Curriculum, Advocacy and Policy, Ed.S.
The Curriculum, Advocacy and Policy program is designed to prepare high level scholar-practitioners for curriculum leadership positions in schools and other educational communities. The program emphasizes engagement in processes of critical reflection about issues of curriculum in relation to the school community and society and on developing the scholarship necessary to be leaders and change agents, scholars and researchers.
Program Learning Outcomes (PLOs):
PLO1. Use foundational knowledge to analyze and address educational issues.
PLO2. Build advanced disciplinary expertise in one of the following:
a. Curriculum
b. Reading, Literacy and Language
c. Disability and Education
PLO3. Critique and analyze the relationship between education and equity in local, regional and global contexts.
PLO4. Develop and enhance practices and processes that promote educational justice.
PLO5. Cultivate the capacity for inclusive and culturally responsive leadership.
PLO6. Apply research methods to answer critical questions in the field of education.
In addition to National College of Education Doctoral Admissions Requirements, applicants must:
- Submit two letters of recommendation completed by people who can attest to the candidate’s capacity to complete rigorous graduate studies and/or professional work.
- Submit written responses to the following three questions:
- What professional and/or scholarly interests, experiences and goals have led you to apply to this doctoral program? How do you envision doctoral study supporting and/or relevant to achieving those goals?
- Please describe your personal engagement in a community that has had a substantial impression on you (can be a cultural, religious, service-oriented, educational, or neighborhood group of people united by common values and a cause). Describe the role you play(ed) in that community and the nature of your participation and learning.
- What is an area in which you are passionate about advocating and working towards social and/or educational change? What is the source of your passion and your hope for enacting change?
- Note: The admission process occurs in two stages:
- First, the applicant submits the application and supporting documentation to the Office of Admissions by the published deadlines. The Office of Admissions will forward to the doctoral committee the completed application form once all documentation is received. A faculty committee will review the documents and decide if and when to invite the applicant for the second stage of the admissions process.
- The second stage will consist of an individual interview in which the applicant’s goals for doctoral study and the fit with the program is discussed. Next, all applicants who appear to be a good match for the program are invited to campus for a group interview, which will be followed by a written response.
- The group interview consists of a faculty committee interviewing several applicants together. This will include a discussion/conversation among the candidates and the committee members, focusing on an article, selected by faculty and sent to the applicants in advance.
- After the group discussion, applicants will write a reflective essay on the ideas provoked by the discussion. Faculty will later review the essays to assess the applicant's ability to construct a written document.
Program Details:
- Requires 33 SH for completion
Required Courses
Foundational Courses - 9 SH
Students choose three courses:
| CCD 606 | Scholarly Habits of Mind I | 3 |
| CCD 615 | Sociology of Education | 3 |
| CCD 620 | Epistemology of Learning, Teaching and Inquiry | 3 |
| CCD 625 | Critical Policy Analysis | 3 |
| CCD 630 | Education in a Global World | 3 |
Curriculum, Advocacy and Policy Major - 15 SH
| CAP 600 | Curriculum Theory: Historical, Philosophical, and Political Issues | 3 |
| CAP 601 | Cultures of Schools and Communities | 3 |
| CAP 602 | Curriculum Theory: Contemporary Issues and Practices | 3 |
| CAP 603 | Curriculum Planning, Organization, and Evaluation | 3 |
| CAP 605 | Professional Development and School Change | 3 |
Research and Dissertation - 3 SH
Students choose one course:
| ESR 514 | Research in Action: Becoming Practitioner Researchers | 3 |
| ESR 614 | Interpretive and Critical Research Methodology | 3 |
| HED 652 | Quantitative Research Methods in Education | 3 |
Program Electives - 3 SH
Choose 3 SH of NCE graduate courses in consultation with the doctoral advisor.
Capstone Course - 3 SH
Note:
CCD 693A must be taken for a total of 3 SH.