three questions should not be less than six double spaced pages in size 12 Times New Roman font.
- What personal and professional goals do you hope to meet through earning a doctorate, and why do you think the UWF Doctorate in Curriculum and Instruction 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 and Instruction as a whole? If you have had experiences that may have affected your academic performance, please provide explanatory context.
- Be careful to clearly articulate how your skills and experiences align with the goals of the specialization and show how these will impact your career trajectory.
- Submit three recommendation forms
- Submit a résumé
Have questions about this program or the admissions process? Contact our graduate admissions team at gradadmissions@uwf.edu.
Costs & Financial Aid
In-State Tuition
| Component | Cost | Total* |
|---|---|---|
| Full Program Tuition | $384.60 per credit hour | $24,229.80 |
| Tuition with Maximum Transfer Credits (Up to 10) | $384.60 per credit hour | $20,383.80 |
| Component | Cost | Total* |
|---|---|---|
| In-State Tuition | $384.60 per credit hour | $24,229.80 |
| In-State Tuition with Maximum Transfer Credits (Up to 3) | $384.60 per credit hour | $23,076.00 |
| Full Out-of-State Tuition | $1,044.24 per credit hour | $65,787.12 |
| 90% Out-of-State Tuition Waiver | $478.83 per credit hour | $30,166.29 |
Tuition waivers cover up to 90 percent of the non-resident portion of your tuition and are available to non-Florida residents (including international students) admitted to online programs and registered for online courses in active pursuit of that degree or certificate. You must pay all other assessed tuition and fees.
Time to completion varies by student, depending on individual progress and credits transferred, if applicable. Fees are charged per semester unless otherwise noted. This program takes up to 24 months to complete, excluding dissertation hours and depending on course availability.
* Tuition and fees are subject to change.
Alabama Differential Out-of-State Tuition
Residents of Alabama are eligible for Alabama Differential Tuition, a reduced out-of-state tuition rate. For more information and to verify residency status for tuition purposes, new undergraduate students should contact the Office of Undergraduate Admissions and new graduate students should contact the Graduate School. Current students should contact the Office of the Registrar.
Active Duty Military
All active-duty members of the U.S. military who are residing or are stationed outside the state of Florida shall have all (100%) out-of-state fees waived by the university. Contact the Military & Veterans Resource Center to apply for the Active Duty Military Out-of-State Waiver.
UWF Short-Term Financial Assistance
The University of West Florida provides eligible students with an alternative to paying the full amount of tuition at the beginning of each term in the form of an installment payment plan or a short-term loan.
Military Students
UWF is a Military FriendlyⓇ School proudly serving active-duty U.S. military members and veterans. As UWF has been a participant in the Yellow Ribbon Program since 2011, you could be eligible to receive free tuition with your military benefits.
Financial Aid
Funding your college education should not empty your wallet. We offer various financial aid options for our online students, including loans, scholarships and grants for degree-seeking students.
Learn More About Financial AidCareer Outcomes
Upon completion of our online Ed.D. in Curriculum and Instruction with a specialization in Curriculum and Assessment, you can pursue administrative, higher education and other leadership positions.
* Salary and job outlook information from the Bureau of Labor Statistics and PayScale.
Principals
Principals of elementary, middle and high schools oversee the daily operations of the school. This includes handling faculty issues, student discipline, logistics and events. They usually have teaching and/or administrative experience through their education and work history. In 2018, principals made a median annual salary of $95,310. Jobs for principals are expected to grow 4 percent through 2028.
Superintendents
School superintendents are the head administrator of a school system. These professionals normally answer to the school board. Superintendents are in charge of hiring principals for all schools in their district, dismissing teachers or disciplining employees, making a budget and managing students. Superintendents work year-round to ensure the success of their school system. Salaries for superintendents start at $115,357 and could become higher with experience.
Instructional Coordinator
Instructional coordinators develop curricula and instructional material and manage teaching standards. They analyze student data, evaluate curriculum effectiveness, and train teachers and staff on new school programs. Through 2026, employment is projected to increase six percent, and the median annual wage is $66,290.
Curriculum Developers
Curriculum developers’ duties include authoring educational training material and developing programs of instruction in industries such as education, government, business and communications. They offer expertise in online educational programming, usage metrics and course design. Their average annual salary is $61,130.