The Doctor of Philosophy in Curriculum and Instruction requires a minimum of 90 post-baccalaureate, graduate credit hours. With the approval of the supervisory committee, up to 30 graduate hours earned as part of the Master’s degree may be used to satisfy the degree requirements. Please see the Graduate Catalog description.

Area of Emphasis (54 hours)

• A Theory Course (3 credit hours)
  • Possible courses include:
    • EDCI 907 – Curriculum Theory (This course is offered in the fall of odd years.)
    • Or a theory course in the content field (e.g., EDCI 818 – Theoretical Models of Reading)
    • Or a theory course approved by the advisor
• Courses with the EDCI prefix (12 credit hours)
  • A minimum of 12 credit hours of the post-master’s credits on the Ph.D. Program of Study must designate the EDCI prefix at the 800 or 900 course level. Research credits (EDCI 999) and internship credits (EDCI 991) may not be applied to the 12 credit hour minimum.
• Courses in the major and minor area (42 credit hours)
  • EDCI 991 internship credits may not be applied to the PhD Program of Study.

Foundations of Education (3 credit hours)

• Possible courses include:
  • EDCI 812 – History of Education
  • EDCI 813 – Comparative Philosophies of Education

Research Courses (15 credit hours)

Programs of Study must include quantitative and qualitative methodologies.
Possible courses include:

• EDCI 912 – Historical Research in Education (offered alternate even years in the Fall)
• EDCEP 817 – Statistical Methods in Education
• EDCEP 819 – Survey Research
• EDCEP 917 – Experimental Design in Educational Research
• EDLEA 838 – Qualitative Research in Education
• EDLEA 938 – Advanced Data Analysis in Qualitative Methods
• EDLEA 948 – Data Representation and Writing in Qualitative Research
• Note: EDCEP 816 – Research Methods or its equivalent is considered a prerequisite for the 15 hours of research in the PhD program. Also, EDCI 760 – Action Research in Education cannot be included in the 15-hour research course requirement.

Doctoral Research (18 credit hours minimum; no more than 30 hours)

• EDCI 999 – Research in Curriculum and Instruction

Preliminary examination

Satisfactory completion of all segments of an examination over all areas of the program of study.

Dissertation research (18 credit hours minimum; no more than 30 credit hours)

Completion of a dissertation which examines a topic congruent with the program of study using a systematic methodology consistent with accepted research paradigms; the dissertation must be successfully defended in a public, oral defense.

• EDCI 999 – Research in Curriculum and Instruction

In some cases, a student may wish to take a course(s) prior to being admitted in a degree program. In these cases, a person must be admitted as a nondegree student (sometimes referred to as special students). No more than nine credit hours earned as a special student may be applied toward an advanced degree. However, successful completion of any hours taken as a nondegree seeking student does not guarantee admission into the program. Nondegree students are not eligible for financial assistance. A faculty advisor is not assigned to nondegree students.

Once admitted to the program by the Graduate School, an advisor is assigned. The advisor assists the student in selecting the courses to be taken in the doctoral degree. The Program of Study with the list of courses is submitted to the Graduate School upon completion of nine hours (part-time students) or during the second semester (full-time students). The student’s program is directed by a minimum of four members of the graduate faculty, including a major professor with substantial expertise in the area of emphasis, two other faculty members with strengths in the area of emphasis, and one faculty member outside the Department of Curriculum and Instruction.

Each student’s program of study is individualized with the approval of the major professor and the supervisory committee to optimize the student’s interests, expertise, and professional goals.

Nine doctoral areas of emphasis are available. The list includes faculty members who can serve as advisors for doctoral students and serve as members of doctoral supervisory committees. Faculty members who can serve as advisors for doctoral students are marked with an asterisk (*).

Career and Technical Education (Agriculture, Business, Family and Consumer Sciences)

• Brandie Disberger* | bdis@ksu.edu
  Agriculture education
• Gaea Hock * | ghock@k-state.edu
  Agriculture education
• Jonathan Ulmer * | julmer@k-state.edu
  Agriculture education; improving STEM education in agricultural classrooms; survey methodology; cognitive discourse

Curriculum Studies

• Angela Kraemer-Holland * | akraemer@ksu.edu
  Neoliberalism and globalization; teacher education and socialization; metropolitan (urban) education; policy as discourse
• Amanda Lickteig | alickteig@ksu.edu
  Curriculum Studies, Educational Technology, Language (ESL)/Multicultural/Social Justice Education, Literacy Education (Reading/Language Arts), Teacher Education (General)
• Seth Lickteig | supah@ksu.edu
  Curriculum Studies, Educational Technology, Social Studies Education
• Ambyr Rios * | ambyrrios@ksu.edu
  Curriculum studies, literacy education,teacher preparation, multiculturaleducation
• Kay Ann Taylor * | ktaylor@k-state.edu
  Historical, philosophical, and comparative studies; multicultural education; critical race theory; postcolonial theory; social justice

Educational Technology

• Mark Ellner | mrellner@ksu.edu
  Physical Activity in Academic LearningEnvironments, Educational Technology,Physical Education and Health
• Amanda Lickteig | alickteig@ksu.edu
  Curriculum Studies, Educational Technology, Language (ESL)/Multicultural/Social Justice Education, Literacy Education (Reading/Language Arts), Teacher Education (General)
• Seth Lickteig | supah@ksu.edu
  Curriculum Studies, Educational Technology, Social Studies Education
• Deepak Subramony * | deepak7@k-state.edu
  Technology integration into teaching and learning; equitable access to educational technology; social/cultural impact of educational technology; social/cultural foundations of education; systemic change; case study; ethnographic research methods

Language (ESL)/Diversity/Multicultural/Social Justice Education

• Pedro Silva Espinoza | pedro1@k-state.edu
  ESL, multicultural education, diversity, and teacher preparation
• Socorro Herrera * | sococo@k-state.edu
  ESL studies; diversity
• Melissa Holmes | melissa@k-state.edu
  ESL studies
• Shabina Kavimandan* | shabina@k-state.edu
  Language(ESL)/Multicultural/SocialJustice, literacy education, teacher education
• Angela Kraemer-Holland * | akraemer@ksu.edu
  Neoliberalism and globalization; teacher education and socialization; metropolitan (urban) education; policy as discourse
• Amanda Lickteig | alickteig@ksu.edu
  Curriculum Studies, Educational Technology, Language (ESL)/Multicultural/Social Justice Education, Literacy Education (Reading/Language Arts), Teacher Education (General)
• Tonnie Martinez | tonnie@k-state.edu
  ESL; language arts
• Leah McKeeman | leahmac@k-state.edu
  Content area literacy education; new literacies; world language education; second language acquisition
• Della Perez | dperez@k-state.edu
  ESL studies
• Ambyr Rios * | ambyrrios@ksu.edu
  Curriculum studies, literacy education,teacher preparation, multicultural education
• Kay Ann Taylor * | ktaylor@k-state.edu
  Historical, philosophical, and comparative studies; multicultural education; critical race theory; postcolonial theory; social justice
• Eileen Wertzberger * | ejm7777@k-state.edu
  Literacy education,language/multicultural education, teacher education

Literacy Education (Reading/Language Arts)

• Todd Goodson * | tgoodson@k-state.edu
  Composition; literature; language study in secondary schools
• Socorro Herrera * | sococo@k-state.edu
  ESL studies
• Kayln Hoppe | khoppe@k-state.edu
  P-12 literacy education, children’s & young adult literature, teacher preparation, social justice education
• Shabina Kavimandan* | shabina@k-state.edu
  Language(ESL)/Multicultural/SocialJustice, literacy education, teacher education
• Lotta Larson * | lottalarson@k-state.edu
  Literacy
• Amanda Lickteig | alickteig@ksu.edu
  Curriculum Studies, Educational Technology, Language (ESL)/Multicultural/Social Justice Education, Literacy Education (Reading/Language Arts), Teacher Education (General)
• Suzanne Porath * | sporath@k-state.edu
  P-12 literacy; teacher learning; reflective practice; social media as professional development; action research
• Tonnie Martinez | tonnie@k-state.edu
  ESL; language arts
• Leah McKeeman | leahmac@k-state.edu
  Content area literacy education; new literacies; world language education; second language acquisition
• Ambyr Rios * | ambyrrios@ksu.edu
  Curriculum studies, literacy education,teacher preparation, multicultural education
• Vicki Sherbert * | sherbev@k-state.edu
  Language arts education
• Eileen Wertzberger * | ejm7777@k-state.edu
  Literacy education,language/multicultural education, teacher education

Mathematics Education

• David Allen * | dallen@k-state.edu
  Mathematics education; professional development
• Andrew Bennett * | bennett@k-state.edu
  Mathematics education
• Beth Pesnell | bpesnell@k-state.edu
  Science education, math education, elementary education, STEM education, professional development, teacher education, curriculum
• Michael Lawson * | mlawson1@k-state.edu
  Mathematics education (P-12), teacher education, teacher practice
• Sherri Martinie * | martinie@k-state.edu
  Mathematics education (P-12); teacher preparation; professional development; curriculum implementation

Science/Environmental Education

• Beth Pesnell | bpesnell@k-state.edu
  Science education, math education ,elementary education, STEM education, professional development, teacher education, curriculum
• Kimberly Staples * | kstaples@k-state.edu
  Science education; biology; education; teacher education

Social Studies Education

• Brad Burenheide * | bburen@k-state.edu
  Social studies; history education
• Seth Lickteig | supah@ksu.edu
  Curriculum Studies, Educational Technology, Social Studies Education
• Tom Vontz * | tvontz@k-state.edu
  Social studies education; civic education

Teacher Education (General)

• David Allen * | dallen@k-state.edu
  Mathematics education; professional development
• Fred Burrack * | burrack@k-state.edu
  Music education
• Mark Ellner | mrellner@ksu.edu
  Physical Activity in Academic Learning Environments, Educational Technology,Physical Education and Health
• Pedro Silva Espinoza | pedro1@k-state.edu
  ESL, multicultural education and teacher preparation
• Shabina Kavimandan* | shabina@k-state.edu
  Language(ESL)/Multicultural/Social Justice, literacy education, teacher education
• Angela Kraemer-Holland * | akraemer@ksu.edu
  Neoliberalism and globalization; teacher education and socialization; metropolitan (urban) education; policy as discourse
• Michael Lawson * | mlawson1@k-state.edu
  Mathematics education (K-12), teacher education, teacher practice
• Amanda Lickteig | alickteig@ksu.edu
  Curriculum Studies, Educational Technology, Language (ESL)/Multicultural/Social Justice Education, Literacy Education (Reading/Language Arts), Teacher Education (General)
• Tonnie Martinez | tonnie@k-state.edu
  ESL; language arts
• Sherri Martinie * | martinie@k-state.edu
  Mathematics education (P-12); teacher preparation; professional development; curriculum implementation
• Leah McKeeman | leahmac@k-state.edu
  Content area literacy education; new literacies; world language education; second language acquisition
• Debbie Mercer * | dmercer@k-state.edu
  Teacher preparation; education policy; accreditation
• Phillip Payne * | ppayne@k-state.edu
  Music education; assessment; curriculum development; teacher identity; teacher preparation; music technology; ePortfolios; personality and timbre preference
• Beth Pesnell | bpesnell@k-state.edu
  Science education, math education, elementary education, STEM education,professional development, teacher education, curriculum
• Suzanne Porath * | sporath@k-state.edu
  P-12 literacy; teacher learning; reflective practice; social media as professional development; action research
• Ambyr Rios * | ambyrrios@ksu.edu
  Curriculum studies, literacy education, teacher preparation, multicultural education
• Vicki Sherbert * | sherbev@k-state.edu
  Language arts education
• Kay Ann Taylor * | ktaylor@k-state.edu
  Historical, philosophical, and comparative studies; multicultural education; critical race theory; postcolonial theory; social justice
• Jonathan Ulmer * | julmer@k-state.edu
  Agriculture education; improving STEM education in agricultural classrooms; survey methodology; cognitive discourse
• Tom Vontz * | tvontz@k-state.edu
  Social studies education; civic education
• Eileen Wertzberger * | ejm7777@k-state.edu
  Literacy education,language/multicultural education, teacher education

Applicants seeking admission to this degree program must submit the information noted below. Before starting the online application, gather all information and documents for all of the admission requirements so that they can be uploaded into the application system. All materials must be received before review will begin.

• A Completed Online Graduate School Application.
• Application Deadlines
  The Graduate School application and all additional documentation must be received by the following deadline dates for admission in a particular semester. Domestic applications are reviewed on a rolling basis, however, the deadlines indicated will expedite considerations.
• Domestic Students
• Fall Semester enrollment – Opens March 1 / Close: July 15
• Spring Semester enrollment – Opens August 1 / Close: December 1
• Summer Semester enrollment – Opens February 1 / Close: April 25
• International Students
• Fall Semester enrollment – January 1
• Spring Semester enrollment – August 1
• Summer Semester enrollment – December 1
• Graduate School Application Fee
• Domestic Students – A $65 application fee is required for all domestic students; your application will not be processed without this fee. The fee can be paid by credit card when completing the online application.
• International Students – A $75 application fee is required; your application will not be processed without this fee. The fee can be paid by credit card when completing the online application.
• Transcripts
• You must upload into the online application system a scanned PDF copy of the transcript(s) from each college or university where you received your bachelor's degree(s) and completed any post-baccalaureate course work or degrees. Unofficial transcripts are acceptable.
• If you are admitted, the Graduate School will contact you to submit an official transcript for GPA and degree conferral verification from the institution(s) where you received your degree(s) and completed any post-baccalaureate credits.
• Students whose transcripts are not in English must furnish a translation by an appropriate authority. Failure to list any colleges or universities attended may result in dismissal from the university.
• Statement of Goals and Professional Experience
  You must upload into the online application system a 1-2 page statement that includes the following information:
• Career and professional goals and aspirations, and how being accepted to the program will benefit the goals and aspirations
• Your intended area of emphasis in the program
• Any research interests
• A description of your work experience within education or a related field (e.g., past and present employment)
• Future professional plans (e.g., Upon completion of the degree, do you plan to stay in your current position? If not, what type of position would you like to seek?)
• Do you plan to complete classes as a part-time or full-time student? If a full-time student, do you intend to seek graduate assistantship? Which semester would you begin?
• If you have a request for a certain advisor, indicate that preference in the statement.
• Letters of Recommendation
  Three letters of recommendation are needed from college or university educators and/or colleagues or supervisors who are qualified to address your professional skills and your potential for success in the graduate program. Enter the names and email addresses of the recommenders in the appropriate area in the online application.
• Resume
  You must upload into the online application a professional resume that includes previous academic degrees, past and present employment, other professional activities and roles, and other pertinent information.
• Writing Sample
  You must upload into the online application a writing sample that is original and independently written in English. A writing sample may be a research or practice paper written for a previous graduate course, a published article, or other writing for an academic audience (no more than 20 pages).
• Interview
  An interview with faculty members in the area of emphasis may be requested before an admission decision is made.
• English Language Proficiency
• To demonstrate competence in the English language, an official report of scores not more than 18 months old (see the Graduate School website for dates) on the Test of English as a Foreign Language (TOEFL), International English Language Testing System – academic exam (IELTS) or Pearson Test of English (PTE) must be sent to Kansas State University for all applicants whose primary language is not English. Enter your scores in the online application and upload the report of your scores.
• Learn more about English proficiency requirements

International applicants must meet the same academic standards for admission as those required of domestic students. When applying for admission, documentation of English language proficiency must be provided with your uploaded application materials. Detailed information about these issues is provided at the Graduate School's web page.

The Review Process

After completing the online graduate application (this includes paying the application fee and uploading all additional documentation that is required), the graduate program to which the student is applying will review the application and make an admission recommendation to the Graduate School. The Graduate School reviews the application and the recommendation from the department. The Graduate School then sends an official decision letter to the applicant.

Develop professional educators who accurately perceive, critically analyze, prudently judge, skillfully perform, and ethically act in their professional environments.

Critical Skills = Perceive, Analyze, Judge, Perform, Advocate

• CONTEXT – Doctoral program graduates interpret the contexts in which they work from multiple perspectives.
  • Contexts may include perspectives such as historical; philosophical; socio-cultural; political; linguistic; legal; ethical; cultural; student, family, and community; and students' socioemotional responsiveness.
• CURRICULUM – Doctoral program graduates synthesize, apply, and defend curricular perspectives drawing upon sound theoretical perspectives and/or effective practices.
  • Theoretical perspectives and effective practices may be informed by recent models of curricula and research on best practices as well as theories that attempt to explain various aspects of students, learning, and society. Depending on context, advanced study in education may draw upon curriculum theories, learning theories, motivation theories, linguistic theories, socio-cultural theories, critical theories; and social justice, ethical, and care theories.
• PRACTICE – Doctoral program graduates reasonably apply contextual and curricular frameworks to robust professional practices characterized by independent, informed, and compassionate judgment.
  • Create and enact effective professional practices involve a variety of competencies depending on professional context and circumstance. All advanced professional educators should demonstrate expertise in their chosen field such as the ability synthesize, apply, and enact wise professional judgments. These judgements are not only informed by contextual and curricular foundations, but also by individual acts of self-reflection, conceptualization, collaboration, differentiation, and/or adaptation.
• INQUIRY – Doctoral program graduates thoughtfully conceptualize, rigorously conduct, and accurately interpret education research.
  • Advanced inquiry in education typically involves the ability to address interesting and important questions; develop reasonable arguments for research decisions; identify, synthesize, and connect previous research to new topics; construct defensible theoretical frameworks; select and use appropriate research methods; accurately interpret data within the context of a given study and/or field; and use of research to improve practice and/or further research.
• DISPOSITIONS – Doctoral program graduates (1) know their students, colleagues and/or clients; (2) value, practice, and promote life-long learning; (3) respect and respond to cross-cultural and cross- linguistic learners; (4) commit to professional, ethical, and legal conduct; (5) critically think and reflect upon their perspectives, practices, and outcomes.
  • Professional educators are disposed to carefully consider the implications of their behaviors, positions, and products on the students, teachers, and communities they serve.

Upon Admission and Before Completing 9 Hours

• Create a K-State eID (your K-State email address) to be used throughout the program. This is very important since almost all communications to you from the Graduate School, the College of Education, and your advisor will be through this email address. Check your email regularly. Also, the university requires that passwords to email accounts be changed at the start of every fall and every spring semester (you will receive prompts when this must be done).
• Examine the Graduate School’s Checklist for Doctoral Students
• Examine the Graduate School’s Information for Doctoral Candidates
• Examine the Graduate Handbook
• Examine the program booklet for the Doctoral Degree in Curriculum and Instruction to see the requirements for this degree.
• Contact the major professor assigned to you for an appointment to plan your program, prepare a draft copy of your Program of Study, and select the other members of your supervisory committee. The Graduate School's Information for Doctoral Candidates website includes information about preparing the Program of Study.
• Examine the Student Learning Outcomes (above) for the doctoral program in Curriculum and Instruction to recognize the projected outcomes from your program participation.
• Submit your Program of Study to the Graduate School after completing 9 hours of coursework.
• Throughout the program, contact/meet with your major professor at least once each semester to discuss ongoing enrollment and monitor program progress.
• Complete the Annual Progress Review (APR) every April and meet with your major professor to discuss your progress.

For the Preliminary Examination (upon completion of coursework)

• Ph.D.
  • During your final semester of coursework, meet with your major professor to schedule your preliminary examination. This must be a minimum of 7 months prior to the date of graduation.
  • After setting the date of the Preliminary Examination, submit the Request for Preliminary Examination Ballot form to the Graduate School at least one month prior to the exam.
  • Submit the signed Preliminary Examination Ballot to the Graduate School within one week following the examination.
  • Once you pass the preliminary exam, you will receive an official letter from the Graduate School admitting you to candidacy and assigning you an Outside Chair for your final dissertation defense. Dissertations must be completed within five years of official candidacy.
  • After passing your preliminary exam and being admitted to candidacy, you must maintain continuous enrollment in every fall and every spring semester until you complete the degree. This can be accomplished by enrolling in a minimum of 1 hour of EDCI 999: Dissertation Research during those semesters.
• Ed.D.
  • For Ed.D. students, the Dissertation Proposal constitutes the Preliminary Exam.

Dissertation Proposal and the Research Study

• Meet with your major professor to discuss the preparation of your dissertation proposal. Prepare the dissertation proposal.
• The Graduate School requires an electronic version of completed dissertations (ETDR – electronic theses, dissertations, and reports). Therefore, it is best to start the dissertation proposal in the electronic template required by the Graduate School.
• Enroll in EDCI 999 – Doctoral Research. Obtain guidance from your advisor about the number of credits to enroll in this research each semester.
• When your major professor approves your dissertation proposal, your major professor will schedule a meeting with your supervisory committee to review and approve your dissertation research proposal. You are not permitted to conduct the study until your supervisory committee approves the dissertation proposal.
• Continue to meet with your major professor for assistance during data collection, data analysis, and the writing of the remaining dissertation chapters.

During the Final Semester

• You must be enrolled in at least one credit in the semester you graduate.
• Early in your final semester, submit a Program/Committee Change form to the Graduate School if you had any changes of courses or committee members from what was on the original Program of Study.
• Early in your final semester, examine the Graduate School's Graduation and Commencement Information website. The calendar provided at that site outlines deadline dates for necessary actions by the student.
• Meet with your major professor to discuss scheduling your Final Examination. Contact all supervisory committee members and the Outside Chair to establish an agreed upon date and time. Submit a signed Approval to Schedule Final Examination form to the Graduate School a minimum of 10 working days before the scheduled final examination.
• Provide a copy of the dissertation to the major professor, members of the supervisory committee, and the outside chair a minimum of 10 working days before the scheduled final examination.
• Early in your final semester, complete the KSIS Graduation Application.
• Early in your final semester, complete the Graduate School online registration to participate in commencement.
• Meet Graduate School deadlines for the submission of the electronic dissertation and the ballot.
• After your Final Examination, your major professor will complete the Qualtrics survey evaluation to assess your overall program performance. Your committee will complete the Final Examination Ballot and send it to the Graduate School.
• Respond to the Graduate School email that identifies some final responsibilities. These include:
  • Completing online surveys (i.e., the Graduate School Exit Survey; Survey of Earned Doctorates)
  • Providing information to the K-State Alumni Association
  • Pay graduation fees
  • Handling any remaining obligations
• Complete the College of Education’s Graduate Program Exit Survey when you receive the email to do so.