Doctor of Philosophy - Curriculum & Instruction
The Ph.D. in Curriculum & Instruction in the Department of Teaching & Learning provides a course of study for professional educators who desire to extend and advance knowledge in the theory and practice of education as university researchers. Areas of research emphasis include instructional technology, teacher education, mathematics education, literacy, cultural and international studies, science education, and teaching English as a second language (TESL). The completion of this degree will particularly enable individuals to become skilled researchers as members of university faculties.
For accreditation information, please head over to Academic Program Accreditations.
Learning Objectives
Upon completion of this program, graduates will be able to:
- Understand theoretical and historical foundations of education.
- Demonstrate knowledge and synthesis of major research in teaching schooling.
- Exhibit knowledge and research application in the areas of emphasis.
- Display college-level teaching experience.
- Understand and apply the major tenets of research design and analysis spanning quantitative and qualitative methods. Begin to disseminate findings in refereed journals.
- Prove the ability to successfully design, defend, and complete an extended educational study resulting in a defensible dissertation.
Career Possibilities
- University or college professor
- Curriculum leader
- Educational consultant
- Researcher for private and public institutions, organizations and associations
- Educational administrator
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Program Information
Degree Contacts
N/ACoordinators
Related Links
Career & Technical and Postsecondary Education Track
The Doctor of Philosophy (Ph.D.) - 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.
Careers
N/ADegree Contacts
N/ACoordinators
N/ARelated Links
- Association for Career and Technical Education (ACTE)
- Nevada Association for Career and Technical Education (NACTE)
- Career and Technical Education Research Journal (CTER Journal)
- Journal of Research in Technical Careers
- Journal of Career and Technical Education
- International Journal of Vocational Education and Training
- Journal of Agricultural Education
Additional Downloads
N/ACultural Studies, International Education, and Multicultural Education Track
Graduate students in the CSIEME program are engaged in developing academic knowledge and practical expertise in the cultural, international, and multicultural dimensions of educational praxis including, but not limited to, inquiry into student learning; pedagogy; curriculum development, design, and implementation; teaching and learning reciprocity; educational assessment and evaluation; media and visual arts; popular culture; literacy, new literacies (technology), and textuality; locality, transnationalism, and globalization; and, equity and social justice in relationship to both individual/self and collective/social formation. This specialization requires student engagement with issues of race; color; ethnicity; geographic origin; immigration status; language; caste; socioeconomic class background; employment status; sex; gender; gender identity and expression; family configuration; sexual orientation; physical, developmental, or psychological ability; age or generation; religious, spiritual, faith-based, or secular belief; among other dimensions of difference as these manifest in educational contexts. Research in this emphasis area requires students to develop comprehensive understanding of-among other interpretive stances, frameworks, and communities-critical theory, critical race theory, post-positivist paradigms, constructivist and constructionist theory, and postmodern theory.