May 28, 2026  
2026-2027 Graduate Catalog 
    
Catalog Navigation
  Catalog Home
  The University of Tennessee
  The Graduate School - Administration and Governance
  Academic Policies and Requirements for Graduate Students
  Index for Academic Policies and Requirements for Graduate Students
  Majors / Minors, A-Z
  Certificates, A-Z
  Accelerated Combined Bachelor’s/Master’s Programs
  Course Descriptions
  Distance Education (DE) Programs
  Herbert College of Agriculture
  College of Architecture and Design
  College of Arts and Sciences
  Haslam College of Business
  College of Communication and Information
  College of Education, Health, and Human Sciences
  College of Emerging and Collaborative Studies
  Tickle College of Engineering
  Frank Winston College of Law
  Natalie L. Haslam College of Music
  College of Nursing
  Howard H. Baker Jr. School of Public Policy and Public Affairs
  College of Social Work
  College of Veterinary Medicine
  Intercollegiate Bredesen Center for Interdisciplinary Research and Graduate Education
  Intercollegiate Comparative and Experimental Medicine
  University Libraries
  Glossary
  Archived Catalogs
  My Portfolio
HELP
2026-2027 Graduate Catalog

Education Major, PhD (TPTE Department)

Facebook this Page (opens a new window)
Tweet this Page (opens a new window)

Faculty from the department participate in the delivery of the PhD with a major in education. Concentrations and specializations are available in literacy studies concentration (specialization in children’s and young adult literature, ESL or literacy education); deaf studies concentration; special education concentration,; interdisciplinary early childhood concentration; interdisciplinary STEM education concentration; and teacher education concentration (specializations in cultural studies of educational foundations, elementary education, English education, or social science education).

Concentrations (Required)

  • Deaf Studies
  • Interdisciplinary Early Childhood
  • Interdisciplinary STEM Education
  • Learning, Design, and Technology
  • Literacy Studies
  • Special Education
  • Teacher Education

Campus Code

Knoxville Campus

Admissions Standards/Procedures

Students must submit to the University of Tennessee, Knoxville, an online graduate application to the Office of Graduate Admissions.

Students must also submit the Theory and Practice in Teacher Education Departmental Application for Graduate Study.

Applicants must submit verbal, quantitative, and analytic writing GRE scores that are equal to or higher than the 50th percentile, based on the norms in effect at the time the test was taken.

An applicant with either a verbal or quantitative subtest score that is less than the 50th percentile will be expected to submit a proportionally higher, off-setting second subtest score.

Three letters of reference from those who know of the candidate’s record and promise are required.

An overall GPA of 3.30 in previous graduate study is required for admission to doctoral study and an interview with the faculty may be required.

Admissions decisions are made on a holistic basis to discern the candidate’s promise for doctoral study and to ascertain the match of the candidate’s educational goals with the resources and goals of the department.

Deaf Studies Concentration

The Deaf Studies concentration allows candidates to research a number of topics important to the education of or services for persons who are deaf or hard of hearing.

Credit Hours Required

Minimum 72 graduate credit hours (minimum 48 graduate coursework credit hours plus minimum 24 credit hours of dissertation)

Required Courses

Non-Course Requirements

  • Successful defense of dissertation

Interdisciplinary Early Childhood Concentration

The Interdisciplinary Early Childhood (IEC) concentration in the TPTE Education Major is designed for learners with a wide range of interests and experiences in the field of early care and education, such as advocacy for minoritized children and families, unified and inclusive pedagogies, servant and anti-bias leadership, and socially just policies and practices. The program prepares graduates for diverse careers in informal and formal learning contexts, from early years to adult education, across cultural, communal, and geographical regions. Our program values knowledge co-creation in collaboration with a wide network of practitioners, non-governmental organizations (NGOs), regional and local community centers, public and private schools, and policymakers in communities around the globe. Program curriculum and scholarly activities are informed by a deep understanding of interdisciplinary early education and care, and empowerment of all children, families, educators, and communities.

Once admitted, students are required to complete coursework that provides a strong foundation in theory and philosophy of education and equips them with knowledge and skills to design and conduct research with multiple research methods and paradigms. Learners gain knowledge and expertise through coursework, seminars, college teaching, participatory community-based research and service, and/or collaborative cross-cultural research and service with global partners. These professional activities prepare learners to understand multiple research paradigms, pursue their own independent research, and serve as the instructor of record for undergraduate courses. Practicum-based experiences in college teaching and community-based research prepare students to pursue their own independent research and teach at the college level. IEC and STEM Education students are admitted as part of a cohort. The program supports both part-time and full-time students. Additional coursework may lead to obtaining a graduate certificate in areas such as Social Justice Education and Qualitative Research Methods in Education.

Admissions Standards/Procedures

Master’s degree in Early Childhood Education or a related field is encouraged.

Credit Hours Required

Minimum 72 graduate credit hours (minimum 48 graduate coursework credit hours plus minimum 24 credit hours of dissertation)

Required Courses

Additional Course Requirements

A student without a Master’s degree upon admission to the program is required to earn a graduate certificate in an area outside of the area of specialization within IEC by taking a minimum of 12 additional graduate credit hours. Those wishing to earn a concurrent master’s degree should work with their advisor to determine necessary requirements. 

Non-Course Requirements

  • Active participation in the scholarly IEC community is expected, including participation in the IEC/STEM Ed seminar series. 
  • Students meet regularly with their advisor to determine courses, follow Graduate School and IEC program requirements, and set personal scholarly goals. 
  • After completing most coursework (excluding doctoral dissertation hours), each student must pass a written and oral comprehensive examination evaluated by the committee. Upon passing, the student will become a doctoral candidate.
  • After passing the comprehensive exam, doctoral candidates work closely with their advisor to complete a dissertation proposal. A candidate will present the proposal to the dissertation committee, and once approved by all committee members, will begin work on the dissertation research. With the advisor’s approval, the candidate will schedule an oral defense for the dissertation. During the dissertation defense, the candidate will present the work completed for the dissertation, which will be reviewed by the dissertation committee.​​​​​​​

      Interdisciplinary STEM Education Concentration

      The Interdisciplinary STEM Education concentration in the TPTE Education Major is a program designed for students with interests in either teaching and teacher education or learning and culture in the distinct disciplines of computer science education, educational data science, educational technology, mathematics education, or science education or in an interdisciplinary educational approach across STEM disciplines. The name of the concentration, Interdisciplinary STEM Education, reflects emerging national and global trends that embrace integration and collaboration across STEM disciplines in both informal and formal learning contexts. The program welcomes learners with diverse backgrounds in STEM education, including those with experience in PreK-16 classroom-based teaching, in informal education settings, and in undergraduate and advanced studies in STEM disciplines and education. 

      Once admitted, students are required to complete coursework that provides a strong foundation in theory and philosophy of education and equips them with knowledge and skills to design and conduct research with multiple research methods and paradigms. Learners gain knowledge and expertise through coursework, seminars, college teaching, participatory community-based research and service, and/or collaborative cross-cultural research and service with global partners. These professional activities prepare learners to understand multiple research paradigms, pursue their own independent research, and serve as the instructor of record for undergraduate courses. Practicum-based experiences in college teaching and community-based research prepare students to pursue their own independent research and teach at the college level. IEC and STEM Education students are admitted as part of a cohort. The program supports both part-time and full-time students. Additional coursework may lead to obtaining a graduate certificate in areas such as Social Justice Education and Qualitative Research Methods in Education.

      Admissions Standards/Procedures

      Master’s degree in a STEM discipline, Education or a related field is encouraged. 

      Those pursuing a specialization in teaching and teacher education are required to have prior instructional experience in contexts relevant to their research area.

      Credit Hours Required

      Minimum 72 graduate credit hours (minimum 48 graduate coursework credit hours plus minimum 24 credit hours of dissertation)

      Required Courses

      Additional Course Requirements

      A student without a Master’s degree upon admission to the program is required to earn a graduate certificate in an area outside of the area of specialization in STEM Education by taking a minimum of 12 additional graduate credit hours. Those wishing to earn a concurrent master’s degree should work with their advisor to determine necessary requirements.

      Non-Course Requirements

      • Active participation in the scholarly STEM community is expected, including participation in the IEC/STEM Ed seminar series. 
      • Students meet regularly with their advisor to determine courses, follow Graduate School and STEM Education program requirements, and set personal scholarly goals. 
      • After completing most coursework (excluding doctoral dissertation hours), each student must pass a written and oral comprehensive examination evaluated by the committee. Upon passing, the student will become a doctoral candidate.
      • After passing the comprehensive exam, doctoral candidates work closely with their advisor to complete a dissertation proposal. A candidate will present the proposal to the dissertation committee, and once approved by all committee members, will begin work on the dissertation research. With the advisor’s approval, the candidate will schedule an oral defense for the dissertation. During the dissertation defense, the candidate will present the work completed for the dissertation, which will be reviewed by the dissertation committee.

      Learning, Design, and Technology Concentration

      The Learning, Design, and Technology (LDT) concentration in the Education Majoris an instructional design and technology program designed for students with a wide-range of interests. Students in this program engage in research, design, development, implementation, and evaluation of learning environments. The name of the concentration, LDT, reflects the changing nature of the field to become more inclusive of informal and formal learning environments. The program supports graduate study of learning environments from an instructional design and technology perspective as well as an educational technology perspective, in various formal and informal settings such as K-12 education, higher education, non-profit agencies, military, and corporate settings. The program supports both part-time and full-time students.

      Once admitted, students are required to complete the basic core courses to gain a foundational understanding of both theory and practice related to the design and development of learning environments. In the advanced core and the research apprenticeship courses, students will work closely with faculty to explore potential research projects as a member of an interdisciplinary research team or on their own. Students are required to engage in additional coursework in research methods, electives, and cognates. These additional courses may lead to obtaining a graduate certificate in areas such as Cultural Studies in Education; Online Teaching and Learning; Qualitative Research Methods in Education; and Measurement, Evaluation and Statistics.

      Admissions Standards/Procedures

      Admission requires a Master’s degree in Instructional Technology or a Master’s degree in another field with the completion of prerequisites prescribed by the admissions committee.

      Academic Standards

      Students meet regularly with their advisor to determine courses, follow Graduate School and LDT program requirements, and set personal scholarly goals.

      Credit Hours Required

      75 graduate credit hours

      Required Courses

      Additional Course Requirements

      • Basic Core
        • Corequisites that do not count towards the doctoral degree include IT 521, IT 570, and IT 573. If students have equivalent experiences or coursework from a Master’s degree they can be exempt from part or all of the corequisite requirement.
      • Advanced Core
        • Corequisites in the Basic Core are Prerequisites for the Advanced Core.

      Non-Course Requirements

      Students meet regularly with their advisor to determine courses, follow Graduate School and LDT program requirements, and set personal scholarly goals. In addition to required coursework.

      Once students are close to program course completion, with the advisor’s approval, the student will take the comprehensive exam. The comprehensive exam involves a written and oral examination. Upon passing the exam, the student will become a doctoral candidate.

      After passing the comprehensive exam, doctoral candidates work closely with their advisor to complete a dissertation proposal. A candidate will present the proposal to the dissertation committee, and once approved by all committee members, will begin work on the dissertation research. With the advisor’s approval, the candidate will schedule an oral defense for the dissertation. During the dissertation defense, the candidate will present the work completed for the dissertation, which will be reviewed by the dissertation committee.

      Literacy Studies Concentration

      Literacy studies concentration offers specializations in children’s and young adult literature, ESL, and literacy education.

      Students in the PhD concentrations share a common set of course requirements with graduate credit hours required as shown below. Doctoral committees may require students to take additional credit hours to fulfill degree requirements

      Credit Hours Required

      Minimum 72 graduate credit hours (minimum 48 graduate coursework credit hours plus minimum 24 credit hours of dissertation)

      Required Courses

      Non-Course Requirements

      • Successful defense of dissertation

      Special Education Concentration

      The Special Education concentration allows candidates to research a number of topics important to the education of or services for persons who have disabilities.

      Credit Hours Required

      Minimum 72 graduate credit hours (minimum 48 graduate coursework credit hours plus minimum 24 credit hours of dissertation)

      Required Courses

      Courses in the major (15 graduate credit hours): Based upon a student’s background and career goals, students will consult with an advisor to select appropriate courses.

      Cognate (6 graduate credit hours) is related courses selected in consultation with and approved by the student’s advisor and doctoral committee.

      Non-Course Requirements

      Successful defense and submission of dissertation

      Teacher Education Concentration

      Teacher Education concentration offers specializations in Cultural Studies in Educational Foundations, Elementary Education, English Education,Interdisciplinary Early Childhood, Mathematics Education, Science Education, and Social Science Education.

      Credit Hours Required

      Minimum 72 graduate credit hours (minimum 48 graduate coursework credit hours plus minimum 24 credit hours of dissertation)

      Required Courses

      Non-Course Requirements

      Successful defense of dissertation

      Facebook this Page (opens a new window)
      Tweet this Page (opens a new window)