education phd wisconsin

Educational Leadership and Policy Analysis

Shaping the future of education

Home to some of the top-ranked education programs in the nation

#1 School of Education in the United States

#2 Educational Administration program in the nation

#5 Online Master’s program in Educational Administration and Supervision in the nation

#13 Higher Education Administration program in the nation

• Read About our Graduate Program Rankings
• Read About our Online Program Rankings

The Department

Who we are and what we do.

Welcome to the UW–Madison Department of Educational Leadership and Policy Analysis (ELPA), where our courses and research give students a deep understanding of educational organizations, educational policy, and policy systems. We offer PhD programs which specialize in one of three areas: K-12 leadership, higher education, and educational policy analysis and evaluation. Our Master's programs offer degrees in K-12 leadership, higher education, educational policy analysis and evaluation, global higher education and sports leadership.  

No matter which unique strand you choose, when you graduate, you will be an effective leader, prepared to pave the way to better education for all students.

Department Chair

Anjalé (AJ) Welton Rupple-Bascom Professor of Education

Top-Ranked Programs

UW–Madison’s School of Education and several of its programs are ranked among the very best in the nation. Its Educational Administration program is ranked No. 2 and the Higher Education Administration program is rated No. 13 by U.S. News & World Reports 2024. ELPA contributes to the high rating through world-renowned faculty and research.

Wisconsin’s Equity and Inclusion Laboratory (Wei LAB)

The mission of Wisconsin’s Equity and Inclusion Laboratory (Wei LAB) is to design, conduct, and disseminate research that informs policymakers, practitioners, and concerned citizens on how to best promote equitable and inclusive learning and work environments in education in general, and higher education in particular.

Dr. Brian A. Burt, Director

A Supportive Community

“I was drawn to ELPA because of the quality of the curriculum, the faculty, and the staff. My gratitude toward my ELPA family is immeasurable for making the department feel like home from the first day, and for cultivating and unleashing the Super Genius in me and each and every one of us.” --(Walter Parrish III, PhD Spring 2023)

Professor Xueli Wang with PhD graduates.

Spring/Summer 2024 Newsletter

Reflect on the 2023-24 academic year with us as we shine a light on our department’s accomplishments and impact!

Read the newsletter here

Save the date, 2024 leadership and coaching symposium.

The Masters in Sports Leadership Program and Badger Inquiry on Sport (BIOS) are hosting their annual Leadership and Coaching Symposium on June 27, 2024.

The symposium will pair new research findings in sports leadership with fresh insights from some of the top Badgers coaches and leaders. Attendees will learn specific strategies from UW-Madison coaches on how to cultivate healthy relational networks that improve coaching and leadership possibilities.

Learn more here

Register for the symposium here

ELPA PhD Summer Career Series

Join ELPA and the School of Education Career Center for the ELPA PhD Career Summer Series!

Each of the sessions will be held virtually from 12-1 pm CST and will cover a variety of topics catered to PhD students entering the job market. Please use the attached flyer to register and find additional session information. Pre-registration is required for all sessions.

June 11 Registration

July 2 Registration

July 16 Registration

August 6 Registration

ELPA Student Organizations

LEADS is directed by graduate students. Activities and events are chosen, designed, and executed by our graduate students.  LEADS serves an important and needed function in fostering community and building skills within ELPA. Contact LEADS at [email protected] .

The purpose of the  Higher Education Student Advisory Board   is to provide professional development opportunities and social networking for students in the Educational Leadership and Policy Analysis (ELPA) Masters of Higher Education track in the School of Education. This group will focus on providing opportunities for professional growth and connections in higher education at the University of Wisconsin-Madison (UW) and across other institutions.

• UW–Madison graduate student awarded Marquette fellowship to advance Milwaukee-based research June 6, 2024
• DelaRosa’s ‘Teaching the Invisible Race’ receives two honors May 31, 2024
• UW–Madison School of Education joins forces with school districts, DWD to cultivate aspiring school leaders May 29, 2024
• UW–Madison’s Henry discusses race and COVID-19 educational disparities on PBS Wisconsin May 24, 2024
• June 28 Climate Optimism: Finding Creative Solutions and Making Positive Impacts - A Virtual Workshop for Educators Wisconsin International Outreach Consortium (WIRC) K-12 Educator Event 9:00 AM
• September 13 On Blackness, Liveliness, and What It Means to Be Human Lunch and Learn Talk by Wilson Kwamogi Okello 12:00 PM , Online
• October 4 Designed to Fail: Why Racial Equity in School Funding Is So Hard to Achieve Lunch and Learn Talk by Roseann Liu 12:00 PM , Online

Ph.D. in Curriculum and Instruction

The Department of Curriculum and Instruction offers graduate studies that lead to the Doctor of Philosophy (PhD) in Curriculum and Instruction. The goals of doctoral study in Curriculum and Instruction are to help students develop abilities for research in the field of curriculum and instruction, imbuing them with a distinctive theoretical and critical edge; develop expertise in one of the department's areas of study, listed below; acquire greater competence in curriculum evaluation and development; improve understanding of the teaching–learning process; gain depth and breadth of knowledge in related academic fields; and build a broadened professional background in areas related to curriculum and instruction, such as anthropology, history, philosophy, sociology of education, administration, counseling, educational psychology, and supervision.

PhD study in the department is research-oriented. It prepares students for different forms of intellectual leadership in education including research, curriculum analysis and development, teacher education, and other teaching in higher education as well as leadership positions in educational agencies. These different forms of leadership are not mutually exclusive, but the relative emphasis given to each varies among students and areas of study.

Areas of Study

In accord with interests and professional goals, each admitted graduate student is assigned to a primary  area of study and to an initial faculty advisor in that area. Areas of study are bilingual education, curriculum studies & global studies, early childhood studies, English as a second language, literacy studies, mathematics education, multicultural education, music education, science education, social studies education, teacher education, world language education, and design, informal, and creative education (DICE).

Details of requirements and procedures pertaining to PhD study in the department are described in the department's PhD Degree Program Handbook . Doctoral students are responsible for learning about and following department requirements and procedures and they should therefore familiarize themselves with this document. PhD students are also responsible for learning about and following Graduate School policies. The curriculum and instruction graduate program office offers an informational meeting for new graduate students at the beginning of each semester.

International Applicants

The department has a long and successful history of working with graduate students from around the world. Over the last 25 years, approximately 130 MS degrees were earned by international students; students in this group came from 37 countries. During the same period, approximately 150 PhD degrees were earned by international students in the department; students in this group came from 43 countries. Altogether, approximately one-third of our graduate students in Curriculum and Instruction are international students, which enriches the social and intellectual environment for all faculty and students as we continuously learn from each other.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

PhD Applicants

Applicants are required to supplement the application with the items enumerated below.

• Unofficial transcripts. Unofficial transcripts from all previous postsecondary studies are required for all PhD applicants. Unofficial transcripts should be uploaded to the application system. If an applicant is admitted by the department, official transcripts will need to be submitted directly to the Graduate School by the student's postsecondary institution. 
• Evidence of writing ability. PhD applicants are required to provide evidence of their writing ability by submitting a writing sample (master's thesis, academic paper from a graduate course, a journal article, or any other writing that the applicant believes can be used to judge writing ability). This should be uploaded to the application.
• Three letters that include an appraisal of academic competence. PhD applicants are required to have three letters of reference assessing their academic and professional competence. Letters of reference written for teachers and other educational professionals ordinarily include an evaluation of their professional competence, and the department values that information. In addition, the department needs letters that provide a knowledgeable appraisal of the applicant's academic competence and research capability. An applicant's former professors are usually best able to provide this, so the department encourages letters from such referees. Letters must be submitted electronically through the online application .
• Statement of reasons for doctoral study and the names of one or two potential advisors.  Each PhD applicant is required to upload a detailed statement of reasons for doctoral study and to pick the names of one or two potential advisors from a drop-down menu. It is highly recommended that applicants contact prospective advisors in advance of applying. Contact information can be found on the C&I website .  The statement should indicate the applicant's primary area of interest, professional objectives, career goals, and why the applicant is interested in pursuing a research degree in the Department of Curriculum and Instruction. The applicant must identify the desired advisor or advisors in the drop-down menu and it is recommended to do so as well in the statement of reasons for graduate study. This information is used to gauge the appropriateness of the applicant's program goals in relation to the department's mission and to identify prospective advisors whose research interests match those of the applicant. If an applicant's statement fails to persuade a faculty member to serve as the graduate advisor, the applicant will be refused admission; it is, therefore, important that this statement be detailed, well-written, and matched to specific advisors and their areas of study that are available in the department.  Please see this FAQ for more information about writing a statement of reasons. 
• Resume or curriculum vitae (cv). 

International applicants should note additional requirements that are described in the International Applications section, below.

International degree-seeking applicants must prove English proficiency using the Graduate School's requirements .

Expected Background in Professional Education

A background in education coursework is a prerequisite for the PhD program in Curriculum and Instruction. Applicants are required to have taken at least 12 credits in education courses that are equivalent to courses taught within a school of education, as judged by the Graduate Education Advisory Committee. Applicants lacking this background will be required to take a specified number of credits of education coursework in addition to the coursework ordinarily required in the graduate program. The courses taken should be chosen in consultation with the graduate advisor, and each of these courses must be taken for a letter grade (not pass/fail). These courses may be carried concurrently with regular graduate courses; but, being additional requirements, they do not satisfy the requirements of the graduate program .

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

Funding - fellowships and financial support.

The department will guarantee five years of funding for each admitted, full-time student. This funding could take the form of assistantships or fellowships and will include tuition remission and a modest stipend. Assistantships typically involve 20 hours of professional work each week that takes place in and around the Madison area. Fellowships do not have work requirements but typically involve attending fellowship events and meetings or participating in research opportunities. 

Part-time students are not eligible for fellowships or assistantships in the C&I department. A full-time student temporarily dropping to part-time status will not be eligible for funding while they are part-time. Any teaching, project, or program assistant in the C&I department must carry a full course load of 8–15 graduate-level credits (3 credits for dissertators) and make satisfactory progress toward the graduate degree.

Minimum Graduate School Requirements

Major requirements.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

Mode of Instruction

Mode of Instruction Definitions

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

Curricular Requirements

Required Courses

51 credits minimum are needed to graduate. At least 36 of these must be taken after the student enters the PhD program. Within those 36 credits:

• For students without a UW–Madison Curriculum & Instruction MS, minimum of 18 must be new Curriculum & Instruction ( CURRIC ) credits. For students with a UW–Madison Curriculum & Instruction Research MS, a minimum of 12 must be new Curriculum & Instruction ( CURRIC ) credits. CURRIC 990 , CURRIC 999 and classes from the Qualitative Research Methodology in Education minor does not satisfy this requirement. 
• Breadth (9–12 credits)
• Students who have a UW–Madison Curriculum & Instruction MS are exempt from this requirement.
• 3 research method classes (from 2 different traditions as determined by advisor).

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Major-Specific Policies

Prior coursework, graduate credits earned at other institutions.

No prior coursework from other institutions can transfer for the 36 credits required before taking the preliminary examination in Curriculum and Instruction.

Undergraduate Credits Earned at Other Institutions or UW-Madison

No credits from a UW-Madison undergraduate degree or an external completed master's degree can transfer for the 36 credits required before taking the preliminary examination in Curriculum and Instruction. 

Credits Earned as a Professional Student at UW-Madison (Law, Medicine, Pharmacy, and Veterinary careers)

Refer to the Graduate School: Transfer Credits for Prior Coursework policy.

Credits Earned as a University Special Student at UW–Madison

With program approval, students are allowed to transfer no more than 9 credits of coursework numbered 300 or above taken as a UW–Madison University Special student. Coursework earned five or more years prior to admission to a doctoral degree is not allowed to satisfy requirements.

The status of a student can be one of two options:

• Satisfactory progress (progressing according to standards)
• Unsatisfactory progress (not progressing according to standards; permitted to enroll with specific plan with dates and deadlines in place in regard to removal of unsatisfactory progress to avoid dismissal from the program).

Advisor / Committee

All students are required to have an advisor. An advisor is assigned to all incoming students. To ensure they are making satisfactory progress toward a degree, students should meet with their advisor on a regular basis.

The advisor serves as the dissertator advisor. Students can be suspended from the program if they do not have an advisor.

Credits Per Term Allowed

12 credits. Students may take up to 15 credits with the approval of their advisor and notification to the graduate program coordinator. 

Time Limits

Students must submit their proposal at least one semester before they can defend their dissertation.

Refer to the Graduate School: Time Limits policy.

Grievances and Appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office Student Assistance and Support (OSAS)  (for all students to seek grievance assistance and support)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

School of Education Grievance Policy and Procedures

The following School of Education Student Grievance Policy and associated procedures are designed for use in response to individual student grievances regarding faculty or staff in the School of Education.

Any individual student who feels they have been treated unfairly by a School of Education faculty or staff member has the right to file a grievance about the treatment and receive a timely response addressing their concerns. Any student, undergraduate or graduate, may use these grievance procedures, except employees whose complaints are covered under other campus policies. The grievance may concern classroom treatment, mentoring or advising, program admission or continuation, course grades (study abroad grade complaints are handled through International Academic Programs ), or issues not covered by other campus policies or grievance procedures. 

For grievances regarding discrimination based on protected bases (i.e., race, color, national origin, sex, disability, age, etc.), contact the Office of Compliance ( https://compliance.wisc.edu/eo-complaint/ ).

For grievances or concerns regarding sexual harassment or sexual violence (including sexual assault, dating/domestic violence, stalking, and sexual exploitation), contact the Sexual Misconduct Resource and Response Program within the Office of Compliance.

For grievances that involve the behavior of a student, contact the Office of Student Conduct and Community Standards in the Dean of Students Office at https://conduct.students.wisc.edu/ ).

For grievances about, or directed at, faculty or staff in a School of Education department, unit, or program, students should follow these steps:

• Students are strongly encouraged to first talk with the person against whom the concern is directed. Many issues can be settled informally at this level. If students are unable to resolve concerns directly or without additional support, step 2 or 3 should be pursued.
• If the concern is directed against a teaching assistant (TA), and the student is not satisfied, the student should contact the TA's supervisor, who is usually the course professor. The course professor will attempt to resolve the concern informally.
• If the concern involves a non-TA instructor, staff member, professor, academic department, or School of Education office or unit, the student should contact the chair of the department or the director of the office or unit, or their designee. The chair or director, or their designee, will attempt to resolve the concern informally. If the concern is about the department chair or office/unit director, the student should consult the School of Education Senior Associate Dean for guidance.
• If the concern remains unresolved after step 2, the student may submit a formal grievance to the chair or director in writing within 30 business days 1 of the alleged unfair treatment. To the fullest extent possible, a formal written grievance shall contain a clear and concise statement of the issue(s) involved and the relief sought.  
• On receipt of a written grievance, the chair or director will notify the person at whom the grievance is directed with a copy of the written grievance. The person at whom the complaint is directed may submit a written response, which would be shared with the student.
• On receipt of a written grievance, the chair or director will refer the matter to a department, office, or unit committee comprised of at least two members. The committee may be an existing committee or one constituted for this purpose. The committee, or delegates from the committee, may meet with the parties involved and/or review any material either party shares with the committee.  
• The committee will provide a written description of the facts of the grievance and communicate recommendations to the department chair or office/unit head regarding how the grievance should be handled.

For the purpose of this policy, business days refers to those days when the University Offices are open and shall not include weekends, university holidays, spring recess, or the period from the last day of exams of fall semester instruction to the first day of spring semester instruction. All time limits may be modified by mutual consent of the parties involved.

If the grievance concerns an undergraduate course grade, the decision of the department chair after reviewing the committee’s recommendations is final. 

Other types of grievances may be appealed using the following procedures:

• Both the student who filed the grievance or the person at whom the grievance was directed, if unsatisfied with the decision of the department, office or unit, have five (5) business days from receipt of the decision to contact the Senior Associate Dean, indicating the intention to appeal.   
• A written appeal must be filed with the Senior Associate Dean within 10 business days of the time the appealing party was notified of the initial resolution of the complaint.
• On receipt of a written appeal, the Senior Associate Dean will convene a sub-committee of the School of Education’s Academic Planning Council. This subcommittee may ask for additional information from the parties involved and/or may hold a meeting at which both parties will be asked to speak separately (i.e., not in the room at the same time).
• The subcommittee will then make a written recommendation to the Dean of the School of Education, or their designee, who will render a decision. The dean or designee’s written decision shall be made within 30 business days from the date when the written appeal was filed with the Senior Associate Dean.  For undergraduate students, the dean or designee’s decision is final.

Further appealing a School of Education decision – graduate students only

Graduate students have the option to appeal decisions by the School of Education dean or designee by using the process detailed on the Graduate School’s website .

Questions about these procedures can be directed to the School of Education Dean's Office, 377 Education Building, 1000 Bascom Mall, 608-262-1763.

• Office of Compliance (for discrimination based on protected classes, including misconduct) 179A Bascom Hall, 608-262-2378
• Office of Student Conduct and Community Standards (for conflicts between students, or academic integrity violations) 70 Bascom Hall, 608-263-5700
• Bias or Hate Reporting (for students who experience or observe bias or hate incidents)  70 Bascom Hall, 608-263-5700
• Graduate School (for graduate students who need informal advice at any level of review; for official appeals of program/departmental or school/college grievance decisions, see Graduate Assistant Policies and Procedures ) 217 Bascom Hall, 608-262-2433
• Ombuds Office for Faculty and Staff (for UW–Madison employees, including graduate students) 523-524 Lowell Center, 608-265-9992
• Employee Assistance (for conflicts involving graduate assistants and other employees) 256 Lowell Hall, 608-263-2987
• Office of Human Resources for policies and procedures to address workplace conflict) 21 N Park Street Suite 5101, 608-265-2257
• Office of Student Assistance and Support (OSAS) (for any students needing advice or support) 70 Bascom Hall, 608-263-5700
• School of Education, Office of Student Services (for students, particularly undergraduates, in the School of Education) 139 Education Building, 608-262-1651
• School of Education, Office of Equity, Diversity, and Inclusion (OEDI) 145 Education Building, 608-262-8427

Professional Development

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

Learning Outcomes

• (Breadth of Knowledge) Examples of competence may include demonstrating awareness of historical and intellectual context, educational practices, critical research paradigms within the broader field of Curriculum and Instruction, and theories and approaches from other fields as appropriate for their research.
• (Depth of Knowledge) Examples of competence may include demonstrating mastery of concepts, theories, and research, and understanding of relevant educational practices and contexts, sufficient to pose questions that extend the current boundaries of knowledge within their chosen subfield of Curriculum and Instruction.
• (Research Approaches and Epistemological Foundations) Examples of competence may include articulating research problems that build on history, theory, research, and practice within their subfield of Curriculum and Instruction; choosing research methods appropriate to those problems and demonstrating understanding of epistemological foundations underlying those methods.

Faculty: Professors Agarwal, Baker, L. Berland, M. Berland, Bullock, Feinstein, Ghousseini, Grant, E. Halverson, Hassett, Hawkins, Hess, Ho, YJ Kim, C. Kirchgasler, K. Kirchgasler, Louie, Machado, McDonald,  McKinney de Royston, Pacheco, Popkewitz, LJ Randolph Jr., Roman, Rudolph, Russ, Stoddard, Vieira, Wardrip.

For more information about respective members of the faculty, see People on the department website.

Educational Policy Studies

Learning about Wisconsin First Nations is another essential step in this process. Please explore these resources:

Our Department

The Department of Educational Policy Studies at the University of Wisconsin–Madison deepens and expands the understanding of educational policy and practice, past and present, at local, national, and international levels. We examine educational policies, movements, outcomes, dilemmas, and controversies — as well as the forces shaping them — through the lenses of history, sociology, anthropology, political economy, philosophy, policy analysis, and international comparative education.

Our efforts are guided by the conviction that as a diverse community of faculty, staff, and students committed to furthering socially just visions of education, we honor the intellectual and moral ideals of the School of Education and the university, and more effectively achieve our educational and scholarly aspirations.

Degrees, Minors, and Certificates

Current Student Resources

International Visiting Scholars

EPS PhD Funding

All newly admitted students to the Ph.D. program in Educational Policy Studies receive at least four academic years of funding from a combination of school or university fellowships; teaching assistantships; and/or project/research assistantships. In addition, all students receive tuition remission, have access to health insurance, and a competitive living stipend for their first four academic years of study. Details on your exact funding package will be provided at the time of admission.

Frequently Asked Questions About EPS Graduate Programs

How large are graduate courses? Are the master's MA and PhD programs separate? Can I transfer credits from other graduate programs?

If you have these or other questions, please check out our FAQ website! Link is above in the title.

Graduate Dissertations

Recent Awards and Publications

Past Speakers at EPS

Education Studies Major and EPS Certificates

Bachelor of science (bs) in education studies.

The Education Studies degree program addresses urgent questions related to domestic and global education policy and practice. Students in this program will focus on the relationships among education, inequality, and social justice. They'll investigate the connections between education and other policy areas, including housing, healthcare, migration, justice, political reforms, economic development, and foreign policy. Graduates of this program will become well-informed leaders who can engage critically, thoughtfully, and ethically in educational policy debates and practices in Wisconsin, the U.S., and the world.

Certificate in Global Cultures, Languages, and Education

The Certificate in Global Cultures, Languages, and Education (GCLE) educates students about global anthropological, sociolinguistic, and language policy and planning perspectives, while providing them with tools to think critically about global language, literacy, and sociocultural contexts.

Certificate in Social Justice and Education

The Certificate in Social Justice and Education, focused on education policy and practice, aims to provide students with a foundational understanding of the social inequities that shape education and broader society, as well as how educators, students, administrators, parents, and community members have responded to these inequities.

Other Undergraduate Programs

Meet Our Students

Khrysta Evans

Khrysta A. Evans is a PhD candidate in Educational Policy Studies in the Social Sciences concentration at the University of Wisconsin–Madison with a minor in Gender and Women’s Studies. Originally from the Bronx, NY, she earned her BA in Sociology from the University of Maryland, and her MA in Educational Studies from the University of Michigan. As a doctoral student, she is excited to learn about Black girls’ school experiences, particularly about how schools simultaneously serve as a site of socialization and resistance and fugitivity for Black girls. Khrysta has had articles published in Journal of School Psychology and Emerging Adulthood that examine how Black girls’ and women’s peer groups help them to navigate K-12 schools and universities. This year she will be part of the Morgridge Center for Public Service’s 5th Cohort of Morgridge Fellows and the Institute for Research Poverty’s Graduate Research Fellow Program. Currently, she is gearing up to conduct a dissertation on how Black West Indian girls develop spatial knowledge and support networks within schools.

See Student Profiles

Meet Our Faculty

Stacey J. Lee is the Frederick Erickson Wisconsin Alumni Research Foundation (WARF) Professor of Educational Policy Studies and the Associate Dean for Education in the School of Education at the University of Wisconsin. Lee is also a faculty affiliate in the Asian American Studies Program. An educational anthropologist, Lee’s research examines the role of formal and informal education in the incorporation of youth from immigrant and refugee families into the United States. Her primary strand of research focuses on education and the racialization of Asian American youth. She is the author of Unraveling the Model Minority Stereotype: Listening to Asian American Youth, and Up Against Whiteness: Race, School & Immigrant youth. Her newest book, Resisting Asian American Invisibility: The Politics of Race and Education is forthcoming with Teachers College Press in the fall of 2022. She is currently to co-editor-in-chief of Anthropology & Education Quarterly. Her research has been supported by the Spencer Foundation and she is a Fellow of the American Educational Research Association.

See Faculty Profiles

• UW–Madison’s Apple delivers keynote at Ireland symposium June 14, 2024
• Career Center job shadow program: The rewards of mentoring students June 9, 2024
• Career Center job shadow program: Exploring paths in education June 8, 2024
• June 28 Climate Optimism: Finding Creative Solutions and Making Positive Impacts - A Virtual Workshop for Educators Wisconsin International Outreach Consortium (WIRC) K-12 Educator Event 9:00 AM
• September 13 On Blackness, Liveliness, and What It Means to Be Human Lunch and Learn Talk by Wilson Kwamogi Okello 12:00 PM , Online
• October 4 Designed to Fail: Why Racial Equity in School Funding Is So Hard to Achieve Lunch and Learn Talk by Roseann Liu 12:00 PM , Online
• EPS Annual Conference
• International and Comparative Education Research Group (ICERG)
• Visiting Scholars

Degree Programs

Current students.

• All Resources
• Forms and Handbooks
• Undergraduate Advising

Graduate School | UW–Madison

In addition to a $1 billion annual investment in research, UW–Madison enjoys a strong global reputation for preeminence in graduate education.

Our approach blends a top–notch education with the deep, sophisticated research opportunities so crucial to a meaningful graduate student experience.

Being part of the intellectual community at UW–Madison means connecting to the broader world through the Wisconsin Idea.

The combination of a superb graduate education and one of the world’s most successful research enterprises is the signature of the Graduate School at the University of Wisconsin–Madison. About the Graduate School >>

World-class Graduate Education

Our graduate programs consistently earn high rankings from U.S. News & World Report. See our most recent rankings.

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Profiles by Program >>

Professional development

When you participate in professional development at UW–Madison, you build skills needed to succeed academically and thrive in your career.

• June 17 Personal and Career ROADMAP 5:30PM , 1003 Tong Auditorium, Engineering Centers Building
• June 18 Stata Workshop: Dates 10:00AM , 3218 Sewell Social Sciences
• June 19 Stata Workshop: Text Data 10:00AM , 3218 Sewell Social Sciences
• June 19 Personal and Career ROADMAP 5:30PM , 1003 Tong Auditorium, Engineering Centers Building
• June 20 Stata Workshop: Tables in Stata 17 10:00AM , 3218 Sewell Social Sciences

News and announcements

Stay informed important issues affecting graduate students with news and priority announcements from the Graduate School.

Beth Meyerand named Graduate School associate dean

Five uw–madison students awarded national academy of education/spencer foundation dissertation fellowships, sutton receives department of energy award to study improved hydrogeological modeling, four uw–madison students receive mellon/acls dissertation innovation fellowships, 2024 award for excellence in graduate student support, uw–madison graduate programs ranked highly by u.s. news, 26 uw–madison students offered nsf grfp awards.

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Alumni career profiles

Explore the variety of career paths open to you as a UW–Madison graduate by reading the success stories of some of our alumni.

Jared Knowles

President, Civilytics Consulting LLC Jared Knowles founded Civilytics Consulting, LLC, in 2016 to pursue his passion of providing high-quality public performance metrics for government services. Knowles completed his political science PhD in 2015 at UW–Madison, where he was also a fellow in the Interdisciplinary Training Program in Education Sciences.

Board Liaison and Strategic Initiatives at the Overture Center for the Arts; Founder and Executive Director of the LunART Festival Iva Ugrčić moved to the U.S. in 2014 to pursue a Doctor of Musical Arts degree at UW–Madison, which she earned in 2017. While on campus, she also earned a minor in Business in the Arts from the Bolz Center for Arts Administration at the Wisconsin School of Business. She now serves in the Board Liaison and Strategic Initiatives role for the Overture Center for the Arts.

Ángel Casanova-Torres

Sr. Regulatory Affairs Specialist, Exact Sciences Ángel earned a PhD in Microbiology in 2016. Now, as a Senior Regulatory Affairs Specialist at Exact Sciences in Madison, Ángel is a liaison on regulatory affairs for his colleagues, providing strategic and technical advice for the development and commercialization of healthcare products.

Browse more alumni career profiles >>

Research and innovation

Our philosophy is clear and time-tested: the creation of new knowledge through research depends on educational excellence and graduate education is perfected through research. Our graduate students, and the work they do, illustrate this synergistic relationship. This Wisconsin tradition is built on a foundation of world-class faculty, diverse students determined to succeed, research innovation and facilities and programs second to none.

UW–Madison scientists develop most sensitive way to observe single molecules

Pancreatic cancer is difficult to treat. nano-drugs hitching a ride on bacteria could help., these jacks-of-all-trades are masters, too: yeast study helps answer age-old biology question, nanomaterial that mimics proteins could be basis for new neurodegenerative disease treatments, investing in graduate education.

The Wisconsin Alumni Research Foundation (WARF) plays an essential role in supporting the innovative research and graduate education that are cornerstones of the University of Wisconsin–Madison.  These profiles illustrate the diverse and important ways that WARF contributes to graduate student success at UW–Madison.

Fernanda Szewc

PhD candidate, Clinical Investigation Fernanda is a PhD candidate working in the Department of Pediatrics at the School of Medicine and Public Health. She develops cancer treatments that utilize immune cells.

PhD student, Electrical and Computer Engineering Ilhan's research on magnetic particle imaging has earned journal articles and campus news coverage for paving the way for scientific advances in brain and organ imaging.

Claire Kilgore

PhD candidate, Art History Claire’s dissertation explores depictions of pregnancy, reproductive anatomy, and childbirth in devotional art from the late Middle Ages. She analyzes what those depictions say about perceptions of the human body, reproductive health, and their connections to philosophy and religion.

Read more WARF-funded student profiles >>

PhD in School Psychology

This graduate program leads to a PhD in School Psychology with a scientist–scholar–practitioner model of professional training. Students prepare for positions as professors in colleges and universities, psychologists in elementary and secondary schools, and with other organizations or agencies that focus on psychological services for children, youth, and families. The program is fully accredited by the American Psychological Association and approved by the National Association of School Psychologists.

The areas of professional practice for school psychologists include psychological assessment and psychodiagnostic evaluation, prevention and intervention procedures, consultation and program planning, and research and evaluation. The program also requires the study of applied behavior analysis, cognitive-behavior therapy, social-learning theory, and ecological-behavioral-systems theory. Applied experience and training are provided in individual and group work with both typical classroom populations and special groups, including individuals with developmental disabilities and others with special education needs. Included in the practicum and internship experience is work with families, classroom peer groups, and community and school systems.

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Educational psychology.

Educational Psychology, PhD: School Psychology

The doctoral specialization in School Psychology adheres to a scientist-practitioner model of training and is designed to fully integrate psychological theory with rigorous research and professional practice skills. The program is committed to training multi-culturally competent school psychologists. The PhD program is accredited by the American Psychological Association and approved by the National Association of School Psychologists.

The School Psychology program has five major goals. It aims to prepare school psychologists to:

• Design and implement evidence-based therapeutic interventions that meet the mental health and educational needs of children, adolescents and families
• Engage in problem-solving consultation within and across schools and community settings with families and professionals to enhance the competencies and resilience of youth and to promote healthy home, school and community environments
• Conduct comprehensive assessments that are directly linked to interventions aimed at improving understanding and outcomes of youth, families and schools
• Provide service delivery and to conduct research that reflects APA and NASP ethical and professional standards
• Conduct, interpret, critique and disseminate high quality scientist-practitioner research that advances the field of school psychology

Educational Psychology PhD

The goal of the Doctor of Philosophy in Educational Psychology is to prepare psychologists, researchers and educational professionals to effectively work on the unique challenges of promoting education, learning, and mental health in urban environments. The four areas of emphasis in the doctoral program are:

• Counseling Psychology
• Cognitive and Developmental Sciences
• Educational Statistics and Measurement
• School Psychology

See the Educational Psychology Website for more information on these areas.

The Counseling Psychology and School Psychology specializations at the master’s and doctoral level are accredited by the American Psychological Association (APA).

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 E-mail:  [email protected] Website:  American Psychological Association Website

Admission Requirements 

Credits and courses, additional requirements, application deadlines.

Application deadlines vary by program, please review the application deadline chart for specific programs. Other important dates and deadlines can be found by using the One Stop calendars .

To be considered for admission to the program applicants must complete the Graduate School online application, and satisfy all UWM Graduate School admission requirements in addition to the following program requirements:

• Undergraduate GPA of at least 3.0.
• A letter outlining the applicant’s academic and professional background, declaration of School Psychology as the Area of Concentration, as well as specific research interests and goals for the PhD program.
• Three letters of recommendation from individuals familiar with the applicant’s intellectual achievement and potential.
• Resume or curriculum vita.

In addition to the requirements listed below, please refer to the program handbook.

Advising and the Major Professor

Upon admission to the doctoral program in Educational Psychology, students are assigned a temporary advisor in their area of emphasis (e.g., Counseling Psychology, Cognitive and Developmental Sciences, Educational Statistics and Measurement, or School Psychology). This person is available to discuss initial course selection and provide general advice about the program. After beginning the program and before filing a Student Academic Plan, students should seek a Major Professor. The permanent Major Professor may—but does not have to be—the same person who is the temporary advisor. Students must select an advisor in their area of emphasis. Selection of a Major Professor is by mutual consent between the student and the faculty member. Students should notify the Training Director within their emphasis when the Major Professor has been selected.

The student must meet minimum  Graduate School residence requirements  of one continuous academic year of full-time graduate studies at UWM. This can be satisfied by completing at least 8 graduate credits in each of two consecutive semesters, or 6 or more graduate credits in each of three consecutive semesters. 

Students are required to complete practicum requirements to become licensed.

Following Practicum, students are required to complete a year-long internship in order to be licensed.

Publishable Paper

Students are required to work with faculty to have a “publishable” paper within 30 credits after admission to the program. It may be a collaborative effort, such as publishing a chapter or article with a faculty advisor or other faculty collaborator.

A minor is an option. Students interested in a minor should contact their Major Professor.

Master's Degree

Students may apply to receive the master's degree upon completion of 30 credits.

Doctoral Preliminary Examination

The Doctoral Preliminary Examination is taken at the end of a student’s coursework. A description of the Preliminary Examination is provided in the doctoral handbook corresponding to the student’s specialization area within Educational Psychology.

The Preliminary Examination consists of a written component and, in some specializations, an oral component. The purpose of the Preliminary Examination is to determine whether the student demonstrates understanding of coursework and related bodies of knowledge and is qualified to proceed with dissertation planning. A minimum of three faculty members in the specialization area shall participate on a student’s Preliminary Examination.

Proposal Hearing

A doctoral student qualifies as a “doctoral candidate” upon completion of the doctoral Student Academic Plan, successful completion of the Doctoral Preliminary Examination for the PhD degree, and successfully passing a dissertation proposal hearing. The hearing is open and the date, time and location must be announced by the Major Professor. Each member of the committee must sign the doctoral dissertation proposal hearing form, and indicate approval or disapproval. A simple majority of all committee members is required. No absentee ballots are acceptable.

Dissertation Defense

The candidate must write a dissertation that demonstrates the ability to pursue independent research. The candidate must pass an oral exam in defense of the dissertation.

Exit Requirements

Contingent upon satisfactory completion of program requirements, passage of the preliminary qualifying examination, and successful oral defense of the dissertation, the Chair of the Department of Educational Psychology will give final approval of the PhD in Educational Psychology.

It is expected that most students will complete all degree requirements within six years of initial enrollment in the doctoral program. All requirements MUST be completed within ten years from the date of initial enrollment.

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• Departmental Application Requirements More
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Assistant Professor

• Madison, Wisconsin
• COLLEGE OF ENGINEERING/INDUSTRIAL & SYSTEMS ENGR
• Faculty-Full Time
• Opening at: Jun 14 2024 at 10:15 CDT

Job Summary:

One faculty position in the University of Wisconsin-Madison Department of Industrial & Systems Engineering. Applicants are expected to create, advance, and maintain a productive research program, and provide classroom and individual training for undergraduate and graduate degree-seeking students. In addition, candidates will support the department efforts to enhance and advance equity and inclusion in higher education through their teaching, research, and service activities, while contributing to the intellectual and academic life of the department. University and professional service will be expected as appropriate.

Responsibilities:

Seeking candidates with research interests in advanced manufacturing. Research areas of interest include but are not limited to: emerging additive manufacturing processes such as 4D printing, methods of integrating multiple disciplines such as control theory, deep learning, and engineering knowledge to enable transformative manufacturing capabilities, system integration and experimental setup for advanced additive manufacturing research and development, multimodal data modeling and integration with applications to engineering, data-driven artificial intelligence theory for high dimensional data and its applications in industry. Candidates are encouraged to highlight the practical relevance and impact of the methodologies they developed. Candidates with experience of advising undergraduate students on research projects are particularly encouraged to apply.

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Required PhD Appointment to this tenure-track position requires a PhD degree completed prior to the start date of the appointment.

Qualifications:

Applicants should have an outstanding academic record, exceptional potential for creative research, and a commitment to both undergraduate and graduate education in industrial and systems engineering. Appointment to this tenure-track position requires a PhD degree be received prior to start of appointment.

Full Time: 100% It is anticipated this position requires work be performed in-person, onsite, at a designated campus work location.

Appointment Type, Duration:

Ongoing/Renewable

Anticipated Begin Date:

JANUARY 01, 2025

Minimum $100,000 ACADEMIC (9 months) Depending on Qualifications

How to Apply:

Please click on the "Apply Now" button to start the application process. To apply for this position, you will need to provide a Cover Letter, CV, Teaching Statement, and Research Statement. Your application will also need contact information for three references entered in the online application form. The deadline for assuring full consideration is July 18, 2024, however, the position may remain open and applications may be considered until the position is filled. Appointment to this tenure-track position requires a PhD degree completed prior to the start date of the appointment. Employment will require an institutional reference check regarding any misconduct. To be considered, applicants must upload a signed 'Authorization to Release Information' form as part of the application. The authorization form and a definition of 'misconduct' can be found here: https://hr.wisc.edu/institutional-reference-check/

Shiyu Zhou [email protected] 608-262-9534 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Assistant Professor(FA040)

Department(s):

A19-COLLEGE OF ENGINEERING/INDUSTRIAL & SYSTEMS ENGR

Employment Class:

Job number:, the university of wisconsin-madison is an equal opportunity and affirmative action employer..

You will be redirected to the application to launch your career momentarily. Thank you!

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• Educational Leadership and Policy Analysis: Higher Education, PhD

This is a named option in the Educational Leadership and Policy Analysis PhD .

The Department's Higher Education PhD aims to develop a knowledge base that includes an understanding of the institutional context of higher education, academic leadership, culture and governance, and student services administration. Program faculty have expertise in identifying and dismantling structural inequities across and within the higher education ecosystem. In course and dissertation work, students are encouraged to pursue their “burning questions” toward transformative change. Students receive a strong foundation in theoretical and conceptual frameworks, research methods (e.g., qualitative, quantitative, mixed and multi-methods), and an understanding of the institutional dynamics and policy context of post-secondary education.

Students who have received their PhD in Higher Education in our department have successfully pursued roles in leadership, faculty, and senior administrator and staff positions at a wide range of colleges and universities across this country and the globe. To illustrate, some graduates have gone on to become presidents of community colleges, research universities, and liberal arts colleges. Others have taken on senior administrative and staff positions, such as vice-presidents of statewide systems of higher education, chief diversity officers, colleges and university provosts, and university-wide assessment directors. Still others have taken on faculty and research positions at major research universities as well as regional colleges and universities.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

Application

Applicants are required to upload the following items to the online application.

• What are your primary career goals and professional gaps you have identified as important for your intellectual and professional advancement over the next 5-10 years?
• In what ways will these professional gaps be addressed through a doctoral program at UW-Madison?
• Describe at least one research topic and/or project you plan to work on during your doctoral program.
• As you will note, the program is interested in developing and maintaining a diverse and engaged learning community. Please identify any unique or special contributions you will bring to this community.
• Unofficial transcripts. Official transcripts will be requested prior to Graduate School admission.
• Resume or CV.
• Three letters of recommendation. Recommendations from three (3) people who are qualified to evaluate the academic and professional competence of the applicants are required. When completing the online application, submit the names and emails of those requesting recommendation from; recommendations are sent electronically to your application.
• Supporting document if required. Applicants who earned an undergraduate GPA below 3.00 or a graduate GPA below 3.5 should provide additional explanation/documentation to support their admission. In statement, explain why GPA does not accurately reflect high potential to serve in leadership roles. 

International degree-seeking applicants must prove English proficiency using the Graduate School's requirements .

Essay Statement

A "strong" essay is characterized by:

• A clear, thorough, well-organized essay that expresses ideas in a detailed and engaging manner.
• Addresses all components of the instructions.
• Paragraphs signal the divisions of thought and sentences flow with ideas in a logical sequence.
• No (or very few) noticeable errors in composition.
• The articulation of clear scholarly interests that are consistent with the department's mission and that may expand knowledge within the field.

A "satisfactory" essay is characterized by:

• A detailed, well-organized essay.
• Paragraphs signal the major divisions of thought and sequence.
• Few errors in composition.
• The articulation of scholarly interests that are consistent with the department's mission.

A "weak" essay is characterized by:

• A well-organized but insufficiently detailed essay.
• Addresses some, but not all, of the components of the instructions.
• Paragraphs do not contain main topics.
• A distracting number of errors in composition or spelling (i.e., more than two or three per page).
• No articulation of scholarly interests.

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

All newly admitted full-time students to the PhD program in Educational Leadership & Policy Analysis receive at least five academic years of funding from a combination of school or university fellowships, teaching assistantships, and/or project/research assistantships. Details on specific funding packages will be provided at the time of admission. Assistantships and fellowships generally include tuition remission, access to health insurance and other benefits, and a competitive living stipend. In consultation with one's advisor, students are encouraged to seek positions in other areas that are related to their own research and professional interests.

Part-time students are not eligible for department funding.  

Minimum Graduate School Requirements

Named option requirements .

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

Mode of Instruction

Mode of Instruction Definitions

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

Curricular Requirements

Required Courses

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Named Option-Specific Policies

Prior coursework, graduate credits earned at other institutions.

With program approval, students may transfer no more than 36 credits of graduate coursework from other institutions. Coursework earned ten years or more prior to admission to a doctoral degree is not allowed to satisfy requirements.

Undergraduate Credits Earned at Other Institutions or UW-Madison

No credits from an undergraduate degree may transfer.

Credits Earned as a Professional Student at UW-Madison (Law, Medicine, Pharmacy, and Veterinary careers)

Refer to the Graduate School: Transfer Credits for Prior Coursework policy.

Credits Earned as a University Special Student at UW–Madison

With program approval, students may transfer no more than 15 credits of coursework numbered 300 or above taken as a UW–Madison Special student. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements. For more information, refer to the Graduate School: Transfer Credits for Prior Coursework policy.

Refer to the Graduate School: Probation policy.

Advisor / Committee

Every graduate student is required to have an advisor. An advisor is a faculty member, or sometimes a committee, from the major department responsible for providing advice regarding graduate studies. An advisor generally serves as the thesis advisor. In many cases, an advisor is assigned to incoming students. Students can be suspended from the Graduate School if they do not have an advisor.

To ensure that students are making satisfactory progress toward a degree, the Graduate School expects them to meet with their advisor on a regular basis.

A committee often accomplishes advising for the students in the early stages of their studies.

Credits Per Term Allowed

Time limits.

Refer to the Graduate School: Time Limits policy.

Grievances and Appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
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School of Education Grievance Policy and Procedures

The following School of Education Student Grievance Policy and associated procedures are designed for use in response to individual student grievances regarding faculty or staff in the School of Education.

Any individual student who feels they have been treated unfairly by a School of Education faculty or staff member has the right to file a grievance about the treatment and receive a timely response addressing their concerns. Any student, undergraduate or graduate, may use these grievance procedures, except employees whose complaints are covered under other campus policies. The grievance may concern classroom treatment, mentoring or advising, program admission or continuation, course grades (study abroad grade complaints are handled through International Academic Programs ), or issues not covered by other campus policies or grievance procedures. 

For grievances regarding discrimination based on protected bases (i.e., race, color, national origin, sex, disability, age, etc.), contact the Office of Compliance ( https://compliance.wisc.edu/eo-complaint/ ).

For grievances or concerns regarding sexual harassment or sexual violence (including sexual assault, dating/domestic violence, stalking, and sexual exploitation), contact the Sexual Misconduct Resource and Response Program within the Office of Compliance.

For grievances that involve the behavior of a student, contact the Office of Student Conduct and Community Standards in the Dean of Students Office at https://conduct.students.wisc.edu/ ).

For grievances about, or directed at, faculty or staff in a School of Education department, unit, or program, students should follow these steps:

• Students are strongly encouraged to first talk with the person against whom the concern is directed. Many issues can be settled informally at this level. If students are unable to resolve concerns directly or without additional support, step 2 or 3 should be pursued.
• If the concern is directed against a teaching assistant (TA), and the student is not satisfied, the student should contact the TA's supervisor, who is usually the course professor. The course professor will attempt to resolve the concern informally.
• If the concern involves a non-TA instructor, staff member, professor, academic department, or School of Education office or unit, the student should contact the chair of the department or the director of the office or unit, or their designee. The chair or director, or their designee, will attempt to resolve the concern informally. If the concern is about the department chair or office/unit director, the student should consult the School of Education Senior Associate Dean for guidance.
• If the concern remains unresolved after step 2, the student may submit a formal grievance to the chair or director in writing within 30 business days 1 of the alleged unfair treatment. To the fullest extent possible, a formal written grievance shall contain a clear and concise statement of the issue(s) involved and the relief sought.  
• On receipt of a written grievance, the chair or director will notify the person at whom the grievance is directed with a copy of the written grievance. The person at whom the complaint is directed may submit a written response, which would be shared with the student.
• On receipt of a written grievance, the chair or director will refer the matter to a department, office, or unit committee comprised of at least two members. The committee may be an existing committee or one constituted for this purpose. The committee, or delegates from the committee, may meet with the parties involved and/or review any material either party shares with the committee.  
• The committee will provide a written description of the facts of the grievance and communicate recommendations to the department chair or office/unit head regarding how the grievance should be handled.

For the purpose of this policy, business days refers to those days when the University Offices are open and shall not include weekends, university holidays, spring recess, or the period from the last day of exams of fall semester instruction to the first day of spring semester instruction. All time limits may be modified by mutual consent of the parties involved.

If the grievance concerns an undergraduate course grade, the decision of the department chair after reviewing the committee’s recommendations is final. 

Other types of grievances may be appealed using the following procedures:

• Both the student who filed the grievance or the person at whom the grievance was directed, if unsatisfied with the decision of the department, office or unit, have five (5) business days from receipt of the decision to contact the Senior Associate Dean, indicating the intention to appeal.   
• A written appeal must be filed with the Senior Associate Dean within 10 business days of the time the appealing party was notified of the initial resolution of the complaint.
• On receipt of a written appeal, the Senior Associate Dean will convene a sub-committee of the School of Education’s Academic Planning Council. This subcommittee may ask for additional information from the parties involved and/or may hold a meeting at which both parties will be asked to speak separately (i.e., not in the room at the same time).
• The subcommittee will then make a written recommendation to the Dean of the School of Education, or their designee, who will render a decision. The dean or designee’s written decision shall be made within 30 business days from the date when the written appeal was filed with the Senior Associate Dean.  For undergraduate students, the dean or designee’s decision is final.

Further appealing a School of Education decision – graduate students only

Graduate students have the option to appeal decisions by the School of Education dean or designee by using the process detailed on the Graduate School’s website .

Questions about these procedures can be directed to the School of Education Dean's Office, 377 Education Building, 1000 Bascom Mall, 608-262-1763.

• Office of Compliance (for discrimination based on protected classes, including misconduct) 179A Bascom Hall, 608-262-2378
• Office of Student Conduct and Community Standards (for conflicts between students, or academic integrity violations) 70 Bascom Hall, 608-263-5700
• Bias or Hate Reporting (for students who experience or observe bias or hate incidents)  70 Bascom Hall, 608-263-5700
• Graduate School (for graduate students who need informal advice at any level of review; for official appeals of program/departmental or school/college grievance decisions, see Graduate Assistant Policies and Procedures ) 217 Bascom Hall, 608-262-2433
• Ombuds Office for Faculty and Staff (for UW–Madison employees, including graduate students) 523-524 Lowell Center, 608-265-9992
• Employee Assistance (for conflicts involving graduate assistants and other employees) 256 Lowell Hall, 608-263-2987
• Office of Human Resources for policies and procedures to address workplace conflict) 21 N Park Street Suite 5101, 608-265-2257
• Office of Student Assistance and Support (OSAS) (for any students needing advice or support) 70 Bascom Hall, 608-263-5700
• School of Education, Office of Student Services (for students, particularly undergraduates, in the School of Education) 139 Education Building, 608-262-1651
• School of Education, Office of Equity, Diversity, and Inclusion (OEDI) 145 Education Building, 608-262-8427
• Professional Development

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

Faculty: Professor Anjalé (AJ) Welton (chair); Professors Conrad, Eckes, Halverson, Kelley, Miller, Wang, Winkle-Wagner; Associate Professors Burt, Hillman; Assistant Professors Grooms, Henry, McQuillan, Saldana, Yu; Clinical Professors Crim, Li, Sramek, Salzman, Soffa-Jimenez 

• Requirements

Contact Information

Educational Leadership and Policy Analysis School of Education 608-262-3106 elpa.education.wisc.edu

Shari L. Smith, Graduate Program Manager [email protected] 608-263-2701 253b Education Building 1000 Bascom Mall, Madison, WI 53706

Anjalé (AJ) Welton, Department Chair and Director of Graduate Studies [email protected]

Master's Program Link

Doctoral Program Link

Certification Programs Link

Specialist Certificate Program Link

Graduate Program Handbook View Here

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Video of man pushing Black superintendent at daughter's graduation sparks racism claims

A video from a Wisconsin high school graduation shows a man pushing the school district superintendent away before he can shake hands with his daughter has sparked intense commentary, with some describing it as racist.

The incident happened at Baraboo High School's graduation on May 31. In the video, a high school graduate is seen smiling as she receives her diploma and shakes the hands of school officials. As she approaches the end of the line, a man, who the district identified as the graduate's father, is seen pushing Superintendent Rainey Briggs out of the line.

The graduate is seen pausing with a confused look for several moments before she moves her tassel to the other side of her graduation cap and leaves the stage. Other officials watch as others walk onstage and appear to begin to assist in managing the incident.

Graduations: Watch girl fly to shock best friend during graduation ceremony

'Gross and racist conduct'

A citation from the Baraboo Police Department shows that the father was charged with disorderly conduct and is required to make an August appearance in the Sauk County Circuit Court, according to the Milwaukee Journal Sentinel , part of the USA TODAY Network. A judge has also ordered the man to have no contact with Briggs after a temporary restraining order was filed; a hearing is set for June 14.

It's not clear what motivated the incident, but it has prompted accusations of racism, as the father is white, and Briggs is Black.

State Rep. Francesca Hong, D-Madison, posted on X that "no one should have to endure  this type of gross & racist conduct."

In an interview with the Journal Sentinel, Hong, who does not represent the district but has met the superintendent, said she weighed in on the incident because it was "a very racist attack on a superintendent."

"Unless there was another deliberate reason to why he would do that, there was nobody else he pushed out of the way," Hong said.

There has been controversy in the school district in recent months. School board president  Kevin Vodak is facing a recall effort , with organizers saying he's misused taxpayer dollars by increasing salaries for Briggs and another district administrator.

Vodak was also onstage for Friday's graduation. The man who interrupted the ceremony did not prevent his daughter from shaking Vodak's hand.

Officials released a statement condemning the father's behavior

In a June 4 statement, the Baraboo Board of Education said it does not condone "engaging in threatening, intimidating, or physically harming behaviors against anyone in our school district community."

"We understand that there are many folks who care deeply about the education of students, and who come together with different understandings and ideas about how best to provide that education. We value the civil discourse that allows us to have conversations about those ideas; that's at the cornerstone of our democracy," the statement reads. "As we prepare our students to engage as citizens and community members, the adults in their lives should provide models of how to engage in productive civil dialogue."

The statement continued, addressing the father's behavior directly.

"That this adult felt emboldened to behave in this way in front of hundreds of students and other adults should deeply trouble us all; this type of behavior will not be tolerated."

Baraboo is a city of about 12,500 people near Wisconsin Dells, and the county seat of Sauk County.

In the restraining order against the man, Briggs wrote that the man told Briggs he was "not going to touch my (expletive) daughter."

The incident is under investigation

In a statement, the  School District of Baraboo  said there was an active investigation into the incident and couldn't comment on specific details.

In the statement, a district spokesperson confirmed that the man in the video was the father of a graduate; that he interrupted the ceremony by “charging the stage” and that a school resource officer, with two off-duty police officers, assisted in “managing the situation to ensure the safety of everyone present.”

The statement also said the man was escorted out of the venue.

“Our primary focus remains on celebrating the achievements of our graduates,” the statement said. “We want to ensure that the significance of this milestone and the hard work of our students are not overshadowed by this unfortunate event.”

Wisconsin Ag Connection Home > News

Dairy innovation hub - new graduate research initiatives

By Blake Jackson

The University of Wisconsin-Madison College of Agricultural and Life Sciences (CALS) is investing in the future of Wisconsin's dairy industry by awarding six new graduate student assistantships. These assistantships will support research projects focused on four key areas:

• Environmental Sustainability: One project will explore how to turn leftover materials from manure processing into a new revenue stream for farmers.
• Human Health: Another project will investigate the use of a natural fungus to combat harmful bacteria in dairy products and cattle feed.
• Animal Health and Welfare: Researchers will study how flies might spread diseases among dairy cows, and how automatic milking systems can improve cow well-being during dry-off periods.
• Farm Business Growth: A project will examine the financial feasibility and labor implications of adopting automated milking systems for Wisconsin dairy farms.

Funded by the state of Wisconsin, the Dairy Innovation Hub initiative aims to strengthen the state's dairy industry through scientific advancements, talent development, and collaboration between UW-Madison, UW-Platteville, and UW-River Falls. Since its launch in 2019, the Hub has funded over 200 projects across these campuses.

The New Graduate Student Researchers

• Brayan Daniel Riascos Arteaga (Civil and Environmental Engineering): Explores using leftover manure fibers for biogas production or value-added chemicals.
• Jalyssa Beaudry (Agricultural and Applied Economics): Analyzes the financial and operational benefits of automated milking systems for Wisconsin dairy farms.
• Yuxing Chen (Food Science): Investigates using a natural fungus to combat harmful bacteria in cheese and cattle feed.
• Ellie Froelich (Biological Systems Engineering): Develops a method to remove harmful gas from biogas produced by manure digesters.
• Julia Kettner (Bacteriology): Studies how flies might transmit diseases among dairy cows.
• Elizabeth McGuire (Animal and Dairy Sciences): Examines how automatic milking systems can improve cow well-being during dry-off periods.

These research projects hold significant promise for the future of Wisconsin's dairy industry. By focusing on sustainability, animal health, economic viability, and consumer health, these CALS-funded assistantships can lead to innovative solutions that benefit both dairy farmers and consumers.

Photo Credit: gettyimages-shotbydave

Wisconsin winter wheat down - maple syrup up in 2024

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Father of Baraboo, Wisconsin, high school graduate seen pushing superintendent during ceremony

A video from Baraboo High School's graduation last week showing a man pushing the school district superintendent away before he can shake hands with his daughter has sparked intense commentary, with some describing it as racist.

A citation from the Baraboo Police Department shows that the father was charged with disorderly conduct and is required to make an August appearance in the Sauk County Circuit Court. A judge has also ordered the man to have no contact with Superintendent Rainey Briggs after a temporary restraining order was filed; a hearing is set for June 14.

The Journal Sentinel is not naming the man to avoid identifying his daughter.

It's not clear what motivated the incident, but it has prompted accusations of racism, as the father is white, and Briggs is Black.

State Rep. Francesca Hong, D-Madison, posted on X that "no one should have to endure this type of gross & racist conduct."

In an interview with the Journal Sentinel, Hong, who does not represent the district but has met the superintendent, said she weighed in on the incident because it was "a very racist attack on a superintendent."

"Unless there was another deliberate reason to why he would do that, there was nobody else he pushed out of the way," Hong said.

Hong said the incident speaks to how "prevalent and problematic" racism is in Wisconsin.

There has been controversy in the school district in recent months. School board president Kevin Vodak is facing a recall effort , with organizers saying he's misused taxpayer dollars by increasing salaries for Briggs and another district administrator.

Vodak was also onstage for Friday's graduation. The man who interrupted the ceremony did not prevent his daughter from shaking Vodak's hand.

In a June 4 statement, the Baraboo Board of Education said it does not condone "engaging in threatening, intimidating, or physically harming behaviors against anyone in our school district community."

"We understand that there are many folks who care deeply about the education of students, and who come together with different understandings and ideas about how best to provide that education. We value the civil discourse that allows us to have conversations about those ideas; that's at the cornerstone of our democracy," the statement reads. "As we prepare our students to engage as citizens and community members, the adults in their lives should provide models of how to engage in productive civil dialogue."

The statement continued, addressing the father's behavior directly.

"That this adult felt emboldened to behave in this way in front of hundreds of students and other adults should deeply trouble us all; this type of behavior will not be tolerated."

Baraboo is a city of about 12,500 people near Wisconsin Dells, and the county seat of Sauk County.

More: Baraboo schools chief apologizes for Nazi salute photo, calling it 'hateful, frightening'

More: Lawsuit by former student alleges racist culture at Baraboo School District

Video shows man moving school official away

A recording of the May 31 graduation ceremony from MAX TV, a local television station, shows the event.

In the video, a high school graduate is seen smiling as she receives her diploma and shakes the hands of Vodak and other school officials. As she approaches the end of the line, a man, whom the district identified as the graduate's father, is seen pushing Briggs out of the line.

In the restraining order against the man, Briggs wrote that the man told Briggs he was "not going to touch my (expletive) daughter."

The graduate is seen pausing with a confused look for several moments before she moves her tassel to the other side of her graduation cap and leaves the stage. Other officials watch as others walk onstage and appear to begin to assist in managing the incident.

In a statement, the School District of Baraboo said there was an active investigation into the incident and couldn't comment on specific details.

In the statement, a district spokesperson confirmed that the man in the video was the father of a graduate; that he interrupted the ceremony by “charging the stage”; and that a school resource officer, with two off-duty police officers, assisted in “managing the situation to ensure the safety of everyone present.”

The statement also said the man was escorted out of the venue.

“Our primary focus remains on celebrating the achievements of our graduates,” the statement said. “We want to ensure that the significance of this milestone and the hard work of our students are not overshadowed by this unfortunate event.”

The school district spokesperson had not responded to a Journal Sentinel request for an interview with the superintendent at time of publication. Attempts to reach the school board president were unsuccessful.