phd in teaching and learning

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Teaching, Learning, and Teacher Education, PhD

The Ph.D. and Ed.D. programs in Teaching, Learning, and Teacher Education prepare graduates to serve as researchers and teacher educators in universities and colleges, curriculum developers and evaluators in educational agencies, curriculum specialists in school districts and state departments of education, and instructional leaders and classroom teachers in K-12 schools.

Coursework and research experiences address a range of practice-based and theoretical problems in schools and community settings from sociopolitical, cultural, philosophical, psychological, and historical perspectives. Taking an interdisciplinary stance, faculty and students explore issues of equity, social justice and educational change in a range of formal and informal educational settings. Through their programs of study, students select focal areas such as teaching and learning, research and practice in teacher education, mathematics or science education, and the study of urban education and urban contexts. Applicants interested in the focal area of literacy are encouraged to consider the doctoral program in Reading/Writing/Literacy.

For more information: http://www.gse.upenn.edu/tll/tlte/phd

View the University’s Academic Rules for PhD Programs .

The program requires a minimum of 12 course units beyond the master's degree.

Chosen in consultation with an advisor.

Electives may be taken outside of GSE with advisor approval. Electives must be 5000 level or above.

A non-credit bearing Research Apprenticeship Course is required from second semester of first year forward in the Professional Experiences Strand. 

Required Milestones

Qualifications evaluation (also known as program candidacy).

A Qualifications Evaluation of each student is conducted after the completion of 6 but not more than 8 course units. The evaluation is designed by the specialization faculty and may be based on an examination or on a review of a student’s overall academic progress.

Preliminary Examination (Also known as Doctoral Candidacy)

A Candidacy Examination on the major subject area is required.  The candidacy examination is a test of knowledge in the student's area of specialization, requiring students to demonstrate knowledge and reasoning in the key content areas in their specialization as defined by their academic division. This examination is normally held after the candidate has completed all required courses.

Oral Proposal

All doctoral candidates must present their dissertation proposals orally and in person to the dissertation committee.

Final Defense of the Dissertation

The final dissertation defense is approximately two hours in length and is based upon the candidate’s dissertation. 

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2024 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

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• Doctor of Philosophy

Education: Teaching and Learning Doctor of Philosophy

Teaching and Learning's PhD program prepares top educators for highly productive careers as educational researchers, teacher educators and district, state, and national leaders. 

As a doctoral student, you’ll take part in research and scholarship that will prepare you to be among the next generation of education leaders. The foundation of your PhD experience is a research apprenticeship. You will critically analyze existing research and work closely with faculty on their research while you gain an extensive set of research skills. With those skills, you’ll develop innovative theories and practices in your own outstanding research both in the program and professionally.

The Doctor of Philosophy program comes with the flexibility to focus your specialization around your interests in a variety of disciplines.

Specializations in the PhD program include:

• Critical Studies in Education: Race, Justice, and Equity, PhD
• Inclusive Science, Technology, Engineering, Arts & Mathematics Education, PhD
• Innovative Arts, Literacies, and Languaging, PhD
• Literacies, Literature and Learning, PhD
• Multilingual Language Education, PhD

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Doctorate in Learning Sciences

• Graduate & Professional
• Learning Sciences
• PhD in Learning Sciences

About the Program

Northwestern University's Learning Sciences program was the first of its kind in the nation. The program was developed with the understanding that design, cognition and sociocultural contexts are core areas for approaching learning and teaching in formal and informal settings. The curriculum and research projects in the Learning Sciences program exemplify continued focus in these areas. 

The Learning Sciences doctoral degree program prepares graduates to advance the understanding and practice of teaching and learning. Research and course work emphasize instructional, technological, and social policy innovations and the design of effective learning and teaching environments. This program is intended for people with a wide variety of interests, including: 

• Research 
• Teaching and training 
• Software development 
• School administration 
• The study and reform of learning environments
• Attend an Information Session
• Apply to the Program

Sociocultural Contexts

Examining the social, organizational and cultural dynamics of learning and teaching situations, including classrooms, schools, school districts, museums, corporations and homes.

Constructing scientific models of the structures and processes of learning and teaching by which organized knowledge, skills and understanding are acquired.

Building environments for learning and teaching, incorporating multimedia, artificial intelligence, computer networks and innovative curriculum and classroom activity structures.

Curriculum Overview

Course work in the Learning Sciences doctoral program includes a core curriculum and electives.

View Curriculum

Our Students

Students prepare to be researchers, developers, and practitioners in schools, workplaces, and other settings.

“ The Learning Sciences program at Northwestern is one of the few programs that treat the science of learning as a field in and of itself; understanding the cognitive and sociocultural foundations of learning and designing learning environments that take advantage of these insights are the cornerstones of what it means to be at Northwestern.”

—Erica Rosenfeld Halverson  Associate Professor, Curriculum and Instruction, University of Wisconsin-Madison ,  Learning Sciences PhD program, class of 2005

Learning Sciences at Northwestern.

Explore the breadth of academic courses offered in the curriculum.

Contact Learning Sciences

Phone Number  847-491-4329 

Email  [email protected] 

Physical Address  Walter Annenberg Hall   2120 Campus Drive   Evanston, IL 60208

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Phd in teaching and learning.

Our Doctor of Philosophy in Teaching and Learning produces research scholars who are well equipped for empirical and systematic examinations of educational theories, strategies, principles and practices related to the content and organization of teaching and learning. Students will become engaged in studies within broad historical, social, political, economic, linguistic and intellectual contexts in the United States and abroad.

Students who demonstrate ability, industry, and motivation may serve as apprentices to mentors who are established scholars in their fields of study. Under the supervision of a faculty mentor, students engage in a period of extensive study and investigation that culminates in the demonstrations of expertise, creativity and originality by means of independent research. Students may pursue a concentration in:

• Curriculum, Cultural, and Social Studies
• Early Childhood Education and Elementary Education
• Kinesiology
• Language, Literacy, Literature, and Culture
• Science, Technology, Engineering, and Mathematics (STEM) Education 
• Special Education

Clinical Experiences

Project INCLUDE

Project INCLUDE - the INclusive Consortium of Leaders in Urban Disabilities Education - is a federally funded program that will prepare special education leaders to improve education for culturally or linguistically diverse students with disabilities in urban schools. Participants receive five years of funding and agree to work in special education for 10 years after graduating.

Program Director

Elizabeth Cramer Distinguished University Professor; Graduate Program Director   305-348-2425   [email protected]  ZEB 345A

Department of Teaching and Learning 11200 SW 8th Street, ZEB 268 Miami, FL 33199 Tel: 305-348-2003 [email protected]

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https://tal.edu.miami.edu/graduate/doctoral/tal-phd/index.html

The Ph.D. Program in the Department of Teaching and Learning prepares individuals to serve as educational leaders, researchers, designers and teacher educators who work in a variety of contexts, including colleges and universities, public school systems, and nonprofit organizations. The program focuses on developing doctoral students’ understanding of (a) the cultural contexts and policy settings that impact learning; (b) the theoretical foundations and practice of rigorous empirical research; (c) and how to design, implement and test transformative learning environments that promote deep learning. Areas of active research among TAL faculty and students include instructional interventions, innovative use of technology, artificial intelligence, multilingualism, teacher preparation, family engagement, disability and special education, early childhood education, and science, technology, engineering and mathematics learning.  A focus on diversity and equity runs through foundational courses, area seminars, research practica, and opportunities for community engagement.

Incoming students are assigned a Supervisory Committee, consisting of three TAL faculty members plus a faculty member from another Department, to advise them in developing their Program of Study. With the approval of their Supervisory Committee, doctoral students may apply up to 30 credits from an earned Master’s degree towards the 60 required credits of coursework for the PhD. Students must also complete 12 dissertation credits.

Application Requirements

Admission to all graduate-degree concentrations in the School of Education and Human Development is based on the recommendation of the faculty. Admissions decisions are based on faculty review of the following general requirements that apply to  all  Graduate Programs in the School as well as specific documents listed under each concentration.

Applicants must:

• provide scores from the Graduate Record Exam (GRE) taken within the past five years. International applicants whose native language is not English or applicants whose degrees are from a non-U.S. University must pass the Test of English as a Foreign Language (TOEFL) or International English Language Testing Systems (IELTS) and the GRE;
• provide official transcripts showing completion of a bachelor’s degree from an accredited institution and a minimum 3.0 undergraduate GPA. Official transcripts from every institution attended, whether or not the applicant completed a degree program at the institution, are required;
• provide three letters of recommendation that address the issues and meet the criteria established by the program being applied to;
• provide a personal statement that addresses the mission and purpose of the program being applied to;
• provide a resume;
• take part in an admissions interview (required by some programs); and
• exhibit personal and professional experiences and characteristics that are relevant to the profession and/or field and/or degree program for which the application is being submitted.
• International Applications
• All international applications must provide additional information and meet additional requirements as required by the UM Graduate School and the Office of International Student and Scholar Services. For an appropriate link to these requirements, please visit the Graduate School website.

Admission Decision

Once an applicant has been admitted to graduate study, that individual should meet with the faculty advisor who was appointed to serve in that capacity and whose name appears in the admissions letter. This advisor will help the student enroll in courses that are appropriate to the program; to develop and to refine a Program of Study that must be on file in the Office of Graduate Studies by the end of the first academic year of enrollment.

Honor Code/Handbook of Policies and Procedures

The School of Education and Human Development follows the Graduate School’s Honor Code. All students are required to review the Graduate Student Honor Code and the School of Education and Human Development’s Handbook of Policies and Procedures for Graduate Students and submit the signed Acknowledgement of Receipt located on page 3 by the end of their first semester of enrollment.

Curriculum Requirements

Note:  At least 30 credits of coursework must be at the 700 level.

Sample Plan of Study

Students entering with a master's degree*, *assuming 9 credit hours can be applied to the doctoral coursework.

This is a sample Plan of Study, based on a student whose Supervisory Committee approved the application of 9 credits from their Master’s program. Your actual course sequence may vary depending on your previous academic experience as well as current course offerings. Students should meet with their Supervisory Committee each semester to determine appropriate course selection.

Students Entering with Only a Bachelor's Degree

This is a sample Plan of Study, your actual course sequence may vary depending on your previous academic experience as well as current course offerings. Students should meet with their Supervisory Committee each semester to determine appropriate course selection.

The mission of the School of Education and Human Development is to produce knowledge and prepare the next generation of leaders, researchers, and agents of change and well-being in education and the community. 

The goal of the doctoral program in Teaching and Learning (TAL) is to provide professional preparation for careers in research and teacher education in one of the following three specialty areas: Language, Literacy, and Learning in Multilingual Settings (LLLMS); Science, Technology, Engineering and Mathematics (STEM) Education; and Special Education (SPED).

All students are expected to develop and demonstrate a high level of competency in their area of specialization, in their knowledge of research methods, and in their knowledge of diversity as it applies to their area of research and practice. We expect that our graduates will go on to work as faculty in Institutions of Higher Education or as educational leaders in school systems, educational foundations, research organizations, and other settings. 

Student Learning Outcomes

• Students will demonstrate in-depth knowledge of their area of specialization, i.e., LLLMS, STEM, or Special Education.
• Students will demonstrate their knowledge of research methods appropriate to their area of specialization.
• Students will demonstrate knowledge of the literature on diversity in education, with particular attention to racial, ethnic, linguistic, and cultural diversity.

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Teaching, learning, and teacher education, doctor of education (ed.d.), you are here, a doctoral program committed to educational practice for scholar-practitioners, curriculum specialists, and instructional leaders..

The Ed.D. in Teaching, Learning, and Teacher Education is tailored to the needs of scholar-practitioners. Our graduates serve as researchers and teacher educators in universities and colleges, curriculum developers and evaluators in educational agencies, curriculum specialists in school districts and state departments of education, and instructional leaders and classroom teachers in K-12 schools.

What Sets Us Apart

About the program.

The Ed.D. in Teaching, Learning, and Teacher Education features coursework and research experiences addressing a range of practice-based and theoretical problems in schools and community settings from sociopolitical, cultural, philosophical, psychological, and historical perspectives. 

Fall: 3; Spring: 3

Culminating experience Dissertation

Taking an interdisciplinary stance, faculty and students explore issues of equity, social justice, and educational change in a range of formal and informal educational settings.  You will select a focal area such as teaching and learning, research and practice in teacher education, mathematics or science education, and the study of urban education and urban contexts. If you are interested in the focal area of literacy, you may want to consider Penn GSE’s doctoral program in Literacy Studies .  Your program of study will include courses in teaching and learning, social foundations, and research methods. 

Field-based research and collaborative projects with practitioners in schools or other educational settings are key components of the program. You become an active participant in a community of learners including practicing and prospective teachers. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs.

Full-time Ed.D. students enroll in 3 course units (CUs) each semester for the first two years and are expected to be in residence and participate in practicum activities, courses, and other academic experiences throughout the first two years. Part-time students must complete a residency requirement that involves taking at least four courses in two consecutive semesters.

Coursework and experiences are arranged around three areas or strands, including specialization courses, research methods courses, and electives/professional experiences, as well as a set of core courses. You will devise an individualized program of study based on your research interests and in consultation with your advisor. For more information on courses and requirements, visit the  Teaching, Learning, and Teacher Education Ed.D. program in the University Catalog . 

Research Apprenticeship Course (RAC)

The RAC is part of the Professional Experiences strand and is designed to assist you in developing, conducting, and presenting your own original research. The course focuses on the research interests of the students and requires participation in the scheduling of activities, presentations, and directing part of the RAC agenda as it pertains to the collective needs of the group. Students from the different stages of the doctoral program will serve as mentors to one another, with faculty oversight. You will participate in the RAC beginning in the spring of your first year and continue participation until the completion of your dissertation.

Annual Self-Evaluation : Each year, doctoral students complete a Professional Self-Evaluation that is used as part of the ongoing evaluation and planning process. You are introduced to the evaluation form in the proseminar and will work on it in the spring Research Apprenticeship Course (RAC). The deadline for the Professional Self-evaluation falls in mid-autumn or mid-spring. 

Qualifying Examination : The Qualifying Examination is taken by all doctoral students, most often at the end of the first year. Passing this exam is an important step in being admitted to program candidacy. In order to take the qualifying exam, you need to have completed Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC, and 1 research methods course.

Program Candidacy : You are assessed for program candidacy after successfully completing Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC , and 1 research methods course, and passing the Qualifying Examination. You must be in good academic standing to receive program candidacy.

Preliminary Examination : The Preliminary Examination is taken after you have completed all courses and before you begin work on your dissertation. Passing the Preliminary Exam allows you to be admitted to doctoral candidacy. You may submit a Preliminary Exam from the start of the fall semester through April 1. A description of the Preliminary Exam is available from the Division Coordinator. 

Dissertation : To complete the Ed.D., you must design and undertake an original research study under the direction of your dissertation committee. Students should see Penn GSE and Penn-wide policies and speak with their advisor about the requirements of the dissertation.

Our Faculty

Affiliated Faculty

Ryan S. Baker Professor Ph.D., Carnegie Mellon University

Bodong Chen Associate Professor Ph.D., University of Toronto

Matthew Duvall Lecturer Ph.D., Drexel University

L. Michael Golden Vice Dean of Innovative Programs and Partnerships, Catalyst @ Penn GSE Ed.D., University of Pennsylvania

Zachary Herrmann Adjunct Assistant Professor Ed.L.D., Harvard University

Charlotte E. Jacobs Director, Independent School Teaching Residency Ph.D., University of Pennsylvania

Yasmin B. Kafai Lori and Michael Milken President’s Distinguished Professor Ed.D., Harvard University

Andrea M. Kane Professor of Practice, Education Leadership Ph.D., Northcentral University

Rand Quinn Associate Professor Ph.D., Stanford University

Sharon M. Ravitch Professor of Practice Ph.D., University of Pennsylvania

Susan A. Yoon Graduate School of Education Presidential Professor Ph.D., University of Toronto

"Penn GSE is a place that follows its students’ interests and creates opportunities and experiences based on what those interests are."

Paul McCormick

Our graduates.

Our graduates are prepared for research and academic careers in education, psychology, and related human services fields.

Alumni Careers

• Director of Curriculum and Instruction, Lindenwold School District
• Education Technical Specialist, CARE International
• Lecturer, Bryn Mawr College
• Principal, School District of Philadelphia
• Senior Program Officer, Knowles Science Teaching Foundation
• Supervisor: Math, Science, Tech and Music, Tredyffrin/Easttown School District

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Noemí Fernández Program Manager [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Collaboratory for Teacher Education

The Collaboratory for Teacher Education at Penn GSE is a laboratory for the design, implementation, and study of experimental approaches to teacher education.

Core Practice Consortium

The Core Practice Consortium brings together teacher educators from across institutions, disciplines, and theoretical perspectives to grapple with questions about how better to prepare novice teachers. 

Our Students

Current students in the Teaching, Learning, and Teacher Education program are researching a range of topics including mathematical practices, teacher education, maker-based project education, culturally responsive pedagogy, science education, and media making.

View Doctoral Student Profiles

You May Be Interested In

Related programs.

• Teaching, Learning, and Teacher Education Ph.D.
• Reading/Writing/Literacy Ph.D.
• Reading/Writing/Literacy Ed.D.
• Learning Sciences and Technologies M.S.Ed.
• Teaching, Learning, and Leadership M.S.Ed.
• Education, Culture, and Society Ph.D.

Related Topics

Education (PhD) – Teaching, Learning, and Development Track

Program at a glance.

• In State Tuition
• Out of State Tuition

Learn more about the cost to attend UCF.

The Teaching, Learning, and Development (TLD) track in the Education Ph.D. is designed to prepare highly competent doctoral-level professionals pursuing careers in teacher education or related areas. The TLD track is a cutting-edge, research-oriented program of study.

This interdisciplinary program focuses on developing the qualifications of professionals who wish to pursue careers in the professoriate or serve in academic leadership positions in higher education, national, state, and local educational agencies, or other settings requiring robust research preparation. Doctoral students engage with interdisciplinary societal and educational contexts, hone their disciplinary skills in various situations, become experts in their discipline of choice, competent in research, and acquire knowledge and skills to conduct research and add to their profession. Programs of study typically align with the student's long-term career goal.

The Teaching, Learning, and Development track in the Education Ph.D. program requires a minimum of 63 credit hours beyond the master's degree. Students must complete 24 credit hours of Ph.D. in Education core courses, 12 credit hours of TLD track core courses, and 12 credit hours of specialization courses in one of the following: Early Childhood Education, Elementary Education, Reading Education, Science Education/STEM, and Social Sciences Education, Interdisciplinary Education focus or related area and 15 credit hours of dissertation. All students must also complete the candidacy examination.

Total Credit Hours Required: 63 Credit Hours Minimum beyond the M aster's degree

Application Deadlines

• International

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University of central florida colleges.

Track Prerequisites

A master's degree in education or a related field of study

Master's level competency in educational research and statistics

A minimum of 21 credit hours of graduate content-specific education courses

Degree Requirements

Required courses.

• IDS7500 - Seminar in Educational Research (1 - 99)
• IDS7501 - Issues and Research in Education (3)
• EDF7475 - Qualitative Research in Education (3)
• EDF7403 - Quantitative Foundations of Educational Research (3)
• EDF7463 - Analysis of Survey, Record, and Other Qualitative Data (3)
• IDS7502 - Case Studies in Research Design (3)
• EDF7406 - Multivariate Statistics in Education (3)
• IDS 7502 - Case Studies in Research Design may be substituted with one of the approved research electives in Group A listed under Track Details EDF 7406 - Multivariate Statistics in Education may be substituted with one of the approved research electives in Group B listed under Track Details
• EDG7921 - Critical Issues in Teaching, Learning, and Development (3)
• EDG7948 - Internship in Teaching, Learning, and Development (3)
• EDG7951 - Professional Scholarship and Grant Writing in Teaching, Learning, and Development (3)
• EDG7981 - Research in Teaching, Learning and Development (3)

Area of Specialization

• EEC7058 - Theoretical Foundations of Early Childhood (3)
• EEC7409 - Current Trends in Child, Family, and Community Sciences (3)
• EEC7676 - Critical Analysis of Early Childhood Research (3)
• • Faculty Approved Elective (3)
• Earn at least 3 credits from the following types of courses: Research faculty approved courses: • Research Seminar • Group A or B
• Earn at least 9 credits from the following types of courses: • Theoretical or Philosophical Foundations (3) • Interdisciplinary doctoral coursework faculty approved (3-9)
• RED7797 - Theoretical Processes of Reading Comprehension (3)
• RED7743 - Reading and Writing Processes (3)
• RED7648 - Analysis and Evaluation of Trends and Issues in Literacy Education (3)
• RED7745 - Research in Reading Education Seminar (3)
• RED7697 - Literacy for the Twenty-First Century (3)
• Earn at least 3 credits from the following types of courses: Research, faculty approved courses: • Research Seminar • Group A or B
• SCE7746 - Teaching Theory and Research in Science Education (3)
• SCE7145 - Design of Post Secondary Science Curriculum (3)
• SCE7242 - Assessment in Science Teaching, Learning and Research (3)
• SCE7864 - Science Technology and Society (3)
• SCE7146 - Professional Issues in Science Education (3)
• SSE7740 - History of Social Studies Education (3)
• SSE7796 - Research in Social Science Education Seminar (3)
• SSE7797 - Content and Program Analysis in Social Science Education (3)
• Earn at least 9 credits from the following types of courses: Doctoral coursework doctoral faculty approved (9)

Dissertation

• Earn at least 15 credits from the following types of courses: EEC 7980 Dissertation Research (3) EDE 7980 Dissertation Research (3) RED 7980 Dissertation Research (3) SCE 7980 Dissertation Research (3) SSE 7980 Dissertation Research (3) EDG 7980 Dissertation Research (3)
• Doctoral students must present a prospectus for the dissertation to the doctoral adviser, prepare a proposal and present it to the dissertation committee, and defend the final research submission with the dissertation committee.
• To enter candidacy for the PhD, students must have an overall 3.0 GPA on all graduate work included in the planned program and pass all required examinations. The student and major adviser will schedule examinations. Students must be enrolled in the university during the semester an examination is taken. The following are required to be admitted to candidacy and enroll in dissertation hours: - Completion of all course work, except for dissertation hours. - Successful completion of the candidacy examination. - Successful defense of the written dissertation proposal. - The dissertation advisory committee is formed, consisting of approved graduate faculty and graduate faculty scholars. - Submission of an approved program of study.

Candidacy Examinations

• Candidacy (comprehensive) exams are determined by the faculty advisor. Please note that there may be variations in the length of exam time and content based upon the respective requirements of each area of specialization.

Independent Learning

• The dissertation fulfills the independent learning requirement.

Grand Total Credits: 63

Application requirements, financial information.

Graduate students may receive financial assistance through fellowships, assistantships, tuition support, or loans. For more information, see the College of Graduate Studies Funding website, which describes the types of financial assistance available at UCF and provides general guidance in planning your graduate finances. The Financial Information section of the Graduate Catalog is another key resource.

Fellowship Information

Fellowships are awarded based on academic merit to highly qualified students. They are paid to students through the Office of Student Financial Assistance, based on instructions from the College of Graduate Studies. Fellowships are given to support a student's graduate study and do not have a work obligation. For more information, see UCF Graduate Fellowships, which includes descriptions of university fellowships and what you should do to be considered for a fellowship.

Group A (Course below may be taken in place of IDS 7502 - Case Studies in Research Design in fulfilling the CORE requirement above)

• EDF 7406 - Multivariate Statistics in Education 3 Credit Hours
• EDF 7405 - Quantitative Methods II 3 Credit Hours
• EDF 7410 - Application of Nonparametric and Categorical Data Analysis in Education 3 Credit Hours
• EDF 7415 - Latent Variable Modeling In Education 3 Credit Hours
• EDF 7473 - Ethnography in Educational Settings 3 Credit Hours
• EDF 7474 - Multilevel Data Analysis In Education 3 Credit Hours
• EDF 7488 - Monte Carlo Simulation Research in Education 3 Credit Hours

Group B (Course below may be taken in place of EDF 7406 - Multivariate Statistics in Education in fulfilling the CORE requirement above)

• IDS 7938 - Research Cluster Seminar 3 Credit Hours

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Interdisciplinary Learning and Teaching PhD

Doctoral Program

This PhD program prepares students to examine and research the interdisciplinary issues and perspectives of learning, teaching, and curricular development associated with education for culturally and economically diverse populations.

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Why Pursue a PhD in Learning and Teaching

The foundation of this PhD program focuses on how teaching and learning is addressed within disciplines, how they may intersect with one another, and how each maintains its uniqueness while sharing commonalities with other disciplines.  This doctoral program draws on theory and research addressing the interdisciplinary nature of content, knowledge, processes, learning theory, teaching effectiveness, multicultural education, assessment, and the delivery of interdisciplinary instruction with and through technology-based processes and systems.

Research Opportunities

This doctoral program offers students the opportunity to collaborate and conduct research with professors from a variety of disciplines. Interdisciplinary research weaves together different perspectives in order to generate new insights related to interdisciplinary learning and teaching. Students will draw on theory and research addressing the interdisciplinary nature of content, knowledge, processes, learning theory, teaching effectiveness, multicultural education, assessment, and the delivery of interdisciplinary instruction with and through technology-based processes and systems.

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• Admission Requirements

Application Deadlines

Funding opportunities, career options, admission & application requirements.

Applications are submitted through the UTSA Graduate Application . Please upload all required documents (listed below) on your UTSA Graduate Application. It is the applicant’s responsibility to ensure completion and submission of the application, a nonrefundable application fee, and all required supporting documents are on file with UTSA by the appropriate application deadline.

Applicants are encouraged to have their admission file completed as early as possible. All applications, required documents and letters of recommendation, if applicable, must be submitted by 5:00 PM U.S. Central Time on the day of the deadline. Deadlines are subject to change.

For more information about graduate funding, click below.

UTSA prepares you for future careers that are in demand. The possible careers below is data pulled by a third-party tool called Emsi, which pulls information from sources like the U.S. Bureau of Labor Statistics, U.S. Census Bureau, online job postings, other government databases and more to give you regional and national career outlook related to this academic program.

Course Offerings & Schedule

Courses are offered at night once a week for three hours (6:00 PM to 8:45 PM) Monday – Thursday in the fall or spring. Or, during the day two hours a day Monday – Friday in the four-week summer sessions. In addition, some courses are available at night meeting Monday – Friday for three weeks in the Maymester.

Student Development Specialist

Michelle Muenich

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Academic catalog, ph.d. in teaching, learning, and culture.

This degree is designed to prepare professionals to conduct research that can inform the national debate about aims in education, standards, and equity. The program seeks to develop knowledge in important need areas with particular relevance for urban education, the southwest border region, Texas, and beyond. Graduates will also be prepared to:

• Conduct research using appropriate methodologies to study curriculum and instruction;
• Design innovative instructional strategies to promote the cognitive and social development of all learners;
• Expand on the existing pedagogical knowledge base about learners from linguistically and culturally diverse backgrounds;
• Utilize effective and innovative educational research and evaluation designs and processes; and
• Provide significant contributions to the research literature on educational reform.

Admission Requirements

All students must be first admitted by the Graduate School. For more information regarding the Graduate School’s policies, please reference the  Graduate School  section of this catalog or the Graduate School Web site.

Applicants must submit the following required documents in order to be considered for admission:

• Graduate School Application:  Online applications through the Graduate School Admissions Application system.
• Three Recommendation Letters (English or Spanish):  Letters from individuals who can comment on the student’s potential to succeed in a doctoral program.
• Official and Unofficial Transcripts:  Transcripts from each college or university attended should be attached to the Graduate School Admissions Application.
• Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS):  Applicants from countries where English is not the first language are required to demonstrate English proficiency. Please consult the  graduate school  website for required scores.
• Resume (English or Spanish):  A resume outlining education, work history, experiences, skills, and training must be submitted.
• Statement of Purpose (English or Spanish):  A statement of purpose describing career goals, research interests, and how this specific program will benefit the applicant’s professional development must be submitted (1,000 to 1,500 words).
• Evidence of Writing Abilities (English or Spanish):  Two writing samples (minimum: 1000 words each) or a master’s thesis, where the applicant is the sole author, demonstrating the applicant’s academic writing ability must be submitted.
• Education and Experience:  Applicants must have completed a master’s degree before entering the program. A minimum of three (3) years’ teaching experience or equivalent is also required, including evidence of personal or professional experiences.

The admission factors will be reviewed holistically to assess the potential of the applicant.

Interview:  Selected applicants will be invited to an interview (in person or online, in Spanish or English) with members of the doctoral committee prior to the determination of final admission status. The purpose of the interview is to establish compatibility between the applicant’s goals and the interests and goals of the doctoral program.

Letter of Admission to Doctoral Program:  The office of the Graduate School will advise doctoral applicants in writing whether they have been admitted or not to the doctoral program.

Program of Studies for the Ph. D.:  The program includes prescribed courses for the core, research, and the professional focus area components. The electives allow doctoral students to concentrate their additional coursework in an area related to their planned dissertation research. The doctoral seminar (TED 6396) provides an opportunity for students to meet with faculty and other professionals for the purpose of sharing professional interests, networking, and brainstorming in their designated research areas.

Dissertation Requirements:  All students must complete a doctoral dissertation (a minimum of 9 semester hours) that presents original research at an advanced level on a significant problem in an area addressing teaching, learning, and educational culture. Dissertation hours can be repeated. The dissertation must be prepared according to the Graduate School’s  Thesis and Dissertation Guidelines , available at the Graduate School Web site.

Graduation Requirements:  Degree will be conferred to students upon successful completion of coursework, successful portfolio presentation (in lieu of qualifying exam), successful proposal hearing, successful defense of dissertation, and dissertation document accepted by the Graduate School. A copy of the dissertation in PDF or Word electronic format must be approved by the Graduate School. A hard copy of the signature page with original signatures of the dissertation committee members must also be submitted to the Graduate School.

Elective courses  are selected to support the area of focus. Faculty advisors will guide students in selecting elective courses. Recommended electives include, but are not limited to, the following. Students must consult with an advisor regarding master's-level courses that may be appropriate.

Grade Point Average Requirements:  The student must maintain at least a 3.00 grade point average in all graduate coursework attempted, excluding dissertation credit. Failure to maintain this average constitutes unsatisfactory progress and will result in the student’s dismissal from this program.

Probation and Dismissal Policy

The program is committed to student success and mentorship that helps foster engagement and excellence.  Faculty are also committed to provide students with needed support and guidance in order to meet requirements and make satisfactory progress.

Students not making satisfactory progress are placed on probation as part of a review and improvement process that provides support and recommendations. The probation is removed when recommendations or requirements are met.

Students who do not meet recommendations or requirements are reviewed and considered for dismissal from the program. The probation/dismissal procedure is initiated if students fail either TED 6394 or TED 6397 a second time.

More details and relevant documents concerning the probation/dismissal policy are available on the program's website or by contacting the Program Coordinator.

Degree Plan

Ph.d in teaching, learning, & culture with a concentration in literacy/biliteracy.

Required Credits: 60

Ph.D in Teaching, Learning, & Culture with a Concentration in STEM Education

Only two master's level courses are allowed.

Ph.D in Teaching, Learning, & Culture with a Concentration in Sociocultural Foundations

Please see the  Web site  for more information about the program.  

Common Searches

• PhD in Education, Teaching-Learning Processes
• College of Education
• Degrees and Programs

Become a scholar in the fields of teaching and learning.

If you’re an educator who wants to take risks and try new innovations, what could be more exciting and fulfilling than researching, developing and improving the methods in which teachers teach and students learn? The Doctor of Philosophy in Education, Emphasis in Teaching-Learning Processes degree program at the University of Missouri–St. Louis helps you explore and gain expertise in a diverse realm of topics that support new and transformational instructional practice. Students in the PhD in Education, Emphasis in Teaching-Learning Processes program work under the guidance of a doctoral advisor, as well as with faculty who provide the support necessary to accomplish their goals. The degree program requires a minimum of 60 credit hours beyond a master’s degree, including six hours of dissertation research. For those who have not completed a master’s degree, a minimum of 90 postbaccalaureate hours is required, including six hours of dissertation research.

During the PhD program, students will design and produce rigorous research projects as an independent scholar using qualitative, quantitative and/or mixed methods approaches. They will learn to communicate effectively and engage with others constructively across contexts, languages and media. They will also access, critically examine and use theoretically informed literature in human development, the science of learning and sociocultural factors to explain variations in learning and developmental pathways.

Upon completion of the program, graduates will be able to apply and demonstrate leadership skills to promote community engagement or civic action to benefit the public good related to teaching and learning processes settings. They will be able to use statistics intelligently and make ethical decisions integrating multiple perspectives using reason, evidence, and teaching and learning processes. They will also analyze, categorize, and evaluate qualitative, quantitative, and/or mixed methods approaches within an education context.

The available specializations may include:

• Literacy and Language Arts
• Special Education
• Applied Behavior Analysis
• Inclusive Postsecondary Education for Students with Disabilities
• Teaching English to Speakers of Other Languages
• Culturally Sustaining Pedagogy
• Global Education
• Curriculum 
• Social Studies Education
• Health and Physical Education
• Educational Technology
• Outdoor and Experiential Education
• Social Justice in Learning
• Music Education

Plan of Study

Non-Missouri Residents: Prospective students are responsible for reviewing the UMSL state authorizations page to see if this program is offered in their state throughout their program and to review the licensure or certification requirements for the state in which they reside.

Deadline to Apply:

Questions? Ask an advisor:

Dr. Shawn Woodhouse 242 Marillac Hall (314) 516-5889 [email protected]

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College of Education programs are accredited by: CACREP , Counseling; NASP , School Psychology; and AAQEP Teacher Education.

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Doctoral Degrees

Teaching, learning & sociocultural studies, teaching, learning & sociocultural studies ph.d..

The doctoral program in Teaching, Learning & Sociocultural Studies (TLS) prepares students to investigate and address a broad range of issues in teaching and learning. Emphasizing a sociocultural perspective, the program nurtures innovative ways of knowing, methods of inquiry, and approaches to problem-solving. Students can choose to focus their studies in a variety of areas including:

• Bilingual Education & English Language Learners
• Children’s & Young Adult Literature in a Diverse World
• Diversity & Social Justice in Education
• Early Childhood Education: Family & Community Studies
• Environmental and Sustainability Education
• Indigenous Studies, Education, and Language
• Literacies for a Multilingual Multimodal World
• Mathematics & Science Education
• Teaching & Teacher Education for Social Justice

All areas highlight social justice, equity, and diversity in education

For students interested in research, teaching, and leadership positions upon graduation

Students take two practica courses, including research

Sample courses.

TLS 797 (3)      Theoretical and Practical Foundations of Teaching, Learning and Sociocultural Studies TLS 640 (3)       Multicultural Education and Social Justice

See Coursework  for more details.

For more information about the program, contact Program Coordinator Andrea Lauritzen .

• International Applicants

Doctoral in Teaching

Doctorate (edd, phd), edd deadlines.

Applications are currently closed and will open on September 1, 2024. We welcome applications on a rolling basis. The next priority application deadline is November 1, 2024.

Full and Partial Assistantships

Online Learning Options

Full-Time or Part-Time Options

Program Overview

Whether you want to become a teacher educator or faculty in higher education institutions, pursue a leadership role in the teaching profession, or contribute new knowledge about teaching and learning, Warner’s flexible doctoral programs in teaching will help you achieve your goals.

We invite you to check out our doctoral programs, and see how you can benefit from the expertise and support of faculty involved in cutting-edge research and innovative education reform projects, while pursuing your specific interests.

Warner School PhD and EdD programs can be easily customized to meet your specific career goals and interests related to teaching and curriculum. Whether you are interested in specializing in specific subject areas, focusing on a specific age group, or pursuing more general topics like urban education, learning in the digital age, or health professions education, just to name a few, Warner will work with you to help you achieve the goals for your doctoral program.

Key Program Features

• Minimum Credits:  90 graduate credits; some of which can be transferred from previous programs (up to 30 credits for PhDs; up to 36 credits for EdDs).
• Customizable: With only six required courses, it’s easy to choose electives in your specific areas of interest, tailor projects in most courses, and most importantly select your dissertation topic.
• Choice of Research Methods: Benefit from a vast array of research methods courses, and choose from a variety of research methods for your dissertation.
• Exciting Research Opportunities:  Warner faculty are always working on exciting research and reform projects that provide opportunities for apprenticeships as well as interesting contexts for your dissertation.
• Flexible: Programs can be completed on a full-time or part-time basis, starting in any semester; minimum one year full-time residency requirement for PhD students only.

Prerequisites

• Prior preparation and experience as an educator.
• Prior master's degree highly desirable; most students will have already completed a master's program.

Scholarships, Tuition, & Financial Aid

Many of our full-time doctoral students benefit from full and partial assistantships to support their studies while gaining valuable career experience at the same time. 

Doctorate Program Options

What's the Difference Between an EdD and PhD?

PhD in Education with Concentration in Teaching, Curriculum and Change

Prepares graduates for academic positions in universities and other higher education settings, as well as research positions in government agencies or other educational organizations. View coursework for the PhD in Education with specialization in teaching, curriculum and change.  

EdD in Teaching & Curriculum

Prepares and supports experienced educators for leadership positions in their field, as well as selected higher education faculty positions; can be completed on a part-time basis while maintaining full-time employment.  You can choose among two options to complete the same program requirements.

Choose our accelerated EdD option , featuring a highly structured, faculty-supported, and cohort-based approach that utilizes an action-research study related to your job, that can be completed in as few as three years by taking coursework in a prescribed sequence. Alternatively, opt for the  traditional EdD option , which offers more flexibility in dissertation methodology and pace and typically takes longer to complete.

Customize Your Degree

Our degrees are designed to meet your interests and career aspirations. Whether you want to add an advanced certificate or specialize in a distinct area of emphasis, we can help craft the best option for you.

Ready to Apply?

Career opportunities.

Warner EdD graduates hold positions such as teacher leaders, department chairs, and curriculum coordinators in K-12 schools; faculty and program directors in a variety of teaching and community colleges; clinical faculty at research universities; as well as other faculty and academic leadership positions.

Warner PhD graduates hold tenure-track and clinical faculty positions in a variety of higher education institutions, including research universities in the United States and abroad as well as faculty positions at four-year colleges, community colleges, and specialized professional schools.  Many have pursued academic leadership positions, becoming successful program directors, chairs, and deans at their respective colleges and universities.  Some graduates pursue less traditional positions, including roles with not-for-profit education organizations in areas involving program development and evaluation.

Key Program Faculty

Nancy Ares Foundations of education; diversity in education

Raffaella Borasi Math education; teacher education; learning in the digital age; entrepreneurship in education

Jeffrey Choppin Math education; teacher education

Mary Jane Curry Academic writing; TESOL

Michael Daley Science education; learning in the digital age

Samantha Daley Disabilities; inclusion; special education

David Hursh Foundations of education; policy; elementary education; social studies education; diversity in education

Jayne Lammers English education; learning in the digital age; literacy learning

Joanne Larson Literacy learning; elementary education; urban education; diversity in education

April Luehmann Science education; teacher education; learning in the digital age; informal learning

Kevin Meuwissen Social studies education; teacher education

Martha Mock Disabilities; inclusion; special education; early childhood education

Hairong Shang-Butler TESOL; academic writing

Carol Anne St. George Literacy learning; teacher education

Contact Admissions

(585) 275-3950

[email protected]

Request Information

Receive a $70 application fee waiver when you complete the form below.

Take a Course Before You Apply

Take a course before you apply to one of our programs for a discounted price. Inquire with admissions to learn about credits that also apply toward degree requirements.

Related Certificates and Degrees

Related advanced certificates.

Minimal additional credits required.

• Advanced Certificate in Program Evaluation
• Advanced Certificate in Online Teaching
• Advanced Certificate in Teacher Leadership
• Advanced Certificate in Urban Teaching and Leadership

Related degrees

• EdD/PhD in Higher Education
• PhD in Educational Policy
• EdD in Educational Leadership
• EdD/PhD in Human Development
• EdD/PhD in Counseling

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• Teaching, MAEd, and Multiple Subject Teaching Credential

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Earn an MA in Education: Teaching and Multiple Subject Teaching Credential at Azusa Pacific University

You’ll graduate equipped and credentialed for teaching positions at the elementary school and middle school levels (K-8). Build your résumé through a broad range of clinical experiences in the classroom, providing opportunities to apply teaching practice in diverse settings. Whether you are looking to fortify your teaching qualifications or are making a career change from another field, you’ll graduate set apart in the job field by your creativity and commitment to students.

See Admission Requirements

Program at a Glance

Upcoming events, application deadline.

Start times are available throughout the year—fall, spring, and summer. The upcoming application deadlines are:

• Summer 2024: March 25, 2024
• Fall 2024: July 22, 2024

Program Information

• Program Units: 44-47
• Cost per Unit: $675
• Base Cost: $29,700-$31,725*
• Azusa (Main Campus), High Desert, Murrieta, Orange County

Yellow Ribbon and Military Friendly School

Gain Hands-on Experience

• Apply a Christian worldview to your calling as a teacher.
• Directly apply practice through real-world classroom practicums. 
• Serve the unique academic needs of students from diverse backgrounds.
• Learn from expert faculty with professional teaching experience.
• Earn your credential from a reputable educator preparation program.

By the Numbers

Get started, program details.

This program includes comprehensive foundation courses emphasizing teaching and educational methods, as well as specialization courses providing content required for the multiple subject credential. Practical classroom and fieldwork experiences provide application to theory, preparing candidates to teach in diverse settings. Advanced coursework in the emphasis area of teaching provides the context for evaluation, analysis, and continuous improvement of teaching practices and programs, providing breadth to a rich and robust program.

Browse the tabs below—if you have questions, visit the  Student Services Center  page, and we’ll make sure you get the info you need.

Informational Meetings

Prospective students may attend an informational meeting prior to submitting an application. Complete details regarding admission and specific program requirements, advising, and general information are discussed at information meetings. For details on upcoming dates, meeting locations, or registration, check the School of Education's  information meeting calendar  or call (626) 815-5376.

Admission Requirements—Domestic Applicants

The  university graduate  and program admission requirements below must be met before an application is considered complete.

• Graduate application for admission
• $45 nonrefundable application fee
• Official transcripts from all institutions leading to and awarding the applicant’s bachelor’s degree from a regionally accredited institution and all postbaccalaureate study An official transcript is one that Azusa Pacific University receives unopened in an envelope sealed by the former institution and that bears the official seal of the college or university. A cumulative minimum 3.0 (on a 4.0 scale) grade-point average on the posted degree is required for regular admission status. Provisional admittance may be granted to individuals with a lower GPA if competency can be shown through multiple measures.
• Two recommendations that assess competence and character. Appropriate recommendations include those who have supervised the applicant’s leadership or teaching experience with children/youth in public or private settings, an employer who directly supervised the applicant, or one faculty/academic reference. References from neighbors, friends, and relatives are not appropriate, unless they have served as supervisors. Additional letters are optional.
• Résumé (preferred) or statement of experience including the most relevant work and volunteer experience
• One- to two-page personal statement addressing the following topics: experiences from the applicant’s background that may enhance the teaching experience; the most rewarding and challenging aspects of working with youth; why the applicant wants to teach; preferred grade level and content areas and why; and how the applicant envisions supporting the success of all students and contributing to the profession. Written communication skills will be assessed along with content.
• Proof of Certificate of Clearance (COC). Applicants for Summer or Fall Terms must have a COC valid through January 31. Applicants for the Spring Term must have a COC valid through June 30. View instructions on  Obtaining a Certificate of Clearance (PDF) . Applicants are encouraged to begin this step as soon as possible to allow time for the California Commission on Teacher Credentialing to process your information.
• Proof the Basic Skills Requirement has been satisfied
• Proof of subject matter preparation or proof of paid registration for the next appropriate California Subject Examinations for Teachers (CSET) administration (view  teacher test preparation resources )

Send official transcripts to:

Watch the application tutorial.

What to Expect

After all admission materials have been received by the  Student Services Center , the faculty or department chair reviews the applicant’s file. The applicant is notified in writing of the admission decision.

Admission Requirements—International Applicants

Azusa Pacific University is authorized under federal law by the U.S. Citizen and Immigration Services and the U.S. Department of State to enroll nonimmigrant, alien undergraduate and graduate students. APU issues and administers both the I-20 and DS 2019 (F-1 and J-1 status documents respectively).

To apply for a graduate program at APU, the following requirements must be fulfilled in addition to meeting the domestic applicant and  program-specific admission requirements  specified above.

International applicants must also:

• Demonstrate proficiency in English through a placement test with the  Academic Success Center , or through a TOEFL/IELTS score that meets program-specific requirements. Refer to APU’s  English proficiency requirements  to learn more. Request that official test scores be sent to APU. All other forms of proof indicated in the English proficiency requirements must be submitted directly to International Services.
• Provide a  Graduate Affidavit of Financial Support (PDF)  and a bank statement from within the last six months proving financial ability to pay for education costs through personal, family, or sponsor resources.
• Submit a copy of a valid passport showing biographical data, including your name, country of citizenship, date of birth, and other legal information.
• Get foreign transcripts evaluated. International credentials (transcripts, certificates, diplomas, and degrees) must be evaluated by a foreign transcript evaluation agency. View our policy and a list of approved  Foreign Transcript Evaluation Agencies .

Multiple financial aid options are available to make your   Multiple Subject Teaching Credential   affordable.

Delivering high-quality graduate programs takes a comprehensive support system. Your investment in an advanced degree or program includes a network of services and personnel who partner with you in pursuit of higher education. Below is a breakdown of some common fees associated with School of Education programs.

School of Education Fees

View a complete list of   university fees .

All stated financial information is subject to change. Contact the Student Services Center  at (626) 815-2020  for more information.

Several types of   financial aid   are available to graduate students. The resources range from federal loans and state grants to, for some graduate programs, fellowships and scholarships. For details about financial aid available for your program, please contact the   Student Services Center   at   (626) 815-2020 .

Military Benefits

Military members—and in some cases their spouses and dependents—qualify for   financial assistance   covering tuition, housing, and books. Azusa Pacific is a Yellow Ribbon University and Military Friendly School, so you can be confident that you’ll receive the benefits and flexibility you need to complete your education.

School of Education Scholarships

APU also provides information on numerous financial aid options for prospective School of Education students. Learn more   about the aid opportunities available .

School of Education Alumni Tuition Discounts

APU’s   School of Education   offers an alumni tuition discount for Azusa Pacific alumni starting in a graduate program.

Students must be in good academic standing and maintain satisfactory academic progress with a minimum cumulative grade-point average (GPA) of 3.0. Students must be enrolled at least half-time. If qualifications are met, the discount may be renewed each term. APU will pay $500 per term (up to $2,000 over the course of the program). This discount cannot be combined with other institutional aid. Contact   Student Financial Services   for complete eligibility details.

Notes on Eligibility: The School of Education’s doctoral program (Ed.D. in Educational Leadership) and the Clear Administrative Services Credential (CASC) program are not eligible for the alumni tuition discount. APU doctoral alumni are also not eligible for the School of Education alumni discount. Additionally, the alumni discount cannot be combined with other institutional aid, such as School of Education scholarships. Students who are eligible for both may choose to receive either the alumni discount or an APU scholarship. Contact   Student Financial Services   for complete eligibility details.

Note: Award and eligibility are applicable for the 2022-23 academic year and apply to students admitted beginning fall 2020. The discount is subject to change.

To view specific requirements and coursework information, visit the current academic catalog:

Program Requirements

How many units do I take each term?

Students may take no more than 8 units per eight-week term, which includes a maximum of two methods or education classes and their corequisite field experiences (if appropriate).

How long is a term?

Each term has two sessions (Fall I and Fall II, Spring I and Spring II). Each session is eight weeks in length. The 16-week student teaching semester covers Fall I and II or Spring I and II.

How many hours does each class session require?

Each class requires that students meet for approximately 5 hours, once a week.

How many evenings per week do I attend classes?

Students meet one night a week for eight weeks.

Does APU require theses, dissertations, or capstone projects?

Students are required to complete a capstone project for this program.

How soon can I finish this program?

This program can be completed in three semesters and one summer session.

If you have questions, we’re here to help! Connect with a representative who can walk you through the program details and application process.

Contact Your Admissions Representative

Additional Program Contacts

• Regula Schmid, EdD, program director, [email protected]
• Anakayla King, program coordinator, [email protected] , (626) 815-5474
• Catherine Hahs Brinkley, EdD, chair, [email protected]

Division of Teacher Education

(626) 815-6018

(626) 815-5416

[email protected]

Student Services Center

Contact (626) 812-3016  or [email protected] , and visit  apu.edu/ssc  for details on the admissions process, financial aid, and class registration.

International Services

International students should contact +1-626-812-3055 or  [email protected] , and visit  apu.edu/international/ .

• Azusa Pacific University is accredited by the WASC Senior College and University Commission (WSCUC).  
• The School of Education receives accreditation from the  Council for the Accreditation of Educator Preparation (CAEP) , making APU one of only three schools in California with this distinction. 
• Our credential programs are accredited by California’s  Commission on Teacher Credentialing (CTC) .

Featured Faculty

Ie May Freeman

Associate Professor, Division of Teacher Education

Amber Lynwood

Assistant Professor, Division of Teacher Education

Faculty Coordinator, MAED in Teaching; Professor, Division of Teacher Education

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Career Outlooks and Outcomes

The Golden State Teacher Grant: An Overview and APU’s Connection

APU is proud to be a recipient of the Golden State Teacher Grant, helping prospective California teachers to fund their education in pursuit of a teaching credential.

Read the Article

Related Programs

Teaching, maed, and single subject teaching credential.

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Educational Leadership, EdD

Special education, maed, and mild to moderate support needs education specialist credential, explore apu.

APU’s life-changing education develops you into a disciple and scholar, equipping you to succeed in your field and make a difference in the world.

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• Apply to UMaine

Department of Art

Art education.

The Department of Art’s BA in Art Education provides a liberal arts program of study while preparing students as teachers of the visual arts. Completion of this NASAD-accredited program leads to certification as an art teaching specialist in the State of Maine, grades K-12, as well as preparing students for employment in a variety of community-based sites where formalized art instruction occurs. Many students go on to further study at the graduate level.

The curriculum includes coursework in the social and behavioral sciences, arts and humanities, and natural sciences and mathematics, as well as in focus areas of the visual arts and education. Study in the visual arts includes 15 credits in Art Education, 40 credits in Studio Art (34 in required courses, 6 in electives); and 18 credits in Art History. In addition, students are required to complete 15-24 credits of professional education coursework, including the capstone experience. To complete the 120 total credits required for graduation, Art Education students may need to take 6-9 credits of overload coursework (e.g., over 15 credits during a semester or a course or courses during summer sessions). Students completing the BA in Art Education also receive minors in Studio Art and Art History.

Art Education Program Learning Outcomes

The Art Education program learning outcomes are divided into four strands:

• Learner and Learning
• Content Knowledge
• Professional Responsibility

Through the completion of the BA in Art Education, students will be competent in the Maine Common Core Teaching Standards and be able to:

1. Learner and Learning

• Design, perform, and evaluate developmentally appropriate art learning activities.
• Provide a safe and inclusive physical and social environment that meets and accommodates learners’ individual and collective needs.
• Facilitate artistic growth with respect to learners’ aesthetic, cognitive, social, and affective developmental stages.

2. Content Knowledge

• Create, implement, and assess learning activities with respect to current theory in education.
• Research and maintain up-to-date MSD information.
• Demonstrate technical expertise and design knowledge in the visual arts.

3. Professional Responsibility

• Research, practice, and reflect on contemporary visual art teaching practices.
• Respond to educational partners and stakeholders with civility, accountability, and flexibility.
• Collaborate with peers.
• Serve students, schools, community, and the profession.

4. Technology

• Discover, model, and apply appropriate technology-related pedagogies for presentation, evaluation, communication.
• Utilize digital media for art making and exhibition.
• Demonstrate responsible and ethical digital citizenship.

K-12 Art Teacher Certification

The BA in Art Education leads to K-12 Art Certification in the State of Maine. For questions about requirements and other paths to art certification, visit http://www.maine.gov/education/cert/ . The courses needed to fulfill these requirements are available at the University of Maine through the Department of Art and the College of Education and Human Development. To find out more information about courses that satisfy art certification requirements for the State of Maine, contact Dr. Constant Albertson .

The ArtWorks Program: Early Art Teaching Experience

During the two required curriculum courses, all art education students participate in an early teaching experience in the Art Education laboratory school, ArtWorks. This program offers our students an opportunity to work with K-8 students within the context of a controlled teaching environment. Within a supportive practicum structure, Art Education students develop and teach lessons on the processes, cultural and historical contexts, and critical analysis of diverse forms of art and visual/material culture. They receive considerable feedback on their classroom engagement and complete self-evaluation forms in an effort to encourage critical self-reflection on all aspects of their teaching experience.

Career & Graduate Opportunities

Most graduating Art Education students become certified K-12 art teachers. Graduates teach in many of the K-12 schools in Maine as well as in other states around the country. Other graduates have gone on to work in museum education or in community programs. Many graduates pursue graduate work in art education, studio art, and art history, completing masters and doctoral-level work in an array of related areas.

To apply online visit go.umaine.edu .

Search NYU Steinhardt

Urban Education

Phd in teaching and learning concentration.

Advance your knowledge, work with faculty members to conduct research, and prepare for a career as an innovative educational leader committed to scholarship and action in urban educational settings. You'll be most likely to be admitted if you have experience studying, working for, or advocating for change – in roles such as teacher, school leader, journalist, policymaker, or artist.

What You'll Learn

• Urban school reform at the level of practice or policy
• The intersections of education and community or in-school and out-of-school learning
• Current issues involving equity gaps, college access, and youth culture

Your Academic Experience

New york city as your research setting.

NYU was founded in the early 19th century by advocates for a new kind of university, one built in the heart of the city and working on the problems of the city. Today, NYU Steinhardt affords its doctoral students an unparalleled opportunity to shape a scholarly career in this founding spirit. As a student in this doctorate, you'll have access to:

• Renowned urban research institutes such as the  Metropolitan Center for Research on Equity and the Transformation of Schools , the  Research Alliance for New York City , and the  Institute for Education and Social Policy    
• The  NYU Partnership School Program , which has 24 schools (pre-K through grade 12) in Manhattan, the Bronx, and Brooklyn. Most are impacted by poverty, and all are committed to working with NYU faculty and students to meet the needs of children, youth, and families
• Connections with research faculty and institutions throughout the New York City metropolitan area through the  Inter-University Doctoral Consortium , and across the world through  NYU's global network  

Small Classes and Doctoral Seminars

Courses in this program prepare you to conduct independent research in your area of interest. You'll design research proposals, implement a research agenda, and disseminate findings. You will also attend doctoral seminars that foster deep conversations on relevant texts and issues in the field. 

Work Closely with Our Renowned Faculty

The work of our research faculty explores and illuminates urban experience through sociology, psychology, literacy studies, cultural studies, policy studies. As a doctoral student in this program, you will study with a wide number of Steinhardt and other NYU faculty. 

Fabienne Doucet

Executive director, metropolitan center for research on equity and the transformation of schools and associate professor of early childhood and urban education.

Jasmine Y. Ma

Associate professor.

Shamari Reid

Assistant professor.

Alexis D. Riley

Tenure-track assistant professor, science education.

Helpful links:

• Tuition & Fees
• Course Schedules
• Academic Calendar
• Application System

Resources for:

• Prospective Students
• Current Students
• Faculty & Staff

UR Nursing Named 2024 NLN Center of Excellence in Nursing Education

  By Nora Williamson   Thursday, August 15, 2024

Categories: Nursing Education

Media Contact

Contact the Communications Office with media inquiries related to the University of Rochester School of Nursing.

Follow the School of Nursing at the University of Rochester

Machine Learning & Data Science Foundations

Online Graduate Certificate

Apply to Expand Your Future

As the value of data continues to skyrocket, companies are in need of people who can transform large data sets into rich analytical insights. Now, you can learn these techniques in Carnegie Mellon’s cutting-edge online program. Apply today to expand your future in machine learning and data science.  

Are we the right fit?  

Let’s face it, pursuing any kind of advanced training is an investment of your time, energy and resources. Before you consider our program, make sure your background aligns with our program expectations.  

Successful applicants will have:

• A bachelor’s degree in STEM or related field  Successful applicants will hold a degree in a science, technology, engineering or math-related field. Other degrees will be considered if the applicant can show the necessary proficiency in math and programming.  
• Proficiency in advanced math  Students should provide evidence of successful completion of advanced math coursework such as calculus, linear algebra and statistics.  
• Proficiency in programming  Students should be proficient in Python, R, or an analogous programming language, with experience writing at least 1000 lines of code.  
• Relevant work experience   Ideally, applicants will have some relevant work experience in either computer programming or a related field. Internships or other related work are acceptable.  
• A disciplined and motivated mindset  Harder to measure, but equally important, successful applicants will have a resilient spirit, a hunger to learn, and a knack for solving problems through technical innovation. With courses taught by CMU faculty from the #4 computer science school in the country, a consistent and conscious effort will be required to master each topic.

If you have questions about the program or how it aligns with your background, please call 412-501-2686 or send an email to  [email protected]  with your inquiries .

Application Requirements

Ready to apply? Here’s what you’ll need to complete the admissions process: 

✔ Complete the online application Submit your application in the application portal.

✔ Submit your resume/CV We’d like to learn more about your employment history, academic background, technical skills, and professional achievements. Submit a 1 to 2 page resume or CV showcasing your experience. 

✔ Submit your transcripts Submit an unofficial copy of your transcript for each school you attended. Transcripts must include your name, the name of the college or university, the degree awarded (along with the conferral date), as well as the grade earned for each course. Email your transcripts directly to [email protected] .  Please note: former Carnegie Mellon students and/or alumni can request a copy of their CMU transcript from   The Hub .

✔  Upload a statement of purpose Tell us your professional story. Where have you been, and where do you hope to go? In 500 words or less, please share how our program would advance your capabilities in your current role or prepare you for a new role in the industry. 

✔ Submit your TOEFL, IELTS, or DuoLingo test scores An official TOEFL, IELTS, or DuoLingo test is required for non-native English speakers. This requirement will be waived, however, for applicants who either completed an in-residence bachelor’s, master’s, or doctoral degree program in the United Kingdom, United States, or Canada (excluding Quebec) or have at least three years of professional work experience using English as their primary language. If you fall into one of these categories, please include this information on your resume.  

Tuition: Invest in Your Future

By enrolling in our graduate-level program, you'll be investing in your professional growth to expand your skillset or advance your career. We know this is a significant investment. Not just for you, but for your family as well.

Scholarships To help offset the cost of tuition, and to make our program as accessible as possible, we offer a limited number of partial, merit-based scholarships. All applications will be evaluated for these awards automatically; there is no need to submit additional materials. If you are awarded a scholarship, you will be notified in your decision letter.

In addition, Carnegie Mellon alumni are eligible for a scholarship to the Graduate Certificate in Machine Learning & Data Science Foundations worth up to 20% of tuition. Indicate your alumni status within the application to be eligible.

So, what is the investment per course? Below is a breakdown of our tuition for the 2025/2026 academic year:

• An additional technology fee of approximately $230 will be assessed each semester.
• The rates above are for the 2025/2026 academic year only. If the program is not completed within that time frame, tuition may increase slightly for the following academic year.

Financing Your CMU Graduate Certificate

Monthly payment plan.

CMU provides a monthly payment option , managed by Nelnet Campus Commerce, designed to help students spread out tuition payments into manageable monthly installments. This plan also offers the ease of online enrollment. Should you be admitted and choose to join us, we recommend registering for this plan early to fully benefit from the range of payment options available.

Financial Aid & Private Loans

Students pursuing a graduate certificate are not eligible to receive federal financial aid. However, private loans are a viable alternative to consider with competitive interest rates and borrower benefits. See FastChoice , a free loan comparison service to easily research options.

Employer Tuition Reimbursement

Many companies offer tuition reimbursement programs to foster professional development among their employees. We encourage you to contact your HR department to find out if similar opportunities exist at your workplace. 

When you speak to your employer, you can share that our program: 

• Consists of transcripted, credit-bearing courses (not just continuing education units). You will earn 36 Carnegie Mellon graduate-level credits when you complete the full program.  
• Equips you with foundational skills in AI, machine learning, and computational data science, which means you’ll be ready to extract meaningful insights from large, complex data sets right from the get-go. With the #1 program in Artificial Intelligence and the #1 Programming Languages school in the country, CMU is the ideal place to learn these skills and techniques.
• Features coursework taught by CMU faculty experts who are spearheading research in language technologies, computer science, machine learning, and human-computer interaction. 
• Is delivered completely online , which means you can take classes on your own time while maintaining your normal work schedule.

Not sure how to approach your employer? Need specific documents to proceed with enrollment?  Call 412-501-2686 or send an email to  [email protected]  with your inquiries .  We’re here to help you take the next step in your professional  journey. 

The Graduate Certificate in Machine Learning & Data Science Foundations is eligible for CMU tuition remission. Review the   CMU tuition remission policy   to check your eligibility.

GI Bill Funding

Carnegie Mellon University provides services to veterans and their dependents who are eligible for Veterans Education Benefits under the Montgomery G.I. Bill®, Post-9/11 G.I. Bill, and Vocational Rehabilitation and Employment Program. Please note, our online graduate certificates are not currently eligible for the Yellow Ribbon program. 

The process starts with an application directly to Veterans Affairs and once approved, you will provide your Certificate of Eligibility to the Carnegie Mellon Veterans Affairs Coordinator. Contact Information and additional details about the process can be found here.

A Note for International Applicants

As part of a global university with locations and students from around the world, the School of Computer Science welcomes the diverse perspectives that international students bring to our programs.

The Graduate Certificate in Machine Learning & Data Science Foundations provides a unique opportunity for individuals nearly everywhere to earn a certificate at the intersection of AI, machine learning, and computational data science from one of the top ranked computer science schools in the country. 

To help ensure you are fully prepared for the admissions process and, if admitted, for success as a student, this section provides detailed information about requirements for international applicants.

We look forward to reviewing your application.

The Graduate Certificate in Machine Learning & Data Science Foundations considers for admission international applicants who reside within, or outside of, the domestic United States. International applicants who reside within or outside of the domestic United States are advised of the following information and additional requirements for international applicants to the program.

Student Visas

Since this program is fully online, enrollment in this program will not qualify students for any type of visa to enter or remain in the United States for any purpose. 

Time and Attendance Requirement  

Classes for the program will be taught on the U.S. Eastern Time zone schedule, and students must be available to attend all live classes, regardless of location.

U.S. Sanctions; U.S. Sanctioned Countries

Individuals who are the target of U.S. sanctions or who are ordinarily resident in a U.S. sanctioned country or who live or expect to live in a U.S. sanctioned country while participating in the program are not eligible for admission to this program due to legal restrictions/prohibitions and should not apply. U.S sanctioned countries are currently Belarus, Cuba, Iran, North Korea, Russia, Syria and the following regions of Ukraine: Crimea, Donetsk and Luhansk. In addition, all or a portion of this program may not be available to individuals who are ordinarily resident of certain countries due to legal restrictions.  

Applications received from these individuals will not be accepted. As well, if an individual is admitted to the program and subsequently the individual becomes the target of U.S. sanctions, ordinarily resident of a U.S. sanctioned country or lives in a U.S. sanctioned country while participating in the program (or otherwise becomes ordinarily resident of country in which the program is not available due to legal restrictions), the individual’s continued enrollment in the program may be terminated and/or restricted (due to U.S. legal restrictions/prohibitions) and the individual may not be able to complete the program.  

Licensure in Various Jurisdictions

From time to time Carnegie Mellon reviews the licensing requirements of various jurisdictions in order to assess whether Carnegie Mellon may be precluded from making the program available to applicants that are residents of one or more of these jurisdictions prior to Carnegie Mellon obtaining the relevant license(s). Affected applicants from these jurisdictions, if any, will be notified prior to enrollment if Carnegie Mellon determines that it is unable to make the program available to them for this reason.

Value Added Tax (VAT) and Other Taxes

The tuition, required fees and other amounts quoted for this program do not include charges for applicable Taxes (hereinafter defined). The student is responsible for payment of all applicable Taxes (if any) relating to the tuition, required fees and other amounts required to be paid to Carnegie Mellon for the program, including any Taxes payable as a result of the student’s payment of such Taxes. 

Further, the student must timely make all payments due to Carnegie Mellon without deduction for Taxes, unless the deduction is required by law. If the student is required under applicable law to withhold Taxes from any payment due to Carnegie Mellon, the student is responsible for timely (i) paying to Carnegie Mellon such additional amounts as are necessary so that Carnegie Mellon receives the full amount that it would have received absent such withholding, and (ii) providing to Carnegie Mellon all documentation, if any, necessary to permit the student and/or Carnegie Mellon to claim the application of available tax treaty benefits (for Carnegie Mellon review and completion, if warranted and acceptable). 

Taxes mean any taxes, governmental charges, duties, or similar additions or deductions of any kind, including all use, income, goods and services, value added, excise and withholding taxes assessed by or payable in the student’s country of residence and/or country of payment (but does not include any U.S. federal, state or local taxes).

• What kind of academic background do I need? Successful applicants will have a bachelor’s degree in a STEM-related field. Other degrees will be considered if the applicant can show the necessary proficiency in math and programming. Applicants should also have proficiency in programming languages like Python or R, with experience writing up to 1000 lines of code. 
• Do I need work experience? Applicants will ideally have some relevant work experience in either computer programming or a related field. Internships or other related work are also acceptable.
• What materials do I need to submit when I apply to this program? Besides the online application, applicants must submit a current resume, transcripts, and a personal statement to be considered for enrollment.
• Is there an application fee? No, this program does not require an application fee.
• When is the application deadline?  All applicants who submit by the priority deadline of September 17, 2024 will receive a partial scholarship award. The final deadline to apply is December 3, 2024.
• How do I check the status of my application? You can view the status of your application at any time in the application portal. A decision letter from Carnegie Mellon will be sent through the application portal within a few weeks of submitting your online application.
• After I submit my application, when will I hear back? You’ll receive a decision letter within a few weeks of submitting your application.
• Is a deposit required to secure my spot? No, a deposit is not required to secure your spot in the program.
• If I choose to complete the entire certificate, what is my total investment? The total investment for the Machine Learning & Data Science Foundations certificate during the 2025/2026 academic year is $25,452. A breakdown of the tuition and fees can be found above.  Partial scholarships are available; all applicants who apply by the priority deadline of September 17, 2024 will receive a partial scholarship award. Carnegie Mellon alumni are eligible for a scholarship to the Graduate Certificate in Machine Learning & Data Science Foundations worth up to 20% of tuition.
• Is this program eligible for CMU tuition remision? Yes, the Graduate Certificate in Machine Learning & Data Science Foundations is eligible for CMU tuition remission. Review the   CMU tuition remission policy   to check your eligibility.
• Does CMU accept the GI Bill?  Yes! Carnegie Mellon University provides services to veterans and their dependents who are eligible for Veterans Education Benefits under the Montgomery G.I. Bill®, Post-9/11 G.I. Bill, and Vocational Rehabilitation and Employment Program. Please note, our online graduate certificates are not currently eligible for the Yellow Ribbon program.  The process starts with an application directly to Veterans Affairs and once approved, you will provide your Certificate of Eligibility to the Carnegie Mellon Veterans Affairs Coordinator. Contact Information and additional details about the process can be found here.

Application Deadlines

Priority*: September 17, 2024 Final: December 3, 2024

*All applicants who submit by the priority deadline will receive a partial scholarship award.

Request Info

Questions? There are two ways to contact us. Call 412-501-2686 or send an email to  [email protected] with your inquiries.

Fast Admission Decisions

Applications are evaluated on a bi-weekly basis, which means you’ll receive a decision letter fast,  within a few weeks  of submitting your application .  

At CMU, we recognize the value of time well spent. Quick decisions mean less time wasted and more time preparing for your future.

Due to the individual nature of the coursework, space is limited for our program - applications will be accepted until the class is full.

• E-Newsletter >
• August 2024: UB scholar secures prestigious grant to study workplace experiences of first-generation BIPOC LIS professionals

Africa Hands, assistant professor in the Department of Information Science

Published August 15, 2024

BY DANIELLE LEGARE

Ub scholar secures prestigious grant to study workplace experiences of first-generation bipoc lis professionals.

In an effort to bridge the gap in workplace equity and representation, a University at Buffalo Graduate School of Education researcher has secured a $493,910 grant from the Laura Bush 21st Century Librarian Program. The program funds projects that tackle essential challenges in the library and archives fields, aiming to enhance professional practices and improve library and archival services for the American public.

Africa Hands , assistant professor in the Department of Information Science, will study the unique challenges and cultural strengths of first-generation Black, Indigenous and People of Color (BIPOC) professionals in the library and information science (LIS) field.

Collaborating with not-for-profit research and consulting service Ithaka S+R, Hands will lead the three-year project, “LIS First-Generation Professionals: Workplace Barriers and Cultural Assets.” This study aims to uncover the often overlooked hurdles these professionals face and highlight the strategies they use to thrive in their careers.

Addressing key workplace challenges

“We know from research that the general workplace experiences of first-generation students can be a little challenging… There’s a hidden curriculum of the job and the workplace. They may meet barriers in terms of navigating that. Sometimes, they have less cultivated career capital. They struggle to find their first position. Some of them didn’t have an opportunity to have internships that give them [professional] experience,” said Hands. “So, we know these things about first-generation students as a whole. But there has not been much concentrated research done on first-generation graduate students, or first-gen graduate students in library and information science.”

The project will employ a multi-method approach to address two key research questions: What are the workplace challenges of LIS first-generation professionals? What strategies and cultural assets do these professionals employ to navigate and succeed in LIS workplaces?

Importance of inclusivity in libraries

“Public libraries serve diverse communities, but the makeup of librarians who work in libraries is around 80% white women. There are initiatives to address this so that the workforce is more reflective of the communities they’re serving,” Hands said.

“I think it’s really important to focus on first-generation professionals—who encompass a lot of different marginalized identities,” she continued. “We need to know their experiences to hopefully retain them in the workplace so that we can have more inclusive workplaces that are more reflective of the community.”

Through focus groups and written narratives, the research will amplify this under-examined population and provide actionable insights for graduate programs, professional associations, managers and current LIS professionals.

Impactful information and library science research

“Dr. Hands’ project is significant because it addresses the unique challenges faced by BIPOC first-generation professionals in library and information science workplaces. By investigating their experiences and strategies for success, the findings will not only inform graduate programs and professional associations but also drive cultural and environmental changes within LIS workplaces to better support these professionals,” said X. Christine Wang , professor and associate dean for interdisciplinary research. “This project further demonstrates the GSE’s breadth and depth of expertise in promoting equity and inclusivity in education and LIS spaces.”

The findings from this research will be widely disseminated through the project’s website, Ithaka S+R’s website and various library worker organizations. An innovative open-access eBook will also share participants’ lived experiences.

This project builds on Hands’ already robust research activities. She recently won the ALISE Research Grant Program Competition, which funded her project, “Positioning LIS Students for Career Success.”

“I’m really looking forward to extending my interests in career services and going into this next study on first-generation professionals,” said Hands. “I’ve been interested in career services for a number of years, so I’m excited to really be diving into it with these two projects.”

ASCP, GME Coalition Weigh in on Congressional Graduate Medical Education Initiative

August 09, 2024

ASCP, a member of the Graduate Medical Education Advocacy Coalition (GMEAC), has joined 50 other medical societies in responding to a recent   initiative  from the Congressional Bipartisan Medicare Graduate Medical Education (GME) Working Group. The Working Group recently released a draft   framework  for Congress’s review and revision of current federal GME policies.

In its outline, the Working Group states, “It has become clear that there are not enough physicians to meet the health care needs of Americans.”  The federal Health Resources and Services Administration, it notes, states that “there will be a shortage of 139,940 physicians across all specialties by 2036.”  “Congress can act to address these shortages by increasing the number of Medicare-supported residency positions in teaching hospitals,” targeting key specialties, the proposal reports.

The Coalition’s letter provided support for increasing the number of Medicare GME slots to address projected physician shortages. ASCP and others wrote, “While numerous policy solutions are needed to sustain and bolster the physician workforce, increased Medicare support for GME is a key component to stabilizing the workforce expansion. With demand for physicians continuing to outpace supply as both the patient population and physician workforce age, it is critical now more than ever that Congress build on recent bipartisan efforts and invest in training more physicians.”

In addition, the  Coalition letter   urged Congress to make changes to the distribution formula used by the Centers for Medicare and Medicaid Services for future distributions, targeting slots to specific specialties and/or regions of need, and improving outreach and technical assistance for rural teaching hospitals to ensure all facilities have sufficient lead-time to apply for GME-funded slots. A copy of the Coalition letter is available  here. To read more articles from this issue of ePolicy, click  here.  To learn more about ePolicy News and access past newsletters and articles, click  here.

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