phd in design education

Northern Illinois University School of Art and Design College of Visual and Performing Arts

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Ph.D. Art and Design Education

Our doctoral program in art education will help you hone your skills as a researcher and theorist. You'll be prepared to become a teacher or scholar at a college or university. You'll also be ready for leadership positions in a variety of art education settings.

The program will enable you to conduct research on teaching and learning in fine arts and other forms of visual culture. You'll have opportunities to contribute substantial knowledge and exhibit original scholarship.

You'll benefit from:

• Financial support, such as scholarships and assistantships.
• Opportunities to conduct and present research.
• Our strong local community and extended network.
• Access to rich art and design education resources.

Program Requirements

The Ph.D. in art and design education requires 60 semester hours beyond a master's degree. The program emphasizes research, theory and philosophical development. It also focuses on the application of new knowledge in the visual arts and design education.

Course Requirements

• Core courses: 15 semester hours
• Research methodology: nine semester hours
• Cognate courses: 12-15 semester hours
• Elective courses: 12-15 semester hours

Please note: Some courses are offered online. Contact the doctoral program coordinator for more information.

Other Requirements

• Successful completion of a candidacy examination.
• Completion of a dissertation of original research.
• Successful oral defense of the dissertation.

Read more about program requirements .

Program Highlights

Financial support.

You can apply for scholarships, travel funding, tuition waivers and assistantships. A teaching assistantship will give you experience working with undergraduates. A research assistantship will give you a wide range of experience, from managerial work in a higher education program to providing assistance on a faculty research project.

You can apply for an assistantship by filling out a form when you apply to the program.

Research Opportunities

You'll have many opportunities to conduct and present your research. Our art and design faculty members will mentor you along the way. They are known around the world for their excellence in scholarship, as well as teaching and service. They will also guide your learning in areas such as conference planning, editorial experience and program planning.

Strong Community

Our program has a reputation for building a sense of community among students. We're also known for our networking with potential employers. Our faculty will work with you to ensure both collegiality during the program and employment after graduation.

You'll have opportunities to build your network by attending and presenting at conferences. Some of the conferences our students have been involved with include:

• National Art Education Association Convention
• Illinois Art Education Association Conference
• Art Education Research Institute Symposium
• International Congress of Qualitative Inquiry

You'll have access to resources at NIU that support study and research in art and design education. These include extensive library facilities and the NIU Art Museum. Due to our close proximity to Chicago, you can also make use of major museums and other resources in the area.

You'll have many chances to interact with the extended art education community and build your professional network. For example, we offer a scholar/speaker series that brings national and international leaders in the field to campus.

You'll work closely with our accomplished faculty members. They have published widely and received major awards and grants.

Douglas Boughton Professor of art education Area of focus: Assessment and curriculum

Kerry Freedman Professor of art   education Area of focus: Visual culture and curriculum

Kelly Gross Assistant professor of art education Area of focus: Disability studies and technology

Kryssi Staikidis Professor of art education Area of Focus: Multiculturalism

Shei-Chau Wang Professor of art education Area of focus: Studio pedagogy/cross-cultural curriculum

• How to Apply

We welcome you to apply for admission. You can find admission requirements and application deadlines on the Graduate School website.

View Application Instructions

• M.A. Art (Specialization in Studio Art) / M.F.A. Art and Design
• M.A. Art (Specializations in either Art History Research or Teaching at The Two-Year College Level)
• M.S. - Art and Design Education
• M.S. - Art and Design Education (online)
• Ph.D. - Art and Design Education
• Art History Certificate
• Museum Studies Certificate
• Digital Fabrication Certificate
• School of Art and Design Graduate Programs Handbook

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Kerry Freedman , Ph.D Professor and Ph.D Advisor [email protected]

Ann Van Dijk Associate Professor and Graduate Coordinator [email protected]

School of Art and Design Jack Arends Building , room 216 815-753-1474

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Graduate Program

The Doctor of Design (D.Des.) program at the Harvard Graduate School of Design is a leading doctoral degree program for professionals who wish to conduct rigorous, intensive design research. The program is geared towards applied research that advances design related knowledge in a broad range of scales from product design to buildings and landscapes to urban design and regional planning.

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• PhD in Design

The first PhD in design program in the US, Institute of Design’s PhD is a top-rated graduate program for those seeking to teach or conduct fundamental research in the field. Our PhD alumni have gone on to lead noted design programs at universities all over the world and lead practices at global corporations.

By pursuing rigorous research in an area that aligns with work by our PhD faculty, you’ll work directly in some of the most exciting design-focused work being done today. To learn more about research at ID and our PhD in Design, complete this form .

PhD Faculty Advisors

Weslynne ashton.

Professor of Environmental Management and Sustainability & Food Systems Action Lab Co-Director

Anijo Mathew

Dean, Professor of Entrepreneurship and Urban Technology, & ID Academy Director

Assistant Professor of Data-Driven Design

Ruth Schmidt

Professor of Behavioral Design

Carlos Teixeira

Charles L. Owen Professor of Systems Design and PhD Program Director

Degree Requirements

All PhD students will work closely with their advisors to plan their course of study and research. Students complete a total of 92 credit hours:

• Up to 32 credits can be transferred from a master’s program
• 12 course credits
• 48 research credits

Courses may be selected from across the university’s course offerings to complement the objectives of the student’s program.

Admitted doctoral students will be required to submit and obtain approval for a program of study. Within two years of being admitted, students take a comprehensive examination, after which, students will be considered candidates for the PhD degree.

The research component of the program grows as the student progresses. The dissertation created from this work is intended to create a substantial and original contribution to design knowledge.

Featured Courses

Phd principles & methods of design research, phd research and thesis, phd philosophical context of design research, student work, future archetypes of ev charging, exploring controlled environment agriculture, partnership with city clerk’s office aims to reform fines and fees, phd corporate partnership initiative.

Designed for professionals who want to reach the next level of design leadership, ID’s PhD Corporate Partnership provides candidates and organizations the tools and techniques needed to grow leadership and innovation within your organization.

Candidates should have a master’s degree in design (or equivalent) and/or significant experience as a professional designer.

A Global Network

Across the entire school, ID alumni make up a strong network—a uniquely skilled set of more than 2,400 people across 32+ countries who deal with difficult issues and navigate them with clarity, purpose, and discipline.

Alumni Hiighlights

Jessica meharry, phd, associate professor, columbia college chicago, id’s phds make their mark, andré nogueira, co-founder and deputy director of the design laboratory at the harvard t.h. chan school of public health.

Estimated Costs

Tuition and research stipends are extremely limited. Only self-funded applicants will be considered.

Fall 2024 Admission

January 19, 2024 (priority admission) March 1, 2024 (final general admission)

Spring 2025 Admission

October 26, 2024 (final admission)

Request More Info

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Please complete the form to request more information or if you have additional questions regarding our application process or requirements.

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Attention! Deadline for application to 2024 PhD Admissions approaching: 28 March! APPLY NOW

New!!!!! SAGE Fellowships for full-time doctoral applicants. Read in section on SAGE Fellowships .

NID’s doctoral program

In pursuit of its continued commitment to Design research, NID started a doctoral programme in Design in the year 2017. The goal was to take a step further from the practice of Design so well pursued in its Bachelors and Masters programs into the world of advanced and detailed in-depth research study of particular aspects of Design that might hitherto not have been studied. NID’s PhD programme in Design aims to promote deep reflection, inquiry, and rigour in the development and dissemination of new ideas, expressions and skills in the field of Design and allied fields and contribute new theories and knowledge to Design, Design education and Design practice.

A Doctor of Philosophy (PhD) degree in Design is awarded at NID for advanced study of the creation of innovative solutions/  approaches/ methods/ interfaces for products/ communications/ services/ experiences along with an accompanying thesis that extends the body of knowledge of application of design thinking, process, and practice.

The programme is open to educators and professionals in design and allied fields who wish to reinvent their own practice or knowledge base while pushing the boundaries of the discipline through innovation in practice and create new design theories. The PhD programme at NID aims to be a national and international benchmark for doctoral research in design.

With the scholars of the first batch now graduating with their doctoral degrees, the program is drawing more and more applicants for doctoral pursuit in Design.

Practice- vs Theory-led doctoral research in Design

The PhD programme in Design at NID may be undertaken in one of the following modes:

Practice-led Research: Original investigation undertaken in order to gain new knowledge mostly by means of practice and the outcomes of that practice. Such research includes practice as an integral part of its method and often falls within the general area of action research outcomes accompanied by substantiated claims of originality and contribution to knowledge. Creative outcomes may be in the form of artefacts such as objects, images, film, fashion, music, Design collections, models, samples, prototypes, digital media, performances and exhibitions or other outcomes. The doctoral submissions for this kind of research must include contextualisation of the creative work.

Theory-led Research: Such research would be concerned with the nature of practice and lead to new knowledge that has operational significance for that practice. The main focus is to advance knowledge about practice, or to advance knowledge within practice.  Such research may be fully described in text form in the doctoral thesis.

Part-time vs Full-time engagement

The PhD programme is allowed to be taken up in part-time or full-time formats.

Residence: Full-time candidates are required to be present on campus throughout the duration of their doctoral study period.

Duration: The maximum duration allowed for a full-time candidate is 3 years, which can be extended upto 5 years upon formal application by the candidate and endorsement by their guide and co-guide.

Eligibility for financial support: Occasionally the Institute might make announcements of financial support if sources make such support available. On such occasions only full-time candidates are eligible to apply for the support.

Attention: SAGE Fellowships for full-time doctoral applicants

Read in section on SAGE Fellowships .

Residence: Part-time candidates are required to be present on campus for the duration of scheduled coursework, seminars, and other academic requirements that are declared to be held in person.

Duration: The maximum duration allowed for a full-time candidate is 5 years, which can be extended upto 7 years upon formal application by the candidate and endorsement by their guide and co-guide.

Employer’s No-Objection Certificate: Working professionals in employment elsewhere and seeking admission to the part-time PhD programme are required to obtain a No-Objection Certificate (NOC) from their employer, stating that the employer has no objection to the employee pursuing a PhD from the Institute, and that the employee will be available in person or online as the Institute may require for doctoral consultations with the guide, for all Institute coursework, periodic seminars and presentations, as the case may be, and will fulfil residential requirements as per the Institute’s requirements. This certificate should be submitted no later than acceptance of offer of admission if made.

Eligibility for financial support: Part-time candidates would NOT be eligible for ANY financial support from the Institute.

Part-time candidates shall also be governed by all rules and regulations of the Institute.

NID-HSLU Cooperation PhD Program

In the year 2022 NID entered into an agreement with Lucerne University of Applied Sciences and Arts—School of Design, Film and Art (HSLU), Switzerland, to offer an NID-HSLU PhD Cooperation program separate from its own PhD program alluded to above, on the theme Eco-Social Innovation by Design . This program is open to people worldwide to apply. A common portal is used for application to both programs. Information on this program is available on the website https://www.hslu.ch/en/lucerne-school-of-art-and-design/research/doctorate/phd-programme-eco-social-innovation-by-design/ .

The SAGE PhD Fellowship

NID is pleased to offer one (1) full-time PhD Fellowship on the topic of Biopackaging through the SAGE PhD Fellows program of Echo Network of Bangalore, a Denmark-based organisation that works with the Nordic Centre of India to promote research on Sustainability. Research proposals are invited for this Fellowship opportunity.

The terms of this Fellowship are as follows:

• This Fellowship would be available for research  only on the   topic of Biopackaging . The research must also relate to the field of Design and thus make a contribution to theoretical knowledge of the two fields (Design and Biopackaging) combined.
• The Fellowship would be available only to  full-time candidates . The candidate would be required to  fulfil   physical attendance requirements at NID's Ahmedabad campus  for the entire duration of their doctoral study.
• The Fellowship would be available for  three (3) years . If more time is required for the research work to be completed, the candidate could apply for it (extending the duration upto a maximum of 5 years) but the duration of funding is limited to 3 years.
• The fellowship would include a stipend for living expenses in Ahmedabad, tuition fees of the PhD program, and all costs (eg, travel, conferences, material) related to the research being conducted. 
• The candidate on this Fellowship is required to  spend up to 7 months in Denmark  (over the three-year Fellowship period) working with Danish institutes associated with Echo Network on this project. The costs of this would be covered in addition to the fellowship.
• Applicants to this Fellowship must clearly  include the following in the title of their research proposals: “Application for SAGE Fellowship”  to indicate their intent of applying for the fellowship. Absence of this phrase in the title would be taken to mean that the applicant does not wish to be considered for the fellowship even if the topic is related to Biopackaging.
• Only  one (1) position is available  for the Fellowship.
• Applicants for the Fellowship would  go through the same Admissions process as that published in the Admissions Handbook  for 2024.
• The candidate who is awarded the Fellowship would be required to  go through all the academic processes of all doctoral students of NID  during their doctoral tenure at the Institute.

Disciplines

The PhD programme in Design will include:

• Original investigation undertaken through a design project, in order to gain new knowledge by means of practice and the outcomes of that practice. Claims of originality and contribution to knowledge may be demonstrated through creative outcomes, which may include artefacts such as objects, images, film, fashion, music, design collections, models, samples, prototypes, digital media or other outcomes such as performances and exhibitions. Doctoral submissions for this kind of research must include a contextualisation of the creative work. A written/video thesis will form a part of the dissertation,which shall be in a dialogic and analytic relation to the outcome, with a suitable articulation of the objective, methods, process and findings.
• The research may also be concerned with the nature of practice and lead to new knowledge that has operational significance for that practice. The main focus of this kind of research shall be to advance knowledge about practice or to advance knowledge within practice. The results of the research, in this case, may be fully described in text form in the doctoral thesis.

The programme shall promote the accumulation and application of diverse research methods that should be customised as per Indian variables and the context of Indian socio-cultural heritage and should be relevant to the needs of the country. The main emphasis of the programme will be the generation of new knowledge through testing and implementing new materials, techniques, processes and design ideas. The programme will nurture design thinking as an inquiry-based field of research and knowledge production that, in turn, inform better design practices.  

The PhD programme in Design aims to promote deep reflection, inquiry, and rigor in the development and dissemination of new ideas, expressions and skills in the field of design and allied fields and shall lead to their meaningful manifestations in the form of new design collections, objects, communication, services, strategies, etc. The work shall contribute new theories and knowledge to design, design education and design practice.

The purpose of the programme is to support the creation of products or services that improve the quality of life of people, meet demands to sustain the environment, improve policymaking; and better the understanding and use of design in industry, education and society at large.

To foster original research and create new knowledge about the nature and practice of design.

To engage in a deeperunderstanding of expressions, methods and the role of design in problem solving activity.

To foster NID’s pedagogic principlesof ‘Learning to Know’and ‘Learning to Do’alongside itscore ideals and culture.

To enable collaboration in research, scholarship, design development and service.

To enable students to engage in advanced research and practice with design theorists and practitioners in a broad varietyof fields.

To contribute towards the Institute’s objective of design for dignity and service to society, and to participate in meaningful design for change and sustainability.

How to Apply

Admission to the PhD programme at NID as well as to the NID-HSLU Cooperation program is conducted annually, through NID’s Admissions portal  https://admissions.nid.edu . The admission process is a multi-stage one consisting of the following steps:

• Submission of application form.  The applicant must fill out the form for PhD Admissions on the link above. If the applicant wishes to apply to both, the PhD programme at NID and the NID-HSLU Cooperation program, separate applications (with different email ids) must be made for the two.

The application process is completed with payment of application fee. Once the payment is made, the information in the application may only be changed in a small Edit Window provided between 29 Mar and 31 Mar on payment of a processing fee.

• Screening of applications on the basis of educational qualification.  The applicant’s qualifications have to abide by the requirements mentioned in Section 5 of the  Admissions Handbook 2024-25 . Deviation from them would be cause for rejection of application.
• Scrutiny of research proposal submitted.  As part of the application, submission of a research proposal is required. The proposals of eligible candidates would be evaluated on criteria mentioned in the Admissions Handbook.

Attention!  Research proposals are especially invited on the topic of Bio-packaging, for which a funding opportunity in the form of the SAGE PhD Fellowship is available. Please read about this in the  section on SAGE Fellowship . This opportunity is available only to applicants to NID’s PhD Program, not to the NID-HSLU Cooperation Program.

• Passing of the Doctoral Research Test (DRT).  This test is required to be taken by all applicants who are less than 15 years from their basic educational qualification.
• Interview.  Candidates who pass the DRT would be interviewed by a selection panel appointed by NID.

The candidates who pass the interview stage would be ranked according to merit and the top 12 would be made offers of admission. All government norms that apply (eg, reservation based on caste and disability) would be followed in the process.

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Join a premier group of graduate students from twenty-four countries who are preparing to shape the world by addressing the complex challenges facing society through design practice and research.

Experts in the Field

The College of Design offers two distinct doctoral programs aimed at broadening student knowledge within the design field.

PhD in Design

The PhD in Design is an on-campus program intended for students who seek to deepen their knowledge of both theory and research. The PhD in Design program offers very generous financial support including: tuition, insurance, travel support, and a stipend. All majors, freshmen through doctoral students, have dedicated studio space with 24-hour access. Lab spaces are state-of-the-art, and the College of Design facilities are among the best in the nation.

The Doctor of Design program is a distance education program for established practicing professionals working with creative and case-based research problems who intend to apply the results of their studies to design practice. DDes students conduct original investigations through design-based practices, cases, and methods. The program provides a forum for connecting design research to the needs of society, by promoting the application of new knowledge in design and addressing design impacts on larger systems.

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PhD in Transition Design

Fundamental change at every level of society is needed to address the issues confronting us in the 21st century. From climate change, loss of biodiversity, and depletion of natural resources, to systems of oppression, inequality, and inequity, Transition Design tackles these kinds of complex, wicked problems.

About our PhD Program

The PhD in Transition Design is for people committed to making a positive change in the world. Our unique program develops future design leaders with the capacity to envision and realize purposeful change across a range of complex systems—from food, water, materials and products, to policy, culture, economy, cities, and social movements. Transition Design acknowledges that we are living in transitional times, takes as its central premise the need for societal transition (systems-level change) to more just, equitable, and sustainable futures, and argues that design and designers have a key role to play in these transitions. This kind of design is connected to long horizons of time, pluriversal perspectives, compelling visions of desired futures, and must be based upon new knowledge and skill sets. Research in Transition Design, while grounded in systems thinking, can also be undertaken from the perspective of many areas of interest—circular economies, commoning, decoloniality, sociotechnical transitions, public policy, stakeholder participation, and futuring, to name a few.

Complex challenges must be addressed through ecologies of interventions that draw on multiple design specialisms, alongside expertise from other disciplines. In this way, Transition Design is a transdisciplinary field that unites researchers from within and beyond Design. This involves service designers, social designers, communication designers, product designers, environments designers, and design historians, working alongside ecologists, anthropologists, philosophers, economists, and political scientists.

Our PhD researchers develop their own research interests within the broad framework of Transition Design. We practice a collective, rather than competitive approach to creating a strong cohort. Program faculty and researchers alike operate as one supportive community with the shared goal of producing transformational work that matters. Throughout the program, you will maintain fluid interactions between theory and practice, through critical engagements with texts, images, media, objects, and experiences. The program is designed to encourage a supportive, critical research culture in which students, their peers, and advisory committees work closely together to shape new knowledge. As a PhD Researcher at CMU, your research will directly shape the development of this dynamic and emerging field.

The School of Design at Carnegie Mellon is a top-ranked Design School, situated at the heart of a world-leading research university, with a thriving undergraduate, graduate and doctoral student community. Upon completing the PhD, graduates are equipped to drive design-led systems-change through academic posts in leading universities and take on influential roles in nonprofit organizations, business, and government. Recent graduate destinations have included the University of Technology Sydney, New York University, Microsoft, University of Michigan, and Northeastern University.

Read more about Transition Design .

Program Structure

The program has two key stages: the first is taught (year 1); the second comprises a self-defined project developed in consultation with an advisory committee (years 2–4). Where schedules permit, our students can take electives from across Carnegie Mellon's rich and diverse curricular offering.

The core curriculum is as follows:

Advancing your understanding of how research from diverse disciplinary domains can inform new kinds of research and practice. Through this 15-week course, you will explore the intersections of theory, practice and praxis, to develop a holistic understanding of research as a reflexive theoretical and practical process. Coursework includes the design of praxis methods to shape your own research. Topics include: research of design, research for design, research by design, and design praxis.

"Teaching Design" focuses on planning, conducting, reviewing, and revising learning experiences in academic and professional contexts. Students will study learning theories and instructional design approaches, probing their value to design education. Students will investigate traditional and emergent approaches to instruction through readings and discussions situated in the realm of cognitive studies, neuroscience, learning science, instructional design, and educational pedagogy. Students will discuss challenges that are common to design, which they will use to brainstorm ways of effectively addressing obstacles that they are likely to encounter when teaching. Students will apply their discoveries to the design of learning objectives, outcomes, instructional activities, performance measures, formative assessments, and summative evaluations, to create innovative and effective teaching and learning experiences based on a context they define. The course will culminate in the design of concrete teaching plans that may take the form of syllabi, project briefs, class exercises, assessment tools, and evaluation metrics.

An “ecoliterate” mindset is the starting point for Transition Design. Indeed, to be ecoliterate is to understand the principles through which natural systems flourish and to apply these principles to society, so that we too may flourish without compromising or destroying the natural systems on which we depend. Spanning 7-weeks, this seminar class focuses on key themes of ecoliteracy to help us navigate our social, ecological, and existential crises. Topics include: place and bioregions, Goethean science, living systems and Gaia, relationality and context, radical holism, and everyday life and infrastructure

This seminar exposes students to the emergent issues in the research and practice of Design through weekly discussions with individual faculty members. Faculty primarily resident to the School of Design present their research and interests to students in 50 minute sessions; two faculty presenting one day each week. The course aims to provide masters students (and some PhD students) first-hand exposure to faculty, their research, and interests. It's also a nice way for faculty to begin meeting grad students.

Driving design-led, systems-level change towards socially and ecologically sustainable, convivial and equitable place-based lifestyles. Through this 15-week course, you will explore multilevel problems to establish mutually beneficial relationships between people, the natural environment and the designed world; repositioning designers as agents of sustainable change. Topics include: living systems & complex problems, mindsets & postures, theories of change, visions, and transition designing.

Introducing future-focused design practices with practical training in futuring and foresight methods. Through this 15-week course, you will be introduced to a broad array of future-focused design practices, coupled with practical training in futuring and foresight techniques and methods. Coursework includes the development of a "Time Machine"—an immersive, future-focussed scenario for storytelling and research activation. Topics include: world modeling, futuring & foresight, emerging design practices, criticality & speculation, design pedagogy, and sustainable futures.

Defining a 3-year research project with your advisory committee, geared toward activating sustainable change. Through this 7-week course, you will frame new research contexts, define questions, plan methodological approaches, design open research structures that adapt and change, and speculate upon research outcomes and their impacts. Coursework includes writing a PhD proposal. Topics include: framing research problems, building an argument, planning your project, keeping research open, and writing a research proposal.

Developing a 2-year period of deep, reflective and self-directed research. Across this sequence of courses—spanning 4 semesters—you work closely with your advisory committee to build upon your research proposal and literature review. During this phase, you will deepen your literature review, undertake field research, develop your practice and begin pulling together your research into a coherent body of work.

Deepening your connection with the craft of writing via a cross-section of academic, journalistic and creative styles. Through this 15-week course this practical hands-on course helps you develop your style, structure and confidence in design writing. Writing is framed as a creative process where ideas are explored, discovered and expressed. Coursework includes planning a literature review. Topics include: conference papers & journal articles, design criticism, podcasts & digital publishing, and transformational design curricula.

Creating the critical space for divergent research themes to coalesce into a clear and conclusive body of research. You will assemble your dissertation in advance of the defense in May of the final semester. Dissertations can be entirely written (60–80K words), or a body of written and practical work (40–60K words, by negotiation). Your final body of work must demonstrate an original contribution to knowledge which expands understanding of transition design.

In addition to the above courses, students and faculty meet every few weeks for Critical Readings in Transition Design—a forum for in-depth discussion and critique of key texts, concepts and tools relating to transition design, and design-led systems-change more broadly.

Click here to view our PhD in Transition Design Planner, illustrating how these courses map across the 4 years of the program.

Current Researchers & Faculty

Phd researchers.

Adam Cowart

Tricia Douglas

Kyla Fullenwider

Luis Garcia

Esther Kang

William Martin

Saurin Nanavanti

Alexander Polzin

Madeline Sides

Russell Singer

Margaret M Urban

Matthew Wizinsky

Faculty advisors.

Toward the end of the first year, you are supported in assembling a 2-4 member advisory committee. This mentoring group comprises diverse expertise from faculty from the School of Design , from other schools across CMU, and advisors external to CMU where appropriate.

Requirements & Costs

Entry requirements.

Qualifications Applicants should meet the following requirements:

• A Bachelor's degree from an accredited institution with a strong record of academic achievement.
• A Master's degree from an accredited institution with a strong record of academic achievement. In some circumstances, we will consider applicants without a Master's degree, where there is evidence of equivalent community-engagement, leadership, research, writing, or other related experience.
• Candidates for the PhD teaching fellowship will ordinarily have a Master's degree in Design, and at least two years of professional and/or teaching experience. In select cases, 5+ years of professional design experience, demonstrated by portfolio, may be considered if the applicant's Master's degree is in a related or complementary field.

Language Requirements All applicants whose native language is not English are required to submit a TOEFL (Test of English as a Foreign Language), the IELTS (International English Language Testing System), or the online Duolingo English Test score. All applicants must submit their highest test score by the application deadline.

• Our minimum TOEFL total score is 102, with minimum subscores of 25. In addition to single test date TOEFL iBT scores, the School of Design also accepts MyBest scores for TOEFL iBT.
• Our minimum IELTS score is 7.5
• Our minimum Duolingo score is 128 total. Subscore minimums: Literacy: 125, Conversation: 120, Comprehension: 135, Production: 105

Scores below these minimums will not be considered for admission. Note : There are additional requirements for teaching fellowship candidates, in regards to written and verbal English language capacities by Pennsylvania State Legislation. All non-native English speakers are required to pass an International Teaching Assistant Test administered by CMU.

There are two funding routes through the program: professional track and teaching fellowships.

Professional track candidates find their own sources of funding. This route is for people who wish to continue their employment whilst also undertaking PhD research, and keep the flexibility to study in a low-residency mode once the first year of coursework is complete.

Teaching fellowships cover tuition, individual health insurance, and provide an annual stipend of $22,500 ($11,250 per semester). Teaching fellows co-teach one course per semester, from semesters 2–7. All teaching fellows must be in residence at CMU for the duration of the program.

Applicants who are accepted into the program, but do not receive an offer of a teaching fellowship, are required to pay the following fees, totalling approximately $69,975 over 4-years:

• Year 1: $45,700 (2024-2025)
• Year 2: $6,490 (2025-2026)
• Year 3: $6,625 (2026-2027)
• Year 4: $6,760 (2027-2028)

University fees (annual estimate)

• Activity Fee: $238
• Transportation Fee: $256
• Technology Fee: $460

Note : Professional track candidates are responsible for their own individual health insurance at approximately $3,000 per year.

Application

Information on how to apply and what you'll need to include with your application can be found HERE .

Further Information

Please feel free to email us with any questions. You can also check out our FAQs page . As this is a relatively new program, insufficient data exists to provide helpful transparency statistics. This will be shared as it becomes available.

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MPhil/PhD Design

Content navigation menu, why study mphil/phd design at goldsmiths.

Goldsmiths’ Department of Design postgraduate research programmes offer you the opportunity to redefine design research in a community of design practice.

• It is aimed at practitioners and scholars of design, and those in related disciplines, who wish to develop a theoretically engaged, critically aware and empirically informed approach to design, design education, design research and design practice.
• The programme builds on and contributes to the Department’s internationally renowned approaches to inventive, experimental, and creative research where design’s relation to the social is placed centre stage.
• You can choose to do a practice-based or a thesis-based research degree.
• There is research funding available that you may be eligible for – see below for more information.

Contact the department

If you have specific questions about the degree, contact Professor Alex Wilkie (programme convenor) .

2-4 years full-time or 4-8 years part-time

Home - full-time: £4786 Home - part-time: £2393 International - full-time: £17690

You'll research

We offer the following pathways for your research degree.

Practice-based MPhil/PhD

The practice-based programme explores new approaches to, or applications of, existing knowledge by means of design practice.

For PhD, the research will create new knowledge by means of practice research. Your thesis will integrate an original body of practice and a written component providing critical analysis of your practice, critical assessment of relevant literature and practice and describe the method of research. Assessment is by thesis and viva voce. The word count will be as follows:

• MPhil includes a written component of between 20,000 and 30,000 words
• PhD includes a written component of between 30,000 and 60,000 words

Thesis-based MPhil/PhD

The thesis-based programme provides a written account of your research and contribution to knowledge on a subject related to design.

The MPhil thesis will provide a distinct contribute to the knowledge of a subject related to design and the PhD thesis will provide an original contribution to knowledge on a subject related to design. Both include a critical assessment of relevant literature and describe the method of research. Assessment is by thesis and viva voce. The word count will be as follows::

• MPhil has a written thesis of between 30,000 and 60,000 words
• PhD has a written thesis of between 60,000 and 100,000 words

A vibrant research community

At Goldsmiths you'll find a vibrant community of researchers, undertaking exciting multidisciplinary explorations. Recent PhD completions include:

• Empirical Speculation and Prototyping Futures in the Refugee Crisis
• The Housing Database Made Visible: Regenerative politics, participation and design
• Re-scripting Organisations: Inventing the designer-in-residence
• Care-politics in design: Towards an inventive feminist research practice
• Making Algorithms Public: Rendering visible the operations and politics of algorithmic systems
• Space for Boundary – Space as Place: An investigation into the design of architectural boundaries in residential mass housing, in the context of urban sustainability
• Re-doing Patient Experience Through Design-led Research: Considering the multiplicity and ontological politics of multiple sclerosis
• Designing the Future? How can speculation play a role in improving foresight for science and technology policymaking?
• Making Home: Agency, precarity and the internet of things
• Designing for Ambivalence: A designer’s exploration of the competing discourses offered by smartphones to mothers and their young children
• Controlled Prototyping Environments: Reconceptualising location through participatory and embodied design practice
• What's Happening? Explorations in the strategising and unfolding of free-form design events

Fees and funding

Annual tuition fees.

These are the PG fees for students starting their programme in the 2024/2025 academic year.

• Home - full-time: £4786
• Home - part-time: £2393
• International - full-time: £17690

If your fees are not listed here, please check our postgraduate fees guidance or contact the Fees Office , who can also advise you about how to pay your fees.

It’s not currently possible for international students to study part-time under a student visa. If you think you might be eligible to study part-time while being on another visa type, please contact our Admissions Team for more information.

If you are looking to pay your fees please see our guide to making a payment .

Funding opportunities

Chase (consortium for the humanities and the arts southeast england).

Goldsmiths is one of nine leading research institutions that are part of CHASE .

CHASE funds more than 56 studentships per year. These studentships cover:

• Tuition fees each year (this is currently £4,327 per year for full-time study)
• A maintenance grant each year (this is currently £17,009 per year for full-time study; including London weighting)
• Funding for research training

For more information about applying for AHRC studentships, please visit the CHASE website , and be sure to check guidelines and deadlines for prospective students.

ESRC/SENSS Doctoral Studentships

Fully-funded ESRC studentships are available to research students via this Doctoral Training Partnership (DTP). Find out about the  ESRC/SENSS Doctoral Studentships .

Goldsmiths scholarships and studentships

Explore the Goldsmiths scholarships finder  to find out what funding you may be eligible for.

Paying your fees

Find out about paying your tuition fees .

Additional costs

In addition to your tuition fees, you'll be responsible for any additional costs associated with your course, such as buying stationery and paying for photocopying. You can find out more about what you need to budget for on our study costs page .

There may also be specific additional costs associated with your programme. This can include things like paying for field trips or specialist materials for your assignments.

Entry requirements

You should normally have (or expect to be awared) the following qualifications:

• A good 2:1 or 1st class honours degree
• A taught Masters in a relevant subject area

You might also be considered for some programmes if you aren’t a graduate or your degree is in an unrelated field, but have relevant experience and can show that you have the ability to work at postgraduate level.

International qualifications

We accept a wide range of international qualifications. Find out more about the  qualifications we accept from around the world .

If English isn’t your first language, you will need an IELTS score (or  equivalent English language qualification ) of  7.0 with a 7.0 in writing and no element lower than 6.5  to study this programme. If you need assistance with your English language, we offer a range of  courses that can help prepare you for postgraduate study .

How to apply

You apply directly to Goldsmiths using our online application system.

Before submitting your application you'll need to have:

• Details of your education history , including the dates of all exams/assessments
• The email address of your referee who we can request a reference from, or alternatively an electronic copy of your academic reference
• Contact details of a second referee
• A personal statement – this can either be uploaded as a Word Document or PDF, or completed online
• A visual portfolio if relevant – see below for details
• Details of your research proposal
• If available, an electronic copy of your educational transcript (this is particularly important if you have studied outside of the UK, but isn’t mandatory)

You'll be able to save your progress at any point and return to your application by logging in using your username/email and password.

Before you apply for a research programme, we advise you to get in touch with the programme contact, listed above. It may also be possible to arrange an advisory meeting.

Before you start at Goldsmiths, the actual topic of your research has to be agreed with your proposed supervisor, who will be a member of staff active in your general field of research. The choice of topic may be influenced by the current research in the department or the requirements of an external funding body. 

If you wish to study on a part-time basis, you should also indicate how many hours a week you intend to devote to research, whether this will be at evenings or weekends, and for how many hours each day.

Visual portfolio

For the purpose of the initial application it is recommended that you prepare a portfolio of material documenting your previous work. We typically ask for a 10-page annotated portfolio in the form of a PDF file, which you can upload when you apply.

Research proposal

The proposal should be between 1,500 and 3,000 words in length (not including references). The key consideration in drafting the proposal should be clarity.

Your research proposal should be organised using the following headings:

• Title: be concise and explicit
• Introduction: introduce the questions and issues central to your research / identify the field of study in broad terms / indicate how you expect your research to contribute to the field
• Research background and questions: expand on your introduction – look at key sources, texts and approaches in the field / consider how your proposal differs from and contributes to existing work / consider how it extends our understanding of particular questions or topics / also briefly indicate how your previous studies, professional and/or other experience contributes to your understanding of the field and your preparedness for undertaking research training
• Research design: outline the methodology you will employ / consider resources and facilities needed / forms of analysis
• Schedule of work:  outline how you plan to complete the project within the period of the award – this could include a timetable for researching and writing
• References: a list of works cited in your proposal, such as: books, journal articles, websites and prior art and design

For more detailed information, contact the Design department by email:  [email protected]

The level of detail required under each heading will depend on the specific project. The key requirement is that the proposal communicates a clear programme of enquiry and investigation. It should demonstrate that you are capable of framing your own agenda for research and that you have a sense of the larger field to which you wish to make a creative and critical contribution.

Supervisors

An initial suggestion of who you think might be an appropriate supervisor for your research is useful both for directing your application to appropriate members of staff and in determining a good match between your research and the Department. Please see the description of Design staff research interests for details.

When to apply

You can make an application to study for an MPhil or PhD with us at any time of the year, for the academic starting the following October.

We encourage you to complete your application as early as possible, even if you haven't finished your current programme of study. It's very common to be offered a place conditional on you achieving a particular qualification..

If you're applying for external funding from one of the Research Councils, make sure you submit your application by the deadline they've specified.

Selection process

Admission to many programmes is by interview, unless you live outside the UK. Occasionally we'll make candidates an offer of a place on the basis of their application and qualifications alone.

Find out more about applying .

Professor Alex Wilkie

Professor of Design and Societies

Alex Wilkie explores more-than-human futures through the intersection of design and science and technology studies.

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Similar programmes.

MA Design: Expanded Practice

This is a radical post-disciplinary programme for practitioners who want to push the boundaries of what design can be and do.

MA Designing Education

Explore the relationship between designing and education, through radical pedagogies, design thinking methods, creative processes, and practical applications of design.

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PhD in Art Education

The Doctor of Philosophy in Art Education degree is designed for students who want to make a scholarly contribution to the Art Education field.

Allison Rowe, PhD (2021). “Work Like a River” (participatory lecture, 2017). Photo by Larissa Issler

PhD Art Education

At the University of Illinois, faculty and graduate students build a vibrant community of inquiry within the context of a Research 1 university. This community, including faculty whose breadth of interests span topics including contemporary art and visual culture in education, formal and informal learning, cultural policy and urban studies, and teacher training and identity, provides an intellectually stimulating environment for graduate students to stretch themselves intellectually and become world authorities on the particular topic of their dissertation.

Some doctoral students receive funding and support as teaching assistants for 4 years, and this funding is conditional upon academic standing. This funding includes a tuition waiver, a salary, health insurance, annual conference funding, plus many opportunities to gain competitive grants. Students complete coursework, consisting of 5 courses in art education, courses in research methodology and writing, courses in a minor that complements individual student interest, and courses that prepare students for the qualifying exam (taken after one year of full-time study) and the preliminary exam (at the conclusion of coursework). Examples of minors include Asian Studies, Art History, New Media, Museum Studies, and Women’s Studies. Following the conclusion of coursework, students write a dissertation that contributes new knowledge to the field of art education. Finally, students defend their dissertation.

During this course of study, there are numerous resources available to graduate students in Art Education, both within our program and across the University of Illinois:

• At our major comprehensive research university, students have access to the broadest possible range of elective courses.
• Visual Arts Research is a scholarly, refereed journal and has been published through the Art Education program for over 40 years. It is edited by Art Education faculty.
• The Everyday Arts Lab offers an excellent local site for graduate research for those interested in arts and social practice.
• With a total of 14 million titles the University of Illinois Library houses the largest collection of any public university in the world. The Ricker Library of Architecture and Art has 120,000 titles and 33,00 serials.
• The Unit for Criticism and Interpretive Theory is a program that promote conversations among a range of departments in the humanities, social sciences, and performing arts by organizing lectures, panel discussions, and conferences, as well as the Modern Critical Theory lecture series.
• The Krannert Art Museum includes an archive of over 8,000 works of art and rotating exhibitions of traditional and innovative art works.
• The Spurlock Museum highlights the diversity of cultures around the globe.
• Illinois is host to the  International Congress of Qualitative Inquiry , which brings a large contingent of art education scholars to campus.
• Regular visiting speakers from other institutions including Kevin Tavin, Amelia Kraehe, David Darts, Olivia Gude, Luis Camnitzer, Matthew Goulish, Marjorie Manifold, and Stephanie Springgay.
• Devoted room for Art Education PhD students including carrels for your use.

Faculty Interests

• Arts-based research
• Community arts education
• Conceptual art practices and theory
• Creative cities
• Cultural globalization
• Emerging curriculum theory
• Performance studies
• Psychoanalysis
• Social practice
• Socially engaged art
• Teacher identity
• Urban education
• Visual culture
• Youth studies

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PhD Program

PhD in Design

Scholarly research is an important cornerstone that distinguishes professions from trades. Research and practice-oriented disciplines, like design, grow and remain relevant only if their professionals constantly contribute to and expand this body of knowledge.

Our Doctor of Philosophy in Design invites design practitioners and teachers, aspiring design researchers and experienced professionals with a passion for design — to proactively engage with and build into this growing body of design research. It urges introspective designers with years of practical experience to validate and formalize theories, tools and techniques within the scholarly framework. And encourages research in the fertile fields where design intersects with science, humanities, arts, and education.

To pursue a PhD here, your research must match our Faculty's areas of interest . As a first step, go through these and contact the concerned faculty to develop your proposed research.

If you meet the eligibility criteria and there is an opening for your area of research, you may complete the formalities of application through the IITB Admission Portal.

The commitment for our PhD is long term requiring a minimum of 3 to 4 years. Apart from strong commitment, you require good analytical abilities, excellent language skills, tenacity, self-motivation, and open-mindedness, along with humility and a willingness to learn.

For details on the timeline of PhD research work at IDC School of Design, refer to this page: PhD Timeline .

• PhD Course Structure

Encouraging design research in India, our course is currently flexible and inclusive. For details on the course structure and credit requirements, refer to this page:  PhD Course Structure .

Eligibility  To know about the eligibility criteria and the different PhD categories, refer to this page:  PhD Eligibility Criteria .

PhD Application

All formalities of admission must be done through the IIT Bombay website. For all details related to the admission and application process, please visit the PhD Admission page: PhD Admission - IDC School of Design

IDC accepts applications through IITB-Monash PhD Program as well. For details regarding the program, please visit: IITB-Monash PhD Program .

Future Prospects

Our PhD scholars go on to become teachers and mentors. Many build careers in academics or design research. Some develop business ideas or design methods, while others pursue post-doctoral research.

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Human-Centered Technology, Innovation & Design, Ph.D.

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Innovations in technologies redefine and reshape people's lives, changing social and cultural practices, norms and values, institutional processes, and economies and infrastructures. Working to develop new applications for existing and emerging human-centered technologies informed through rigorous, interdisciplinary research and managing socio-technical transitions is a fast-growing and highly important area of research across a number of fields and disciplines. The mission of the Tandon School of Engineering's Human-Centered Technology, Innovation & Design Ph.D. program is to educate and train scholars who will produce pioneering research and scholarship at the vanguard of technological practice and theory.

This program fosters student research through its focus on high-quality supervision and training by faculty members with significant research strengths in a diverse range of technology-related fields, including: digital media and creative practice, design and human-computer interaction, science and technology studies, urban and environmental studies, sociotechnical complex systems, and technology management and innovation. Students in the program typically follow an individualized path based in one of four main areas of focus:

• Human-Computer Interaction (HCI)
• Design Research & Practice
• Management Science
• Computational Social Science

The Human-Centered Technology, Innovation & Design program is a unique interdisciplinary Ph.D. program, offering a rigorous and flexible course of study that unites the strengths of the Departments of Technology Management and Innovation and Technology Culture & Society at the NYU Tandon School of Engineering. It is ideal for students who are primarily interested in pursuing teaching and/or research-based careers at higher education institutions. Universities with undergraduate and graduate programs that emphasize the integration of design and technology development with the critical study of society and technology or the management sciences are a primary source of career opportunities for our graduates. Similarly, government agencies, not-for-profit research organization, think tanks, corporate research centers, and research-based design and consulting firms also seek our graduates. 

Urban Science Doctoral Track

Admissions/applications requirements.

Admission to the Doctor of Philosophy in Human-Centered Technology, Innovation & Design program is based on an in-depth evaluation of the applicant’s academic record, professional experience, research potential, interest in doctoral study, and overall intellectual and professional qualifications. The GRE is optional, while proof of english language proficiency is required for international students.

Find out more about Admission Requirements and Graduate Admissions .

Degree Requirements and Curriculum

The curriculum for the Ph.D. in Human-Centered Technology, Innovation & Design Program fosters a research-intensive doctoral education relevant to understanding and shaping the impact of new technologies on a complex and rapidly-changing society and its institutions. We focus on how technology shapes and molds society and culture and how, in turn, social and cultural institutions respond to those impacts. 

The core coursework exposes students to advanced design and research skills modulated by the development of a critically reflexive understanding of the ways in which society and technology deeply influence design and development. Research methods courses help students develop advanced qualitative, quantitative, and practice-based research as the basis for inquiring into, designing, and evaluating new technologies in the service of society.

Thematic elective courses help students gain in-depth knowledge in a focused area related to the key themes of human-computer interaction, design research, and management science. Our faculty also specialize in several areas of focus: disability studies and inclusive design, citizen science, urban sustainability, design for social change, science and technology studies, design studies, and technology ethics and politics. Students and doctoral advisers work together to curate and develop a rigorous course of study in the program.

Students are required to complete 75 credits, including 51 credits from the course work, which includes doctoral seminars, research methods courses, and thematic electives, and 24 credits from the dissertation. For more information on specific faculty interests, please refer to the faculty pages under the relevant programs.

Research Training and Interaction with Faculty

Students are expected to work actively with one or more faculty each year, and focus on completing research. Students are strongly encouraged to present research in progress once a year and work towards publishable papers, usually with a faculty as co-author. Students are strongly encouraged to work with their primary advisors to outline a plan of study where they can be involved in institutional research. Every student participates in formal research seminars with departmental faculty and visitors.

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PhD in Engineering Education

Shape the future of engineering education. 

Our PhD program seeks to improve the education of engineers through research, project-based learning paradigms, and integrated design principles. Through our collaboration with the School of Education and other discipline-based education research groups at CU Boulder, our flexible curriculum blends technical expertise with education outcomes. 

The program is designed for students with a background in engineering. As a candidate you can expect to: 

• Conduct and direct research in engineering education. 
• Develop, review and critique research designs that study engineering education. 
• Learn to effectively teach engineering subjects.
• Design and assess engineering courses. 
• Address critical issues facing engineering education. 

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Structure of the PhD Program

The 60-credit-hour program includes: 

• Graduate level technical courses in engineering subjects or computer science (9 credits)
• Education-related courses (12 credits)
• Flexible credits toward either technical courses or education (9 credits)
• Dissertation hours (30 credits) 

Admissions Requirements

The application process runs through the CU Graduate School . It requires: 

• Unofficial transcripts from all undergraduate and graduate institutions attended can be provided in the application
• If you receive and offer of admission and confirm your intent to enroll, you will be required to submit official transcripts
• Three letters of reference
• Please limit to 1000 words; describe why you are choosing to pursue a research-focused doctoral program in engineering education and what has prepared you for this challenge. You should consider including the following information (you aren’t expected to address all bullets):
• Your academic and research interests, including what motivated you to apply to the Engineering Education program at CU Boulder
• Your long-term scientific and professional goals and how a PhD in Engineering Education from CU Boulder will help you meet your career goals
• Your research experiences such as publications, theses, research in progress, and other scholarly activities
• Relevant past experience, including industry work, teaching, challenging coursework, non-course educational experience, etc. How did the experience prepare or motivate you to do research?
• Your personal experiences and contributions to support diversity in your education, service activities, or research experiences. (if not addressed in diversity statement)
• Any relevant information that is not included in the other application components, such as leadership ability, perseverance, and commitment to justice.
• Diversity statement (optional) that describes: how your educational, professional, and/or personal experiences have prepared you to mentor and/or educate students from diverse populations; experiences that have shaped your professional goals and/or vision for a more diverse, equitable, and inclusive community; etc. (see full prompt on the graduate school application website)
• You will be asked to list up to 5 specific CU faculty among our affiliates  who you would be interested in working with.
• GRE scores are optional
• You need at least a 3.00 undergraduate grade point average or a 3.25 grade point average in graduate coursework
• For international PhD applicants the English proficiency requirements have been established by the CU Graduate School

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Now Recruiting for Fall 2024

To learn more about the program, please contact  Angela Bielefeldt , director of the Integrated Design Engineering Program and professor in civil, environmental and architectural engineering, or our general program email .

Education (PhD) – Instructional Design and Technology

Program at a glance.

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The Instructional Design and Technology track in the Education PhD program prepares students for teaching and research in the field of instructional design and technology, instructional systems, educational technology, and e-learning in professions such as university professor, corporate directors of training and human resources, and corporate researchers.

The focus is on the design of conventional in-class, online and hybrid training and educational programs, and the application of appropriate instructional technologies to facilitate adult learner. For more information about the Instructional Design and Technology track, visit education.ucf.edu/insttech .

The Instructional Design and Technology track in the Education PhD program requires a minimum of 60 credit hours beyond the master's degree. Students must complete 24 credit hours of core courses, 9 credit hours of specialization courses, 9 credit hours of electives, 3 credit hours of internship, and 15 credit hours of dissertation. All students must also complete the candidacy examination.

Total Credit Hours Required: 60 Credit Hours Minimum beyond the Master's Degree

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Track Prerequisites

A master's degree in a closely related field.

Degree Requirements

Required courses.

• IDS7500 - Seminar in Educational Research (1 - 99)
• IDS7501 - Issues and Research in Education (3)
• EDF7475 - Qualitative Research in Education (3)
• EDF7403 - Quantitative Foundations of Educational Research (3)
• EDF7463 - Analysis of Survey, Record, and Other Qualitative Data (3)
• IDS7502 - Case Studies in Research Design (3)
• EDF7406 - Multivariate Statistics in Education (3)
• IDS 7502 - Case Studies in Research Design may be substituted with one of the approved research electives in Group A listed under Program Details EDF 7406 - Multivariate Statistics in Education may be substituted with one of the approved research electives in Group B listed under Program Details

Specialization

• IDS6504 - Adult Learning (3)
• IDS6503 - International Trends in Instructional Systems (3)
• EME7634 - Advanced Instructional Systems Design (3)

Elective Courses

• Earn at least 9 credits from the following types of courses: Cognate or elective; approved by adviser

Dissertation

• Earn at least 15 credits from the following types of courses: EME 7980 - Dissertation Research Doctoral students must present a prospectus for the dissertation to the doctoral adviser, prepare a proposal and present it to the dissertation committee, and defend the final research submission with the dissertation committee.

Required Internship

• EME7942 - Doctoral Internship in Educational Technology (3)
• To enter candidacy for the PhD, students must have an overall 3.0 GPA on all graduate work included in the planned program and pass all required examinations. Examinations will be scheduled by the student and major adviser. The associate dean for graduate studies and research must be notified of the date and location of the exam 30 days in advance. Students must be enrolled in the university during the semester an examination is taken. The following are required to be admitted to candidacy and enroll in dissertation hours: - Submission and completion of approved program of study, except for dissertation hours. - Successful completion of the candidacy examination. - The dissertation advisory committee is formed, consisting of approved graduate faculty and graduate faculty scholars. - Satisfactory progress toward the independent learning requirements as evidenced by the annual accomplishments and activities report.

Candidacy Examinations

• All PhD candidates will be required to complete two examinations. Please note that there may be variations in length of exam time and content based on the respective requirements of each track. - Research in the Specialization—8-hour written examination. - Specialization—3-hour oral examination.

Grand Total Credits: 60

Application requirements, financial information.

Graduate students may receive financial assistance through fellowships, assistantships, tuition support, or loans. For more information, see the College of Graduate Studies Funding website, which describes the types of financial assistance available at UCF and provides general guidance in planning your graduate finances. The Financial Information section of the Graduate Catalog is another key resource.

Fellowship Information

Fellowships are awarded based on academic merit to highly qualified students. They are paid to students through the Office of Student Financial Assistance, based on instructions provided by the College of Graduate Studies. Fellowships are given to support a student's graduate study and do not have a work obligation. For more information, see UCF Graduate Fellowships, which includes descriptions of university fellowships and what you should do to be considered for a fellowship.

• EDF 7406 - Multivariate Statistics in Education 3 Credit Hours
• EDF 7405 - Quantitative Methods II 3 Credit Hours
• EDF 7410 - Application of Nonparametric and Categorical Data Analysis in Education 3 Credit Hours
• EDF 7415 - Latent Variable Modeling In Education 3 Credit Hours
• EDF 7473 - Ethnography in Educational Settings 3 Credit Hours
• EDF 7474 - Multilevel Data Analysis In Education 3 Credit Hours
• EDF 7488 - Monte Carlo Simulation Research in Education 3 Credit Hours
• SPA 7495 - Doctoral Seminar II: Spoken and Written Language Disorders 3 Credit Hours (Communication Sciences Track students only)
• IDS 7938 - Research Cluster Seminar 3 Credit Hours

Independent Learning

During their program of study, PhD students are required to meet the following requirements for independent learning to enter candidacy, including:

• Submitting a manuscript that is deemed appropriate by at least one program faculty member for publication in a peer-reviewed journal.
• Presenting research in at least one international, national or state conference.
• Presenting at university and/or college research symposiums annually.
• Providing service to professional organization, community partner, and/or program.
• Documenting and presenting independent learning accomplishments and activities along with development of an individual research agenda deemed satisfactory by at least two or more program faculty on an annual basis.

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Doctor of Philosophy in Education (PhD), Curriculum and Teaching

Courses start every monday, take the first step in your national university journey, 230k + alumni worldwide, phd in curriculum and instruction.

For education professionals with a desire to be an active scholar in the field of education and make significant contributions to the existing body of knowledge, the Doctor of Philosophy (PhD) in Education program can take both your research skills and career options to a higher level. The program begins with a review of theoretical frameworks to support your understanding of the role of theory in a PhD degree. Coursework combines this strong base of theoretical knowledge with an individualized focus to conduct research in Pre-K-12, post secondary, and adult learning environments as you contribute new and innovative findings to advance your field of educational specialization.

Why Earn Your PhD in Curriculum and Instruction with National University?

The Curriculum and Teaching specialization provides you with the professional competencies to make significant contributions to the areas of instruction and courses of study. You’ll have the opportunity to examine and evaluate contemporary theories, designs, development, application, and assessment of curriculums and instructional strategies. You’ll also have access to a support system of advisors, faculty, and tools to guide you through your coursework, research, and the intensive, yet rewarding dissertation process.

Admission Requirements 

A conferred postbaccalaureate master’s degree or doctoral degree from a regionally or nationally accredited academic institution or an international institution determined to be equivalent through an approved evaluation service.

Dissertation Process

In addition to the foundational and specialization courses, each PhD student is required to complete a high-quality dissertation through a systematic process and sequential courses assisted by faculty. A PhD dissertation is a scholarly documentation of research that makes an original contribution to the field of educational study. The step-by-step process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of your dissertation.

Courses and Sequence

The PhD in Education program requires 60 credits for degree completion. Additional credit hours may be allowed as needed to complete your dissertation research. If granted, additional courses will be added to your degree program in alignment with the SAP and Academic Maximum Time to Completion policies. The estimated time needed to complete this program is 45 months.

Course Details

Course listings.

A PhD prepares you to make significant contributions to the body of literature within the education field. This course prepares you for understanding what theory is, recognizing theoretical frameworks within existing literature, connecting your research interests to existing theoretical frameworks, and justifying how your research will add to the wealth of current theories in the field.

Specialization Course 1

Your success as a scholarly professional will largely depend upon your communication skills, particularly in your written work. This course supports your development as a scholar who can publish in different types of research-based publications for a variety of audiences. You’ll practice synthesizing multiple sources, formulating arguments, and integrating feedback through iterative drafts of your work. These are key capabilities you’ll need as you submit your research in published manuscripts and presentations.

In this course, you’ll develop effective search and writing strategies to create a scholarly review of literature. The course emphasizes how to: (a) use effective literature search strategies; (b) develop a scholarly synthesis of research literature; (c) organize research literature around identified themes, including a study problem, purpose, and theoretical perspectives; and (d) focus on developing a scholarly exposition that reflects divergent viewpoints and contrasting perspectives. The overarching goal is for you to understand strategies for surveying scholarly literature that avoid bias, focus on educational, practice-based research problems, and address the requirements of a scholarly literature review.

Specialization Course 2

This course introduces you to the research process by exploring its underpinnings, examining its paradigms, and investigating the foundations of qualitative and quantitative methodologies used in educational studies. You’ll identify criteria for the development of quality research studies that are ethical, accurate, comprehensive, cohesive, and aligned. Specific course topics involve the ethics of conducting research; data collection and analysis techniques; and issues of feasibility, trustworthiness, validity, reliability, transferability, and rigor. The goal is to familiarize yourself with the concepts and skills associated with conducting theoretical and applied research.

Specialization Course 3

This course provides the foundational knowledge to become a critical consumer of statistical-based research and a skilled analyst of non-inferential quantitative data. Coursework focuses on understanding multivariate data, non-inferential and inferential statistical concepts, the conventions of quantitative data analysis, and interpretations and critical inferences in statistical results. You’ll use software applications to complete statistical computations and perform quantitative data analysis. The course culminates in a synthesis project to demonstrate your statistical skills and present your results using APA guidelines.

Specialization Course 4

Elective Course*

Specialization Course 5

A focus on qualitative research methodology and the designs and methods used to collect and analyze data in educational research. You’ll examine the principles of qualitative research and explore commonly used designs (also referred to as qualitative traditions or genres) with a focus on application and feasibility. Qualitative data collection and analysis methods will be examined for their suitability with regard to the research design selected. Alignment between qualitative designs and research methods, issues of trustworthiness, and the responsibilities of the qualitative researcher will also be explored.

Specialization Course 6

An exploration of quantitative research methodologies and associated designs and methods. You’ll examine paradigmatic perspectives along with the tenets and conventions of quantitative research. Topics for examination include feasibility, validity, reliability, variable operationalization, inferential designs, and analytic software applications used within the quantitative research paradigm. You’ll also look at the components of quantitative research designs that support meaningful studies within the field of education.

Select One of the Following Two Data Analysis Courses:

An exploration of advanced statistical principles and how to apply them to quantitative research. This course provides an overview of advanced statistical concepts used in empirical research, including inferential analyses. You’ll use SPSS software to perform advanced computations as you build independent, scholarly statistical skills. Coursework will emphasize multivariate data; the use, comprehension, and evaluation of sophisticated statistical concepts; and the proper presentation of statistical results.

This course builds on a foundational understanding of qualitative designs and measurements to focus on analyses of the data. Coursework takes you deeper into the skills and techniques necessary to ensure the appropriate analyses of qualitative data, including integrating relevant frameworks, verifying trustworthiness of the findings, and selecting suitable methods for presenting analyses and findings.

The doctoral comprehensive assessment is your opportunity to demonstrate your preparation for entering the dissertation phase as a PhD candidate. You’ll synthesize discipline-specific content with research designs and analysis methods to create a prospectus for a theoretically-based research study that focuses on furthering knowledge in the field of education. Whereas EdD research focuses on addressing a researchable problem with practical applications, PhD research has a focus on contribution to theory and the broader discipline of education. This course is begun only after all your foundation, specialization, and research courses have been completed, and your prospectus will likely become the foundation of your PhD dissertation. 

Students in this course will be required to complete chapter one of their dissertation proposal, including the following: a review of literature with substantiating evidence of the problem, the research purpose and questions, the intended methodological design and approach, and the significance of the study. A completed, committee-approved chapter one is required to pass the course. If you don’t receive approval to minimum standards, you’ll be able to take up to three supplementary eight-week courses to finalize and gain approval of chapter one.

In this course, you’ll work on completing chapters one to three of your dissertation proposal and receiving committee approval for the dissertation proposal (DP). Chapter two consists of the literature review, while chapter three covers the research methodology and design, including population, sample, measurement instruments, data collection and analysis, limitations, and ethical considerations. Completed, committee-approved chapters two and three are required to pass the course, as is a final approved dissertation proposal. If you don’t receive approval to minimum standards, you’ll be able to take up to three supplementary eight-week courses to finalize and gain approval of these requirements.

In this course, you’ll prepare, submit, and obtain approval of your Institutional Review Board (IRB) application. You’ll also collect data and submit a final study closure form to the IRB. If you’re still collecting data at the end of the 12-week course, you’ll be able to take up to three supplementary eight-week courses to complete data collection and file your IRB study closure form.

In this dissertation course, you’ll work on completing chapters four, five, and your final dissertation manuscript. Specifically, you’ll complete your data analysis, prepare your study results, and present your findings with an oral defense and a completed manuscript. A completed, committee-approved dissertation manuscript and successful oral defense are required to complete the course and graduate. If you don’t receive approval for either or both, you can take up to three supplementary eight-week courses to finalize and gain approval.

* The elective can be satisfied with any doctoral-level School of Education course. The course listed in the degree plan can be changed upon request. Contact your academic and finance advisor for assistance.

Specialization Courses

CT-7000 Developing Instructional Strategies and Curriculum

In this course, you’ll analyze instructional strategies based on the principles of universal design for learning, including integrating strategies for providing multiple means for pre-K-12 learners to access the curriculum. You’ll plan instructional strategies for curricula aligned to standards that support current educational requirements, including the use of technology to engage, comprehend, and express learning. You’ll also consider other educational issues, trends, and recommendations for change in the pre-K-12 classroom related to instructional strategies.

CT-7100 Dispositions of Learner and Teacher

This course examines the effects of dispositions on learner motivation, participation, and comprehension, and the impact of teacher dispositions on overall learning and classroom culture. The course includes considerations for dispositions related to inclusivity, technology, social-emotional development, and successful collaboration throughout the community.

CT-7200 Design and Evaluation of Curriculum and Programs

This course begins with the distinction between curriculum and programs in K-12 education. While both are important, evaluation is different for each. In addition to exploring evaluation processes, you’ll examine the development of curriculum and programs. This examination will incorporate theories, trends, and future directions, including technology recommendations to design and develop innovative curricula for K-12 learning environments.

CT-7300 Theories and Applications of Instructional Strategies

Here, you’ll take a closer look at instructional strategies, with particular attention to supporting theories and practical applications in K-12 learning environments. You’ll assess learning theories that frame instructional strategies, including those for remote learning. Ultimately, you’ll recommend instructional strategies, justify approaches to inclusive instruction, and design inclusive learning experiences for K-12 education.

CT-7400 Assessment Practices

This course considers the critical role of assessment in curriculum and teaching. You’ll examine assessment types and processes, including how trends and accountability practices inform instructional decisions, curriculum development, and continuous improvement in K-12 environments. You’ll then integrate the assessments with the universal design for learning perspective, and recommend strategies for effective assessment practices across classrooms, schools, and districts.

CT-7500 Advanced Capstone in Curriculum and Teaching 

In this final course of the curriculum and teaching specialization, you’ll synthesize your work across all courses into a capstone project of your design. The project will integrate theory and practice related to a specific topic of your choosing regarding curriculum and teaching. As you prepare your project, you’ll evaluate the impacts of current trends, technologies, and issues of diversity, equity, inclusion, and social justice. Finally, in one of your last assignments in the specialization, you’ll compose a philosophy of teaching based on research, theory, and personal reflection.

Program Outcomes

The PhD in Education program prepares you for making significant contributions to the body of knowledge in the broad field of education as well as a more narrowed area of instructional specialization. Learning outcomes include the ability to:

• Develop deep knowledge of educational systems, theories, and research in an area of expertise
• Interpret theories, research, and ideas for different audiences through multiple methods of communication
• Integrate ethical principles and professional standards for a specific discipline within the field
• Conduct autonomous or collaborative research using high-level analytical skills
• Contribute to the body of knowledge specific to a discipline within the field

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Program Disclosure

Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.

Program availability varies by state. Many disciplines, professions, and jobs require disclosure of an individual’s criminal history, and a variety of states require background checks to apply to, or be eligible for, certain certificates, registrations, and licenses. Existence of a criminal history may also subject an individual to denial of an initial application for a certificate, registration, or license and/or result in the revocation or suspension of an existing certificate, registration, or license. Requirements can vary by state, occupation, and/or licensing authority.

NU graduates will be subject to additional requirements on a program, certification/licensure, employment, and state-by-state basis that can include one or more of the following items: internships, practicum experience, additional coursework, exams, tests, drug testing, earning an additional degree, and/or other training/education requirements.

All prospective students are advised to review employment, certification, and/or licensure requirements in their state, and to contact the certification/licensing body of the state and/or country where they intend to obtain certification/licensure to verify that these courses/programs qualify in that state/country, prior to enrolling. Prospective students are also advised to regularly review the state’s/country’s policies and procedures relating to certification/licensure, as those policies are subject to change.

National University degrees do not guarantee employment or salary of any kind. Prospective students are strongly encouraged to review desired job positions to review degrees, education, and/or training required to apply for desired positions. Prospective students should monitor these positions as requirements, salary, and other relevant factors can change over time.

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Ph.D. in Education: Instructional Design and Technology Pioneer New Instructional Strategies

Credit Hours

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100% online, 8-week courses

Transfer in up to 50% of the degree total

Become a Creative Leader in Education with a Doctorate in Instructional Design and Technology

Technology is a part of our everyday lives, making it an integral part of online and in-class education. Students from kindergarten through college rely on technology to complete assignments and learn critical skills needed for academic success.

Liberty University’s 100% online PhD in Education – Instructional Design and Technology (IDT) degree program will expand your knowledge, skills, and training in instructional design. You will complete advanced course content and in-depth research. You will study cognitive development, evaluation and assessment, and the design and implementation of distance learning programs and job aids.

You will examine the design, development, and implementation of new learning processes and products designed for student success. Throughout our online PhD in instructional design and technology, you can learn how to effectively communicate. You can learn to create effective and engaging learning programs for school administrators, teachers, and students through various mediums. Through research and innovative use of today’s educational technology, you can enhance your skills and market your abilities in this growing field.

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s PhD in Educational Technology Online?

Liberty’s educational technology doctoral program online is designed to provide advanced training to instructional design specialists. This degree is for those who are seeking promotions, new opportunities, or a career change. In whatever capacity you plan to develop innovative learning management systems (LMS), our program can help you reach your career goals.

We designed our PhD in Instructional Design and Technology to be 100% online. This means you are not required to attend courses on campus at any time as you pursue your degree. We are committed to helping you obtain your degree in a way that is most convenient for you.

Liberty University’s mission is Training Champions for Christ . You will also receive training and instruction from professors who are grounded in their Christian faith.

What Will You Study in Liberty’s Instructional Design PhD Program?

Liberty University’s IDT courses enhance your knowledge of instructional design. This will allow you to develop support products and processes that enhance and increase the efficiency of learning. Our instructional design and technology courses provide training in the development of web-based courses as well as printed educational aids.

As you begin your PhD in instructional design and technology, you will improve your knowledge of the various styles of learning. You will also learn how instructional design and technology play a part in reaching the unique needs of students and teachers. From there, you can learn advanced techniques using existing technologies for web-based learning. You will also study new developments in technology and their possible implications for the future.

Potential Career Opportunities

• Director of e-learning
• Distance learning senior director
• Educational technology director
• Military education specialist
• Professor (higher education)
• Researcher (IDT)
• Senior instructional designer
• Senior training specialist

Featured Courses

• EDUC 730 – Issues and Trends in Learning Technologies
• EDUC 731 – Instructional Design Theory
• EDUC 732 – Principles of Human Performance Technology
• EDUC 733 – Instructional Systems Design

Degree Information

• This program falls under our School of Education .
• View the Graduate Education Course Guides (login required) .
• Students in the educational technology program can complete optional on-campus intensives . Most intensives are offered in a week-long course format, with a few being offered in a weekend format.
• An extensive final dissertation project is required for the doctor of education and instructional design.

Degree Completion Plan (PDF)

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

• Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

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Admission Information for Our Online PhD in Learning Design and Technology

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

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Email for Documents

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Submit your application online or over the phone.

Apply by phone: (800) 424-9595

Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees

Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

What degree do you need for instructional design.

Whether you want career advancement or are just getting started in the field, you are probably wondering which instructional design program you should pursue. If you want to work in management or administration and be at the height of your education career, then consider a doctorate program.

We believe that Liberty offers one of the best instructional design PhD programs available. Here’s why:

• Flexibility to complete your doctorate 100% online
• Courses grounded in a biblical worldview to help you become a leader who values ethics and integrity
• Professors with doctorates and years of experiences who are excited to mentor you

Does this degree require any culminating project?

Our instructional design PhD program online includes an integrated dissertation process allowing you to work toward your final research project while completing your coursework. Completing your PhD gives you a terminal educational credential that shows employers you have reached the pinnacle of your field’s achievement.

Does this PhD have any campus requirements?

No, but you can meet your peers and professors in the PhD in instructional technology online program during optional on-campus intensives on our campus in Central Virginia.

What are the benefits of pursuing a program like this?

Our PhD in educational technology online will allow you to develop educational management skills and foster leadership in teachers and students. You can learn how to create and administer effective education environments.

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PhD position: Human-centered design and evaluation of learning analytics and AI tools in education

June 28, 2024.

• Valladolid, Spain
• Posted 2 days ago

Website Universidad de Valladolid

Learning analytics has been suggested as a scalable solution for evidence-based decision-making and for personalizing education to account for learner variability. However, the literature shows that advances in this area have low adoption in authentic settings, partly due to end users’ (e.g., teachers and learners) lack of confidence. In addition, most of the available tools are still based on traditional data sources, such as log data, offering a partial view of the teaching-learning processes and, therefore, conditioning the reliability of the results. This leads to the following questions: Would focusing on stakeholders’ values and needs contribute to fostering the acceptance and adoption of learning analytics? What complementary data collection and analysis methods can contribute to non-intrusive and reliable tools?

The GSIC-EMIC research group at the University of Valladolid (Spain), one of the top technology-enhanced learning labs in Europe, is opening a new research position to address the following challenge: how can the latest advances in Data Science and Artificial Intelligence (AI) benefit from human-centered methodologies, thus fostering their adoption?

One fully-funded PhD position is now available in this transdisciplinary research project. Three kinds of profiles will be considered for this position:

• A person with a computer science or related engineering background, preferably with experience in data science, machine learning, or other AI approaches, willing to work with end users and examine quantitative and qualitative empirical data from them. Experience in topics related to human-AI collaboration will be a plus when assessing the candidate.
• A person with a pedagogical or educational science background, and experience in qualitative and quantitative data collection and analysis methods, with an interest in the application of technological innovations in educational contexts. Experience in topics related to learning analytics or AI tools applied to education will be an additional merit when assessing the candidate.
• A person with a design-oriented background and expertise in engaging end users in the design of socio-technical systems (especially, educational technologies), able to create low- and high-fidelity prototypes. Expertise in human-centered and value-sensitive design techniques would be a great bonus when assessing the candidate.

What we offer:

• A vibrant transdisciplinary research community of practice made up of 20+ pre- and post-doctoral researchers from the fields of computer science, engineering, and education.
• Mentorship in becoming a researcher, with easy access to a supervisory team of 2-3 senior researchers (including María Jesús Rodríguez-Traina , who often provides training on PhD productivity and mental well-being). Also, access to team supervision
• Opportunities to participate in the execution of the group’s international research and development projects, and access to the group’s extensive network of international research collaborators
• Equipment and a workspace will be provided
• The option to teach/assist courses at the university, if you so desire
• Salary is in accordance with Spanish PhD funded position scales (annual salary of 17,800 € the 1st and 2nd year; 19.097,28 € the third year, and 851,60 the 4th year before taxes). The position is for full-time work for 4 years. Starting date is flexible (most probably before spring 2025).
• Please note the lower cost of living and tax rates when comparing this position with others around Europe

Qualifications and other requirements:

• A Master’s degree in human-computer interaction, data science, computer science, pedagogy, learning sciences, educational sciences, mathematics, or engineering.
• Skills in one or more of the following: knowledge and experience of designing experiments; using quantitative research methods; using qualitative research methods; good programming skills; experience in user research; experience with learning analytics, educational data mining, or AIED.
• Openness to working with interdisciplinary projects and interest in applications for learning and teaching
• Proficiency in English is a must, with proficiency in Spanish a very useful bonus.

Candidates are encouraged to:

• reflect on whether a PhD (and this position in particular) is the right match for them, before applying;
• check out the process and requirements for enrollment at the Doctoral School of the University of Valladolid;

To apply for this job, please email a short motivation letter (1 page), short CV (up to 4 pages), and up to 3 academic references, by July 7th, 2024 , to [email protected].

To apply for this job email your details to mjrodtri@uva.es

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About start dates.

Additional future start dates include:

Spring 2025

Summer 2025, spring 2026, summer 2026.

Start dates for individual programs may vary and are subject to change. Please request free information & speak with an admission advisor for the latest program start dates.

Years To Complete

Elevate the way the students and educators learn with an online ed.d. curriculum and instruction.

In classrooms and teacher education sessions around the country, demand for quality, performance-based instruction is high. Expectations to deliver more effective teaching, learning and training are even higher. Educational settings of all kinds need strong leaders who can design and deliver effective and engaging learning experiences that meet the needs of diverse learners and help educators improve their instructional practice.

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No-Fear Dissertation™

Get 360-degree support to take on (and finish!) your dissertation.

3-Year Completion

Finish your Ed.D. faster – including one year for your dissertation.

Influence Education

Develop skills to steer the future of learning.

Relevant Curriculum

Become an in-demand learning leader.

100% Online Doctorate

Take classes that fit with your busy life.

Program Overview

Make meaningful contributions to the field of education.

If there's one thing most people can agree on, it's that all students deserve access to high-quality learning opportunities. The bar on education is continually being raised, which is why learning, design and technology educators are increasingly asked to advance research, understanding and application of discovery, learning and engagement.

Franklin's Ed.D in Instructional Design Leadership (Ed.D.-IDL) program with a focus on Curriculum and Instruction is designed to prepare you to become an educational change agent who can lead the way now and in the future in technology integration, curriculum development, effective instruction and policymaking.

Among online doctoral programs in curriculum and instruction, ours is grounded in practical application and designed to prepare you to help transform and advance the field of education through leadership, research and innovation.

Develop deeper leadership expertise

Becoming a strong leader doesn't come easy – it requires developing the highest of leadership proficiencies. That's why, at Franklin, we focus our Ed.D. Curriculum and Instruction on the leadership aspects of the instructional design field. We prepare our Ed.D. in Curriculum and Instruction doctoral students with strategic thinking and evaluation capabilities, as well as offer the only doctoral-level leadership course that also helps you develop valuable coaching and consulting skills.

Hone your research capabilities

As part of our online doctoral program in curriculum and instruction, you'll gain hands-on experience with a variety of research methodologies and design approaches to help you become a holistic, independent scholar practitioner. In addition to learning the technical aspects of quality research, Franklin's Ed.D. Curriculum and Instruction doctoral program will equip you with such in-demand skills as leadership, communication, instructional design and training.

Become a learning innovator

As a student in Franklin's online Ed.D. Curriculum and Instruction doctoral program, you’ll take a future-forward approach to designing effective, transformative learning and instruction. During your studies, you'll examine appropriate frameworks and implementation strategies within such learning environments as eLearning, blended and hybrid, mobile, game-based, informal and social.

Benefit from the experience of real-world education leaders

At Franklin, we practice what we teach by putting theory into practice and leading the way in innovative, transformative curricula. Thanks to the expertise and leadership of our faculty, our International Institute for Innovative Instruction has earned a reputation for solving real-world learning challenges – which means you and your career will benefit from the applied knowledge of our faculty. Our degree program is designed to help you not only master the subject, but also apply doctoral-level research and problem solving to complex, real-world challenges.

The Institute also houses our School of Education in which our teaching and learning experts collaborate with cooperating teachers at nearly 200 partner schools to mentor aspiring K-12 teachers.

You'll learn from faculty who are scholars, leaders and distinguished researchers in their respective fields, including:

Dr. Yi Yang, Ed.D. - IDL program chair, is a Fulbright scholar with research interests that include quality of online education, effectiveness of online teaching, and game-based learning. 

Dr. Matt Barclay is the recipient of several research grants. His research interests include instructional design, eLearning, authentic learning and human performance improvement. 

Dr. Joel Gardner is assistant dean of instructional design and a Fulbright Specialist. His research interests include instructional theory and first principles of instruction. 

Dr. Natalya Koehler is known for her expertise in mixed methods research. Her research interests include online STEM education and interactive multimedia.

Finish what you start with 360-degree support and a unique dissertation structure

At Franklin, you're never alone on your doctoral journey. We’ve created a distinctive dissertation structure that helps you complete your dissertation step-by-step, beginning with your enrollment in the Ed.D. in Curriculum and Instructional doctoral program.

Through a systematic dissertation approach, doctorally qualified faculty mentoring and guidance, and peer-to-peer encouragement, you'll have everything you need to feel and be inspired, supported and accountable to the program – and yourself. 

Future Start Dates

Start dates for individual programs may vary and are subject to change. Please  request free information  & speak with an admission advisor for the latest program start dates.

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Choose Franklin's Ed.D. in Instructional Design Leadership and get an applied doctorate that fits your budget and your ambition.

Finish Formula

2 years of coursework + 1 year for the dissertation.

Ed.D. Faculty Support

Be mentored + guided by doctoral faculty advisor from first term through candidacy. 

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98% of graduating students would recommend Franklin to their family, friends and/or colleagues.

Source: Franklin University, Office of Career Development Student Satisfaction Survey (Summer 2023)

Curriculum & Course Descriptions

This course will establish the doctoral program structure and associated expectations, requirements, and support resources, as well as prepare students to be active participants in advanced professional and academic discourse by examining and practicing the writing conventions associated with their chosen field of study. As part of an intentional learning community, students will become familiar with the varied conventions of disciplinary writing and analyze the ongoing scholarly conversations pertinent to their academic interest by identifying common scholarly writing conventions, composing knowledge base articles, and responding to both their peers? works in progress and published scholarly writing.

This course will build on the foundational work of ENG8010 to ensure that students continue to compose in academic and professional genres in order to compose and communicate scholarly arguments and perspectives in their chosen field of study. In addition to applying scholarly writing conventions associated both with doctoral scholarship and with their chosen field of study, students will continue to cultivate a learning community and develop field-specific research in order to compose knowledge-base articles, annotated bibliographies, literature reviews and analytical research papers.

Through this course, students will gain an overview of qualitative research methods. The course starts with successful completion of the CITI training - the protection of human research participants, then move on to introduce some of the critical works in qualitative research methods and design as well as give an overview of the historical progression of the field. Students will become familiar with the various approaches to qualitative methods, including narrative approach, phenomenology, grounded theory, ethnography, and case studies. Students will gain hands-on experience with qualitative sampling design, observations, and qualitative data collection. They will also get some introduction in qualitative data analysis, validity, reliability, and researchers' bias in qualitative work. At the end of this course, students will be introduced to the research proposal to get a start on the guidelines required for their dissertation proposal.

Through this course, students will gain an overview of quantitative research designs and methods, including experimental, quasi-experimental, and non-experimental designs. The course will also introduce students to quantitative sampling techniques, data collection approaches, and data analysis. Students will also engage in practical hands-on experience with formulating a research question or hypotheses, discussing important ethical issues, designing sampling methods, collecting data, and analyzing data. They will learn how to examine validity and reliability issues and will be introduced to available software for conducting quantitative design. At the end of this course, students will be introduced to the research proposal to get a start on the guidelines required for their dissertation proposal.

This course will introduce students to the concepts underlying basic data collection, analysis, and interpretation. Core topics include descriptive statistics, selection and operationalization of variables, scales of measurement, data types, sampling techniques, and means of collecting data. Using a current statistical analysis program, students will learn to describe data sets using measures of dispersion and relative position, to compute probability of occurrence of events, to compute measures of relationship, and to convey and interpret results of various analyses in written form.

This course will emphasize the alignment of statistical procedures with research methods, including selection and application of appropriate statistical analyses given a data set and a problem statement, including comparison tests, tests of prediction/relationships, and tests of predicting group membership. Moreover, students will develop skills of data set manipulation, including ?cleaning and screening? data, and assessing conditions in order to choose between parametric and non-parametric tests. Additional emphasis will be placed upon conveying and interpreting results of analyses in written form.

This is a hands-on course designed to equip student with skills and knowledge necessary to develop new, valid and reliable instruments as well as help improve existing ones. In particular, the course looks at the evolution of measurement development, the different types of tests used in various settings, the psychometric properties and the process involved in developing reliable and valid measurement instruments. The course includes creation of a reliable and valid measurement that can be readily applied in a given context and/or field.

The qualitative data analysis course focuses on qualitative coding, analysis, and interpretation of findings, and writing of the qualitative results. These skills will prepare students for the doctoral candidacy journey. The goal of this course is to collect readily available text data, work on mapping, memoing, coding, analyzing, interpreting, and writing qualitative results.

In this course, students will be introduced to the main schools of critical and social theory: structuralism, post-structuralism, cultural theory, queer theory, gender theory, critical race theory, disability studies, and post-colonialism among others. Students will analyze foundational theoretical scholarship, examine how critical and social theory has developed over time, and consider the ways in which theory might inform their own research. Throughout the course, students will complete short papers as well as a major writing assignment at the end of the term.

The aim of this course is for students to learn about and be able to apply key research design frameworks in quantitative, qualitative, and mixed methods approaches. In particular, students will learn conditions under which each design and/or approach would be most appropriate and effective. Additionally, students will learn how to formulate research questions, critically evaluate various research designs in order to select a suitable one for a given research problem, develop appropriate data collection and analysis procedures and plans as well as ethical conduct of research studies. During the course, students will learn to craft a research propose integrating critical components, namely background of study, purpose statement, research question, theoretical framework, significance of the study, critical review and synthesis of key literature underpinning the study, appropriate research design, and data collection and analysis procedures.

This is an advanced course in statistics that covers analyses used in multivariate statistical techniques. The course is designed to broaden and deepen learners understanding of advanced statistics in multivariate techniques. As such, several multivariate techniques are covered, including their appropriateness to given situations, analysis, and interpretation. The emphasis of the course is on practical application of concepts learnt to given research problems and/or opportunities. The course is developed to balance theory and application and provides numerous opportunities for application to practical problems. Learners also complete a draft research proposal integrating sound research plans and procedures.

The advanced qualitative research course builds on the knowledge and skills students acquire in MTHD 803 and MTHD 804. This course leads students on an in depth treatment of qualitative research methodology, exploring its theoretical underpinnings and associated methods for design, data collection, interpretation, and reporting of results. Ethics are emphasized for each stage of research. This course will also guide students to develop the methodology and data analysis for their dissertation proposal and research.

Through this course, students will familiarize with mixed-methods research and design. They will gain knowledge on the four different types of mixed-methods: triangulation design, embedded design, explanatory design, and exploratory design. Students will learn how to conceptualize their own study in terms of these different design types. They will gain hands-on experience on how to formulate a research question fitted for a mixed-methods design, collect some data, and analyze it. They will discuss and learn about challenges and advantages of mixed-methods designs. At the end of this course students will be able to work on their dissertation proposal.

The course will study the teaching and learning philosophies, methods, and techniques in higher education. Topics will cover learning theories, instructional design models, instructional strategies, and evaluation of student performance. By the end of this course, students will develop their own teaching philosophy along with an instructional unit demonstrating their mastery of learning theories and instructional design models, selection of proper learning technologies in designing the instruction, and incorporation of appropriate instructional and assessment methods. In addition, students will also explore faculty careers in higher education.

In this course, students will be exposed to new and innovative approaches for designing effective learning and instruction. This course will equip students with knowledge of applicable frameworks and strategies for implementation at the organizational level. Students will review learning environments such as e-learning, blended and hybrid learning, mobile learning, game-based learning, and informal and social learning, to determine the appropriate learning environment based on the learning and training needs of an organization.

Today's researchers, leaders and managers in the instructional design field must be able to use data to make decisions, as well as to influence others in their organizations. In this course, students will learn how to apply relevant tools, techniques, theories, and principles of strategic assessment and decision-making to address the learning and performance needs to continuous improvement for learning problems or a learning organization.

In this course, you will learn leadership, coaching, and consulting theories, specifically for leading in the instructional design and training industries. You will learn to identify the knowledge, skills, and qualities needed in your development to become a successful instructional design leader. Toward this end, you will develop a personal instructional design leadership philosophy and plan.

Educational Technology:

Leaders of instruction and learning must stay abreast of continual changes in technology and leverage them to ensure the competitiveness and health of their organization. However, not all technologies and emerging processes are worth adopting. In this course, students will examine pedagogical trends and emerging technologies. Students will learn how to evaluate theories and incorporate designs, processes, and technologies in strategic and tactical decisions for instruction and learning in the organization.

Learning and knowledge management is crucial to the success of organizations. In this course, students will go beyond the design of learning environments and acquire skills to lead and manage the learning organization at a strategic level. Students will be able to recognize and meet the evolving learning needs of an organization within the framework of the organization's strategic goals. Multicultural awareness and how to lead multi-functional and cross-cultural instructional design teams and projects will also be addressed in this course.

Curriculum & Instruction:

This course examines the theoretical framework and practice of curriculum design, development, and evaluation in educational settings. Students will learn the theories that are being used to guide curriculum design in educational settings. Students will apply those theories and processes in creating a curriculum and planning teaching & learning activities accordingly.

8 credits from levels 800-8300 in the following subjects: IDL, ACCT, EDUC, MGMT, HRM, HIM, HCM, MKTG, MTHD, PUAD, ITEC.

This course is designed for students to prepare for, take and complete their comprehensive exam. Remedial strategies and actions will also be provided for students who do not successfully pass their comprehensive exam on the first attempt, with the opportunity for a retake during the six weeks of the course if the student chooses to do so. A third attempt on taking the Doctoral Comprehensive Examination will not be automatically provided to doctoral students failing to successfully pass the examination after two attempts. Any third attempt will only be considered upon receiving a written petition by the student requesting a final attempt. The request may or may not be approved based on review by the Dean of Doctoral Studies and the student's doctoral Program Chair. Students who fail the comprehensive examination two times, or fail the examination three times when a third attempt was granted through appeal, are dismissed from doctoral studies at Franklin University.

At least 6 credits from the following courses:

In consultation with the Dissertation Chair and Committee Members, the doctoral candidate will design and conduct research to complete the aims identified in their research prospectus, proposal and IRB application or as subsequently modified in line with recommendations from the Chair and Committee Members. This course may be repeated as necessary to earn sufficient credit or to finalize the Dissertation to fulfill requirements to earn the doctorate.

Doctoral candidates will finalize all aspects of the Dissertation/Dissertation in Practice and make an oral defense of their design, methods and findings.

Students may complete 8 credit hours of a focus area to count within the Major Elective requirement.

Complete the following:

At least 8 credits from the following courses:

This course is an advanced accounting research seminar in financial reporting. The seminar allows you to begin the process of substantive academic research and formal inquiry into important financial reporting theories and the implications of these for accountants. The seminar will require the synthesis of critical thinking, analysis, research writing and evaluation. Students will develop a key deliverable that involves a research proposal in financial accounting thought and then conduct substantive research into the literature developed by others. The final project in the seminar is the development of a research ready proposal utilizing at minimum one research methodology.

This course is an advanced accounting research seminar in managerial accounting. The seminar allows you to begin the process of substantive academic research and formal inquiry into these important theories and the implications of these for managerial accountants. The seminar will require the synthesis of critical thinking, analysis, research writing and evaluation. Students will develop a key deliverable that involves a research proposal in managerial accounting and then conduct substantive research into the literature developed by others. The final project in the seminar is the development of a research ready proposal utilizing at minimum one research methodology.

This course is an advanced accounting research seminar in auditing. The seminar allows you to begin the process of substantive academic research and formal inquiry into important auditing theories and the implications of these for accountants. The seminar will require the synthesis of critical thinking, analysis, research, writing and evaluation. Students will develop a research proposal in auditing based on their substantive research into the accounting, auditing and business literature. The final project in the seminar is the development of a research ready proposal, including an appropriate research methodology that describes an issue, problem or proactive need as documented in the literature, for which the student will formulate, describe and defend an appropriate solution.

This core course focuses on leadership and followership skills and attributes through the lens of traditional and 21st century leadership theories, constructs and concepts as applied to institutions. Students will apply transformational and other state-of-the-art leadership theoretical underpinnings to real-world cases, scenarios and situations that involve optimal practices in leading individuals and organizations through leadership challenging scenarios and other situations. The course concentrates on the application of critical thinking to optimal practices in leading institutions, their stakeholders and culture for optimal effectiveness.

This core course focuses on state-of-the-art leadership skills necessary for the effectiveness of today's leaders and managers. The course concentrates on the specific transformational, servant-leadership, and other leadership competencies and skills necessary for providing sound management of institutional resources, projects, and performance. Students will apply leadership theoretical underpinnings to real-world cases, scenarios and situations that involve effective and ineffective resource and performance management practices. The course concentrates on the application of critical thinking and decision-making in optimal practices for providing highly effective leadership in today's organizations.

This course provides an examination of leadership theories and structures in institutions of higher education. Focusing on major theories of leadership of higher education organizations that inform leadership practices, students will develop skills as practitioners in university leadership. By the end of the course, students will be able to understand the structure and function of university leadership structures from multiple theoretical perspectives. Students will gain an understanding of the management, leadership, and administrative roles of academic and student affairs offices in colleges and universities including personnel, program definition, research and teaching issues, and other functions of academic and programming oversight. Additional consideration to the roles, responsibilities, and leadership styles required will be examined for different organizational contexts. Through the linking of theory to practice, the class activities will lead students to develop skills as campus leaders and to empower them to make conscious, deliberate decisions, utilizing multiple, and at times divergent, theoretical frames.

The purpose of this course is to explore critical, challenges facing American higher education. The course explores the history of higher education, with an emphasis on the development of higher education in the United States, to present day challenges facing intuitions. It includes issues of access, accountability, academic freedom, financial aid, state and federal government policy, changing legal structures, teaching and learning in a digital age, student issues, diversity, and the influence of business models and values on institutional strategy and practice. This course also covers different educational systems (Community Colleges, Private Colleges, and Public Colleges) and the critical issues affecting their institutional type. Students will gain an understanding of their responsibilities, critical thinking, and explore current issues that affect managers in institutions of higher education. This course addresses interdisciplinary influences on leadership practice within learning organizations and focuses on recent developments that have broad implications for research and practice in educational leadership.

In this course students will evaluate an organizations current health information governance infra-structure and will make recommendations for improvement that will cover the broad spectrum of strategic issues in healthcare including policies, guidelines, standards, processes and controls required to manage and implement enterprise-level information. Students will research how health data and organizational information systems are utilized as a strategic asset to healthcare organizations, process to manage various risks to the quality of information and ensure its appropriate use.

In this course students will evaluate an organizations existing clinical workflows to include a variety of inpatient, outpatient and emergency healthcare environments. Material in the course covers the documentation, review, mapping and diagramming of clinical workflow information and processes. Students will also assess and make recommendations for improvement of patient care to workflow mapping and change management, as part of evidence based decision making in healthcare.

In this course students will evaluate an organizations existing process of retrieving, analyzing and reporting intelligence to make healthcare decisions. Student will assess and make recommendations for improvement on the techniques of extracting, transforming and loading data from a myriad of operational databases into corporate data warehouses, as well means to ensure that decision making is based on clean and reliable information. Students will also develop skills for reporting the healthcare intelligence gathered.

This science of epidemiology is essential for projecting the population health needs, and appropriate allocation of public and private resources. This course focuses on the utilization of epidemiologic studies and techniques as a basis for organizational policy and administrative decision-making. Students will examine the connection between organizational leadership and social health. Students will create and recommend organizational strategies that enhance organizational, community, and global health.

This course will explore various aspects of corporate, state and federal policy making. Students will examine the impact of existing health policies on healthcare organizations, providers and patients. Students will develop skills to influence and change existing healthcare policies. Students will also create and propose a new healthcare policy.

This course will examine the importance of resource and financial management in a healthcare organization. Students will determine the financial status of a healthcare organization and create strategic plans to sustain healthcare services. This course will also explore the various concepts driving healthcare economics. This course will also critique the use of organizational supplies, human resources, and technology.

This course will examine various aspects of patient safety, quality improvement and risk management in healthcare. Students will compare and contrast several process improvement models with the goal of improving organizational efficiency, patient safety, and service quality. Students will also research governmental agencies driving quality improvement in healthcare organizations.

Healthcare Leaders, more than ever, are facing challenging opportunities with the changing dynamics of the industry. During this course students will explore how executive-level leaders can manage complex health systems using strategic planning, risk management and innovative business practices.

The science of epidemiology and population health concepts are essential for addressing and projecting the health needs of communities and the allocation of public and private resources. This course focuses on the utilization of epidemiologic findings and population health data to support and aid health care policy development and administrative decision making. Students will be able to apply these concepts to analyze public health and population health data for epidemics, chronic health conditions, or diseases to develop data supported strategies as healthcare administrators.

With the changing landscape of disease concerns the healthcare industry has had to pivot to use innovative ways to reach patients in uncertain times. This has raised many issues such as HIPAA, access to care, and healthcare workers competencies. This class will explore the new and changing landscape of the future delivery models and how to ethically address patient, family, healthcare professionals and government concerns.

Organizations across the globe are composed of groups of people working together to achieve goals that include organizational success, employee growth and contribution, and contribution to the larger community. The defining factor that differentiates the most successful companies from those that struggle to survive is the people who make up the employee base. While the Human Resources function has the specific task of planning for and resolving many employee issues and needs, individual managers and employees have direct responsibility and accountably for achieving sustained organizational success. Organizations that invest in their employees and develop workplace environments that encourage full employee engagement are rewarded with a competitive advantage in the marketplace. This course provides students with an opportunity to learn the knowledge and skills needed to enhance the contributions of all employees in support of an organization's purpose. Student's research will analyze trends and issues influencing the development and application of these elements within contemporary organizations. Additionally, students will come to understand the benefits afforded to organizations that create, craft and maintain a rich, empowering culture.

In Strategic Human Resource Management, students will analyze workforce management processes in light of their strategic importance. This will include an examination of the relationships between traditional human resource functions and the various business functions so that efficiency and effectiveness are balanced and optimized. Students will also review these processes and relationships in both the domestic and global environments now and in the future. Further, students conduct research to explore trends within the discipline of Human Resource Management that have a positive impact upon employee engagement as well as the productivity and profitability of an organization.

In this course, students will evaluate the process of change as related to the principles and practices of various types of organizations. Students will conduct research into the area of total rewards to determine what influences are leading many organizations to implement progressive human resource practices. Students will apply this learning to examine change processes and techniques used to facilitate transformational change in order to enhance employee engagement and organizational success. Students will also understand the business case supporting why companies should invest in their employees and internal cultures, regardless of industry affiliation, company size and/or revenue generation and apply this research to examine the processes and techniques for facilitating transformational change.

This course critically analyzes the current state of IT strategy practices and demonstrates how an IT strategy serves as a strong foundation for competitive IT management. Several tools and methods are synthesized to assess internal and external environments for formulating a strategy, execute a strategy based on environmental factors, and improve a strategy. The course brings the current academic and business literature to the class. It examines emerging IT strategy and management issues such as hyper-automation, AI, cybersecurity mesh, anywhere operations, and the internet of behaviors.

This course aims to improve critical thinking and decision-making skills in the IT policy and governance field. The course brings forth today's complex and cutting-edge computing environment by taking threats, vulnerabilities, and cyber controls into account. Course provokes the questions of how the GRC (Governance, Risk Management, Compliance) practices should be applied in today's complex IT environments to make the most out of the cutting-edge technology and how critical assets should be protected from adversarial actions of advanced persistent threats. The course brings various essential processes and services to the table, including but not limited to supply chain risks, innovation, and resilience. Research papers and discussion assignments help students obtain pertinent information and improve research & academic writing skills within the field.

This course aims to improve critical thinking and decision-making skills while building your capabilities as an IT leader. The course helps you build a strong foundation on how to internally and externally lead others in a complex IT environment. This course will challenge you to create a leadership style that will bring the best out of people and yourself. Research papers and discussion assignments help students obtain pertinent information and improve research & academic writing skills within the field.

This course is an advanced research seminar in the field of organizational culture and behavior. The seminar allows you to begin the process of substantive academic research and formal inquiry into these important theories and the implications of these for managers. The seminar will require the synthesis of critical thinking, analysis, research writing and evaluation. Students will develop a key deliverable that involves a research proposal in the fields of organizational culture and behavior and then conduct substantive research into the literature developed by others. The final project in the seminar is the development of a research ready proposal utilizing at minimum one research methodology.

This course addresses historical and current leadership concepts, theories and constructs. An emphasis will be on the application and assessment of transformational, servant and authentic leadership theories for us by both leaders and followers in 21st century business and academic settings. The course will challenge students to assess their own leadership strengths and weaknesses and produce an in-depth plan of action to develop and refine leadership competencies. Students will conduct substantive scholarly research to address and capture relevant and cutting edge leadership theoretical work for application in course assignments.

Organizational Systems Perspectives Theory and Applications. This course focuses on the theory and practice of organizations as open and adaptive systems. Students will address the implications of systems theory for organizational sense-making, learning, innovation and transformation. The complexity of organizations as integrated participants in while systems will be addressed through research and presentations.

This course focuses on research and evaluation of the key theoretical concepts and practices central to the leading of organizational change initiatives. Students will evaluate real-world situations, cases and scenarios in order to recommend and justify theoretically-based change management practices to ensure ongoing organizational acceptance and effectiveness of these programs. Students will conduct scholarly research to explore, evaluate and interpret state-of0the-art change concepts for their viability in today's organizations. Students will assess the role of change agents as key players in the overall change process.

The primary objective of this course is to provide a substantive overview of the development of management theory and its applications through the 20th century to date. Managerial concepts and constructs will be researched and applied in a scholar to practitioner modality. The course will focus on the evolution of management thought and the implications of its development for modern managers and leaders.

Innovation enables organizational growth and sustainability. However, for companies to remain competitive, leaders must understand the theories, models, and strategies framing innovation applying relevant concepts and practice to business development, customer satisfaction, and market acquisition. Conceptually, innovation, defined and applied in organizations, has morphed over the last three decades. However, the 21st-century global business environment offers an opportunity to rethink, even reimage innovation and its application to the emerging digital defined markets and workplaces. While innovation is evolutionally, even revolutionary relative to an organization's purpose, product, and processes, leadership should explore contemporary knowledge and skills associated with innovation determining if cultivating cultures of innovation, is essential to achieving organizational goals.

This course addresses a multi-prong approach to manage, lead and assess overall organizational performance in achieving tactical and strategic goals. Metrics including: shareholder value, the balanced scorecard, risk management, system alignment, human resource management, and organizational learning are addressed in this course. Also the application of research on organizational performance theories are incorporated in the course.

This course focuses on the evaluation and analysis of key ethical decision-making theories and constructs and their direct application and integration in 21st century organizational practices. The role of corporate social responsibility will be explored by assessing the role of organizational leaders and stakeholders with improving the quality of life for individuals and the community.

This course is an advanced research seminar in contemporary marketing management. The seminar relies on critical inquiry and analysis as the foundation for substantive academic research involving current marketing issues that shape and are shaped by society. Upon successful completion of this course, students will have completed a comprehensive research study proposal.

This course is an advanced seminar in consumer behavior and market-driven applied research. Readings and assignments will synthesize prior knowledge of consumer behavior, research methodologies, methods, and theories with critical analyses of how these are used to inform marketing decision-making. Upon successful completion of this course, students will have developed a plan to conduct and analyze a research study.

This course is an advanced seminar in the use of quantitative and qualitative data in the marketing process. Upon successful completion of this seminar, students will have an understanding of how quantitative and qualitative analyses are used by marketing academicians and practitioners for academic and applied research, assessment, and decision- making.

This course focuses on theories and practices for leading cross-sector collaborations to accomplish public policy goals and objectives of mission-driven organizations. Students evaluate different collaborative approaches for delivering government and nonprofit services and assess the risks and benefits of engaging in cross-sector collaborations. Students learn analytical approaches, principled negotiation skills, and best practices for initiating and managing effective cross-sector collaborations.

The course examines the latest technologies that can be used to improve service delivery, engage stakeholders, and solve problems. Students learn the technologies and best practices for using web-based applications, e-commerce solutions, geographic information systems, crowd-sourcing, social media and other e-tools to make government and nonprofit organizations more efficient and effective. Ethical, legal, and implementation, aspects of these approaches are assessed.

This course examines concepts, tools, and techniques for evaluating government policies, philanthropic, and social programs to assess the performance of mission-driven organizations. The course focuses on evaluating different approaches to program evaluation and applying methods for performance evaluation, including needs assessments, logic models, evaluation designs, quantitative and qualitative evaluation techniques, ethics, and reporting.

If there’s such a thing as a no-fear dissertation process, Franklin has it. We’ve intentionally designed a dissertation structure to help you complete your dissertation step-by-step, beginning with your enrollment in the program. We’ve also built in faculty mentoring and guidance, and peer-to-peer support so you’re never left to “figure it out” on your own.

Throughout the Ed.D.-Higher Education leadership program, you’ll develop important research skills and the necessary writing prowess to complete and publish a dissertation in practice (DiP) as the culmination of your studies. Your DiP will showcase your ability to solve a challenge within the workplace using action research. As a part of the (DiP), you will test your hypotheses in the real world, or based on your findings, document a process to implement your solution. 

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Doctor of Education (Ed.D.) in Instructional Design Leadership-Curriculum & Instruction Program Details

To be awarded a graduate degree, students must:

• Successfully complete all required curriculum courses.
• Maintain a minimum cumulative grade point average (GPA) of 3.00.
• Earn in residence at Franklin University at least 34 of the 58 required credits. According to the Ohio Department of Higher Education, to earn a doctorate degree, students must have completed a minimum of 90 semester credit hours above the bachelor’s degree. Students requiring additional credit hours to meet this minimum will take GRAD 900 Advanced Integrative Research.
• Complete the payment of all requisite tuition and fees.
• Not to be under disciplinary dismissal due to academic dishonesty or violation of Student Code of Conduct.

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Ed.D. in Curriculum & Instruction Career Opportunities

Chief academic officer.

Chief academic officers lead the vision and strategies for educational curriculum, instruction and assessment.

Dean of Instruction

Deans of instruction collaborate in the development and implementation of curriculum and student instruction, inspiring educators and students to succeed.

Director of Faculty Development

Directors of faculty development guide the creation and implementation of training to help educators advance their learning, research and creative skills to improve instruction.

Director of Teaching + Learning

Directors of teaching and learning develop and implement activities and initiatives that improve quality of education to increase student achievement.

Senior Instructional Designer

Senior instructional designers identify learning opportunities, establish learning objectives, and collaborate with subject matter experts to create engaging, student-centric learning experiences.

Curriculum Specialist

Curriculum specialists use teaching best practices to develop strategies that empower classroom teachers to deliver a quality education to all learners.

Employment Outlook

From 2023-2033 jobs in instructional design leadership are expected to increase by 13%.

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Training and Development

Instructional Coordinators

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Education Administrators, All Other

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Frequently asked questions.

Franklin University's online Ed.D. Curriculum & Instruction is a doctorate program designed for those who enjoy working with teachers and educators and want to influence educational practices and policy decisions. 

This online Ed.D. Curriculum & Instruction is designed to equip you with in-depth knowledge and skills in curriculum development, instructional design and pedagogical theory so you can make meaningful contributions in the field of education. Our 100% online doctoral program in curriculum and instruction will equip you with the theoretical and practical application skills needed to ensure quality instruction.

As a graduate of Franklin University's online Ed.D. Instructional Design Leadership doctoral program with a focus on Curriculum and Instruction, you'll be well prepared for a leadership role in the growing field of instructional design. These advanced credentials will prepare you for a variety of leadership roles including chief academic officer, director of teaching and learning, and dean of instruction.

With an online Ed.D. Curriculum & Instruction doctoral degree, you'll prepare yourself for a rewarding career in education, education administration or leadership – a career that lets you combine communication, analytical, problem-solving and strategic thinking skills with a passion for learning and development.

Franklin's 100% online Ed.D. in Curriculum & Instruction is a 3-year doctoral program that focuses on the leadership aspects within the instructional design field, including research, practical curriculum and emerging trends. In addition to learning from real-world professionals, our program is unlike any other online doctoral programs in curriculum and instruction. That's because our doctorate in instructional design degree program goes beyond theoretical concepts to include research and practical application. 

Our doctoral students learn valuable leadership, analytical, and strategic thinking and evaluation skills. At Franklin, we're unique in offering a doctoral-level knowledge management course and instructional design leadership course that also lets you add coaching and consulting expertise to your leadership skillset. 

You can start now by applying for Franklin’s online Doctor of Education program (Ed.D.) in Instructional Design Leadership degree program with a focus on curriculum and instruction. Classes begin in August (fall), January (spring) and May (summer).

Franklin University offers a quality education at a competitive cost so you can afford to invest in your future. Our per credit hour tuition rates (vs. per year or per term rates) enable you to get a realistic estimate of exactly how much your degree will cost. Our 2023-2024 tuition rate is $748 per credit hour. Use Franklin’s free MyCost Estimator to get a personalized estimate of the total cost of your education in Instructional Design Leadership (Ed.D.-IDL) with a focus on curriculum and instruction. If you have any questions, ask our helpful staff about available financing options and financial aid programs.

At Franklin, if you complete two courses per term, you could finish your online doctoral program in curriculum in instruction in 2 years. Ambitious, hard-working students can complete their dissertation research in 1 year; however, it is not uncommon for students to extend their research beyond 12 months. The good news is that you determine how quickly you finish your dissertation research.

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A degree in graphic design

Developing visual language, process and synthesis.

The graphic design program is accredited by the National Association of Schools of Art and Design (NASAD), with the maximum 10 year accreditation. 

The field of graphic design changes rapidly. We are looking for students who are adaptive, curious, and want to experience hands-on learning, develop their critical thinking skills, and make a difference in the world. The curriculum is focused on developing visual language, process, and synthesis. Our program was established over 30 years ago. Today, graduates can be found throughout the world in all forms of media providing solutions in fields such as design, education, environmental, exhibition, fashion, marketing, packaging, publication and more.  

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Visual Communication Design, MVCD

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Doctoral Programs

Doctoral programs at the Harvard Graduate School of Design are non-studio degree programs that allow in-depth studies of topical areas that span the traditional design disciplines.

To apply to the PhD program in Architecture, Landscape Architecture and Urban Planning, please visit the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (GSAS) admissions page .

Doctoral Programs Harvard University Graduate School of Design 40 Kirkland Street, Room 1-A Cambridge, MA 02138 (617) 495-2337

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Liz Thorstenson Program Coordinator [email protected]

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Home » Academics » School of Fashion » School of Fashion Student Experience

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Student Experience

As a student in the Academy’s School of Fashion, you will be exposed to the entirety of the industry, with opportunities to learn about everything from fabric selection and fashion and textile design, to illustration and brand creation. You’ll be working with the best tools and equipment in the industry. On any given day, you may find yourself modeling in a live runway show, writing a press release for a fashion brand launch, or collaborating on a strategy for sustainability.

Our student-run fashion club, Beyond the Front Row, will give incredible networking opportunities with San Francisco’s fashion community. The vaunted “In Conversation” guest speaker series will expose you to some of today’s most influential fashion icons. The school’s 180 magazine and Fashion School Daily blog offer great opportunities for exploring all aspects of fashion; you can get involved with both from day one of your educational journey.

All of this takes place in one of San Francisco’s designated landmark buildings with a rich cultural heritage. You will be surrounded by the history of San Francisco’s creative community while forging your own fabulous fashion future

Industry Advisory Board

The Industry Advisory Board is a visionary initiative designed to strengthen the School of Fashion’s connection with leading professionals in design, communication, and business. The Board shares key insights into current and emerging industry practices, helps shape the Fashion curriculum, and provides students with valuable access to workshops, seminars, and career opportunities. Discover the accomplished professionals who make up our Fashion Advisory Board and gain valuable insights into their expertise.

We believe that to provide our students with a well-rounded fashion education, there must be a balance between classroom academics and real-world experiences. This is why we actively participate in a number of fashion shows and exhibitions, allowing our enrollees to showcase their designs and network with other professionals in the greater fashion community.

Nothing strengthens the confidence of a designer more than putting themselves to the ultimate test and sharing their collection with the audience at a bonafide fashion show. The fast-paced environment, hectic behind-the-scenes coordination efforts, and exhilarating moments of reveal are all lessons you can’t learn in a classroom. They must be experienced!

Since 2005, the School of Fashion has presented collections created by select students and recent graduates during New York Fashion Week and shows hosted by the Academy of Art University itself. One of the most impressive parts of these shows are the collections created through collaborations in textile, knitwear, and fashion design.

Study Abroad Scholarship Exchanges

Through the Exchange Program, the School of Fashion selects two students each year to study at the Kingston University Fashion Department right outside of London.

Students selected can study one semester or a full year at Kingston; living and travel expenses are the responsibility of the student.

Florence, Italy

As a School of Fashion student, you can broaden your education by experiencing the art and culture of Italy during our annual Summer Study Abroad program. Our program is focused on expanding material sourcing skills, understanding the fabric manufacturing industry, and learning the ins and outs of trade show operations.”

This immersive experience offers incredible networking opportunities with international industry professionals, exposure to local fashion labels, crafts, manufacturing, and culture, and many hands-on experiences. You’ll also be earning college credit applicable to any major.

SHOP657 is an innovative concept store that carries brands and products designed and produced by Academy of Art University alumni, students, and faculty.

Run by the School of Fashion, SHOP657 is located in the heart of San Francisco, creating a collaborative platform for you to experience the real world of commerce while also providing you the opportunity to launch and promote your fashion products.

You can buy school merchandise at SHOP657 locations: 625 Polk Street (Room 122), San Francisco, CA 94102 2801 Leavenworth Street (Room 106), San Francisco, CA 94133

To shop online or find store hours, visit artushop657.com .

Graduate Fashion Show

The Graduation Fashion Show is an annual showcase of collections by graduating students from the MFA and BFA programs. Top student work in womenswear, menswear, and textile design are presented on the runway in a professional show attended by press and fashion industry professionals.

Spring Show

Academy of Art University challenges students to Defy the Ordinary and take a creative leap into the Extraordinary. The work in this showcase displays the art and design that our students created as their response.

‘In Conversation’ Series

In Conversation is a series of talks, presentations, demonstrations, and workshops held throughout the semester and hosted by industry members, alumni, and faculty.

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Antonella Almonte

BFA Fashion Design

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Ed.D. vs. Ph.D.: Which Doctoral Degree is Right for You?

June 27, 2024

Assistant Provost, Doctoral Research and Student Success

Professionals who want to advance their careers in fields such as education, business, nursing and healthcare frequently consider further education. Earning a doctoral degree can be an effective tool for career advancement as well as a wonderful life and academic achievement.

When pursuing a doctoral degree, there are different tracks that prospective students can take. To help you determine what type of doctoral degree will best serve your career aspirations, here is a breakdown of the key differences between Ed.D. and Ph.D. degrees.

What is an Ed.D.?

An Ed.D., which is short for Doctor of Education, is a practitioner-focused degree that is designed for professionals aspiring to leadership roles in a variety of educational fields. You can typically complete an Ed.D. program in two to three years.

What is a Ph.D.?

Short for Doctor of Philosophy, a Ph.D. is a degree that is more heavily focused on research and theory.  Ph.D. programs typically take five or more years to complete. (As a personal example, I earned my Ph.D. in Clinical Psychology from a research-intensive program that required a five-year, full-time commitment.)

What are the main similarities between an Ed.D. and a Ph.D.?

Both degrees are at the doctoral-level and are considered terminal degrees. In other words, they represent the highest level of education that can be earned in a particular field. In addition, both degrees take multiple years to complete, and both degrees require a fair amount of writing and research.

What are the main differences between an Ed.D. and a Ph.D.?

One of the primary differences between these degrees is that the Ed.D. is more focused on practical applications, while the Ph.D. is more geared toward theory and original research. Additionally, Ed.D. programs usually have a lower cost and shorter time to completion compared to Ph.D. programs.

What are some common career options for those with an Ed.D.?

The Ed.D. is an outstanding option for individuals who wish to lead others and implement change in their organizations. Moreover, the Ed.D. is a focused degree with a wide range of career options, including:

• College or university president
• Director of human resources
• Educational consultant
• Policymaker or analyst
• Superintendent

What are some common career options for those with a Ph.D.?

A Ph.D. degree is ideal for anyone interested in pursuing a career in research, academia, educational consulting or policy analysis. Career opportunities with a Ph.D. may include:

• Community developer
• Director of research
• Human resource manager
• Policy analyst
• Program manager
• Research analyst
• Statistician

What are the employment projections for doctoral degree holders?

According to the Bureau of Labor Statistics , individuals who earn a doctoral degree in education have relatively high earnings and also have low unemployment rates.  In 2023, doctoral degree holders achieved median weekly earnings of $2,109 and a 1.2% unemployment rate. In comparison, master’s degree holders attained median weekly earnings of $1,737 and an unemployment rate of 2%.

Additionally, the job outlook is very strong for postsecondary teachers and postsecondary education administrators , two professions where doctoral degrees are often required. (Postsecondary education is defined as education beyond the high school level and is often tied to higher education institutions.) According to the Bureau of Labor Statistics, postsecondary teachers in 2023 earned a median annual pay of $83,380 and there is projected job growth of 8% for 2022 – 2032.  For postsecondary education administrators in 2023, the median annual pay was $102,610 per year with a projected job growth of 4% for 2022 – 2032.

Is an Ed.D. or a Ph.D. better?

Both the Ed.D. and the Ph.D. are advanced degrees that represent the highest levels of academic achievement. Regardless of which path an individual ultimately chooses, there is high potential for career advancement.

Ultimately, the best option for you comes down to your preferred path, career goals and values.  If you are seeking a job as a researcher and scholar, a Ph.D. is better aligned to your goals.  If you are more interested in seeking leadership positions that blend practice with research, an Ed.D. may be an ideal path toward your personal and professional goals.

At a glance: Ed.D. vs. Ph.D.

American College of Education offers high-quality, fully online Ed.D. programs for under $24,000, designed to help students build their leadership capacity through practical applications of research theories. Learn more about our doctoral degrees here .

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2024’s Top Film Schools in North America

Each year, Variety curates a list of the top film school programs across North America. From universities that are as old (or older) than the moving picture itself, to budding programs, the schools on this list collectively offer an impressive array of educators, facilities and lessons to be learned. Countless alumni from these programs have become legendary names in the industry. They have created award-winning films and television series, enacted change both on-screen and behind-the-scenes, and often give back to the institutions that fostered their talent.

Belmont University

Nashville, TN

Collaboration between departments is key to the success of Belmont’s students in the Mike Curb College of Entertainment and Music Business. “Our faculty are career industry professionals, who’ve worked in all forms, from indie features to the biggest studio productions,” Jay New, the school’s co-chair of motion pictures, production and screenwriting, tells Variety. He adds that students can pick up a camera on day one. “Our freshman students are required to start off with a course called cinematic storytelling, where they have a camera in hand,” he says. “They make four productions that semester. And then it just keeps going from there.” Besides state-of-the-art equipment and advantageous curriculum, students benefit from networking opportunities provided by dedicated staff. “We have students who have very seamlessly moved into the industry for internships and other opportunities in L.A. and New York, Atlanta — and obviously, Nashville as well,” says New.

Biola University

La Mirada, CA

Tucked in a suburb of Los Angeles, Biola’s Snyder School of Cinema and Media Arts offers students not only the technical skills to forge a successful career but also qualities such as teamwork, reliability and follow-through, says Dean Tom Halleen. “It’s an understanding that preparing students for the world of media in general isn’t just about having excellent technical skills.” The school features all the high-end equipment and instruction that students need to create films, and in 2026, it will open an expanded studio, growing Biola’s existing production facilities. “The building has been envisioned to accommodate the incredible rate of growth that we have,” says Halleen. “The idea behind the building is to house the full production workflow, from ideation to pre-production, production and post-production all the way through final presentation in our theater.” The school is also working in partnership with a “recently announced AI lab within our Crowell School of Business,” says Halleen.

Boston University

Boston University will renovate a second 2,500-square-foot production space this summer, which will operate in addition to the school’s current production studio. BU is also moving toward the use of LED to replace traditional lighting, which is more environmentally conscious and safer for students. “We are immensely proud of all aspects of our program, both in the classroom and beyond — the renaissance we are experiencing in curriculum growth and faculty expansion and the ongoing success of our students in the field,” says Paul Schneider, chair of the department of film and television. Current faculty members include cinematographer Tim Palmer (“Killing Eve,” “Bad Sisters”) and director and producer Amy Geller (“The Guys Next Door,” “The Rabbi Goes West”) among many other industry professionals.

California State University, Northridge

Northridge, CA

With a campus near studio lots, Cal State Northridge students are in the heart of the industry. The school has a strong documentary department and under new documentary head Judy Korin (“Adrift,” “The Great Hack”), student documentaries have garnered national attention with finalists for the Student Academy Awards and PBS Fine Cut Festival of Films. Dave Caplan (“The Connors”) is heading up a new CSUN Cinema and Television Arts mentorship program for six underserved screenwriting students that places them with working showrunners to develop their own TV scripts. Talicia Raggs (writer/producer on “NCIS: New Orleans”) and music producer/engineer/scoring mixer Michael Stern (“Iron Man 2”) are new faculty members.

Chapman University

The Dodge College of Film and Media Arts at Chapman is not only one of the most technically advanced institutions in the country — sporting multiple soundstages, editing and mixing suites plus an LED wall — it is also one of the most productive with 50 undergrad thesis films being produced this year. Yet, according to dean Stephen Galloway, what makes it truly unique is the community built between students during their four years. “We bake that in from day one. Students are working together, forming teams, not being dictatorial,” Galloway says. “We think of this as a village of filmmakers, where everybody knows each other and works together and builds those relationships that you take out into the industry.” 

Community College of Aurora

Formerly known as Colorado Film School, the Cinematic Arts department at the Community College of Aurora is expanding into virtual production, immersive entertainment and storytelling for video games. The average class size is around 13, and the curriculum is based on experiential learning, so students and the school have established educational partnerships with interactive game companies, national advertising agencies, production companies, and film festivals. The school offers six certificates and six three-year associate’s degrees so students can finish their program and enter the industry earlier than traditional programs. The price of the degree is also much less than most bachelor’s degree programs, allowing aspiring filmmakers to graduate without heavy debt.

Columbia College Chicago

Chicago, IL

Undergraduate students can take advantage of the school’s Semester in L.A. program, which introduces students to people working in the entertainment industry and L.A. internship opportunities. “At Columbia College Chicago, we focus on bringing your vision to the screen, but also on developing close working relationships with people you trust. Our classes provide the skills needed to work in any aspect of the industry you are interested in, and our vibrant community helps you build creative partnerships that start at school but continue and grow as you enter the industry,” says Eric Scholl, interim co-chair of the cinema and television arts department.

Columbia University's School of the Arts

New York, NY

In the 2023-2024 school year, the film MFA program welcomed its first class to the new writing for film and television concentration, while undergrads can work on graduate films and take advantage of the Columbia Undergraduate Film Productions group. New faculty include veteran film and TV editor and producer Elizabeth Kling (“Practical Magic,” “Addicted to Love”). Notable faculty include James Schamus, Trey Ellis and Ira Deutchman. Columbia’s notable alumni includes writer/actress Grace Edwards (“Insecure”) and helmer Kathryn Bigelow (“Zero Dark Thirty,” “The Hurt Locker”), offering plentiful networking opportunities for graduates.

Emerson College

Within the Visual and Media Arts department, Emerson promises a hands-on education in filmmaking. Students can select a production track or media studies track, with courses ranging from writing the feature film to computer animation to media criticism and theory. Students can take advantage of the school’s directing studio located on campus at the Paramount Center, or partake in the school’s Los Angeles internship program. VMA chair Shaun Clarke says, “The Visual and Media Arts department fosters the development and creative passions of our students in ways true to themselves and uniquely Emersonian: in the classroom with highly skilled faculty and inspired peers, using state-of-the-art facilities and equipment, and in the world alongside groundbreaking alumni impacting the future of film.”

Feirstein Graduate School of Cinema

Brooklyn, NY

For a top film school, Feirstein is famously more affordable than many others with tuition at $21,000. The school is also developing new curriculum, which is more focused on the overall multifaceted filmmaker, rather than specific tracks. Students benefit from an impressive faculty including the school of cinema’s executive director Richard N. Gladstein, who frequently leads master classes and lectures about film producing and the entertainment industry, and new instructors such as producer Anne Carey (“The Persian Version,” “Lost Girls”) and helmer/writer Anthony Drazen (“The West Wing”). The school also recently had masterclasses taught by John Turturro, Steven Soderbergh and Janusz Kaminski. Feirstein boasts a powerhouse advisory council that includes Ethan Hawke, Darren Aronofsky, Bruce Cohen, Stephen Daldry, Randall Poster, John Turturro, Talitha Watkins, Vicki Thomas and Doug Steiner.

Florida State University

Tallahassee, FL

The College of Motion Picture Arts at Florida State University is all about putting students first with a 5-1 student-to-faculty ratio, 24-7 facility hours, plus funding virtually all student laboratory, workshops and thesis project production expenses at the graduate and undergraduate level. An impressive 96% of graduates find work in the industry after one year. FSU is also home to the Torchlight Center for Motion Picture Innovation and Entrepreneurship, which is an off-campus cinematheque and virtual production studio available to all film students. Just last year, the college was named number four among all public film schools in the nation. 

Hofstra University

Hempstead, NY

This year, Hofstra’s Lawrence Herbert School of Communication added a BS in sports media and continues to offer BFAs in filmmaking and writing for the screen, as well as a BA in film productions and studies and another BS in television and film. Students in these programs can begin making their films their first year with access to three soundstages and a post-production facility that includes an editing classroom, screening room and color correction suite. Faculty include cinematographer Sekiya Dorsett (“In Our Mother’s Gardens”), helmer Kelcey Edwards (“The Art of Making It”) and cinematographer Mark Raker (“Five Questions”).

Ithaca College

In 2023, Ithaca’s Roy H. Park School of Communications established a special opportunities fund for students to access hands-on opportunities related to their career paths. Additionally, the James B. Pendleton Endowment gives more than $800,000 every year to the Park school, funding the Los Angeles program, annual technology upgrades, two endowed professorships, $125,000 in student scholarship awards and close to $75,000 for student, faculty and staff projects. Park also boasts an immersive volume stage known as the Cube, which lets students make use of 3D visual effects via Unreal Engine. Dean Amy Falkner says, “Recruiters often remark at how industry-ready Park students are when they enter the workforce. We owe that to our Tech Ops team who keep the broadcast studios, soundstages, virtual production studios, LED walls and post-production suites on the cutting edge of industry-grade equipment and software. The faculty incorporate all this tech in their teaching, and it takes our students to the highest level.”

Loyola Marymount

Los Angeles, CA

In the fall, LMU will introduce Masters in Entertainment Leadership and Management (MELM), a collaboration between LMU SFTV and LMU College of Business Administration. This program will be taught by industry leaders including Janet Yang, SFTV presidential fellow and president of the Academy of Motion Picture Arts and Sciences. Unique programs for LMU include its Hollywood Bootcamp, recently led by WME agent Krista Parkinson, which provides career training via access to leading executives and companies. LMU also often brings distinguished speakers to campus such as Damon Lindelof, S.S. Rajamouli, Vince Gilligan, Lauren Neustadter and Terilyn Shropshire. “We have a unique ability to provide not only an exceptional education within the classroom but also the in-person industry access and connections required to launch and sustain a successful entertainment career. Thanks to our award-winning faculty, our two campuses located in the heart of the industry (Los Angeles and Silicon Beach), and programs like Hollywood Bootcamp and our Distinguished Artist in Residence, we give aspiring filmmakers a pragmatic, real-world education to set them up for success,” says Joanne Moore, dean of the School of Film and Television.

New York Film Academy

The New York Film Academy is one of the most expansive film schools in the nation, with eight global locations and three undergraduate degree programs encapsulating over 15 areas of study. With an emphasis on a hands-on approach to filmmaking, students get access to top-of-the-line gear and facilities, personal mentoring from industry veterans, travel courses for up to eight weeks and opportunities to train in formats such as 35mm and 16mm film. NYFA has no shortage of famous alumni including Bill Hader, Issa Rae, Aubrey Plaza, Shivani Rawat, Masali Baduza and Lisa Cortés.

Northwestern

Evanston, IL

This year, Northwestern’s department of radio/television/film took students to Sundance to experience the festival and network with alumni. “Our alumni networks are our biggest asset,” says Kerry Trotter, communications director at the school. “There is a very strong, short tether between L.A. and Evanston, and alumni in the industry are often cultivating opportunities for NU students.” Additionally, each spring break the program takes a group of RTVF and communication studies students to London for site visits and networking opportunities. As part of the school’s mission to elevate entertainment education for its student body, it will offer a new minor next academic year: game design, media arts and animation. 

New Brunswick, NJ

Rutgers University’s Mason Gross School of the Arts offers a myriad of programs and facilities, including the Documentary Film Lab, which allows students to work on full-length documentaries with faculty. Associate professor and chair of the Rutgers Filmmaking Center, Patrick Stettner, says of the department’s mission, “Our priority is to provide students with a comprehensive understanding of different modes of storytelling and filmmaking techniques. We recently launched a new course, AI in New Technology Filmmaking, which helps students navigate the next great tech revolution in cinema.” Mason Gross also boasts a new VR studio lab which offers students the opportunity to gain experience with virtual reality filmmaking.

Savannah College of Art and Design

Savannah, GA

With one of the largest university film studio complexes in the nation, SCAD continues to expand. New additions will include a 17,000-square-foot support building for production classrooms, costume labs, costume studio shop and a scenic production wood/machine shop. Students recently worked on a comedy series and two short films on location at SCAD’s Lacoste, France campus. Film and television coursework is supported by events with industry guests throughout the academic year, such as Kevin Bacon, Eva Longoria, Ava DuVernay and George Lopez. The school boasts a well-connected faculty, including Andra Reeve-Rabb, dean of the school of film and acting and director of SCAD’s casting office, who is the former director of casting at CBS Primetime, New York.

Scottsdale Community College

Scottsdale, AZ

Offering efficient two-year degree programs that prepare students to enter the entertainment industry is just one advantage of the Scottsdale School of Film and Theatre at Scottsdale Community College. The school’s curriculum is looking ahead to what film and theater professionals will need in the coming decade, and as such, updating courses to prepare students to work in both filmed productions and live events. Scottsdale’s TV/New Media studio is also in the early stages of a $250,000 update, focused on creating a space that features current equipment and tech students will likely use post-graduation. 

Syracuse University

Syracuse, NY

Syracuse’s Visual and Performing Arts film program focuses on hands-on education, the film production process and cross-training across film disciplines for its students. BFA and MFA degrees in film are offered through the VPA program, and BS and MA degrees in television, radio and film are offered through the S.I. Newhouse School of Public Communications. The VPA program also hosts study opportunities in Los Angeles, New York City and Washington, D.C. “The brand of Newhouse graduates is less about making film as we know it, rather their capacity to invent the next generation of film,” says Michael Schoonmaker, professor and chair of the television, radio and film department at the communications school.  

The Los Angeles Film School

Centrally located in Hollywood and just a stone’s throw from nearby studio lots, the Los Angeles Film School offers bachelor’s and associate degrees in entertainment fields, with its film degree allowing students to pursue concentrations in production, directing or cinematography. In addition to adding an animation/VFX program that shares classes with the film program, the school recently redesigned its TechKit — which includes state-of-the-art software and hardware designed to make it possible for the student to start making films immediately — for the animation program. Famous alums include sound designer Phillip Bladh, who won an Oscar for sound for “The Sound of Metal,” video director Hannah Lux Davis, known for collaborating with Ariana Grande, Halsey and Demi Lovato, and helmer/writer/producer Kyle Newacheck, whose work has appeared on “Workaholics,” “Parks and Recreation” and “Community.”

U. of Texas at Austin - Moody College

Within the Moody College of Communication, the department of radio-television-film boasts a motion capture studio, 70×20 foot green screen and podcast suites, as well as noteworthy alums including Matthew McConaughey and Robert Rodriguez. The school has begun a curriculum overhaul to its B.S., MFA and M.A. programs, and is currently refreshing all film equipment, including cameras, lenses, audio equipment and computers. For aspiring young filmmakers, the school even offers a summer camp led by advanced graduate students, professors and media professionals.

University of North Carolina School of the Arts

Winston-Salem, NC

Now celebrating the school’s 30th anniversary, the Fighting Pickles are formally launching the Story Art Studio in 2024 as an incubator that merges the unique voice and history of the region with both classical and cutting-edge storytelling tools across the disciplines of dance, music, drama and more. The program not only encapsulates the breadth of UNCSA’s curriculum but joins with its Dean’s Advisory Council, comprising of prominent industry leaders, to create post-graduate pathways into the industry. “It’s a gift to have the focus that [students] have here without the distractions of wonderful cities like Los Angeles and New York present,” says dean Deborah LaVine. “Here, the only person they’re competing with is themselves.”

Vancouver Film School

Vancouver, B.C.

Through its school of film & television, school of animation and school of games & creative design, VFS offers an immersive curriculum across 15 programs. Students are trained by industry professionals and have access to eight world-class production centers that feature a 64,000 cubic-feet of performance and motion capture volume, a 180-degree greenscreen room, mixing labs and recording studios, film sets and studios. VFS has been ranked as the top game design school in Canada, and the second-top game design school worldwide. In the 2024 awards season, over 12,000 VFS alumni were credited on nominated and winning projects spanning the Game Awards, Golden Globes, Emmys and the Academy Awards.

Wesleyan University

Middletown, CT

The College of Film and the Moving Image at Wesleyan University seeks to blend history, analysis and production in a liberal arts context. The school recently piloted a one-week immersive summer externship program in Los Angeles, which introduces students from underrepresented groups to the entertainment industry. Two first-generation college students spent a week meeting with prominent alumni like Jenno Topping, Tony Ducret and David Stone. “While we teach skills such as analytical and creative writing, producing, shooting and editing, our goals are broader,” says Scott Higgins, director of the College of Film and the Moving Image. “We aim to help undergraduates discover their goals and to develop their creative and critical voices in a collaborative community founded on a passionate commitment to the moving image.” 

Film School Titans

USC, UCLA, Cal Arts, Tisch, AFI

Across the film school landscape, there are many notable programs but five in particular stand apart because of their impressive curriculum, notable alumni and overall influence: the American Film Institute, California Institute of the Arts, the Kanbar School of Film and Television at NYU Tisch School of the Arts, the UCLA School of Theater, Film and Television, and the USC School of Cinematic Arts.

AFI is noted for its remarkable instructors such as cinematography head Stephen Lighthill and producing head Lianne Halfon. Fellows are guaranteed to make films and the school has partnered to help create the Disney/AFI Underrepresented Storytellers Initiative to help create a pathway that removes economic barriers for emerging filmmakers.

Ask many any animation luminary where they went to school, and you’ll likely hear the name CalArts. Notable alumni include Tim Burton, Brad Bird and Pete Docter, whose films have won multiple Academy Awards. Students can choose from 70 comprehensive degree programs.

The Kanbar Institute within Tisch claims Martin Scorsese as a production alum. Several years ago, the school received the largest grant in its history from the Hobson/Lucas Family Foundation to establish the Martin Scorsese Institute of Global Cinematic Arts, which includes a virtual production center and cinematic studies.

As a public university, UCLA offers a world-class film school education at a price that won’t saddle a student with heavy costs. Among ambitious offerings at UCLA’s school of theater, film and television is a recently announced extended reality and artificial intelligence research studio at the school’s downtown campus. Faculty includes many noted working pros who cover every aspect of filmmaking such as costume designer Deborah Nadoolman Landis. Screenwriter David Koepp (“Jurassic Park,” “War of the Worlds”) and Dustin Lance Black (“Milk”) are among the school’s many notable alums.

The USC School of Cinematic Arts offers a unique interdisciplinary curriculum, in which students take courses from the full spectrum of the SCA’s offerings — prospective writers take courses in directing, directors take courses in interactive media. Helmer Ryan Coogler and writer-producer Shonda Rhimes are just a few of SCA’s highly successful alums. The school receives tremendous support from the creative community. In 2006, filmmaker and alumnus George Lucas made the largest single donation in USC history by giving the film school $175 million.

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