The Doctor of Education (Ed.D.) is a post-master's program in education with two concentrations:
- Curriculum & Instruction
- Educational Leadership – in Prek-12 Education & Postsecondary/Higher Education
The concentration in Curriculum and Instruction will meet the need of educators in areas such as staff development, program coordination, and curriculum development and graduates will hold job titles such as Curricular Specialist, Director of Elementary Programs, Director of Secondary Programs and Reading Specialist, to name a few. The concentration in Educational Leadership is intended to prepare those educators who aspire to become agents of change and management within school districts as leaders among the ranks of principals and superintendents. Graduates of the EdD program (both concentrations) will also be prepared for careers in academe and within the management of professional organizations that value the organizational skills acquired through the program.
- Curriculum and Instruction
- Educational Leadership
AccreditationToggle More Info
Information on FGCU institutional accreditation is available at http://www.fgcu.edu/Provost/accreditation.html
Admissions InformationToggle More Info
Please visit the Office of Graduate Studies website www.fgcu.edu/graduate or contact Graduate Studies at 239-590-7988 or firstname.lastname@example.org for an application for admission and additional information about the application process. Satisfaction of minimum University and program requirements does not guarantee admission to a graduate program. Applicants should check with the program for the most up to date admission requirements prior to commencing the application process.
See program website at URL listed above.
Program Specific Requirements
- Provide an official transcript showing receipt of a master's degree in an education or related field from a regionally accredited institution (or the equivalent from a foreign country that is accredited through the appropriate accrediting system of that country) with GPA of at least 3.5 on a 4.0 scale.
- Provide a minimum of three letters of recommendation, submitted on organizational letterhead stationery, from either university faculty or from previous supervisors who can write concerning the applicant's capability to succeed in a doctoral program in the following areas: ability to communicate in writing and speaking, professional abilities, ethics and values, interpersonal skills, and work ethic.
- Provide a resume (curriculum vitae) listing all previous educational degrees, professional positions, awards, publications, and other pertinent information.
- Participate in an oral interview with members of the Post Master's Admissions and Policy Committee.
- Submit Graduate Record Exam (GRE) General Test scores including verbal reasoning, quantitative reasoning, and critical thinking and analytical writing.
- Applicants may be requested to submit additional information or take additional tests based on the Post Master's Admissions and Policy Committee's review of applicant material.
- Prerequisite knowledge: Provide documentation of competence in (a) learning theory
and (b) curriculum & instructional theories. This requirement may be met through course
work or through a holistic evaluation. Successful completion of the following courses
meets the requirement:
- EDG 6627 Foundations of Curriculum and Instruction (3)
- EDF 6215 Learning Principles Applied to Instruction (3)
- Foreign nationals whose native language is not English must present a minimum score
of 550 (paper-based) or 213 (computer-based) on the TOEFL examination (Test of English
as a Foreign Language).
Waivers of the above requirements may be recommended to the Associate Dean by the Admission Committee based on a rationale provided by the candidate and a holistic evaluation of the applicant's information when appropriate.
Applicants denied admission may appeal the decision by submitting a request for reconsideration to the College of Education Appeals Committee within 30 days of the date of denial. The request must present additional evidence of potential for academic success and contain reasons why reconsideration is warranted. Details about appeals are available on the COE website.
Program RequirementsToggle More Info
Program Requirements for the 2018-2019 Catalog Year
Program Progression and Additional Graduation Requirements
- Waivers to the following are subject to the approval in writing of the Doctoral Admissions and Policy Committee (DAPC).
- A maximum of 27 hours of graduate credits that have not been used as other degree requirements or other programs of study may be substituted, upon the approval of the program director and if appropriate, for requirements in the concentration, research and evaluation, and cognate areas.
- A minimum number of credit hours must be completed at FGCU as a part of candidate's programs of study:
(a) At least 18 hours in the core
(b) At least 6 hours in the concentration
(c) At least 9 hours in research and evaluation,
(d) At least 3 hours in the cognate.
- Overall, at least 54 hours must be taken at FGCU. No substitutions are permitted for the dissertation hours (all dissertation hours must be completed at FGCU).
- Courses used in substitution must be no more than 7 years old upon admission. Candidates must graduate within 8 years of admission.
- Each candidate must complete a residency requirement as a part of his or her program of study. The goal of a residency is to enculturate candidates into the work of the academy. The following three criteria must be met: Candidates must:
(a) Take the required coursework with the cohort during the course of one academic year, including successive fall, spring, and summer semesters.
(b) Submit a proposal to present at an international, national, state, or regional professional conference under the guidance of an advisor. If the proposal is accepted, the candidate is expected to present the paper.
(c) Participate in a project approved by the advisor; examples include, but are not limited to the following: co-teach a class at FGCU with a faculty member, supervise interns with the assistance of a faculty member, assist a faculty member in developing or redesigning a course, or collaborate with a faculty member on a quantitative or qualitative research project, which could be part of a program evaluation.
- Sucessful completion of each course with a grade of B or better.
- Accumulated GPA of 3.5 or better prior to taking qualifying exam. Grades for all dissertation and internship courses will be graded Pass/Fail only.
- A qualifying examination is administered to all candidates at the end of their content coursework, as a prerequisite to enrolling in dissertation credits. Candidates must be matriculated in at least one credit hour of coursework during the semester in which the exam is administered. This exam determines whether candidates have an adequate command of knowledge in the field of study, and can organize, apply, and convey that knowledge in writing. Candidates who fail the exam will have one additional opportunity to retake it. If candidates fail the second administration, they can be dismissed from the program at that time at the discretion of the Doctoral Admissions and Policy Committee (DAPC). There is no guarantee that candidates will be successful in passing the qualifying exam and no guarantee candidates will be permitted to develop a dissertation unless all of the above requirements are met.
Core (21 credits)
EDA 7066 Organizational Leadership (3)
EDA 7193 Instructional Leadership (3)
EDG 7221 Curriculum Theory (3)
EDG 7325 Multiple Pedagogies (3)
EDG 7362 Advanced Learning Theory (3)
EDG 7707 Diversity & Global Stud in Ed (3)
EDG 7017 Reading & Writing for Research (3)
Internship (3 credits)
EDA 7940 Internship in Leadership (3)
EDG 7940 Internship in Curr and Instr (3)
Research/Evaluation (15 credits)
EDA 7205 Applied Prog Eval Edu Ldrshp (3)
EDF 7416 Quantitative Analysis (3)
EDF 7475 Qualitative Rsrch Desg & Anls (3)
EDF 7943 Cur Iss Ed Assess Dec Making (3)
EDG 7367 Research Methods Seminar (3)
Cognate (9 credits)
Selection of coursework approved by one's advisor in accordance with candidate's area of interest and career goals.
Electives (6 credits)
Courses are selected from Concentration, Research/Evaluation, and/or Cognate areas based on candidate's need and in consultation with his or her advisor.
Dissertation (18 credits minimum)
EDG 7980 Dissertation (max. 1-12 per term)
Concentration (9 credits)
Select nine (9) credits in consultation with one's academic advisor from one of the following concentrations:
Curriculum & Instruction Concentration
EDG 7065 Hist Persp Crit Literacies (3)
EDG 7286 Curriculum Design Evaluation (3)
EDG 7635 Curr Persp Exceptionalities (3)
Educational Leadership Concentration
EDA 7197 Current Issues Educ & Ldshp (3)
EDA 7235 Seminar in School Law (3)
EDA 7241 Economics of Education (3)
EDA 7281 Education Policy Analysis (3)
Doctoral "candidates" (i.e., those who have successfully completed their qualifying examinations) should work with their Dissertation Committee to determine the number of dissertation credit hours to enroll in each semester.
Total Credits Required: 81 HRS
Course DescriptionsToggle More Info
Official Course Descriptions
Search for official course descriptions by using the Course Description Search utility.
Go to the Course Descriptions Search Web page, then follow these steps:
- Select an Academic Year from the TERM dropdown (required)
- Select a course prefix from one of the SUBJECT dropdowns (required)
- Enter search words in the TEXT field (optional, but will narrow the search results)
- Press Search
Course ScheduleToggle More Info
Getting started with the Course Schedule Search
Search for program courses by using the Course Schedule Search utility.
Go to the Course Schedule Search Web page, then follow these steps:
- Select an Academic Year from the TERM dropdown (required)
- Select one or more of the search options to narrow your results (for example, CAMPUS, COLLEGE, DEPARTMENT, LEVEL, PREFIX*, COURSE ATTRIBUTE**). For virtual or web courses, select VIRTUAL in the CAMPUS field.
- Press Search.
*A course prefix is a three-letter designator for a major division of an academic discipline (for example, ACG for Accounting , BSC for Biological Science, ENC for English Composition). See the Degree Requirements page for a list of courses (with prefix and number) that can be used to fulfill degree requirements.
**A course attribute identifies specific characteristics of courses that can be used in a Degree Evaluation to satisfy a degree requirement. (Course attribute examples are Humanities courses - GEHM and Social Science courses - GESO.)
Learning OutcomesToggle More Info
1. Assessment: Educational leaders use varied and multiple methods in a cyclical process to reach sustainable learning and organizational outcomes. Educational leaders assess and analyze progress in order to make data-based decisions to improve learning in order to support and to sustain continuous growth of students, staff, and the organization at all levels.
2. Communication: Educational leaders demonstrate positive interpersonal relationships as they effectively counsel, supervise, and lead diverse groups of students, staff, parents, and advocates verbally and nonverbally. Educational leaders communicate relevant and accurate information, respecting privacy and confidentiality at all times to promote the sustainability and improvement of the organization.
3. Continuous Improvement: Educational leaders are instrumental in managing and influencing their professional environments by conferring and collaborating with colleagues and supervisors about the most current content knowledge and pedagogy. Educational leaders practice self-reflection and monitoring of their professional knowledge and dispositions while contributing to sustainable activities of professional associations.
4. Critical Thinking: Educational Leaders think critically about complex issues, use problem solving techniques, and make informed decisions about all issues that help to sustain and improve the organization and the community. In addition, they challenge students, staff, and colleagues to think critically through clarification and justification of their ideas.
5. Diversity: Educational leaders promote the sustainable success of all students, staff, colleagues, and the community through strategies of acceptance and promotion of all students and their families. Educational leaders collaborate with, and respond to, the diverse needs of the community, mobilize community resources, and exemplify inclusion in all aspects of educational, community, and personal actions.
6. Ethics and Professional Behavior: Educational leaders exemplify integrity, honesty, responsibility and equitable treatment, as they maintain confidentiality and protect all members of the organization from harm. Educational leaders work collaboratively with all stakeholders and serve as role models. Educational leaders embrace their role of upholding standards, being accountable, promoting sustainability, and supporting legal and ethical behaviors within the organization.
7. Human Development: Educational leaders develop learning objectives, recruit and retain personnel, and make organizational decisions based on knowledge of research and relevant theories of human developmental characteristics and learning styles, philosophies, and the multiple influences that impact learning.
8. High Quality Instruction: Educational leaders model and evaluate the delivery of effective and innovative instruction, aligned with theory, and ensuring that knowledge is accessible to all. Educational leaders build on prior knowledge, emphasize connections, and value high expectations for all.
9. Learning Environment: Educational leaders create, organize, and maintain a safe and effective learning environment, use differentiated methods to meet diverse needs, and provide opportunities for participation, experience, growth, productivity, and connectivity. Educational leaders support the organization's programs and personnel and implement sustainable policies and procedures fairly and consistently.
10. Planning: Educational leaders plan sustainable programs based on qualitative and quantitative data to improve student achievement and organizational outcomes. Educational leaders work collaboratively with stakeholders to monitor student, staff, and organizational success.
11. Subject Matter Expertise: Educational leaders are masters in their areas of specialization. Educational leaders use current research to achieve excellence and sustainability for personal and organizational professional learning.
12. Technology: Educational leaders model and promote the integration of technological and electronic tools in teaching, learning, management, research, and communication. Educational leaders continually use technology as a tool for sustainable improvement of the organization.
13. Vision: Educational leaders are committed to high standards and expectations of learning. Their personal vision guides the sustainable growth and future health of the organization. Educational leaders possess the knowledge, skills, and dispositions to develop, articulate, and implement a shared vision that is supported by the larger organization and the school community.
Please visit the Office of Graduate Studies website or contact Graduate Studies at 239-590-7988 or email@example.com for an application for admission and additional information about the application process. Satisfaction of minimum University and program requirements does not guarantee admission to a graduate program. Applicants should check with the program for the most up to date admission requirements prior to commencing the application process.