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 courses 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).
Program Goals
The EDCI Program Goals are directly related to the TLMS. Candidates who participate in the EDCI program will participate in the following program goals:
1. EDCI candidates will foster a collaborative culture to support educator development and student learning;
2. EDCI candidates will access and use research to improve practice and student learning;
3. EDCI candidates will promote professional learning for continuous improvement;
4. EDCI candidates will facilitate improvements in instruction and student learning;
5. EDCI candidates will promote the use of assessments and data for school and district improvement;
6. EDCI candidates will improve outreach and collaboration with families and community; and
7. EDCI candidates will advocate for student learning and the profession.
Program Learning Outcomes
The EDCI Program Learning Outcomes (PLO) are explicitly aligned with each EDCI course and its related course evidence.
PLO 1: The candidate will incorporate data literacy skills to conduct an organizational analysis and needs assessment to improve educator development and student learning.
PLO 2: The candidate will analyze data to determine strengths and weaknesses in family/community engagement and create a plan of action to support an equitable school environment.
PLO 3: The candidate will utilize collaborative leadership practices to analyze current routines and develop a plan for enhanced professional learning and student achievement.
PLO 4: The candidate will use various research methodologies to collect and analyze qualitative and quantitative data within a program evaluation.
PLO 5: The candidate will examine laws, ethics, and professional standards related to standardized testing and design a curricular unit of study with appropriate assessments that enhance student learning.
PLO 6: The candidate will apply advanced technology skills to create virtual professional learning modules that will support educators in improving instruction.
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, 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 for MELS 605 21st Century School Leadership (6 credit hours) and the MELS 698 internship (6 hours).
Students earning credit as described above will be required to take and pass all requirements of MELS 601 and MELS 603 in addition to completing the evidences aligned with MELS 601 and MELS 603. Additionally, the candidate must register, take, and pass the NC PPA Tasks 1, 2, and 3.
** Special note**
Any candidate enrolled in an EDCI course before Fall semester 2025 will not be required to register, take, and pass the NC PPA Tasks 1, 2, and 3.
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.
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 Fall 2019 or After (63 hours)
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