Curriculum and Instruction Cross-Disciplinary Team

Apply to the Ph.D. in Education

Curriculum and instruction research and scholarship involve the development of ideas, content, and processes that are critically important for formal and informal teaching and learning inside and outside of schools, such as museums. Drawing on faculty backgrounds and experiences that range from physics to the arts, students and faculty cultivate research in curriculum, teaching, and learning that cross disciplinary boundaries. Examples of general problems addressed in this program of study include:

  • How can relevant and local scientific data be integrated across STEM disciplines to enhance school curricula to promote students’ development of science proficiency and science literacy?
  • How can we integrate cross-disciplinary research practices, frameworks, and findings in the development of curriculum—for both schools and community-based educational contexts—toward social, cultural, environmental, and civic advancement?
  • By what means might the exemplary visual and performing arts programming in Washington, D.C. be best integrated in local and national curriculum and learning?

Admission Requirements


Master’s degree in a field relevant to teaching and learning.


Official transcripts from every institution attended whether or not a degree was completed; graduate and undergraduate.

Standardized Test Scores

Official GRE Test scores not older than five years. International students must also submit TOEFL scores not older than two years. TOEFL score minimum for admission is 100 on the Internet-based or 600 paper-based; IELTS of 7.0. The institutional code is 5246.

Recommendations Required

Three (3) letters of recommendation, with one preferred from a professor in the applicant’s Master’s degree program.

Statement of Purpose

An essay of 1200 words or less, through which the candidate clearly identifies the purpose in undertaking cross-disciplinary graduate study in teaching and learning that includes: (a) rationale for seeking a Ph.D. in the curriculum and instruction; (b) articulation of personal research interests and how those align with those of the faculty in the program; and (c) how the applicant’s background and related qualifications prepared for this work and align with long term goals.

Curriculum Vitae

Current curriculum vitae.

Writing Requirement (Optional)

Candidates are encouraged to submit a current writing sample. The sample should reflect the candidate’s abilities to articulate complex ideas and to utilize evidence in support of his/her arguments. The writing sample should also provide evidence of the candidate’s research skills and engagement with scholarship.


Interview by faculty. Applicants should be prepared to discuss the alignment of their research interests with those of the program faculty,

Application Deadline

    We encourage you to submit your application as early as possible. The deadline to apply for the Fall 2021 semester is January 15, 2021. Applications submitted after January 15th will be considered on a case-by-case basis.

    For more information on any of these requirements, please visit our Admissions FAQ page.


Required courses in Educational Foundations (12 credits)

SEHD 1800 Experimental Course/Foundations of Education I and II (taken twice; 3 credits each time)
SEHD 1800 Experimental Course/Pro-Seminar (taken twice: 3 credits each time)

Research (12 credits)

EDUC 8120 Group Comparison Designs and Analyses (3 credits)
EDUC 8122 Qualitative Research Methods (3 credits)

6 credits from the following:
EDUC 8130 Survey Research Methods (3 credits)
EDUC 8131 Case Study Research Methods (3 credits)
EDUC 8140 Ethnographic Research Methods (3 credits)
EDUC 8142 Phenomenological Research Methods (3 credits)
EDUC 8144 Discourse Analysis (3 credits)
EDUC 8170 Educational Measurement (3 credits)
EDUC 8171 Predictive Designs and Analyses (3 credits)
EDUC 8172 Multivariate Analysis (3 credits)
EDUC 8173 Structural Equation Modeling (3 credits)
SEHD 1800 Experimental Course/Advanced Research Method (3 credits)

Or other research and analysis courses outside of GSEHD approved by the advisory committee and the instructor

Curriculum and instruction courses (12 credits)

CPED 8330 Foundations of Education Research in Curriculum and Instruction (3 credits)
CPED 8331 Seminar in Teaching (3 credits)
CPED 8334 Seminar in Learning (3 credits)
CPED 8325 Curriculum Theory (3 credits)

Cross-disciplinary concentration (12 credits)

Graduate-level courses determined in consultation with the advisor at the time of admission. Course selections are determined by the focus of the cross-disciplinary research team and the specific interests of the student.

Dissertation research (12 credits)

SEHD 8998 Pre-Dissertation Seminar (3 Credits)
SEHD 8999 Dissertation Research (6 credits)

The successful completion of:

  • Second-year research project
  • Comprehensive examination
  • Oral dissertation proposal defense
  • Dissertation
  • Dissertation oral defense
Associate Professor
(202) 994-2011
Associate Professor
(202) 994-6821
Associate Professor
(202) 994-0997
Assistant Professor
(202) 994-2007
Associate Professor
(202) 994-4516

In the News

Dr. Tiffany Sikorski is part of a cross-school team that was just awarded a $300,000 grant from the National Science Foundation for the project, Service Learning Projects to Improve Engineering Students' Civic Engagement and Capacity for Innovation. The project will mentor students in civic responsibility, empathy, and social innovation as part of their learning to be future engineers.

Dr. Tiffany Sikorski was quoted in the GW Today story about GSEHD's project with Charles E. Smith Jewish Day School entitled, "GW Helps Local School Develop School-Wide STEM Curriculum."

Dr. Lottie Baker presented a talk at the International Symposium for Languages for Specific Purposes (ISLSP) & CIBER Business Language Conference, held in Charlotte, NC, March 5-7.