phd topics in education curriculum

• Alumni & Giving
• Faculty/Staff Directory

The Graduate School of Education and Human Development

• CAEP Accreditation
• Taylor-Deak, Kai
• Adrienne Robinson
• Andrew Flagel
• Anissa Rodriguez
• Aristide Collins
• Brenda Simmons
• Brigid Griffin
• Callie Hyder
• Carol Pankow
• Carol Stapp
• Celia Pena-Gomez
• Christine Johnson
• Crystal Garry
• De' Von Henderson
• Diane Koffenberger
• Diona Emmanual
• Elana Riback Rand
• Eli Gottlieb
• Esther Friedman
• Francine Krull
• Holly Snyder
• Ilana Weltman
• Joyce Moreland
• Julya Doyle
• Laura DeLuca
• Linda Hedenblad
• Linda McCullough
• Lois Elaine Rhymers
• Madison Thurston
• Marcia Brightman
• Maria Coyle
• Marian Jarrett
• Marion Flythe-Inman
• Mary Ellen Solomon
• Meg Holland
• Melissa Diehl
• Monique Barner
• Naomi Gamoran
• Nichole Tichy
• Patty Rosario
• Rebecca Dedmond
• Rebecca Vander Schaaf
• Reyna Smith
• Samantha Cropper
• Samantha Long
• Sandra Miller
• Sarah Boland
• Sarah Buscher
• Sevinj Mammadova
• Shreyas Bhatnagar
• Stephanie Spar
• Tal Vaizman
• Talia Hurwich
• Thelma Davis-Myers
• Touran Waters
• Vinnie Mitchell
• Wesal Abdelbasit
• Yael Findler
• Yuliya Stone
• Zachary Nichols
• 2023-2024 Year in Review
• Doctorate in Counseling
• Graduate Certificate in Counseling and Life Transitions
• Graduate Certificate in the Foundations of Rehabilitation Counseling
• Post-Master's Certificate in Counseling
• Master's in Clinical Mental Health Counseling
• Master's in Rehabilitation Counseling
• Master's in School Counseling
• Doctorate in Curriculum and Instruction
• Graduate Certificate in STEM Teaching
• Master's in Curriculum and Instruction
• Master's in Elementary Education
• Graduate Certificate in Curriculum Writing, Evaluation, and Development
• Graduate Certificate in Literacy Education
• Graduate Certificate in Teaching English to Speakers of Other Languages (TESOL)
• Graduate Certificate in Assessment, Testing, and Measurement in Education
• Master's in Assessment, Testing, and Measurement in Education
• Master's in Experiential Jewish Education
• Educational Technology Leadership Programs
• Master's in Educational Leadership and Administration
• Post-Master's Certificate in Educational Leadership and Administration
• Education Specialist in Educational Leadership and Administration
• Doctorate in Educational Leadership and Administration
• Master's in Education Policy Studies
• Juris Doctorate / Master's in Education Policy
• Master's in Higher Education Administration
• Juris Doctorate / Master's in Higher Education Administration
• MBA / Master's in Higher Education Administration
• Doctorate in Higher Education Administration
• Master's in International Education
• Graduate Certificate in Incorporating International Perspectives in Education
• Master's and Graduate Certificate in Israel Education
• Museum Change Agents
• Graduate Certificate in Organizational Learning and Change
• Doctorate in Human and Organizational Learning
• Master's in Organizational Leadership and Learning
• Graduate Certificate in Leadership Development
• Graduate Certificate in Sustainability Leadership
• Graduate Certificate in Autism Spectrum
• Graduate Certificate in Secondary Transition Leadership
• Master's in Interdisciplinary Secondary Transition Services
• Doctorate in Special Education
• Master's in Special Education
• Master's in Early Childhood Special Education
• Master's in Special Education for Children with Emotional and Behavioral Disorders
• Graduate Certificate in Special Education for Cultural Responsiveness and Equity in Teaching
• Individualized Master's Program
• Comparative and International Education Concentration
• Education and Inequality Concentration
• Human and Organizational Learning Concentration
• Human-Technology Collaboration Concentration
• Curriculum and Instruction Concentration
• Education Policy Concentration
• Online Programs
• Prospective Students
• Request Info
• How to Apply
• International Applicants
• Funding Your Education
• Visit Campus
• Admitted Students
• Student Resources
• Dates & Deadlines
• Student FAQs
• New Student Orientation
• New Student Guide
• Student Life & Engagement
• Career Services
• Dissertation Guide
• Research Lab
• UNESCO Chair & Fellowship
• Futrell Scholars
• EdFix Episode 34: From Virtual to Victorious - The Remarkable Success of an Online High School
• EdFix Episode 35: The End of Affirmative Action in Admissions? Experts Explore the Implications for Higher Education
• EdFix Episode 36: Community Colleges - America's Hidden Economic Engines?
• EdFix Episode 37: Policy Perspectives and Possibilities - A Conversation with Jack Jennings
• EdFix Episode 38: Can Standardized Tests Bridge the Equity Gap?
• EdFix Episode 39: ChatGPT and Beyond - Teaching in the AI Era
• EdFix Episode 40: From Civil Rights to Civics - Dr. Raymond Pierce on Equity in Education
• Feuer Consideration
• Refer a Student

Ph.D. in Education - Curriculum and Instruction Concentration

Advance the future of education.

The central issues addressed in curriculum and instruction (C&I) inquiries are inherently cross-disciplinary, requiring researchers to explore boundaries of disciplines to discover enduring findings. Our doctoral concentration prepares C&I researchers to employ a range of theory and cutting-edge research methods. Participants will develop theories, models, explanations, and curriculum with significant impact toward academic, social, cultural, environmental, and civic advancement.

Program participants study problems that involve:

• Modeling complex interactions involving the unique characteristics of learners, teachers, and the affordances of educational materials and tasks.
• Describing the experiences of diverse learners within collaborative and individual spaces and settings.
• Developing understandings of the content, organization, and purpose of curriculum in schools and community-based educational contexts.

Request Information     

How to Apply     

Upcoming Info Sessions     

Personalized Mentorship You will be paired with one of our leading faculty mentors with experience in cross disciplinary studies and your selected area of curriculum and instruction to guide you in your research development.

Research Focused You’ll bring your experience in education to the design, development, data collection, and analyses in a research project.

Collaborative Engage with peers from multiple concentrations within our inclusive cross-disciplinary team, as well as within more focused research projects.

The GW Advantage

As a Carnegie R1 institution (very high research activity), the George Washington University is home to world-class faculty that are leading cutting-edge research, along with diverse labs, cross-collaborative initiatives between schools and local organizations, and unparalleled educational and employment opportunities.

Jump to Section:   Curriculum   |  Admissions   |  Fees & Aid   |  Careers   |  Faculty   |  Events   |  Request Info

 Program at a Glance

Doctor of Philosophy (PhD) in Education, Curriculum and Instruction Concentration

Course Delivery:

Foggy Bottom Campus

Program Entry:

The aims of the PhD are to:

• Use multiple modes of scholarly inquiry to conduct rigorous research and develop new theory related to problems that require the integration of multiple disciplines and fields of study, in which education and/or human development play a major role.
• Build theoretical and conceptual foundations of key fields of study within the larger domain of education and human development.
• Contribute to the improvement of policy and practice.
• Promote research in partnership with other organizations (e.g., think tanks, research institutes, both in the U.S. and abroad).
• Create a highly valued educational experience at GSEHD through innovation, increased collaboration, and research.

The following requirements must be fulfilled: 60 credits, including 36 credits in core courses, and 24 credits in the concentration, successful completion of a second-year research project, successful completion of the comprehensive examination; oral defense of both the dissertation proposal and the dissertation.

 Research Projects Seeking Ph.D. Applicants

We are currently accepting applications to the Ph.D. in Education, Curriculum and Instruction Concentration to work on the following projects. In the application select “Education” as field of study, then select the Curriculum & Instruction concentration.

This project builds on the curriculum development work of a current NSF funded project, Integrating Chemistry and Earth (ICE). The multi-disciplinary team of researchers, school district administrators, and teachers is preparing for expanded work to explore and model the impacts of teacher reflection and analysis of student performance data on teachers’ conceptions and practice of three-dimensional teaching and students’ three-dimensional science learning. Involvement in this work entails working directly with Dr. Grooms in collaboration with scholars from across multiple institutions with a wealth of research experience in diverse science classrooms from across the country.

This project led by Dr. Pyke focuses on developing an explanatory cognitive model of spatial competence to address the need for improvements in spatial skill development in k-16 STEM education. Questions addressed include: What is the foundation of spatial competence? What level of spatial competence is required for success in STEM fields? What are the experiences needed to develop spatial competence? What is the role of spatial competence in innovation? How does spatial competence develop in interaction with virtual phenomena? This work may be conducted in collaboration with GW faculty in the social cognition lab as well as with psychology, human development, and STEM faculty.

This project focuses on urban high school students’ development of biomedical and socio-scientific knowledge as their curriculum and instruction is infused with new and emerging knowledge from biomedical research laboratories. This research is a collaborative effort between C&I PhD faculty (Grooms & Pyke), faculty from GW’s School of Medicine and Health Science, researchers from Children’s National Center for Translational Research, and local DC area teachers. Of particular interest is the impact of translational C&I on high school students’ cognition about the nature of science and the scientific knowledge being created in their community.

 Apply Now

• Guide to Applying
• Admission Requirements
• Application Deadlines

GSEHD’s Office of Admissions invites you to apply for a spot in our program. Please review the following admission and financial information. Ready to take the next step in your career? Review our step-by-step guide to applying to GSEHD > To learn more about the program, admission process, and upcoming events, please connect with the GSEHD Admissions Team at [email protected] or 202-994-9283.

To be considered for admission, applicants must submit the online application form as well as the following required supporting documents. There is no application fee.

• Prerequisite: Master's Degree in Education, Curriculum and Instruction, or a related field
• Curriculum Vitae
• Statement of Purpose: An essay of 1200 words or less, through which the candidate clearly identifies the purpose in undertaking study and research in the PhD program. The essay should include: (a) a rationale for choosing the Curriculum and Instruction Concentration, (b) articulation of personal research interests and how those align with those of the faculty and/or projects of the C&I Concentration, (c) how the applicant’s background and related qualifications prepare them for Ph.D work, and (d) how the cross-disciplinary PhD program aligns with the candidates long term goals.
• 3 Letters of Recommendation (academic and/or professional, with one preferred from a professor in the applicant’s Master’s degree program)
• Transcripts from all previously attended colleges or universities
• Interview with Faculty: Applicants should be prepared to discuss the alignment of their research interests with those of the program faculty.
• Writing Sample (Optional): Candidates are encouraged to submit a current writing sample. The sample should reflect the candidate’s abilities to articulate complex ideas and to utilize evidence in support of an argument. The writing sample should also provide evidence of the candidate’s research skills and engagement with scholarship.

Please note: The GRE is not required.

*Additional application requirements may exist for international applicants .

Applications are now being accepted for Fall 2025 . We encourage you to apply as early as possible.

For more information or to inquire about the next admissions cycle, contact the GSEHD Admissions Team at [email protected] or 202-994-9283.

 Tuition & Financial Aid

• Tuition Overview

We know embarking upon graduate school is a big decision - due in part to the costs of attending. At GW, we understand the time and thought behind making graduate school work for you. Please take a moment to learn more about the options and opportunities available to help fund your graduate education.

Learn more about scholarships, grants & financial aid      

Graduate tuition is charged per credit hour, unless otherwise noted. Rates vary by program and location.

The tuition rate* for the PhD in Education - Curriculum and Instruction Concentration program is $1,905 per credit hour .

This program requires 60 credits .

Please note: Additional fees may apply for international students, late fees, etc. Current tuition rates may be updated during the year.

*Summer 2024, Fall 2024 and Spring 2025

View the current fee chart      

Scholarships are available to eligible admitted students. Review eligibility requirements and learn more about funding your education >

GSEHD’s distinguished faculty, who have been dedicated to my academic success, allows it to offer a world renowned program in curriculum and instruction. GSEHD is not only building my knowledge and skills as an educational researcher, it is also positioning me as an expert in my field of study. GSEHD has a tailored program that fits my needs, and being in DC has allowed me to meet and interact with a variety of influential individuals who help shape policy and ideas about education in the US.

ANITRA BUTLER-NGUGI PhD in Education, Curriculum & Instruction Concentration

 Career Outlook

Graduates of the Ph.D. in Education, Curriculum and Instruction Concentration will be prepared to conduct and disseminate research, pursue faculty roles, and lead innovation in education contexts.

• Direct research portfolios of professional organizations
• Engage in teaching and research at colleges and universities
• Lead education centers
• Design and conduct research studies for think tanks, government agencies, and other stakeholders
• Develop and implement curriculum
• Facilitate professional learning opportunities

• Colleges and Universities
• Government Agencies
• School Systems
• Think Tanks
• Research Institutions
• Education Foundations
• Informal Learning Centers

Curriculum & Instruction (PhD) Faculty

Associate Professor, Curriculum and Pedagogy

Associate Professor, Curriculum and Pedagogy; Co-Director, GWTeach

Department Chair and Associate Professor, Curriculum and Pedagogy

Upcoming Events

Program info sessions.

Schedule a Meeting to Learn More

GSEHD Student Events

View All Events

Request Information

Ph.D. in Curriculum and Instruction

The Department of Curriculum and Instruction offers graduate studies that lead to the Doctor of Philosophy (PhD) in Curriculum and Instruction. The goals of doctoral study in Curriculum and Instruction are to help students develop abilities for research in the field of curriculum and instruction, imbuing them with a distinctive theoretical and critical edge; develop expertise in one of the department's areas of study, listed below; acquire greater competence in curriculum evaluation and development; improve understanding of the teaching–learning process; gain depth and breadth of knowledge in related academic fields; and build a broadened professional background in areas related to curriculum and instruction, such as anthropology, history, philosophy, sociology of education, administration, counseling, educational psychology, and supervision.

PhD study in the department is research-oriented. It prepares students for different forms of intellectual leadership in education including research, curriculum analysis and development, teacher education, and other teaching in higher education as well as leadership positions in educational agencies. These different forms of leadership are not mutually exclusive, but the relative emphasis given to each varies among students and areas of study.

Areas of Study

In accord with interests and professional goals, each admitted graduate student is assigned to a primary  area of study and to an initial faculty advisor in that area. Areas of study are bilingual education, curriculum studies & global studies, early childhood studies, English as a second language, literacy studies, mathematics education, multicultural education, music education, science education, social studies education, teacher education, world language education, and design, informal, and creative education (DICE).

Details of requirements and procedures pertaining to PhD study in the department are described in the department's PhD Degree Program Handbook . Doctoral students are responsible for learning about and following department requirements and procedures and they should therefore familiarize themselves with this document. PhD students are also responsible for learning about and following Graduate School policies. The curriculum and instruction graduate program office offers an informational meeting for new graduate students at the beginning of each semester.

International Applicants

The department has a long and successful history of working with graduate students from around the world. Over the last 25 years, approximately 130 MS degrees were earned by international students; students in this group came from 37 countries. During the same period, approximately 150 PhD degrees were earned by international students in the department; students in this group came from 43 countries. Altogether, approximately one-third of our graduate students in Curriculum and Instruction are international students, which enriches the social and intellectual environment for all faculty and students as we continuously learn from each other.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

PhD Applicants

Applicants are required to supplement the application with the items enumerated below.

• Unofficial transcripts. Unofficial transcripts from all previous postsecondary studies are required for all PhD applicants. Unofficial transcripts should be uploaded to the application system. If an applicant is admitted by the department, official transcripts will need to be submitted directly to the Graduate School by the student's postsecondary institution. 
• Evidence of writing ability. PhD applicants are required to provide evidence of their writing ability by submitting a writing sample (master's thesis, academic paper from a graduate course, a journal article, or any other writing that the applicant believes can be used to judge writing ability). This should be uploaded to the application.
• Three letters that include an appraisal of academic competence. PhD applicants are required to have three letters of reference assessing their academic and professional competence. Letters of reference written for teachers and other educational professionals ordinarily include an evaluation of their professional competence, and the department values that information. In addition, the department needs letters that provide a knowledgeable appraisal of the applicant's academic competence and research capability. An applicant's former professors are usually best able to provide this, so the department encourages letters from such referees. Letters must be submitted electronically through the online application .
• Statement of reasons for doctoral study and the names of one or two potential advisors.  Each PhD applicant is required to upload a detailed statement of reasons for doctoral study and to pick the names of one or two potential advisors from a drop-down menu. It is highly recommended that applicants contact prospective advisors in advance of applying. Contact information can be found on the C&I website .  The statement should indicate the applicant's primary area of interest, professional objectives, career goals, and why the applicant is interested in pursuing a research degree in the Department of Curriculum and Instruction. The applicant must identify the desired advisor or advisors in the drop-down menu and it is recommended to do so as well in the statement of reasons for graduate study. This information is used to gauge the appropriateness of the applicant's program goals in relation to the department's mission and to identify prospective advisors whose research interests match those of the applicant. If an applicant's statement fails to persuade a faculty member to serve as the graduate advisor, the applicant will be refused admission; it is, therefore, important that this statement be detailed, well-written, and matched to specific advisors and their areas of study that are available in the department.  Please see this FAQ for more information about writing a statement of reasons. 
• Resume or curriculum vitae (cv). 

International applicants should note additional requirements that are described in the International Applications section, below.

International degree-seeking applicants must prove English proficiency using the Graduate School's requirements .

Expected Background in Professional Education

A background in education coursework is a prerequisite for the PhD program in Curriculum and Instruction. Applicants are required to have taken at least 12 credits in education courses that are equivalent to courses taught within a school of education, as judged by the Graduate Education Advisory Committee. Applicants lacking this background will be required to take a specified number of credits of education coursework in addition to the coursework ordinarily required in the graduate program. The courses taken should be chosen in consultation with the graduate advisor, and each of these courses must be taken for a letter grade (not pass/fail). These courses may be carried concurrently with regular graduate courses; but, being additional requirements, they do not satisfy the requirements of the graduate program .

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

Funding - fellowships and financial support.

The department will guarantee five years of funding for each admitted, full-time student. This funding could take the form of assistantships or fellowships and will include tuition remission and a modest stipend. Assistantships typically involve 20 hours of professional work each week that takes place in and around the Madison area. Fellowships do not have work requirements but typically involve attending fellowship events and meetings or participating in research opportunities. 

Part-time students are not eligible for fellowships or assistantships in the C&I department. A full-time student temporarily dropping to part-time status will not be eligible for funding while they are part-time. Any teaching, project, or program assistant in the C&I department must carry a full course load of 8–15 graduate-level credits (3 credits for dissertators) and make satisfactory progress toward the graduate degree.

Minimum Graduate School Requirements

Major requirements.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

Mode of Instruction

Mode of instruction definitions.

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

Curricular Requirements

Required courses.

51 credits minimum are needed to graduate. At least 36 of these must be taken after the student enters the PhD program. Within those 36 credits:

• For students without a UW–Madison Curriculum & Instruction MS, minimum of 18 must be new Curriculum & Instruction ( CURRIC ) credits. For students with a UW–Madison Curriculum & Instruction Research MS, a minimum of 12 must be new Curriculum & Instruction ( CURRIC ) credits. CURRIC 990 , CURRIC 999 and classes from the Qualitative Research Methodology in Education minor does not satisfy this requirement. 
• Breadth (9–12 credits)
• Students who have a UW–Madison Curriculum & Instruction MS are exempt from this requirement.
• 3 research method classes (from 2 different traditions as determined by advisor).

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Major-Specific Policies

Prior coursework, graduate credits earned at other institutions.

No prior coursework from other institutions can transfer for the 36 credits required before taking the preliminary examination in Curriculum and Instruction.

Undergraduate Credits Earned at Other Institutions or UW-Madison

No credits from a UW-Madison undergraduate degree or an external completed master's degree can transfer for the 36 credits required before taking the preliminary examination in Curriculum and Instruction. 

Credits Earned as a Professional Student at UW-Madison (Law, Medicine, Pharmacy, and Veterinary careers)

Refer to the Graduate School: Transfer Credits for Prior Coursework policy.

Credits Earned as a University Special Student at UW–Madison

With program approval, students are allowed to transfer no more than 9 credits of coursework numbered 300 or above taken as a UW–Madison University Special student. Coursework earned five or more years prior to admission to a doctoral degree is not allowed to satisfy requirements.

The status of a student can be one of two options:

• Satisfactory progress (progressing according to standards)
• Unsatisfactory progress (not progressing according to standards; permitted to enroll with specific plan with dates and deadlines in place in regard to removal of unsatisfactory progress to avoid dismissal from the program).

Advisor / Committee

All students are required to have an advisor. An advisor is assigned to all incoming students. To ensure they are making satisfactory progress toward a degree, students should meet with their advisor on a regular basis.

The advisor serves as the dissertator advisor. Students can be suspended from the program if they do not have an advisor.

Credits Per Term Allowed

12 credits. Students may take up to 15 credits with the approval of their advisor and notification to the graduate program coordinator. 

Time Limits

Students must submit their proposal at least one semester before they can defend their dissertation.

Refer to the Graduate School: Time Limits policy.

Grievances and Appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office Student Assistance and Support (OSAS)  (for all students to seek grievance assistance and support)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

School of Education Grievance Policy and Procedures

The following School of Education Student Grievance Policy and associated procedures are designed for use in response to individual student grievances regarding faculty or staff in the School of Education.

Any individual student who feels they have been treated unfairly by a School of Education faculty or staff member has the right to file a grievance about the treatment and receive a timely response addressing their concerns. Any student, undergraduate or graduate, may use these grievance procedures, except employees whose complaints are covered under other campus policies. The grievance may concern classroom treatment, mentoring or advising, program admission or continuation, course grades (study abroad grade complaints are handled through International Academic Programs ), or issues not covered by other campus policies or grievance procedures. 

For grievances regarding discrimination based on protected bases (i.e., race, color, national origin, sex, disability, age, etc.), contact the Office of Compliance ( https://compliance.wisc.edu/eo-complaint/ ).

For grievances or concerns regarding sexual harassment or sexual violence (including sexual assault, dating/domestic violence, stalking, and sexual exploitation), contact the Sexual Misconduct Resource and Response Program within the Office of Compliance.

For grievances that involve the behavior of a student, contact the Office of Student Conduct and Community Standards in the Dean of Students Office at https://conduct.students.wisc.edu/ ).

For grievances about, or directed at, faculty or staff in a School of Education department, unit, or program, students should follow these steps:

• Students are strongly encouraged to first talk with the person against whom the concern is directed. Many issues can be settled informally at this level. If students are unable to resolve concerns directly or without additional support, step 2 or 3 should be pursued.
• If the concern is directed against a teaching assistant (TA), and the student is not satisfied, the student should contact the TA's supervisor, who is usually the course professor. The course professor will attempt to resolve the concern informally.
• If the concern involves a non-TA instructor, staff member, professor, academic department, or School of Education office or unit, the student should contact the chair of the department or the director of the office or unit, or their designee. The chair or director, or their designee, will attempt to resolve the concern informally. If the concern is about the department chair or office/unit director, the student should consult the School of Education Senior Associate Dean for guidance.
• If the concern remains unresolved after step 2, the student may submit a formal grievance to the chair or director in writing within 30 business days 1 of the alleged unfair treatment. To the fullest extent possible, a formal written grievance shall contain a clear and concise statement of the issue(s) involved and the relief sought.  
• On receipt of a written grievance, the chair or director will notify the person at whom the grievance is directed with a copy of the written grievance. The person at whom the complaint is directed may submit a written response, which would be shared with the student.
• On receipt of a written grievance, the chair or director will refer the matter to a department, office, or unit committee comprised of at least two members. The committee may be an existing committee or one constituted for this purpose. The committee, or delegates from the committee, may meet with the parties involved and/or review any material either party shares with the committee.  
• The committee will provide a written description of the facts of the grievance and communicate recommendations to the department chair or office/unit head regarding how the grievance should be handled.

For the purpose of this policy, business days refers to those days when the University Offices are open and shall not include weekends, university holidays, spring recess, or the period from the last day of exams of fall semester instruction to the first day of spring semester instruction. All time limits may be modified by mutual consent of the parties involved.

If the grievance concerns an undergraduate course grade, the decision of the department chair after reviewing the committee’s recommendations is final. 

Other types of grievances may be appealed using the following procedures:

• Both the student who filed the grievance or the person at whom the grievance was directed, if unsatisfied with the decision of the department, office or unit, have five (5) business days from receipt of the decision to contact the Senior Associate Dean, indicating the intention to appeal.   
• A written appeal must be filed with the Senior Associate Dean within 10 business days of the time the appealing party was notified of the initial resolution of the complaint.
• On receipt of a written appeal, the Senior Associate Dean will convene a sub-committee of the School of Education’s Academic Planning Council. This subcommittee may ask for additional information from the parties involved and/or may hold a meeting at which both parties will be asked to speak separately (i.e., not in the room at the same time).
• The subcommittee will then make a written recommendation to the Dean of the School of Education, or their designee, who will render a decision. The dean or designee’s written decision shall be made within 30 business days from the date when the written appeal was filed with the Senior Associate Dean.  For undergraduate students, the dean or designee’s decision is final.

Further appealing a School of Education decision – graduate students only

Graduate students have the option to appeal decisions by the School of Education dean or designee by using the process detailed on the Graduate School’s website .

Questions about these procedures can be directed to the School of Education Dean's Office, 377 Education Building, 1000 Bascom Mall, 608-262-1763.

• Office of Compliance (for discrimination based on protected classes, including misconduct) 179A Bascom Hall, 608-262-2378
• Office of Student Conduct and Community Standards (for conflicts between students, or academic integrity violations) 70 Bascom Hall, 608-263-5700
• Bias or Hate Reporting (for students who experience or observe bias or hate incidents)  70 Bascom Hall, 608-263-5700
• Graduate School (for graduate students who need informal advice at any level of review; for official appeals of program/departmental or school/college grievance decisions, see Graduate Assistant Policies and Procedures ) 217 Bascom Hall, 608-262-2433
• Ombuds Office for Faculty and Staff (for UW–Madison employees, including graduate students) 523-524 Lowell Center, 608-265-9992
• Employee Assistance (for conflicts involving graduate assistants and other employees) 256 Lowell Hall, 608-263-2987
• Office of Human Resources for policies and procedures to address workplace conflict) 21 N Park Street Suite 5101, 608-265-2257
• Office of Student Assistance and Support (OSAS) (for any students needing advice or support) 70 Bascom Hall, 608-263-5700
• School of Education, Office of Student Services (for students, particularly undergraduates, in the School of Education) 139 Education Building, 608-262-1651
• School of Education, Office of Equity, Diversity, and Inclusion (OEDI) 145 Education Building, 608-262-8427

Professional Development

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

Learning Outcomes

• (Breadth of Knowledge) Examples of competence may include demonstrating awareness of historical and intellectual context, educational practices, critical research paradigms within the broader field of Curriculum and Instruction, and theories and approaches from other fields as appropriate for their research.
• (Depth of Knowledge) Examples of competence may include demonstrating mastery of concepts, theories, and research, and understanding of relevant educational practices and contexts, sufficient to pose questions that extend the current boundaries of knowledge within their chosen subfield of Curriculum and Instruction.
• (Research Approaches and Epistemological Foundations) Examples of competence may include articulating research problems that build on history, theory, research, and practice within their subfield of Curriculum and Instruction; choosing research methods appropriate to those problems and demonstrating understanding of epistemological foundations underlying those methods.

Faculty: Professors Agarwal, Baker, L. Berland, M. Berland, Bullock, Feinstein, Ghousseini, Grant, E. Halverson, Hassett, Hawkins, Hess, Ho, YJ Kim, C. Kirchgasler, K. Kirchgasler, Louie, Machado, McDonald,  McKinney de Royston, Pacheco, Popkewitz, LJ Randolph Jr., Roman, Rudolph, Russ, Stoddard, Vieira, Wardrip.

For more information about respective members of the faculty, see People on the department website.