Doctor of Education (Ed. D.)

Getting Started

Applicants must submit an application online per the individual program’s instructions below. Please contact Graduate Admissions at 239-745-GRAD or graduate@fgcu.edu for additional information about the application process. Satisfaction of minimum University and program requirements does not guarantee admission to a graduate program. Applicants should check with the program for the most up to date admission requirements prior to commencing the application process.

• Submit an FGCU Graduate Admissions Application and satisfy all applicable university admissions requirements.
• Provide an official transcript showing receipt of a master's degree in an education or related field from a from an institution that maintains accreditation by a U.S. Department of Education sanctioned accrediting body (https://www2.ed.gov/admins/finaid/accred/index.html) or equivalent foreign institution with GPA of at least 3.5 on a 4.0 scale.
• Provide a minimum of three letters of recommendation, submitted on organizational letterhead stationery, from either university faculty or from previous supervisors who can write concerning the applicant's capability to succeed in a doctoral program in the following areas: ability to communicate in writing and speaking, professional abilities, ethics and values, interpersonal skills, and work ethic.
• Provide a curriculum vitae listing all previous educational degrees, professional positions, publications and other scholarly activity, awards, and other pertinent information.
• Participate in an oral interview with members of the Doctoral Admissions and Policy Committee (DAPC).
• International students must demonstrate English language proficiency in accordance with University regulation.
• Applicants denied admission may appeal the decision by submitting a request for reconsideration to the College of Education Appeals Committee within 30 days of the date of denial. The request must present additional evidence of potential for academic success and contain reasons why reconsideration is warranted. Details about appeals are available on the COE website.

Program Specific Requirements

• Provide an official transcript showing receipt of a master's degree in an education or related field from a regionally accredited institution (or the equivalent from a foreign country that is accredited through the appropriate accrediting system of that country) with GPA of at least 3.5 on a 4.0 scale.
• Provide a minimum of three letters of recommendation, submitted on organizational letterhead stationery, from either university faculty or from previous supervisors who can write concerning the applicant's capability to succeed in a doctoral program in the following areas: ability to communicate in writing and speaking, professional abilities, ethics and values, interpersonal skills, and work ethic.
• Provide a curriculum vitae listing all previous educational degrees, professional positions, publications and other scholarly activity, awards, and other pertinent information.
• Participate in an oral interview with members of the Doctoral Admissions and Policy Committee (DAPC).
• International graduate applicants are required to submit a minimum TOEFL score of 550 (paper-based test) or 213 (computer-based test) or 79 (internet-based test), or a minimum IELTS score of 6.5, unless otherwise specified by the program.
• FGCU Regulation 3.005 also allow students to prove their English proficiency by completing “English Composition I and II (ENC 1101 and ENC 1102, or equivalent) with a grade of C or better” (these courses should be completed prior to admission into the graduate program).

Waivers of the above requirements may be recommended to the Associate Dean, by the Admission Committee based on a rationale provided by the candidate, and with a holistic evaluation of the applicant's information when appropriate.

Applicants denied admission may appeal the decision by submitting a request for reconsideration to the College of Education Appeals Committee within 30 days of the date of denial. The request must present additional evidence of potential for academic success and contain reasons why reconsideration is warranted. Details about appeals are available on the COE website.

Official Course Descriptions

Search for official course descriptions by using the Course Description Search utility.

Go to the Course Descriptions Search Web page, then follow these steps:

1. Select an Academic Year from the TERM dropdown (required)
2. Select a course prefix from one of the SUBJECT dropdowns (required)
3. Enter search words in the TEXT field (optional, but will narrow the search results)
4. Press Search

Getting started with the Course Schedule Search

Search for program courses by using the Course Schedule Search utility.

Go to the Course Schedule Search Web page, then follow these steps:

1. Select an Academic Year from the TERM dropdown (required)
2. Select one or more of the search options to narrow your results (for example, CAMPUS, COLLEGE, DEPARTMENT, LEVEL, PREFIX*, COURSE ATTRIBUTE**). For virtual or web courses, select VIRTUAL in the CAMPUS field.
3. Press Search.

*A course prefix is a three-letter designator for a major division of an academic discipline (for example, ACG for Accounting , BSC for Biological Science, ENC for English Composition). See the Degree Requirements page for a list of courses (with prefix and number) that can be used to fulfill degree requirements.

**A course attribute identifies specific characteristics of courses that can be used in a Degree Evaluation to satisfy a degree requirement. (Course attribute examples are Humanities courses - GEHM and Social Science courses - GESO.)

1.  Assessment:  Educational leaders use varied and multiple methods in a cyclical process to reach sustainable learning and organizational outcomes. Educational leaders assess and analyze progress in order to make data-based decisions to improve learning in order to support and to sustain continuous growth of students, staff, and the organization at all levels.

2.  Communication: Educational leaders demonstrate positive interpersonal relationships as they effectively counsel, supervise, and lead diverse groups of students, staff, parents, and advocates verbally and nonverbally.  Educational leaders communicate relevant and accurate information, respecting privacy and confidentiality at all times to promote the sustainability and improvement of the organization. 

3.  Continuous Improvement: Educational leaders are instrumental in managing and influencing their professional environments by conferring and collaborating with colleagues and supervisors about the most current content knowledge and pedagogy. Educational leaders practice self-reflection and monitoring of their professional knowledge and dispositions while contributing to sustainable activities of professional associations.

4.  Critical Thinking: Educational Leaders think critically about complex issues, use problem solving techniques, and make informed decisions about all issues that help to sustain and improve the organization and the community. In addition, they challenge students, staff, and colleagues to think critically through clarification and justification of their ideas.

5.  Diversity: Educational leaders promote the sustainable success of all students, staff, colleagues, and the community through strategies of acceptance and promotion of all students and their families.  Educational leaders collaborate with, and respond to, the diverse needs of the community, mobilize community resources, and exemplify inclusion in all aspects of educational, community, and personal actions.

6.  Ethics and Professional Behavior: Educational leaders exemplify integrity, honesty, responsibility and equitable treatment, as they maintain confidentiality and protect all members of the organization from harm.  Educational leaders work collaboratively with all stakeholders and serve as role models.  Educational leaders embrace their role of upholding standards, being accountable, promoting sustainability, and supporting legal and ethical behaviors within the organization.

7.  Human Development: Educational leaders develop learning objectives, recruit and retain personnel, and make organizational decisions based on knowledge of research and relevant theories of human developmental characteristics and learning styles, philosophies, and the multiple influences that impact learning.

8.  High Quality Instruction:  Educational leaders model and evaluate the delivery of effective and innovative instruction, aligned with theory, and ensuring that knowledge is accessible to all.  Educational leaders build on prior knowledge, emphasize connections, and value high expectations for all. 

9.  Learning Environment: Educational leaders create, organize, and maintain a safe and effective learning environment, use differentiated methods to meet diverse needs, and provide opportunities for participation, experience, growth, productivity, and connectivity. Educational leaders support the organization's programs and personnel and implement sustainable policies and procedures fairly   and consistently.

10.  Planning: Educational leaders plan sustainable programs based on qualitative and quantitative data to improve student achievement and organizational outcomes. Educational leaders work collaboratively with stakeholders to monitor student, staff, and organizational success. 

11.  Subject Matter Expertise: Educational leaders are masters in their areas of specialization. Educational leaders use current research to achieve excellence and      sustainability for personal and organizational professional learning.

12.  Technology: Educational leaders model and promote the integration of technological and electronic tools in teaching, learning, management, research, and communication. Educational leaders continually use technology as a tool for sustainable improvement of the organization. 

13.  Vision: Educational leaders are committed to high standards and expectations of learning. Their personal vision guides the sustainable growth and future health of the organization.  Educational leaders possess the knowledge, skills, and dispositions to develop, articulate, and implement a shared vision that is supported by the larger organization and the school community.