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Department of Teaching & LearningPh.D. Curriculum and Instruction Concentration

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Overview


The Doctor of Philosophy in Education, with a concentration in Curriculum and Instruction prepares scholarly leaders to identify and examine the problems and possibilities associated with curriculum and instruction in schools and other institutions within a multicultural democratic society. The program focuses on curricular issues as a field of inquiry and develops students' abilities to address the questions that influence curriculum theory, design, development, delivery, assessment, and evaluation.

Program graduates go on to become leaders in our nation's schools, colleges, universities, and related agencies such as business, government, and research institutions. Our curriculum is solidly grounded in interpreting and producing research and scholarship, with particular attention paid to the philosophical, theoretical, historical, socio-cultural, ethical and political constructs and issues that affect curriculum and instruction.

We welcome students with interests in all institutional settings serving students across their lifespan (early childhood through adulthood). As part of their study, students in curriculum and instruction may pursue an area of specialization in:

  • childhood studies;
  • curriculum studies;
  • elementary education;
  • history and social studies education;
  • instructional technology;
  • literacy, language, and culture;
  • mathematics education;
  • multicultural education;
  • science education;
  • STEM education; or
  • secondary education.

The C&I concentration provides students with the flexibility to pursue individual interests in their course of study. Students receive support from widely-recognized educators and researchers as they develop as scholarly leaders in curriculum and instruction.



Program Directors

Brandon Butler

Angela Eckhoff, PhD


Ph.D. Research Faculty

Tom Bean

Tom Bean

Professor

Content area literacy; Critical literacy; Qualitative research; Social justice

Jori Beck

Jori Beck

Assistant Professor

School-university partnerships; Clinically-rich field experiences; Data literacy; Case study methods

Brandon Butler

Brandon Butler

Associate Professor

Teacher education; Self-study of teacher education practices; Social studies teacher education; Teacher educator development

Jamie Colwell

Jamie Colwell

Associate Professor

Digital literacy; Disciplinary literacy; Literacy teacher and pre-service teacher education; Design-based research


Helen Crompton

Helen Crompton

Associate Professor

Mobile learning; Educational technology

Judith Dunkerly-Bean

Judith Dunkerly-Bean

Assistant Professor

Transnational feminist theories and critical pedagogy; Critical literacy; Social justice

Angela Eckhoff

Angela Eckhoff

Associate Professor

Visual arts pedagogy in early childhood education; Imagination and creative development during childhood; Informal learning environments for children and families; Early childhood policy

Mary Enderson

Mary Enderson

Associate Professor

Mathematics teacher preparation; Mathematics literacy; STEM Education; Modeling & simulation; Interdisciplinary research that intersects with mathematics


Melva Grant

Melva Grant

Associate Professor

Mathematics & STEM education; Qualitative research; and epistemic justice

Abha Gupta

Abha Gupta

Professor

Literacy and Language Development, Teacher Preparation Programs in Literacy, English Language Learners, Mindfulness and Education

Kristie Gutierrez

Kristie Gutierrez

Assistant Professor

STEM opportunities for underrepresented populations; Informal STEM learning environments for K-12 students and their families; Pre-service and in-service teacher professional development; Climate change education and communication

Kaa Hinton

Kaa Hinton

Professor & Chair

Young adult literature; Educational biography; English education


Dr. Lea Lee

Dr. Lea Lee

PROFESSOR

Early reading education and parental involvement/ Educational needs of Asian students/ Oral language/ Multicultural education/ Parent Involvement in Children's Language Development /Bilingual Education/ Understanding Asian Culture and Education Systems

Jihea Maddamsetti

Jihea Maddamsetti

Assistant Professor

Elementary Teacher Education; Language Teacher Education; Teaching for Equity and Justice; Critical Race Theory and Practice; Humanizing Pedagogies

Jomo Mutegi

Jomo Mutegi

Associate Professor

Critical Pedagogy, Racism in Science Education, Teacher Education and Socially Transformative STEM Curriculum

Demetrice Smith-Mutegi

Demetrice Smith-Mutegi

Assistant Professor

STEM teacher preparation, teacher motivations, STEM informal learning/counterspaces, educational experiences of Black students and teachers in STEM


Yonghee Suh

Yonghee Suh

Associate Professor

Teaching social studies-history; Teacher knowledge and beliefs and their relationships to teaching practices; International textbook research

Kristine Sunday

Kristine Sunday

Assistant Professor

Child art; Learning; Pedagogy; Post-structural theory


Admissions Requirements

Admission to the Ph.D. program in the Department of Teaching and Learning is competitive. Applicants should have a completed master's degree in an appropriate discipline from a regionally accredited university. Degrees that are equivalent to a master's degree such as L.L.B., J.D., and D.D.S., will be considered. Several criteria are considered including graduate and undergraduate GPAs, writing ability, a personal interview, and the match between student interests and faculty expertise. Meeting the minimum requirements established by the department does not ensure admission to the program. A minimum undergraduate GPA of 2.8 and a minimum graduate GPA of 3.25 are recommended.

Application requirements for the program include:

  1. A completed online application from the Office of Graduate Admissions;
  2. A completed master's degree in an appropriate discipline from a regionally accredited university;
  3. Three letters of reference from sources including employment supervisors and/or university faculty members capable of commenting on the applicant's potential for advanced graduate study;
  4. Statement of intent for study in the PhD program in Curriculum and Instruction (limit 1,000 words). In this statement, address the following questions:
    1. Describe your understanding of and your interest in the C&I program.
    2. How will the Curriculum and Instruction program help you achieve your long-term professional goals?
  5. Submission of a professional curriculum vitae. Three years of teaching experience are preferred;
  6. Official transcripts of all undergraduate and graduate courses and degrees completed;
  7. Academic writing sample - Choose and submit one of the following options:
    1. Previous academic writing sample (e.g. thesis, major paper, culminating project from previous graduate work), or
    2. Develop a brief (four double-spaced pages response to the following prompt using a minimum of three academic sources): Identify and analyze an issue related to education in your local context.
  8. Applicants whose native language is not English must submit a current score for the Test of English as a Foreign Language (TOEFL) of at least 600 (written) or 250 (computer based).

Applications must be complete and submitted to the ODU Office of Graduate Admissions by October 15 for spring admissions, and March 1 for Summer and Fall admissions (dates subject to change).