The Department of Teaching and Learning offers a graduate program of study in curriculum and instruction, including choices of concentration in three Focus Areas: Subject Area, Instructional Level Area and Cross-Curricular Area.

The Department also cooperates with the Department of Administrative Leadership in the Specialist Certificate Program with an emphasis in reading. Under the auspices of the PhD program in Urban Education, the Department offers doctoral specializations in Curriculum and Instruction and in Mathematics Education.


Admission Requirements 

Application Deadlines

Application deadlines vary by program, please review the application deadline chart for specific programs. Other important dates and deadlines can be found by using the One Stop calendars.


An applicant must meet Graduate School requirements to be considered for admission to the program. Applicants must also complete the reason statement in the application.

Applicants may be admitted with specific program-defined course deficiencies provided that the deficiencies amount to no more than 6 credits.

The student is expected to satisfy deficiency requirements within three enrolled semesters. The deficiencies are monitored by the Graduate School and the individual graduate program unit. No course credits earned in making up deficiencies may be counted as program credits required for the degree.

Credits and Courses

The minimum degree requirement is 30 credits, including:

15 credits in Curriculum and Instruction core areas15
CURRINS 705Research in Schools and Communities3
CURRINS 716Teaching in Urban & Diverse Communities3
Choose one:3
Teaching and Assessing English 1
UWM Writing Project:
Teaching Language and Composition
Choose one:3
Approaches to Teaching and Assessing Texts in the Secondary Schools 1
Teaching Literature
CURRINS elective3

 For initial certifiers only.

Master's Seminar or Thesis, choose one:3-6
Master's Seminar in Curriculum and Instruction
Master's Research or Thesis

English Education:  Media, Cinema, and Digital Studies Concentration

Focus Courses12
12 credits in focus area (at least one course should be at the 800 level, two at the 700 level)
Curricular Applications of the Internet
UWM Writing Project:
Rhetoric, Writing, and Information Technology
Usability Studies
Narrative Craft and Theory:
Modern Literary Theory
Approaches to the Modern I
Approaches to the Modern II
Media Studies
Film Theory and Criticism
Seminar in Media Studies:
Seminar in Film Studies:
Seminar in Feminist Critical Theory:
Seminar in Critical Theory:
Seminar in Digital Studies:

Additional Requirements

Major Professor as Advisor

The student must have a major professor to advise and supervise the student’s studies as specified in Graduate School regulations. A student who is not assigned to an advisor at time of admission should immediately contact the department chair. Students who have not completed a Proposed Program of Study form with their advisor and filed it with the Department by the end of the semester in which they are admitted may not be allowed to register for the next term.


Graduate students seeking initial teacher certification or added certification(s) can arrange their master’s degree program so that a portion of the credits earned towards the master’s degree can also serve as partial fulfillment of teacher certification requirements.


Curriculum and Instruction MS Learning Outcomes

Students graduating from the Curriculum and Instruction MS program will be able to: 

  • Identify, apply, and critique various theoretical frameworks related to 1) curriculum, 2) historical and socio-cultural factors impacting schools and communities, and 3) research paradigms used in teaching and learning settings. 
  • Recognize and engage with pedagogical content knowledge in their subject area, which involves culturally, racially, and linguistically responsive/sustaining design decisions related to assessment, instruction, and curriculum. 
  • Bridge theory to practice in education settings. 
  • Demonstrate culturally, racially, and linguistically responsive/sustaining practices in research, pedagogy and educational policy at the national, state, and local levels.