The Curriculum, Instruction and the Science of Learning (CISL) is a multidisciplinary doctoral degree program that focuses on addressing practical educational problems through research in diverse contexts for learning and teaching.
While educational programs in Curriculum and Instruction are common, our program stands out by emphasizing the Science of Learning, a 21st century approach to developing evidenced-based practice through design research. In design research, we implement innovative practice/curriculum, study the effects, and improve the implementation for further study. The field emerged out of new technological innovations but has expanded to include diverse interdisciplinary formations to create educational solutions.
In the CISL program you can:
Applications are considered for fall and spring admission, with a rolling deadline for admission.
Work in multidisciplinary research clusters such as:
The only required course in the CISL program is LAI 615: Seminar
in Curriculum, Instruction and the Science of Learning (although
some of the specializations do require certain courses for their
students). The courses listed below are frequently taken by CISL
students in their first semester, but it is important that students
correspond with their initial advisors to determine the best course
plan for them. This program can be completed fully online on a
part-time or full-time basis and there are no residency
If you have questions regarding available courses, please contact Tracey McNerney (firstname.lastname@example.org).
Your program of study will include:
24 credit hours in Multidisciplinary Concentration
28 credit hours in Research
10 credit hours in Dissertation
62 doctoral credit hours
10 relevant credit hours from master’s degree
72 total credit hours
Students enrolled in the CISL Program are expected to have specific prerequisite technology skills. It is further expected that, if needed, early requisite skills will be developed individually. These skills are required for completion of assignments and are not covered in program courses. It is your responsibility to gain proficiency to successfully complete course objectives and assignments.
Online courses traditionally require a minimum of 9 to 12 hours of dedicated study outside of participation in the virtual classroom, so it is important that you take into consideration other personal and professional commitments as you pursue your coursework.
|Samuel Abramovich||Assistant Professoremail@example.com|
|Vladimir Ageyev||Clinical Professorfirstname.lastname@example.org|
|Maureen Boyd||Associate Professor and Associate Chair, Department of Learning and Instructionemail@example.com|
|David Bruce||Associate Professor and Interim Chair, Department of Learning and Instructionfirstname.lastname@example.org|
|Janina Brutt-Griffler||Professor and Chair, Department of Educational Leadership and Policyemail@example.com|
|Claire Cameron||Associate Professorfirstname.lastname@example.org|
|Ashlee Campbell||Clinical Assistant Professor and Associate Director of the Center for Literacy and Reading Instructionemail@example.com|
|Elisabeth Etopio||Interim Assistant Dean for Teacher Education, Interim Director of the Teacher Education Institute, and Program Director of Music Educationfirstname.lastname@example.org|
|Erin Kearney||Associate Professoremail@example.com|
|Richard Lamb||Associate Professor and Director of the Neurocognition Science Laboratoryfirstname.lastname@example.org|
|Lilliam Malave||Associate Professoremail@example.com|
|Deborah Moore-Russo||Associate Professor and Chair, Department of Learning and Instruction; Director of the Gifted Math Programfirstname.lastname@example.org|
|Mihwa Park||Clinical Assistant Professoremail@example.com|
|Sharon Raimondi||Director fo the Joint PhD in Special Educationfirstname.lastname@example.org|
|Ryan Rish||Assistant Professoremail@example.com|
|Sarah Robert||Associate Professorfirstname.lastname@example.org|
|Maria Runfola||Professor & Associate Dean for Academic Affairsemail@example.com|
|Alexandra Schindel||Assistant Professorfirstname.lastname@example.org|
|Lynn Shanahan||Associate Professoremail@example.com|
|Ji Won Son||Assistant Professorfirstname.lastname@example.org|
|Elizabeth Tynan||Clinical Assistant Professoremail@example.com|
|Noemi Waight||Associate Professorfirstname.lastname@example.org|
|X.Christine Wang||Associate Professor and Director of the Fisher-Price Early Childhood Research Centeremail@example.com|
|Lynne Yang||Clinical Assistant Professorfirstname.lastname@example.org|
|Randy Yerrick||Professor and Associate Dean for Interprofessional Education and Engagementemail@example.com|
Students are accepted into the program and may start coursework
in either the fall or spring semester. Students are admitted on a
Applicants must hold a bachelor’s degree from an accredited institution and must submit:
The Graduate School of Education must be made aware if applicants have ever changed their name. If this is the case, be sure to ask the institution sending your transcripts to indicate your current name and any former or maiden names.
The admissions decision will be communicated to you as soon as review is complete. The decision is based on a number of factors and is the result of a thorough and deliberate process. All decisions are final and cannot be appealed.
In order to be compliant with FERPA (Family Educational Rights and Privacy Act), we are prohibited from discussing the admissions decision with anyone other than you, the applicant.
All supporting documents must be uploaded and attached to your online application. This includes unofficial copies of your transcripts and any other documents required for review.
You will be asked to provide contact information about each individual providing a recommendation. Please note that your recommenders will receive the electronic request to provide a recommendation letter only after you "formally submit" the application.
The Curriculum, Instruction, and the Science of Learning (CISL)
is a doctoral degree program in the Department of Learning and
Instruction, in the Graduate School of Education, at the University
All students are required to have access to an adequately equipped computer that meets the University computing standards as well as daily access to a reliable broadband connection (i.e., DSL or cable). Students are also expected to have basic computer competency before beginning their course work.
Office of Admissions and Student Services