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Additional Qualifications Online Application System

You may use this system to:

  • Apply for Additional Qualifications courses
    (Note that a valid email address and credit card are required)
  • Check the registration status of your application
  • Update your current contact information

About Our Program

The Curriculum Studies and Teacher Development Program (CSTD) is concerned with curriculum and instructional discourses, viewed in the broadest sense as educational experiences that occur in both formal and informal settings. Students engage in a critical examination of the substance (subject matter, courses, programs of study), purposes, and practices used for bringing about learning in educational settings.

Program Structure

The Curriculum Studies and Teacher Development (CSTD) program is designed for flexibility.  Choose courses that best meet your needs.  Both a full-time and a flexible-time PhD program option is offered.  Full-time PhD students must complete their degree within six years, while flexible-time PhD students must complete their degree within eight years.  Degree requirements for both programs are the same.  The program details are as follows:

  • ​The CSTD Ph.D. degree normally requires seven completed courses, a completed Comprehensives exam and a Doctoral thesis. Additional courses may be required of some candidates.
  • Students are required to successfully complete CTL1000H (Foundations of Curriculum) and a course in research methods from an approved research methods course list.
  • Ph.D. students are required to complete CTL1899H, the doctoral proseminar course.
  • At least five of the courses must be Curriculum Studies and Teacher Development courses. CSTD courses are identified with CTL1000-level course codes (i.e CTL1000H to CTL1999H) and Special Topics courses in CSTD are identified as CTL5000H to CTL5299H (Masters Level) and CTL6000H to CTL6299H (Doctoral Level).
  • The remaining 2 courses can be electives
  • Non-CSTD courses (if you choose to take them) can include Masters or Doctoral level courses from the Languages and Literacies Education program or from any other OISE department: Social Justice EducationApplied Psychology and Human Development, and Leadership, Higher, and Adult Education.

Note: For the flexible-time PhD program option, a minimum residency of four years of full-time registration is required at the beginning of the program.  Candidates may apply for part-time status after this four year-residency.


The CSTD Program offers a wide variety of courses (click here to view course titles).   Our classes typically consist of 15 to 25 students.  

The Doctor of Philosophy program can be taken on a full-time or flex-time basis. Full-time Ph.D. students must complete their degree within six years. Flexible-time Ph.D. students must complete their degree within eight years. Degree requirements for both programs are the same. Doctoral students usually take two or three courses per session. A typical course involves 12 classes. During the fall and winter session, a class will meet once each week at OISE (252 Bloor Street West, Toronto) for twelve weeks.   The summer session has a first term (May to June) and a second term (July to August), during which time if you choose to take courses, classes meet twice a week for six weeks per term.
Classes are normally scheduled for the early evening (e.g., 5pm to 8pm) or the early afternoon (e.g., 1pm to 4pm), Monday through Thursday. We also offer a large selection of online courses, which allow you to participate from home.

Ph.D Student Funding

Full-time doctoral students (but not Flex-time doctoral students) receive a funding package equal to the cost of academic tuition and fees, plus support as a Graduate Assistant or Teaching Assistant, in each of the first four years of their program. Some limited funding may also be available in year 5.  The average time to completion is 5.70 years. You can view the average graduate income in our department for domestic and international full-time Ph.D students here

Optional: Choose an Area of Research

The CSTD program includes three optional clusters of research interests which reflect overlapping and intersecting strengths of faculty that teach within the CSTD Program.  Given the diverse academic and research interests of our faculty, three areas can suggest possible directions for students:

Critical Studies in Curriculum and Pedagogy
The Critical Studies in Curriculum and Pedagogy cluster is a forum for systematic and interdisciplinary reflection on the myriad of processes and contexts related to educational experience. The cluster encourages a critical exploration of educational phenomena, within and beyond the scope of schools, with a focus on power relations and social justice issues. The kinds of educational phenomena considered within this cluster cover a wide range of issues and topics, such as student experience, human interaction, subjectivity, knowledge production, ecology, globalization, colonialism, race, disability, gender, sexuality, cultural and linguistic difference, technology, and media production. 

Learning, Schools, and Innovations
The Learning, Schools and Innovations cluster emphasizes scholarship concerning the nature of learning and instruction in formal and informal settings, building on a broad academic literature in educational research, the learning sciences, evaluation and assessment, and learning and instruction within subject areas.  The focus is to achieve a theoretical understanding of learning and instruction, embedding that theory in powerful innovations, and advancing research. In this cluster, faculty make important connections to institutional settings including K-12 and higher education, investigate new technologies, and emphasize the study of learning within rich contexts and distributed communities.

Teaching and Teacher Education
This cluster focuses on the study of teaching and teacher learning across the curriculum. Faculty interested in this cluster recognize that teachers come to education with a range of perspectives. Their beliefs influence how they support, understand, and assess student learning, direct their own learning, and design their curriculum. The term teacher is used broadly to include those who work in schools, district and government offices and diverse settings (e.g., museum studies, outdoor education centres).  In this cluster, researchers study the complex role of teachers, the intersection of the formal and hidden curricula, and the socio-political context of teaching.  A wide range of research methodologies in examining student and teacher learning, teaching, and teacher development is employed.