Ed.D. in Instructional Systems Design and Technology

The Doctorate in Instructional Systems Design and Technology is a fully online professional doctoral program designed to prepare individuals to lead the meaningful integration of technology into the PK-12 curriculum, higher education, corporate/organization/institution training, human development, and other formal or informal learning environments to enhance learning and performance.

Admission to the program requires devoting a significant amount of time to the program. The inability to devote the required time will require the individual to drop out of the program.

The Instructional Systems Design and Technology program follows a cohort model. This means that individuals are admitted to a specific group, called a cohort, and are required to take their coursework at the same time as the other individuals in the cohort. In the event of emergencies which require individuals to drop out of the normal schedule, they may be required to join another cohort with a different schedule.

Application Deadlines

Cohort Classes Begin Application Deadline
Instructional Systems Design and Technology Fall (August) March 1

Applicants seeking admission to the doctoral program in Instructional Systems Design and Technology must submit the following directly to the Office of Graduate Studies:

  • A Graduate Studies Application with the application fee.
  • Official transcript(s) showing receipt of a baccalaureate degree and a master's degree from an accredited institution Candidates for admission to the professional practice Doctoral Program in Instructional Systems Design and Technology must have a Masters Degree in Instructional Systems Design and Technology or a similar degree which includes the foundational knowledge required for this proposed program. Documentation of the candidate’s graduation from accredited institutions at the baccalaureate and masters levels will be required.
  • Applicants must submit an acceptable score on the verbal, quantitative, and analytical writing sections of the GRE.
  • A sample of the candidate’s professional work such as a published article and/or an example of experience in instructional technology design/multimedia design. This product should provide evidence of the candidate’s potential for doctoral level scholarship and should be accompanied by a statement of the candidate’s professional goals.
  • A minimum of three years of teaching, direct service, administrative experience with technology, instructional design either in school, administrative, or business/industry. The types of professional experiences in an applicant’s background will be viewed as evidence of both direct service roles, as well as commitment to the field of instructional technology.
  • A current resume or vita
  • Three letters of recommendation from educational or direct service settings, two of which should refer to direct experiences with instructional technology and/or multimedia design, and can speak to the candidate’s potential for success in a doctorate program.

Applicants should hold a master's degree in a related field, and the student's graduate GPA should be 3.5 or higher. In addition, three years of full-time professional experience in a credible school, agency, or organization is required.

Applicants meeting the above criteria may be invited for an interview with the doctoral admissions committee. This interview, conducted by graduate faculty of the University, provides the candidate an opportunity to demonstrate potential for leadership, commitment to service, and interest in applied research.  A candidate who fails to meet one of the criteria may receive probationary admission if he/she is sponsored by a doctoral faculty member.

The program requires a minimum of sixty hours of graduate credit, successful passing of a comprehensive examination, and completion of a dissertation.

A doctoral program committee will review the student's academic progress, interpersonal skills, and motivation to determine whether the student should continue with the program.

A comprehensive examination (called the dossier process) will be taken after the completion of forty-two hours of required coursework. The doctoral program committee will review each student's competencies of scholarship, learning design, and service to determine whether the student should pursue the student's dissertation process. Students must be enrolled during the semester the dossier review is conducted. After successful completion of the written and oral dossier process, the student may defend the dissertation proposal.

Doctorate of Education in Instructional Systems Design and Technology
Instructional Systems Design and Technology Core
ISDT 7315Educational Network Design3
ISDT 7325Technology Sustainability3
ISDT 7335Mgmt Application Analysis3
ISDT 7336Instructional Design Assmt3
ISDT 7350Issues in Instructional Tech3
ISDT 7351Distance Learning II3
ISDT 7352Instructional Planning3
ISDT 7353Professional Development3
ISDT 7354Leadership in Technology Admin3
ISDT 7355Program Evaluation3
ISDT 7385Doctoral Internship3
ISDT 7388Doctoral Field Studies3
Educational Research Core
COUN 7374Multivariate Mthd-Cnslr Edu Rs3
ISDT 7380Inst Tech Research Methods3
ISDT 7372Statistical Methods3
ISDT 7374Qualitative Analysis3
Dissertation Required Courses
ISDT 7391Application of Research3
ISDT 8333Doctoral Dissertation 19
Total Hours60

The Texas Higher Education Coordinating Board (THECB) marketable skills initiative is part of the state’s 60x30TX plan and was designed to help students articulate their skills to employers.  Marketable skills are those skills valued by employers and/or graduate programs that can be applied in a variety of work or education settings and may include interpersonal, cognitive, and applied skill areas.

The Ed.D. in Instructional Systems Design and Technology is designed to provide graduates with the following marketable skills:

  • Identify learning, instructional, and training problems and needs.
  • Use technology to solve learning, instructional, and training problems.
  • Design theory and research-based learning, instructional, and training environments.
  • Evaluate and assess learning, instructional, and training environments and programs.
  • Analyze learning, instructional, and training data using statistical and computational methods.