Innovation in Curriculum and Instruction (Ph.D.)

51* credits 

NYSED 06070

With a focus on harnessing complex educational problems, the Innovation in Curriculum and Instruction (ICI) Ph.D. program is designed for individuals who desire to investigate, teach, consult, and lead in the creative design of instructional and curricular solutions. This Ph.D. program aims to prepare candidates to explore, construct, and disseminate knowledge that contributes to the innovation of instruction and curriculum in interconnected professional fields, including in special education; multilingual education; transliteracy education; and science, technology, engineering, art/design, and mathematics (STEAM) education. The program of study promotes pedagogy as inquiry and research that informs the creative design of instruction and curriculum to challenge educational inequities in diverse learning environments. It will be of interest to individuals who wish to be innovators in careers in education, such as academicians and researchers; teacher leaders and curricular developers in K–12 schools; and consultants and educational program developers in nontraditional educational settings, like businesses, foundations, nonprofit institutes, and community-based programs.

*51 credits = 45 credits of coursework plus a minimum of 6 dissertation credits

The admission criteria for this program are the same as for all doctoral programs at Fordham's Graduate School of Education. Applicants must:

• have a master's degree or be part of the dual-program pathway;
• have completed academic studies at the undergraduate or graduate level in introduction to research (overview of the basic concepts, tools, and methods of research). Applicants may be admitted with the condition that they take the prerequisite research course the semester prior to beginning the Ph.D. program. Information regarding this requirement will be provided in the program's recruitment materials, on the school website, and on the admission application;
• have a minimum undergraduate GPA of 3.0 and minimum graduate GPA of 3.5. Applicants must provide official transcripts of all undergraduate and graduate coursework;
• have a minimum of two years of teaching or equivalent teaching experience with children, youth, or adults;
• provide proof of English language competence through TOEFL or IELTs scores (for international students only);
• submit a C.V. or resume;
• provide a personal statement (Part 1: Your background in teaching, learning, and research and how it relates to the ICI program; Part 2: Your professional goals and research interests);
• submit one academic writing sample;
• provide two letters of recommendation;
• pay the $70 application fee; and
• complete an interview.

Graduate Record Exam (GRE) or Miller Analogies Test (MAT) test scores are optional. Scores may not be older than five years.

The basic structure of the program entails the following work, totaling 51 credits:

¹

This component presents foundational knowledge of the theory and research that frames the program and equips candidates with critical skills in reflecting on and evaluating scholarly research literature as well as skills to achieve critical transformation to challenge oppressive educational conditions.

²

Students must complete three courses in one area, plus two courses from any of the remaining areas. More information is on the Concentrations tab.

³

The final component of the program is completed after passage of the qualifying exam, and consists of ongoing training and mentoring to develop candidate’s research skills by conducting investigations. The program revision includes three additional credits of preparatory coursework to equip students in their dissertation preparation.

Students who lack a background in classroom research may be required to take CTGE 6192 Research in the Teaching Process as a prerequisite course, adding three additional credits to the degree. If this course is required, students will be informed at the time of admission.

The four specialization areas, while different, may overlap in content. There are some specialization courses that may be eligible to count for more than one specialization area.

Individual Differences and Instruction (Special Education)

Education that facilitates learning for all learners.

Learning through Multilingualism (Multilingual Education)

Education that features multilingualism as a resource to learning in globalized and networked learning environments.

Transliteracy and Learning (Transliteracy Education)

Education that promotes learning through oracy and literacy using a range of platforms, tools, and media.

Transformative Instruction through the Arts and Sciences (STEAM Education)

Education that integrates the essential skills of critical thinking and problem solving, creativity and innovation, communication, collaboration, and entrepreneurship in learning across different knowledge fields.

Full-Time Students 

Typically, full-time students will take 9 credits per semester in the academic year (fall and spring) in accordance with the University and University financial aid requirements for full-time doctoral student status. If you have questions regarding your financial aid, or are required to take additional credits because of a particular funding source, please contact the Office of Financial Aid directly.

The plan of study may be adjusted at any time and any adjustments will be communicated by the program director and division chair.

Part-Time Students

Typically, part-time students will take 6 credits per semester in the academic year (fall and spring) and 6 credits in the summer term. If you have any questions regarding the status of financial aid on credit requirements, please contact the Office of Financial Aid directly.

The plan of study may be adjusted at any time and any adjustments will be communicated by the program director and division chair.

Please refer to the program requirements for degree milestones courses.