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Urban Education

School/College: School of Education

Degrees Conferred:

  • Ph.D. in Urban Education

Contents

Overview

Web Feature:

Tatiana Joseph
Doctoral student interested in researching the school experience of students of color.

The School of Education offers an interdepartmental program of study leading to the Ph.D. Students must choose a specialization in either Adult, Continuing, and Higher Education Leadership, Educational Administration, Curriculum and Instruction, Exceptional Education, Multicultural Studies, or Social Foundations of Education.

The program is designed to permit students to integrate their particular curricular areas of interest and specialization with a broader field of education, including urban education. Each specialization is departmentally focused, and students must satisfy the admissions and curriculum requirements indicated for their particular specialization. Recognition of the specialization is acknowledged by official designation on the student's transcript.

Video Feature:

Monique Liston
Doctoral student and project assistant at the Women's Resource Center

Each of the specializations offers the doctoral student an opportunity to pursue study in a specific program area. For example, Adult, Continuing, and Higher Education Leadership emphasizes governance and leadership issues within urban adult education organizations. Educational Administration explores governance and Leadership issues of urban schools. Curriculum and Instruction provides program emphasis in a content area (e.g., reading), education level (e.g., early childhood), a general area (e.g., curriculum theory) or special area (e.g., guiding instructional improvement). Exceptional Education provides program emphasis in departmental interest areas (e.g., handicapping condition), or a cross-disciplinary interest.

A separate Ph.D. with specialization in Counseling Psychology, Learning and Development, Research Methodology, and School Psychology is offered through the Department of Educational Psychology. Multicultural Studies emphasizes integrating intercultural theory and practice in urban educational and community settings. The Social Foundations of Education specialization provides students with the conceptual tools with which to examine the complex interrelationships between school and society, education and culture.

All graduates should have a broad understanding of the issues, problems and trends related to education, including urban education, and the application of these to their major. Students must develop a minor area of study in a discipline outside the specialization.

The program requires each participant to develop research skills ranging from logic in inquiry to development of specific methodological skills in qualitative and quantitative methods. The Ph.D. is a research degree and not only a professional preparation degree. Therefore research is an integral part of the program. Mastery of these skills is demonstrated through course work, research projects and the dissertation. Graduates apply their skills, in institutions of higher education, public or private school settings, federal, state or local governmental agencies, community organizations, and the private sector.

Cooperating Departments
Administrative Leadership
Curriculum and Instruction
Educational Policy and Community Studies
Educational Psychology
Exceptional Education
Information Studies (School of)

Graduate Faculty

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(Professors' home departments appear in parentheses)

Professors
Beaulieu, David, Ph.D., University of Minnesota (Educational Policy and Community Studies)
Berg, Craig, Ph.D., University of Iowa (Curriculum and Instruction)
Conceição, Simone, Ph.D., University of Wisconsin-Madison (Administrative Leadership)
Daley, Barbara, Ph.D., Cornell University (Administrative Leadership)
Edyburn, Dave, Ph.D., University of Illinois at Urbana Champaign (Exceptional Education)
Epps, Edgar, Ph.D., Washington State University (Educational Policy and Community Studies)
Huinker, DeAnn, Ed.D., University of Michigan (Curriculum and Instruction)
Martin, Larry, Ph.D., University of Wisconsin-Madison (Administrative Leadership)
McLean, Mary, Ph.D., University of Wisconsin-Madison (Exceptional Education)
Otis-Wilborn, Amy, Ph.D., University of Kansas (Exceptional Education)
Schutz, Aaron, Ph.D., University of Michigan (Educational Policy and Community Studies)
Thurman, Alfonzo, Ph.D., University of Wisconsin-Madison (Administrative Leadership)
Associate Profesors
Akdere, Mesut, Ph.D., University of Minnesota-Twin Cities (Administrative Leadership)
Bales, Barbara, Ph.D., University of Wisconsin-Madison (Curriculum and Instruction)
Bonds, Michael, Ph.D., University of Wisconsin-Milwaukee (Educational Policy and Community Studies)
Drame, Elizabeth, Ph.D., Northwestern University (Exceptional Education)
Farmer-Hinton, Raquel, Ph.D., University of Illinois at Urbana Champaign (Educational Policy and Community Studies)
File, Nancy, Ph.D., Purdue University (Curriculum and Instruction)
Ford, Alison, Ph.D., University of Wisconsin-Madison (Exceptional Education)
Frattura, Elise, Ph.D., University of Wisconsin-Madison (Exceptional Education)
Habeck (Mertzman), Tania, Ph.D., University of South Florida (Curriculum and Instruction)
Hawkins, Jeffrey, Ed.D., University of San Francisco (Curriculum & Instruction)
Kailin, Julie, Ph.D., University of Wisconsin-Madison (Educational Policy and Community Studies)
Keyes, Maureen, Ph.D., University of Wisconsin-Madison (Exceptional Education)
Longwell-Grice, Hope, Ph.D., University of Delaware (Curriculum and Instruction)
Mueller, Jennifer, Ph.D., University of Michigan (Curriculum and Instruction)
Owens, Laura, Ph.D., University of Wisconsin-Madison (Exceptional Education)
Pasternak, Donna, Ph.D., New York University (Curriculum and Instruction)
Posnanski, Tracy, Ph.D., University of Wisconsin-Milwaukee (Curriculum and Instruction)
Post, Linda, Ph.D., Syracuse University (Curriculum and Instruction)
Rice, Nancy, Ph.D., Syracuse University (Exceptional Education)
Rigoni (Kelley), Karen, Ph.D., University of South Florida (Curriculum and Instruction)
Saffold, Felicia, Ed.D., Cardinal Stritch University (Curriculum and Instruction)
Short, Ruth, Ph.D., University of Minnesota (Curriculum and Instruction)
Smith, Regina, Ph.D., Michigan State University (Administrative Leadership)
Steele, Michael, Ph.D., University of Pittsburgh
Swaminathan, Raji, Ph.D., Syracuse University (Educational Policy and Community Studies)
Tapia, Javier, Ph.D., Arizona State University (Educational Policy and Community Studies)
Winn, Judith, Ph.D., Michigan State University (Exceptional Education)
Assistant Professors
Bartlett, Maggie, Ph.D., Arizona State University (Exceptional Education)
Hamlin, Maria, Ph.D., University of Michigan (Curriculum & Instruction)
Irby, Decoteau, Ph.D., Temple University (Administrative Leadership)
Muñoz, Susana, Ph.D. Iowa State University (Administrative Leadership)
Reed, Latish, Ph.D., University of Wisconsin-Madison (Administrative Leadership)
Sandy, Marie, Ph.D., Claremont Graduate University (Educational Policy and Community Studies)
Stewart, Delarious, Ph.D., Jackson State University
Wallace, Leigh, Ph.D., University of Wisconsin-Milwaukee (Administrative Leadership)

Doctor of Philosophy in Urban Education

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Admission

An applicant must meet Graduate School requirements plus the following program requirements to be considered for admission.

Graduate Record Examination

Submission of scores on the General Test portion of the Graduate Record Examination is required. Scores that are more than five years old will not be considered valid.

Grade Point Average

Undergraduate GPA of 2.85 (applicants having less than 15 graduate hours must have an undergraduate GPA of 3.50.); graduate GPA of 3.5; or a combined (undergraduate and graduate) GPA of 6.5.

Writing Sample

Applicants must submit a writing sample completed within the last five years. The writing sample must be single authored, at least 1500 words, and must be selected from ONE of the following options:

  1. Master's Thesis
  2. Undergraduate Senior Thesis
  3. Technical report
  4. Term Paper
  5. Publication
  6. Written Description of a Project
  7. Action Research Project
  8. A 5-10 page response to the following question: How would you go about determining and evaluating critical issues in urban education? The response to this question must show evidence of appropriate references to a knowledge base.

The writing sample must be submitted with the application. Deadline, January 1st of submission year.

Interview

An interview may be arranged with all applicants. In the case of applicants living too far away to attend a personal interview, a phone interview will be arranged.

Recommendations

An applicant must have a minimum of three appropriate persons write a recommendation and comment meaningfully and knowledgeably on the likelihood that the applicant can successfully complete an advanced scholarly program of studies for the Ph.D. degree. It is helpful if the majority of references are written by college/university faculty. If an applicant is unable to secure academic references because of elapsed time, other references should be as current as possible. In any case, individuals preparing references should be selected who can comment with confidence on the applicant's academic qualifications. Reference forms must be forwarded directly by the writers to the Office of Doctoral Studies. Complete information is provided in application materials available from the Office of Doctoral Studies.

Application

Applicants are required to articulate their urban and research interests and goals in application materials. An intended concentration within the Ph.D. must be specified at time of application.

  • Applicants who fail to satisfy these admission requirements will not be recommended for admission. However, satisfying these minima does not guarantee admission.
  • Applicants who are not recommended for admission will be provided an opportunity to request a reconsideration.

Individual specializations may expect prior coursework in that area. Applicants may contact the Director for specific information. Openings in the program are limited. Applicants should submit all application materials no later than January 1 for admission the following September. Applicants must contact the Office of Doctoral Studies for application information and forms.

Course of Study

Minimum degree requirement is 54 credits beyond the bachelor's degree (although students ordinarily take more than 54), at least 27 of which must be earned in residence at UWM (i.e., on the UWM campus).

In consultation with the major professor, the student designs a program of studies that enables the student to gain the knowledge and skills appropriate to the student's goals.

The program of studies includes the following:

The Doctoral Seminars

All doctoral students must take three 3-credit seminar courses devoted to content involving education in an urban environment. One of these seminars is taken as part of the department specialization.

Research Requirement
  1. All doctoral students must take EdPsy 724, Educational Statistical Methods II (prerequisite is EdPsy 624) and CurrIns/Ad Ldsp 729, Qualitative Research and Field Studies in Educational Settings.
  2. All doctoral students select additional advanced level (800 or above) coursework (minimum 6 credits) from either a qualitative track or quantitative track.
  3. All doctoral students must take a research design course approved by their advisor and the Director of Doctoral Studies.
  4. Department specialization requirements may exceed those specified here.
  5. All students demonstrate knowledge in this area by writing a preliminary examination research question and successfully defending a dissertation.
Designated Specialization

Students indicate a specific area of specialization, by applying for one of the transcript-designated specializations in either Adult, Continuing, and Higher Education Leadership, Curriculum and Instruction, Educational Administration, Exceptional Education, Multicultural Studies, or Social Foundations of Education. Students may be required to meet the specific admissions and program requirements for their intended specialization in addition to meeting the Ph.D. admissions and program requirements. (Please see the accompanying explanation and requirements for each specialization.)

Minor

Students are required to complete a minor consisting of courses in a related discipline that supports the student's program of studies. The student may choose either Option A or Option B.

  • Option A: A minimum of 8 credits in a single department outside the School of Education. A minor professor approves these courses, sits as a member of the student's doctoral committee, and contributes to the student's doctoral preliminary examination.
  • Option B: A minimum of 12 credits in two or more departments, with a minimum of 6 credits outside of the School of Education. The remaining credits may be taken within the School of Education, but must be taken outside of the department of specialization.
Foreign Language Requirement

There is no foreign language requirement. However, individual students may be required to demonstrate proficiency in a foreign language if such proficiency is determined to be necessary by a student's committee.

Residence

The residency requirement is satisfied through the successful completion of 9 or more credits in each of two consecutive semesters, excluding summer, or by completing at least 6 graduate credits in each of three consecutive semesters, excluding summer.

It is the student's responsibility to notify the Office of Doctoral Studies when residency requirements have been met. Such notification must be in writing and must include the semesters, year(s) and number of credits taken during each of the applicable semesters.

Doctoral Preliminary Examination

The student must pass a doctoral preliminary examination to qualify for formal admission to candidacy for the degree. The examination covers the area of specialization, urban education, the minor, and research methods.

Dissertation

The candidate must present a dissertation reporting the results of an original research study appropriate to the student's program. Prior to beginning the research, the candidate must present an acceptable dissertation proposal and defend it at an oral hearing.

Dissertation Defense

The candidate must, as the final step toward the degree, pass an oral examination in defense of the dissertation.

Time Limit

Students who do not complete all degree requirements within seven years from the date of admission to the doctoral program will be recommended for dismissal to the Graduate School.

Other Requirements

This is only a summary of the doctoral program requirements. A complete list of requirements is available from the Office of Doctoral Studies. Doctoral Committees may specify course requirements which exceed the minima described here.

For additional information on the Ph.D., see the Graduate School Doctoral Requirements page.

Adult, Continuing, and Higher Education Leadership (ACHEL) Specialization

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The primary mission of the specialization in Adult, Continuing, and Higher Education Leadership (ACHEL) is to prepare individuals for leadership positions in urban adult, continuing, and higher educational organizations. The specialization will assist students to examine changing perspectives on urban postsecondary, adult and continuing educational organizations; changing notions of urban adult, continuing, and higher education teaching and learning; and the changing roles of the students, teachers, researchers, and administrators who work and study within urban adult, continuing, and higher education organizations.

For course descriptions in this area, visit the Administrative Leadership page.

Admission

Students wishing to specialize in Adult, Continuing, and Higher Education Leadership must first be admitted to the Urban Education Doctoral Program (UEDP).

Subsequent to UEDP admission, the student must submit a program of studies for the concentration in Adult, Continuing, and Higher Education Leadership, developed in conjunction with the student's advisor and committee, to the Director of the Urban Education Doctoral Program.

Program Requirements

The student must meet all of the program requirements of the Urban Education Doctoral Program. The specialization in Adult, Continuing, and Higher Education Leadership consists of a minimum of (30) graduate credits excluding dissertation credits.

The course work will be structured as follows:

Required Courses (15 credits)
Ad Ldsp 740 Seminar in Innovative Technologies for Learning in Education
Ad Ldsp 798 Seminar in Human Resources Development
Ad Ldsp 827 Adult and Organizational Learning
Ad Ldsp 867 Seminar in Continuing Education in the Professions
Ad Ldsp 877 Seminar in Two-Year Post Secondary Institutions
Ad Ldsp 897* Seminar in the Philosophy and History of Adult and Higher Education
Ad Ldsp 900 Doctoral Seminar in Education: The Role of the Professoriate
Ad Ldsp 967* Seminar in Urban Adult and Higher Education
Ad Ldsp 978 Advanced Seminar in Student Personnel Administration
*Required of all students
Electives

Students entering the Ph.D. program without a Master's degree in Adult Education are required to take the following electives. Your advisor may recommend other courses in addition to these.

Elective Courses (15-30 credits)
Ad Ldsp 607 Coordination of Staff Development and Training Programs
Ad Ldsp 631 Emerging Research in Human Resource Development
Ad Ldsp 632 International Cross-Cultural Experiences in Developing Human Resources
Ad Ldsp 647 Evaluation of Adult, Continuing, and Higher Education Programs
Ad Ldsp 667 Program Planning in Adult Education
Ad Ldsp 687 Instructional Design and Teaching Strategies
Ad Ldsp 691 Leadership Ethics in Multicultural Organizations
Ad Ldsp 692 Quality Management in Education
Ad Ldsp 693 Decision Making in Multicultural Organizations
Ad Ldsp 702 Leadership in Educational Organizations
Ad Ldsp 707 Using Technology with Adult Learners
Ad Ldsp 709 Introduction to Higher Education Administration
Ad Ldsp 710 Organizational Change and Team Leadership
Ad Ldsp 711 Organization and Governance in Higher Education Administration
Ad Ldsp 737 Distance Education for Adults
Ad Ldsp 747 Strategic Planning & Budgeting in Adult, Continuing and Higher Education
Ad Ldsp 757 Principals and Foundations of Adult Education
Ad Ldsp 777 Leadership in Multicultural Organizations
Ad Ldsp 778 Introduction to Student Personnel Services
Ad Ldsp 787 Administration of Adult Education Programs
Ad Ldsp 795 Women and Leadership in Education
Ad Ldsp 797 Students in the Collegiate Context
Ed Pol 705 Sociology of Education
Doctoral Committee Membership

The dissertation advisor is an Urban Education doctoral advisor and member of the Department of Administrative Leadership. At least two other committee members must be from the Department of Administrative Leadership.

Exit Requirements

Contingent upon successful completion of program requirements, the doctoral preliminary examination, and the dissertation defense, the Chair of the Department of Administrative Leadership must give final approval for the inclusion of "Urban Education: Adult, Continuing, and Higher Education Leadership" on the student's transcript.

Educational Administration Specialization

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For course descriptions in this area, visit the Administrative Leadership page.

Admission
  1. Students wishing to specialize in Educational Administration must first be admitted to the Urban Education Doctoral Program (UEDP).
  2. Subsequent to UEDP admission, the student must submit a program for concentration in Educational Administration, developed in conjunction with the student's advisor and committee, to the chair of the department of Administrative Leadership.
Program Requirements

The student must meet all of the program requirements of the Urban Education Doctoral Program. The specialization in Educational Administration consists of a minimum of 30 graduate credits excluding dissertation credits.

The credits are to be distributed as follows:

Ph.D. Non-Certification Orientation
Required Courses
Ad Ldsp 801 Urban Education: Doctoral Seminar in Administrative Leadership, 3 cr
Ad Ldsp 832 Educational Politics & Policy-Making, 3 cr
Ad Ldsp 842 Program Planning & Evaluation in Education, 3 cr
Ad Ldsp 862 Economics of Education, 3 cr

Electives in Administrative Leadership (700+): 18 credits

Total: 30 credits

Ph.D. District Administrator/Superintendent Certification Orientation
Required Courses
Ad Ldsp 801 Urban Education: Doctoral Seminar in Administrative Leadership, 3 cr
Ad Ldsp 802 The School Superintendency, 3 cr
Ad Ldsp 812 Educational Personnel Administration &Supervision, 3 cr
Ad Ldsp 832 Educational Politics &Policy-Making, 3 cr
Ad Ldsp 842 Program Planning &Evaluation in Education, 3 cr
Ad Ldsp 862 Economics of Education, 3 cr
Ad Ldsp 882 Practicum in the School Superintendency, 3 cr

Electives in Administrative Leadership (700+): 9 credits

Total: 30 credits

Although a Master's Degree and certification as a principal are prerequisites to certification as a School Superintendent in Wisconsin, doctoral students may satisfy the requirements for both licenses within their Ph.D. Program of Study. Advisors will design such programs based on individual student need.

Any post-master's courses taken prior to admission while enrolled as a non-degree student in the Specialist Program for School Superintendent Certification do not have to be repeated, subject to advisor and UEDC Director approval. All such credits may be applied toward the 30 credits required in the area of concentration except that in no case may a Ph.D. area of concentration contain fewer than 9 upper level graduate credits (excluding dissertation credits) taken after admission to doctoral study. Individuals who have not completed at least 6 credits of accepted graduate course work within the 5 year immediately prior to admission must take a minimum of 15 credits.

Doctoral Committee Membership

The dissertation advisor is an Urban Education doctoral advisor and member of the Department of Administrative Leadership. At least two other committee members must be from the Department of Administrative Leadership.

Exit Requirements

Contingent upon successful completion of program requirements, the doctoral preliminary examination, and the dissertation defense, the Chair of the Department of Administrative Leadership must give final approval for the inclusion of "Urban Education: Educational Administration" on the student's transcript.

Curriculum and Instruction Specialization

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For course descriptions in this area, visit the Curriculum and Instruction page.

Admission
  1. Students wishing to specialize in Curriculum and Instruction must first be admitted to the Urban Education Doctoral Program (UEDP).
  2. Subsequent to UEDP admission, the student must submit to the Curriculum and Instruction Graduate Committee a program for concentration in Curriculum and Instruction developed in conjunction with the student's advisor.
Program Requirements
  1. The student must meet all of the program requirements of the Urban Education Doctoral Program.
  2. Specialization in Curriculum and Instruction consists of a minimum of 24 credits, 18 of which must be taken in Curriculum and Instruction. No more than 6 credits taken prior to admission to the Ph.D. program may be counted toward the specialty. The credits are to be distributed as follows:
    • A minimum of 9 credits in advanced, general Curriculum and Instruction courses:
      813 Instructional Research and Theory, 3 cr.
      816 Curriculum Designs for Urban Schools, 3 cr.
      819 Theory and Design of Curriculum, 3 cr.
    • A minimum of 15 credits in a specific Curriculum and Instruction area of interest. Areas of interest are the following:
      Content area: (e.g., reading)
      Education level area (e.g., early childhood)
      General area: (e.g., curriculum theory)
      Special area: (e.g., guiding instructional improvement)
  3. The UEDP doctoral preliminary examination includes a section covering the student's Curriculum and Instruction specialization.
  4. A dissertation with a Curriculum and Instruction emphasis is required. The dissertation advisor must be an UEDP doctoral advisor and a member of the Department of Curriculum and Instruction. At least two other committee members must be from Curriculum and Instruction.
Exit Requirements

Contingent upon completion of program requirements, the doctoral preliminary examination, and the successful defense of the dissertation, the Chair of the Department of Curriculum and Instruction will give final approval for the inclusion of "Urban Education: Curriculum and Instruction" on the student's transcript.

Exceptional Education Specialization

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See the Exceptional Education section of the Bulletin for course descriptions in this area.

Admission
  1. Students wishing to specialize in Exceptional Education must first be admitted to the Urban Education Doctoral Program. (UEDP)
  2. Subsequent to UEDP admission, the student must submit credentials and a program for concentration in Exceptional Education developed in conjunction with the student's advisor in the Department of Exceptional Education. Students also must prepare a statement expressing their interests within Exceptional Education for the departmental admissions procedure.
Program Requirements

The doctoral specialization in Exceptional Education provides a program of advanced study of special education. The program emphasizes the study the socio-cultural context, educational policy, research-based practices and systems change and reform. Students in Exceptional Education take advanced course work in special education and choose to focus on related areas such as administration, research, teacher education, curriculum design and development, and community-based supports and partnerships. In addition, students declare a minor area of interest.

Students work with their major professor to develop an individualized program which incorporates breadth as well as depth of study. Building on faculty expertise and research interests, focus areas for study may include:

  • Teacher education
  • Cultural diversity in education
  • Early childhood intervention
  • Assistive technology
  • Curriculum accommodation & collaboration
  • Literacy
  • Transition to young adulthood
  • Deaf education
  • School reform and special education administration

In addition to advanced coursework, students participate in research and development projects, curriculum development, co-teaching, and other activities designed to prepare leaders for roles such as a college or university professor, curriculum leader, special education administrator, consultant, or project director.

Specific requirements for the specialization in Exceptional Education

The specialization requires a recent master's degree in exceptional education or a related field (9 of these credits may be counted toward the specialization). If an applicant does not have this background, appropriate graduate coursework and field experiences will be outlined as a prerequisite to the doctoral specialization.

  • A minimum of 12 credits in Exceptional Education (800-level or above) focusing on research and practice related to teacher education, field-based practice and supervision, community programs and support for individuals with disabilities and special education research. Core courses are selected in consultation with doctoral advisor.
  • A minimum of 12 credits additional electives in an Exceptional Education focus area. Up to 9 credits of recent and relevant master's degree coursework may be applied.
  • The student must meet all of the program requirements of the Urban Education Doctoral Program, including:
    • Urban education Doctoral Seminars (9 credits)
    • Research Design and Methodology (13-16 credits)
    • Minor area of study (9 credits)

Additionally, students must complete preliminary examinations and a dissertation, original research with an emphasis in Exceptional Education.

Multicultural Studies Specialization

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See the Cultural Foundations of Education section of the Bulletin for course descriptions in this area.

Admissions Requirements
  1. Students seeking admission to the doctoral program must indicate their intended area of specialization. The application will be reviewed by the Admissions Committee of the Urban Education Doctoral Program as well as the interdisciplinary graduate faculty of the Multicultural Studies Area.
  2. Subsequent to admission, the student must submit a program of concentration in Multicultural Studies developed in conjunction with the student's advisor.
  3. When the student's course of studies in Multicultural Studies is approved by the Multicultural Studies interdisciplinary faculty, the student must submit a program of study to the Office of the Doctoral Studies for review and approval by the Director.
  4. Prior to admission, or within the first 30 graduate credits after admittance to the Multicultural Studies specialization, the student must complete a research project, e.g., thesis or publishable paper.
Program Requirements

Students must be admitted first to the Ph.D. Program in Urban Education, then specialize in Multicultural Studies. The course requirements for Multicultural Studies are outlined below.

  1. Students must meet all the requirements of the Urban Education Doctoral Program.
  2. Students not having a graduate degree in a field recognized by the specialization faculty may be required to take master's level course work as a prerequisite to admission.
Urban Seminar Requirements (9 graduate credits)
Educ 701 Urban Educational Issues
Educ 801 Urban Education: Seminar in Multicultural Studies
Educ 901 Advanced Seminar in Urban Education
Major Concentration (9 graduate credits)
The following courses are required. All are three (3) credits unless otherwise designated. (To be completed as cohorts and in the sequence listed.)
Educ 881 Action Research
Educ 882 Multicultural Studies Practicum
Educ 979 Special Topics in Advanced Urban Education Studies
Electives in Multicultural Specialization (15 graduate credits)
The SOE specialization includes a tailored professional area with multicultural studies.
Department Concentration
Six (6) credits in one area are selected by the advisor and student (i.e., educational psychology, curriculum and instruction, administrative leadership, educational policy and community studies, or exceptional education).
Interdisciplinary Education Concentration (9 cr within 3 departments)
CurrIns 816 Curriculum Design for Urban Schools
Ed Pol 823 Multicultural Education
Ed Pol 833 Seminar in Multicultural Education
EdPsy 833 Psychology of Race and Ethnicity
Research Requirements (minimum of 15 graduate credits required)
Research Design and Methodology. The following are required:
EdPsy 724 Educational Statistical Methods II
CurrIns 729 Qualitative Research &Field Studies
Educ 910 Research Seminar
Six (6) credits in additional advanced level course work from either a quantitative or qualitative track. Three (3) credits must be from the College of Letters and Science and 3 credits must be from the School of Education.
Minor Requirements (15 cr)
The interdisciplinary minor in the College of Letters and Science is designed to broaden and deepen the student's knowledge bases between education and other disciplines.
Interdisciplinary Sequence:
Three courses are required. The courses will be selected from a list compiled by the interdisciplinary Multicultural Studies faculty. This includes one course each from Anthropology, History, and Sociology (Examples: Seminar in American Ethnic History, Linguistic Anthropology, Race and Ethnic Relations).
Minor Sequence:
To complete the minor, students will take an additional six (6) credits in one of the following departments: Anthropology, History, or Sociology
Cohort Experience
To achieve the program goals, students will complete Action Research (Educ 881) and the Multicultural Studies Practicum (Educ 882) as a cohort group.
Doctoral Preliminary Examination
The doctoral preliminary examination includes sections covering the student's Multicultural Studies specialization. These sections will test the student's competence in the following areas: urban education; research; multicultural theories, policies, and practices; and the minor area.
Dissertation
A dissertation of original scholarly research is required in the area of Multicultural Studies. The dissertation advisor must be an approved doctoral advisor and a member of the Multicultural Studies interdisciplinary faculty.
Exit Requirements

Contingent upon successful completion of program requirements, passage of the doctoral preliminary examination, and successful defense of the dissertation.

Social Foundations of Education Specialization

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See the Cultural Foundations of Education section of the Bulletin for course descriptions in this area.

Admission Requirements
  1. Students wishing to be admitted to the Urban Education Doctoral Program must indicate their intended area of specialization. Their applications will be reviewed by the Admissions committee of the Urban Education Doctoral Program as well as by the Department of Educational Policy and Community Studies. The general requirements maintained by the Graduate School at UWM will apply to these candidates;
  2. Subsequent to admission, the student must submit a program for study for a specialization in Social Foundations of Education, developed in conjunction with the student's advisor and committee;
  3. If the student's specialization in Social Foundations of Education is approved, the student must submit his or her program of study to the Office of Doctoral Studies for review and approval by the director;
  4. Students who have already had their programs approved prior to their decision to seek specialization in Social Foundations of Education must submit a program for concentration in Social Foundations of Education to the Departmental Graduate Committee for approval, and if changes are made, must seek approval of the new program of studies by the Office of Doctoral Studies.
Program Requirements
Urban Educational Doctoral Program General Requirements (9 credits)
Educ 701 Urban Educational Issues
Ed Pol 801 Seminar in Social Foundations of Education
Educ 901 Advanced Seminar in Urban Education
Research Methods Credits (15 credits)
Ed Psy 724 Educational Statistical Methods II
CurrIns 729 Qualitative Research &Field Studies
Ed Psy 728 Techniques of Educational Research

6 credits advanced research coursework to be chosen from the following:

Historical/Cultural Research:
Anthropology
705 Advanced Topics in Ethnography
761 Cross-Cultural Research: Problems in Comparative Method and Theory
768 Topics in Advanced Research Design in Anthropology
History
712 Historiography and Theory of History
713 Historical Research Methods
Philosophy
903 Seminar in Epistemology
911 Seminar in Logic
960 Seminar in Metaphysics
Political Science
700 Scope and Methods of Political Science I
701 Techniques of Political Science Research
702 Advanced Techniques of Political Science Research
Social Work
793 Advanced Methods of Social Welfare Research
794 Advanced Research Methods: Evaluating Social Welfare Programs
Urban Studies
731 Quantitative Analysis for Public Administration and Urban Research
921 Seminar: Research Methods in Urban Affairs
979 Methods of Research &Analysis for Urban Social Institutions I
982 Methods of Research &Analysis for Urban Social Institutions II
Qualitative Research
CurrIns 729 Qualitative Research and Field Studies in Education Setting
CurrIns 829 Advanced Qualitative Research Techniques for Education Settings
CurrIns 839 Practicum in Writing from Qualitative Research in Educational Settings
Quantitative Research:
Ed Psy 821 Psychometric Theory and Practice
Ed Psy 822 Modern Test Theory
Ed Psy 823 Structural Equation Modeling
Ed Psy 824 Advanced Experimental Design and Analysis
Ed Psy 825 Multiple Regression and Multivariate Analysis
Ed Psy 826 Analysis of Cross-Classified Categorical Data
Ed Psy 827 Survey Research Methods In Education
Ed Psy 829 Methods of Scale Construction &Multidimensional Scaling
Ed Psy 922 Seminar in Measurement and Evaluation
Ed Psy 929 Seminar in Statistics and Research Design
Specialization Requirements (12 credits)
Ed Pol 805 Sociology of Education: Seminar
Ed Pol 822 Global Education Studies
Ed Pol 840 Seminar in Educational Theory
Ed Pol 850 Seminar in History of Education
Electives in Specialization (12 credits)
Students in the doctoral program with an emphasis on Social Foundations of Education may select from the following courses to fulfill this requirement. If a student wishes to take courses not on the list, s/he should get these courses approved through his/her advisor.
Educational Policy & Community Studies
620 History of the Education of African Americans
625 Race Relations in Education
660 History of Western Education
705 Sociology of Education
710 Research Methods in Cultural Foundations
740 Modern Philosophies of Education
750 History of American Education
823 Multicultural Education
830 A Study of Educational Classics
833 Seminar in Multicultural Education
Minor (12 credits)

The minor is completed outside the School of Education in one department as negotiated with advisor. The intent is to provide students with an academic area of expertise, e.g. sociology, philosophy, history, etc.

Other Requirements

All students must adhere to all other general requirements of the Urban Educational Doctoral Program pertaining to such issues as residency, preliminary examinations, dissertation proposals and defense, and time limits.

The preliminary qualifying exam will include a section covering the student's Social Foundations of Education specialization.

A dissertation with the appropriate area of emphasis is required. The dissertation committee must be composed of a minimum of five members of the graduate faculty. The dissertation advisor will be an approved doctoral advisor and a member of the Department of Educational Policy and Community Studies. Two other members must be from the Department of Educational Policy and Community Studies, and one member must be from the minor area.

Exit requirements

Contingent upon completion of program requirements, the preliminary qualifying examination, and the successful defense of the dissertation, the chair of the Department of Educational Policy and Community Studies must give final approval for the inclusion of Social Foundations of Education upon the student's transcript.

Courses: Education—Interdepartmental

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Courses numbered 300-699 are Undergraduate/Graduate. Courses numbered 700 and above are Graduate only.

701 Urban Educational Issues. 3 cr. G.
Advanced study of urban educational issues in contemporary American cultural context. Prereq: grad st; admis to School of Educ doctoral prog.
801 Urban Education: Seminar in Multicultural Studies. 3 cr. G.
An overview of theory and research on multiculturalism with emphasis on applications of theory and research to practice in a variety of educational settings. Prereq: admis to phd prog urban educ; Educ 701(P).
881 Action Research. 3 cr. G.
Perspectives on action research, its forms in various contexts, and how it contributes to knowledge and improved practice. Prereq: admis to Urban Ed PhD prog; Educ 701(C) or cons instr.
882 Multicultural Studies Practicum. 3 cr. G.
Intensive fieldwork/seminar with emphases on intercultural experience, integration of knowledge bases, and collaboration in community and university settings. Prerq: admis to Urban Ed PhD prog; Educ 881(P).
900 Doctoral Seminar in Urban Education: (Subtitled). 2-3 cr. G.
Topics will vary. Overview of areas of study focuses upon problems in urban education. Emphasis placed upon research and potential research and potential search projects. May be repeated to max of 9 cr. Prereq: admis to phd in urban educ prog.
901 Advanced Seminar in Urban Education. 3 cr. G.
A synthesis of research-based urban education issues. Focuses on development of a literature review leading to a possible dissertation topic. Prereq: grad st; admis to School of Educ doctoral prog, Educ 701(P) and one of the following: Ad Ldsp 801, CurrIns 801, Ed Pol 801, Ed Psy 801, ExcEduc 801, L&I Sci 845.

Page last updated on: 04/07/2014