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Curriculum & Instruction: Ed.D. - Doctor of Education

Graduates of this online program are practitioner-scholars who leverage their expertise in curriculum, instruction, and assessment to solve localized educational problems of practice.

At a Glance

Program Results

Ed.D. - Doctor of Education

Curriculum & Instruction

Best Suited To

Working educators anywhere in the world who hold a master's degree and have 4+ years of full-time teaching and/or professional experience in K-12 education.

Program Type

  • Part Time

Location

  • Online

Estimated Length

4-7 years 

Application Deadline

February 1 to start next fall  

Credits

72

About This Program

A cohort of education leaders
Your classmates and faculty mentors represent some of the most diverse, passionate leaders from across the country and around the world. Within this community, you and other practitioner-scholars will combine academic, theoretical, and practical understandings with personal practice and self-reflection to become change leaders in your professional context. 

Personalized pace of study
Every candidate maps out a personalized academic plan that accounts for their professional and life commitments. Our asynchronous, online model allows dedicated practitioners to flexibly earn their degree while working from anywhere in the world.

Linking research and practice
Critical reflection, knowledge, and research lead to transformational learning, and when combined with field studies, mentor supervision, collaborative group work, and a variety of technologies, our doctoral candidates build a robust portfolio of practical work.

Graduates of this program:

  • Apply their extensive knowledge of curriculum, instruction, and assessment to their professional practice
  • Utilize systematic inquiry processes to address problems of practice
  • Engage stakeholders in collaborative problem-solving
  • Promote equity through their work

 

Program Overview

Admission Requirements

Admission requirements that apply specifically to this program are listed below:

Prerequisites

  • Master’s degree from an accredited institution. 
  • Minimum of four years full-time teaching experience (or equivalent professional experience).

Admission Requirements

  1. Two letters of recommendation, at least one of which must come from a recent supervisor.
  2. In a goal statement of about 2,000 words, please describe: 
    • Your purpose in pursuing an Ed.D. in Curriculum and Instruction 
    • The academic and professional experiences that have prepared you for this program
    • Specific professional goals as they relate to the Ed.D. in Curriculum and Instruction and your chosen area of emphasis.
    • At least one professional challenge or problem of practice that you plan to utilize your doctoral studies to help you tackle - and why that challenge motivates you.
  3. A writing sample of 2,500 - 3,500 words that is your original work, makes a clear and compelling argument supported by evidence and incorporates scholarly sources to support that argument. Refer to the writing sample instructions tab for further instructions. 
  4. A resume or CV that highlights evidence of the following:
    • Positions held with details about role and responsibilities
    • Leadership work with details about your role and responsibilities
    • Professional learning with details about your role and responsibilities
    • Any professional work, learning opportunities, or published articles focused on diversity, equity, and inclusion (DEI) with details about your role and responsibilities

Applicants are responsible for ensuring that all required materials are submitted by the deadline. Incomplete applications will not be read and may be canceled if left incomplete. Materials should be tracked using the checklist in the application. Decisions are typically made by mid-to-late March.

Visit our Graduate Admission page for the full admission process.

Transferring Credits

Up to 24 graduate credits from an accredited institution may be applied toward the Ed.D. (if earned within ten (10) years of admission to the program - within five years for the leadership in reading and literacy courses, and provided the program area determines that the courses are relevant to the doctoral program). Decisions about transferring credits are made by the C&I Ed.D. committee. We typically do not transfer credits for Tier II C&I core or research methods courses. 

Graduate Admission

Application for admission is made to the School of Education and Human Development Office of Admission & Enrollment. For more information about the graduate admission process, please visit our Graduate Admission page.

Graduate Admission

Writing Sample Instructions

Your writing sample must be submitted as part of your online application.

Please respond to the prompt below in an essay that is 2,500–3,500 words in length. Your submission must be your original work, and you should be the sole author.

The sample should:

  • Make a clear and compelling argument 
  • Be supported by evidence
  • Incorporate scholarly sources effectively
  • Ideally follow APA formatting for a student paper (see this link)

This sample will be evaluated for its clarity, coherence, and depth of analysis. Ensure it demonstrates your best academic writing skills.

Prompt:

The integration of technology in education has transformed the way students learn and teachers instruct. Some educators advocate for the extensive use of digital tools and online resources to enhance the learning experience, arguing that they prepare students for a technology-driven world. Others contend that over-reliance on technology can hinder critical thinking and interpersonal skills.

Write a response in which you discuss the extent to which you agree or disagree with the claim above. In developing and supporting your position, be sure to address both the advantages and disadvantages of integrating technology into education. Provide specific examples and evidence to illustrate your points.
 

Program Requirements

The Ed.D. in Curriculum and Instruction requires a minimum of 72 credit hours, consisting of:

Coursework:

  • Twenty-four (24) credit hours of the C&I Core
  • Minimum of eighteen (18) credit hours of the Research Methods Sequence
  • Twelve (12) credit hours of courses in a supporting Area of Emphasis

Milestone Doctoral Assessments 

Student progress, performance, and professional behavior may be evaluated by the program area faculty at any time. Following such evaluations, advisors will notify students about the assessment of their progress in the program and inform them of any deficiencies identified and the required action to remain in good standing. Failure to remediate deficiencies may result in dismissal from the program.

The Curriculum & Instruction Ed.D. program includes the following five Milestone Assessments. Students must pass each milestone in succession in order to continue to progress through their doctoral studies.

  1. One (1) credit hour of Preliminary Exam
  2. Six (6) credit hours of Field Study
  3. One (1) credit hour of Comprehensive Exam
  4. Three (3) credit hours of Capstone Proposal and Defense
  5. Seven (7) credit hours of Capstone Final Project and Defense
     

Curriculum & Instruction Course Descriptions

For further details about the specific courses and milestones taken as part of the completion of this degree, visit the Graduate Record website. These web pages represent the official repository for academic program requirements. 

Curriculum

Ed.D. in Curriculum & Instruction Areas of Emphasis

Find out which of these areas of emphasis best aligns with your goals.

Reach out to the program contact listed at the bottom of this page, or attend an upcoming information session to learn more about the program experience.

In the curriculum and instruction area of emphasis, students will...

  • build a deep understanding of curricular and instructional design.
  • learn methods for using curriculum and instruction to meet the needs of diverse learners.
  • develop methods for assessing curriculum and its ability to meet student needs.

After completing the curriculum and instruction area of emphasis students may

  • lead curriculum and instruction design efforts at various levels of schools and educational organizations.
  • support the assessment of current curriculum and adoption of new curriculum.
  • develop new curriculum to meet student needs.
  • support, coordinate, and coach instruction.
     

In the educational innovation area of emphasis, students will...

  • develop an innovator’s mindset for improving educational opportunities and outcomes in schools and other learning environments. 
  • explore both theoretical frameworks that have underpinned key educational innovation efforts and examples of real-world practice that have sought to transform learning.
  • build a deep understanding of three critical aspects of educational innovation: major past efforts to improve education; promising present-day strategies; and leadership lessons for spearheading change. 
  • design and implement an educational innovation for a specific school or other educational setting. 

After completing the educational innovation area of emphasis, students may...

  • lead and support school improvement efforts from within schools and districts.
  • spearhead impactful educational change in informal learning environments and other educational settings. 
     

In the English as a second language area of emphasis, students will...

  • develop a strong knowledge base in theories of second language acquisition and applied linguistics.
  • deepen their understanding of literacy instruction for multilingual students.
  • learn methods for differentiation of instruction for multilingual students.
  • examine socio-cultural factors related to teaching multilingual students in preK-12 school contexts.

After completing the English as a second language area of emphasis, students may...

  • lead and oversee ESL programs in schools and communities.
  • support teachers in implementing evidence-based instruction for English Learners.
  • develop curriculum designed to meet the academic and socio-cultural needs of students acquiring a second language.

In the leadership in reading and literacy area of emphasis, students will...

  • gain a comprehensive understanding of various literacy theories as well as critically evaluate and apply these theories to enhance literacy education in diverse educational settings.
  • develop advanced skills in assessing literacy development and implementing effective interventions with the goal of supporting teachers across levels of implementation -- classroom, school, and division levels.
  • become proficient in understanding and analyzing existing research in literacy education to apply to their own educational contexts.

After completing the leadership in reading and literacy area of emphasis, students may...

  • serve as a literacy coach supporting literacy instruction in classrooms and schools.
  • oversee the development and implementation of literacy initiatives within a school division.
  • consult with schools, divisions, or educational organizations to develop and evaluate literacy programs.

In the social and emotional learning area of emphasis, students will...

  • develop a theoretical knowledge base related to social and emotional learning.
  • learn pedagogical skills related to integrating social and emotional learning into content areas and explicit instruction of SEL skills.
  • deepen their understanding of trauma and its impact on students’ social and emotional development and the classroom environment.
  • learn evidence-based practices for mindfulness for teachers and students to promote social and emotional competencies such as self-awareness and self-management

After completing the social and emotional learning area of emphasis, students may...

  • advocate for, design, and lead SEL programs in a variety of settings including schools and communities.
  • advocate for, design, and lead trauma-sensitive, healing-centered programs in a variety of settings including schools and communities.
  • support others in constructing informed decisions to address increasingly complex problems of practice related to SEL learning.

Additional Program Details

In 2025, the UVA School of Education and Human Development is ranked #6 for best graduate school of education in the country by U.S. News and World Report.

The school is also is ranked #9 for best online graduate education program in the country, #7 for curriculum & instruction and #9 for instructional media design.

Ed.D. in Curriculum & Instruction News

All School News
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Information Session Recording

View an information session recording for the Ed.D. in Curriculum & Instruction program.

Information Session Recording

The Ed.D. in Curriculum & Instruction Program Experience

Headshot of Andy Malone, Ed.D. in Curriculum & Instruction '23

Once I decided that I was ready to pursue my doctorate, I spent a LOT of time researching different programs. I chose UVA because my personal passion and value set had evolved to a place where I really wanted to dedicate my advanced studies to pedagogy and learning science, so the Ed.D. in curriculum & instruction program at UVA was a rare and good fit for that. I also spent time talking to the faculty at different programs, and found those at UVA to be especially engaged, helpful and passionate. The program was also affordable and flexible--the quality of professors and programming was impressive when compared to other programs that were more expensive and restrictive.

Andy Malone

Ed.D. in Curriculum & Instruction, '23

A headshot of Rob Powers, Ed.D. in Curriculum & Instruction, '23

The design principles of the Ed.D. in Curriculum & Instruction program are focused on applied learning. As such, it felt as though everything I was learning and doing as part of the degree experience related back to my work in the field. I especially appreciated the opportunity to take one particular problem of practice related to my work as a curriculum director and investigate it through multiple avenues across each program milestone. I also developed the skills necessary to connect research to practice, which has made me a stronger partner when working with colleagues to design, implement and evaluate interventions and programs in our district.

Rob Powers

Ed.D. in Curriculum & Instruction, '23

Program Faculty

All Program Faculty
Kyong Mi Choi

Kyong Mi Choi

  • Associate Professor
Tisha Hayes

Tisha Hayes

  • Professor of Education
  • Director, McGuffey Reading Services
Natasha Heny headshot

Natasha A. Heny

  • Associate Professor
Tish Jennings profile photo

Patricia A. Jennings

  • Professor
  • Ed.D. in Curriculum & Instruction Program Director
Anne Jewett

Anne Jewett

  • Assistant Professor
  • Degree Director, M.Ed. in Curriculum & Instruction program
Wintre Foxworth Johnson

Wintre Foxworth Johnson

  • Assistant Professor
Gail E. Lovette

Gail E. Lovette

  • Assistant Professor
Jennifer S Pease

Jennifer S. Pease

  • Associate Professor
April Salerno

April Salerno

  • Associate Professor of Education, General Faculty
Matthew Wheelock

Matthew Wheelock

  • Associate Professor
  • Innovation Program Area Director

Contact Us

Disclosures

As a member of the State Authorizations Reciprocity Agreement (SARA), the University of Virginia (UVA) is authorized to provide curriculum in a distance learning environment to students located in all states in the United States except for California. (34 CFR 668.43(a)(6)& 34 CFR 668.72(n)). Although California does not participate in SARA, it allows students to enroll in out-of-state programs.

Upon completion of the Doctor of Education in Curriculum and Instruction program at the UVA School of Education and Human Development, graduates may be eligible for initial professional licensure in another U.S. state by applying to the licensing board or agency in that state.

Please visit the University’s state authorization web pages to make an informed decision regarding which states’ educational requirements for initial licensure are met by this program. (668.43(a)(5) (v)(A) - (C))

Enrolled students who change their current (or mailing) address to a state other than Virginia should update this information immediately in the Student Information System as it may impact their ability to complete internship, practicum, or clinical hours, use Title IV funds, or meet licensure or certification requirements in the new state. (34 CFR 668.402).