Students follow a program of study (78 credits minimum) planned with their departmental advisor who takes into account previous preparation, areas of specialization, and professional objectives. A program planning worksheet is available on the ETAP website. It should be completed early in the student’s program, in consultation with the student’s academic advisor. The program should be updated regularly as the student’s interests develop. A typical program of study would include:

Core Courses

The core requirement includes three courses which must be taken at the University at Albany by all candidates for the Ph.D. in curriculum and instruction. These courses are not offered each semester, but are offered on a rotating basis and should be taken early in a student’s program:

ETAP 710 – Principles of Curriculum Development (3);
ETAP 720 – Principles of Instruction (3);
ETAP 773 – Foundations of Research in Curriculum and
                    Instruction (3).

Advanced Seminars

Each student must also complete two additional advanced seminars in ETAP (courses at the 600-800 levels, 6 credits minimum). The doctoral seminars offered each year vary, but in recent semesters they have included:

Inquiry Courses

Research in education draws on a wide variety of research methodologies, drawing from traditions in history, philosophy, anthropology, psychology, sociology, linguistics, and other disciplines. Within these traditions, specific methods of inquiry are sometimes roughly divided into those which are quantitative and those that are primarily qualitative. To insure a breadth of understanding of current research methods, students should develop:

These requirements are met through the completion of at least one course in each area (qualitative and quantitative), and at least two additional courses in one area of inquiry (four courses in all).

A wide variety of relevant inquiry-related courses are offered in the Department, in other departments in the School of Education, and in other departments of the University. An incomplete list of inquiry courses follows: (Note that suggested introductory courses are marked with a single* and advanced courses with a double **.)

Specific courses should be chosen in consultation with the student’s advisor, keeping in mind the twin goals of familiarity with diverse traditions and competence to work within a particular tradition.

Specialization Courses

In consultation with his or her advisor, the student can determine areas of specialization that reflect the student’s interests and career goals. At least 15 credits of coursework beyond that used to satisfy the core requirements are required in an area of specialization, and most students take more. The Department offers a flexible array of specializations based on the interests of current faculty and students.

Studies in Learning and Teaching: This area prepares students to engage in effective research and practice that addresses the connections between learning and teaching across disciplines and differences, classes and cultures, genders and geographies. It values students’ and teachers’ voices as important sources of knowledge and understanding explored by faculty and doctoral students of learning and teaching. Research areas include pre-service teacher education, the relational context of teaching and learning, relational and phenomenological methodologies, reflection and reflective practices, boys’ relational lives in school, diversity and social justice, and transformative learning and authentic assessment.

Instructional Technology: This area fosters scholarly expertise in theories of learning and instruction and their application to the use of new and emergent technology. Research areas explored by faculty and doctoral students include instructional theories, learning theories, instructional systems design, the application of advanced technology in education settings such as multimedia, interactive video, computer tools, the use of media in teaching and learning, communications and education, media literacy, educational system design, and distance education through online learning.

Language and Literacies: This area focuses on research and scholarship in first and second language teaching and learning, including literacy, technology, writing, English, TESOL (Teaching English to Speakers of Other Languages), and literature. Research areas explored by faculty and doctoral students include pre-service and in-service teacher development, the anatomy of classroom online instructional language, and the roles of language and context in teaching and learning, social and cultural factors that affect teaching and learning, second language development and language use, intercultural discourse, and the linguistic and literacy development of diverse students.

Science and Mathematics Education: This area prepares students to examine critical issues in the teaching and learning of science and mathematics at the K-12 and post-secondary levels. Research areas explored by faculty and doctoral students include teacher professional development, diversity justice, cognition, assessment, socio-cultural issues in teaching and learning, instructional theory, integration of technology, post-secondary education, cooperative learning, calculus reform, persistence and attrition, and curriculum development.

Other Specialization: In consultation with the advisor, students are encouraged to construct their own specializations. These specializations might include courses from any of the departmental specializations, combined with offerings from other departments.

Minor Field/Elective Courses

The study of educational theory and practice requires the use of many concepts drawn from the humanities and from the social and behavioral sciences. In conjunction with their advisors, students should plan a coherent set of supporting courses drawn from areas within ETAP, from related departments within the School of Education, and from other departments within the University. Such courses should be selected to support the student’s concentration. In some cases a formal minor field may be appropriate, and must be arranged so as to meet the requirements of the relevant academic department. In other cases the minor field requirement may be satisfied by an appropriate, recently completed master’s degree.