Plan Description
This program is intended for professional educators who desire to extend and advance their studies in the theory and practice of education. The completion of this degree will enable individuals to become members of university faculties but particularly suited for positions as leaders in school districts and community agencies.
Upon completion of the program, graduates will:
- Have an understanding of the theoretical and historical foundations of education.
- Demonstrate knowledge and synthesis of major research in teaching and schooling.
- Demonstrate knowledge and research application in the area of emphasis:
- Career & Technical and Postsecondary Education
- Cultural Studies, International Education, and Multicultural Education
- Educational Technology
- Literacy Education
- Mathematics Education
- Science Education
- Teacher Education
- Demonstrate knowledge and skill in staff development theory, research, and practice.
- Understand and apply the major tenets of research design and analysis spanning quantitative, qualitative, and evaluation research methods.
- Demonstrate the ability to successfully design, defend, and complete an extended educational study resulting in a defensible dissertation.
Areas of emphasis include:
Career & Technical and Postsecondary Education
The Doctor of Philosophy (Ph.D.) in Curriculum and Instruction with a Concentration in Career & Technical and Postsecondary Education (CTPE) is a research and professional leadership degree. It is designed to develop future leaders/educators who will make well-informed, theory-based, research supported, and data driven decisions related to planning, organizing, delivering and evaluating the many components and systems connecting education, work, and economic development. Program graduates typically seek research and teaching faculty positions in universities; administrative and policy positions in local, state and national education and other governmental agencies; instructional/curricular leadership positions within school districts; leadership and teaching positions in secondary, community and technical colleges, and training positions in a variety of adult education and training environments. Graduates will be prepared to assume leadership positions in Southern Nevada and throughout Nevada and the Nation.
Cultural Studies, International Education, and Multicultural Education
Cultural Studies is a highly interdisciplinary field, drawing on philosophy, literature, the arts, sociology, psychology, political science, technology, and media. Cultural Studies connects those scholars interested in examining and challenging relationships of power, culture, and knowledge. International Education is an umbrella term encompassing comparative education, transnational education, and pan-global indigenous studies. Included in these studies are a series of large-scale, cross-national comparisons in student achievement, teaching practice, curriculum, and educational policy. Multicultural Education is an instructional and pedagogical paradigm that integrates the history, cultural traditions, social norms, life experiences, and learned contributions that members of non-dominant groups have made to all aspects of local and global society, especially those aspects that are typically codified in PK-12 and higher education courses of study in the United States.
Educational Technology
The goal of our program is to enable students to become university faculty, researchers, instructional designers, and leaders in the growing field of educational technology. The focus of the program is on content, pedagogy, technology, and a wide range of associated issues. Students will develop expertise in critical analysis, deconstruction, and research on educational technology. The program will prepare students for a variety of professional careers related to teaching and learning in both academic and non-academic settings, such as K-12 schools, community colleges, universities, state and federal agencies, and private organizations.
Literacy Education
Doctoral students in Literacy Education will be engaged in exploring relationships among language, literacy, culture and social justice. They will develop expertise in critical analysis and methodological approaches for conducting research on literacy teaching and learning (e.g., curriculum design; assessment; policy; new literacies; issues related to gender, race, and class; and attention to comparative, international, and cross-cultural studies in education). Students will have opportunities for clinical and field-based work in conjunction with our teacher education program, the Gayle A. Zeiter Literacy Development Center, the Southern Nevada Writing Project, and other community organizations. Through an emphasis on the integration of theory, research and practice, students will demonstrate a well-grounded understanding of the literacy content, pedagogy, technology, and issues associated with teaching and learning in literacy education.
Mathematics Education
The purpose of the Ph.D. Program in Mathematics Education is to prepare individuals for research and teacher education careers in higher education and for leadership positions in educational settings. The program is designed to develop expertise in conceptualizing, conducting and reporting research in mathematics education and to improve student knowledge about the field of mathematics education. Students choosing this area of study will find themselves challenged with the latest ideas and theories in the field. The program is consistent with other top graduate programs and is aligned with UNLV’s goals to advance the research functions of UNLV while maintaining high quality teaching.
Science Education
Doctoral students electing this Ph.D./Ed.D. area of study will be engaged in developing expertise in critical analysis, deconstruction, and research on teaching and learning science including, but not limited to: curriculum design, assessment, scientific literacy, policy, media, popular culture, issues related to race, gender, class, and attention to comparative, international, and cross-cultural studies in education. In essence, the development and offering of this Ph.D./Ed.D. emphasis is consistent with offerings at other top graduate schools of education including Penn State and The Ontario Institute for Studies in Education where these programs currently flourish. Indeed, this goal is consistent with UNLV planning documents designed to advance the research functions of UNLV while maintaining high quality teaching.
Teacher Education
The Ph.D. in Teacher Education is a separate degree program from the Ph.D. in Curriculum and Instruction with an emphasis in Teacher Education. This teacher education emphasis is one of the emphasis are in Curriculum and Instruction Ph.D. and Ed.D. programs. By completing this emphasis and their program, graduates will be able to conduct scholarly research to advance knowledge in specific areas in the field of teaching and teacher education and be well prepared for an academic or professional career position that demands a strong commitment to teaching and research in teacher education. This emphasis is designed in consistence with top doctorate programs in teacher education in research institutions, such as Michigan State University, University of Wisconsin, and University of Georgia and with UNLV strategic goals to advance its research functions while maintaining high quality teaching.
For more information about your program, including your graduate program handbook and learning outcomes please visit the Degree Directory.
Plan Admission Requirements
Application deadlines
Applications available on the UNLV Graduate College website.
Application for the Curriculum and Instruction Ed.D. in the Department of Teaching and Learning is accomplished through the UNLV Graduate College online application process. Deadline for completed and submitted applications is March 1.
Specific admission criteria for the Ed.D. – Curriculum and Instruction include:
- All domestic and international applicants must review and follow the Graduate College Admission and Registration Requirements.
- Hold a master’s degree from an accredited program in an area closely related to the chosen field of specialization. Normally, 18 semester hours in education are required.
- Have a grade point average of 3.0 of higher in all graduate level coursework. *Please note that one third of the total program hours may be transferred from another accredited doctoral program.
- Have completed a minimum of 2 years of successful professional educational experience upon entrance to the program.
- Obtain three letters of recommendation from individuals who can specifically address the applicant’s potential for success in the doctoral program. These letters of recommendation will be requested and submitted through the Graduate College online application system. One of the letters must be from a university faculty member addressing your past academic success and future potential in a doctoral program.
- Submit one set of official transcripts from all previously attended colleges and universities as requested in the Graduate College online application. You may upload unofficial transcripts via the online application as a supplement if you have the documents in a digital computer file (e.g., PDF). Unofficial transcripts do NOT substitute for the official documents.
- Submit Graduate Record Examination (GRE) scores for the General Exam. The scores should be sent directly to the Doctoral Studies Office in the Department of Curriculum and Instruction. Applicants are encouraged to provide self-reported scores for the GRE in the Standardized Tests section of the Graduate College online application.
- Submit a Personal Statement via the Graduate College online application that addresses in detail:
- Emphasis area of study
- Reasons for pursuing a doctorate in education
- Expectations concerning the doctoral program
- Potential areas of study
- The name of a faculty member in the department with whom you would like to work [optional]
- Demonstrate oral communication skills through an interview conducted by members of the C&I graduate faculty. Out-of-state applicants must contact the Coordinator of Doctoral Studies directly to make alternate arrangements to the on-campus interview.
Students are accepted into a degree program as described in the Graduate Catalog. The faculty and corresponding sub-disciplines and sub-plans within the described programs are subject to change at any time.
Subplan 2 Requirements: Cultural and International Studies in Education Track
Total Credits Required: 69
Course Requirements
Required Courses – Credits: 15
CIG 662 - Theory and Research Multicultural Education
CIG 771 - Comparative Studies in Learning, Teaching, and Curriculum
CIG 772 - Introduction to Cultural Studies in Education
CIG 773 - Critical Literacies/Critical Pedagogies
CIG 768 - Advanced Curriculum Studies
Area of Emphasis Elective Courses – Credits: 12
Complete 12 credits of advisor-approved emphasis-area courses within and/or outside the department.
Cognate Courses – Credits: 9
Complete 9 credit hours of advisor-approved cognate coursework outside the department related to the area of emphasis.
Research Required Course – Credits: 3
CIG 790 - Doctoral Research Seminar
Research Elective Courses – Credits: 9
Complete three of the following courses, or any 600- or 700-level advisor-approved research elective course within and/or outside the department. Students should check with the relevant department to ensure they meet any admission and/or prerequisite requirements.
CIG 690 - Teachers as Action Researchers
EPY 718 - Qualitative Research Methodologies
EPY 719 - Advanced Qualitative Research
EPY 721 - Descriptive and Inferential Statistics: An Introduction
EPY 729 - Qualitative Case Study Research
EPY 730 - Advanced Research Methods
EPY 738 - Discourse Analysis
Internship Course – Credits: 6
Complete 6 credits of internship. This can include a combination of a research internship and/or a college teaching internship.
CIG 791 - Internship in Curriculum and Instruction
Dissertation – Credits: 15
CIG 799 - Dissertation
Degree Requirements
- Complete a minimum of 69 credit hours beyond the master’s degree.
- Maintain an overall GPA of 3.00 or higher for all course work taken at the doctoral level.
- Twelve credit hours (drawn from electives, cognate, and/or research courses) must be taken outside the Department of Teaching and Learning.
- Complete the residency requirement for the degree through one of the three options available as described in the current Doctoral Studies Guide on the department Web site.
- Attend the Teaching and Learning Department Doctoral Colloquium held periodically throughout their years of study.
- In consultation with his/her advisor, a student will organize a dissertation committee of at least three departmental members. In addition, a fourth member from outside the department, known as the Graduate College Representative, must be appointed. An additional committee member may be added at the student and department’s discretion. Please see Graduate College policy for committee appointment guidelines.
- Pass a written qualifying examination prior to commencing work on the dissertation proposal or dissertation (See the Doctoral Handbook for more detailed information on this process). Students may begin developing their qualifying examination questions and commence their qualifying exam upon completion of minimum program requirements and advisor approval. The qualifying examination will center on three areas: (a) Emphasis area; (b) Cognate; and (c) Research, with a particular focus on developing the dissertation proposal. (See the Doctoral Handbook for more detailed information on this process.)
Graduation Requirements
See Plan Graduation Requirements below.
Subplan 6 Requirements: Science Education Track
Total Credits Required: 69
Course Requirements
Required Courses – Credits: 12
CIG 761 - Theoretical Foundations of Education
CIG 777 - Principles of Learning Science
CIG 780 - Research on Teaching and Schooling
CIG 784 - Theory and Research in School Science
Area of Emphasis Elective Courses – Credits: 15
Complete 15 credits of electives within your area of emphasis, or any 600- or 700- level advisor-approved course with a BIOL, CHE, PHY, ENV, GEO, GEY, ENG, AST or SCI prefix. Students should check with the relevant department to ensure they meet any admission and/or prerequisite requirements.
CIG 775 - Theoretical Frameworks for Science Education
CIG 776 - Philosophical Foundations of Science Education
CIG 788 - Individual Instruction in Science Education
Cognate Courses – Credits: 9
Complete 9 credits of advisor-approved cognate coursework relating to the area of interest.
Research Required Courses – Credits: 9
CIG 790 - Doctoral Research Seminar
EPY 718 - Qualitative Research Methodologies
EPY 721 - Descriptive and Inferential Statistics: An Introduction
Research Elective Course – Credits: 3
Complete one of the following courses:
EPY 716 - Evaluation Research Methods
EPY 722 - Inferential Statistics and Experimental Design
EPY 726 - Advanced Evaluation Research Methods
EPY 730 - Advanced Research Methods
EPY 733 - Multivariate Statistics
Internship Course – Credits: 6
CIG 791 - Internship in Curriculum and Instruction
Dissertation – Credits: 15
CIG 799 - Dissertation
Degree Requirements
- Complete a minimum of 69 credit hours beyond the master’s degree.
- Maintain an overall GPA of 3.00 or higher for all course work taken at the doctoral level.
- Complete the residency requirement for the degree through one of the three options available as described in the current Doctoral Studies Guide on the department Web site.
- Attend the Teaching and Learning Department Doctoral Colloquium held periodically throughout their years of study.
- In consultation with his/her advisor, a student will organize a dissertation committee of at least three departmental members. In addition, a fourth member from outside the department, known as the Graduate College Representative, must be appointed. An additional committee member may be added at the student and department’s discretion. Please see Graduate College policy for committee appointment guidelines.
- Pass a written qualifying examination prior to commencing work on the dissertation proposal or dissertation (See the Doctoral Handbook for more detailed information on this process). Students may begin developing their qualifying examination questions and commence their qualifying exam upon completion of minimum program requirements and advisor approval. The qualifying examination will center on three areas: (a) Emphasis area; (b) Cognate; and (c) Research, with a particular focus on developing the dissertation proposal. (See the Doctoral Handbook for more detailed information on this process.)
Graduation Requirements
See Plan Graduation Requirements below.
Plan Graduation Requirements
- The student must submit all required forms to the Graduate College and then apply for graduation up to two semesters prior to completing his/her degree requirements.
- The student must submit and successfully defend his/her dissertation by the posted deadline. The defense must be advertised and is open to the public.
- The student must submit his/her approved, properly formatted hard-copy dissertation to the Graduate College, and submit the approved electronic version to ProQuest by the posted deadline.
- The student must also file a copy of the dissertation with the Teaching and Learning Department.College of Education