The doctoral program in curriculum and instruction prepares educators for various roles in college and university teaching; in research and leadership positions in K-12 schools, public school districts and other educational institutions. Students may choose to specialize in a specific discipline such as: elementary education; middle or secondary (typically with a content area focus); or special education.

Because a doctoral program is qualitatively different from previous degrees, potential candidates may have questions about whether they wish to commit to this significant undertaking. Potential doctoral candidates with questions about the nature of the doctoral program are encouraged to contact the Curriculum & Instruction Doctoral Program Coordinator before applying.

CEHD is committed to the highest standards of professional preparation. Our programs have sought and received national accreditation from the National Council for Accreditation of Teacher Education. CEHD’s Core Values include:

• Incorporation of urban and rural perspectives to prepare professionals for a global society
• Current, widely accepted professional and research-based practices and accreditation standards
• Inquiry, experimentation and student needs
• Modeling by faculty and staff who practice what they teach
• Use of current information and computer technologies
• Collaboration among students, their mentors and teachers, and relevant schools, business, community centers and nonprofit organizations

The Conceptual Framework for the College of Education and Human Development, Shaping Tomorrow: Ideas to Action, incorporates qualities and characteristics described by Dewey, Shulman, and other scholars into a unified philosophical and pedagogical rationale for the CEHD's diverse programs. The Conceptual Framework focuses on the three guiding constructs of Inquiry, Action, and Advocacy.

Inquiry is characterized by knowledge of the field of human development and learning, and research and scholarship, exemplified by critical thinking and the generation of new knowledge. Students develop and strengthen their ability to engage in scholarly work that is rigorous, systematic, and grounded in a solid knowledge base.

Action is characterized by the process of synthesis and application, exemplified by problem solving and putting new knowledge into useful practice.

Advocacy is characterized by social justice and equity and professional collaborative leadership oriented toward service to the profession and community.

Admission Requirements

Application Deadlines

• Spring Admission – October 15
• Summer Admission – February 15
• Fall Admission – July 15

Members of the department admissions screening committee evaluate all application packets after the appropriate admission deadline. Admission decisions are made by the professional judgment of the screening committee according to established admission criteria. Admission to the program is competitive and preference is given to applicants who have strong academic records, experiences and abilities that show demonstrated excellence in professional performance and research potential. All applicants will be notified in writing regarding their admission.

Three review cycles are in place each year. All materials must be submitted prior to the admission committee members' review, so it is possible to miss one reviewing cycle if materials are incomplete and not be considered until the next when admissions materials are completed. The admission committee in consultation with the Department Chair decides either to recommend or reject the applicant for admission and will advise applicants in writing of this decision. The doctoral coordinator contacts accepted applicants and advises them to contact their doctoral program mentor with whom applicants will discuss the next steps to start the program.

The mentor and members of the Program Committee will help the individual design a program of study (coursework). The program of study should be designed almost immediately after admission to the program. Course requirements include a minimum of 90 semester hours beyond the baccalaureate degree or a minimum of 60 semester hours beyond a masters degree.

Admission Materials Requirements

Materials required for consideration to admission to the Curriculum & Instruction Ph.D. program are listed below. Applicant Directions [PDF] contains an overview of required materials, including details regarding each of the following requirements.

Please note: Application for admission consists of 2 parts: documents submitted to the University of Louisville's Graduate School and materials submitted directly to the Department of Teaching and Learning by the established deadline date.

Applying for Graduate School Admission

The University of Louisville Graduate School provides online directions for applying for Graduate School admission with details regarding the following requirements.

• Application (see section A1 in the "directions for applying" document for more information)
• Letters of Recommendation and supporting forms [PDF] (see section C6 in the "directions for applying" document for more information)
• GRE scores (required - see section C3 in the "directions for applying" document for more information)
• TOEFL scores for non-native speakers of English (if needed - see section C4 in the "directions for applying" document for more information)
• Transcripts from each college the applicant has attended other than UofL (see section C1 in the "directions for applying" document for more information). Have all official non-University of Louisville transcripts sent to the Graduate school.

You can find additional information about standardized tests, such as the GRE and TOEFL at UofL Testing Services.

Program Application Requirements

Applicants must also submit the following materials for application to the PhD in Curriculum & Instruction:

• Formal Statement of Goals [PDF]
• Faculty Research Interests [PDF] Document for use by applicants to identify potential faculty members who they may wish to contact about signing the "Faculty Mentor/Sponsor form [PDF]". Use this document to identify a faculty member who may be a good fit for your expertise and research interests.
• Resume or Curriculum Vita [PDF]

See the Doctoral Student web site for more detailed information about completing a CEHD doctoral program.

Faculty Research and Scholarship

The faculty members in Teaching and Learning are actively involved in conducting research that informs policy and practice in a variety of areas. Of particular note are the contributions of faculty in the areas of early childhood education, mathematics and science education, literacy, social studies education, teacher education, and special education.

In the past five years, Teaching and Learning faculty have published 35 books with an additional 14 in press; have written 76 book chapters and published 176 journal articles; have written 20 book reviews, four monographs, as well as 38 other types of publications. Moreover, the Department of Teaching and Learning's total for currently active grant funds exceed those of any other College of Education & Human Development department. Department faculty members have received a number of awards for their research activities, and several are active on editorial boards for professional journals or as editors or associate editors of professional journals. The department's faculty includes the College of Education and Human Development's only endowed chair, a University Scholar, and a Distinguished University Scholar.

Areas of Concentration

The program is flexible and permits students to design a specialty area concentration in consultation with their faculty adviser. Among possible specialty areas are included:

• Science Education
• Mathematics Education
• English Education/Literacy Education
  
• Social Studies Education
• English as a Second Language
• Foreign Language Education including
• French
• Spanish
• Early Childhood Education
• Special Education including:
• Learning and Behavior Disorders
• Moderate and Severe Disabilities
• Visual Impairment and Blindness

Centers and Special Projects

Opportunities for Graduates

Professors, Curriculum Specialists, Teacher Educators, B-12 Educators

Professional Organizations

American Education Research Association, Professional Content or Specialty Associations (e.g., NCTE, NSTA, NCTM, NCSS, NAEYC)