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.
An applicant must meet Graduate School requirements to be considered for admission to the program.
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:
|Select 12 credits in Curriculum and Instruction core areas||12|
|CURRINS 701||Curriculum Planning and Ideologies||3|
|CURRINS 705||Research in Schools and Communities||3|
|CURRINS 716||Teaching in Urban & Diverse Communities||1-4|
|CURRINS 714||Analysis of Instruction to Improve Teaching and Learning||3|
|or CURRINS 774||College Teaching|
|Select 12 to 15 credits in a focus area approved by the student’s major professor||12-15|
|Select one of the following:||3-6|
|Master's Seminar in Curriculum and Instruction (3 credits)|
|Master's Research or Thesis (3-6 credits)|
Cultures and Communities Education Concentration
|EDUC 882||Multicultural Studies Practicum||3|
|Focus Area Courses (minimum of 12 credits)|
|ANTHRO 540||Applications of Anthropology||3|
|SOCIOL 448||Sociology of Children and Adolescents||3|
|HIST 449||Popular Culture in America, 1800 to the Present||3|
|HIST 451||History of Wisconsin||3|
|ENGLISH 404||Language, Power, and Identity||3|
|ENGLISH 627||Seminar in Literature and Culture:||3|
|ENGLISH 631||Seminar in African-American Literature:||3|
|MALLT 704||Seminar in Cultural Studies:||3|
|ED POL 560||Education and Hispanics||3|
|ED POL 610||Reproduction of Minority Communities||3|
|ED POL 620||History of the Education of African Americans||3|
|ED POL 621||History of Native Education and Policy Development||3|
|ED POL 625||Race Relations in Education||3|
|ED POL 705||Sociology of Education and Community Engagement||3|
|ED POL 823||Multicultural Education||3|
|CURRINS 505||Collaborative Relationships with Families, Schools and Communities||3|
|CURRINS 508||Language and Urban Schooling||3|
|CURRINS 542||History and Politics of Second Language Education||3|
|CURRINS 655||Applied Educational Linguistics||3|
|EDUC 881||Action Research||3|
|INFOST 670||Instructional Technologies||3|
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.