The Doctor of Education in Leadership of Curriculum and Instruction (Ed.D.) prepares education professionals for career advancement as leaders, administrators, as well as curriculum and instructional design supervisors. This degree’s coursework embraces corporate and traditional educational settings with theory and practice that ground practitioners and researchers in the knowledge and skills needed to lead in excellence and equity in their domain.
Successful applicants to the Ed.D. will have a completed master’s degree. They have a strong desire to hone their knowledge stacks and theoretical principles that drive excellence in education globally. Students participate in both in-class and out-of-class activities, group assignments, research papers, projects, as well as case study analyses. This degree culminates with a successfully defended doctoral dissertation.
The Doctor of Education program emphasizes advanced decision-making, leadership skills, in-depth theoretical knowledge, and applied research by exploring such educational challenges as change management, equity, globalization, and 21st-century skills.
The mission of Westcliff University’s Doctor of Education in Leadership, Curriculum, and Instruction is to develop leaders with a global perspective to inspire and empower through excellence in innovation and the practical adaptation of research to guide organizations, curriculum, and instruction.
Ed.D. Program Description
The Doctor of Education in Leadership, Curriculum, and Instruction builds upon the practitioner’s prior knowledge to empower students as scholar-practitioners capable of in-depth analysis and research, as well as program development, deployment, and evaluation based on contextualized research and practice. This program advances the leader’s pragmatic implementation of leadership theory to guide organizations, curriculum, and instruction, as well as the adoption and use of technology. It teaches and mentors doctoral candidates in evaluating and conducting research that supports organizational missions and performance goals. Also, doctoral candidates perfect their skills for writing and presenting formal stakeholder reports.
In the first year, students engage with theories on leadership, curriculum, instruction, praxis, and review research methods to organize a prospectus guiding their dissertations. In the second year, students select courses that support their study and concentration interest. Year two culminates in doctoral candidacy. In year three, doctoral candidates continue their course selection to support their study and concentration interest and finally defend their dissertation.