Requirements

  • Junior standing
  • Completion of 9 hours pre-professional education courses
  • 3.5 GPA in Education courses
  • 3.0 GPA overall
  • Faculty recommendation

About the Honors Program

In order to participate in the Honors Program and graduate with honors designation, you must enroll and complete the following two Education Honors Courses: EDH 491 and EDH 492.

As a result of participating in the Honors program, you will have an opportunity to teach in the CCLC summer enrichment program.

Required Honors Courses

EDH 491 | Honors: Education Research | 2 hours
This course is designed to enhance students’ research and inquiry skills and professional orientation within a community of learners. Research project under supervision of faculty sponsor, Dr. Cora Causey. Prerequisites: Admission to Department of Curriculum and Instruction Honors Program

EDH 492 | Honors: Education Service Project | 2 hours (to be taken with internship)
This course is designed to engage students in a school or community-based service project that will enrich students’ educational experiences and enhance the lives of the children or other constituents for whom the service is provided. Service project under supervision of faculty sponsor, Dr. Cora Causey. Prerequisites: Admission to Department of Curriculum and Instruction Honors Program.

Honors Program Advisor

For additional information, contact Cora Causey (This email address is being protected from spambots. You need JavaScript enabled to view it. or 205-975-6495).

We offer a master's degree and graduate-level certificate in School Psychometry. Through our UAB School Psychometry Program, you will master the skills required to administer and analyze the tests used to identify learning disabilities and make recommendations for therapeutic interventions, and academic placement. Your coursework will include advanced tests and measurements, individual, formative, and summative assessment, lifespan human development, and instructional methods. You will also learn to work as part of a team to ensure that children and adults reach their full potential. Moreover, you can take classes online so you can study at your convenience. Our graduates have gone on to successful careers as school and psychological psychometrists, consultants, and administrators.

Related Resources

Have questions? Contact us.

Stephanie Corcoran, Ph.D.,
Director UAB School Psychometry Program
By Phone: 205-934-5371
By E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Early Childhood Education

The Doctor of Philosophy (Ph.D.) program in Early Childhood Education at the University of Alabama at Birmingham is designed to allow the doctoral student to have a tailored curriculum with enough flexibility to meet the needs of individual candidates, while developing a strong developmental foundation in early childhood. The program is one of only a handful in the country providing a Ph.D. in ECE and not a more generic degree with an "emphasis" or "specialty" in early childhood. In contrast to a generic approach to training, candidates immerse themselves in doctoral level experiences specially designed to focus on early childhood research, teaching, and service. The program offers doctoral level early childhood seminars, internships, courses, and experiences where candidates can specialize in one of five areas (Piagetian Theory, early childhood literacy, early childhood curriculum, diversity and EBD, or early intervention/young children at risk). Preparation focuses on the ability to successfully research and teach at the university level.

Concentration Options

The ECE programs offers five concentrations:

  • Curriculum
  • Early Intervention / Young Children at Risk
  • Early Childhood and Diverse Populations, including Emergent Bilingual Learners
  • Literacy
  • Piagetian Studies

Why UAB?

Research and Scholarship

Courses and experiences are designed for the candidate to become confident and competent in not only reading and applying research, but in designing and implementing studies that guide the field. Complementing the research agenda is an expectation of scholarship (presenting and publishing) contributions to the early childhood field. Faculty mentoring and participation in "emerging scholar communities" help to complement master teachers with research and scholarship skills required at the Ph.D. level.

Teaching Experiences

Candidates are provided opportunities to design, implement, analyze, and evaluate varied pedagogical approaches to early childhood education. As a significant proportion of the Ph.D. program is offered using face-to-face and online asynchronous technology, candidates may have the opportunity to develop skills in using and designing 'distance education' that continues to grow at a faster rate than traditional face-to-face education.

Service

Through close interactions with, and mentoring from the ECE faculty, the ECE doctoral candidate is expected to learn about, develop a service agenda, and provide service through a variety of local, state, national, and international venues.

International Opportunities

As multiple faculty have international backgrounds and experiences, opportunities present themselves to research and present with an international focus. Also many faculty have held leadership positions with the Association for Childhood Education International (ACEI) and the World Organization for Early Childhood Education (OMEP) and use these experiences to provide service and scholarship opportunities.

Urban Opportunities

Collaborative opportunities with the UAB School of Education, Center for Urban Education allows Ph.D. candidates to focus scholarship activities on issues related to "quality education for socially and economically disenfranchised groups residing in urban areas".

Maryann Manning Family Literacy Center

The Maryann Manning Family Literacy Center (MMFLC) supports and disseminates research in literacy, provides professional development for teachers and students and creates innovative literacy projects, both locally and globally. Through the MMFLC, candidates have a unique opportunity to build their professional credentials by publishing research articles, presenting at professional development conferences and volunteering in literacy projects.

ECE 730 - Advanced Developmental Theory 3 hours
ECE 731 – Children and Society 3 hours
ECE 749 - Advanced Early Childhood Curriculum 3 hours
One course from the following: ECE 735, ECE737, ECE 748 or other ECE doctoral classes at discretion of committee. 3 hours
Total Credit Hours for Core Courses 12 hours
Literacy
Four courses: ECE 750, ECE 751, ECE 752, and ECE 774
12 hours
Curriculum
Four courses: ECE 746, ECE 760 and two from ECE 742, ECE 743, ECE 744, or ECE 745
12 hours
Literacy
Four courses: ECE 750, ECE 751, ECE 752, and ECE 774
12 hours
Curriculum
Four courses: ECE 746, ECE 760 and two from ECE 742, ECE 743, ECE 744, or ECE 745
12 hours
Early Intervention / Early Childhood Special Education
Four courses from: ECE 738, ECE 740, ECE 748, ECE 760, ECE 792
12 hours
Piagetian Studies
Four courses: ECE 742, ECE 743, ECE 744, ECE 745E
12 hours
Early Childhood Diverse Populations, including Emergent Bilingual Learners
Courses approved by the ECE doctoral faculty
12 hours
Total Credit Hours for Concentration Area Courses 12 hours
EPR 696 – Qualitative Research 3 hours
EPR 710 – Multivariate Research 3 hours
6 hours of Qualitative Research courses from the following: EPR 792 or SOC 708, EPR 796 OR 6 hours of quantitative research courses from the following: EPR 695, EPR 792, HB 714, SOC 704, PY 727, BST 640, BST 661, BST 671, SOC 706 OR 6 hours of Mixed Methods Research from the following: EPR 792, EPR 790, NRM 778Q, NRM 779Q. ECE research courses can be substituted at the discretion of the faculty. 6 hours
Total Credit Hours for Research Methodology 12 hours
ECE 798 – 3 hours in first 18 hours of study 3
ECE 798 – 3 hours in second 18 hours of study 3
Total Credit Hours for Research Internships 6+ hours
ECE 799 –  At least two semesters of dissertation hours 12 + hrs
Total Credit Hours for Dissertation 6+ hours

To move into dissertation hours (candidacy), the candidate must have:

  • Completion of the majority of PhD coursework
  • Approval of the dissertation proposal by your dissertation committee and approved by the Program Director and the Graduate School Dean
  • Successfully passed the written and oral defense
  • IRB approval of procedues for dissertation research
  • ECE 799 – At least two semesters of dissertation hours with at least one semester of 6 ECE 799 credit hrs 12 + hrs

ECE 798 – 3 hours in first 18 hours of study 3 ECE 798 – 3 hours in second 18 hours of study 3 Dissertation – 18-24 hours ECE 799 – At least two semesters of dissertation hours 12 + hrs

Graduate Teaching/Research Assistants

For new students entering in the fall semester, the university supports Blazer Graduate Research Fellows that are full-time Graduate Research Assistants to perform research-related assignments to benefit the Early Childhood Education faculty and program. Applications for the PhD program and to be considered for this fellowship should be completed in January.

Position requires a full-time enrollment (9 hrs/semester, including summer which equals 27 hrs per year) as a doctoral Early Childhood Education student in good standing. Full-time UAB employees are not eligible for these funds.

The award also requires that you be available to work 20 hrs/week on assigned tasks.

Applications due by January 31.

Application for Graduate Assistantship Funding

Application Process

If a Ph.D. applicant has completed most / all of the following coursework, they may enter the program and start their Ph.D. coursework the first semester. If applicants have not taken courswork similar to the courses listed below, then the applicant can be accepted into the program and is expected to complete the majority of the prerequisite coursework prior to taking doctoral level classes.

  • EPR 594 Introduction to Educational Research Design
  • EPR 596 Introduction to Qualitative Methods of Educational Research
  • EPR 608 Statistical Methods and Research in Education (with EPR 607 lab)
  • EPR 609 Statistical Methods and Research in Education: Intermediate
  • EEC 610 Curriculum Development in Early Childhood Education
  • EEC 300 Child Development in Early Childhood Education
  • EEC 672 Piaget & Perspectives or ECE 630 Cognitive Curriculum
  • EEC 660 Readings in Teaching and Learning
  • Demonstrated Technology Proficiency

Determination of whether the following coursework has been completed will be made by the program coordinator from a review of transcripts and conversation with the applicant.

The following indicators are considered by the Doctoral Program Admissions Committee when determining program admission:

  • Master's Degree in ECE (or related field) or an Education Specialist degree with prior experience in early childhood education settings. Applicants have been accepted into the program with backgrounds in ECE, elementary education, law, health and human services, maternal child health, etc.
  • Professional experience - preferred at least 3 years
  • Professional resume/CV
  • Writing assessment - statement of research interests and professional goals essay
  • MAT or GRE scores (score at 50th percentile or higher)
  • GPA (minimum of 3.25 on previous graduate work)
  • Three recommendations/letters of reference
  • Presentations at state, regional and national conferences
  • Publications
  • Professional involvement
  • Interview with faculty

Applying for admission begins with completing an online application through the UAB Graduate School.

  • Complete and submit online degree-seeking application for admission to the Graduate School
  • Submit professional resume/CV and statement of research interests and professional goals
  • Pay application fee online with credit card or debit card (mailing a check will severely delay the application process)
    • Domestic: fee for Ph.D. is waived
    • International: please check graduate school website for current fee
  • Ask the individuals from whom you request references to respond online to the form that they will receive via email from the Graduate School (NOTE: This form is sent automatically to your references by UAB as soon as you click submit on your degree-seeking application).
  • Request transcripts from all prior institutions to be sent to UAB including institutions where you might have taken only one course (information on how to do this is provided in Apply Yourself). The preferred email addresses for electronic submission of transcripts are as follows: This email address is being protected from spambots. You need JavaScript enabled to view it. and This email address is being protected from spambots. You need JavaScript enabled to view it.. If you have international transcripts, you should send a copy and then bring the original transcript with you.
  • Submit official GRE or MAT test score.
  • Submit official TOEFL or IELTS test score (for international applicants only) NOTE: International applicants must also meet all requirements stipulated at http://www.uab.edu/graduate/international . This includes a mailing your Financial Affidavit of Support
Apply Now

Career Opportunities

Graduates from our program are prepared to take positions in a variety of roles. Careers include higher educational/post-secondary settings. Just within the United States, almost one third of all institutes of higher education (IHE) offer some type of early childhood training program. This translates to over 1300 IHE where the largest program within a college of school of education is early childhood education. Graduates also work with policy development at local, state, national, and international levels. Our graduates come from and work in a variety of countries that include Canada, Taiwan, China, Japan, Oman, Saudi Arabia, and Kuwait.

Early Childhood Faculty

Related Resources

Have Questions? Contact Us.

James Ernest, Ph.D.
Program Advisor
By Phone: 205-934-8360
By E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

 

The UAB School of Education is pleased to announce a new doctoral program—the Ph.D. in Educational Studies in Diverse Populations (ESDP). This program is designed to prepare you to conduct research and lead innovation that enhances educational and life outcomes for diverse populations in P-12, post-secondary and community settings. Such diverse populations include culturally and linguistically diverse individuals, those with disabilities, those from high-poverty backgrounds, those impacted by gender bias or bias related to sexual orientation, and those who have other learning or behavioral differences.

Students can choose from one of three concentrations: Pedagogical Studies, Health Disparities within Diverse Populations or Metropolitan Education Studies.

Pedagogical Studies Concentration

The Pedagogical Studies concentration examines educational policies, curriculum, and instruction that support the needs of diverse learners in P-12 and post-secondary settings.

Health Disparities within Diverse Populations Concentration

The Health Disparities within Diverse Populations concentration examines cultural, psychological, behavioral, social, and environmental influences that impact health and education.

Metropolitan Education Studies Concentration

The Metropolitan Education Studies concentration examines diversity issues within large metropolitan areas, including urban, suburban, and exurban communities.

Program Handbook

Download the handbook to learn program specifics.

Coursework

The Ph.D in Educational Studies in Diverse Populations is approximately 60-90 credit hours. In addition to prerequisite requirements, the program is comprised of four key parts: core courses, research courses, concentration courses and a dissertation. After completing any required prerequisites and a series of core and research courses, you will select either Pedagogical Studies,Metropolitan Education Studies orHealth Disparities as your concentration. Through coursework in your concentration area along with up 12 hours of interdisicplinary courses, you will gain an in-depth, research-based understanding of your specified concentration that will prepare you for your dissertation work.

Prerequisites

The background experiences of ESDP doctoral students vary significantly. Consequently, the program requires certain prerequisite courses before you can proceed with doctoral level work. If you have successfully completed prerequisite coursework and some concentration coursework during a previous graduate degree, your committee may allow you to complete this Ph.D. program with a minimum of 60 hours of graduate work. Prerequisites are often taken at the bachelors, masters, or Education Specialist (Ed.S.) degree levels. If a Ph.D. applicant has not taken all of the prerequisite courses, then they can be admitted into the Ph.D. program on condition that they complete the majority of their prerequisite coursework prior to enrolling in more advanced coursework.

Core Courses

12 Credits

The core consists of four courses: an introductory course to the program plus one course in each of the three concentrations. These courses will acquaint students with how diversity can be conceived and studied. The core is taken as a cohort, and courses are taught by full time faculty from the three concentrations. These courses are as follows:

  • EDF 755 Educational Studies in Diverse Populations: Theories of Inquiry: 3 credit hours
  • EDC 750 Critical Pedagogical Studies in Diverse Populations: 3 credits
  • EDF 765 Metropolitan Education Studies Proseminar : 3 credits
  • CHHS 742 Health Disparities in Diverse Populations: 3 credits

Research Courses

12-19 credits

Research Courses (to be taken with or after core courses)

  • EPR 609 Statistical Methods and Research in Education (prerequisites: EPR 594 Introduction to Educational Research Design; EPR 607 Microcomputer Applications to Statistical Analysis/608 Statistical Methods and Action Research, or equivalents): 3-10 credits
  • EPR 710 Computer Applications and Advanced Statistical Methods and/or EPR 792 Mixed Methods Approaches to Educational Research: 3 credits
  • EPR 596 Introduction to Qualitative Methods in Educational Research (prerequisiteEPR 594: Introduction to Educational Research Design; not required if equivalent course previously taken), or another Advisor approved research course: 3 credits
  • EPR 696 Qualitative Research: Inquiry and Analysis: (prerequisites EPR 594 Introduction to Educational Research Design, EPR 596 Introduction to Qualitative Methods in Educational Research): 3 credits

Concentration Courses

12-36 Credits

Once the prerequisite coursework has been satisfied, you will follow an interdisciplinary program of study in one of the three concentrations:

  • Pedagogical Studies
  • Metropolitan Education Studies
  • Health Disparities

Individual student-appropriate coursework will be selected in Early Childhood and Elementary Education, Secondary Education, Reading, Health Education, Kinesiology, Special Education, English as a Second Language, Educational Foundations, Counselor Education, and Educational Psychology and Research.

Upon receiving approval from their Advisors in a given concentration, you may take up to 12 credits in interdisciplinary courses in related fields, e.g., sociology, anthropology, history, English, philosophy, cultural studies, women’s studies, American studies, African American studies, etc. Examples are provided in the appendix section called Sample Courses.

Dissertation

24 Credits

Approval of the dissertation proposal and admission to candidacy must be recommended by your Advisor and approved by the Program Director, and the Graduate School Dean.

  • Dissertation Seminar: 3 credit hours
  • Dissertation Research – (Prerequisite: Admission to candidacy.) 12 credit hours. Note: one semester with at least 6 credit hours is required
  • 9 credits of directed dissertation research or additional research courses specific to intended dissertation

Sample Schedule

SemesterPart-Time: 2 courses per termFull-Time: 3 or 4 courses per term
1st Year Fall EDF 755
EDC 750
EDF 755 and EDC 750
1st Research course
[and perhaps also 2nd Research course]
Spring EDF 765
CHHS 742
EDF 765 and CHHS 742
3rd and/or 4th Research courses
Summer Admission to Concentration
1st and 2nd Research Course
Admission to Concentration
3rd and/or 4th Research course
OR 2 courses in Concentration
2nd Year Fall 3rd and 4th Research Course 3 to 4 courses in Concentration
Spring 2 courses in Concentration 3 to 4 courses in Concentration
Summer 2 courses in Concentration 3 courses in Concentration
AND
the Comprehensive Exam
3rd Year Fall Two courses in Concentration Advance to Candidacy
Dissertation Seminar (3 credits)
Dissertation Research (6 credits)
Spring Two courses in Concentration Dissertation Research (at least 6 credits with 9 credits of qualifying research courses) and Dissertation Defense
Summer 2 courses in Concentration AND Comprehensive Exam
4th Year Fall Advance to Candidacy
Dissertation Seminar (3 credits)
Spring Dissertation Research (6 credits)
5th Year Fall Dissertation Research (3 credits with at least 9 credits of qualifying research courses previously taken)
Spring Dissertation Research (3 credits)
Dissertation Defense

Cohort Model

You will take your initial core courses, and perhaps some of the requires research courses, together as a cohort group. Upon admission to your concentration, you will work through the courses on an individualized course plan.

Comprehensive Exam

Students in all concentrations must pass a comprehensive examination during their final semester of taking concentration or research courses.

Career Opportunities

This doctoral program is especially suited to preparing graduates with the research acumen needed to move easily into higher educational/postsecondary settings, P-12 administration at all levels (local, state, and national), leadership roles within school based settings, and non-academic positions within nonprofit organizations, specifically those with a research component.

Graduate Teaching/Research Assistants

The ESDP program is seeking full-time Graduate Teaching/Research Assistants to perform teaching -related or research-related assignments to benefit the Ph.D. program in Educational Studies in Diverse Populations (ESDP). The position requires a full-time enrollment (9 hrs/semester, including summer which equals 27 hrs per year) as a doctoral ESDP student in good standing. Full-time UAB employees are not eligible for these funds. The award also requires that you be available to work 20 hrs/week on assigned tasks.

Applications due by May 15.

Application for Graduate Assistantship Funding

Admissions Requirements and Application Procedures

Admission to the ESDP program is two-fold: Admission to the Ph.D program and admission to the concentration.

  • Prior to beginning coursework- You must have unconditional admission to the UAB Graduate School and to the ESDP program.
  • After completing core courses(and perhaps some of the research courses) - The core faculty along with the concentration faculty will discuss each student's performance and viability and will make determinations about concentration admission.

March 1, 2017 is the deadline to submit applications for the second ESDP cohort, which will begin Fall 2017.

Application Checklists

Applying for admission to the ESDP program begins with completing an online application through the UAB Graduate School.

  • Complete and submit online degree-seeking application for admission to the Graduate School
  • Submit professional resume/CV and statement of research interests and professional goals
  • Pay application fee online with credit card or debit card (mailing a check will severely delay the application process)
    • Domestic: $50
    • International: please check graduate school website for current fee
  • Ask the individuals from whom you request references to respond online to the form that they will receive via email from the Graduate School (NOTE: This form is sent automatically to your references by UAB as soon as you click submit on your degree-seeking application).
  • Request transcripts from all prior institutions to be sent to UAB including institutions where you might have taken only one course (information on how to do this is provided in Apply Yourself). The preferred email addresses for electronic submission of transcripts are as follows: This email address is being protected from spambots. You need JavaScript enabled to view it. and This email address is being protected from spambots. You need JavaScript enabled to view it.. If you have international transcripts, you should send a copy and then bring the original transcript with you.
  • Submit official GRE or MAT test score.
  • Submit official TOEFL or IELTS test score (for international applicants only) NOTE: International applicants must also meet all requirements stipulated at http://www.uab.edu/graduate/international. This includes a mailing your Financial Affidavit of Support

Admission Requirements

The following indicators are considered by the Doctoral Program Admissions Committee when determining program admission:

  • Graduate degree (minimum of a master's) in a related field
  • Professional experience - preferred at least 3 years (applicants for the Pedagogical Studies concentration must have appropriate teaching experience)
  • Professional resume/CV
  • Writing assessment - statement of research interests and professional goals essay
  • MAT or GRE scores (score at 50th percentile or higher)
  • GPA (minimum of 3.25 on previous graduate work)
  • Three recommendations/letters of reference
  • Presentations at state, regional and national conferences
  • Publications
  • Professional involvement
  • Interview with faculty
Apply Now

Have questions? Contact us.

Dr. Andrew McKnight
Initial Advisor
Associate Professor, Educational Foundations
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
205-934-6232

Related Resources

Instructional Design and Development - New Fully Online Master's Program

The UAB School of Education is excited to announce a new Masters Degree: the M.S. in Instructional Design and Development. The purpose of the UAB Instructional Design and Development (IDD) program is to train qualified instructional designers who effectively analyze, design, develop, evaluate, and implement quality online, blended, and on-ground instruction. This fully-online program follows and achieves the International Board of Standards for Training, Performance and Instruction (IBSTPI) competencies and performance standards for instructional designers.

The application period for Spring 2018 is open. Click here to apply now. If you have questions about the program, please feel free to contact Dr. Jenelle Hodges.

Instructional design and development is the practice of systematically creating instructional experiences that make the acquisition of knowledge and skill more efficient and effective. The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. The process is guided by pedagogically-tested theories of learning and may take place in many different learning environments. As a field, instructional design and development is historically and traditionally rooted in cognitive and behavioral psychology, though recently, constructivism has influenced thinking in the field.

The study of instructional design and development includes the study of learning theory and trends in educational technology, instructional design principles, universal design and usability for effective design, development, and delivery of learning materials across a wide range of learning environments.

Fully Online

All courses will be hosted online on UAB’s learning management system, Canvas, and can be accessed anywhere there is an internet connection.

30 Hours

Students register for 2 courses (6 credit hours) per semester. Courses run on a 7-week schedule. Each semester is 14 weeks long with an A and B term.

Rolling Enrollment

Start any semester! Follow the UAB Graduate School application deadlines for each semester. Join this Fall 2017 – applications will be accepted until August 1.

Course Descriptions

This course defines the field of instructional design and technology by exploring its history, current trends and future issues in the field. The course provides insights from leaders in the field, case studies on instructional design in different fields, and interactive activities on the systematic approaches to instructional design.
Instructional Design is a project-based course that includes step-by-step strategies to create instruction using design models, instructional strategies, and technology applications. Learners will study the processes of analysis, design, development, implementation, and evaluation in order to apply real-world training solutions to instructional challenges.
This course gives students an experience in research-based instructional methods and alternative assessment strategies designed to meet the varied instructional needs and preferences of all learners in today's educational environments.
This course provides students with practical methods of analyzing and solving human performance problems with an emphasis on development of both non-instructional and instructional interventions. An overview of concepts and current issues related to the design and development of training and performance systems at the macro level is also provided, allowing learners to explore learning and performance from a broad organizational perspective.
This course surveys the cognitive science literature that is especially relevant for instructional designers. The course covers major theoretical perspectives in cognitive science and has students read original empirical research. The goal is to prepare IDD students to utilize cognitive science literature in their careers.
This course affords students the opportunity to apply a variety of well-established and emerging instructional design and development models.
Students will learn how to assess human attitudes, knowledge, and performance, analyze practical data, and evaluate training and human performance programs.
This course will present techniques for the integration of instructional design theory and practice with the current and emerging delivery systems. Students will acquire skills and explore software necessary to develop and produce an original interactive instructional product.
Content will be diversified opportunities to take advantage of specific areas of expertise of faculty, availability of experts in areas not covered in other course work, or original projects that become available.
The research practicum is a supervised learning experience in an actual or similar setting to that which instructional designers are employed.

Admissions Requirements

  • No GRE test score required
  • Bachelor's degree from an accredited institution (No specific undergraduate degree is required. A diverse array of fields and undergraduate degrees will be accepted.)
  • Transcripts from an accredited institution
  • 2.5 GPA in all undergraduate coursework
  • Two (2) letters of recommendation
  • Written response to provided prompt
  • UAB Graduate School base requirements

Semester Model

  • All courses run on a 7-week schedule. Each semester is 14 weeks long with an A and B term.
  • Students complete 1 course each term, completing 2 courses per semester.
  • Each course is 3 credit hours. (Tuition details and financial aid information)

Comprehensive Exam and Digital Portfolio

  • Students must pass a comprehensive oral examination during the final semester of the program.
  • Students must submit a digital portfolio during the final semester of the program.

Career Opportunities

  • 140,000 current jobs in Instructional Design and Development
  • 17% - 19% projected growth in Instructional Design and Development careers from 2010-2020

Have Questions? Ready to start your journey?