@uwmresearch 
Request InformationUrban Education
School/College: School of Education
Degrees Conferred:
- PhD in Urban Education
Contents
Overview
The School of Education offers an interdepartmental program of study leading to the PhD. 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.
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 PhD 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 PhD 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
- Professors' home departments appear in parentheses)
- Professors
- Antrop-Gonzalez, Rene, Ph.D., Pennsylvania State University (Curriculum and Instruction)
- Arredondo, Patricia, Ed.D., Boston University (Educational Psychology)
- Beaulieu, David, Ph.D., University of Minnesota (Educational Policy and Community Studies)
- Berg, Craig, Ph.D., University of Iowa (Curriculum and Instruction)
- 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)
- Fouad, Nadya, Ph.D., University of Minnesota (Educational Psychology)
- Hains, Anthony, Ph.D., University of Notre Dame (Educational Psychology)
- 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)
- Sapp, Marty, Ed.D., University of Cincinnati (Educational Psychology)
- Schneider, Gail, Ph.D., University of Wisconsin-Madison (Administrative Leadership)
- Schutz, Aaron, Ph.D., University of Michigan (Educational Policy and Community Studies)
- Stoiber, Karen, Ph.D., University of Wisconsin-Madison (Educational Psychology)
- Thurman, Alfonzo, Ph.D., University of Wisconsin-Madison (Administrative Leadership)
- Walker, Cindy, Ph.D., University of Illinois at Urbana Champaign (Educational Psychology)
- Wester, Stephen, Ph.D., University of Florida (Educational Psychology)
- Associate Professors
- Akdere, Mesut, Ph.D., University of Minnesota-Twin Cities (Administrative Leadership)
- Azen, Razia, Ph.D., University of Illinois at Urbana Champaign (Educational Psychology)
- Bales, Barbara, Ph.D., University of Wisconsin-Madison (Curriculum and Instruction)
- Baskin, Thomas, Ph.D., University of Wisconsin-Madison (Educational Psychology)
- Bonds, Michael, Ph.D., University of Wisconsin-Milwaukee (Educational Policy and Community Studies)
- Conceição, Simone, Ph.D., University of Wisconsin-Madison
- (Administrative Leadership)
- 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)
- Lamborn, Sue, Ph.D., University of Denver (Educational Psychology)
- 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)
- Oxford, Raquel, Ph.D., University of North Texas (Curriculum and Instruction)
- 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)
- 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)
- Zhang, Bo, Ph.D., University of Pittsburgh (Educational Psychology)
- Assistant Professors
- Arndt, Leah, Ph.D., University of Wisconsin - Madison (Educational Psychology)
- Bartlett, Maggie, Ph.D., Arizona State University (Exceptional Education)
- Chavez Korell, Shannon, Ph.D., Pennsylvania State University (Educational Psychology)
- Hamlin, Maria, Ph.D., University of Michigan (Curriculum & Instruction)
- Irby, Decoteau, Ph.D., Temple University (Administrative Leadership)
- Kwon, Kyongboon, Ph.D., University of Georgia (Educational Psychology)
- Lawson, Chris, Ph.D. University of Wisconsin-Madison (Educational Psychology)
- Luo, Wen, Ph.D., Texas A&M University (Educational Psychology)
- Martell, Sandra, Ph.D., University of Washington (Educational Psychology)
- Mina, Liliana, Ph.D., Michigan State University (Administrative Leadership)
- Muñoz, Susana, Ph.D. Iowa State University (Administrative Leadership)
- Newell, Markeda, Ph.D., University of Wisconsin-Madison (Educational Psychology)
- Nguyen, Jacqueline, PhD. University of Wisconsin-Madison (Educational Psychology)
- Reed, Latish, Ph.D., University of Wisconsin-Madison (Administrative Leadership)
- Sandy, Marie, Ph.D., Claremont Graduate University (Educational Policy and Community Studies)
- Wallace, Leigh, Ph.D., University of Wisconsin-Milwaukee (Administrative Leadership)
Doctor of Philosophy in Urban Education
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:
- Master's Thesis
- Undergraduate Senior Thesis
- Technical report
- Term Paper
- Publication
- Written Description of a Project
- Action Research Project
- 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 PhD 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 PhD 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
- 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.
- All doctoral students select additional advanced level (800 or above) coursework (minimum 6 credits) from either a qualitative track or quantitative track.
- All doctoral students must take a research design course approved by their advisor and the Director of Doctoral Studies.
- Department specialization requirements may exceed those specified here.
- 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 PhD 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 PhD, see the Graduate School Doctoral Requirements page.
Adult, Continuing, and Higher Education Leadership (ACHEL) Specialization
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
For course descriptions in this area, visit the Administrative Leadership page.
Admission
- Students wishing to specialize in Educational Administration must first be admitted to the Urban Education Doctoral Program (UEDP).
- 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:
PhD 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
PhD 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
For course descriptions in this area, visit the Curriculum and Instruction page.
Admission
- Students wishing to specialize in Curriculum and Instruction must first be admitted to the Urban Education Doctoral Program (UEDP).
- 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
- The student must meet all of the program requirements of the Urban Education Doctoral Program.
- 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 PhD 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)
- A minimum of 9 credits in advanced, general Curriculum and Instruction courses:
- The UEDP doctoral preliminary examination includes a section covering the student's Curriculum and Instruction specialization.
- 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
See the Exceptional Education section of the Bulletin for course descriptions in this area.
Admission
- Students wishing to specialize in Exceptional Education must first be admitted to the Urban Education Doctoral Program. (UEDP)
- 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 exceptional individuals and the services available to exceptional individuals. Students in Exceptional Education take advanced coursework in exceptional education and related areas such as administration, research, teacher education and curriculum development. In addition, students declare an area of interest which may be within exceptional education or a cross-disciplinary interest with an exceptional education focus on policy studies, curriculum development, learning and development, or administration. The student and advisor work together to develop an individualized program which incorporates breadth as well as depth of study.
- Students not having the equivalent of a master's degree in exceptional educa-tion or a related field need to take appropriate graduate coursework as a prerequisite to the doctoral specialization in Exceptional Education.
- The student must meet all of the program requirements of the Urban Education Doctoral Program.
- The student must meet the following Exceptional Education requirements:
- Fifteen credits in Exceptional Education are required. A minimum of 9 credits must be taken at the 800 level or above.
- A minimum of 12 additional credits, at the 700 level or above, in an area of interest, e.g., administration, curriculum, an individually designed program, or research and statistics, with at least 3 credits of seminar at the 900 level, is required.
- The parts of the doctoral preliminary examination related to the specialty include these sections: exceptional education, area of interest, and research and minor.
- A dissertation is required in the area of Exceptional Education. The dissertation advisor is an approved doctoral advisor and a member of the Department of Exceptional Education. At least two other committee members must be from the Department of Exceptional Education.
Exit Requirements
Contingent upon completion of program requirements, passage of the doctoral preliminary examination, and successful defense of the dissertation, the Chair of the Department of Exceptional Education must give final approval of the inclusion of "Urban Education: Exceptional Education" on the student's transcript.
Multicultural Studies Specialization
See the Cultural Foundations of Education section of the Bulletin for course descriptions in this area.
Admissions Requirements
- 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.
- Subsequent to admission, the student must submit a program of concentration in Multicultural Studies developed in conjunction with the student's advisor.
- 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.
- 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.
- Students must meet all the requirements of the Urban Education Doctoral Program.
- 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
See the Cultural Foundations of Education section of the Bulletin for course descriptions in this area.
Admission Requirements
- 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;
- 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;
- 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;
- 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
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.
- 910 Research Seminar in Urban Education. 3 cr. G.
- Final course in research methods for PhD students in urban education. Focus on advanced research design issues and preparation for the dissertation. Prereq: admis to urban educ doctoral prog; Ad Ldsp/CurrIns 729; Ed Psy 724, & 6 additional cr of approved research methods.
- 945 Seminar in Urban Doctoral Research. 1-3 cr. G.
- For students in PhD in urban education who are developing a dissertation. Identification and delineation of dissertation topics, research designs, instrumentations, and procedures. Prereq: admis to phd in urban educ.
- 979 Special Topics in Advanced Urban Education Studies: (Subtitled). 1-3 cr. G.
- The specific topic will be announced in the Timetable each time the course is offered. May be repeated with different content to max of 9 cr. Prereq: admis to phd in urban educ prog.