The Doctorate in Education (Ed.D.) in Educational Practice and Innovation bridges the gaps among theory, research, and practice to promote excellence and innovation in teaching, learning, and leadership within and across educational contexts, while stressing the importance of diversity within those contexts. Students must complete a concentration in Curriculum Studies, Education Systems Improvement, Learning Design and Technologies, or STEM Education.

The Curriculum Studies concentration emphasizes concerns for equity and social justice, self-knowledge, cultural issues, and human growth and development through a balanced approach to diversity education consisting of theory and practice. This concentration provides an in-depth understanding of the theory, history, concepts, current techniques, strategies, and issues of diversity in schools, as well as other social institutions and community settings; and facilitates self-reflection for engaging in social justice education.

The Education Systems Improvement concentration develops capacity for school and district improvement with capabilities that include advanced understandings of inquiry and improvement science, organizational culture and change, transforming schools, districts and communities, economics and district finance, education policy and reform, school board relations, and systemic challenges and problems in urban and rural contexts. This concentration: 

1. prepares practitioners with a strong foundation and strategies for systems improvement; 
2. prepares practitioners with advanced understandings of district, state and national policies; and
3. develops scholarly practitioners to use principles of improvement science to solve systemic problems of practice in their contexts.

The Learning Design and Technologies concentration develops capabilities essential to the design, development, implementation, evaluation, and research of technology-based learning, instruction, and training (e.g., computer-based training, multimedia development, technology integration, assistive technology modifications, online education, and distance learning). This concentration:

1. prepares practitioners with sound principles and techniques of instructional systems design plus leading-edge technological competency; 
2. prepares leaders for the meaningful integration of educational technology in teaching, learning, and performance environments; and 
3. develops scholarly practitioners to solve significant problems of practice within their respective contexts.

The STEM Education concentration of the Ed.D. emphasizes content and pedagogy related to integrated approaches to STEM (Science, Technology, Engineering and Mathematics) instruction in PK-12 settings. Through the use of instructional methods, such as project-based learning, the STEM Education concentration provides in-depth instruction related to the integration of science, technology, and engineering and mathematics practices. The STEM Education concentration prepares practitioners and instructional leaders to: 

1. engage with and solve significant problems of practice within education settings related to STEM fields; 
2. develop, integrate, and evaluate integrated STEM instruction; and 
3. leverage project-based learning as a model for STEM practices.

Learning Outcomes

1. Students understand issues of diversity in school curriculum from an institutional or structural perspective
2. Students utilize political economic and social mechanisms to equitably shape school curriculum
3. Students consider how the concepts of race ethnicity class gender and sexual orientation intersect in school curriculum.
4. Students demonstrate early proficiency at dissertation research skills successfully complete the Prospectus and submit the Doctoral Program of Study (DPOS)
5. Students explore interpretive frameworks in a general educational setting
6. Students examine the relationship of the frameworks to human diversity
7. Students analyze the impact of the noted relationships upon established curricula.
8. Students demonstrate traits of an Education Activist through the theoretical and conceptual constructs and outcome measures of the dissertation.
9. Students finalize the Dissertation in Practice with Plan of Action to extend and expand their research at the classroom district state and/or national levels.

Degree Requirements (60 hours)

Minimum of 60 hours beyond the master’s degree.

Completing the degree in fewer hours is possible for students selecting the Education Systems Improvement Concentration who have previously completed a specific post-master's graduate program in education administration or leadership as follows:

A minimum of 45 hours beyond the Certificate of Graduate Study (CGS) in Higher Education Leadership. Students entering with a master's degree and this CGS will have their transcripts reviewed by an advisor to determine courses and credit hours needed to complete the Ed.D., but must complete a minimum of 45 hours in the Ed.D. Students entering with the CGS in Higher Education Leadership will typically take:

• 12 hours from the Core (EDCS 720, EDCS 820, EDET 709, and EDLP 755)
• 9 hours in the concentration
• 12 hours in research
• 12 hours of dissertation preparation or 12 hours of capstone research preparation based on advisor approval. 

A minimum of 39 hours beyond the Ed.S. in Education Administration or another post-master's program that leads to superintendency certification.

Students entering with a master's degree and the Ed.S. in Education Administration (or post-master's equivalent program) will have their transcripts reviewed by an advisor to determine courses and credit hours needed to complete the Ed.D., but must complete a minimum of 39 hours in the Ed.D. Students entering with the Ed.S. in Education Administration will typically take:

• 9 hours from the Core (EDCS 720, EDCS 820, and EDET 709)
• 9 hours in the concentration
• 9 hours in research
• 12 hours of dissertation preparation or 12 hours of capstone research preparation based on advisor approval. 

Qualifying Examination

Submission and approval of Doctoral Program of Study and passing written exam.

Program of Study

The student’s program advisory committee will evaluate previous course work and experiences and recommend appropriate courses to ensure that at the completion of the program the student can demonstrate the knowledge, skills, and dispositions typically developed in the following course work:

Requirements (60 hours)

Students must complete the core requirements and a concentration in Curriculum Studies; Education Systems Improvement, Learning Design and Technologies; or STEM Education.

Course List

Course	Title	Credits
Core Requirements (33 hours)
EDCS 720	Introduction to Diversity and the Curriculum	3
EDCS 820	Advanced Study of Diversity and Curriculum	3
EDET 709	Applications of Learning Principles	3
EDLP 755	Educational Policy Analysis	3
Education Electives (9 hours)
9 hours of Education Electives (as approved by advisor)		9
Research (12 hours)
12 hours of Research (as approved by advisor)		12
Curriculum Studies Concentration (27 hours)
Curriculum Studies Courses (15 hours) 1
EDCS 899	Dissertation Preparation (12 hours) 2
or EDUC 898	Capstone Research Preparation
Education Systems Improvement Concentration (27 hours)
Education Systems Improvement Courses (15 hours) 1
EDLP 899	Dissertation Preparation (12 hours) 2
or EDUC 898	Capstone Research Preparation
Learning Design and Technologies Concentration (27 hours)
Learning Design and Technologies Courses (15 hours) 1
EDET 899	Dissertation Preparation (12 hours) 2
or EDUC 898	Capstone Research Preparation
STEM Education Concentration (27 hours)
STEM Education Courses (15 hours) 1
EDTE 899	Dissertation Preparation (12 hours) 2
or EDUC 898	Capstone Research Preparation

¹

Must be selected with approval of advisor.

²

Students will consult with their advisor to determine which option they will complete.  Advisor must approve option.

Comprehensive Examination

Written examination and oral examination