On Campus Ph.D.

The Ph.D. in Curriculum and Instruction with an emphasis on Educational Technology is a campus-based program designed to prepare stewards of the discipline (Golde, 2006). These students desire to work as researchers and university faculty and embrace scholarship to address important societal problems and create and disseminate new knowledge, in part, via collaboration between and among disciplines (Austin & McDaniels, 2006). A complementary Ed.D. program prepares professional practitioners or stewards of practice (Perry & Imig, 2008).

Potential students should carefully study the distinctions between the Ph.D. and Ed.D. degrees (Shulman, Golde, Bueschel & Garabedian, 2006) and consider which degree best helps them meet their career goals. The following courses are required to complete the campus-based Ph.D. program. Some courses are offered both online and face-to-face. Ph.D. students should take the courses face-to-face when indicated below. The remaining credits will be filled in with electives selected in consultation with your advisor and will include quantitative and qualitative research courses, at least one elective from outside the College of Education and dissertation hours. We encourage students enroll full-time if at all possible, however part-time students may complete the program at slower pace.

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The School of Teaching and Learning has adopted a waiver for the GRE for admissions to the Doctor of Education (Ed.D.) and Doctor of Philosophy (Ph.D.) programs effective Fall of 2023.
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Prerequisite Courses (9 credit hours)
Students will either take these courses or transfer in comparable courses from other degree programs. Students will work with their advisor on transfer credits after they have been admitted. Please see this FAQ related to how transfer credits work.

EME 6609: Instructional Design (Online)
EME 6208: Designing Integrated Media Environments I (Online)
EDG 6931: Multiple Perspectives on Teaching and Learning

Required Courses (24 credit hours)
PhD students must take all these courses on campus. 

EDG 6226: Foundations of Research in Curriculum and Instruction
EME 5054: Foundations of Educational Technology (Must be taken on campus)
EDG 6931: Emerging Learning Technologies
EDG 6931: Research in the STEM Disciplines
EME 7938: Seminar in Educational Media and Instructional Design
EME 6235: Managing Educational Projects (Must be taken on campus)
EME 6065: Human-Computer Interaction and the Learner
EME 6606: Advanced Instructional Design (Must be taken on campus)

Electives (12 credit hours or more)
New electives are currently under development so be sure to check back. Please note that EDG 6931 is a Special Topics numbers. These courses will receive permanent numbers

EME 6209: Designing Integrated Media Environments II
EDG 6931: Computer Science Education
EME 6645: Neurotechnologies in Education
EDG 6931: Learning Analytics in Technology Enhanced Environments
EDG 6931: Artificial Intelligence and Education
EDG 6931: Enabling Technologies for Neurodiverse Learners
EDG 6931: Grant Writing in Education
EDG 6931: Theory, Design and Development of Stealth Assessment for Learning

Research Courses (12 credit hours)
The College of Education requires all PhD students earn at least 12 hours of research. Educational Technology students will take at least 1 course each in quantitative and qualitative research methods. Students will work with their advisor to determine appropriate courses.

Optional Minor Outside of School of Teaching Learning (12 credit hours)

Qualifying Exam and Dissertation Credits (12 credit hours)
Student enroll in EDG 7979 to prepare for and take Qualifying Exams. 
After passing Qualifying Exams, students advance to doctoral candidacy and begin work on the dissertation by enrolling in EDG 7980. Advisors will help students understand our program’s dissertation guidelines and help determine the best number of credits to take each semester based on individual circumstances.

References
Austin, A. & McDaniels (2006). Using doctoral education to prepare faculty to work within Boyer’s four domains of scholarship. New Directions for Institutional Research, 129, 51-65.

Golde, C. (2006). Preparing stewards of the discipline.. Stanford, CA. The Carnegie Foundation for the Advancement of Teaching (Eric Document Reproduction Service No.ED498972)

Perry, J.A. & Imig, D.G. (2008). A stewardship of practice in education. Change: The Magazine of High Learning, 40(6), 42-49.

Shulman, L., Golde, C.M., Bueschel, A.C. & Garabedian, K.J. (2006). Reclaiming education’s doctorates: A critique and a proposal. Educational Researcher, 35(3), 25-32.