Curriculum and Instruction, Doctor of Education
The Doctor of Education degree in Curriculum and Instruction (EDCI) at Gardner-Webb University is a 63-credit-hour program for advanced candidates aspiring to leadership roles that promote high-impact learning by empowering people within communities to nourish innovation through facilitated collaboration and continuous improvement. Candidates experience EDCI program course modules within a cohort model progressing through coursework as a team and building relationships crucial to the goals of collaboration and continuous improvement. All components of the program are aligned to the Teacher Leader Model Standards (TLMS) published by the Teacher Leadership Exploratory Consortium (2012). These standards are aligned to Interstate School Leaders Licensure Consortium (ISLLC) standards and to the revised Interstate Teacher Assessment and Standards Consortium (InTASC) standards.
Program Goals
As a result of participating in the EDCI program, candidates will:
1. foster a collaborative culture to support educator development and student learning;
2. access and use research to improve practice and student learning;
3. promote professional learning for continuous improvement;
4. facilitate improvements in instruction and student learning;
5. promote the use of assessments and data for school and district improvement;
6. improve outreach and collaboration with families and community; and
7. advocate for student learning and the profession.
Student Learning Outcomes
EDCI candidates will:
1a. demonstrate effective leadership, collaboration, coaching, and mentoring skills with colleagues;
1b. lead efforts to promote an educational culture that focuses on learning for all students;
2a. lead efforts to share research-based best practices to foster improved practice and student learning;
2b. incorporate research on curriculum and adult learning in order to lead others effectively in improving student learning;
3a. lead efforts to promote an educational culture that develops reflective teacher-leaders who are data-informed agents of change;
3b. identify, summarize, and apply current research on characteristics of professional learning that lead to effective teaching practices, supportive leadership, and improved student results;
4a. mentor others on effective design and delivery of instruction;
4b. promote instructional strategies that address issues of diversity and equity in the classroom;
5a. identify, summarize, and apply current research related to accessing and utilizing various forms of data to inform decision-making;
5b. lead efforts to promote an educational culture that utilizes multiple measures of formative and summative assessment to improve student learning;
5c. demonstrate leadership skills in development and implementation of action plans based on identified needs;
6a. identify, summarize, and apply current research related to family and community engagement;
6b. lead efforts to improve family and community engagement within a site or district;
7a. value an educational culture that recognizes the importance of collaborative decision-making that advocates for positive change; and
7b. advocate for improved student learning as well as for the education profession.
Admission Requirements
Program-specific admission requirements for acceptance into the Doctor of Education in Curriculum and Instruction are the following.
1. Minimum cumulative GPA of 3.0 on a 4.0 scale for all post-baccalaureate work completed;
2. Minimum of three years of successful teacher leadership experience;
3. Current teaching license or a letter indicating appropriate experience;
4. Three professional recommendations from persons, at least one of whom must be an administrator or at the central-office level, who know the applicant’s work as an educator or graduate student;
5. Personal essay explaining the applicant’s purpose in wanting to earn a doctoral degree in Curriculum and Instruction; and
6. Cohort Form.
Master’s Degree in School Administration with Licensure for Candidates Who Have Completed EDCI Coursework
A 12-hour, one semester program for a Master’s degree and licensure in school administration exists for candidates in the Doctor of Education in Curriculum and Instruction (EDCI) program who have successfully completed EDCI 700-EDCI 711 or EDCI 730-EDCI 740 coursework and EDDS 731-EDDS 741 and related evidences.
Based on their previously-earned master’s degree, applicants may be granted course credit for MELS 602 Research and Assessment for 21st Century Executive Leaders (6 credit hours) and MELS 604 21st Century Curriculum and Instructional Development (6 credit hours). In addition, requirements from the EDCI program have been reviewed and substituted forMELS 605 21st Century School Leadership (6 credit hours) and the MELS internship (6 hours).
Students earning credit as described above will be required to take MELS 601 and MELS 603.
EDCI Dissertation Stage and MSA Candidates
At the dissertation stage, doctoral candidates must maintain continuous enrollment through the semester of their successful defense or until the candidate withdraws from the program. An exception will be made for EDCI students who choose to complete their MSA degree coursework while in the dissertation stage. These students will be enrolled as masters degree seeking students while registered for MELS 601 and 603. While enrolled in MSA coursework, students will not receive dissertation support from a chair and should not work on their dissertation. After completing these courses, the MSA degree will be conferred and they will be reenrolled as doctoral students, be registered for dissertation hours, and receive support from their chair in the semester immediately following the completion of the MSA.
In rare and extenuating circumstances, a candidate may request a leave of absence, which must be approved by the candidate’s dissertation chair, program coordinator, the Dean of the College of Education, and the Dean of the School of Graduate Studies. Candidates who are approved for a leave of absence may return to the program with the approval of the program coordinator, the Dean of the College of Education, and the Dean of the School of Graduate Studies.
Course Requirements for Candidates Beginning Prior to Fall 2019 (63 hours)
| EDCI 700 | Theory Development Module | 6 |
| EDCI 701 | Dissertation Coaching/Clinical Experience Seminar | 1 |
| EDCI 702 | Issues and Models in Curriculum Module | 6 |
| EDCI 703 | Dissertation Coaching/Clinical Experience Seminar | 1 |
| EDCI 704 | Research Design and Methods | 12 |
| EDCI 705 | Dissertation Coaching/Clinical Experience Seminar | 1 |
| EDCI 706 | Reform and Change Theory Module | 6 |
| EDCI 707 | Dissertation Chairing/Clinical Experience Seminar | 1 |
| EDCI 708 | Assessment and Evaluation Module | 6 |
| EDCI 709 | Dissertation Chairing/Clinical Experience Seminar | 1 |
| EDCI 710 | Instructional Leadership Module | 12 |
| EDCI 711 | Dissertation Chairing/Clinical Experience Seminar | 1 |
| EDCI 712 | Dissertation Module I | 6 |
| EDCI 713 | Dissertation Module II | 3 |
As-needed Continuing Hours
In order to continue to receive University assistance and consultation throughout the dissertation process, the candidate will register for
EDCI 714 each semester until the dissertation is successfully defended or until the candidate chooses to graduate with the EdS or withdraw from the program.
Course Requirements for Candidates Beginning Fall 2019 or After (63 hours)
| EDCI 730 | Organizational Theory and Needs Assessment | 6 |
| EDCI 732 | Issues and Models in Curriculum | 6 |
| EDCI 734 | Reform and Change Theory | 6 |
| EDDS 736 | Research Methods and Program Evaluation | 12 |
| EDCI 738 | Curriculum Assessment and Evaluation | 6 |
| EDCI 740 | Instructional Leadership | 12 |
| EDDS 731 | Dissertation Coaching/Clinical Experience Seminar | 1 |
| EDDS 733 | Dissertation Coaching/Clinical Experience Seminar | 1 |
| EDDS 735 | Dissertation Chairing/Clinical Experience Seminar | 1 |
| EDDS 737 | Dissertation Chairing/Clinical Experience Seminar | 1 |
| EDDS 739 | Dissertation Chairing/Clinical Experience Seminar | 1 |
| EDDS 741 | Dissertation Chairing/Clinical Experience Seminar | 1 |
| EDDS 742 | Dissertation Module I | 6 |
| EDDS 743 | Dissertation Module II | 3 |
As-needed Continuing Hours
In order to continue to receive University assistance and consultation throughout the dissertation process, the candidate will register for EDUC 744 each semester until the dissertation is successfully defended or until the candidate chooses to graduate with the EdS or withdraw from the program.
At the dissertation stage, doctoral candidates must maintain continuous enrollment through the semester of their successful defense or until the candidate withdraws from the program. In rare and extenuating circumstances, a candidate may request a leave of absence, which must be approved by the candidate’s dissertation chair, program coordinator, the Dean of the College of Education, and the Dean of the School of Graduate Studies. Candidates who are approved for a leave of absence may return to the program with the approval of the program coordinator, the Dean of the College of Education, and the Dean of the School of Graduate Studies. Candidates who break continuous enrollment without a leave of absence will be suspended from the program. If a suspended candidate requests readmission, the program graduate faculty makes the decision on whether to readmit and, if readmitted, the stipulations that will apply. A Dissertation Enrollment Fee equal to the tuition of the missed semesters of continuous enrollment will be applied to the suspended candidate’s account upon return to the program. Candidates approved for a leave of absence will not be subject to the Continuous Enrollment Fee. The time limit of seven calendar years to complete the program from the beginning of the term in which candidates complete their first graduate course toward the degree continues to apply to candidates who are granted a leave of absence or who are suspended.
Total Credit Hours: 63