Turning research into real-world solutions: How UWF’s IPT program prepares leaders across industries

From improving employee training in the workplace to developing technology-based learning solutions and addressing organizational challenges, the University of West Florida’s online Doctor of Education in Instructional and Performance Technology, or IPT, prepares professionals to use research, technology and learning theory to solve problems that extend far beyond the traditional classroom.

The program is part of UWF’s growing doctoral research enterprise and largely contributed to the University earning its Research 2: High Spending and Doctorate Production designation from the Carnegie Foundation for the Advancement of Teaching in February 2025. The designation recognized UWF’s research expenditures and production of research doctorates, reflecting the University’s growing capacity to conduct research and prepare doctoral graduates.

“What makes UWF’s Instructional and Performance Technology doctoral program so valuable is the impact our students have beyond the University,” said Dr. Denise Soares, dean of the UWF School of Education. “They bring firsthand knowledge of the challenges facing their professions and use their doctoral experience to create meaningful change in the organizations and communities they serve. Their accomplishments not only advance their own careers but also strengthen the people and organizations they lead. This is the kind of scholarship that contributes to UWF’s growing reputation as a research university.”

Unlike a traditional education degree focused primarily on classroom instruction, UWF’s IPT program takes a broader approach to learning and performance. The applied doctoral program prepares students to identify challenges within organizations, understand the factors contributing to those challenges, and then develop research-based solutions that improve individual and organizational performance.

“What sets our IPT doctoral program apart is the direct connection between research and professional practice,” said Dr. Holley Handley, chair of the Department of Instructional Design and Technology and coordinator of the IPT doctoral program. Our students don’t just study organizational challenges; they identify opportunities, investigate the factors that influence performance and apply what they learn to real-world settings.” 

Handley notes that students in the program come from diverse professional backgrounds, including K-12 and higher education, healthcare, the U.S. military, government, business and nonprofit organizations. 

“They bring their professional experiences into the program, and their organizations become the context for their research,” she explains. “Rather than approaching research as simply an academic exercise, students learn to systematically examine organizational needs, make evidence-based decisions and develop practical solutions that can create meaningful and lasting change. That connection between research, practice and impact is at the heart of our program.”

For students, that work is not confined to academic research. Throughout the program, they apply what they learn to challenges within their own professional environments, developing research projects designed to address problems of practice and produce meaningful, measurable improvements.

From inquiry to impact

Although UWF’s IPT program is delivered entirely online, students have opportunities to connect with faculty and fellow doctoral students through an annual in-person residency. Integrated into the doctoral curriculum, the residency provides opportunities for intensive face-to-face learning, collaboration, professional development and scholarly engagement.

The annual residency brings together students at different stages of their doctoral journeys, creating opportunities for mentorship and collaboration across cohorts. Students beginning the program can learn directly from those further along in their research, gaining a better understanding of the dissertation process and how an initial problem in professional practice can develop into a research project with real-world applications. Alumni also return to share their experiences and remain connected with the program community.

During the 2026 residency, held Aug. 21-23, students presented their Dissertation in Practice research through a “From Inquiry to Impact” Gallery Walk. The research posters highlighted the problems students were investigating, the organizations and populations involved, and the improvements they hoped to achieve.

“One of the most exciting parts of the Gallery Walk is seeing how our students turn real challenges they’ve encountered in their professional settings into meaningful research,” said Lauren Adlof, assistant professor in the Department of Instructional Design and Technology. “Their projects span different industries and contexts, but they share a common goal: understanding the systems and organizational conditions that shape performance and using action research to identify opportunities for meaningful improvement.”

Three projects presented during the Gallery Walk offer a closer look at how IPT students are applying their research to challenges across different professional settings.

Increasing college scholarship applications

Jennifer Butler is examining how a large public school district in Northwest Florida can increase completion rates for the Florida Financial Aid Application, which high school students must complete to qualify for the state’s Bright Futures scholarship program. Despite the financial assistance available through Bright Futures, Butler found that application completion rates in the district have historically been low, leaving some potentially eligible students without access to the scholarship funding. Through interviews and questionnaires with district leaders, school personnel, students and parents, Butler’s research aims to identify barriers to application completion and develop a communication strategy to encourage more students to apply.

“As an educator, I am always looking for ways to make lasting impacts in the lives of students,” Butler said. “I was drawn to the IPT program at UWF because it expands my knowledge and skillset as a problem solver. From day one of the program, each assignment has been a building block in my dissertation. I am incredibly thankful for the thoughtful design of the program, allowing for the dissertation in practice, and for the guidance and support of the IPT faculty.”

Building stronger pathways for future teachers

Rachel Rodriguez is researching how school districts and universities can work together to better prepare and retain teachers. With changes to Florida’s educator certification requirements and the upcoming statewide implementation of the Coaching for Educator Readiness and Teaching program, districts face new demands for supporting teachers as they work toward certification. Rodriguez’s research focuses on a district–university partnership to identify gaps in existing support systems and develop a more coordinated, sustainable pathway from teacher preparation to professional practice.

“Sometimes the solutions we seek are right in our own backyard, and my journey through the IPT program has helped me recognize the possibilities that exist when we look at challenges through a different lens,” Rodriguez said. “From our very first meeting, Dr. Handley and Dr. Adlof have been there with a listening ear, a positive spirit and an unwavering belief in my success. They are so much more than professors and mentors; they have become dear friends and my biggest cheerleaders, reminding me that meaningful growth happens when we are surrounded by people who believe in our potential.”

Strengthening recruitment in healthcare education

Dr. Lacy Newsom, now an alumna of the IPT program, explored ways to improve recruitment in allied healthcare and nursing programs at a southeastern community college. Following the COVID-19 pandemic, Newsom noticed these programs experienced declining and inconsistent application numbers, making it more difficult to enroll qualified students and meet workforce needs. Newsom’s research identified gaps in prospective students’ awareness of healthcare careers, opportunities for in-person engagement and understanding of admissions requirements. Her proposed solutions include virtual open houses, videos showcasing a day in the life of healthcare professionals and resources that make application requirements easier to navigate.

“Dr. Byron Havard, as my committee chair, challenged me to continue growing my knowledge and leadership skills while helping me better understand the importance of looking beyond the surface of a problem to identify its underlying cause,” Newsom shared. “This experience strengthened my ability to think critically, approach challenges differently and understand the importance of finding the root cause before determining the best solution.”

Ultimately, the IPT program reflects UWF’s commitment to research that extends beyond academic inquiry. By preparing professionals to investigate complex challenges, develop evidence-based solutions and lead organizational change, the program helps translate doctoral research into real improvements that can be applied across industries.

To learn more about Instructional and Performance Technology at UWF, visit uwf.edu/ipt.