Doctor of Education major in Curriculum and Instruction

Overview

The Doctor of Education major in Curriculum and Instruction, introduced in 2014, is designed to train teachers, researchers, and administrators to become expert curriculum designers, developers, and implementers in all levels of education. Specifically, the program focuses on imbuing these professionals with theoretical groundings, practical knowledge, and advance research skills through the program’s varied delivery modes. 

Through this program, the students will master theories in curriculum and instruction, research on trends, issues, policies, and practices in education, as well as train in developing, implementing, and evaluating curriculum for the improvement of the teaching and learning landscape in the country. The degree will be awarded upon completion of 60 units or 1944 hours of course work which includes Dissertation 1 and 2.

Please click or tap on the sections below for more detailed information about the EdD CI program.

  • In-Service Teachers: Those who are masterate degree holders in who are in the teaching and training workforce who intend to develop expertise in curriculum and instruction.  
  • Professionals from Various Fields of Specialization: Professionals who graduated in other masterate degree programs can apply, granted that they will be taking bridging courses, if deemed necessary, as a requirement for admittance.

The IE-GS seeks to develop research-oriented professionals with an articulated philosophy of education, committed to a life of service for the development of the country in general and learning communities specifically. These professionals include:

  1. Effective teachers who are prepared to take on leadership roles in educational institution;
  2. Educational planners and managers who contribute to the growth and improvement of the educational system to address challenges of diverse cultures;
  3. Competent teachers updated in current trends and methods in teaching multicultural settings;
  4. Special education teachers capable of organizing and managing facilities for persons with disabilities;
  5. Physical education managers equipped with advanced knowledge and skills in teaching, administering, and evaluating PE and sports programs;
  6. Creative and efficient educators who use competency and outcomes-based standards and other alternatives modes of instruction delivery, equipped with skills in research, publications, and blended educational technology;
  7. Globally-oriented teachers capable of establishing partnerships and linkages with fellow educational leaders both local and international; and
  8. Service-oriented and environment-conscious educational practitioners who are committed to establish optimum development of the community through community service guided by the ethical practice of the teaching profession.

Upon successful completion of the 60-unit graduate degree program aimed at producing experts in curriculum planning and design, development, implementation, and evaluation, the students are expected to:

  1. Amalgamate curricular and instructional insights from the emerging practices and innovations in curriculum and instruction.
    Courses that contribute: CI 306, CI 300, CI 301, CI 302, CI 303, CI 304, CI 307, EDUC 371
    Linked to FEU Core Competencies: Critical thinking, Problem solving, Intellectual curiosity
  2. Keep abreast with the trends, issues, and policies which shapes curriculum and instruction in the national education system.
    Courses that contribute: CI 306, CI 302, CI 304, CI 307, EDUC 371, EDUC 365
    Linked to FEU Core Competencies: Critical thinking, Intellectual curiosity
  3. Lead in the production of scholarly outputs on the advancement and trends in curriculum and instruction in indexed journals.
    Courses that contribute: CI 306, CI 302, CI 306, EDUC 360, EDUC 361
    Linked to FEU Core Competencies: Critical thinking, Intellectual curiosity, Problem solving, Professionalism, Persuasive communication
  4. Lead in the presentation of scholarly outputs on the advancement and trends in curriculum and instruction in local and international conferences.
    Courses that contribute: CI 306, CI 302, CI 306, EDUC 360, EDUC 361, EDUC 372, EDUC 364
    Linked to FEU Core Competencies: Critical thinking, Intellectual curiosity, Problem solving, Professionalism, Persuasive communication
  5. Utilize expertise in all aspects of curriculum and instruction in curricular development, implementations, and innovations.
    Courses that contribute: CI 306, CI 300, CI 301, CI 302, CI 303, CI 304, CI 305, CI 307, EDUC 362, EDUC 363, EDUC 365, EDUC 371, EDUC 372, EDUC 364
    Linked to FEU Core Competencies: Critical thinking, Intellectual curiosity, Problem solving, Professionalism, Persuasive communication
  6. Engage in the initiatives on curriculum reforms in the country.
    Courses that contribute: CI 306, CI 300, CI 301, CI 302, CI 303, CI 304, CI 305, CI 307, EDUC 362, EDUC 363, EDUC 365, EDUC 371, EDUC 372, EDUC 364
    Linked to FEU Core Competencies: Critical thinking, Intellectual curiosity, Problem solving, Professionalism, Persuasive communication
  7. Analyze complex educational problems on curriculum and instruction and marshal the resources and evidences through rigorous inquiry.
    Courses that contribute: CI 306, CI 300, CI 301, CI 302, CI 303, CI 304, CI 305, CI 307, EDUC 365, EDUC 371, EDUC 364
    Linked to FEU Core Competencies: Critical thinking, Intellectual curiosity, Problem solving, Professionalism, Persuasive communication
  8. Enhance ability to make sound arguments grounded in relevant literature and evidence.
    Courses that contribute: CI 306, CI 300, CI 301, CI 302, CI 303, CI 304, CI 305, CI 307, EDUC 365, EDUC 371, EDUC 364
    Linked to FEU Core Competencies: Critical thinking, Intellectual curiosity, Problem solving, Professionalism, Persuasive communication

Upon completion of the program, graduates can be employed as content and curriculum specialists, researcher, instructional design writer, program supervisor, school administrator, and consultant.

Program Curriculum

The doctorate program is composed of 18 courses or 60 units on theories and principles of education, theories and processes in curriculum and instruction, trends, issues, and policies in curriculum and instruction, management of school systems, and principles of research.

In the program, students will delve deeper into the current issues and trends in curriculum and instruction and its impact and relevance to national and international education systems and scholarly outputs produced in the field of education.

This exploration trains students to become experts in the field and prepares them to work as program or school administrators in improving the current education system in the country.

The students’ learning and progress will culminate with a research output in Dissertation 1 and 2 which are scaffolded by lecture series, round table discussions, and masterclasses in the duration of the program.

Teaching and Learning Methods

The graduate studies program of the Institute puts premium on in-depth and adequate knowledge and understanding of academic and theoretical frameworks which are translated into research-based academic tasks.

This specialized nature of the program prepares the students to become thinking teacher professionals as they collaborate and co-construct knowledge by investigating educational and societal trends and issues using different disciplinal lenses, frameworks and paradigms.  Specifically, the program will be delivered using the following modes:

  • Student-Centered Learning. To address the distinct needs of the graduate studies, the courses are designed for the learners to collaborate and co-construct knowledge with their colleagues and professors through research-based activities.  This approach is rooted on the learning paradigm of the university where critical, reflective, and creative thinking is fostered. 
  • Interdisciplinary Approach. Through this approach, the students explore and investigate educational and societal trends and issues using different disciplinal lenses to make sense of the different perspectives and make connections of their learnings on different courses. In addition, students develop the capacity to understand concepts in multiple viewpoints and the ability to integrate these viewpoints into a broader conceptual framework of analysis. 
  • Blended Learning. The courses are delivered using a combination of face-to-face and online discussions using the learning management system or Canvas. Face-to-face discussions are done on a designated class schedule, while the readings, videos, and other learning materials are made available in the learning management system. Likewise, extended assessments and discussions are given through Canvas.
  • Discovery and Self-Directed Learning. The courses are taught using the combination of the two modes where students will be given opportunities for mentorship through various supplementary activities in the department. The students will also work with their fellow graduate studies students and faculty members through consultations and discourses. 
Assessment and Research

The completion of courses under the program is dependent on the accomplishment of assessment tasks negotiated by the professor and the students for the semester. The program makes use of research-based outputs and community and field exposures as forms of assessments. These course outputs prepare students for the comprehensive examination and thesis writing towards the end of the program. 

The comprehensive examination measures the students’ ability to synthesize their learning throughout the program through a publishable research or an empirical essay. This same research or essay can be expounded further in writing their thesis, which is a final requirement for awarding of the degree. Through these assessments, students will be trained to produce quality publishable research papers and will enable them to understand and appreciate research as a way of life in the teaching profession.

The university offers various scholarship programs for teachers from the government and private institutions as well as alumni of FEU.

Institute of Education

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Mr. Harold John Culala

OIC-Dean, Institute of Education

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