Our graduate programs at Clemson University build on the rich experiences and expertise of faculty and students to provide an educational environment in which both groups share in research, exploration and inquiry. The result of this synergy is impact — on our community and beyond.
The Doctor of Philosophy degree in curriculum and instruction is a research degree designed to prepare the student to become a scholar who can discover, integrate and apply knowledge, as well as communicate and disseminate it. The intent of the program is to prepare the student to make a significant original contribution to knowledge in a specialized field. The program prepares students in one of the following specialty concentrations: elementary education, English education, mathematics education, science education, social studies education, literacy education or special education. In addition, students may choose from a range of scholarly focus areas including academic and behavioral interventions for diverse learners; early childhood learning and development; informal education; STEM; international-global education; learning technologies and educational psychology; legal and policy issues in education; mixed methods and design-based research; motivation and learning; professional development and educational quality; qualitative research methodologies; research, evaluation, measurement and statistics; social, historical and philosophical foundations of education; social justice and educational equity; and sustainability education.
All students — regardless of the specialty concentration and/or areas of scholarly focus — are expected to work with faculty to design programs uniquely suited to their areas of interest.
Applications for the curriculum and instruction doctoral program are considered throughout the year. Only complete application packets are considered for admission and should be submitted by Oct.1 for spring admission and March 1 for summer/fall admission. Admission requirements include the following:
In addition to the application packet, students may be required to participate in an on-campus or telephone interview. Interviews are conducted in October and December for spring admissions and February and May for fall admissions.
This section includes the requirements for completing the doctoral degree. More detailed information about these requirements can be found in the Program Handbook.
Doctoral Seminars (2 hours)
Students will take these seminars beginning their first fall semester and continuing into the following spring semester.
ED 903: This course initiates new doctoral students into the academic culture of a doctoral program, particularly at Clemson, with emphasis on the skills, strategies and dispositions of academic research and writing.
ED 904: This course continues the process of introducing new doctoral students into the academic culture of a doctoral program, particularly at Clemson, with emphasis on the roles and responsibilities of teacher educators.
Program Core (Minimum 21 hours)
Core knowledge consists of constructs in educational foundations and curriculum and instruction. Core knowledge should be demonstrated in the following areas:
Area of Specialization (Minimum 24 hours)
Students study in a focused area of curriculum and instruction chosen from their concentration area. Each specialty area includes at least 24 hours of course work designed by the student's doctoral committee, to include:
Dissertation Credits (Minimum 18 hours)
Total minimum program hours – 65
Program Benchmark Expectations and Assessments
1. Professional Competence (documented by advisory committee). These competencies will be fulfilled before the student is awarded the doctoral degree.
2. Comprehensive Examination
3. Dissertation Proposal
|Specialty Concentrations||Faculty Research and Scholarship|
Social Studies Education
Academic and Behavioral Interventions for Diverse Learners
Early Childhood Learning and Development
Integrated Science, Technology, Engineering, Arts and Mathematics (STEAM)
Legal and Policy Issues in Education
Mixed Methods and Design-Based Research
Motivation and Learning
Professional Development and Educational Quality
Qualitative Research Methodologies
Research, Evaluation, Measurement and Statistics
Social, Historical, Philosophical Foundations of Education
Social Justice and Educational Equity
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