Ed.D. in Teaching & Curriculum TC2

Program Options/Extensions:
In addition to taking the core program outlined below, students may want to consider supplementing their program to achieve other goals and pursue additional certification. Each option enhancement has specific prerequisites and/or course requirements in addition to the requirements for the TC2 base program.

Additional Options & Certifications

Optional Advanced Certificate in Program Evaluation [EV1] (3+ Additional Credits)

Advanced Certificate in Online Teaching [OT1] (3+ Additional Credits)

Additional Advanced Certificate in Digitally-Rich Teaching in K-12 Schools [OT3] (3+ Additional Credits)

Primary program course requirements

The primary program includes a total of 90 credits.

Entry Level Courses

Up to 36 credits in entry-level/advanced courses in a combination of the following areas: learning, teaching, curriculum, diversity, subject matter of specialization (NOTE: Often these credits are transferred from previous graduate degrees.)

Research Methods Courses

Choose two additional research methods courses for a total of 6 credits; eligible courses include:
ED507 Qualitative Research Methods|Introduces doctoral students to qualitative research in education. Offers students an opportunity to explore the theoretical and philosophical foundations of interpretivist inquiry while applying these principles to a research project. Students conduct a research study in which they learn the tools of ethnographic data collection and then analyze these data for the final paper. Course readings and class discussion facilitate students’ understanding of the interpretivist paradigm.
ED504 Quantitative Research Methods|Provides an introduction to the quantitative methods commonly used in education research. Covers basic concepts underlying statistical and quantitative reasoning, including descriptive statistics, probability, statistical inference, analysis of variance, correlation, and bivariate and multivariate regression analysis. Students engage in computer-based analyses of education-related problems using SPSS. Includes conducting a quantitative analysis as a research report.
ED520 Program Evaluation|Program evaluation continues to grow in importance and is utilized in many fields, including education, criminal justice, science and technology, and health and human services. It is a form of applied research that involves the systematic collection and analysis of data with the purpose of evaluating the design, implementation and/or effectiveness of programs or projects under review. This introduction to program evaluation course is designed to provide an overview of both past and current perspectives on approaches to evaluation, including theory, method and practice. In this course, students critically examine the historical context of program evaluation, major evaluation theories and theorists, and approaches to evaluation. Students have the chance to apply the theories covered in the course through case study analyses. Students gain an understanding of theories, applications and approaches within the context of formal program evaluation and are able to develop a program evaluation design.

Program Core
EDU522 Theory and Research in Learning|Explores theories of learning to better understand different conceptions of how people learn, the contexts of learning, the mechanisms by which people learn, how learning is externally manifested, and political, ideological, and cultural dimensions of research on learning. Looks at a plethora of theories designed to inform or describe learning (e.g., individual cognitive, socially constructed, reproductive, domain-specific, etc.) through course readings. Provides opportunities for in-depth exploration and critical analysis of learning theories, including historical, cultural, social, and political influences on their development and implementation. Through careful reading, dialogue, writing, and presentation, course participants develop knowledge and skills in critical analysis of learning theories, bridging theory and practice, and linking what they learn to their own practice as educators.
EDU526 Theory and Research in Curriculum and Change|This is a required course for doctoral students in the teaching and curriculum program in which students will study the breadth of the literature on curriculum and change in education. Curriculum theory and history and the research on educational change and reform will provide an historical context for understanding the field of education broadly defined.
EDU523 Theory and Research in Teaching|Designed to help doctoral students understand the depth and breadth of teaching as a field of study, examining the evolution of and current links between theory and research via four perpetually contested questions about teaching: (1) how is the work of teaching defined; (2) what are the relationships between teaching and the contexts in which it happens; (3) how do teachers learn and change; and (4) how are constructs of “good teaching” generated, evaluated, and advanced? Particular emphases include examining the consequences of different representations of teaching, including various culturally and contextually situated pedagogies, interpreting the constructs of and interactions between teachers’ identities and communities, and assessing the implications of policy and globalization on teaching and teachers.

Select at least two courses to develop depth in your area of specialization. Advanced Seminars are strongly recommended and can be taken more than once if offered by different instructors.

Milestones and Dissertation Research
EDE558 Comprehensive Exam Research: Teaching & Curriculum EdD|
ED513 Research Writing: The Literature Review|Provides a workshop setting for doctoral students to develop concrete strategies for identifying research topics, searching and evaluating the research literature, and writing literature reviews, particularly in support of doctoral genres such as research papers, comprehensive examinations, dissertation proposals and dissertations. Helps students locate, analyze, and synthesize research literature related to their individual academic interests, and then produce a lengthy literature review. (Note: may not be used for the writing of comprehensive examinations).

Choose a combination of : Ed.D. Research (Dissertation) (at least 9 credits recommended), advanced research methods courses, and/or : Independent Study, for a total of 9-15 credits.

Electives

Choose electives as needed to reach the minimum requirement of a total of 90 credits

Notes:

1. : Ed.D Research (Dissertation) can only be taken after completing the comprehensive exam.

2. Comprehensive Exam Registration:

Candidates may register for 0-6 comprehensive exam credit hours in a given semester. Candidates may not register for more than 6 total comprehensive exam credit hours during their program.

Candidates undertaking their comprehensive exam and who wish to maintain full-time enrollment can register for one of the following additional designations: or .

Candidates cannot register for Ed.D. Research (Dissertation) or Ph.D. Research (Dissertation) until they have completed their comprehensive exams.

Advisors will record a grade of Incomplete "I" until the candidate has completed all requirements of the comprehensive exam. Advisors will record a grade of "S" when the candidate has passed, in full, the comprehensive exam. Advisors will record a grade of "E" when the candidate has failed the comprehensive exam. Candidates who earn a failing grade on the comprehensive exam will be withdrawn from their program.

3. By choosing specialization courses and electives appropriately, students can reduce the number of additional credits required to complete an optional Advanced Certificate as an enhancement to this degree. If interested, be sure to discuss options with your advisor early in your program. Please note, though, that field experiences and other internships (identified by a course number starting with EDF) are not counted as coursework by New York State, and therefore cannot be counted as electives.

Other Requirements:

In addition to the coursework indicated above, in order to graduate and to receive the certification(s)/licensure (if any) you are seeking this program has additional requirements. Please note that in some cases, while our program will provide you with all the academic experiences required for the certification you seek, there may be some additional requirements that you will have to complete independently and outside of our program in order to be granted that certification/licensure (ex: completing a certain number of years of mentored experiences or completing exams).

Required for Program Completion

B.A. or B.S. Degree
Portfolio Evaluation Successful completion of a portfolio within the first two years in the program.
Comprehensive Exam (see program notes for how to register for exam)
Dissertation Proposal Exam (also referred to as "Qualifying Exam")
Dissertation Defense
Mentored Experience I
Mentored Experience II