Doctoral Studies in Literacy

The Ed.D. program in Contemporary Curriculum Theory and Instruction: Literacy provides students with a strong core in literacy, theory, research and practice with the aim of cultivating scholarly and reflective practitioners who are prepared to promote culturally-responsive, effective literacy learning across diverse contexts. We are producing the next generation of educational professionals who will advance knowledge of the field to address emergent challenges while sustaining the integrity and vitality of the discipline.

Our Academic Program

This program consists of 60 hours of graduate study, which includes a minimum of 12 hours of dissertation credits to be taken over three consecutive semesters beginning in the summer of the third year of full-time study.

Full-time students take two courses each fall, spring and summer for a total of 18 credit hours per year. Full-time students will take three years to complete the required courses and a minimum of a fourth year to write the dissertation.

Students pursuing the degree on a part-time basis will take one course during the fall and spring semesters and two courses during the summer semester for a total fo 12 credit hours per year. Part-time students will take four years to complete the required courses and a minimum of a fifth year to write the dissertation.

Learn more about the Doctor of Education – Contemporary Curriculum Theory and Instruction: Literacy program.

Meet the Doctoral Studies in Literacy Department faculty and staff.

Check out the library support services guide made just for our program.

Teaching is one of the most demanding professions because you are dealing with the human experience.
Dr. Laurie Andes Doctoral Studies in Literacy Department Faculty

Our Mission, Vision and Values

The mission of the Department of Doctoral Studies in Literacy is to develop reflective and scholarly practitioners.

Therefore, we commit to the following core values:

  • Collaboration: We work together to foster open communication and the productive exchange of ideas toward shared goals and interests.
  • Community: We see ourselves as participants within communities across many social and professional strata. Thus, we pursue professional activities in the service of enriching our own lives and the lives of those around us.
  • Diversity: We appreciate difference as a fundamental quality of our lives and through our work aim to achieve equity, access, and opportunity for all people.
  • Innovation: We promote a creative environment where faculty, staff, and students enthusiastically search for inventive solutions to everyday problems.
  • Professionalism: We are trustworthy, dependable, and fair.
  • Respect: We treat all people with dignity and respect.

Guidelines for Collegial Discourse

We appreciate the cultural and linguistic heterogeneity that characterizes a diverse society and we respect the full range of representational means through which people may express themselves. We understand that standardized language is a social construct, and that language use is deeply embedded in our identities. We expect that all interaction, verbal, written, or otherwise, is carried out in a milieu of collegiality and productive toward the attainment of knowledgeable consensus.

Carnegie Project on the Education Doctorate

Our Ed.D. program is proud to be a member of the Carnegie Project on the Education Doctorate (CPED). This is a national consortium of institutions working together to ensure the Ed.D. is a rigorous and relevant degree that prepares educators to be agents of change who disseminate their work widely and collaborate with a variety of stakeholders in order to improve learning outcomes for all. What this means for our students is they learn and grow in a program that is involved at a national level while they receive attention to their local professional context.

Program Goals

Graduates of the educational doctorate program will advocate for the educational community as professionals who:

  • possess a comprehensive and evolving knowledge of literacy;
  • identify, contextualize, and propose solutions for problems of practice;
  • articulate a vision for teaching and learning predicated on national research trends and tailored to address regional and local needs;
  • improve the quality of services within an education setting through applied research and evaluation of local, state, and national curriculum policies and practices;
  • apply dynamic teaching for the renewal and improvement of schools, school systems and institutions of higher education; and,
  • envision themselves as transformational leaders who can collaboratively design and implement solutions to problems of literacy practiced in school.

Application in Brief

Interested applicants should submit a statement of interest, official academic transcripts from all colleges and universities attended, a professional writing sample and three professional letters of recommendation. Application materials should be submitted using the online application process.

The program admits one cohort each year to begin study in the fall semester. Admission is competitive and potential students are encouraged to begin the application process early. Priority date for admissions consideration is March 1. Preference is given to applicants who have three years of professional teaching experience.

Please direct all supplemental application materials to:
Office of Graduate Studies and Research
Salisbury University
1101 Camden Avenue - HH 262
Salisbury, MD 21801

  • 6 Core Values
  • 6 Program Goals
  • 60 Graduate Study Hours

 

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