PhD in Instructional Systems

Overview

The field of Instructional Systems is concerned with the processes for creating effective, efficient, and engaging learning environments and with the improvement of educational and training programs through the application of research and technology. This area of specialization incorporates principles from numerous disciplines including education, psychology, communications and management with the practical aim of improving instruction, learning, and performance. The Instructional Systems Program here at Florida State University is distinctive in that it also provides you with the opportunity to learn the principles and practices of Human Performance Technology which affords you an expanded set of employment opportunities. This area of professional practice provides a broader perspective on the identification of various causes of human performance problems and the kinds of improvement strategies that are available in addition to programs of instruction, training, and education.

Students in the Instructional Systems program study the theoretical basis for, and receive applied training in, the design, development, implementation, evaluation, and management of education and training programs. Skill areas range from needs assessment and job analysis through instructional design, multimedia development and evaluation. The doctoral program differs from the master’s program by its strong emphasis on research.

Students who enter the doctoral program are not required to have any previous training in Instructional Systems and have a broad variety of undergraduate majors, although some have a master’s in Instructional Systems or a related field. Recent doctoral graduates have advanced rapidly in academic positions with universities, major industries, and as private consultants. Doctoral students are diverse not only in academic backgrounds, but they also represent a number of nations from around the world.

Handbook

Download the complete PhD Program Handbook (pdf)

Program Milestones

Curriculum

The curriculum requires the successful completion of a minimum of 92 credit hours. These credit hours consists of core courses in instructional systems (17 hours) and a related focus area (12 hours), courses in inquiry and research methods (27 hours), an outside minor (12 hours), and dissertation credits (24 hours).

		Units
Inquiry and Research Core Courses:		27
*Note: EDF 5400 is a prequisite
EDF 5401	General Linear Model	3

Select 1 from the following:
EDF 5402	Anova	3
EDF 5406	Multivariate Analysis	3
EDF 6937	Meta Analysis	3
EDF 5409	Causal Modeling	3

	Qualitative data analysis and methods	3
	Measurement (e.g. EDF 5423 Measurement Theory)	3

Instructional Systems Research Methods:
EDF 5481	Methods of Educational Research	3
EME 6362	Instructional Systems Research Seminar	3
EME 6363	Practicum in Experimental Design and Analysis	3

EME 5906	Research Apprenticeship	3

One additional inquiry course:		3
	Foundations of Inquiry (e.g., EDF 5710)
	Evaluation (e.g., EDF5461 Program Evaluation; EDF5464 Qualitative Methods of Evaluation)
	Quantitative or qualitative data analysis course

Instructional Systems Courses		29
Instructional Systems, Theory, Design, Development
EME 5601	Introduction to Instructional Systems	3
EME 5603	Systematic Instructional Design	3
EDG 6925	Instructional Materials Development	3
EDP 5216	Theories of Learning and Instruction	3

Trends and Current Issues
EME 5608	Trends and Issues (3)	3
EME 6635	Instructional Systems Doctorial Colloquium (.5 unit course; taken 4 times; register semester Fall)	2

Focus Area		12

Minor		12
Preliminary Exam		0
Enroll in EDF8964 the semester you take the exam
Dissertation		24
	Total Units:	92

Research Apprenticeship

The research apprenticeship is an important component of the doctoral program, ideally taken early in the program: 2nd – 4th semesters (first and second year students). The research apprenticeship should be scheduled together with the faculty member who will serve as a mentor so that the student is exposed to the entire research process (as much as possible) from research design process through data collection and analysis/writing results. A minimum of three total units are required and they can be split across semesters if most appropriate (e.g., 1 unit Fall, 2 units Spring). Register for the Research Apprenticeship under “Supervised Research”, EDF 5910.

Focus Area

The Focus Area should consist of a cohesive set of 4 courses (consisting of at least 12 units) within Instructional Systems, and must include at least one doctoral research seminar (EME6635). Each semester a different doctoral research seminar is offered, with different topics depending on the instructor. Doctoral seminars are regularly offered in Learning Science and Technology (Fall) and Motivation (Spring). Note that the areas listed below are sample areas; with advisor consultation, other areas can be approved.

Sample Focus Areas

Learning Sciences and Technology

Doctoral Research Seminar in Learning Technology
Doctoral Research Seminar in Motivation
Advanced Instructional Systems Theories and Models
Multimedia Design and Development
Instructional Design/Development

Instructional Design and Development

Doctoral Research Seminar
Design of Instructor-Led Instruction
Learner Motivation
Multimedia Design and Development
Advanced Instructional Systems Theories and Models

Human Performance Technology

Doctoral Research Seminar
Performance Systems Analysis
Evaluation of Training Systems
Course(s) in Human Resource Development

Program Evaluation

Doctoral Research Seminar
Intro to Program Evaluation
Qualitative Methods of Evaluation
Evaluation of Training Systems
Assessment of Learning Outcomes
Measurement Course

Minor

The Minor should consist of a cohesive set of 4 courses (consisting of at least 12 units) outside of the College of Education. The set of courses may be interdisciplinary in nature (e.g., from several different Colleges, such as in Cognitive Science), or foundational in a given discipline (e.g., core courses in Psychology). The set of courses will be developed in consultation with the student’s advisor. Students should consider building a minor area of emphasis that is related to their career goal. Students wishing to work in academe might want to minor in psychology or educational psychology, or organizational behavior. Students wishing to work in applied settings such as business and industry might want to minor in management or organizational behavior. Students wishing to work in government could consider Public Administration. Note that the areas listed below are sample areas; with advisor consultation, other areas can be approved.

Possible minors include:
Business Communication Psychology Information Sciences Human Resource Development Performance Management	Computer Science Human Computer Interaction Cognitive Science Adult Education Public Administration Medical Education