Students

The students’ level of expertise and their professional commitment are real assets to the program. Learning and Instruction doctoral students come from a variety of backgrounds and perspectives including:

  • K-12 teachers
  • Principals
  • District and county office administrators
  • Consultants
  • Health professionals
  • Business and corporate leaders
  • University and community college instructors
  • Instructional designers

Current Students

Our current doctoral student body reflects the diversity of contemporary career paths and includes educators, allied health professionals, administrators, and technology specialists.

39% College and University Instructors
25% K-12 Teachers
18% College and School District Administrators
12% Educational Therapists, Psychologists, and Consultants
6% Technology Specialist

See where more L&I Graduates are working.

Diana Neebe
Learning & Instruction Ed.D. Student

Diana Neebe, Learning and Instruction EdD StudentI am a high school English teacher and instructional technology peer coach at an Apple Distinguished 1:1 Program school in the Silicon Valley. I hold a Master of Education in Curriculum Design and Instruction from the University of San Diego, as well as my single subject credential in English/Language Arts and Civics/Government. I was recently named the 2014 Outstanding Young Educator of the Year for the International Society for Technology in Education (ISTE), and am a Google Certified Teacher. I share my enthusiasm for teaching with technology at educational conferences, and delight in learning from my colleagues around the country. As a peer coach, I frequently run professional development workshops for my school network, kindergarten through 12th grade. I am a regular presenter for NCTE, and have also presented at ISTE and CATE conferences. I am in the process of writing a book on 1:1 teaching and learning for Stenhouse, to be published in 2015.

As a teacher with experience in both public and private schools, I have witnessed the documented achievement gap in reading and writing skills between students of diverse socioeconomic and ethnic backgrounds and with varying learning needs. I have also observed how – in other disciplines – innovative use of technology has helped to “level the playing field” for students, providing access to content that they may not have had in more traditional classrooms. I want to look into ways that technology can ignite students’ interest in reading, improve their critical reading skills, and enhance their writing abilities.

One of the factors that drew me to USF’s program is the ability to remain in the classroom while completing my doctorate. I appreciate a schedule that acknowledges the challenges of returning to school as a working professional, and a program that appreciates the perspective that classroom or other work experience provides to students. I chose USF because I was looking for a program that would provide me the opportunity to strengthen my research skills and methodology background, to collaborate with colleagues from various contexts, and to actively investigate the possibilities for increasing literacy through technology.