Curriculum and Instruction
Department of Curriculum and Instruction
Chairperson: Trena Wilkerson
Graduate Program Director for Master's Programs: Rachelle M. Rogers
Graduate Program Director of Ph.D. in Curriculum & Teaching Program: J. Wesley (Wes) Null
Graduate Program Director, Ed.D. in Learning and Organizational Change Program: Laila Sanguras
Graduates from the Baylor University School of Education with master’s or doctoral degrees in Curriculum and Instruction are found throughout the world, occupying a variety of unique positions. Their successes are due in large measure to the quality of the program they completed at Baylor. These graduates reflect the mission of the School of Education, which is to prepare educators for leadership, research, instructional and other professional roles to meet the demands of a dynamic and culturally diverse world.
Goals of the Master’s Programs
Students completing the master’s in Curriculum and Instruction will demonstrate an understanding of:
- The philosophical and historical foundations of curriculum,
- Research methodologies in education,
- Contemporary instructional strategies,
- Issues and trends in curriculum and instruction, including issues of social justice in education, and
- The relationship between curriculum, culture, and diversity.
Goals of the Doctor of Philosophy Program
Students completing the Doctor of Philosophy in Curriculum & Teaching will:
- Demonstrate an in-depth understanding of the philosophical, socio-cultural, and historical foundations of curriculum and teaching from a global perspective,
- Acquire significant knowledge of seminal and contemporary pedagogical and curricular theories and practices in order to impact the initial preparation and continued professional development of educators at all levels,
- Critically evaluate quantitative, qualitative, and mixed methods research literature in the disciplines and sub-disciplines of curriculum and pedagogy,
- Develop a depth and breadth of research knowledge and skills in order to design, conduct, and disseminate original research that impacts the theories and practices in education in order to address complex issues with innovation and creativity, and
- Apply the knowledge, skills, and values required to become the next generation of scholars guiding the preparation of individuals for transformative global leadership in curriculum, teaching and learning.
Curriculum and Instruction (EDC)
EDC 5199 Non-Thesis Degree Completion (1)
To fulfill requirements for non-thesis master's students who need to complete final degree requirements other than coursework during their last semester. This may include such things as a comprehensive examination, oral examination, or foreign language requirement. Students are required to be registered during the semester they graduate.
EDC 5300 Advanced Elementary Social Studies Methods (3)
Preparation to become effective social studies educators capable of teaching elementary students the content knowledge, the intellectual skills, and the civic values necessary for fulfilling the responsibilities of citizenship in a participatory democracy.
EDC 5302 Linguistics: Implications for Improving Reading Instruction (3)
Several linguistic fundamentals of the American English language and the manner in which these fundamentals may affect children's reading development. The linguistic fundamentals investigated are origin of the language, language development, phonology, morphology, and syntax. Special emphasis is placed on the function dialects have in children's reading development. An integral strand of the course is instruction strategies for implementing the linguistic fundamentals in classroom reading instruction.
EDC 5303 Models of Teaching and Learning (3)
Teaching-learning situations. Emphasis on learning techniques, methods, and materials of instruction, functions of the different subject matter areas. Special projects assigned to each student.
EDC 5304 Reading Intervention for Students (3)
This course focuses on research-based reading interventions that support K-8 children.
EDC 5310 Principles and Strategies for Effective Discipline and Classroom Management (3)
A study of the principles of classroom discipline and management, including analysis of the dynamics of the classroom, application and evaluation of interactive models of classroom management, and legal issues of student discipline.
EDC 5311 Introduction to Qualitative and Quantitative Research (3)
An introduction to the research process applied to Curriculum and Instruction topics, including design of the study, data collection, and analysis using qualitative and quantitative methods. Includes a discussion of variables, sampling, reliability, validity, and ethics of research. Students will read and interpret published research and develop a research proposal.
EDC 5312 Literacy, Equity, and Children’s Lives (3)
Adapting materials and methods of reading instruction to aid teachers meet the identified needs of learners.
EDC 5313 Media Literacy Across the Curriculum (3)
An examination of media literacy and its place in the curriculum. Students will examine major themes and issues in media literacy education; acquire skills in deconstructing, using, and creating various media; and develop curriculum involving media literacy including appropriate methods of assessment.
EDC 5314 Clinical Experiences in Teaching Reading (3)
Remedial and clinical methodologies and techniques utilized with pupils referred because of reading disabilities.
EDC 5315 Foundations of the American Economy (3)
Cross-listed as AMS 5315
Behavior of households and business firms in determining the allocation of scarce resources among competing needs in a free market economy for those with no or little previous training in economics. Basic economic analysis is introduced as an aid in understanding the problems of energy, consumerism, unemployment, inflation, and pollution, among others. The course is designed to meet the requirements of Texas state law mandating instruction in free enterprise and economics education.
EDC 5316 Basic American Documents (3)
Cross-listed as AMS 5316
The development of the American political, economic, and social system by reference to the basic documents which undergird that structure. Emphasis is placed on understanding how the system developed and how that development reflected the thoughts of the American public as reflected in those documents. Particular emphasis is placed on the Constitution, court interpretation, and landmark Federal legislation.
EDC 5317 Special Techniques in Secondary Schools (3)
Special techniques and methodology that the modern teacher must now master. Emphasis is given to diagnosing learning difficulties, specified techniques in directing learning activities, and ways of meeting the individual differences found among high school pupils.
EDC 5318 Elementary Language Arts (3)
Development of strategies for facilitating communication skills in the elementary grades and integration of language arts across the curriculum.
EDC 5319 Reading in the Secondary School (3)
The application of developmental reading precepts to the reading requirements of the secondary content subjects. Peer teaching emphasizes techniques and materials for individualized reading assignments.
EDC 5320 Elementary Science and Social Studies (3)
A study of the national standards and Texas requirements for science and social studies content in the elementary classroom with an emphasis on teaching strategies to promote active learning.
EDC 5321 Contemporary Curriculum-Designing and Implementing (3)
Contemporary philosophies and practice for designing and implementing the school's instructional program for administrators, supervisors, and teachers. In addition to placing an emphasis on the changing philosophies and patterns for implementing the curriculum, stress will also be given to current innovations and experimentation in curriculum.
EDC 5322 Learning and the Young Child (3)
Relation of theories of learning and concept development to the young child.
EDC 5323 Contemporary Curricula and Literacy Assessment (3)
In this course, we will explore a variety of assessments for reading, writing, speaking, and listening as applied in K-12 learning contexts. In addition to engaging with theoretical definitions and equity considerations, educators will have the opportunity to practice implementing assessment(s) with K- 12 learners, using the information to pair students with appropriate curricular materials. This course is appropriate for educators across a variety of disciplines.
EDC 5324 Alternative Models of Instruction for the Young Child (3)
Use of research literature to examine, understand, and evaluate various models of instruction for the young child.
EDC 5325 Current Issues and Concerns in Educating the Young Child (3)
Legal, social, and economic issues that affect educational processes for the young child.
EDC 5326 A Process Approach to Teaching Writing (3)
A process approach to teaching writing K-12 explored in a workshop environment.
EDC 5327 Research and Advanced Methods of Teaching Writing (3)
Recent practices and research in teaching writing K-12. Students will engage in some aspect of classroom research in writing.
EDC 5328 Language and Learning across the Curriculum (3)
Emphasis on teaching writing across the curriculum.
EDC 5329 Secondary English Curriculum (3)
Content of secondary English, instructional methods, and teaching materials for grades 7-12. Contemporary concerns relevant to the curriculum development of the English language arts in the components of language, composition and literature. Includes a review of recent research in the teaching of English.
EDC 5330 Contemporary Models of Character Education (3)
Current practices in character education (K-12) with an emphasis on schoolwide models and the materials and resources available to support character education initiatives. The arguments of both advocates and critics of character education will be considered.
EDC 5331 Assessment Issues in Mathematics Education (3)
Students will explore current issues related to assessment, multiple dimensions of assessment, and the process of assessment for mathematics education.
EDC 5332 Mathematics in the Elementary Grades (3)
Introduction to a constructivist approach for teaching mathematics in grades K-5, emphasizing NCTM Principles and Standards. Includes a field-experience working with elementary and/or middle school students.
EDC 5333 Mathematical Immersion to Advance Understanding (3)
This course is designed to engage students in mathematical problem solving and problem posing and examining related research while immersing them in mathematics. The emergence of advanced mathematical understandings will aid students in the development of strategies that promote mathematical learning, particularly related to their professional educational work.
EDC 5334 Numerical Understanding: Rational Numbers (3)
Designed to allow graduate students to explore and analyze research, experiences, case studies, and theory related to the teaching and learning of numerical thinking across grade levels. In particular, students will focus on rational numbers. Students will be able to investigate curriculum standards for K-12, instructional strategies in teaching rational numbers, and recent research on conceptual approaches.
EDC 5335 Research in Algebraic Thinking (3)
Research in Algebraic Thinking is designed to allow graduate students to explore and analyze research, experiences, case studies, and theory related to the teaching and learning of algebraic thinking across grade levels. Students will investigate algebraic curriculum standards for K-12, instructional strategies in teaching algebra, and recent research on conceptual approaches.
EDC 5340 Advanced Elementary Curriculum Development (3)
Analysis of the unique needs of the elementary aged child with special emphasis on EC-6 content standards, lesson and unit planning in the elementary classroom, and elementary curriculum programs.
EDC 5341 Curriculum Theory and Practice (3)
Students read and discuss the most influential works in the history of curriculum development and deliberation from the past 100 years. Students also are introduced to the main philosophical traditions within curriculum theory and practice.
EDC 5342 Data and Instructional Design (3)
An in-depth analysis of standardized assessments given at national, state, district, campus, and individual student levels. Participants make extensive use of technological tools to analyze instructional data sets. Data will be related to curricular analysis and instructional design at appropriate levels.
EDC 5347 Philosophy of Education (3)
An in-depth analysis of curriculum philosophies, including perennialism, idealism, realism, experimentalism, and existentialism. Emphasis on curriculum planning using the philosophies and learning theory to meet needs of contemporary students.
EDC 5348 Issues in Curriculum Development (3)
Designed essentially for administrators, supervisors, and curriculum coordinators, this course investigates and analyzes current issues in curriculum theory and development with particular attention to curriculum revision and reform.
EDC 5349 Comparative Education (3)
Comparative study of social, political, cultural and factors which influence international education. Emphasis on reform movements, curriculum and pedagogical characteristics of schools throughout the world.
EDC 5350 Teaching for Understanding (3)
Exploration and analysis of research, experiences, technology, and theory related to the teaching and learning of major concepts across grade levels. Students will investigate curriculum standards for K-12, National and International test results and implications, and recent research on conceptual approaches. Opportunities for exploring grade-level and content interests will be provided.
EDC 5358 Seminar: Organizing and Administering School Reading Programs and Reading Clinics (3)
Cross-listed as EDL 5358
See EDL 5358 for course information.
EDC 5360 Advanced Elementary Science Curriculum (3)
An in-depth analysis of the fundamental issues related to science curricula, primarily at the K-6 levels, including the role of curricula in historical and current reform efforts in science education.
EDC 5361 Curriculum and Teaching in Informal Education Environments (3)
See TED 4361 for course information.
EDC 5362 Capstone in Informal Education with Practicum (3)
This course is designed as the final experience for students finishing their minor in informal education and preparing to enter the job market after graduation. Students engage in an immersive practicum experience in the field and design/develop and complete a professional project.
EDC 5363 Observation and Participation in Middle and Secondary Schools (3)
Provides the teacher candidate with foundational knowledge in inquiry-based, project-based, and problem-based learning, as well as providing opportunities to interact with middle and high school students during informal education experiences. The experiences will provide the teacher candidate with opportunities both to observe students and to participate as counselors/instructors.
EDC 5366 Learning in Science Education: Theory and Research (3)
This course offers an examination of how science learning has been theorized and studied across major perspectives in science education research. Students analyze research for problem framing, theoretical commitments, and evidentiary claims, not only findings. The course emphasizes application of learning theory to curriculum and instruction and extension to research design and epistemological positioning. The course culminates in a forward-looking research review that traces a central issue over time and proposes future directions in science education.
EDC 5368 Issues and Trends in Science Education (3)
This graduate course examines contemporary issues and emerging trends in science education through the evolving lens of scientific literacy. Students analyze how scientific literacy has developed historically and explore how it must adapt in response to misinformation, artificial intelligence, algorithmic media, equity concerns, and shifting public trust in science. Emphasis is placed on connecting theory to instructional practice in K–12 science classrooms.
EDC 5370 Applications of Technology to Teaching and Learning (3)
The course explores multiple frameworks for integrating technology into the teaching and learning process. Current research on the positive and negative impacts of technology is examined. Personalized learning experiences are based on the individual student’s assessment of her or his technological expertise and professional trajectory.
EDC 5372 Designing Instruction in Digital Environments (3)
This course prepares graduate students to design and develop high-quality instruction for online and digitally mediated environments. Using instructional theory and design thinking as foundational frameworks, students create, test, and refine authentic learning experiences across synchronous, asynchronous, hybrid, and emerging digital spaces. Emphasis is placed on systems-level alignment among learning outcomes, pedagogy, assessment, and technology. Through sustained design projects, students build adaptive, engaging, and research-informed digital instructional environments.
EDC 5374 Educational Technology and Curricular Innovation (3)
Pre-requisite(s): EDC 5370 or consent of instructor
This course prepares future instructional personnel to ground technology integration in a deep understanding of curriculum theory. Students examine major curriculum theories and expanded conceptions of curriculum to analyze how these frameworks shape teaching and learning. Emphasis is placed on aligning technology decisions and the design of technology-rich learning environments with clearly articulated curricular perspectives. Students develop the capacity to critically evaluate, design, and justify technology-based learning experiences based on sound curricular foundations.
EDC 5375 Courseware Development (3)
Examines technology-driven instructional systems. After reviewing existing systems, participants will design and develop technology-based course materials. An emphasis will be placed on the use of authoring languages and/or applications to present course material and to track student interaction.
EDC 5376 Media Design for Digital Learning (3)
This course explores the design and development of digital media to support meaningful learning in technology-rich environments. Students examine principles of media design, human interaction, and digital communication to create engaging, accessible, and instructionally sound learning materials. Emphasis is placed on aligning media choices with learning goals, pedagogical strategies, and audience needs. Through project-based experiences, students design, produce, and evaluate digital and interactive media for use in authentic learning contexts.
EDC 5377 Practicum in Technology (3)
Placement in a "technology-rich" environment will expose the participant to addressing the technology needs of end users.
EDC 5385 Religion and Education in America: Exploring the Tensions and Possibilities (3)
A critical examination of the historical and contemporary relationship between religion and public education. Particular attention will be paid to the history of religion and education, contemporary church-state law and education, and how religion can and should be addressed in the curricula in constitutionally appropriate ways.
EDC 5390 Seminar: Education (3)
Designed to meet the individual needs of graduate students. May be repeated.
EDC 5391 Social Foundations of Education (3)
This course will provide students the opportunity to encounter several highly influential books, ideas, and individuals from the fields of Social Foundations of Education and Curriculum. As an interdisciplinary, Foundations course, the instructor will assist students as they consider the field of education from a broad liberal arts perspective.
EDC 5392 Issues in Diversity (3)
This course is an analysis of issues related to diversity and the exploration of culture in both educational and organizational contexts. This course provides students opportunities to learn and reflect on historical and sociopolitical events that shaped the perception, definition, and attitudes toward all types of diversity within the hegemonic policies and practices of society and in professional settings. As students gain broader knowledge from multiple, diverse perspectives through the literature, self-reflective activities, and collaborative teaching demonstrations, they deepen their ability to seek and affect social change, justice, equity and inclusion in the school settings and other institutions.
EDC 5663 Montessori Preprimary and Elementary Curriculum Design and Teaching Strategy (6)
Pre-requisite(s): EDC 5660
Introduction to the Montessori preprimary and elementary method of education, emphasizing the continuum of development in the young child (birth to age 9). Curriculum areas and classroom management skills as well as philosophical principles. Preparation for assisting in Montessori preprimary classrooms.
EDC 5690 Teaching Associate EC-6 (6)
Pre-requisite(s): EDC 5304
Practicum in a local elementary school where teacher candidates teach small groups of students within a variety of disciplinary areas as associated with the elementary teaching certificate.
EDC 5691 Teaching Associate Middle Grades (6)
Practicum in a local middle school where teacher candidates teach small groups and large groups of general education students within their content area as associated with the middle level teaching certificate.
EDC 5692 Teaching Associate Secondary (6)
Practicum in a local school (grades 7-12) where teacher candidates teach small groups and large groups of students within their content areas of mathematics, science, social studies, or ELAR as associated with specific secondary level teaching certificates.
EDC 5699 Graduate Teaching Internship (6)
Pre-requisite(s): Acceptance into the Master's with initial certification program
Designed for student participating in the Master's degree with initial teaching certification. A supervised teaching experience in an area public school.
EDC 5V95 Special Problems in Education (1-4)
Designed to meet the individual needs of graduate students. May be repeated.
EDC 5V99 Thesis (1-6)
Credit received when the thesis is finally approved.
EDC 6101 Professional Seminar (1)
Introduction to responsibilities of university faculty, including applying for university tenure-track positions, preparing presentation proposals, writing for publication, and teaching university students, as well as discussion of resources to support research and writing.
EDC 6310 Seminar in Curriculum and Instruction (3)
Elementary and secondary education examined particularly with regard to curriculum and curriculum issues, trends, and development. May be taken twice for a total of 6 semester hours.
EDC 6311 Fundamentals of Curriculum (3)
Exploration, analysis, and evaluation of various trends in curriculum and their impact on classrooms, as well as their causes and contexts and major scholars who advocate these ideas.
EDC 6312 Curriculum Inquiry and Analysis (3)
Pre-requisite(s): EDC 6311
Examination of the varied lenses for understanding curriculum.
EDC 6330 The History of American Education (3)
Seminar focusing on the philosophical history of American education with emphasis on primary source documents. Includes a discussion of the social, cultural, and historical contexts for development of this distinct intellectual tradition.
EDC 6331 Sociopolitical Contexts of Schooling (3)
Provides doctoral students with increased understanding of historical and contemporary landmark policies that have influenced the landscape of schooling and education for students. Using a policy analysis framework, students analyze and offer critiques on reform-based educational initiatives.
EDC 6336 Qualitative Research and Data Analysis (3)
The development of an in-depth understanding of the major methods of inquiry associated with qualitative research will be emphasized. These include participant observation, interviewing, and document analysis. Additionally, an appreciation for the strengths and limitations of engaging in qualitative research and a general understanding of the paradigms that undergird qualitative research and their implications for conducting qualitative inquiry will be cultivated.
EDC 6339 Ethnographic Research Methods in Education (3)
Cross-listed as EDP 6339
A study of ethnographic research methods, data collection and procedures for data analysis.
EDC 6340 Research in Mathematics Education (3)
Pre-requisite(s): EDP 5335
Research in mathematics education with emphasis on understanding current research, applied methodologies, and implications for teaching and learning mathematics. Includes practical skills in data collection and analysis with individualized and critical assistance given in application of technological tools, research types (qualitative and quantitative), and analysis techniques.
EDC 6341 Advanced Studies of Issues in Mathematics Education (3)
In-depth investigation of critical issues in the nature of knowledge and inquiry in school mathematics.
EDC 6342 Cognitive Processes in Mathematics Education (3)
Various theoretical approaches used to understand the teaching and learning of mathematics are examined. Experiences in this course will allow for insight into the existing evidence accumulated on issues related to how people think about mathematics and how an understanding of mathematics develops.
EDC 6344 Qualitative Interviewing (3)
Cross-listed as EDP 6344
This course introduces students to the conceptualization, design, practice, and evaluation of qualitative interviewing, emphasizing its diverse forms and methodological literacies. Key areas include developing and refining interview protocols, managing interviews, and addressing ethical concerns, preparing students for rigorous qualitative research.
EDC 6345 Christian Faith and Education (3)
This course examines the historical and contemporary relationship between the Christian tradition and education. It specifically addresses historical and contemporary proposals that consider how Christianity influences teaching, research, and service within educational institutions.
EDC 6346 Principles and Practices of Mentoring (3)
This course focuses on helping students practice and master mentoring skills, strategies, concepts, principles, and stances that can be applied in diverse settings. Students self-evaluate and develop identified mentorship competencies through practical and experiential learning. Students apply these mentorship competencies to their own professional practice.
EDC 6352 Trends in Educational Thought (3)
See EDA 6352 for course information.
EDC 6355 Concepts of Teaching and Teacher Education (3)
Focuses on the profession of teaching and preparation of teachers; definitions, history, role in American society; diverse means of studying and conceiving of teaching and teacher education; research in teaching and teacher education; the teaching life; the teaching career; teacher leadership; pedagogical reflection; and trends and issues in national and international teacher education.
EDC 6358 Design Research (3)
This course introduces students to different design-based research methods in educational research and provides students with an intensive experience in carrying out their own design-based research studies.
EDC 6359 Mixed Methods Research Design and Analysis (3)
Cross-listed as EDP 6359
This course focuses on applied mixed method designs that address the unique settings and systems of education, including data collection strategies for field work.
EDC 6360 Instructional Design (3)
This course examines instructional design in different professional contexts. Effective instructional design includes an assessment of learner needs, an analysis of instructional issues, and implementation and assessment of learning experiences for content and skill mastery. This course utilizes research-based frameworks to support professionals in improving educational structures (e.g., training development) in their organizations.
EDC 6370 Case Study Research Methods and Analysis in Education (3)
Cross-listed as EDP 6370
Case study research methods, data collection and procedures for analysis.
EDC 6372 Advanced Design of Digital Instruction (3)
This advanced course prepares graduate students to lead the design and transformation of instruction in digital environments. Students synthesize instructional theory, design thinking, and emerging technologies to develop sophisticated, research-informed digital learning systems. Emphasis is placed on strategic alignment, evaluation of impact, and innovation across complex synchronous, asynchronous, hybrid, and emerging contexts. Through sustained design inquiry and applied projects, students critically examine and redesign digital instructional environments to improve quality, engagement, and effectiveness at scale.
EDC 6374 Technology as a Curricular Approach (3)
Survey of technology frameworks designed to facilitate the integration of technology and instruction. Research related to effective implementation and documented outcomes will be reviewed. Learning experiences will be customized to meet the participant's desired target environment (K-12, higher education, informal settings, etc.).
EDC 6375 Grounded Theory Research and Analysis (3)
Cross-listed as EDP 6375
Pre-requisite(s): Graduate Student status
Students who have completed or are enrolled in a graduate-level Qualitative Research course. Grounded Theory is a qualitative research design that is particularly valuable for exploring and understanding complex social phenomena. This doctoral-level course provides students with a comprehensive knowledge and understanding of the paradigmatic and theoretical principles, applied skills and techniques, and the ethical and pragmatic considerations associated with grounded theory research. By the completion of this course, students will have been provided opportunities to acquire the essential knowledge and skills necessary to design and conduct independent grounded theory research projects and contribute to the ongoing development of this valuable research methodology. Ultimately, the aspirant goal of this course is to empower emerging scholars to conduct rigorous, theory-driven research that contributes to the advancement of knowledge in their respective fields of scholarship.
EDC 6380 Research on Science Teaching and Teacher Learning (3)
This doctoral course supports students in developing professional identities as researchers in science teaching and science teacher education. Through sustained engagement with foundational and contemporary scholarship, students examine major theoretical traditions, historical developments, and current debates shaping research on science teaching and teacher learning. The course emphasizes critical analysis, scholarly dialogue, and the development of an emerging research agenda grounded in science education theory and evidence.
EDC 6390 Seminar: Education (3)
Designed to meet individual needs of doctoral students and address current issues in teaching, learning, curriculum, and educational research.
EDC 6V00 Graduate Research (1-10)
Pre-requisite(s): Graduate standing
For research credit prior to admission to candidacy for an advanced degree. Credit will be given for the amount of work done. May be repeated for credit through 45 hours.
EDC 6V88 Research Apprenticeship in Science and Technology Education (1-6)
This course apprentices students into the intellectual, methodological, and collaborative practices of research in science and/or technology education through sustained participation in faculty-directed research projects. Emphasizing learning through authentic scholarly engagement rather than isolated skill development, the course supports the development of research judgment, methodological reasoning, and professional scholarly identity.
EDC 6V89 Teaching Apprenticeship in Science and Technology Education (1-3)
This elective course provides doctoral students in Science and/or Technology Education with a supervised teaching apprenticeship in the pedagogy of science and/or technology teaching and teacher education. Students engage in structured, mentored experiences that include planning, facilitating, and assessing instruction in undergraduate or graduate courses under the supervision of a faculty mentor. The course is variable credit and may be repeated for up to 6 total credit hours.
EDC 6V99 Dissertation (1-12)
Data collection/analysis, writing, and defense of an approved doctoral dissertation. At least nine hours of EDC 6V99 are required for the PhD degree in curriculum and teaching. EdD students take required Problem of Practice hours in the form of EDC 6391, 6392, 6333, and 6393. EdD students requiring more hours to complete and defend their Problem of Practice as well as satisfy graduation requirements may enroll.