Campuses:
Twin Cities campus
This is archival data. This system was retired as of August 21, 2023 and the information on this page has not been updated since then. For current information, visit catalogs.umn.edu.
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Twin Cities Campus
Education, Curriculum, and Instruction Ph.D.Curriculum & Instruction
College of Education and Human Development
Link to a list of faculty for this program.
Contact Information
Department of Curriculum and Instruction, 125 Peik Hall, 159 Pillsbury Drive S.E., Minneapolis, MN 55455 (612-625-2545; fax: 612-624-8277)
Email:
cigs@umn.edu
Website: http://cehd.umn.edu/ci
Along with the program-specific requirements listed below, please read the
General Information section of
this
website for requirements that apply to all major fields.
By focusing on the curricular and instructional processes central to all educational endeavors, graduate programs within the Department of Curriculum and Instruction prepare students for academic and professional roles in P-12 education, postsecondary, and research settings, educational service agencies, and business and industry.
The Ph.D. degree includes formal tracks in the following: art education; culture and teaching (including critical white studies, immigrant and urban education, popular culture, and teacher preparation and development); family, youth, and community (including education for community, parent and family education, and youth development and programming); learning technologies (including online distance learning, multimedia design and development, and K-12 technology integration); literacy education (including children's and adolescent literature, critical literacy and English education, and reading education); mathematics education; science education; second languages and cultures education (including ESL, foreign language education, and bilingual and immersion education); and social studies education.
Students must have an interest in research in education or a related field; students plan a program of coursework that prepares them to conduct scholarly research in an area of expertise related to a track or tracks listed above.
Program Delivery
Prerequisites for Admission
The preferred undergraduate GPA for admittance to the program
is 3.00.
A master's degree is preferred for admission to some of the tracks within the Ph.D. program, but it is not always required.
Other requirements to be completed before admission:
Generally a bachelor's degree with licensure and/or teaching experience fulfills the requirement. For some areas, however, there is no equivalent undergraduate program. In that case, 15 to 20 credits of undergraduate coursework determined acceptable by faculty is adequate.
Special Application Requirements:
Applicants must submit scores from the GRE, three letters of recommendation from individuals familiar with their scholarship and research potential, a complete set of official transcripts, and a clearly written statement of career interests, goals, and objectives. Some program tracks require an example of academic writing. Doctoral applications are reviewed by department faculty once per academic year, with December 1 as the deadline.
International applicants must submit score(s) from one of the following tests:
Key to test
abbreviations
(TOEFL, IELTS, MELAB).
For an online application or for more information about graduate education admissions, see the
General Information section of this
website.
Program Requirements
42
credits are required in the major.
12 credits are required outside the major. 24 thesis credits are required.
This program may be completed with a minor.
Use of 4xxx courses toward program requirements is permitted under certain conditions with adviser approval.
Language Requirement: Proficiency in second language.
A minimum GPA of 3.00
is required for students to remain in good standing.
Refer to Curriculum and Instruction (CI), and Mathematics Education (MTHE) in the course section of this catalog or in Twin Cities Courses on the University Catalog website for courses pertaining to the program.
A total of 78 credits is required for the Ph.D. Requirements include two core courses (CI 8131 and 8132) and at least 15 other credits in the selected track. Students must also complete 18 credits in research methodology including CI 8133, CI 8148, WHRE 8912 and 9 credits of depth coursework in quantitative, qualitative, or mixed methods; 12 credits in a minor or supporting program; 3 elective credits to be determined in consultation with advisor; and 24 thesis credits. Specific courses and additional work vary depending upon the track and are planned with the adviser.
Program Sub-plans
Students are required to complete one of the following sub-plans.
Students may not complete the program with more than one sub-plan.
Art Education
The Ph.D. program in art education presents opportunities for students with experience in schools or other informal educational settings to develop necessary philosophical, theoretical, and methodological competence to make scholarly contributions to the field. Working as researchers, scholars, policy makers, and practitioners, graduates become educational leaders in universities, colleges, K-12 school districts, museums, community arts organizations, and government agencies.
Students typically carry out dissertation inquiry in local urban and suburban schools, several renowned art museums in the Minneapolis-St. Paul area, and within the initial teacher licensure program at the University. Both qualitative and quantitative research methods have guided Ph.D. candidates' inquiry on the following: rightness of aesthetic-based problem solving, design thinking, and media arts theory and practice in arts classrooms; teaching critical literacy in and through the arts; innovation in culture-based arts education; and other knowledge building questions specific to art teacher development and retention. Faculty and students are committed to understanding equity and social justice in both research and teaching. Graduate students often work closely with faculty in the development, implementation, and evaluation of national, state, and local arts education initiatives.
Culture and Teaching
The culture and teaching (CaT) sub-plan engages the study of education as a cultural phenomenon. Students in CaT study a range of educational processes that take place both in and beyond the borders of schools, and explore alternative epistemologies and pedagogies. Faculty and students are dedicated to seeking better understandings of issues pertaining to equity and social justice in both research and teaching. The track is interdisciplinary and collaborative, so students' work will encompass many different approaches, methods, and perspectives.
Some of CaT's courses focus on the ways in which teachers are prepared to teach; engage in ongoing professional development; and develop their own personal and professional identities within collegial communities. Other courses examine the salience of understanding white racial identity for pedagogy and social change; as well as the implications of globalization and immigration for teaching, learning, and curriculum. Still other courses explore popular culture and media in relation to contemporary critical theory and teaching practices. "Culture" in CaT includes thinking about "high" and "popular" cultures, the cultures of teaching and the cultures of learning, and how our responses to all influence and are influenced by everyday meanings and practices.
Elementary Education
This sub-plan is optional and does not fulfill the sub-plan requirement for
this program.
This program in elementary education is designed to help professionals acquire and contribute to the advancement of knowledge and leadership so necessary to address the dynamic challenges of contemporary education at the elementary level. Emphasized within the program are, for example, the following: a focus on interdisciplinary approaches to curriculum development, the use of inquiry as a key pedagogical approach, the importance of a strong understanding of diversity and its social and educational implications, and child development and learning theories as the foundation for research and teaching in elementary settings.
Overall Ph.D. course requirements are outlined by the major (education, curriculum and instruction). Student-specific coursework is selected in consultation with adviser(s) and determined by specialization within the track, research methodology, and transfer credits.
Learning Technologies
The learning technologies (LT) program prepares students for research and practice related to multimedia, design, K-12 technology integration, and online distance learning. Ph.D. graduates often earn academic positions in higher education or become directors and leaders of development or research within business and industry. Coursework in LT includes hands-on learning and use of current technologies, development of technological solutions, research methods, and theory of curriculum, instruction, and learning.
The Ph.D. degree is targeted primarily at students interested in pursuing research careers. Student research, culminating in a dissertation, typically evaluates various learning technologies issues and interventions. Common areas of study include conditions affecting educational technology use in schools, higher education, and business settings, and tend to focus on psychological, sociological, and philosophical factors. For example, recent graduates have studied the impact of technology on learning and cognition, variables that mediate effective technology use in education, and issues related to ethical technology use.
Literacy Education
Within the literacy education track there are three specializations: (1) children's and adolescent literature, (2) critical literacy and English education, and (3) reading education. Students who have an interest in literacy outside of these specialization areas are able to work with faculty and advisers to develop a program that builds on their interests. Although faculty members work within these distinct specializations, they also enjoy collaborating on teaching, research, and writing projects across the areas embedded within literacy education. Together, faculty and graduate students in the program investigate a host of issues in the field of literacy.
The literacy education track has four overarching goals. They are:
- to apply multiple theoretical and research perspectives to problems and questions central to the field;
- to engage in research, teaching, and outreach that supports culturally and linguistically diverse literacy learners;
- to develop literacy teachers and leaders for diverse schools; and
- to influence literacy policies that address inequities and benefit all learners.
Mathematics Education
The doctoral program in mathematics education is designed to prepare scholars to conduct thoughtful research in order to assume roles as university faculty members, educational leaders, policy makers, and researchers; and to contribute meaningfully to the field. Focus areas of research within the mathematics and engineering education fields are the preparation of pre-service science teachers (K-12), induction and mentoring of beginning science teachers, design and implementation of curricula across the K-college spectrum, and social justice. Full-time students in the doctoral program will be provided teaching and research opportunities relevant to their area of interest, such as supervising student teachers, teaching pre-service courses, and grant work. Students will be encouraged to collaborate with existing faculty research projects, as well as developing their own independent scholarship. Students are encouraged to present at national conferences such as the National Council of Teachers of Mathematics Annual Conference.
Science Education
The doctoral program in science education is designed to prepare scholars to conduct thoughtful research in order to assume roles as university faculty members, educational leaders, policy makers, and researchers, and to contribute meaningfully to the field. The field of science education is a broad one and includes science and environmental education at the K-12 levels, the college level, in informal and adult settings and in early childhood. Focus areas of research within the science education area are the preparation of pre-service science teachers (K-12), induction and mentoring of beginning science teachers, design and implementation of curricula across the K-college spectrum, environmental education, cooperative learning, and social justice.
Full-time students in the doctoral program will be provided teaching and research opportunities relevant to their area of interest, such as supervising student teachers, teaching pre-service courses, and grant work. Students will be encouraged to collaborate with existing faculty research projects, as well as developing their own independent scholarship. Students are encouraged to present at national conference such as the Association of Science Teacher Educators and the National Association for Research in Science Teaching.
Science, Technology, Engineering, and Mathematics Education
The doctoral program in STEM education at the University of Minnesota is an interdisciplinary program focusing on science education, mathematics education, and engineering education. Students entering our program will choose an area of emphasis in one of the three specializations, while simultaneously participating in scholarly work that spans all areas of STEM education. This integrated-style program is one of the first in the nation, and is designed to prepare scholars to conduct thoughtful disciplinary and interdisciplinary research in STEM education in order to assume roles as university faculty members, educational leaders, policy makers, and researchers.
STEM Core Courses
CI 8571 - Equity, Policy, and Social Justice in STEM Education
(3.0 cr)
CI 8572 - Learning Theory and Classical Research in STEM Education
(3.0 cr)
CI 8573 - Nature of Inquiry in STEM Education
(3.0 cr)
9 elective courses in science education, mathematics education, or engineering education
Research Courses
CI 8133 - Research Methods in Curriculum and Instruction
(3.0 cr)
CI 8148 - Conducting Qualitative Studies in Educational Contexts
(3.0 cr)
EPSY 8261 {Inactive}
(3.0 cr)
EPSY 8262 {Inactive}
(3.0 cr)
3 credits of research methodology electives
OLPD 8812 - Quantitative Research in Education
(3.0 cr)
or
an advanced quantitative methodology course selected in consultation with the advisor
Second Languages and Cultures Education
The Ph.D. track in second languages and cultures (SLC) focuses on the study of language use, teaching, learning, and policy across a range of educational and community settings, including programs that serve language minority and language majority learners: ESL/EFL, foreign language education, and bilingual and immersion education. The Ph.D. program is designed to assume roles as university faculty members, researchers, policy makers, and educational leaders. Independent scholarship is the cornerstone of the Ph.D. program.
The SLC Ph.D. track has four specializations that correspond to the program's primary focus areas and faculty expertise.
1) Second language acquisition and classroom discourse research examines language learning processes and the way language is used by learners and their interlocutors in or out of school.
2) Second language pedagogy and teacher development research examines teachers' classroom practices and strategies as well as professional identities, experiences and attitudes.
3) Language policy research involves analysis of the formation, implementation, and negotiation of language policy in national, school, community, and private spheres.
4) Languages and cultures across schools and communities research examines connections across homes, schools, and communities with an emphasis on the experience.
Social Studies Education
The program in social studies education focuses on issues related to curriculum, instruction, and assessment in K-12 social studies. Full-time graduate students generally have opportunities to supervise student teachers, teach introductory social studies classes, and conduct and publish research with one or more faculty members. Doctoral students are required to complete a research internship with one or more of the faculty as part of their study for the degree. Graduate students are strongly encouraged to present research papers at professional conferences, specifically the National Council for the Social Studies and the American Educational Research Association. Recent Ph.D. graduates have conducted research in the areas of intercultural relations, moral development, multicultural gender-fair curriculum, social studies instructional issues, and the standards movement as it relates to social studies education. Graduates of the program have assumed positions as instructional leaders in the public schools, curriculum development specialists, social studies assessment specialists, and college/university faculty.
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