phd course work syllabus for education

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Doctor of Philosophy in Education (PhD), Curriculum and Teaching

Courses start every monday, take the first step in your national university journey, 240k + alumni worldwide, phd in curriculum and instruction.

For education professionals with a desire to be an active scholar in the field of education and make significant contributions to the existing body of knowledge, the Doctor of Philosophy (PhD) in Education program can take both your research skills and career options to a higher level. The program begins with a review of theoretical frameworks to support your understanding of the role of theory in a PhD degree. Coursework combines this strong base of theoretical knowledge with an individualized focus to conduct research in Pre-K-12, post secondary, and adult learning environments as you contribute new and innovative findings to advance your field of educational specialization.

Why Earn Your PhD in Curriculum and Instruction with National University?

The Curriculum and Teaching specialization provides you with the professional competencies to make significant contributions to the areas of instruction and courses of study. You’ll have the opportunity to examine and evaluate contemporary theories, designs, development, application, and assessment of curriculums and instructional strategies. You’ll also have access to a support system of advisors, faculty, and tools to guide you through your coursework, research, and the intensive, yet rewarding dissertation process.

Admission Requirements 

A conferred postbaccalaureate master’s degree or doctoral degree from a regionally or nationally accredited academic institution or an international institution determined to be equivalent through an approved evaluation service.

Dissertation Process

In addition to the foundational and specialization courses, each PhD student is required to complete a high-quality dissertation through a systematic process and sequential courses assisted by faculty. A PhD dissertation is a scholarly documentation of research that makes an original contribution to the field of educational study. The step-by-step process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of your dissertation.

Courses and Sequence

The PhD in Education program requires 60 credits for degree completion. Additional credit hours may be allowed as needed to complete your dissertation research. If granted, additional courses will be added to your degree program in alignment with the SAP and Academic Maximum Time to Completion policies. The estimated time needed to complete this program is 45 months.

Course Details

Course listings.

A PhD prepares you to make significant contributions to the body of literature within the education field. This course prepares you for understanding what theory is, recognizing theoretical frameworks within existing literature, connecting your research interests to existing theoretical frameworks, and justifying how your research will add to the wealth of current theories in the field.

Specialization Course 1

Your success as a scholarly professional will largely depend upon your communication skills, particularly in your written work. This course supports your development as a scholar who can publish in different types of research-based publications for a variety of audiences. You’ll practice synthesizing multiple sources, formulating arguments, and integrating feedback through iterative drafts of your work. These are key capabilities you’ll need as you submit your research in published manuscripts and presentations.

In this course, you’ll develop effective search and writing strategies to create a scholarly review of literature. The course emphasizes how to: (a) use effective literature search strategies; (b) develop a scholarly synthesis of research literature; (c) organize research literature around identified themes, including a study problem, purpose, and theoretical perspectives; and (d) focus on developing a scholarly exposition that reflects divergent viewpoints and contrasting perspectives. The overarching goal is for you to understand strategies for surveying scholarly literature that avoid bias, focus on educational, practice-based research problems, and address the requirements of a scholarly literature review.

Specialization Course 2

This course introduces you to the research process by exploring its underpinnings, examining its paradigms, and investigating the foundations of qualitative and quantitative methodologies used in educational studies. You’ll identify criteria for the development of quality research studies that are ethical, accurate, comprehensive, cohesive, and aligned. Specific course topics involve the ethics of conducting research; data collection and analysis techniques; and issues of feasibility, trustworthiness, validity, reliability, transferability, and rigor. The goal is to familiarize yourself with the concepts and skills associated with conducting theoretical and applied research.

Specialization Course 3

This course provides the foundational knowledge to become a critical consumer of statistical-based research and a skilled analyst of non-inferential quantitative data. Coursework focuses on understanding multivariate data, non-inferential and inferential statistical concepts, the conventions of quantitative data analysis, and interpretations and critical inferences in statistical results. You’ll use software applications to complete statistical computations and perform quantitative data analysis. The course culminates in a synthesis project to demonstrate your statistical skills and present your results using APA guidelines.

Specialization Course 4

Elective Course*

Specialization Course 5

A focus on qualitative research methodology and the designs and methods used to collect and analyze data in educational research. You’ll examine the principles of qualitative research and explore commonly used designs (also referred to as qualitative traditions or genres) with a focus on application and feasibility. Qualitative data collection and analysis methods will be examined for their suitability with regard to the research design selected. Alignment between qualitative designs and research methods, issues of trustworthiness, and the responsibilities of the qualitative researcher will also be explored.

Specialization Course 6

An exploration of quantitative research methodologies and associated designs and methods. You’ll examine paradigmatic perspectives along with the tenets and conventions of quantitative research. Topics for examination include feasibility, validity, reliability, variable operationalization, inferential designs, and analytic software applications used within the quantitative research paradigm. You’ll also look at the components of quantitative research designs that support meaningful studies within the field of education.

Select One of the Following Two Data Analysis Courses:

An exploration of advanced statistical principles and how to apply them to quantitative research. This course provides an overview of advanced statistical concepts used in empirical research, including inferential analyses. You’ll use SPSS software to perform advanced computations as you build independent, scholarly statistical skills. Coursework will emphasize multivariate data; the use, comprehension, and evaluation of sophisticated statistical concepts; and the proper presentation of statistical results.

This course builds on a foundational understanding of qualitative designs and measurements to focus on analyses of the data. Coursework takes you deeper into the skills and techniques necessary to ensure the appropriate analyses of qualitative data, including integrating relevant frameworks, verifying trustworthiness of the findings, and selecting suitable methods for presenting analyses and findings.

The doctoral comprehensive assessment is your opportunity to demonstrate your preparation for entering the dissertation phase as a PhD candidate. You’ll synthesize discipline-specific content with research designs and analysis methods to create a prospectus for a theoretically-based research study that focuses on furthering knowledge in the field of education. Whereas EdD research focuses on addressing a researchable problem with practical applications, PhD research has a focus on contribution to theory and the broader discipline of education. This course is begun only after all your foundation, specialization, and research courses have been completed, and your prospectus will likely become the foundation of your PhD dissertation. 

Students in this course will be required to complete chapter one of their dissertation proposal, including the following: a review of literature with substantiating evidence of the problem, the research purpose and questions, the intended methodological design and approach, and the significance of the study. A completed, committee-approved chapter one is required to pass the course. If you don’t receive approval to minimum standards, you’ll be able to take up to three supplementary eight-week courses to finalize and gain approval of chapter one.

In this course, you’ll work on completing chapters one to three of your dissertation proposal and receiving committee approval for the dissertation proposal (DP). Chapter two consists of the literature review, while chapter three covers the research methodology and design, including population, sample, measurement instruments, data collection and analysis, limitations, and ethical considerations. Completed, committee-approved chapters two and three are required to pass the course, as is a final approved dissertation proposal. If you don’t receive approval to minimum standards, you’ll be able to take up to three supplementary eight-week courses to finalize and gain approval of these requirements.

In this course, you’ll prepare, submit, and obtain approval of your Institutional Review Board (IRB) application. You’ll also collect data and submit a final study closure form to the IRB. If you’re still collecting data at the end of the 12-week course, you’ll be able to take up to three supplementary eight-week courses to complete data collection and file your IRB study closure form.

In this dissertation course, you’ll work on completing chapters four, five, and your final dissertation manuscript. Specifically, you’ll complete your data analysis, prepare your study results, and present your findings with an oral defense and a completed manuscript. A completed, committee-approved dissertation manuscript and successful oral defense are required to complete the course and graduate. If you don’t receive approval for either or both, you can take up to three supplementary eight-week courses to finalize and gain approval.

* The elective can be satisfied with any doctoral-level School of Education course. The course listed in the degree plan can be changed upon request. Contact your academic and finance advisor for assistance.

Specialization Courses

CT-7000 Developing Instructional Strategies and Curriculum

In this course, you’ll analyze instructional strategies based on the principles of universal design for learning, including integrating strategies for providing multiple means for pre-K-12 learners to access the curriculum. You’ll plan instructional strategies for curricula aligned to standards that support current educational requirements, including the use of technology to engage, comprehend, and express learning. You’ll also consider other educational issues, trends, and recommendations for change in the pre-K-12 classroom related to instructional strategies.

CT-7100 Dispositions of Learner and Teacher

This course examines the effects of dispositions on learner motivation, participation, and comprehension, and the impact of teacher dispositions on overall learning and classroom culture. The course includes considerations for dispositions related to inclusivity, technology, social-emotional development, and successful collaboration throughout the community.

CT-7200 Design and Evaluation of Curriculum and Programs

This course begins with the distinction between curriculum and programs in K-12 education. While both are important, evaluation is different for each. In addition to exploring evaluation processes, you’ll examine the development of curriculum and programs. This examination will incorporate theories, trends, and future directions, including technology recommendations to design and develop innovative curricula for K-12 learning environments.

CT-7300 Theories and Applications of Instructional Strategies

Here, you’ll take a closer look at instructional strategies, with particular attention to supporting theories and practical applications in K-12 learning environments. You’ll assess learning theories that frame instructional strategies, including those for remote learning. Ultimately, you’ll recommend instructional strategies, justify approaches to inclusive instruction, and design inclusive learning experiences for K-12 education.

CT-7400 Assessment Practices

This course considers the critical role of assessment in curriculum and teaching. You’ll examine assessment types and processes, including how trends and accountability practices inform instructional decisions, curriculum development, and continuous improvement in K-12 environments. You’ll then integrate the assessments with the universal design for learning perspective, and recommend strategies for effective assessment practices across classrooms, schools, and districts.

CT-7500 Advanced Capstone in Curriculum and Teaching 

In this final course of the curriculum and teaching specialization, you’ll synthesize your work across all courses into a capstone project of your design. The project will integrate theory and practice related to a specific topic of your choosing regarding curriculum and teaching. As you prepare your project, you’ll evaluate the impacts of current trends, technologies, and issues of diversity, equity, inclusion, and social justice. Finally, in one of your last assignments in the specialization, you’ll compose a philosophy of teaching based on research, theory, and personal reflection.

Program Outcomes

The PhD in Education program prepares you for making significant contributions to the body of knowledge in the broad field of education as well as a more narrowed area of instructional specialization. Learning outcomes include the ability to:

• Develop deep knowledge of educational systems, theories, and research in an area of expertise
• Interpret theories, research, and ideas for different audiences through multiple methods of communication
• Integrate ethical principles and professional standards for a specific discipline within the field
• Conduct autonomous or collaborative research using high-level analytical skills
• Contribute to the body of knowledge specific to a discipline within the field

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Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.

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Ph.d. specialization coursework.

All students are accepted into one of 4 specialization areas: Learning Sciences, Literacy, Mathematics Education, and Sociocultural and Community-Based Approaches. These areas vary in how specialized knowledge and skills are acquired, but each requires a combination of supervised research, independent study, and two to four specialization courses. All students will take at least two additional specialization core courses from one or more areas outside of their primary area. Specialization core courses that meet this requirement are listed below and are updated as needed on the School of Education website. Students must choose courses carefully to ensure that this requirement is met, recognizing that most courses are offered every other year (some may be offered less frequently depending on enrollments). In addition to the 4 PhD in Education specialization areas, students may choose courses from our degree programs in Educational Statistics and Research Methods and School Psychology.

Learning Sciences

Students in this specialization are prepared to understand the cognitive and social processes that undergird learning and to use that knowledge to design effective learning environments. Students develop an interdisciplinary focus encompassing study of instruction and learning as products of the interplay of contextual, developmental, cognitive, and technological influences. In addition to the requirements for all Ph.D. students listed above, three specialization courses are required (which are also available to other students as outside specialization courses):

• EDUC 804: Foundation of the Learning Sciences
• EDUC 815: Design of Learning Environments
• EDUC 819: Disciplinary Knowledge in Learning Sciences

Literacy Development and Learning Problems

Students in this specialization focus on literacy development and instruction with particular attention to students with learning problems, including problems due to disability and to background. There is a balanced emphasis on reading and writing, including developing these skills in digital environments. In addition to the requirements for all Ph.D. students listed above, three specialization courses are required (which are also available to other students as outside specialization courses):

• EDUC 802: Reading Development and Instruction
• EDUC 807: Writing Development and Instruction
• EDUC 822: Critical Issues in Literacy Development and Learning Problems

Mathematics Education

Students in this specialization focus on critically examining issues of teaching and learning mathematics. A distinctive feature is the integration of teaching and research experiences. Opportunities include conducting research studies on a variety of issues related to teaching, learning, and teacher education; teaching sections of mathematics content and methods courses for prospective K-8 teachers; and participating in course instructor groups to study and revise components of these courses. In addition to the requirements for all Ph.D. students listed above, four specialization courses are required (which are also available to other students as outside specialization courses):

• EDUC 833: Research and Theory of Mathematics Learning
• EDUC 834: Research and Theory of Mathematics Teaching
• EDUC 835: Research and Theory of Mathematics Curriculum
• EDUC 836: Research and Theory of Mathematics Teacher Education and School Improvement

Note: the fourth course fits into the curriculum as a course needed for the specialization (please see the “required coursework” chart on the  Required Coursework page ).

Sociocultural and Community-Based Approaches to Education

Students in this specialization focus on the theoretical and conceptual principles related to the study of equity and the science of diversity. Students develop expertise on contextual and cultural foundations of education and on community-centered approaches to educational issues that are responsive to the needs of local communities and promote equitable educational outcomes for students. Particular attention is given to populations and communities historically under-served by schooling institutions.  In addition to the requirements for all Ph.D. students above, students in this specialization complete a community-based practicum (EDUC 732) and an elective course from a related discipline, usually in another department. Two specialization courses are required (which are also available to other students as outside specialization courses):

• EDUC 854: Topics in Equity in Education
• EDUC 855: Topics in Sociocultural Theories of Education

Note: EDUC 732 fits into the curriculum in lieu of a third specialization course (in the “required coursework” chart on the  Required Coursework page ).

Educational Statistics and Research Methods

Students in this PhD degree program are prepared to develop, critically evaluate, and properly use quantitative and mixed methodologies to advance educational research. Students will develop expertise in psychometric theory, advanced statistical modeling, mixed methods, and program evaluation. In fulfilling the requirements for all Ph.D. students listed above, students in this program are required to take the three courses from the quantitative track (EDUC 812, 865, and 874). Three additional primary specialization courses are required (which are also available to other students as outside specialization courses):

• EDUC 863: Principles of Program Evaluation
• EDUC 873: Multilevel Models in Education
• EDUC 826: Mixed Methods in Social Science Research

Students must take one additional methodology course as an elective; this elective must be approved as part of the student’s Individual Program Plan.

School Psychology

Students in this M.A./Ed.S. degree program are provided with a strong foundation in psychological theory and research and are prepared to use a collaborative, data based problem solving approach when applying this foundation to help solve social, emotional, and academic problems faced by children, families, teachers, and schools. There is a substantial amount of coursework associated with the Ed.S. degree; students should consult the School Psychology Handbook for more details. The following courses are required for Ed.S. students; these are also available to Ph.D. students in other specialization areas:

• EDUC 618: Introduction to School Psychology
• EDUC 651: Diversity and Family-School Collaboration
• EDUC 813: Childhood Psychopathology
• EDUC 830: Consultation and Intervention – School Discipline
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Phd, teaching and learning.

The ​​48-60 credit PhD in Teaching and Learning is a highly customizable degree that will prepare you for a promising career as a scholar, researcher, and educator. Tailored to your research interests, the degree offers specialized training in one of seven concentrations: history, social studies, and global education; literacy education; mathematics education; early childhood and childhood education; science and environmental education; urban education; or special education.

Core Course Sequence

You’ll take courses in foundations, cognate areas of interest, research methodology, and dissertation research and preparation. You’ll receive extensive faculty mentoring, allowing you to engage in a highly individualized curriculum that gives you both the flexibility and the resources and guidance to pursue a specialized research interest.

Curricular Requirements

Program requirements.

Additional Program Requirements

In each of the fall and spring semesters of Years 1, 2, and 3 of PhD study, all full-time students are required to enroll in a 0-credit research experience course.

The written candidacy requirement consists of either a qualifying paper or a written exam. The oral candidacy requirement will consist of a comprehensive exam scheduled after coursework has been completed and preferably no later than the Fall semester of the third year.

Once advanced to candidacy, students then form their dissertation committees and proceed to develop a dissertation proposal. Committees will consist of at least three members: a chair from Teaching and Learning and two additional members from within or outside of Teaching and Learning. At least one member should be in the student's program area.

Upon completion of the dissertation and its approval by dissertation committee members, a defense will be held with the student, chair, committee members, and at least two additional faculty members who did not serve on the dissertation committee, one of whom must come from outside the program. The defense serves as the final stage of the doctoral process.

Sample Plan of Study

Following completion of the required coursework for the PhD, students are expected to maintain active status at New York University by enrolling in a research/writing course or a Maintain Matriculation ( MAINT-GE 4747 ) course.  All non-course requirements must be fulfilled prior to degree conferral, although the specific timing of completion may vary from student-to-student.

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Ph.D. in Curriculum and Instruction

The Department of Curriculum and Instruction offers graduate studies that lead to the Doctor of Philosophy (PhD) in Curriculum and Instruction. The goals of doctoral study in Curriculum and Instruction are to help students develop abilities for research in the field of curriculum and instruction, imbuing them with a distinctive theoretical and critical edge; develop expertise in one of the department's areas of study, listed below; acquire greater competence in curriculum evaluation and development; improve understanding of the teaching–learning process; gain depth and breadth of knowledge in related academic fields; and build a broadened professional background in areas related to curriculum and instruction, such as anthropology, history, philosophy, sociology of education, administration, counseling, educational psychology, and supervision.

PhD study in the department is research-oriented. It prepares students for different forms of intellectual leadership in education including research, curriculum analysis and development, teacher education, and other teaching in higher education as well as leadership positions in educational agencies. These different forms of leadership are not mutually exclusive, but the relative emphasis given to each varies among students and areas of study.

Areas of Study

In accord with interests and professional goals, each admitted graduate student is assigned to a primary  area of study and to an initial faculty advisor in that area. Areas of study are bilingual education, curriculum studies & global studies, early childhood studies, English as a second language, literacy studies, mathematics education, multicultural education, music education, science education, social studies education, teacher education, world language education, and design, informal, and creative education (DICE).

Details of requirements and procedures pertaining to PhD study in the department are described in the department's PhD Degree Program Handbook . Doctoral students are responsible for learning about and following department requirements and procedures and they should therefore familiarize themselves with this document. PhD students are also responsible for learning about and following Graduate School policies. The curriculum and instruction graduate program office offers an informational meeting for new graduate students at the beginning of each semester.

International Applicants

The department has a long and successful history of working with graduate students from around the world. Over the last 25 years, approximately 130 MS degrees were earned by international students; students in this group came from 37 countries. During the same period, approximately 150 PhD degrees were earned by international students in the department; students in this group came from 43 countries. Altogether, approximately one-third of our graduate students in Curriculum and Instruction are international students, which enriches the social and intellectual environment for all faculty and students as we continuously learn from each other.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

PhD Applicants

Applicants are required to supplement the application with the items enumerated below.

• Unofficial transcripts. Unofficial transcripts from all previous postsecondary studies are required for all PhD applicants. Unofficial transcripts should be uploaded to the application system. If an applicant is admitted by the department, official transcripts will need to be submitted directly to the Graduate School by the student's postsecondary institution. 
• Evidence of writing ability. PhD applicants are required to provide evidence of their writing ability by submitting a writing sample (master's thesis, academic paper from a graduate course, a journal article, or any other writing that the applicant believes can be used to judge writing ability). This should be uploaded to the application.
• Three letters that include an appraisal of academic competence. PhD applicants are required to have three letters of reference assessing their academic and professional competence. Letters of reference written for teachers and other educational professionals ordinarily include an evaluation of their professional competence, and the department values that information. In addition, the department needs letters that provide a knowledgeable appraisal of the applicant's academic competence and research capability. An applicant's former professors are usually best able to provide this, so the department encourages letters from such referees. Letters must be submitted electronically through the online application .
• Statement of reasons for doctoral study and the names of one or two potential advisors.  Each PhD applicant is required to upload a detailed statement of reasons for doctoral study and to pick the names of one or two potential advisors from a drop-down menu. It is highly recommended that applicants contact prospective advisors in advance of applying. Contact information can be found on the C&I website .  The statement should indicate the applicant's primary area of interest, professional objectives, career goals, and why the applicant is interested in pursuing a research degree in the Department of Curriculum and Instruction. The applicant must identify the desired advisor or advisors in the drop-down menu and it is recommended to do so as well in the statement of reasons for graduate study. This information is used to gauge the appropriateness of the applicant's program goals in relation to the department's mission and to identify prospective advisors whose research interests match those of the applicant. If an applicant's statement fails to persuade a faculty member to serve as the graduate advisor, the applicant will be refused admission; it is, therefore, important that this statement be detailed, well-written, and matched to specific advisors and their areas of study that are available in the department.  Please see this FAQ for more information about writing a statement of reasons. 
• Resume or curriculum vitae (cv). 

International applicants should note additional requirements that are described in the International Applications section, below.

International degree-seeking applicants must prove English proficiency using the Graduate School's requirements .

Expected Background in Professional Education

A background in education coursework is a prerequisite for the PhD program in Curriculum and Instruction. Applicants are required to have taken at least 12 credits in education courses that are equivalent to courses taught within a school of education, as judged by the Graduate Education Advisory Committee. Applicants lacking this background will be required to take a specified number of credits of education coursework in addition to the coursework ordinarily required in the graduate program. The courses taken should be chosen in consultation with the graduate advisor, and each of these courses must be taken for a letter grade (not pass/fail). These courses may be carried concurrently with regular graduate courses; but, being additional requirements, they do not satisfy the requirements of the graduate program .

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

Funding - fellowships and financial support.

The department will guarantee five years of funding for each admitted, full-time student. This funding could take the form of assistantships or fellowships and will include tuition remission and a modest stipend. Assistantships typically involve 20 hours of professional work each week that takes place in and around the Madison area. Fellowships do not have work requirements but typically involve attending fellowship events and meetings or participating in research opportunities. 

Part-time students are not eligible for fellowships or assistantships in the C&I department. A full-time student temporarily dropping to part-time status will not be eligible for funding while they are part-time. Any teaching, project, or program assistant in the C&I department must carry a full course load of 8–15 graduate-level credits (3 credits for dissertators) and make satisfactory progress toward the graduate degree.

Minimum Graduate School Requirements

Major requirements.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

Mode of Instruction

Mode of Instruction Definitions

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

Curricular Requirements

Required Courses

51 credits minimum are needed to graduate. At least 36 of these must be taken after the student enters the PhD program. Within those 36 credits:

• For students without a UW–Madison Curriculum & Instruction MS, minimum of 18 must be new Curriculum & Instruction ( CURRIC ) credits. For students with a UW–Madison Curriculum & Instruction Research MS, a minimum of 12 must be new Curriculum & Instruction ( CURRIC ) credits. CURRIC 990 , CURRIC 999 and classes from the Qualitative Research Methodology in Education minor does not satisfy this requirement. 
• Breadth (9–12 credits)
• Students who have a UW–Madison Curriculum & Instruction MS are exempt from this requirement.
• 3 research method classes (from 2 different traditions as determined by advisor).

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Major-Specific Policies

Prior coursework, graduate credits earned at other institutions.

No prior coursework from other institutions can transfer for the 36 credits required before taking the preliminary examination in Curriculum and Instruction.

Undergraduate Credits Earned at Other Institutions or UW-Madison

No credits from a UW-Madison undergraduate degree or an external completed master's degree can transfer for the 36 credits required before taking the preliminary examination in Curriculum and Instruction. 

Credits Earned as a Professional Student at UW-Madison (Law, Medicine, Pharmacy, and Veterinary careers)

Refer to the Graduate School: Transfer Credits for Prior Coursework policy.

Credits Earned as a University Special Student at UW–Madison

With program approval, students are allowed to transfer no more than 9 credits of coursework numbered 300 or above taken as a UW–Madison University Special student. Coursework earned five or more years prior to admission to a doctoral degree is not allowed to satisfy requirements.

The status of a student can be one of two options:

• Satisfactory progress (progressing according to standards)
• Unsatisfactory progress (not progressing according to standards; permitted to enroll with specific plan with dates and deadlines in place in regard to removal of unsatisfactory progress to avoid dismissal from the program).

Advisor / Committee

All students are required to have an advisor. An advisor is assigned to all incoming students. To ensure they are making satisfactory progress toward a degree, students should meet with their advisor on a regular basis.

The advisor serves as the dissertator advisor. Students can be suspended from the program if they do not have an advisor.

Credits Per Term Allowed

12 credits. Students may take up to 15 credits with the approval of their advisor and notification to the graduate program coordinator. 

Time Limits

Students must submit their proposal at least one semester before they can defend their dissertation.

Refer to the Graduate School: Time Limits policy.

Grievances and Appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office Student Assistance and Support (OSAS)  (for all students to seek grievance assistance and support)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

School of Education Grievance Policy and Procedures

The following School of Education Student Grievance Policy and associated procedures are designed for use in response to individual student grievances regarding faculty or staff in the School of Education.

Any individual student who feels they have been treated unfairly by a School of Education faculty or staff member has the right to file a grievance about the treatment and receive a timely response addressing their concerns. Any student, undergraduate or graduate, may use these grievance procedures, except employees whose complaints are covered under other campus policies. The grievance may concern classroom treatment, mentoring or advising, program admission or continuation, course grades (study abroad grade complaints are handled through International Academic Programs ), or issues not covered by other campus policies or grievance procedures. 

For grievances regarding discrimination based on protected bases (i.e., race, color, national origin, sex, disability, age, etc.), contact the Office of Compliance ( https://compliance.wisc.edu/eo-complaint/ ).

For grievances or concerns regarding sexual harassment or sexual violence (including sexual assault, dating/domestic violence, stalking, and sexual exploitation), contact the Sexual Misconduct Resource and Response Program within the Office of Compliance.

For grievances that involve the behavior of a student, contact the Office of Student Conduct and Community Standards in the Dean of Students Office at https://conduct.students.wisc.edu/ ).

For grievances about, or directed at, faculty or staff in a School of Education department, unit, or program, students should follow these steps:

• Students are strongly encouraged to first talk with the person against whom the concern is directed. Many issues can be settled informally at this level. If students are unable to resolve concerns directly or without additional support, step 2 or 3 should be pursued.
• If the concern is directed against a teaching assistant (TA), and the student is not satisfied, the student should contact the TA's supervisor, who is usually the course professor. The course professor will attempt to resolve the concern informally.
• If the concern involves a non-TA instructor, staff member, professor, academic department, or School of Education office or unit, the student should contact the chair of the department or the director of the office or unit, or their designee. The chair or director, or their designee, will attempt to resolve the concern informally. If the concern is about the department chair or office/unit director, the student should consult the School of Education Senior Associate Dean for guidance.
• If the concern remains unresolved after step 2, the student may submit a formal grievance to the chair or director in writing within 30 business days 1 of the alleged unfair treatment. To the fullest extent possible, a formal written grievance shall contain a clear and concise statement of the issue(s) involved and the relief sought.  
• On receipt of a written grievance, the chair or director will notify the person at whom the grievance is directed with a copy of the written grievance. The person at whom the complaint is directed may submit a written response, which would be shared with the student.
• On receipt of a written grievance, the chair or director will refer the matter to a department, office, or unit committee comprised of at least two members. The committee may be an existing committee or one constituted for this purpose. The committee, or delegates from the committee, may meet with the parties involved and/or review any material either party shares with the committee.  
• The committee will provide a written description of the facts of the grievance and communicate recommendations to the department chair or office/unit head regarding how the grievance should be handled.

For the purpose of this policy, business days refers to those days when the University Offices are open and shall not include weekends, university holidays, spring recess, or the period from the last day of exams of fall semester instruction to the first day of spring semester instruction. All time limits may be modified by mutual consent of the parties involved.

If the grievance concerns an undergraduate course grade, the decision of the department chair after reviewing the committee’s recommendations is final. 

Other types of grievances may be appealed using the following procedures:

• Both the student who filed the grievance or the person at whom the grievance was directed, if unsatisfied with the decision of the department, office or unit, have five (5) business days from receipt of the decision to contact the Senior Associate Dean, indicating the intention to appeal.   
• A written appeal must be filed with the Senior Associate Dean within 10 business days of the time the appealing party was notified of the initial resolution of the complaint.
• On receipt of a written appeal, the Senior Associate Dean will convene a sub-committee of the School of Education’s Academic Planning Council. This subcommittee may ask for additional information from the parties involved and/or may hold a meeting at which both parties will be asked to speak separately (i.e., not in the room at the same time).
• The subcommittee will then make a written recommendation to the Dean of the School of Education, or their designee, who will render a decision. The dean or designee’s written decision shall be made within 30 business days from the date when the written appeal was filed with the Senior Associate Dean.  For undergraduate students, the dean or designee’s decision is final.

Further appealing a School of Education decision – graduate students only

Graduate students have the option to appeal decisions by the School of Education dean or designee by using the process detailed on the Graduate School’s website .

Questions about these procedures can be directed to the School of Education Dean's Office, 377 Education Building, 1000 Bascom Mall, 608-262-1763.

• Office of Compliance (for discrimination based on protected classes, including misconduct) 179A Bascom Hall, 608-262-2378
• Office of Student Conduct and Community Standards (for conflicts between students, or academic integrity violations) 70 Bascom Hall, 608-263-5700
• Bias or Hate Reporting (for students who experience or observe bias or hate incidents)  70 Bascom Hall, 608-263-5700
• Graduate School (for graduate students who need informal advice at any level of review; for official appeals of program/departmental or school/college grievance decisions, see Graduate Assistant Policies and Procedures ) 217 Bascom Hall, 608-262-2433
• Ombuds Office for Faculty and Staff (for UW–Madison employees, including graduate students) 523-524 Lowell Center, 608-265-9992
• Employee Assistance (for conflicts involving graduate assistants and other employees) 256 Lowell Hall, 608-263-2987
• Office of Human Resources for policies and procedures to address workplace conflict) 21 N Park Street Suite 5101, 608-265-2257
• Office of Student Assistance and Support (OSAS) (for any students needing advice or support) 70 Bascom Hall, 608-263-5700
• School of Education, Office of Student Services (for students, particularly undergraduates, in the School of Education) 139 Education Building, 608-262-1651
• School of Education, Office of Equity, Diversity, and Inclusion (OEDI) 145 Education Building, 608-262-8427

Professional Development

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

Learning Outcomes

• (Breadth of Knowledge) Examples of competence may include demonstrating awareness of historical and intellectual context, educational practices, critical research paradigms within the broader field of Curriculum and Instruction, and theories and approaches from other fields as appropriate for their research.
• (Depth of Knowledge) Examples of competence may include demonstrating mastery of concepts, theories, and research, and understanding of relevant educational practices and contexts, sufficient to pose questions that extend the current boundaries of knowledge within their chosen subfield of Curriculum and Instruction.
• (Research Approaches and Epistemological Foundations) Examples of competence may include articulating research problems that build on history, theory, research, and practice within their subfield of Curriculum and Instruction; choosing research methods appropriate to those problems and demonstrating understanding of epistemological foundations underlying those methods.

Faculty: Professors Agarwal, Baker, L. Berland, M. Berland, Bullock, Feinstein, Ghousseini, Grant, E. Halverson, Hassett, Hawkins, Hess, Ho, YJ Kim, C. Kirchgasler, K. Kirchgasler, Louie, Machado, McDonald,  McKinney de Royston, Pacheco, Popkewitz, LJ Randolph Jr., Roman, Rudolph, Russ, Stoddard, Vieira, Wardrip.

For more information about respective members of the faculty, see People on the department website.

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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

For more information about GSE admissions and to see upcoming events and appointments:

To learn more about the Office of Academic Affairs:

Stanford Graduate School of Education

482 Galvez Mall Stanford, CA 94305-3096 Tel: (650) 723-2109

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The registrations for spring term have been closed. Registrations for Academic session 2018-19 will start in the month of March 2018. Click here to enquire

LPUNEST Applications for Ph.D. (Spring Term) are closed. Applications for the next term will be updated shortly. For any kind of query please call 01824-404404 or Click here

LPUNEST Applications for Ph.D. (Spring term) will be updated shortly. For any kind of query please call 01824-404404 or Click here

COURSE WORK

The Details shown are as per the August term, Details for Spring term may be subject to change; please keep checking for further updates.

• a) Course work is mandatory for all the students admitted in Ph.D. Programme.
• b) The course work will have a minimum of 14 credits.
• c) All candidates admitted to the Ph.D. programme will be required to complete the course work prescribed by the university during the initial one or two semesters.
• Course I: Research and Publication Ethics
• Course II: Research Methodology
• Course III: Academic Writing and Presentation Skills
• Course IV: Research Seminar
• e) Minimum 75% Aggregate attendance is mandatory in the course work.
• f) The evaluation parameters will be similar to that of regular programmes of the university.
• g) The minimum passing marks required in course work of Ph.D. programme is 55% aggregate in the individual courses with at-least 40% in final end term examination (Applicable in Course I, Course II and Course IV)
• h) Exemption in course work will be applicable only if scholar has done M.Phil. with 55% or equivalent grade ‘B’ in the UGC 7-point scale through regular mode from LPU or any other recognized university.
• i) Selected scholars will have option to pursue course work in one of the following modes:
• h) The coursework tentative schedule for non-agriculture programmes is available below:

For Full-Time Ph.D. Scholars

Course Work options for Ph.D. Scholars

• 1. The coursework options listed under preference exercised by the scholar will only be offered subject to fulfilment of minimum number of scholars opting for that given option. If an option lacks sufficient interest, it may not be offered, and scholars must choose from the available alternatives.
• 2. For option II classes are to be conducted Thursday to Sunday of every third week of all 4 months.
• 3. Induction programme will be conducted before the start of every coursework option.

Exemption in course work will be applicable only if scholar has done M.Phil. (regular mode) with 55% or equivalent grade ‘B’ in the UGC 7-point scale through regular mode from LPU or any other recognized university.

• a) Course work is mandatory for all the scholars admitted in Ph.D. Programme.
• b) The course work will be of 3 semesters containing 30 credits.
• c) All the scholars need to clear non-credited compulsory courses as prescribed by ICAR norms in case they have not studied these courses in their Bachelor and Master degree. For which School of Agriculture and CRDP needs to coordinate after admissions.
• d) Minimum 75% Aggregate attendance is mandatory in the course work.
• e) The evaluation parameters will be similar to that of regular programmes of the university.
• f) The minimum CGPA required in course work of Ph.D. programme is 6.5 with a minimum grade of 6.0 in the individual courses.
• g) Following coursework options with tentative schedule are available for agriculture programmes:

• 1. The contact hours in all these two options will remain same. If number of Research Scholars in any option is less, then that option may not be offered.
• 2. Induction programme will be conducted before the start of every coursework option.

Selected Research Scholar will have option to pursue course work in one of the following modes and tentative schedule is mentioned below:

• 1. The contact hours in all these three options will remain same. If number of Research Scholars in any option is less, then that option may not be offered.

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• UGC ( Prevention, Prohibition and Redressal of sexual harassment of Women employees and students in Higher Educational Institutions ) Regulations, 2015
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Admissions for 2017-2018 are closed, except for the following programmes.

Integrated b.ed. - m.ed., important information - lpu admissions 2020 update., for b.tech. admissions:.

• Last date to apply has been extended from 31st March, 2020 to 20th April, 2020. Click here to apply
• LPUNEST Test Dates will be informed as and when Government announces JEE Mains schedule in order to provide candidates with clash free schedule. University is also evaluating the options to offer Online proctored LPUNEST remotely.
• Two Schedules of Counselling will be conducted (both online):
• Regular Schedule of Counselling – After the conduct of LPUNEST exam which is dependent upon Government decision on lockdown due to Covid-19.
• Special Schedule of Counseling – Before the conduct of LPUNEST exam, for all those candidates who already have JEE Mains or LPUNEST score (exams conducted in January 2020).
• Special Schedule of Counselling will be conducted online only as per the dates mentioned below:

• This Special Schedule of counselling will help the students with existing score of JEE (Mains) or LPUNEST to confirm their admission and they need not to appear for LPUNEST exam again.
• Regular Schedule of counselling may be conducted only on the basis of LPUNEST exam and not on the basis of JEE (Mains) score so all candidates having JEE Mains (Jan Schedule) score are advised not to wait for Regular Schedule of counselling and try to confirm the admission through Special Schedule of counselling .
• Applicants who do not have LPUNEST score or JEE (Mains) score because they did not appear for exams in January / February shall apply on or before 20th April, 2020. The schedule of LPUNEST exam and counselling / admission process will be informed later.
• Candidates participating in Special Counselling schedule (as per Table mentioned above), if interested, may appear for LPUNEST to improve their score for Scholarship and/or participate in Regular Schedule of counselling again for changing / improving the allotted branch.
• The ranks declared in Special Counselling schedule will not be used for LPUNEST Study Grant.

For MBA Admissions:

• Last date to apply has been extended till 20th April, 2020. Click here to apply
• University has decided to conduct remote video Interviews for admission in MBA during the national lockdown period due to Covid-19. LPUNEST will now be conducted for scholarship only.

• Considering the current COVID-19 Pandemic situation, University has also decided to extend the Last date of MBA Admissions for January applicants till 30th April, 2020.

For All other Programmes:

For ph.d. programme:.

• LPUNEST and subsequent interview will be conducted as per schedule communicated earlier.
• Slot booking for exam will be open from 15 April 2020 onwards. Click here to apply

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• Students should download and install the “LPU Live” App for online/remote academic connect (the details in this regard have been updated on UMS). The students shall continue their studies through the “LPU Live” App and LPU-UMS.
• The University shall remain functional and faculty/staff shall be available during the working hours for all kinds of academic support required by the students.
• Incase students opt to undertake any personal domestic travel; it is advised that all necessary precautionary measures and hygiene advisories should be followed.
• International travel by the students is strongly discouraged.
• Students should avoid participation in large gatherings or venturing out to crowded places.
• All University events scheduled till March 31st, 2020 stand postponed till further notice.
• There shall be no changes in the Academic Calendar of the current term.

Notifications/ Events

LPUNEST Studygrant 4th Edition result declared Result for LPUNEST Studygrant 4th Edition has been declared. Details of the award ceremony will be communicated shortly. Candidates who are eligible to get studygrant can check their result at https://lpu.in/studygrant.

LPUNEST Application Invited for Study Grant Lovely Professional University launched LPUNEST Study Grant 5th Edition to augment the same spirit of expanding the purview of previous Editions of LPUNEST Study Grant i.e. ‘LPUNEST Study Grant 1st Edition, 2019’, ‘LPUNEST Study Grant 2nd Edition, 2020’ and ‘LPUNEST Study Grant 3rd Edition, 2021’ LPUNEST Study Grant 4th Edition, 2022’.

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Applications for academic session 2020-21 are closed. For 2021-22, details will be updated shortly. You may call 01824-404404 or Click here to submit your query.

LPUNEST Applications for 2020-21 will be updated in 2nd week of September. For any kind of query please call 01824-404404 or Click here

LPUNEST Applications for 2020-21 will be updated Shortly. For any kind of query please call 01824-404404 or Click here

Applications are closed in Post Graduate Agriculture Programmes. If seats remain vacant after the first counselling, we will inform you and will guide you for further process. However to apply for any other Post Graduate Sciences Programme Click Here. For any kind of query please call 01824-404404 or Click Here.

PhD Coursework : Latest UGC Guidelines , Syllabus

PhD Coursework gives students a thorough grasp of their subject topic and the ability to perform independent research. The University Grants Commission (UGC) of India has published new PhD coursework guidelines and syllabus to improve quality and relevance.

Meet Tanu Bhatnagar, an educational expert with extensive experience in teaching, research and mentoring.With a decade in education and research, Tanu combines academic expertise with engaging storytelling. Her research background ensures every article is well-researched and insightful. Beyond textbooks, Tanu's expertise spans writing, exam preparation, economic trends, and global education, delving into the realms of spiritual awakening. This diverse perspective shines through in his writing, offering a fresh take on education. Join Tanu and CollegeChalo for an enriching learning adventure, where his passion ignites yours, and his words light your way.

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Ph.D Education Syllabus and Subjects 2024

PhD Education is a 3 to 5 years course and the subjects are related to the study of Learning in the fields of education. The course syllabus contains both core and elective subjects as part of the curriculum. The curriculum aims to make sure that the students get important knowledge about the study of origin and development of the subject as well

Semester Wise PhD Education Syllabus

PhD in Education Syllabus covers everything from the philosophical foundation of the subject to literature learning. PhD Education course aims to ensure that the students get an in-depth understanding of the subject. Semester-wise PhD Education subjects list is given in the table below:

First Year PhD Education Syllabus

Second Year PhD Education Syllabus

Third Year PhD Education Syllabus

PhD Education Subjects

A PhD is the most common degree at the highest academic level awarded following a course of study. PhDs are awarded for programs across the whole breadth of academic fields. PhD Education syllabus is very flexible. Here is the subjects list of course:

• Early Childhood Education
• Special Education
• Adult Education
• Teacher Leadership
• Curriculum and Pedagogy
• Educational Psychology
• Leadership 

PhD Education Course Structure

PhD education course structure includes both theory and practical papers and is curated for three to five years, divided into six to ten semesters. The course structure is made in such a way that both classroom training and practicals are included in the course curriculum. The course structure is given below:

• Six semesters
• Literary theory and practice
• Core Subjects
• Elective Subjects

PhD Education Teaching Methodology and Techniques

The curriculum takes into consideration different teaching techniques. Classroom learning includes practical sessions for students who are passionate about education. Here are the teaching methodology and strategies:

• Assignments
• Following course module books
• Case studies/ Research work
• Internships

PhD Education Projects

PhD Education curriculum includes research projects. Projects are given to students to understand the concepts and help students in getting hands-on experience. These projects are to be completed by the end of the sixth semester. Some popular PhD Education projects topics are:

• Platforms and the political economy of digital childhood
• Developing entrepreneurial ecosystems in Higher Education
• Investigating the use of multi-sensory environments in educational settings for children with neurodevelopmental disabilities
• English literacy acquisition and wellbeing among refugee children

PhD Education Reference Books

PhD Education books are available both online and offline by many authors and publications. These books are made to gain an in-depth understanding of concepts. Books on this course differ according to specializations. Some of the reference books for Ph.D. Education Subjects are:

CS PhD Course Guidelines

The following program guidelines (a.k.a model pogram) serve as a starting point for a discussion with the faculty about areas of interest.   This description of the Computer Science PhD course guidelines augments the school-wide  PhD course requirements .   Students should make themselves familiar with both.

Starting in 2024-2025, Computer Science courses that previously had 3-digit course numbers now have 4-digit numbers.  The SEAS 4-year course planner tool shows both previous and current numbers for each course.  In general, where this documentation mentions a "middle digit", it now should be read as referring to the "second digit".

Course Guidelines for Ph.D. Students in Computer Science

We expect students to obtain broad knowledge of computer science by taking graduate level courses in a variety of sub-areas in computer science, such as systems, networking, databases, algorithms, complexity, hardware, human-computer interaction, graphics, or programming languages.

Within our school, CS courses are roughly organized according to sub-area by their middle digit, so we expect students to take courses in a minimum of three distinct sub-areas, one of which should be theory (denoted by the middle digit of 2, or CS 231.  Note that CS 2281r is an exception; it is not a theory course). Theory is specifically required as we expect all students to obtain some background in the mathematical foundations that underlie computer science. The intention is not only to give breadth to students, but to ensure cross-fertilization across different sub-disciplines in Computer Science.

Just as we expect all students obtaining a Ph.D. to have experience with the theoretical foundations of computer science, we expect all students to have some knowledge of how to build large software or hardware systems , on the order of thousands of lines of code, or the equivalent complexity in hardware. That experience may be evidenced by coursework or by a project submitted to the CHD for examination. In almost all cases a course numbered CS 26x or CS 24x will satisfy the requirement (exceptions will be noted in the course description on my.harvard). Students may also petition to use CS 161 for this requirement.   For projects in other courses, research projects, or projects done in internships the student is expected to write a note explaining the project, include a link to any relevant artifacts or outcomes, describe the student's individual contribution, and where appropriate obtain a note from their advisor, their class instructor, or their supervisors confirming their contributions.  The project must include learning about systems concepts, and not just writing many lines of code.   Students hoping to invoke the non-CS24x/26x/161 option must consult with  Prof. Mickens ,  Prof, Kung,  or  Prof. Idreos  well in advance of submitting their Program Plan to the CHD.  

Computer science is an applied science, with connections to many fields. Learning about and connecting computer science to other fields is a key part of an advanced education in computer science. These connections may introduce relevant background, or they may provide an outlet for developing new applications.

For example, mathematics courses may be appropriate for someone working in theory, linguistics courses may be appropriate for someone working in computational linguistics, economics courses may be appropriate for those working in algorithmic economics, electrical engineering courses may be appropriate for those working in circuit design, and design courses may be appropriate for someone working in user interfaces.

Requirements

The Graduate School of Arts & Sciences (GSAS) requires all Ph.D. students to complete 16 half-courses (“courses”, i.e., for 4 units of credit) to complete their degree. Of those 16 courses, a Ph.D. in Computer Science requires 10 letter-graded courses. (The remaining 6 courses are often 300-level research courses or other undergraduate or graduate coursework beyond the 10 required courses.)

The requirements for the 10 letter-graded courses are as follows:

• Of the 7 technical courses, at least 3 must be 200-level Computer Science courses, with 3 different middle digits (from the set 2,3,4,5,6,7,8), and with one of these three courses either having a middle digit of 2 or being CS 231 (i.e., a “theory” course; note that CS 2281r is an exception and is not a theory course).   Note that CS courses with a middle digit of 0 are valid technical courses, but do not contribute to the breadth requirement.
• At least 5 of the 8 disciplinary courses must be SEAS or SEAS-equivalent 200-level courses. A “SEAS equivalent” course is a course taught by a SEAS faculty member in another FAS department. 
• For any MIT course taken, the student must provide justification why the MIT course is necessary (i.e. SEAS does not offer the topic, the SEAS course has not been offered in recent years, etc.). MIT courses do not count as part of the 5 200-level SEAS/SEAS-equivalent courses. 
• 2 of the 10 courses must constitute an external minor (referred to as "breadth" courses in the SEAS “ Policies of the Committee on Higher Degrees [CHD] ”) in an area outside of computer science. These courses should be clearly related; generally, this will mean the two courses are in the same discipline, although this is not mandatory. These courses must be distinct from the 8 disciplinary courses referenced above.
• Students must demonstrate practical competence by building a large software or hardware system during the course of their graduate studies. This requirement will generally be met through a class project, but it can also be met through work done in the course of a summer internship, or in the course of research.
• In particular, for Computer Science graduate degrees, Applied Computation courses may be counted as 100-level courses, not 200-level courses.
• Up to 2 of the 10 courses can be 299r courses, but only 1 of the up to 2 allowed 299r courses can count toward the 8 disciplinary courses. 299r courses do not count toward the 5 200-level SEAS/SEAS-equivalent courses. If two 299r’s are taken, they can be with the same faculty but the topics must be sufficiently different.
• A maximum of 3 graduate-level transfer classes are allowed to count towards the 10 course requirement.
• All CS Ph.D. program plans must adhere to the SEAS-wide Ph.D. requirements, which are stated in the SEAS Policies of the Committee on Higher Degrees (CHD) . These SEAS-wide requirements are included in the items listed above, though students are encouraged to read the CHD document if there are questions, as the CHD document provides further explanation/detail on several of the items above.
• All program plans must be approved by the CHD. Exceptions to any of these requirements require a detailed written explanation of the reasoning for the exception from the student and the student’s research advisor. Exceptions can only be approved by the CHD, and generally exceptions will only be given for unusual circumstances specific to the student’s research program.

Requirement Notes

• Courses below the 100-level are not suitable for graduate credit.
• For students who were required to take it, CS 2091/2092 (formerly CS 290a/b or 290hfa/hfb may be included as one of the 10 courses but it does not count toward the 200-level CS or SEAS/SEAS-equivalent course requirements nor toward the SM en route to the PhD.

Your program plan  must always comply  with both our school's General Requirements, in addition to complying with the specific requirements for Computer Science. All program plans must be approved by the Committee on Higher Degrees [CHD]. Exceptions to the requirements can only be approved by the CHD, and generally will only be given for unusual circumstances specific to the student’s research program

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Sample Course Syllabi for the Doctoral Program

Following are sample course syllabi. The actual syllabus will vary each time a course is offered.

Syllabi for Ph.D Course Work

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