Doctoral Program Handbook

Applicants for the Ed.D. in Curriculum and Instruction must be admitted to both the Graduate College
and to the Ed.D. in Curriculum and Instruction program in the College of Education at Boise State
University. There is one application for both the Graduate College and the College of Education. All
application materials should be submitted online starting at the link below:

Apply to the graduate college

If you have any problems uploading documents, please contact the Graduate College.

• Complete the Application for Admission to the Graduate College (link above).
• Official transcripts for all undergraduate and graduate coursework. Transcripts must verify the following:
  • Minimum GPA of 3.0 on a 4.0 scale for all graduate work
  • Completion of a Master’s Degree in a field related to education or the functional equivalent (e.g., work experience and a minimum of 30 graduate credits)
• A letter of application that includes:
  • A description of professional experiences and how this has led you to seek a doctoral degree in education
  • A statement of career goals
  • A description of your research interests and how these interests are aligned to faculty in the College of Education.
    • Prior to applying for Ed.D, students should communicate with and research faculty with whom they would like to work. This will assist students in selecting an advisor upon admission to the program.
• A professional resume or vitae
• A recent sample of scholarly and/or professional writing (e.g., Master’s thesis or project, scholarly papers or publications, project reports, grant proposals, etc.)
• Three letters of reference attesting to the applicant’s aptitude for and commitment to doctoral study in education, professional effectiveness, potential for influencing education, scholarly abilities and dispositions, personal and professional integrity, and any other relevant information. The online application system will send your references a link to upload their letter to your application.  You (the applicant) will not be able to upload reference letters to the system.

Once all the required application materials have been received, the application packet will be forwarded to the Doctoral Management Committee (DMC). One of the most important data points for making admission decisions is the match in research interest. Thus, students and faculty who potentially share research interests will meet to discuss research. After this interview, the application materials along with the interview recommendation will be reviewed by the DMC. The DMC will use this information to make a recommendation to the Graduate College. The Graduate College makes all admission decisions.

The program has rolling admissions. As application are completed, they will be reviewed by the DMC.

The cost of tuition is subject to change. Changes for the academic year occur in the fall. Currently tuition is approximately $470/credit.

Any student qualifying for admission may apply for one of a limited number of graduate assistantships offered annually through the COED. Six Doctoral Graduate Assistantships are offered each academic year through the College of Education Dean’s Office. Students must reapply each academic year for a Graduate Assistantship award.

• Awards consist of a stipend (approximately $15,000 for the 9 month academic year) and fee waiver for fall and spring semesters, for which the graduate assistant will be expected to work 20 hours per week.
  • Summer stipends and/or fee waivers are dependent on funds.
  • Check with program coordinator for current stipend amounts.
• Graduate Assistants are expected to be full-time students (i.e., enrolled in at least 9 credits/semester).
• Graduate Assistantships are re-awarded based on successful progression in the doctoral program, available funding, and advisor approval.

To be considered, complete the application form below by March 1st. The online application can be found on the link below:

College of Education Graduate Assistant Application

Applications will be reviewed by the DMC, and notifications will generally be sent to students by May 30. Graduate Assistantships are awarded based on the match between a student’s research interest and those of faculty interested in supervising students.

The Ed.D. Program is administered through the College of Education’s Doctoral Management Committee (DMC), which is comprised of the associate dean of the advance programs, graduate faculty members from each department, a graduate student representative, and a representative from the Graduate College. Terms are renewable as approved by DMC.

The DMC is responsible for:

• Overseeing doctoral scheduling and program activities
• Approving all required doctoral student forms
• Chairing the doctoral management and curriculum committees
• Developing and monitoring program policies
• Screening and reviewing applicants for admission to the program
• Coordinating the recruitment of potential graduate students

• Overseeing program, marketing, and associated promotional materials
• Reviewing all doctoral student appeals
• Monitoring the approved curriculum
• Overseeing the establishment of areas of emphasis (e.g., counselor education and 
supervision)

The Ed.D. program includes graduate faculty from the College of Education as well as affiliates from outside the College. The Graduate Faculty in the College of Education are responsible for:

• Teaching graduate courses
• Conducting graduate seminars
• Serving on graduate committees
• Serving as graduate advisors
• Participating in policy making, governance, and program evaluation of graduate programs

All full-graduate faculty members in the College of Education have the privilege of chairing student doctoral committees; however, prior to chairing a committee each must gain experience by first co-chairing a dissertation committee. All graduate faculty members of Boise State University may serve on committees and teach program courses. Those participating in doctoral committees are expected to maintain active scholarly agendas in their specialized area of study

Each student will be assigned an interim advisor by the interview committee and the DMC. The interim advisor is assigned based on students’ stated research interests. As students proceed through the program and more clearly identify the focus of their research, students may select a new program advisor, who will typically serve as the chair of the doctoral dissertation committee. Advisors are responsible for:

• Developing a program plan of coursework
• Support the student in the identification and development of a cognate
• If needed, assist student with completing the requirements of provisional status, and verify the change to regular status has occurred.
• Getting students involved in their research whenever possible (including writing and revising manuscripts, preparing conference presentations, reviewing manuscripts, and writing grants)
• Helping students develop their program of research
• Helping student navigate the program requirements (i.e., completing coursework, selecting a Doctoral Committee, completing the comprehensive evaluation, the dissertation proposal, and the dissertation)
• Providing career advice

One of the most important relationships a candidate has going through a doctoral program is with his/her doctoral advisor. Therefore, it is incumbent upon students to actively communicate with faculty and research faculty’s areas of interest in order to choose an appropriate advisor.

• An advisor should be selected based on shared scholarly interests and compatible educational philosophies.
  • The doctoral advisor must be an active scholar as defined by having a vigorous research agenda and evidence of recent published research studies.
    • Students are responsible for researching faculty and reading their publications, vitaes, and dissertations to develop a comprehensive understanding of faculty research agendas and personal compatibility.
• Mentorship is one of the primary roles of doctoral advisors; however, mentor characteristics are highly individualized and vary amongst faculty. Additionally, student expectations of their mentors are highly individualized and vary.
  • Students should understand their own needs and expectations from their advisors, e.g. hands-on approach or hands-off approach, and seek an advisor with compatible expectations. Some students need/want significant advice throughout their program while others need/want less frequent advising. Know your needs and select an advisor with compatible expectations.
    • However, communication is vital to successful progression through the program; therefore, students should meet with their advisors at minimum once per semester.
  • Prior to selecting an advisor, students should get to know faculty through classes and outside conversations in order to further understand research agendas, educational philosophies, and approaches to mentoring.
• Some questions to consider and/or ask of a potential advisor:
  • Has he/she advised a doctoral student before?
  • Has he/she served as a doctoral committee chair?
  • What are his/her expectations for doctoral students, e.g. frequency of meetings, presenting at conferences, publishing?
  • Does he/she assist in finding and submitting to conferences?
  • Has he/she published with doctoral students, be willing to publish with doctoral students, and/or assist in the publication process?
  • What is the advisor’s preferred method of communication? For example, if a student works full time off campus and is primarily available via email, this might not be compatible with an advisor who expects frequent face-to-face communication. Transparency in communication preferences and expectations will help both students and advisors create a successful relationship.

A student may change advisors at any time by completing the change of advisor form, available on the COE Ed.D. website. Some possible reasons for changing advisors:

• Because doctoral study is a time to explore one’s own questions and areas of interest, students may discover a professor with greater alignment to his/her research and educational philosophies.
• Are there other things we should include in this list?

With guidance from a program advisor and minimally three committee members (defined by at least one member outside the doctoral advisor’s department), in keeping with the Graduate College guidelines, the student will develop a program of study.

• The program of study is a sequence of required coursework and experiences, including a cognate.
• The selection of one committee member from outside the college of education graduate faculty is encouraged as appropriate for the student’s interests and research.
• While the program advisor works closely with the student during this process, consultation with other members of the committee is encouraged.

This program committee continues with the student through the identified coursework, the comprehensive evaluation, and the dissertation.

Responsibilities of the program advisor and committee are to:

• If needed, assist the student with completing the requirements of provisional status and then notifying the Doctoral Coordinator when the student has met the requirements and is ready to move to regular status
• Assist the student in developing a program of study (and in completing prerequisites if needed)
• Support the student in the identification and development of a cognate area
• Approve a student’s program of study prior to its submission to the Doctoral Management Committee
• Facilitate the identification of other graduate faculty whose interests and expertise may closely align with those of the student

Each student has the responsibility to select a graduate faculty member in the College of Education who has mutual interests and expertise relating to the student’s area of focus and who demonstrates a willingness to serve as a program advisor. Upon agreement, the student and the faculty member submit the program committee membership form to the DMC requesting assignment of the advisor and committee members.

Each student is responsible for:

• Completing an updated Program Planning Form at the end of each year and submitting via google shared drive to the program coordinator
• Clearly defining individual program goals in collaboration with one’s advisor and committee and assuming program responsibility
• Investigating possible learning opportunities including internship/practicum sites
• Keeping the advisor informed about program progress and seeking help when problems or obstacles arise
• Taking an active role in designing a comprehensive evaluation experience that reflects program accomplishments
• Conducting substantial research and preparing a dissertation that reflects the highest standards of scholarship
• Respecting commitments of the dissertation committee, and assuring adequate time for reading the proposal and the dissertation work as it proceeds
  • Add information about the Graduate College reader and amount of time necessary for reading.
• Meeting all deadlines and filing all required forms with the DMC and the Graduate College.

The Ed.D. in Curriculum and Instruction includes a common set of courses. In addition to the required courses, each student must design an approved sequence of courses to create an individual cognate that supports a specialized area of knowledge and skills (see Cognate). Each student must complete a Program Planning Form with the approval of his or her advisor, which will be review annually by the Doctoral Program Coordinator.

Ed.D. Program Requirements

Ed.D. Recommended Sequence of Core Coursework

Once admitted to the program, a candidate has seven years to complete all coursework, including the dissertation. After admission to candidacy, a student must remain continually enrolled each academic term until all graduation requirements are completed.

• In the case of emergencies, a student may request a leave of absence from the program for up to two years by submitting a letter to the DMC and to the Dean of the Graduate College explaining the reasons for the request and outlining a plan for when the student will resume active work. Time spent on an approved leave of absence will not be counted as part of the seven years allowed for completion of the program. During a leave of absence, the student does not receive services from the university (advising, library privileges, etc.). The student is allowed one leave of absence.

Only work of high quality is approved for graduate credit.

• A student admitted to the doctoral program is required to achieve a semester grade point average (semester GPA) of 3.0 or better each and every semester or summer session in which he or she is enrolled through program completion.
  • If a student fails to meet the semester GPA requirement and the failure is the first occurrence since admission to the program, the student will be placed on academic notice by the Graduate College but will be allowed to continue in the program.
  • If a student fails to meet the semester GPA requirement and the failure is the second occurrence since admission to the program, the student will be administratively withdrawn from the program by the Graduate College (see the Graduate Catalog for more details).
• In addition, no more than two grades of “C” may be earned in required course-work, exclusive of cognate studies.
  • A required course in which a “C or “D” is earned may be repeated once. If a retake fails to result in a grade of “A” or “B” the student is subject to dismissal.
  • If the incomplete is not satisfactorily completed by the deadline, the student will receive a final grade of “F.”
• If a student receives a final grade of “F” in a 600-level course that is required for the doctoral degree, he or she may not retake the course. The student will be withdrawn from the doctoral program and academically disqualified from any further doctoral level work at Boise State University.

Each semester, students will be required to submit an updated Program Planning Form showing their progress in the program. This allows the Ed.D. program to track students and help at varying points in the program.

The cognate component provides for graduate study in areas of particular interest to an individual student. It serves to broaden and deepen a student’s professional understanding of the related body of literature or increase related skills.

• Curriculum and Instruction
• Early Childhood & Special Education
• Educational Leadership
• Educational Technology
• Kinesiology
• Literacy
• Program Evaluation
• Mathematics Education
• Science Education
• Science, Technology, Engineering, Mathematics (STEM) Education
• Teacher Education and Development
• Student-Developed Specializations

A student may select Cognate areas from those graduate disciplines that support a curricular area and/or have professional relevance. Interdisciplinary cognates, both within and beyond the College of Education, are encouraged and may include graduate courses, directed research and reading, practica, and internships.

The Cognate must be a planned set of experiences leading to goals specified by the student in consultation with his or her program advisor and committee. This program should include a rationale for each element and a proposed timeline.

Credits may be transferred to be applied to the Cognate from approved graduate programs at other universities at the discretion of the program advisor and committee members and subject to approval by the DMC and the Graduate College Dean.

A maximum of 30 transfer credits are allowed. Determining appropriateness of transfer credits is the responsibility of the student’s program advisor and committee subject to approval by the DMC and the Dean of the Graduate College (see the Graduate Catalog for more information).

The following are guidelines for transfer credits:

• Only graduate credit from graded courses at accredited institutions will be considered
• Workshop credits may not be used
• Transfer credit applied to the cognate area must have been taken within seven calendar years of the time of admission (whether provisional or regular status) to the Ed.D. program.

A maximum of eighteen credits are allowed for courses that are pass-fail or have a university-wide course number of 590, 592, 594-598, and 696-697 (or equivalent courses that may appear as transfer credits).

A directed research or independent study course is taken to meet a student’s specific need when a course is not offered at the university that would serve the student’s interests.

• A course must be conducted by the graduate student under the supervision of a graduate faculty member or members.
• The outcome for the directed research will include a clear statement of the question under investigation, a review of the literature, analysis and synthesis of the data or scholarly evidence, and the inference of conclusions.
• Advanced work for the independent study includes the design and completion of a specific outcome or project.

• It is the responsibility of the student and the student’s program advisor to select or create doctoral level courses that situate the student to become an expert in the proposed area.
  • See the graduate catalog for deadlines in the academic calendar.

Courses are approved by the DMC and the Dean of the Graduate College.

The Comprehensive Evaluation is a tool to assess a student once the majority of the required coursework is completed. Prior to Admission to Candidacy, each student must demonstrate:

• Ability to synthesize knowledge from the coursework in the doctoral program
• Recognition and connection of major ideas and issues as a basis for a scholarly agenda
• The ability to evaluate, generalize, and apply theories as they relate to critical educational issues
• Inquiry skills and background knowledge required to proceed with the dissertation
• Effectiveness in analyzing educational issues, developing recommendations for policy and/or action, presenting those recommendations, and persuading others of their worth.

To accomplish this, in consultation with the program committee, the student will design a rigorous, reasonable, and professionally credible evaluation that includes both written and oral components. There are three typical evaluations:

1. First, a student can choose to write a scholarly response to four questions derived from classes. Two of the courses must come from the Core strand, one from the Research Core strand and one from the Cognate strand. The student will have a designated time to respond to these questions (typically two to four weeks) and then orally defend them.
2. Second, a student can choose to write a review of literature suitable for publication, in consultation with his or her program committee. This review of research should incorporate readings from the Curriculum and Instruction and Cognate strands.
3. Third, a student may conduct a pilot study, which includes a statement of the problem addressed by the study, a brief review of the literature, a description of the methods to be used in the study, the results of the study, and conclusions.

The Comprehensive Evaluation should:

• Contribute positively to and reflect the student’s development as a scholarly practitioner
• Involve the student in activities that require synthesis, evaluation, generalization, and application of knowledge and experience
• Engage the student in research and writing activities similar to those that will be required by the dissertation
• Include questions the student is asked to answer without notes or reference materials
• Include an oral segment that will be open to the public and require the student to present and defend a position on critical educational issues, engage the student in thoughtful discussion of those issues, and assess the student’s ability to present ideas and proposals, and persuade others of the worth of key recommendations

The student must set a timeline for completion of the written work (not to exceed 90 days) and establish a mutually convenient date with his/her committee for the oral presentation and defense.

Upon approval of the written comprehensive evaluation, the student will proceed with preparation for the oral defense. Students need to submit the online announcement form at least two weeks in advance of the oral defense; earlier if the information is available:

Comprehensive Evaluation Announcement Form

The program coordinator will then notify the graduate faculty and students in the Ed.D. program of the time, date, and location of the oral evaluation. At the conclusion of the comprehensive evaluation, the committee meets to review the student’s written and oral performance and makes one of three recommendations to the DMC:

• Proceed to dissertation (agreeing that the student has successfully met all requirements)
• Take additional coursework or independent study (believing there are areas of concern in the candidate’s performance)
• Be withdrawn from the program (believing that the student’s performance makes successful completion of the doctoral program unlikely).

After successful completion of the comprehensive evaluation, the student should register for 1 credit of EDU 691. This credit on the transcript is evidence that the student successfully completed this step in the process.

When the admission to candidacy requirements (coursework and comprehensive evaluation) have been successfully completed, the student must file the Admission to Candidacy Form with the Graduate College.

The Admission to Candidacy form can be found on the Graduate College website:

Graduate College Forms

Admission to Candidacy is granted once a student successfully completes the required course work and passes a comprehensive evaluation.

A. Doctoral Program Forms for students:

*After a successful proposal defense, please contact your advisor to file your dissertation contract form.

College of Education Ed.D. program forms

Graduate College Forms

B. Doctoral Student Advisory Board

Ed.D. students have the opportunity to participate in a student advisory board to discuss departmental policies, informally network with other graduate students in the program, and have the opportunity to inform the DMC about the needs and desires of doctoral students. If interested in joining the Doctoral Student Advisory Board, please contact: EdDoctorate@boisestate.edu