Program Website: http://www.hehd.clemson.edu/schoolofed
Introduction
Clemson University offers a program of study leading to the PhD degree in curriculum and instruction. It is a research degree designed to prepare you to become a scholar who can discover, integrate and apply knowledge, as well as communicate and disseminate it. The intent of the program is to prepare you to make a significant and original contribution to knowledge in a specialized field.
Clemson University, a land grant institution, is committed to the highest quality of educational experiences. The faculty in The Eugene T. Moore School of Education ensure a vigorous course of study in a collegial and relaxed environment.
Goals of the Program
Through your time in—and through your completion of—the curriculum and instruction graduate program, you will:
be able to critically analyze social, historical, psychological, personal and policy factors in the development and current practices of curriculum and instruction.
acquire an understanding of the research processes within the field of curriculum and instruction including practical design, analysis and reporting.
understand how to use historical, correlational, descriptive and experimental methods within research in curriculum and instruction.
be able to critically analyze and evaluate research reports within the field
be able to prepare scholarly, research-based reports and presentations related to the field.
Program of Study
The specific program of study for the degree will be determined by your advisory committee. You must satisfy all requirements of the Graduate School as well as requirements in course work,
internships, the comprehensive exam, the dissertation proposal and oral defense of the dissertation as directed by your advisory committee. As a doctoral student in curriculum and instruction, you will also be required to maintain a B average in all graduate work.
The program will prepare you in one of the following education specialty concentrations: elementary, secondary (English, mathematics, science or social studies), reading or special. These areas provide a general structure of course work selections and research emphases. However, you are encouraged to work with faculty to design programs uniquely fitted to your areas of interest.
The degree usually requires a minimum of 73 semester hours beyond the master’s degree selected from the areas prescribed by the program requirements. Generally, this will consist of 28 hours of core requirements (including three hours of directed research), 27 to 30 hours of courses in the specialty area (including three to six hours of internship) and 18 hours of dissertation research. The final determination of the course of study will be made by your advisory committee. For more specific information on program requirements, see www.hehd.clemson.edu/schoolofed/g-c&i_ps.htm.
Centers, Institutes and Facilities
The Eugene T. Moore School of Education has four specialized computer labs for instruction and a curriculum lab with a host of curriculum materials. In addition, faculty members and students are supported by the South Carolina Center of Excellence for Instructional Technology Training. Among the Eugene T. Moore School of Education’s centers and collaboratives are the following:
• America Reads
• Call Me MISTER®
• Community Counseling Clinic
• Eugene T. Moore Leadership Initiative
• Houston Center for the Study of Black Experience
in Education
• International Center for Service-Learning and Teacher Education
• National Dropout Prevention Center
• Reading Recovery®
• Professional Development Schools
• SC Center of Excellence for Instructional Technology Training
• Upstate Writing Project
• University Center of Greenville
• SC Center of Excellence for Adolescent Literacy and Learning
• Network for Educational Renewal
Financial Aid
There are typically a number of grant-funded assistantships, as well as several teaching assistantships for students enrolled in
the program. The program strives to support any student who wishes to attend full time. Assistantships are for at least $15,000 per year and include a tuition waiver.
Student Group
The program has approximately 41 students; 83 percent are women, and over 50% of students attend on a full-time basis.
Student Outcomes
You will be mentored such that you will develop skills in undergraduate teaching, grant writing and professional presenting and publishing.
With their PhDs, graduates typically go on to teach or do research in teacher preparation programs in higher education.
Faculty Listing
• Beatrice N. Bailey, Professor; EdD, Virginia Tech. Curriculum and instruction.
• David E. Barrett, Alumni Professor; PhD, Southern California. Educational psychology.
• Megan S. Che, Assistant Professor; PhD, Oklahoma. Instructional leadership and academic curriculum.
• Michelle P. Cook, Assistant Professor; PhD, North Carolina State. Science education.
• Vivian I. Correa, Distinguished Professor; PhD, Vanderbilt. Special education.
• Chrystal O. Dean, Assistant Professor; PhD, Vanderbilt. Teaching and learning—math education.
• Gail C. Delicio, Associate Professor; PhD, Florida State. Education psychology.
• Pamela J. Dunston, Associate Professor; PhD, Georgia. Reading education.
• Angela L. Eckhoff, Assistant Professor; PhD, Colorado. Educational psychology and cognitive science.
• Lienne C.F. Medford, Assistant Professor; PhD, East Carolina. Educational leadership.
• William R. Fisk, Professor and Department Chair; PhD, Florida State. School psychology.
• David S. Fleming, Assistant Professor; PhD, Southern California. Physical education and pedagogy.
• Susan King Fullerton, Associate Professor; PhD, Maryland. Curriculum and instruction in reading.
• Linda B. Gambrell, Distinguished Professor; PhD, Maryland. Curriculum and instruction in reading.
• Robert P. Green Jr., Alumni Professor; EdD, Virginia. Curriculum and instruction.
• Kathy N. Headley, Professor; EdD, Auburn. Reading education.
• M. Janie Hodge, Associate Professor; PhD, Vanderbilt. Education and human development.
• Robert M. Horton, Associate Professor; EdD, Cincinnati. Curriculum and instruction.
• L. Brent Igo, Assistant Professor; PhD, Nebraska-Lincoln. Educational psychology.
• Antonis Katsiyannis, Professor; EdD, William and Mary. Education administration, special education.
• William H. Leonard, Professor Emeritus; PhD, Berkeley. Science education.
• Charles C. Linnell, Associate Professor; EdD, North Carolina State. Industrial arts education.
• Agida Manizade, Assistant Professor; PhD, Virginia. Mathematics education.
• Jeff C. Marshall, Assistant Professor; PhD, Indiana. Curriculum and instruction.
• Kimberly A. McDuffie, Assistant Professor; PhD, George Mason. Special education.
• Jonda C. McNair, Assistant Professor; PhD, Ohio State. Language, literacy and culture.
• William D. Paige, Professor; PhD, Ohio State. Industrial technology education.
• Susan J. Pass, Assistant Professor; EdD, Houston. Curriculum and instruction.
• Chris L. Peters, Associate Professor; EdD, Georgia. Instructional technology.
• Cheryl E. Poston, Associate Professor; EdD, Georgia. Technology Education.
• David P. Reinking, Named Professor; PhD, Minnesota-Twin Cities. Reading education.
• Paul J. Riccomini, Assistant Professor; PhD, Penn State. Special education.
• Victoria R. Gillis, Professor; PhD, Georgia. Reading education.
• Joseph B. Ryan, Assistant Professor; PhD, Nebraska. Special education.
• Suzanne N. Rosenblith, Assistant Professor; PhD, Wisconsin-Madison. Educational policy studies.
• Mindy J. Spearman, Assistant Professor; PhD, Texas. Curriculum and instruction.
• Deborah A. Stevens-Smith, Associate Professor; EdD, Tennessee. Physical education/pedagogy.
• Pamela M. Stecker, Professor; PhD, Vanderbilt. Education and human development.
• Dolores A. Stegelin, Professor; PhD, Florida. Early childhood development and interdisciplinary research.
• Deborah M. Switzer, Professor; PhD, Illinois at Urbana-Champaign; Educational psychology.
• Rachelle D. Washington, Assistant Professor; PhD, Georgia. Language and literacy.
• Carol G. Weatherford, Associate Professor; EdD, North Carolina State. Occupational education.
• Elaine M. Wiegert, Assistant Professor; PhD, Clemson. Curriculum and instruction.
Applying
For best chances of acceptance, you should have a master’s degree, a 3.5 undergraduate GPA, GRE scores, relevant P-12 teaching experience and a successful interview. You may apply on the web at www.grad.clemson.edu/Admission.php. Applications, along with a $55 nonrefundable fee, will be considered year round for fall admission. Your application should be submitted by January for fall consideration for financial support. See www.hehd.clemson.edu/schoolofed.
For More Information
David S. Fleming, PhD
Graduate Coordinator
Eugene T. Moore School of Education
G01-B Tillman Hall
Clemson University
Clemson, South Carolina 29634-0715
Telephone: 864-656-1881
Fax: 864-656-0311
Email: dflemin@clemson.edu
