phd in education in science

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Science Education: Ph.D. - Doctor of Philosophy in Education

Graduates of the Ph.D. in education with a concentration in science education program are prepared for careers in university settings or research organizations.

At a Glance

Program results.

Ph.D. - Doctor of Philosophy in Education

–Science Education

Career Objective

Graduates will be well prepared for employment in fields and programs where the emphasis is on the production of scholarship, rather than application to practice.

Best Suited To

Applicants possessing a relevant master’s degree (e.g., mathematics, a science, mathematics education, or science education), including a minimum of 12 graduate credits in mathematics or science, with at least two years of mathematics or science teaching experience.

Program Type

Estimated length, application deadline, about this program.

This program of study is designed to prepare graduates for college or university positions in science education or for positions within research organizations with specific areas of curricular expertise. The program includes coursework, a research apprenticeship, and practical experiences to prepare graduates to:

• produce original research that contributes to the knowledge base in science education or to teacher education in general
• educate teachers in the area of science and evidence-based practice
• provide effective leadership in the field of science education.

The primary purpose of the Ph.D. program is to prepare highly qualified scholar-researchers who will be able to take a variety of positions in higher education settings (both public and private). Graduates will be well prepared for employment as research scholars, policy analysts, and faculty members in higher education programs where the emphasis is on the production of scholarship, rather than application to practice.

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Program Overview

Admission requirements.

Admission requirements that apply specifically to this program are listed below:

• Applicants must possess a relevant master’s degree (e.g., mathematics, a science, mathematics education, or science education), including a minimum of 12 graduate credits in mathematics or science.
• Applicants must have at least two years of mathematics or science teaching experience.
• Submit a goal statement (2 pages). A writing sample is not required.

Visit our  Graduate Admission  page for the full admission process.

Graduate Admission

Application for admission is made to the School of Education and Human Development Office of Admission & Enrollment. For more information about the graduate admission process, please visit our Graduate Admission page.

To learn more about specific courses taken as part of the completion of this degree, visit the graduate record website. These webpages represent the official repository for academic program requirements. 

The Ph.D. program requires a minimum of 72 credits, at least 54 of which must be coursework. This coursework requirement includes concentration area courses and research methodology courses, and up to 3 credits of research apprenticeship per semester, but does not include internship and dissertation credits. At least 36 course and apprenticeship credits must be completed after admission to the program. Students can apply up to 12 credits of dissertation work towards the total of 72.

Research Methodology Coursework:  Ph.D. students will take Research Foundations, an introductory course in educational research common to all EHD doctoral students. Additionally, students are required to take a minimum of three courses in quantitative methods (generally Stats I, II, and III) and two courses in qualitative research methodology (e.g., Qualitative Analysis I and II). Advisors may suggest additional methodology courses, depending on the focus of a student’s individual program and research.

Research Apprenticeship:  All Mathematics/Science/STEM Ph.D. students will participate in a research apprenticeship with their research mentors. This apprenticeship will occupy approximately 10 hours of each student’s week during the first and second years of study and may increase during the third and fourth years, depending on the student’s specific duties. During this apprenticeship, the student will assist with the mentor’s research and scholarship, which may include data collection, data analysis, library research, presentations, writing for publication, and other related activities.

Education of Teachers Internships/Apprenticeships:  Mathematics/Science/STEM Ed Ph.D. students are expected to participate in internships that enable them to understand the workings of university-level teacher preparation. These internships consist of, but are not limited to, the following: supervision of student teachers, serving as a graduate teaching assistant, serving as the instructor for a pre-service or master’s level course, assisting the Director of Teacher Education, working with the novice teachers network, designing and evaluating curriculum for P-12 programs, working with clinical instructors and cooperating teachers, supervising early field experiences, serving as a connection between the schools and university in developing early field experiences, etc.

Assessment:  Assessment of student progress through the Ph.D. program will be multifaceted and includes components conducted by faculty and by students themselves.

Student Annual Report:  Annually, each Ph.D. student will complete an annual report describing their growth and accomplishments.

Preliminary Exam:  In the second semester of the first year of study, all Ph.D. students will complete a preliminary exam, which is designed to determine the likelihood of the student’s continued success in Ph.D. studies. This exam consists of two parts. The first is a paper on a topic of significance in the field. The second is an oral exam in which students present the paper and a critique of a research article they have been given one week previously.

Pre-dissertation research manuscript:  All Ph.D. students, prior to their third year of study, will complete a pre-dissertation research project that results in a manuscript submitted for review in a peer-reviewed journal. There is no requirement that the paper be accepted for publication, but students are strongly encouraged to revise manuscripts if resubmission is likely to result in publication. Research mentors will work with students to shape these papers toward eventual publication; co-authored papers are acceptable.

Qualifying Examination:  All students will complete a written comprehensive examination to demonstrate understanding of the knowledge base and methodology in a concentration area of teacher education and demonstrate readiness to undertake doctoral dissertation research. The examination will be graded independently by at least two faculty members. With approval of the Teacher Education graduate program, a research manuscript accepted for publication may be used to satisfy part of the qualifying examination

Dissertation:  All Ph.D. students will complete a dissertation proposal and a dissertation following either the traditional model or the three-paper option described in the EHD Dissertation Manual.

Course Descriptions

Information on courses that are part of the Ph.D. in Education-Science Education curriculum can be found on the UVA graduate record website.

Departmental fellowships and assistantships are provided to a select number of applicants each year. A typical funding package includes funding for nine months in a combination of wages and stipends, tuition and all mandatory fees, and funds to cover student health insurance costs. The University also offers a limited number of competitive fellowships for which students enrolled in Ph.D. programs may apply.

Visit the  Fellowships, Scholarships, and Awards  page for additional funding opportunities.

Science Education News

With Fulbright Award, UVA Professor Will Bring Science Education Model to Zambia

Frackson Mumba, an expert in engineering design-integrated science education, will spend 10 months researching and teaching at Copperbelt University in Kitwe, Zambia.

Robert H. Tai

• Associate Professor
• 434-924-0840
• [email protected]

Bavaro Hall 209 PO Box 400273 417 Emmet Street S Charlottesville, VA 22903

Frackson Mumba

• 434-243-3651

Bavaro Hall 321 PO Box 400273 417 Emmet Street S Charlottesville, VA 22903

Admission & Enrollment

Engaging with prospective students and families on the process of applying to our school.

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Science Education PhD

Doctor of philosophy in science education.

Admission Information

Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Fall
• Enrollment Formats: Full-Time, Part-Time

Application Deadlines

Entry Term Available	Priority Deadlines	Final Deadlines	Extended Deadlines
Spring	N/A	N/A	N/A
Summer	N/A	N/A	N/A
Fall	December 1, 2024	December 1, 2024	N/A

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

	Requirement
	, including Statement of Purpose and Resume
	Results from an accepted (if applicable)
	$75 Application Fee
	Two (2) Letters of Recommendation
	Supplemental application required (included in online application)

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

This degree program is designed to prepare students for leadership in science education. The program includes advanced preparation in science to develop both breadth and depth in science subject matter background. Preparation in research methods in science education, as well as study of recent developments in the broad field of professional education, is included in the program. Students should refer to the bulletin, Requirements for the Degree of Doctor of Philosophy, available from the Office of Doctoral Studies, for information on admission, residence, certification, examinations, and the dissertation.

The general requirement is for a minimum of 75 points of approved graduate credit, at least 45 points of which must be taken through Teachers College registration. In order that candidates become familiar with recent investigations in the broad fields of professional education, each program will include one or more courses in the nature of education and the nature of persons and the learning process.

In total, a minimum of 75 course points is required: A minimum of 15 points in breadth of science content courses, 15 points in core science education courses, 12 points in professional education courses, 12 points in research methodology courses, 3-6 points in technology courses, and 6 dissertation study points. This leaves a remaining 12-15 points of optional studies to be determined in consultation with the advisor.

Dissertation Requirements

In addition to all other guidelines, it should be noted that the dissertation must be a research thesis based on a theoretical rationale and must exhibit thorough and comprehensive mastery of a research discipline.

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Program Director : Dr. Felicia Mensah M.A. Advisors: Dr. Jessica Riccio & Dr. Denise Mahfood

Teachers College, Columbia University 412 Zankel Building

Phone: (212) 678-8174 Fax: (212) 678-8145

Email: tcscience@tc.edu

• Science Education

Doctor of Philosophy (PhD)

Advance Your Career

The Ph.D. Program in Science Education at Purdue University is designed primarily for students who want to specialize in science teacher education and science education research. The program also serves students aiming to teach science in small liberal arts colleges or seeking supervisory posts in national, state, or local systems.

This program is comprised of coursework and other experiences in four major areas:

• Science Education Studies
• Science Content
• Curriculum and Instruction Foundations Departmental Core

Educational Research Design

This residential program has rolling admission . Applications must be fully complete and submitted (including all required materials) and all application fees paid prior to the deadline in order for applications to be considered and reviewed. For a list of all required materials for this program application, please see the “ Admissions ” tab.

Application Deadlines

July 1 * is the deadline for Fall applications.

November 15 is the deadline for Spring applications.

March 15 is the deadline for Summer applications.

*Those applicants interested in being considered for any available PhD funding should submit completed applications by December 1 for the following Fall semester.

Program at a Glance

• Major/Department: Curriculum and Instruction
• Research Area: Science Education
• Degree Objective: Doctor of Philosophy (PhD)
• Program Delivery: Residential
• Does this program lead to licensure? * No , this is a non-licensure program

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Science Education Requirements

• EDCI 51700, Survey of Science Education (3 credits)
• EDCI 51800, The Nature of Science in Science Teaching (3 credits)
• EDCI 51000, Research Colloquium in Science Education (1 credit)
• EDCI 69500, Internship in Science Education (3 credits)
• Select two courses from: EDCI 56700, EDCI 60500, EDCI 61800, EDCI 61900, EDCI 62200

Science Education Elective Requirement

Select two courses from:

Science Content Requirement

Depending on prior science coursework and professional experience, at least 9 credits science content.

Curriculum and Instruction Foundations

• EDCI 62800, C&I Doctoral Seminar I
• EDCI 63800, C&I Doctoral Seminar II
• EDCI 58500, Multicultural Education
• C&I Elective (3 credits)
• EDPS 53300, Introduction to Research in Education or equivalent
• EDCI 61500, Qualitative Research I
• Introductory Statistics (STAT 50100 or STAT 51100)
• Advanced Elective (EDCI 61600 or quantitative method)
• EDPS 63000, Research Seminar

Science Education Research

• EDCI 69900, Research PhD Thesis

*Please note that depending on prior coursework additional courses in EDCI and/or EDPS may be required.

In addition to a submitted application (and any applicable application fees paid), the following materials are required for admission consideration, and all completed materials must be submitted by the application deadline in order for an application to be considered complete and forwarded on to faculty and the Purdue Graduate School for review.

A completed master’s degree is required prior to admission.

Application Requirements

Here are the materials required for this application

• Transcripts (from all universities attended)
• Minimum undergraduate GPA of 3.0 on a 4.0 scale
• 3 Recommendations
• Academic Statement of Purpose
• Personal History Statement
• International Applicants must meet English Proficiency Requirements set by the Purdue Graduate School

We encourage prospective students to submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

How to Apply

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Curriculum and Instruction
• Earth/Space Science Education
• Biology Education
• Chemistry Education
• Geoenvironmental Education
• Physics Education
• Please select a Degree Objective: Doctor of Philosophy (PhD)
• Primary Course Delivery: Residential

This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.

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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

For more information about GSE admissions and to see upcoming events and appointments:

To learn more about the Office of Academic Affairs:

Stanford Graduate School of Education

482 Galvez Mall Stanford, CA 94305-3096 Tel: (650) 723-2109

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PhD Science Education Research Specialization

The PhD in Education Program is individualized, interdisciplinary, and experiential. Students may opt to specialize in science education research or incorporate coursework within a self-defined interdisciplinary program of study.

Have questions? Attend an information session or contact the specialization representative, Erin Peters-Burton .

About the Specialization

The Science Education Research Specialization prepares students to conduct research about the learning and teaching of science within different scientific disciplines. Such research involves a deep understanding of the discipline-specific content knowledge as well as the discipline-specific methodologies through which this knowledge is developed.

The Science Education Research Specialization supports the in-depth study of students interested in research in science education. Such a comprehensive and systematic concentration designed around doctoral-level courses supports the science education program's ability to offer more robust and rigorous courses of study at the doctoral level. The major thrust of the science education research specialization is to prepare students for 21st century classrooms, to be collaborative, to produce and enhance critical thinking skills, and to embrace and foster creativity.

What Will You Learn?

• Theory and research in learning about science in formal and non-formal settings
• Foundational knowledge about science teaching and learning at all levels
• Research methodologies to address a variety of science education topics
• Specialized knowledge in science education related to your area of interest

What Our Students Are Saying

"I loved how the Science Education Research specialization gave me a solid foundation in the historic and current research in science education while giving me the flexibility to explore my specific research passions. As a graduate research assistant in the program, I got to experience many facets of the research process including data collection, analysis, presenting at research at conferences, and publication. I felt that my experiences in the program prepared me for whichever career path I decided to pursue post-graduation." ~ Stephanie Stehle, 2022 graduate

"The science education research program helped me build my understanding of how high-quality research connects to effective practices within the science classroom. The courses offered provided me with many options to explore my own area of inquiry; I was able to make many applications to my role as an educator. I have greatly appreciated the opportunity to engage with science education research within the program at George Mason." ~ Steph N. Dean, 2022 graduate

Our Graduates

Christie byers, phd 2022 .

• Dissertation Title: Wonder Matters for Education: Movements in Theory, Method, and Practice 
• Dissertation Chair: Dr. Andrew Gilbert 
• Employment on Graduation: Assistant Professor at George Mason University 

Steph N. Dean, PhD 2022 

• Dissertation Title: A Phenomenological Study of the Lived Experiences of Teachers Who Implement Outdoor/Environmental Education Within a K-12 Setting 
• Employment on Graduation: Assistant Professor, Clemson University 

Talisa Jackson, PhD 2022 

• Dissertation Title: Revealing Hidden Figures: Critical Analysis of Girls and Women of Color in STEM Picture Storybooks?? 
• Dissertation Chair: Dr. Erin Peters-Burton 
• Employment on Graduation: Learning Program Manager, DEI, Capital One 

Stephanie Stehle, PhD 2022 

• Dissertation Title: "Does that make Sense?": A Mixed-Methods Study Investigating High School Physics Students' use of Metacognition while Solving Physics Problems 
• Employment on Graduation: Strategy, Research, & Curriculum Specialist; M-Technical Solutions 

Whitney Keaton, PhD 2018 

• Dissertation Title: Examining the Academic and Extracurricular Experiences and Behaviors of High School Students in Online STEM Courses 
• Employment on Graduation: Lead Science Teacher & Department Chair, George Washington University Online High School; Adjunct Professor, George Mason University 

Linda Peterson, PhD 2018 

• Dissertation Title: Capturing Middle School Science Teachers' Perceptions, Learning, and Instructional Enactments in a Professional Development Designed to Facilitate Students' Collaborative Discourse 
• Employment on Graduation: Curriculum Specialist, Fairfax County Public Schools 
• Demonstrate knowledge of significant theories, developments, and practices in one's chosen area of study
• Understand, utilize, and interpret basic principles, ethical practice, and methodologies of educational research design and data analysis
• Effectively communicate both orally and in writing to a variety of professional audiences
• Attending and/or presenting your scholarly work at professional conferences to researchers, policymakers, and practitioners
• University teaching and/or co-teaching experiences in professional areas of expertise
• Supervising pre-service teachers
• Writing, editing, and reviewing for scholarly journals
• Research apprenticeships and assistantships
• Supported independent research in an area of professional interest
• Internships unique to the individual’s area of study
• Building a professional portfolio
• A comprehensive portfolio assessment
• A written dissertation
• An oral dissertation defense

Why This Program?

Are you ready to expand your impact in the field of education.

• Academic faculty at post-secondary institutions
• Leadership and research positions in federal and state government, post-secondary institutions, research organizations, and non-government agencies
• Analysts and consultants with private companies, political advocacy groups, education or research think tanks, and professional associations
• School, district, and statewide leadership positions in major preK-12 school districts, technical assistance centers, and other informal educational agencies
• Curriculum and instructional materials developers

Our flexible student-centered program structure allows each student to design a personalized, interdisciplinary program of study that helps them to become outstanding educational researchers, practitioners, and leaders in their respective fields. Our faculty have strengths in:

Theoretical & Applied Research

• Choose from a wide range of advanced quantitative and qualitative research methods coursework options
• Have the opportunity to gain research experience on projects funded by federal agencies, including the Institute for Education Sciences and the National Science Foundation 

Advanced Teacher Preparation

• Choose from a wide range of teaching and teacher preparation coursework and internship options, including opportunities to co-teach university courses with faculty and supervise teacher internships
• Receive advanced training in online teaching and learning

Education Leadership & Policy

• Choose from a wide range of coursework and internship opportunities in leadership and policy fields, both national and international
• Have unique opportunities for experiential learning due to proximity to Washington DC and several of the largest school systems in the country

Movement & Sport Sciences

• Choose an intensive Kinesiology program with opportunities for experiential learning in state-of-the-art movement labs.
• Or, create a custom program of study in fields related to movement and sport sciences, including teaching in physical education and sport management

How Can I Learn More?

Visit our frequently asked questions and answer page.

Frequently Asked Questions

Attend an Information Session

The PhD in Education Program periodically conducts information sessions to acquaint applicants with our program and the admissions process. Information sessions include an overview of the PhD in Education Program followed by breakout sessions with faculty who can answer questions about professional specialization areas. Scheduled sessions are listed at the top of this page.

Foundational Knowledge (3 credits)

• EDUC 800: Ways of Knowing (3 credits)
• EFHP 860: Critical Perspectives in Exercise, Fitness, and Health Promotion (3 credits) (Kinesiology only)

Foundational Research Methods (9 credits)

• EDRS 810: Problems and Methods in Education Research (3 credits)
• EDRS 811: Quantitative Methods in Educational Research (3 credits)
• EDRS 812: Qualitative Methods in Educational Research (3 credits)

Advanced Research Methods (6 credits minimum)

• EDRS 814: Anti-Colonial Methodologies (3 credits)
• EDRS 818: Critical Discourse Analysis in Education Research (3 credits)
• EDRS 820: Evaluation Methods for Educational Programs and Curricula (3 credits)
• EDRS 821: Advanced Applications of Quantitative Methods (3 credits)
• EDRS 822: Advanced Applications of Qualitative Methods (3 credits)
• EDRS 823: Advanced Research Methods in Single Subject/Case Design (3 credits)
• EDRS 824: Mixed Methods Research: Integrating Qualitative and Quantitative Approaches (3 credits)
• EDRS 825: Advanced Research Methods in Self-Study of Professional Practice (3 credits)
• EDRS 826: Qualitative Case Study Methods (3 credits)
• EDRS 827: Introduction to Measurement and Survey Development (3 credits)
• EDRS 828: Item Response Theory (3 credits)
• EDRS 829: Bayesian Methods (3 credits)
• EDRS 830: Hierarchical Linear Modeling (3 credits)
• EDRS 831: Structural Equation Modeling (3 credits)
• EDRS 832: Document Analysis and Archival Research (3 credits)
• EDRS 833: Participatory Action Research (3 credits)
• EDRS 836: Narrative Inquiry (3 credits)
• EDRS 850: Grounded Theory (3 credits)
• EDRS 897: Special Topics in Research Methods (3 credits)

Specialized Study (36 credits minimum)

Specializations.

• Search specialized coursework options using the Course Search Tool .

Concentrations

• Education Leadership program of study
• Kinesiology program of study

Graduate Certificate Add-on (optional)

• Critical Studies in Education Graduate Certificate
• Graduate Certificate in Research Methods: Applied Quantitative Methods Concentration
• Graduate Certificate in Research Methods: Qualitative Research Concentration
• Graduate Certificate in Research Methods: Anti-Racist and Decolonizing Research Concentration

Doctoral Dissertation (12 credits minimum)

• EDUC 998: Doctoral Dissertation Proposal (3-6 credits)
• EDUC 999: Doctoral Dissertation Research (6-9 credits)

Application Deadlines

TERM	CLASS START OPTIONS	APPLICATION DEADLINE	ADMISSION INTERVIEWS
	August*	November 15th (Early admission**)	Mid-December
	August*	February 15th	Mid-March
	August	April 15th	Mid-May
	August	June 15th	Mid-July
	January	October 1st	Mid-November
	January	November 1st	Mid-November

*Students admitted in this application cycle can opt to begin courses in the summer term that begins in May.

**Applications received by the early admission deadline will receive first consideration for available merit-based multi-year funding package offers. Funding package offers will be awarded in subsequent application cycles if funds are available. A range of additional funding opportunities are available regardless of acceptance term (see PhD in Education funding page).

For more information and to apply, visit the admissions website .

Application Requirements

All application materials must be submitted through Mason’s online graduate application . In addition to meeting general university admissions requirements , applicants will need to satisfy the requirements below.

• Submitted application form and $75 application fee . Application fees are non-refundable.
• The resume, or curriculum vita, should reflect experiences and accomplishments foundational for a PhD in Education Program. It should be free of grammatical errors. 
• The goals statement should be 750-1000 words and describe the academic and career goals that a PhD in Education will enable you to attain.
• We recommend applicants be specific in describing their past experiences related to the intended professional specialization as well as personal and professional aspirations.
• Applicants should identify their intended primary professional specialization or concentration within the PhD program. If there are specific faculty members within that specialization that the applicant is interested in studying with, this should be mentioned as well (this is not required). 
• Applicants can upload their unofficial transcripts for application review. Please refer to the Office of Graduate Admissions for  specific requirements .
• GRE scores must be from an examination taken within the last five years. Official test scores must be received by George Mason by the application deadline. This requirement cannot be waived.
• GRE scores are optional for the Concentration in Education Leadership.
• Recommendations should be professional or academic in nature.
• Applicants should follow the instructions included within the online application to submit the recommendation form directly to their recommender. Mason does not accept paper recommendations.
• Applicants should ask recommenders to comment on their experiences and accomplishments that are indicators of aptitude for doctoral study.
• Additional requirements might be required. Please see the  International Graduate Requirements  for additional information.
• Supplemental materials might include writing samples of previous research reports, including published works.
• A description of evidence of aptitude to successfully complete required statistics coursework, including non-degree coursework taken prior to admittance into the PhD in Education Program.

All required materials must be in the admissions office by the admission deadline to ensure proper processing. If you are missing parts of the required application materials, your application is incomplete and will not be considered. While there is a short grace period for official GRE scores to arrive from ETS for applicants who have taken the exam prior to the admissions deadline, applicants can also submit unofficial GRE scores in the supplemental materials section of the application to ensure that there is not a delay in the review of their application.

Admissions Requirements

Program Eligibility Applicants must have conferred a master’s degree prior to beginning coursework in the PhD program. Three years of relevant work experience may be required for specific professional specializations. Applicants must have a minimum 3.00 GPA on a 4.00 scale in baccalaureate study. The GPA requirement may be higher for some graduate programs. The university, at its discretion, may, in evaluating the meeting of this requirement, additionally consider the difficulty of the baccalaureate degree, relevant work experience, any/or other evidence of ability to succeed in graduate study.

The Ph.D. in Education admissions committee conducts a holistic review of all components of each candidate's application, which includes GRE scores (optional for Concentration in Education Leadership), GPA, fit with the program faculty research, publications, goal statement, relevant work experience and educational background or other evidence provided that supports the candidate’s qualifications. In addition, an interview with program faculty is required for admission.

Tuition (2023-24)

TUITION CLASSIFICATION	COST PER CREDIT
Virginia Resident	$748.50 (includes MSF*)
Non-Virginia Resident	$948.50 (includes MSF*; discounted from $1,679.50)
VA Resident and PK-12 VA Educator enrolled in a CEHD graduate program**	$635.50 (includes MSF*)
	$25 - $84
Total Cost for Virginia Residents per Credit
Total Cost for Non-Virginia Residents per Credit
Total cost for VA Resident and PK-12 VA Educator enrolled in a CEHD graduate program*
Graduate New Student Fee (non-refundable, one-time fee)	$60

Please Note: Refer to the Students Accounts Office website for more information on tuition and fees. Internship courses will incur a higher course fee to fund on-site assistance involving intensive clinical training/supervision.

*Mandatory Student Fee (MSF): $159.50

**VA state residents who are eligible must apply for the 15% PreK-16 VA Educators Discount in order to take advantage of the lower tuition. Eligible students receive 15% off the total tuition and mandatory student fee.

Financial Aid

• Loans and scholarships available through the  Office of Student Financial Aid .
• Graduate research or teaching assistantships, tuition waivers, and fellowships available through CEHD, faculty grants, and the University Graduate Division. Visit the PhD in Education funding page for more information.
• Tuition reimbursement options available through many school districts. Speak to your employer for more information.

Initial Advisor

At the time of admission, students in the PhD in Education Program are provided with an initial point of contact from their specialization to serve as a temporary advisor. After no more than two semesters of coursework, students select a chair for their Program Advisory Committee to assist them in forming a program advisory committee.

Program Advisory Committee

The first committee, the Program Advisory Committee, advises the student through the development of a program of study, completion of all pre-dissertation coursework, and defense of the Comprehensive Portfolio Assessment required to advance to candidacy.

Doctoral Dissertation Committee

A second committee, the Doctoral Dissertation Committee, advises the student in the preparation, submission and defense of the PhD in Education dissertation

Program Guidelines

• Comprises a description of the program including its structure, program evaluation, and resources for students. 
• Comprises a synopsis of key applicable George Mason policies and practices as well as additional requirements and protocols of the PhD in Education degree.
• Comprises requirements for documenting evidence of student learning and knowledge development throughout the pre-dissertation phase of doctoral coursework. 
• This document includes guidance on (a) the portfolio process, (b) Portfolio I, (c) Portfolio II, and (d) Portfolio III/Comprehensive Portfolio.
• Comprises important information related to (a) the composition of the dissertation committee, (b) both dissertation format options: traditional and manuscript, (c) proposal and defense of the dissertation, (d) institutional review board approval, and (e) dissertation submission to the university.

Documents and Forms

This page contains forms for the program, including (a) program of study and related forms, (b) individualized course forms, (c) portfolio forms, (d) dissertation forms and resources, and (e) funding applications.

Funding Opportunities

This page contains information related to (a) college-funded research assistantships, (b) grant-funded employment opportunities, and (c) other funding opportunities within and outside George Mason.

Course Search Tool

This page allows you to search all courses offered in the PhD in Education Program and filter by: (a) specialization, (b) content interest area, and (c) semester that courses are typically offered.

Important Deadlines & Upcoming Events

• Spring: last Friday in March
• Summer: last Friday in June
• Fall: last Friday in October

PhD in Education Calendar

Student Organizations

PhD in Education Student Organization (PESO) Graduate and Professional Student Organization at George Mason University (GAPSA)

Student Accomplishments

PhD in Education

Anticipated start term Spring 2025 Fall 2025 Spring 2026 Fall 2026

If you're interested in more than two programs or aren't sure which program to select, just choose the most relevant and we can discuss your options with you.

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Faculty Specialization Representative

Primary Faculty

Other Affiliated Faculty

• Carley Fisher-Maltese

Doctor of Philosophy in Education

The Johns Hopkins School of Education’s full-time PhD program offers an individually tailored learning experience based on a student’s interest in finding solutions to pressing education problems. Select applicants receive full tuition and a stipend.

The School of Education will pause admission to the Doctor of Philosophy in Education (PhD) program for the 2025-26 academic year while we add several programmatic improvements. The next intake for admission to the PhD program will be for students who want to matriculate in the Fall 2026 semester. The online application will open in August 2025 to begin accepting submissions, and the application completion deadline will be December 16, 2025. Please complete our Request for Information Form to receive updates and announcements for the next admission period.

The program provides rigorous interdisciplinary training that develops students’ abilities to conduct evidence-based research on real-world educational challenges. Instruction and mentorship emphasizes the development and evaluation of policies and practices that address real-world educational problems.

Students benefit from a one-to-one apprenticeship model that pairs exceptional interdisciplinary candidates with nationally acclaimed faculty mentors, along with engaging coursework, sophisticated methodological training, and cohort-based learning.

Questions? Please reach out and we’ll be in touch soon.

Learn about our PhD students.

Upcoming Admissions Events

Have questions about our degree programs, the application, or financial aid and costs? Join us for an inside look at a graduate experience defined by innovation and driven by evidence-based research. Learn more about your area of interest or career path, meet some of our faculty, and connect to the Johns Hopkins School of Education community. Check out our admissions events and register for a virtual information session today.

TeachingWell Info Session

Applied Behavior Analysis Info Session

Counseling Program Info Session

Core Faculty

Jennifer adams, phd.

Associate Professor Director, International Teaching and Global Leadership

Affiliation

Innovative Teaching & Leadership

International Teaching & Global Leadership

Robert Balfanz, PhD

Professor Co-Director, Center for Social Organization of Schools

Center for Social Organization of Schools, SOE Leadership

Education Policy & Politics, Research, Evaluation & Assessment, Social Context of Education

Ashley Rogers Berner, PhD

Associate Professor Director, Johns Hopkins Institute for Education Policy

Institute for Education Policy, SOE Leadership

Curriculum Studies, Education Policy & Politics, Research, Evaluation & Assessment

Rebecca Cruz, PhD

Assistant Professor

Center for Safe and Healthy Schools, Innovative Teaching & Leadership

Education Policy & Politics, Social Context of Education, Special Education

Marcia Davis, PhD

Associate Professor (Research) Co-Director, Center for Social Organization of Schools Director of Research, Baltimore Education Research Consortium

Learning & Instruction, Research, Evaluation & Assessment

Norma L. Day-Vines, PhD

Counseling & Educational Studies

Counseling & Human Development

Hunter Gehlbach, PhD

Professor Faculty Lead, PhD Program

Advanced Studies in Education

Learning & Instruction, Measurement & Research Methodologies

Odis Johnson, Jr., PhD

Bloomberg Distinguished Professor Executive Director, Johns Hopkins Center for Safe and Healthy Schools Director, Institute in Critical Quantitative, Computational, and Mixed Methodologies

Center for Safe and Healthy Schools, SOE Leadership

Education Policy & Politics, Measurement & Research Methodologies, Social Context of Education

Richard Lofton, PhD

Center for Safe and Healthy Schools

Education Policy & Politics, Social Context of Education

Douglas J. Mac Iver, PhD

Center for Social Organization of Schools

Curriculum Studies, Research, Evaluation & Assessment

Martha Abele Mac Iver, PhD

Associate Professor Associate Dean of Research

Research, Evaluation & Assessment

Olivia Marcucci, PhD

Advanced Studies in Education, Center for Safe and Healthy Schools

Social Context of Education

Ebony McGee, PhD

Counseling & Human Development, Postsecondary Education, Social Context of Education, Urban Education

Stephen Morgan, PhD

Bloomberg Distinguished Professor

Measurement & Research Methodologies, Social Context of Education

Jonathan Plucker, PhD

Research Professor Faculty Lead, Master of Science in Education Policy

Education Policy & Politics, Gifted Education, Learning & Instruction

Eric Rice, PhD

Social Context of Education, Urban Education

Joshua C. Schuschke, PhD

Educational Technology

Alexandra Shelton, PhD

Learning & Instruction, Special Education

Angela R. Watson, PhD

Assistant Research Professor

Institute for Education Policy

Education Policy & Politics

Program Overview

With its goal of pursuing big ideas and sharing knowledge to address real-world challenges, Johns Hopkins University takes pride in its founding mission as the U.S.’s first research university. The full-time Doctor of Philosophy (PhD) in Education at the Johns Hopkins School of Education embraces that tradition. We offer a world-class, research-focused program that prepares exceptional scholars to investigate and develop policies and practices that improve educational outcomes from pre-K through secondary school and beyond.

Students draw insights from different disciplines (e.g., educational psychology, learning sciences, sociology of education), synthesizing their knowledge to craft multidisciplinary, evidence-based approaches to address educational policies and practices — particularly those that can improve outcomes for historically underserved populations. Immersion in modern research methods — advanced statistical techniques, open science approaches, and data science — facilitates students’ capacities to argue for research-based educational reforms.

Students benefit from the mentorship of nationally acclaimed researchers in an apprenticeship model as well as collaborative learning opportunities from courses, research groups, and their cohort. Our graduates go on to careers in higher education as professors, policymakers, and influential scholars at research-intensive universities, institutes, and centers.

All PhD students at the School of Education are eligible for a fellowship for up to four years. The fellowship includes a yearly stipend and will cover tuition and fees. The fellowship also covers individual health, dental, and vision insurance. All PhD students must be registered full time and be in good academic standing every semester to continue to be eligible for their fellowship.

Through our PhD program, students acquire cutting-edge research skills that position them for tenure-track faculty positions in higher education, policymaking roles with state agencies or school systems, and leadership positions in educational research organizations.

• Research and Post Secondary Teaching
• University Professor
• University Researcher
• Policy Analyst

“ What set my experience apart was the chance to work with remarkable mentors who are not only impactful researchers in the field, but also genuinely care about me as a person.

Education PhD

The Berkeley School of Education (BSE) prepares leaders in education practice, policy, and research. BSE faculty members support a vision of public education that promotes equity and social justice by empowering practitioners to meet the highest standards of engagement and enrichment in classrooms, schools, communities, and districts. Through this commitment, the Berkeley School of Education supports cutting-edge research and positive social transformation in education. The faculty and students at the Berkeley School of Education develop projects and strategies in interdisciplinary scholarship and field studies that positively impact educational outcomes at the state, national, and international levels.

The Berkeley School of Education offers Doctor of Philosophy (PhD), Master's of Arts (MA), and credential degree programs as well as an Education major and minor for undergraduate students.

PhD and Master's Programs at the Berkeley School of Education

Students collaborate in dynamic learning environment that develops expertise in areas including:

Critical Studies of Race, Class, and Gender

Learning Sciences and Human Development

Policy, Politics, and Leadership

Social Research Methodologies

Leadership and Excellence in K-12

Students develop professional leadership skills and explore new opportunities in pedagogy, curricula, and policy. Innovations in teaching and leadership in the classroom prepare students for influential administrative roles - e.g. for principals, district and system-wide administrators, and policy influencers.

Learn more about the Berkeley School of Education's Professional Programs .

Additional Programs

Graduate Group in Science and Mathematics Education (SESAME) SESAME is the Berkeley School of Education's interdisciplinary graduate program for students who seek advanced expertise in a scientific discipline. SESAME students earn a doctoral degree by researching the educational theories and research methodologies in science, technology, engineering and mathematics (STEM) education.

Intersection of Sport and Education In the Intersection of Sport and Education program students research facets of institutionalized sports that complements and conflict with the educational missions of American secondary and post-secondary schools.

School Psychology The Berkeley School of Education's School Psychology program brings together psychology professionals, teachers, and educational leaders to clarify and resolve problems regarding the educational and mental health needs of children in classrooms.

Special Education (Joint Doctoral Program with San Francisco State University) The Special Education Joint Doctoral program prepares leaders in research, teaching, administration, and supervision to address the professional needs facing children, youth, and adults with disabilities. By combining the resources of both Berkeley and SFSU, students pursue theoretical interests and applied practices in a broad spectrum of specializations within Special Education.

Leaders for Equity and Democracy (LEAD) Berkeleys educational doctorate (EdD) is a three year program that engages passionate, equity-conscious leaders who apply practice, theory, and research design to develop excellence and integrity in education. Using guiding principles, operational efficiencies, and professional networks, LEAD doctoral students influence all-encompassing change and innovation in education.

Contact Info

[email protected]

2121 Berkeley Way

Berkeley, CA 94720

At a Glance

Department(s)

Admit Term(s)

Application Deadline

December 3, 2024

Degree Type(s)

Doctoral / PhD

Degree Awarded

GRE Requirements

The Ph.D. in Education is an interdisciplinary doctoral program that combines advances in the social sciences, sciences, arts, and humanities with deep expertise in educational research, policy, and practice to train students for careers as academics, researchers, policymakers, and leaders who will improve educational outcomes in the United States and around the world. Ph.D. candidates will collaborate with faculty from across Harvard graduate and professional schools and conduct groundbreaking research — forging new fields of inquiry that will transform education practice and policy.  Candidates for the Ph.D. in Education choose from among three concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; or Human Development, Learning and Teaching.

All Ph.D.s are granted through the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences.

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STEM Education Doctoral Program

Stem education.

Doctoral Program

STEM Education Programs

The Doctor of Philosophy (Ph.D.) in STEM Education examines how people learn STEM subjects and how teachers, schools, and communities can inspire learners of all ages in the fields of Science, Technology, Engineering, and Math.

• The program is designed for students who are preparing for research careers.
• 63 hours of coursework (including dissertation) are required for the degree, 12 of which are graduate coursework in a discipline area (science, mathematics, engineering).
• The discipline content hours may be waived for students who have a master’s degree in a content area (e.g., mathematics, not mathematics education).
• The typical timeframe for completing the degree is 4-6 years.
• The Ph.D. degree requires active engagement with faculty and a research group on campus, and therefore it is not usually recommended for students who are working full time or not in residence at UT Austin.
• All admitted applicants to the PhD program are considered for research fellowships; no additional materials are required to be considered.
• Due to the limited number of fellowships, most first-year PhD students work as Teaching Assistants (TAs) in the College of Natural Science (in their area of undergraduate specialty such as math), or in the College of Education (primarily for those with K-12 teaching experience).
• Graduate Research Assistant (GRA) positions are typically reserved for PhD students in later years of their program.

Students in the Ph.D. STEM program will learn about and participate in cutting-edge research that explores ways in which to make STEM education more effective, inclusive, and transformative. The overall focus of the program is to ensure that all learners have an equitable opportunity to learn. Our faculty are involved in research across a range of topics, including how people learn core ideas and practices in STEM, how the nature of learning environments affects STEM student access, opportunity, and identity, the preparation and professional development of STEM teachers, and the role of STEM learning in informal spaces.

Please note:  Required STEM Ed Core and Advanced Topics courses must be taken for a letter grade. Other coursework (including content courses, research methods, and supporting coursework) may be taken as credit/no credit with instructor permission. However, no more than 20% of a student’s program of work (no more than 9 credit hours for Ph.D. students; no more than 6 credit hours for master’s students) can be taken as credit/no credit.

Studies engineering and STEM higher education, including faculty, graduate students and undergraduates.

Explores the intersection of the sociopolitical and mathematical lives of children with a focus on identity and learning.

Investigates intersections of race, language, and mathematics through the experiences of Latinx students learning and doing mathematics.

Research explores the intersections of multilingualism, scientific sensemaking, and teacher education, with a specific focus on the ways multilingual students engage in science practices through translanguaging.

Focuses on the ways students learn in science courses using computational modeling.

Engages humanizing research approaches to examine equity-focused PK-16 STEM teaching and learning across urban contexts with a focus on Black girls.

Focuses on the social construction of gender and racial/ethnic inequality in educational opportunities and experiences in STEM fields from a sociological perspective. Methodological expertise in quantitative research methods and analyses of large sca...

Studies the ways culturally and linguistically diverse groups of people use disciplinary the core ideas and practices of Science, Technology, Engineering and Mathematics (STEM) to explain phenomena or to solve problems that are meaningful and consequ...

Teaches preservice K-12 teachers how to teach meaningful STEM content in innovative, student- and community-centered ways.

Dr.Yeh's research examines the intersections of race, language, and disability to provide a more nuanced analysis of the constructions of ability in mathematics classrooms and mathematics education systems. Her scholarship centers on partnerships wit...

Prerequisites for Admission

Prerequisites for admission to the doctoral degree program are a baccalaureate or master’s degree and prior coursework in one or more STEM fields. The amount of prior coursework expected depends upon the student’s grades and area of interest. Teaching experience is highly desired.

Admission into the doctoral program is not automatic for STEM Masters graduates. A STEM Master’s student applies to the doctoral program by completing the full application process. This requires submission of three letters of recommendation (as many as possible from professors on our faculty attesting to your ability to fulfill the requirements for a Ph.D.), transcripts, and a personal statement. The personal statement should address why you want to pursue a Ph.D., what you plan to research, which faculty members you wish to work with on research and why, and what you anticipate doing with a Ph.D.

Graduate students wanting to pursue a degree in STEM Education will matriculate once a year, during the fall semester. Graduate students may transfer from other programs within the Graduate School to a degree plan in STEM Education. In order to transfer, students must apply to and be recommended for admission into the GPSME. Transfer student applications from other programs in the Graduate School will be handled in a manner consistent with the policies established above for regular applicants. In addition, students should follow current Graduate School policies regarding transferring to UT.

NOTE:  Those of you applying to the STEM Education program should select STEM Education (32800) for your major. 

Application Guidelines

As a prospective student, you are required to apply first using the state application system,  ApplyTexas . Here, you will input your biographical information, resume/CV, statement of purpose, transcripts and letters of recommendation. We strongly encourage you to start this process well in advance of the deadline to allow us enough time to process your information.

NOTE: Those applying to the STEM Education program should select STEM Education (32800) for your major.

Program Requirements

A bachelor’s degree from an accredited institution in the U.S.; or proof of equivalent training at a foreign institution.

A minimum GPA of 3.0, particularly during the last two years of college and in any previous graduate study. The department will consider applications with lower GPAs. If you feel that your grade point averages or test scores are not valid indicators of your ability, please wait till you have submitted your application and  upload a miscellaneous document  explaining your concerns.

We also consider teaching experience as a criterion during the admission process. EC-16 teaching experience, especially among underserved populations, is preferred by most program areas. 

Application Status

Once all application materials are uploaded and completed, the  Graduate School  will refer your application to the department. This initial review process by the grad school will take about 1 – 2 weeks, so be sure to have everything turned in well in advance of the deadlines. 

After Your Decision

Applicants may be admitted, admitted with conditions, or denied admission.  Learn more on the Graduate School website .

Contact  Stephen Flynn , our departmental Graduate Admissions Coordinator, with any questions regarding C&I or STEM Education admissions. 

Please also see  General Guidelines from the Graduate School .

Course Requirements

• Core courses: 12 hours
• STEM content courses: 12 hours
• Research Methodology courses: 12 hours
• Research Practicum: 9 hours
• Advanced Topics courses: 6 hours
• Supporting course work: 6 hours
• Dissertation: 6 hours
• Total: 63 hours

Core Courses: 12 hours

All doctoral students are required to take  f our core courses:

• STM 385 Knowing & Learning in STEM Education
• STM 386 Curriculum History and Development in STEM Education
• STM 390-1 Equity in STEM Education
• STM 390-2 Research on Teaching and Teacher Development in STEM Education

STEM Content Courses: 12 hours

Students must take a minimum of 12 hours of courses in one or more STEM content areas. This requirement is waived for students who have a master’s degree in Science, Math, Engineering, or Computer Science. Other kinds of degrees or course work are considered on a case-by-case basis.

If students are preparing to teach at the post-secondary level, they will be advised to study one particular discipline in depth. If they are preparing to work at the elementary or secondary level, a broader program of study is recommended.

Research Methodology Courses: 12 hours

A minimum of 12 hours of courses in research methodology is required. All students must enroll in a qualitative and a quantitative course or courses sufficient for competent technical review of manuscript articles and proposals.

In addition, students must have a methodology specialty that will be used in dissertation research. A course in program evaluation can also be used to satisfy this requirement.

Students who enter the program with a Master’s degree in Education will have one, 3-hour Research Methodology Course waived.

STEP 1: 6 hours

• EDC 385R  Introduction to Quantitative Research Design Other course choices for this requirement must be approved by the Graduate Advisor
• AND  EDC 386R  Introduction to Qualitative Research; other course choices for this requirement must be approved by the Graduate Advisor.

STEP 2: 6 Hours

Two Advanced Research Courses—either Quantitative, Qualitative or Mixed-Methods. Courses that meet this requirement are at the consent of the student’s Faculty Advisor and the Graduate Advisor.

Examples of Advanced Quantitative Research Choices

• EDC 387R  3-Survey Research Methods
• EDC 387R  4-Mixed Methods Design-Based Research
• ELP 392P   Advanced Quantitative Research Design

Examples of Advanced Qualitative Research Choices

• EDC 388R  1-Narrative and Oral Tradition
• EDC 388R  2-Discourse Analysis
• EDC 388R  3-Ethnographic and Qualitative Research methods

Research Practicum (9 hours)

• STM 396 T* Directed Research in STEM Education (9 hours)

Note : These 9 credit hours are to be completed over the course of at least three different semesters.

One course (3 hrs) is a content- Specific Education Course; students choose a content area in which they want to focus in terms of education research (e.g. math education, science education, physics education, engineering education) and sign up for an independent study to work with a faculty member to read key research in the field. Recommended that students do this the summer of their first year or beginning of the second year. For the remaining two courses (6 hours total, but to be taken in separate semesters), students join and actively participate in a faculty member’s research working group. Recommended that students enroll in these courses during the second year of coursework.

Advanced Topics Courses: 6 hours

Faculty will provide regular advanced topic courses on special areas of interest or on emerging areas of research. These courses appear under the STM 390T heading in the online course schedule.

Students who enter the program with a Master’s degree in Education will have one 3-hour Advanced Topics Course waived.

Supporting Courses: 6 hours

Students are expected to broaden and deepen their program of work through taking a variety of related course work consonant with their scholarly interests, in consultation with a graduate adviser. 

Students who enter the program with a Master’s degree in Education will have one 3-hour Supporting Course waived.

Dissertation: Minimum 6 hours

Students are required to continuously register for at least three credits of dissertation once they have  advanced to candidacy . 

You must register in X99W (399, 699, or 999W) in each semester of candidacy until you graduate.

Please Note:  Students receiving fellowships, assistantships, or other financial aid, may be required to take 9 hours of dissertation credit each semester.

Research Methodology Requirements

STEP 1 (6 hours)

• EDC 385R  Introduction to Quantitative Research Design Other course choices for this requirement must be approved by the Graduate Advisor  

STEP 2 (6 Hours)

Two Advanced Research Courses—either Quantitative, Qualitative or Mixed-Methods. Students should meet with their individual Faculty Advisor or the STEM Education Graduate Advisor to select these courses.

Additional Resources

• Frequently Asked Questions
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At a Glance

Program Starts : Fall

Deadline to Apply : December 31

Credit Hours Required : 63

Schedule : Flexible

Program Location : On Campus

GRE Required? No

Program Area Coordinator, Advisor Catherine Riegle-Crumb

Find out information about the admission process and application requirements.

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Science Education, Ph.D.

• Admissions & Financial Aid
• Requirements

The doctoral degree in Science Education prepares graduates to understand, address, and develop science and STEM education research and teaching methods, and become advocates for equity in educational settings.

This program guides students to develop their own research agendas and leave ready to engage in their own research and scholarly inquiry at major research and educational institutions. Doctoral students in science education have multiple opportunities to engage in research. Their learning begins in their research course sequence, continues through a supervised pilot study, which builds to the dissertation. In addition, doctoral students have the opportunity to work with faculty as research assistants, through an assistantship, independent study, or other means.

Suggested Application Deadline: January 15 or October 1 | More admissions information

A unique opportunity for students in the School of Education is participation in the Lesson Study program, which works with local school districts and educational cooperatives (with support from the Smithsonian Institute) to develop, model, practice, and refine science content lessons in line with New York State K-12 science standards.

Expertise in teaching and instruction is also developed with the department and with participation in the Future Professoriate Program . This includes orientations, year-round services for teaching assistants, and opportunities to co-teach with fellow doctoral students and department faculty, guest lecture, and independent instruction.

This program’s emphasis on in-depth explorations of research and theory in science teaching and learning prepares our graduates for a broad range of science and science education roles in higher education research and teaching, faculty and curriculum development with school districts, and science education policy work.

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Doctorate in Science Education

Program Code:  PH6856

The PhD program in Science Education is built on a common foundation of learning theory, the social and cultural contexts of education, curriculum and instruction theory, the moral and ethical dimensions of leadership, and quantitative and qualitative research methodologies. In addition to completing a dissertation, it is expected that all students completing a doctoral degree in Science Education will demonstrate knowledge and skills in a common core of competencies and an area of specialization. For each individual scholar, coursework serves as the basis for investigating a significant educational issue that will advance the field of science education and prepare them for future research. Every student in the PhD program in Science Education has the opportunity to construct a highly individualized program based on each scholar’s career goals. Specializations are available based on the expertise of doctoral faculty. The Ph.D. program in Science Education can be completed full- or part-time. For full-time students, program completion typically requires 4 years.

Application Process

Request Info

Danielle Dani Program Coordinator Patton Hall 309BB [email protected] 740.593.4438

Frans Doppen Graduate Doctoral Coordinator Patton Hall 309EE [email protected] 740.593.0254

Program Overview

Learning outcomes.

• Demonstrate a strong foundation in a science subject field and the current trends and issues in science education.
• Use their understanding about how PK–16 students learn and engage in science to develop, evaluate, and investigate equitable and inclusive science education curriculum, teaching, assessment, and technology.
• Discuss, evaluate, and synthesize the theories and body of literature central to science education, professional preparation standards for science teachers, and K–12 science learning standards.
• Develop teaching skills for university-based science and science education courses or professional development.
• Conduct independent empirical research that uses research methodologies appropriate to the study of science education and is suitable for professional publication and presentations.
• Provide leadership and advocacy through science education research and science teacher education.

Required Courses

Minimum Total Credits: 68 semester credit hours including the dissertation Students completing the program full-time (12 hours per semester), typically complete the program in 4 years, with at least 2 years of residence at the Athens campus.

Foundations Core:  minimum 5 semester hours

• EDTE 8900 First-Year Doctoral Seminar (1 credit)
• A graduate level graduate level course (5000 level or above) focused on critical studies chosen in consultation with doctoral committee

Teaching & Learning Core:  minimum 15 semester hours

• EDTE 7150 Theories of Curriculum Change (3 credits)
• EDTE 7160 Theories of Instructional Change (3 credits)
• EDTE 7920 Curriculum and Instruction Practicum (6 credits)
• EDTE 8000 Advanced Dynamics of Human Learning (3 credits)

Research Core:  minimum 18 semester hours

• EDRE 7200 Educational Statistics (4 credits)
• EDRE 7330 Research Design in Education (4 credits)
• EDRE 7500 Introduction to Qualitative Methods in Education (4 credits)
• EDTE 8040 Writing for Professional Publication in Education (3 credits)
• One additional graduate-level research course chosen in consultation with student’s doctoral committee

Specialization:  minimum 20 semester hours

20 hours of courses at 7000 level or above to be compatible with the student’s career goals and approved in advance by the student’s program committee. (A cognate may include a limited number of selected, rigorous 5000-6000 level courses with committee approval.)

Dissertation:  minimum 10 semester hours

It is expected that all candidates completing a doctoral degree in the Department of Teacher Education will propose, conduct, and prepare a comprehensive written report of an individually designed research study addressing a significant educational issue that will advance the field of science education and will prepare the scholar for future research.

Funding Information

• Departmental funding opportunities
• Funding opportunities across the college
• Graduate College funding opportunities

Program Faculty

Danielle Dani

Sara Salloum

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Learning sciences and technologies, doctor of philosophy (ph.d.), you are here, a doctoral program emphasizing research and innovation in education through technology, data, and curriculum design..

The Ph.D. program in Learning Sciences and Technologies is designed to build and study the learning technologies of tomorrow, to analyze large-scale educational data, to develop expertise in learning analytics, and to develop cutting-edge curricula and learning materials.

What Sets Us Apart

About the program.

The program is designed to draw together course work, research apprenticeship, and other professional academic activities to build a comprehensive learning experience that is tailored to students’ interests and needs.

Fall: 3; Spring: 3

Culminating experience Dissertation

Coursework and research experiences in the Learning Sciences and Technologies program address a range of practice-based and theoretical problems in schools, in online learning, and in community settings. Coursework and research experiences consider learning in its full richness and context, using sociocultural, cognitive, and psychological perspectives. Taking an interdisciplinary stance, faculty and students explore how to enhance learning, motivation, and engagement, for the world's diversity of learners, in a range of formal, informal, and online educational settings. Our graduate students study learning in traditional contexts using new technological approaches, and they study new and emerging pedagogies for learning such as constructionist environments, simulations, massive online open courses, serious games, and intelligent tutoring systems. Because of the significance we attach to the building of knowledge from experiences as educators and educational designers, we expect most students to have, on admission to the program, either teaching/instructional experiences (in or outside of school settings), educational design/development experience, or experience as a learning analytics practitioner. Students will build a program of study that includes courses in teaching and learning, social foundations, and research methods. Students in the program participate in field-based research and collaborative projects with practitioners in schools or other educational settings, and/or work with large-scale educational data sets. Students learn not only from a rigorous program of study, but also from active participation in a community of learners including practicing and prospective teachers, and educational designers and researchers.

The Ph.D. in Learning Sciences and Technologies focuses on the preparation of researchers and researcher/developers in education. The program includes formal courses, mentored research, and informal seminars. Ph.D. students are required to hold a master’s degree prior to beginning the Ph.D. program, and are expected to have experience in educational practice. You will build a program of study that includes courses in teaching and learning, social foundations, and research methods. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs. For more information about courses and requirements, visit the Learning Sciences and Technologies Ph.D. program in the University Catalog .

• Learning Sciences: Past, Present, and Future • Foundations of Teaching and Learning • Education, Culture, and Society

Methods courses (3 required)

• Core Methods in Educational Data Mining • Mixed Methods • Social Network Analysis • Qualitative Modes of Inquiry • Quantitative Modes of Inquiry

Design (2 required)

• Design of Learning Environments • Maker Studio • Integrated Design Studio • Design Thinking and Product Development

Applications (2 required)

• Games for Learning • Entrepreneurship in Education • Technologies for Language Learning and Teaching • Digital Literacies • Big Data, Education, and Society

Professional Practice

• Research Apprenticeship Course

Our Faculty

Our award-winning faculty design and research formal and informal learning environments. Innovations developed by our faculty range from online learning communities and teacher professional development workshops to more effective curricular and pedagogical approaches. They work in school clubs, museums, classrooms, and virtual worlds across multiple educational settings. With grant-funded projects, as well as ties to Philadelphia schools and institutions, the faculty offer students direct access to nationally significant research on education. Their work connects closely to Penn GSE’s broader focus on equitable access to education across social strata.

Affiliated Faculty

Betty Chandy Director for Online Learning, Catalyst @ Penn GSE Ed.D., University of Pennsylvania

Matthew Duvall Lecturer Ph.D., Drexel University

L. Michael Golden Vice Dean of Innovative Programs and Partnerships, Catalyst @ Penn GSE Ed.D., University of Pennsylvania

Sarah Schneider Kavanagh Associate Professor Ph.D., University of Washington

Sharon M. Ravitch Professor of Practice Ph.D., University of Pennsylvania

Abby Reisman Associate Professor Ph.D., Stanford University

Janine Remillard Professor Ph.D., Michigan State University

Our Graduates

The Ph.D. program in Learning Sciences and Technologies prepares graduates to work in learning sciences research and development in universities, industry, and non-profits. Graduates of this new program are anticipated to work in teaching and research positions in institutions of higher education, or in research and development positions in industry and non-profits. Graduates will learn to build and study the learning technologies of tomorrow, to analyze large-scale educational data, and to develop cutting-edge curricula and learning materials.

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Noemí Fernández Program Manager [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Collaboratory for Teacher Education

The Collaboratory for Teacher Education at Penn GSE is a laboratory for the design, implementation, and study of experimental approaches to teacher education.

You May Be Interested In

Related programs.

• Teaching, Learning, and Teacher Education Ed.D.
• Reading/Writing/Literacy Ph.D.
• Reading/Writing/Literacy Ed.D.
• Learning Sciences and Technologies M.S.Ed.
• Teaching, Learning, and Leadership M.S.Ed.
• Education, Culture, and Society Ph.D.

Related Topics

College of Education and Human Development

Department of Curriculum and Instruction

STEM education

The PhD in STEM education is interdisciplinary across STEM fields. Students pursuing this degree will choose an area of emphasis in one of four specializations—science, mathematics, engineering, or agriculture—while simultaneously participating in scholarly work that spans all areas of STEM education. This integrated style of study is one of the first in the nation, and is designed to prepare scholars to conduct thoughtful disciplinary and interdisciplinary research in STEM education in order to assume roles as university faculty members, educational leaders, policymakers, and researchers.

This program emphasizes: 

• K-12 STEM integration 
• Teacher preparation and professional development 
• Equity and social justice 
• Research on K-12 and higher education teaching and learning

Quote from Felicia Leammukda

I chose the University of Minnesota because I wanted to work with a diverse population of students and develop a curriculum that would fit the needs of a differentiated classroom. The grant I was first assigned to allowed me to do both those things. Felicia Leammukda PhD candidate 2019

Mathematics specialization

Mathematics education faculty spend significant time in K-12 schools, collaborating with teachers, and conducting research to improve mathematics curricula and pedagogy. Coursework and research in this field emphasizes both: 

• Mathematics teacher preparation 
• Mathematical knowledge for teaching 
• Practice-based teacher education 
• Teaching and learning rational numbers and fractions in grades 4-8 
• Identifying strategies to increase underrepresented student achievement 
• Math in urban classrooms 

Agricultural specialization

This is a research-oriented program that will prepare students for university faculty positions, public and corporate leadership roles in education, natural resource management, extension education, international development, and many other professional careers in agriculture and life sciences. 

Career outlook

Graduates of the program have assumed positions as university faculty, instructional leaders in the public schools, curriculum developmental specialists, and assessment specialists. 

Some recent graduates have gone on to the following positions: 

• Assistant Professor, Teacher Education, St. Thomas University 
• Assistant Professor, University of Idaho
• Visiting Assistant Professor at Carleton College 
• Assistant Professor of Science Education at Iowa State University 
• Assistant Professor, Purdue University 
• Assistant Professor of Natural Sciences at Metropolitan State University 
• Coordinator of Science and Mathematics, St. Cloud Public Schools 
• STEM Coordinator, Owatonna Public Schools 

Science specialization

This includes both science and environmental education in PK-12 settings, at the college level, and in informal and adult settings. Focus areas of research include: 

• Pre-service and in-service science teacher education and induction and mentoring of beginning science teachers
• Design and implementation of K-16 curricula 
• Environmental education 
• Integrated STEM education 

Engineering specialization

Engineering education is an emerging research discipline that spans pioneering work in how engineering concepts are introduced, learned and effectively taught at the K-12 level. Connect with students and faculty in the University of Minnesota's College of Science and Engineering . Be challenged by the rigors of the engineering field and the complexities of integrating and evaluating engineering curricula in both formal and informal settings. 

PhD curriculum

The PhD in STEM includes a core curriculum and four specializations to choose from depending on your research interests. Students will complete 48 course credits and 24 thesis credits for 72 in total. To view the curriculum requirements in detail visit the Education, Curriculum, and Instruction PhD page in the course catalog,  go to Requirements, go to program subplan, scroll down to Science, Technology, Engineering and Mathematics education.

Research opportunities

Students can engage in research that advances the field of STEM education and ties into their area of interest. Faculty work closely with each student to achieve research and educational goals and improve educational opportunities for students. Learn more about the student research experience in the Department of Curriculum and Instruction. 

Gillian Roehrig Gillian Roehrig

• she, her, hers
• 612-625-0561
• [email protected]

My research and teaching interests are centered on understanding how teachers translate national and state standards into their classrooms.

Erin Baldinger Erin Baldinger

• Associate Professor
• 612-624-9478
• [email protected]

My research centers on the preparation of secondary mathematics teachers. These areas of interest have emerged from my experiences as a middle school math teacher and as a mathematics teacher educator.

Lesa Clarkson Lesa Clarkson

• 612-626-9243
• [email protected]

The foundation of my research agenda is mathematics in urban classrooms. This interest evolved from my initial study which examined a middle school reform mathematics curriculum to determine if mathematics achievement, as determined by the state…

Irene Duranczyk Irene Duranczyk

• Lecturer, Literacy Education
• she/her/hers
• 612-626-4421
• [email protected]

What motivates me in my work? Being a member of a community that is working to advance an engaged, multicultural peaceful world is my passion.

Susan Staats Susan Staats

• 612-625-7820
• [email protected]

As a cultural anthropologist with research and teaching responsibilities in mathematics, my academic pathway is varied and unusual.

Ranza Veltri Torres Ranza Veltri Torres

• Assistant Professor in Mathematics Education
• [email protected]

My research takes a humanizing approach to investigating how school mathematics can function as a gatekeeper by centering the stories of math learners and doers.

Terrence Wyberg Terrence Wyberg

• Senior Lecturer
• 612-625-9823
• [email protected]

My teaching experience began as a high school mathematics teacher in Yuma, Arizona. Since that time, I have taught mathematics at the high school and college levels and mathematics education at the college level.

Associate Professor College of Food, Agricultural and Natural Resource Sciences

How to apply

Application deadline and instructions.

Priority deadline : December 1 for admission to the fall of the following year Admissions decisions : January

Applications submitted after this date are considered on a case-by-case basis and may not be reviewed until the following year. Faculty review applications in mid-late December, and the Graduate School will notify applicants about admission decisions shortly thereafter. Final admission decisions are based on complete applications. All application materials must be included for the application to be released for review.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator . If you are a returning Graduate School student, follow the Readmission guidelines . If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines.

Tuition and funding

We have several funding options to support students full-time through program completion. Support is available in the form of:

• Teaching Assistantships. The majority work as student teaching supervisors for MEd initial licensure students. Daytime availability, a teaching license, and teaching experience are required
• Research Assistantships
• Fellowships. Based on a departmental nomination process. You will be notified by the Director of Graduate Studies if you are being considered for a fellowship. Decisions are made by April 15.
• Graduate students are also eligible to apply for fellowships and graduate assistantships through other University departments. Visit the University's employment page or fellowships through the Graduate School's Graduate Fellowship Office .
• Find more detailed federal financial aid and graduate tuition information.
• Financial support through Teaching Assistantships in MELP , the Writing Center , or the undergraduate TESL program.
• Fellowships such as FLAS

Application requirements

What we look for.

Admission to our master's of arts and doctoral programs are competitive and we look for candidates whose goals and interests align with the program’s research and scholarship. Program faculty make admissions decisions based on the candidate’s experience and research competencies, along with compatibility of research goals.

Please look at our current faculty members’ research interests.

Our masters and doctoral candidates display

• Evidence of strong interest in research and in the development of research competencies
• Evidence of substantial experience in the discipline
• Strong writing skills
• Bachelor's degree from an accredited U.S. institution or foreign equivalent

Required application documents

• Unofficial transcripts .Upload your transcripts into the application system. Please include all transcripts from any institution you have attended, even if you did not earn a degree or certificate. Please do not mail your transcripts. Official transcripts are required only after you are admitted. Tips for uploading your transcript(s) .
• CI Application Form . Upload in the graduate program additional materials section.
• Three letters of recommendation . Ask professors, employers, or supervisors to speak to your potential for successfully completing your degree; they will upload their letters directly into the online application.

The GRE is being waived for those applicants applying for Fall 2025.

Required written statements

• Why you want to study in our department
• What strengths, expertise, and research experience would contribute to your success in our program
• Your professional goals for pursuing a research-focused degree
• Diversity statement .Upload to the Applicant Statements section of the online application. Identify the distinctive qualities, characteristics, and life experiences you would contribute to our community. You may wish to include examples that address your contribution to the diversity of the student body and illustrate your motivation to succeed by setting high standards for accomplishing intellectual and other goals, overcoming obstacles to achievement, and/or helping others to gain access to the resources necessary for success. (please do not exceed one page in length)
• Short writing sample .(Optional except for Literacy Education applicants). For example, an excerpt from a term paper or research paper for publication. No longer than five pages in English.
• Common Ground Consortium Fellowship. (Optional) The primary purpose of the CGC is to assist graduate programs in the College of Education and Human Development to recruit exceptional students with the distinct experience provided by HBCUs or similarly distinguishing contexts, provide these students with financial assistance support during their graduate studies, and assistance with career development and job placement afterwards. It offers a pipeline to excellence and an opportunity to diversify perspectives in the academy. If you wish to apply, submit a statement that describes how your participation as a CGC scholar would a) enhance your graduate student experience, b) prepare you for your chosen career, and c) benefit the public. Upload to graduate program additional materials section.

Additional admissions information

Application checklist.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Program Coordinator .

If you are a returning Graduate School student, follow the Readmission guidelines. If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines .

Transfer credits

MA students must complete at least 60 percent of their coursework (not including thesis credits) within our program. PhD students may transfer no more than 15 credits from an outside institution.

A maximum of 12 graduate course credits taken as non-degree seeking or non-admitted status at the University of Minnesota can be transferred; this is counted separately from the maximum 60 percent or 15 non-UMN credits. For example, a PhD student could transfer a maximum of 27 credits (15 non-UMN and 12 non-degree from UMN).

If you earned a MA at the UMN, please contact the Graduate Studies Coordinator to discuss transfer procedures. Thesis credits cannot be transferred.

After you are admitted, you will work with your adviser to determine which credits may transfer.

International applicants

International applicants may also need:

• An English translation of your transcripts, if the transcript is not in English. Please note: the Graduate School Admissions Office will not accept an evaluation of your international coursework by an outside agency such as ECE or WES; they only accept the original transcripts.
• TOEFL/IELTS or MELAB. You may qualify for an exception if you have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States or other country where English is the official language (i.e. U.K, Canada). Score requirements and submission guidelines

Request Information

We’re here to help. Simply complete one of these forms and a member of our department will be in touch

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• About the program
• Admissions information
• Entrance requirements
• Program timeline
• STEM education coursework
• Statistics and research methodology courses
• STEM content breadth and depth courses  
• Qualifying examination
• Thesis Proposal
• Thesis research, writing and defense
• Meet the Current PhD Students
• Meet the Program Alumni
• Information for current students
• Professional Meeting Resources
• K-12 Resources
• Undergraduate Resources
• History resources
• NY and LI resources
• Opportunities
• Recent Student Publications

Apply HERE .

This program will provide graduate education for those who wish to work as:

i) university or college STEM educators, directing STEM teacher education programs, working closely with schools and school systems on local, state and national STEM projects;

ii) university research or policy specialists, with the bulk of their time spent on guiding research on various aspects of STEM instruction;

iii) directors and supervisors in K-12 school systems, covering the design and implementation of STEM programs at local, county and state levels; and,

iv) classroom teachers with improved knowledge of STEM education theory and practice.

A carefully sequenced series of STEM education core courses and research experiences, coupled with exposure to STEM education events at state and national levels, will provide the backbone of the program. Students will be introduced to current STEM education research areas such as STEM learning, STEM teaching (physics, chemistry, biology, earth science, environmental science and math), curriculum and assessment (nature and history of science, scientific literacy, reform), STEM teacher education (professional development, teacher knowledge) and societal issues (gender, culture and diversity). As part of the coursework students will be required to complete research projects, write and submit articles for publication, make presentations at STEM education conferences and learn to use computer and library research resources.

Beyond the STEM education core coursework, students will be required to take courses in statistics and research methodologies, will complete breadth and depth requirements in STEM content areas and will undertake independent research under the guidance of advisors in STEM education and in their STEM cognate discipline. Initially, the program will target part-time students from the region, but will expand after the first cohort groups by attracting full-time students. Part-time students will complete the program in approximately five to six years.

• Admissions Information
• Entrance Requirements
• Program Timeline
• Science Education Coursework requirements
• Statistics and Research Methodology courses
• Science Content Breadth and Depth Courses
• Qualifying Examination
• Thesis Research, Writing and Defense

Doctorate in Learning Sciences

• Graduate & Professional
• Learning Sciences
• PhD in Learning Sciences

About the Program

Northwestern University's Learning Sciences program was the first of its kind in the nation. The program was developed with the understanding that design, cognition and sociocultural contexts are core areas for approaching learning and teaching in formal and informal settings. The curriculum and research projects in the Learning Sciences program exemplify continued focus in these areas. 

The Learning Sciences doctoral degree program prepares graduates to advance the understanding and practice of teaching and learning. Research and course work emphasize instructional, technological, and social policy innovations and the design of effective learning and teaching environments. This program is intended for people with a wide variety of interests, including: 

• Research 
• Teaching and training 
• Software development 
• School administration 
• The study and reform of learning environments
• Attend an Information Session
• Apply to the Program

Sociocultural Contexts

Examining the social, organizational and cultural dynamics of learning and teaching situations, including classrooms, schools, school districts, museums, corporations and homes.

Constructing scientific models of the structures and processes of learning and teaching by which organized knowledge, skills and understanding are acquired.

Building environments for learning and teaching, incorporating multimedia, artificial intelligence, computer networks and innovative curriculum and classroom activity structures.

Curriculum Overview

Course work in the Learning Sciences doctoral program includes a core curriculum and electives.

View Curriculum

Our Students

Students prepare to be researchers, developers, and practitioners in schools, workplaces, and other settings.

“ The Learning Sciences program at Northwestern is one of the few programs that treat the science of learning as a field in and of itself; understanding the cognitive and sociocultural foundations of learning and designing learning environments that take advantage of these insights are the cornerstones of what it means to be at Northwestern.”

—Erica Rosenfeld Halverson  Associate Professor, Curriculum and Instruction, University of Wisconsin-Madison ,  Learning Sciences PhD program, class of 2005

Learning Sciences at Northwestern.

Explore the breadth of academic courses offered in the curriculum.

Contact Learning Sciences

Phone Number  847-491-4329 

Email  [email protected] 

Physical Address  Walter Annenberg Hall   2120 Campus Drive   Evanston, IL 60208

Ph.D. in Curriculum & Instruction with

Science education.

Criteria	Ph.D.	Ed.D.
Focus	Research skills	Development of scholarly practitioners
Ideal for	Those interested in academic careers, research, and teaching at the university level	Practitioners aiming for leadership roles in education settings
Career path examples	Academic faculty positions (e.g., professor); Researcher in government or private firms	Professional leadership roles (e.g., in school districts); Teacher educator (e.g., faculty at community or local colleges)
Location	On-campus only, a few courses online	All online
Coursework	Focused on research methodology, theory, and content	Focused on content, application, and practical research
Time	3 – 4 years full time (2 years of coursework, 1-2 years of research)	4 years, completed while you work full time
Final Exam	Dissertation (Empirical research)	Record of study (Community-based research)

Ph.D. in Curriculum and Instruction: Emphasis in Science Education

Four strands of inquiry are woven into the various graduate courses. These strands emphasize faculty members’ expertise and interests while reflecting the current research agenda of the program area, including:

• Models of science teaching and learning,
• Models of science learning environment design,
• Models of teacher preparation and renewal and
• Models of engagement with scientists.

Many of the science education courses use innovative technologies in their design, including Web-based community portals, distance technologies, and hand-held data-collection devices. The program offers Master of Science (M.S.) (thesis) and Master of Education (M.Ed.) (non-thesis) degrees. Doctor of Philosophy (Ph.D.) degrees are also available for students who are seeking a research as well as a teaching emphasis and college or university faculty positions. The TLAC department often has funding to support full-time Ph.D. students.

Students work closely with their advisors to develop an individualized program of study that best suits the student’s career goals while satisfying the core requirements of the department. Funding opportunities exist for full-time Ph.D. students to teach undergraduate teacher preparation courses, to do research with individual professors in shared areas of interest, and to work on sponsored projects offering opportunities such as professional development experiences for science teachers and innovative teaching interventions for K–16 students.

Note: This is not a teacher certification program.

To be admitted to a graduate program, you must apply to the TLAC department and Texas A&M University.

Program Details

Degree: Curriculum & Instruction Emphasis: Science Education Degrees Offered: Doctor of Philosophy, Ph.D. Credit Hours: 64

Select Science of Education and update credit hours.

For a better understanding of your total cost of attendance (COA), please visit our cost and tuition rates webpage ( https://aggie.tamu.edu/billing-and-payments/cost-and-tuition-rates ). This webpage will provide you with an opportunity to review estimated COA information for undergraduate, graduate and professional students, as well as other resources such as the tuition calculator and billing and fee explanations.

Ph.D. Curriculum

Download Curriculum

Graduate Student Handbook

Download the TLAC Graduate Student Handbook

Contact Advisors

Sydney Zentell

Academic Advisor IV

View Directory Profile

Contact Faculty

Joanne Olson

Michael Clough

Bugrahan Yalvac

Associate Professor

Julie Singleton

Clinical Associate Professor

Benjamin Herman

Frequently asked questions, which doctoral degree is right for me, ph.d. or ed.d..

Please visit our web page at https://tlac.tamu.edu/academics/online-ed-d/#program-comparison to view the key components of the Ph.D. and Ed.D. programs.

I still have further questions—who can I contact to help me answer those?

Please feel free to contact our Graduate Advising Office with any questions you may have. Our office information can be found at https://tlac.tamu.edu/student-services/graduate-advising .

Can you guide me through the application process?

Please visit our web page at https://tlac.tamu.edu/admissions/masters-admissions or https://tlac.tamu.edu/admissions/doctoral-admissions for step-by-step information about applying for our master’s and doctoral programs.

How to Apply: Master’s Application Information | Doctoral Application Information

How soon can I apply?

Prospective students are encouraged to apply as soon as possible!

I live out of state. Do you accept out-of-state applicants?

Yes, we accept in-state and out-of-state applicants.

Is there any opportunity for financial assistance?

Yes, there are opportunities for financial assistance through the Office of Scholarship and Financial Aid at https://financialaid.tamu.edu .

What are the typical program costs?

You can base the cost of attendance on 64 graduate credit hours (for doctoral students).

Is the GRE required?

GRE is only required for Ed.D. applicants.

Can't find what you are looking for?

  Pittsburgh, PA 15260 United States Twitter Instagram Facebook Youtube Twitter Instagram Facebook Youtube

 

2021-2022 Graduate & Professional Studies Catalog [Archived Catalog] (opens a new window) Requirements Credits Major Field Studies At least 15 credits must be at the 3000 level 30-36   Supervised Research Practice 6 Minor Field Area 9-18 minimum Research Methods 12 minimum Electives Variable Doctoral Dissertation Research 18 Total Required Credits 90 Doctor of Philosophy Degree The Doctor of Philosophy (PhD) in science education emphasizes the development of scholarly attainment in the theory, research, and practice of science education. Graduates of this program are prepared to be faculty members in research-focused colleges or universities, researchers in non-academic institutions, or leaders in schools, universities, research facilities or other settings in which science education takes place. From the beginning of the program, students have opportunities to work with faculty in research activities, eventually developing their own lines of interest, which they pursue through the dissertation phase and beyond. Currently, potential areas of work include studying student and teacher learning, particularly in urban settings. In this work we aim to identify science instructional practices that provide high-quality learning opportunities to all students; study how teachers can be supported to develop high-quality and equitable forms of practice; and understand how students’ and teachers’ learning is influenced by the larger institutional settings in which they study and work. PhD Core Curriculum Methods Courses Credits / Units: 15 Preparing students to tackle problems of practice and policy, and create innovative research agendas, requires intentionality in the mentods coursework that supports students’ development of independent projects, meaningful contributions to advisors’ research, and critical analysis of past research. To help ensure that students develop the necessary analytic competencies, students across the areas of concentration (ARCOs) for the PhD in the School of Education are required to complete a minimum of 5 methods courses:  Quantitative 1 (EDUC 2100) and 2 (EDUC 3100); Qualitative 1 (EDUC 3104); and 2 seminars in advanced quantitative or qualitative methods, determined by the student and their advisor. EDUC 3100 - INTRODUCTION TO QUAN METHODS: DESCRIPTIVE AND INFERENTIAL STATISTICS EDUC 3103 - QUANTITATIVE METHODS 2 EDUC 3104 - INTRODUCTION TO QUALITATIVE METHODS First Year Seminar Credits / Units: 3 To further support students’ research competencies, PhD students also participate in a school wide first year seminar (EDUC 3102) and EDUC 3105). This seminar meets every other week (1 credit in fall and 2 credits in spring, taken over and above the typical 9 credit course load) and focuses on familiarizing students with practical and ethical issues in research (e.g., necessary clearances for working in schools, resolving questions of authorship and authorship order, human subjects guidelines), and supporting students work on their pre-dissertation proposal (e.g., developing innovative research questions, conducting a literaature review). EDUC 3102 - FIRST YEAR SEMINAR 1 EDUC 3105 - FIRST YEAR SEMINAR 2 Additionally, PhD students enroll in writing seminar courses taken over and above the typical 9-credit course load beginning in the second year of study. These credits are above and beyond the 90 credits required for graduation. Education, PHD Option in science education. Our coursework offers flexibility so you can tailor your studies to reach your career goals. Successful degree completion requires a minimum of 69 credit hours past the master’s degree, including 15 hours of dissertation. Coursework preview: Science curriculum Teaching and learning Science teacher education Philosophy of science Qualitative, quantitative and mixed research methods STEM Center for Research on STEM Teaching & Learning Hub for research on teaching and learning across the STEM disciplines. Course information Learn more about our science and mathematics education graduate programs Research and Faculty We will help you connect research to practice and develop a mastery of your content area to transform the practice of science teaching, learning and leading. Our faculty have both practical classroom teaching experience and science education research expertise. We will work closely with you to tailor your coursework to meet your educational goals and help you develop the skills necessary to make original and important contributions to research. Graduates of our program become state and nationally recognized leaders in science education. Meet our faculty College research initiatives Applications are accepted twice per year, with the following deadlines: Fall Priority — January 15 | Fall Final — July 1  Spring Priority — September 15 | Spring Final — December 1 Please note that priority application deadlines must be met in order to be considered for scholarships, fellowships and assistantships.  To apply to the PhD in Education, option in Science Education program, complete the following: Graduate College application Transcripts from all previously attended institutions (3.0 minimum graduate GPA required) Three letters of recommendation  Current resume/vita Personal and career goal statement (1000 words) Academic or scholarly writing sample  Analytic writing prompt In-person interview may be required for admission Graduate student resources for the science and mathematics education program Graduate student resources for the College of Education and Human Sciences Cost & Assistance Grant-funded assistantships are available through the Center for Research on STEM Teaching and Learning ( CRSTL ) on a competitive basis. Please contact [email protected] for more information.  Currently enrolled students are also eligible for scholarships offered through the College of Education and Human Sciences.  Scholarships Assistantships Financing graduate school Quick Links Campus Directory Events Calendar Human Resources Student Services Auraria Library Emergency Management & Campus Safety University Policies Public Health Resources News for Faculty and Staff Schools & Colleges College of Architecture and Planning College of Arts & Media Business School School of Education & Human Development College of Engineering, Design and Computing College of Liberal Arts and Sciences School of Public Affairs Campus Affiliates CU Anschutz Medical Campus CU Colorado Springs Doctor of Philosophy in Education and Human Development, Family Science and Human Development Degree: PhD Classroom Type: Online and on campus classes This PhD program takes a multi-disciplinary approach to preparing students for college and university teaching and research, as well as the development and evaluation of programs that seek to expand equity in opportunities and outcomes for children, youth, and families. Application​ deadlines December 16, 2025 Program Details Interest Categories: Education & Counseling Campus: CU Denver Our program helps to prepare scholars to define problems and conduct research that informs programs and policies aimed at promoting the health and well-being of individuals and families, with a focus on historically marginalized individuals and families. To do so, we ground our work in family diversity and take a systems approach to examining problems faced by children, youth, and families in contemporary society.   Students in this program will: Critically examine the theoretical literature that undergirds family science and human development. Study the complex interplay of biological, developmental, interpersonal, and contextual determinants that protect and/or undermine the health and well-being of children, youth, and families. Integrate a strength-based perspective on individual and family diversity—including race, ethnicity, culture, class, gender, sexual orientation, age, religion, ability, and language—into knowledge generation and program development. Conduct applied and translational research that makes connections among research, programs, and policies to help reduce inequities in opportunities and outcomes and to promote social justice.  Choose CU Denver's School of Education & Human Development Program of Study Students trust CU Denver to provide an education that will prepare them for excellence in their career as a faculty member or researcher. The university and school are recognized for preparing leaders of distinction who value educational excellence and social justice. Additionally, CU Denver's School of Education & Human Development is counted among U.S. News & World Report's “Best Graduate Schools,” making us one of the top education schools in the country. Program of Study Students complete a plan of study that includes 48 semester credits of coursework and 27 semester credits of dissertation. PhD coursework is intensive and substantive, requiring significant writing, analysis, and critique of theory and professional literature. All students in the Family Science and Human Development concentration take 12 credits in foundational courses, 3 credits in professional seminars, 18 credits in research methods courses, and 15 credits in concentration area courses (including one elective). Students also complete a research apprenticeship and higher education teaching practicum or equivalent experience. The curriculum includes a combination of on-campus, hybrid, remote, and online courses each semester. Every student must be available to attend on-campus courses each semester. Helpful Links & Documents Request more Information Recommended Completion Time: 4 to 8 years Required Credits for Completion: 75 Credits Admission Requirements The core course rotation begins every fall. We require potential applicants to meet with a faculty advisor in a specified concentration area, who conducts research in an applicant’s area of interest, prior to submitting an application. This ensures applicants have an opportunity to discuss their research areas of interest, as well as an opportunity to introduce themselves to faculty and learn about faculty research areas. The financial support provided to PhD students is also often tied to faculty grants and contracts so meeting with a faculty member will let you know if any funding opportunities will be available in the upcoming year. Application Dates Application Opens: July 1, 2024 Application Deadline: December 16, 2024 Application Requirements Master's degree or equivalent 3.5 GPA in graduate-level course work recommended Recommendation Letters: three letters; two should come from faculty with whom an applicant has taken courses Official Transcripts from all institutions attended Resume/CV: Applicants must have and show evidence of relevant professional and/or academic experience. Written Statement: In 4-6 pages (double-spaced, Times New Roman 12-point font or larger), discuss professional/educational experiences that led you to seeking a PhD, your research interests and their relationships to problems you have identified in the field, and a potential advisor with which you would like to work. Writing Example: Examples include but are not limited to: Master's thesis or other course/seminar papers for prior coursework, and/or published materials such as articles, book chapters, and technical reports. Application Fee: $50.00 Admissions Interview: Applicants who advance to the interview phase will be contacted to participate in an interview with concentration area faculty. International Applicants only: Proof of English Language Proficiency (International applicants should review the following information regarding English language proficiency ) For more information, email Jorge Chavez . Choose CU Denver’s School of Education & Human Development You can trust CU Denver to provide an education that will prepare you for excellence in your career as a faculty member or researcher. The university and school are recognized for preparing leaders of distinction who value educational excellence and social justice. Additionally, CU Denver’s School of Education & Human Development is counted among  U.S. News & World Report ’s “Best Graduate Schools,” making us one of the top education schools in the country. Financial Aid & Scholarships Tuition & Fees Student resources, request information. Lawrence Street Center 1380 Lawrence Street Denver, CO 80204 303-315-6300 Student Life Technology Guide Student Employment International Student Services Advising & Degree Planning Bursar - Student Billing Faculty & Staff Resources Office of Grants & Contracts Staff Technology Guide Faculty Technology Guide Research Center Edge - Alumni Publication Career Services Alumni Association Support the School The University of Tennessee, Knoxville Theory & practice in teacher education, theory & practice in teacher education college of education, health, and human sciences, doctor of philosophy (phd) in education, teacher education concentration, science education specialization. The PhD in Education, Teacher Education Concentration, Science Education Specialization prepares students to become educational researchers with a specialization in science education. This program is for students who wish to carry out research and to teach at the post-secondary level or to work in a research- or teaching-related position outside of higher education. Students in this program complete doctoral research and a dissertation that represents their original contributions to what is known about science education. In addition to program requirements, students have the opportunity to participate in research with their advisor or other program faculty. 24 (must include ) 15 One seminar in each of the three primary concentrations: ,   ,  or . Or other course from each of the three departmental PhD concentrations as selected in consultation with and approved by doctoral committee 9 1 1 1 minimum 15 6 Science Education Faculty Mehmet Aydeniz , professor and STEM education / science co-lead Yolanda Kirkpatrick , clinical associate professor Kristin Rearden , clinical professor and STEM education / science co-lead Joshua Rosenberg , assistant professor Science Education PhD Students Michael Mann Amanda Hendricks Omiya Sultana Minimum 72 graduate credit hours (minimum 48 graduate coursework credit hours plus minimum 24 credit hours of dissertation) Additional Program Information Click here to view the graduate catalog. STEM Education Seminar Series and Guest Talks Our STEM education programs provide a seminar series and guest talks which discuss research topics and issues in STEM education. Be sure to check out our STEM education YouTube channel for video recordings of the seminars and talks, and follow us on Facebook , Instagram , and Twitter for more information on our upcoming STEM events. Be sure to also follow the Center for Enhancing Education in Mathematics and Science and the East Tennessee STEM Hub for updates on our STEM events. If you have questions about the program or the course of study, please contact: Email:  [email protected] The flagship campus of the University of Tennessee System and partner in the Tennessee Transfer Pathway . Clerc Center | PK-12 & Outreach KDES | PK-8th Grade School (D.C. Metro Area) MSSD | 9th-12th Grade School (Nationwide) Gallaudet University Regional Centers Parent Advocacy App K-12 ASL Content Standards National Resources Youth Programs Academic Bowl Battle Of The Books National Literary Competition Youth Debate Bowl Youth Esports Series Bison Sports Camp Discover College and Careers (DC²) Financial Wizards Immerse Into ASL Alumni Relations Alumni Association Homecoming Weekend Class Giving Get Tickets / BisonPass Sport Calendars Cross Country Swimming & Diving Track & Field Indoor Track & Field Cheerleading Winter Cheerleading Human Resources Plan a Visit Request Info Areas of Study Accessible Human-Centered Computing American Sign Language Art and Media Design Communication Studies Criminal Justice Data Science Deaf Studies Early Intervention Studies Graduate Programs Educational Neuroscience Hearing, Speech, and Language Sciences Information Technology International Development Interpretation and Translation Linguistics Mathematics Philosophy and Religion Physical Education & Recreation Public Affairs Public Health Sexuality and Gender Studies Social Work Theatre and Dance World Languages and Cultures B.A. in American Sign Language B.A. in Biology B.A. in Communication Studies B.A. in Communication Studies for Online Degree Completion Program B.A. in Deaf Studies B.A. in Deaf Studies for Online Degree Completion Program B.A. in Education with a Specialization in Early Childhood Education B.A. in Education with a Specialization in Elementary Education B.A. in English B.A. in English for Online Degree Completion Program B.A. in Government B.A. in Government with a Specialization in Law B.A. in History B.A. in Interdisciplinary Spanish B.A. in International Studies B.A. in Mathematics B.A. in Philosophy B.A. in Psychology B.A. in Psychology for Online Degree Completion Program B.A. in Social Work (BSW) B.A. in Sociology with a concentration in Criminology B.A. in Theatre Arts: Production/Performance B.A. or B.S. in Education with a Specialization in Secondary Education: Science, English, Mathematics or Social Studies B.S. in Accounting B.S. in Accounting for Online Degree Completion Program B.S. in Biology B.S. in Business Administration B.S. in Business Administration for Online Degree Completion Program B.S. in Data Science B.S. in Information Technology B.S. in Mathematics B.S. in Physical Education and Recreation B.S. in Public Health B.S. in Risk Management and Insurance General Education Honors Program Peace Corps Prep program Self-Directed Major M.A. in Counseling: Clinical Mental Health Counseling M.A. in Counseling: School Counseling M.A. in Deaf Education M.A. in Deaf Education Studies M.A. in Deaf Studies: Cultural Studies M.A. in Deaf Studies: Language and Human Rights M.A. in Early Childhood Education and Deaf Education M.A. in Early Intervention Studies M.A. in Elementary Education and Deaf Education M.A. in International Development M.A. in Interpretation: Combined Interpreting Practice and Research M.A. in Interpretation: Interpreting Research M.A. in Linguistics M.A. in Secondary Education and Deaf Education M.A. in Sign Language Education M.S. in Accessible Human-Centered Computing M.S. in Speech-Language Pathology Master of Public Administration Master of Social Work (MSW) Au.D. in Audiology Ed.D. in Transformational Leadership and Administration in Deaf Education Ph.D. in Clinical Psychology Ph.D. in Critical Studies in the Education of Deaf Learners Ph.D. in Hearing, Speech, and Language Sciences Ph.D. in Linguistics Ph.D. in Translation and Interpreting Studies Ph.D. Program in Educational Neuroscience (PEN) Psy.D. in School Psychology Individual Courses and Training National Caregiver Certification Course CASLI Test Prep Courses Course Sections Certificates Certificate in Sexuality and Gender Studies Educating Deaf Students with Disabilities (online, post-bachelor’s) American Sign Language and English Bilingual Early Childhood Deaf Education Early Intervention Studies Online Degree Programs ODCP Minor in Communication Studies ODCP Minor in Deaf Studies ODCP Minor in Psychology ODCP Minor in Writing University Capstone Honors for Online Degree Completion Program Quick Links PK-12 & Outreach NSO Schedule Opportunities Faculty and Staff Information 202-250-2405 202-651-5673 Students in our pioneering PEN program gain state-of-the-art Cognitive Neuroscience training in how humans learn, with a special strength in the neuroplasticity of visually guided learning processes. While Cognitive Neuroscience includes studies of learning and higher cognitive processes across the lifespan, its sister discipline, Educational Neuroscience, includes intensive study of five core domains that are crucial in early childhood learning, including language and bilingualism, reading and literacy, math and numeracy, science and critical thinking (higher cognition), social and emotional learning, and includes study of action and visual processing. PEN students become expert in one of the world’s cutting-edge neuroimaging methods in the discipline of Cognitive Neuroscience (e.g., fNIRS, EEG, fMRI, and beyond), study Neuroethics, gain strong critical analysis and reasoning skills in science, and develop expertise in one of the core content areas of learning identified above. While becoming experts in both contemporary neuroimaging and behavioral experimental science, students also learn powerful, meaningful, and principled ways that science can be translated for the benefit of education and society today. This doctoral program is a research-focused program where students develop a specific research focus, conducting supervised research within their mentor’s lab as well as developing their own lines of research through independent research projects. Students accepted into the program receive four years of funding as follows: tuition scholarship for up to the domestic rate + $25,200 annual stipend + health insurance option. Students benefit from access to in-house, research-dedicated neuroimaging facilities where students can also choose to become certified in fNIRS (functional Near Infrared Spectroscopy), one of the world’s most advanced neuroimaging technologies. Students graduate from the program prepared to become groundbreaking scientists! The PEN program opened its doors to the first class of Ph.D. students in Fall 2013. This is Gallaudet’s first interdisciplinary Ph.D. program and has its administrative home in Gallaudet University’s National Science Foundation Science of Learning Center, Visual Language and Visual Learning, VL2. Learn more about VL2 and its cognitive neuroscience and translational labs, all of which provide PEN students with unparalleled lab research experience and opportunities. Deadline to apply for this program: February 15, 2023 (Early applications will be considered) The Ph.D. Program in Educational Neuroscience (PEN) was founded at Gallaudet University by Dr. Laura-Ann Petitto (Chair, PEN Steering Committee) and Dr. Melissa Herzig (Assistant Program Director, PEN). Students in... July 11, 2024 Math conference on campus highlights the benefits of focusing on accessibility July 9, 2024 Graduate students bring cognitive science to deaf K-12 classrooms and beyond April 17, 2024 Gallaudet receives NSF funding to emphasize accessibility during international conference May 16, 2022 Dr. SaraBeth Sullivan and Carly Leannah honored with 2022 PEN distinguished awards February 15, 2022 PEN student invited to prestigious summer institute November 23, 2021 Dr. Sullivan successfully defends dissertation, graduates from PEN Action & brain lab, cognitive and affective neuroscience lab (can), motion light lab (ml2), numeracy and educational neuroscience lab (nens), petitto brain and language center for neuroimaging (bl2). PEN students benefit from Gallaudet University’s local university consortium, which provides students access to courses taught in the Washington, D.C. area. PEN students also have access to a national network of more than 20 cognitive neuroscience labs throughout the world, through formal Memoranda of Understanding. In the BL2, students can choose to become certified in one of the world's most advanced neuroimaging technologies that is suited for the study of young children and individuals across the lifespan, fNIRS (functional Near Infrared Spectroscopy). Students in PEN will spend a large portion of their time learning about current neuroscience research and conducting their own research. The Science of Learning Center on Visual Language and Visual Learning supervises and aids students in research. Students may join efforts in any of our Research hubs listed above. Ilaria Berteletti Associate Professor Rachel Pizzie Assistant Professor Lorna Quandt Cryss padilla. Research Services Coordinator Melissa Malzkuhn Director, Motion Light Lab Get the Details Fill out our inquiry form for an Admissions Counselor to contact you. 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The candidate is required to demonstrate high-level research capability and make a significant and original academic contribution to the field of Education. Admission Requirements Prospective candidates will have obtained a MEd. OR Prospective candidates will have obtained a teacher’s diploma/teaching qualification, plus an appropriate master’s degree as well as work experience in the field of study. The Education knowledge of such candidates will be assessed by the Head of Department and prospective supervisor and a reading programme may be prescribed prior to allowing registration. Students without an education qualification may be allowed to register for a PhD, should those students have appropriate education related experience (e.g. work experience) in relation to the proposed topic of the PhD. Such a prospective student must be involved in pre-registration and a prescribed reading programme. Full registration will be allowed based on satisfactory progress with a Chapter 1 during the pre-registration period. The chapter, approved by the supervisor, must be submitted to the Faculty Office to allow full registration. Selection Process Academic performance: students need to have attained a minimum of 65% in their previous degree. If 65% was not attained, prior learning and experience in the field may be taken into consideration and students could be allowed to register based on a pre-registration research proposal which is accepted by the Department in which the student will be registering. 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Info for Morgan State University Future Students Current Students Faculty & Staff Parents & Families Alumni & Friends For the Media Search Morgan State University Commonly searched pages. Payment Plan Housing Application Comptroller Urban Educational Leadership UEL Faculty PhD in Education (Urban Educational Leadership) EdD in Urban Educational Leadership Urban Educational Leadership Program PhD in Education with a concentration in Urban Educational Leadership The PhD in Education equips students to systematically examine the theoretical and practical challenges evident across the P-20 educational pipeline to address the issue of inequity. The degree program will prepare individuals for careers in academia, research, and policy centers, as well as for high-level administration and curricular positions at educational institutions and agencies. Learn more about the PhD in Education program here . The concentration in Urban Educational Leadership is recommended for students interested in careers in research and policy who are focused on the problem of inequity across educational sectors. For more information please contact   Karoline Ruhdorfer   at   [email protected] The educational objectives for the PhD in Education are the following: To advance research on inequity issues within the full P-20 educational pipeline. To prepare students to use original and existing research to transform educational practice. To equip future educational researchers with innovative teaching experience and cutting-edge transdisciplinary research experience to become attractive job candidates on the academic market. To prepare candidates to create a collaborative learning community that integrates all the various educational contexts. To prepare candidates to be critical thinkers who focus on leadership, policy, ethics, and social justice. Candidates for the PhD in Education degree must complete a minimum of 54 academic credit hours, pass the comprehensive exam, and submit and successfully defend a research-based dissertation. All students in the program will be expected to complete academic core and research courses of 27 credits and concentration courses of 27 credits. The concentration courses are presented on the the relevant pages and in the   PhD Program Handbook . The Core 27 credits consist of the following: Academic Core (9 Credits): ASLP 600 Introduction to Doctoral Studies and Academic Writing (3) ASLP 640 Race and Public Policy in Education (3) ASLP 642 Equity and Social Justice in Education (3) Research (15 Credits) ASLP 620 Introduction to Educational Research (3) ASLP 700 Methods of Inquiry (3) ASLP 710 Quantitative Research Methods (3) ASLP 712 Qualitative Research Methods (3) *Students will complete an additional 3 credits of advanced research electives related to their chosen methodology. Dissertation (3 credits) ASLP 997/998 (3) Prospective students should complete this brief   interest form   to be connected to a faculty member for more information. Admission Application Deadlines: January 15 - Priority deadline (Especially for those seeking graduate student funding) February 15 - Final deadline to begin an application March 1 - Final deadline to submit a complete application All application materials must be received by this date for consideration The School of Graduate Studies   coordinates the application process.  Students can complete the PhD program as either high residency or low residency programs. High residency students will take courses on-campus, hybrid-flex, and remote synchronous modalities. Students in the high residency option should be able to come to campus for evening courses. Low residency students will take remote synchronous courses scheduled in the evenings and will be required to come to Baltimore for an in-person retreat during the Fall and spring semesters.  Learn more about our delivery options  here . Our program offers three types of funding: Graduate Research Assistantships Graduate Teaching Assistantships Tuition Awards Many of our students also leverage their Tuition Remission benefits from local institutions like the   USM schools ,   JHU , or   Morgan State . Tuition Remission is determined and coordinated by your institution. We encourage you to speak with your HR representative about how to use these benefits.  Contact Information Dr. Camika Royal Program Director & Associate Professor Department of Advanced Studies, Leadership and Policy Banneker Building #315D P: (443) 885-5404 E:   [email protected] Interested in Our Programs? Please contact us: https://forms.gle/YU6U6CcEDYyhSraj8 Graduate student’s love of science leads to prestigious national fellowship Kaylee Petraccione receives a National Institute of Health award to study a virus with pandemic potential. Felicia Spencer 17 Sep 2024 Share on Facebook Share on Twitter Copy address link to clipboard Kaylee Petraccione lost her hearing after a vaccination in 2021, but maintains a passion for pursuing research that may one day help rationally design a new vaccine. And it’s led to her winning a national-level grant. “I got a vaccine booster before the semester started, and within a very short period of time I developed a full body rash and really bad tinnitus,” said Petraccione, a doctoral student studying biomedical and veterinary sciences. “I went to bed and woke up at 5 the next morning screaming because I couldn’t hear anything. When you wake up deaf, it’s really scary and terrifying.” Today, Petraccione is focused on understanding the molecular mechanisms enabling the Rift Valley fever virus to cause disease. In July, this work earned her the Ruth L. Kirschstein National Research Service Award Individual Predoctoral Fellowship to Promote Diversity in Health-Related Research award from the National Institute of Health (NIH). “NIH F31 fellowships are extremely competitive and prestigious awards,” said Kylene Kehn-Hall, professor of biomedical sciences and pathobiology and Petraccione’s mentor. “Kaylee being awarded this fellowship speaks to her excellence as a candidate and the quality of her research. This is an enormous accomplishment, and I am extremely proud of her.”   According to the NIH, the goal of the award is to enhance diversity of scientists for research careers in the biomedical, behavioral, and clinical sciences, including those with disabilities and those from disadvantaged backgrounds. For Petraccione, the grant will support her ultimate goal of closing the knowledge gap regarding the viral pathogenesis of the disease to enable some form of therapeutic intervention or vaccine. Petraccione said there is currently no Food and Drug Administration-approved treatment or vaccine for the Rift Valley fever virus, which is endemic to sub-Saharan Africa and currently spreading to the Arabian Peninsula. The virus is transmitted through mosquito bites and can spread through aerosol particles or contact with bodily tissues or fluids from an infected person or animal. Since the virus was identified in the Rift Valley of Kenya in 1931, herds of livestock have been infected, causing health and economic hardships. In livestock, severe infections result in nearly 100 percent death rates in the young, almost 100 percent rates of abortions in pregnant females, and a 20 to 30 percent death rate in adults. In humans, severe cases can cause hemorrhagic fever and encephalitis in less than 2 percent of those infected, yet most people recover within a week of infection. “The mosquitoes in the U.S. and Europe are competent to carry this virus, so it’s very easy for this virus to spread here, and it’s a high priority pathogen concern of the U.S. government and the World Health Organization,” said Petraccione, who is an affiliate member of the Infectious Disease Interdisciplinary Graduate Education Program . “All it would take is for an infected animal to come here on a boat, and then all of a sudden the mosquitoes start carrying the virus and it will wipe out our herds too. The virus is so dangerous I have to wear a powered air purifying respirator to protect myself.” Petraccione’s desire to help others has been a driving force ever since she began her post secondary education at Coastal Carolina University. Originally from Schenectady, New York, Petraccione discovered her love for molecular biology and research with a professor who was a Virginia Tech graduate.  “Neither of my parents have a four-year degree,” Petraccione, who began her Ph.D. in Virginia Tech’s Molecular and Cellular Biology Graduate Program in August 2021. “I push myself to be the best that I can be because I want to better myself and my future, and my family as well.”  Because of her own challenges, Petraccione is passionate about incorporating outreach into her career, and she already has a head start.  “I went into a local low-income school to teach preschoolers and kindergartners about viruses,” Petraccione said. “I made a little 3D model of the virus I work with and had them pass it around to learn about transmission and how fast virus systems spread and how to prevent giving each other viruses.” Petraccione plans to stay in academia and pursue a postdoctoral position where she can continue to help others. Lindsey Haugh Biomedical and Veterinary Sciences Center for Emerging, Zoonotic, and Arthropod-borne Pathogens College of Science Disease Prevention Fralin Life Sciences Institute Graduate Education Graduate Research Infection and Immunology Reduce Inequalities Virginia-Maryland College of Veterinary Medicine Related Content Skip to Content CU Engineering welcomes largest doctoral class in college history Share via Twitter Share via Facebook Share via LinkedIn Share via E-mail College tops 1,100 PhDs with most diverse class The College of Engineering and Applied Science at the University of Colorado Boulder is celebrating a milestone, welcoming its largest-ever cohort of doctoral students. With a 25% rise in PhD enrollment year-over-year, CU Engineering continues to solidify its reputation as a leader in graduate education, particularly among women and students from minoritized communities. “CU Engineering is dedicated to becoming a top destination for the brightest minds across engineering fields, where novel research and innovation have the potential to impact everyday lives,” said Keith Molenaar, dean of the College of Engineering and Applied Science. “Our growth in PhD enrollment is a testament to the success of this strategy, and our strong enrollment of women and students from diverse backgrounds reflects the inclusive and supportive environment we seek to cultivate.” The incoming class includes a record percentage of female doctoral students, with women making up 37% of new PhD enrollees, surpassing the national average of 29%, according to data from the American Society for Engineering Education . CU Boulder stands as the top large public institution for the percentage of women doctoral students enrolled—among institutions with more than 1,000 PhD students—holding a lead over peer institutions. The overall PhD enrollment at CU Engineering now has 10% of its students from minoritized communities, higher than the national average of 7%. These gains are part of the college’s broader efforts to attract and support a more diverse student body through targeted recruitment and funding opportunities. Among the incoming and continuing doctoral students, 18 have been awarded the prestigious National Science Foundation Graduate Research Fellowship, putting CU Boulder in the top 15 for NSF GRFP recipients nationwide across all disciplines and the College of Engineering and Applied Science at No. 7 nationwide in engineering disciplines. This recognition, which supports outstanding graduate students in science, technology, engineering, and mathematics disciplines, further proves the academic excellence found within CU Boulder Engineering’s doctoral programs. Program Strengths and Expanding Opportunities The college’s growth extends beyond traditional engineering fields, in line with its strategy to continuously innovate a portfolio of programs that address emergent needs and opportunities in climate, space, health and quantum.  Newer programs, such as engineering education, biomedical engineering and robotics, have attracted significant interest from prospective students. These interdisciplinary programs are designed to meet the evolving needs of the workforce and offer doctoral students cutting-edge research opportunities in emerging fields. "Exploring physics during my bachelor’s and master’s studies sparked a deep curiosity about how complex systems function and their potential to drive innovation, and encountering Kaushik Jayaram ’s research at CU Engineering introduced me to the fascinating world of bio-inspired robotics," said Mija Jovchevska, incoming PhD student and CU Boulder Chancellor Scholar. "At first, I wasn't sure how my background would fit, but after meeting Jayaram and Nicole Xu , I knew CU Boulder was the right choice. Their pioneering work in bio-inspired robotics and biohybrid systems, along with CU’s interdisciplinary approach, supportive community, and Boulder lifestyle, made it the perfect place to bridge my physics background into this exciting, emerging field of research." CU Engineering’s doctoral programs continue to gain national recognition, with recent rankings placing the college at No. 12 among public institutions and in the top 25 overall for graduate engineering education, according to U.S. News & World Report . Boulder: A Top Destination for Graduate Students In addition to academic prestige, CU Boulder’s location in the heart of Boulder, Colorado, offers doctoral students an unparalleled quality of life. Boulder is consistently ranked among the best places to live in the United States, known for its access to outdoor recreation, vibrant cultural scene and innovative tech ecosystem. The region’s proximity to national laboratories and leading technology companies also provides CU Engineering students opportunities to collaborate on research and internships, further enhancing their graduate experience. As the College of Engineering and Applied Science continues to grow, it remains dedicated to providing students with the resources, mentorship, and opportunities they need to excel in their fields and become leaders in research and innovation. With a record-breaking doctoral class and strong enrollment gains in female students and students from historically underrepresented communities and minoritized identities, CU Engineering is well-positioned to continue its upward trajectory. Prospective students interested in joining CU Engineering’s growing doctoral programs can learn more and apply online. For more information on the college and programs, visit our main engineering program page . Graduate Students Gender Parity Apply   Visit   Give Departments Ann and H.J. Smead Aerospace Engineering Sciences Chemical & Biological Engineering Civil, Environmental & Architectural Engineering Computer Science Electrical, Computer & Energy Engineering Paul M. Rady Mechanical Engineering Applied Mathematics Biomedical Engineering Creative Technology & Design Engineering Education Engineering Management Engineering Physics Environmental Engineering Integrated Design Engineering Materials Science & Engineering Affiliates & Partners ATLAS Institute BOLD Center Colorado Mesa University Colorado Space Grant Consortium Discovery Learning Engineering Honors Engineering Leadership Entrepreneurship Herbst Program for Engineering, Ethics & Society Integrated Teaching and Learning International Programs Mortenson Center for Global Engineering National Center for Women & Information Technology Western Colorado University Other ways to search: Events Calendar | UTHSC News Faculty/Staff Alumni/Friends Tyra Girdwood, PhD, RN Assistant Professor 874 Union Ave., Room 243 Memphis, TN 38163 901.448.9836 [email protected] Curriculum Vitae Dr. Tyra Girdwood is an Assistant Professor at the University of Tennessee (UT) Health Science Center College of Nursing in the Department of Community and Population Health. Dr. Girdwood received her Bachelor of Science in Nursing (BSN) degree from the University of North Carolina at Wilmington and her PhD in Nursing Science at the University of North Carolina at Chapel Hill, where she was a Robert Wood Johnson Foundation Future of Nursing Scholar. She received her postdoctoral training in health equity and health policy in the National Clinician Scholars Program at Duke University. Dr. Girdwood is passionate about improving transitional care, care coordination practices, and health care policies among vulnerable populations. She focuses on how to enhance health outcomes, reduce health disparities, and advance the transition process from pediatric to adult health care among youth dealing with chronic conditions like cystic fibrosis. During her postdoctoral fellowship, Dr. Girdwood was a Durham Veteran Affairs scholar and worked to assess care coordination and engagement in health care services among veterans who recently transitioned from active to civilian life. Dr. Girdwood was the primary investigator on a Cystic Fibrosis Foundation Student Traineeship Award for her dissertation work on transition readiness among families dealing with cystic fibrosis. She was also the Principal Investigator on a Duke University Bass Connections Interdisciplinary grant for work that aimed to assess primary care connectedness among transition-age youth with chronic conditions. She has conducted qualitative, quantitative, and mixed methods research, and has experience writing health policy briefs to advocate for policy change. Dr. Girdwood regularly disseminates her work via journal publications, conference presentations, and through invited lectures. UTHSC College of Nursing 874 Union Avenue Memphis, Tennessee 38163 901.448.6128 Fax: 901.448.4121 Toll Free: 800.733.2498 [email protected] Section Links Nursing Faculty and Staff Intranet Nursing Magazine Map and Directions Give to the College of Nursing 133 IMAGES EdD Vs PhD: What’s the Difference? 2024 Best Online PhD in Science Education Programs 2024 Best Online PhD in Science Education Programs How to get a PhD: Steps and Requirements Explained How to get a PhD: Steps and Requirements Explained 5 Things to Know Before You Start a PhD in Science #PhDtips VIDEO Master's vs. PhD: Navigating the Educational Landscape MPhil Education Leadership and Management Student 19 March Class 9th Science Annual Exam 2024 What do Engineering PhD students work on? Engaging with education research: With a little help from the system Beyond the Classroom: Pursuing an Online Doctorate in Education, Applied Learning Sciences COMMENTS Science Education: Ph.D. Applicants must possess a relevant master's degree (e.g., mathematics, a science, mathematics education, or science education), including a minimum of 12 graduate credits in mathematics or science. Applicants must have at least two years of mathematics or science teaching experience. Submit a goal statement (2 pages). Doctor of Philosophy in Education The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice. Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides ... Science Education PhD Science Education PhD; Doctor of Philosophy in Science Education. Teachers College Building. Admissions Information. Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms. ... This degree program is designed to prepare students for leadership in science education. The program includes advanced preparation in science to ... Science Education Doctoral Program The Ph.D. Program in Science Education at Purdue University is designed primarily for students who want to specialize in science teacher education and science education research. The program also serves students aiming to teach science in small liberal arts colleges or seeking supervisory posts in national, state, or local systems. Doctoral Programs The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well. PhD Science Education Research Specialization The PhD in Education Program is individualized, interdisciplinary, and experiential. Students may opt to specialize in science education research or incorporate coursework within a self-defined interdisciplinary program of study. Have questions? Attend an information session or contact the specialization representative, Erin Peters-Burton. Doctor of Philosophy in Education The School of Education will pause admission to the Doctor of Philosophy in Education (PhD) program for the 2025-26 academic year while we add several programmatic improvements. The next intake for admission to the PhD program will be for students who want to matriculate in the Fall 2026 semester. The online application will open in August 2025 ... Education PhD SESAME is the Berkeley School of Education's interdisciplinary graduate program for students who seek advanced expertise in a scientific discipline. SESAME students earn a doctoral degree by researching the educational theories and research methodologies in science, technology, engineering and mathematics (STEM) education. Intersection of Sport ... Education Graduate. The Ph.D. in Education is an interdisciplinary doctoral program that combines advances in the social sciences, sciences, arts, and humanities with deep expertise in educational research, policy, and practice to train students for careers as academics, researchers, policymakers, and leaders who will improve educational outcomes in the ... Doctoral Degree Programs The Doctor of Education Leadership (Ed.L.D) is a three-year, practice-based program designed to produce system-level leaders in American pre-K-12 education. The Ed.L.D. curriculum mines the vast intellectual and professional resources of HGSE, the Harvard Business School, and the Harvard Kennedy School, and includes a 10-month residency in the ... Home Program The Ph.D. Program in STEM Education at Stony Brook offers a rigorous program of graduate study emphasizing core knowledge from the traditional field of Science Education as well as the emerging fields of Discipline-Based Educational Research (DBER) and the Learning Sciences. STEM Education Doctoral Program Doctoral Program. The Doctor of Philosophy (Ph.D.) in STEM Education examines how people learn STEM subjects and how teachers, schools, and communities can inspire learners of all ages in the fields of Science, Technology, Engineering, and Math. The program is designed for students who are preparing for research careers. Science Education, Ph.D. Sharon Dotger, Professor; Faculty Director for Teacher Education and Undergraduate Studies. [email protected] | 315.443.9138. Request more information. Apply now. The doctoral degree in Science Education prepares graduates to understand, address, and develop science and STEM education research and teaching methods, and become advocates for equity ... Doctorate in Science Education The PhD program in Science Education is built on a common foundation of learning theory, the social and cultural contexts of education, curriculum and instruction theory, the moral and ethical dimensions of leadership, and quantitative and qualitative research methodologies. In addition to completing a dissertation, it is expected that all ... Learning Sciences and Technologies Ph.D. The Ph.D. in Learning Sciences and Technologies focuses on the preparation of researchers and researcher/developers in education. The program includes formal courses, mentored research, and informal seminars. Ph.D. students are required to hold a master's degree prior to beginning the Ph.D. program, and are expected to have experience in ... STEM Education PhD The PhD in STEM includes a core curriculum and four specializations to choose from depending on your research interests. Students will complete 48 course credits and 24 thesis credits for 72 in total. To view the curriculum requirements in detail visit the Education, Curriculum, and Instruction PhD page in the course catalog, go to Requirements ... About the program Part-time students will complete the program in approximately five to six years. Program The Ph.D. Program in Science Education at Stony Brook offers a rigorous program of graduate study emphasizing core knowledge from the traditional field of Science Education as well as the emerging fields of Discipline-Based Educational Research (DBER) and ... Doctorate in Learning Sciences Office of Community Education Partnerships; SESP Summer Learning Series for Educators ... " The Learning Sciences program at Northwestern is one of the few programs that treat the science of learning as a field in ... University of Wisconsin-Madison, Learning Sciences PhD program, class of 2005. Average number of enrolled students. Average ... Ph.D. Program Details. Degree: Curriculum & Instruction. Emphasis: Science Education. Degrees Offered: Doctor of Philosophy, Ph.D. Credit Hours: 64. Tuition calculator. Select Science of Education and update credit hours. For a better understanding of your total cost of attendance (COA), please visit our cost and tuition rates webpage (https://aggie ... Program: Science Education, PhD Doctor of Philosophy Degree. The Doctor of Philosophy (PhD) in science education emphasizes the development of scholarly attainment in the theory, research, and practice of science education. Graduates of this program are prepared to be faculty members in research-focused colleges or universities, researchers in non-academic institutions, or ... Science Education, PhD The PhD in Education, option in Science Education is designed for those who want to conduct research on teaching and learning science at the P-12 level and beyond. Our program emphasizes research literature in science education, equipping our graduates for successful careers in academia and educational institutions, government agencies and informal science learning settings. Doctor of Philosophy in Education and Human Development, Family Science PhD coursework is intensive and substantive, requiring significant writing, analysis, and critique of theory and professional literature. All students in the Family Science and Human Development concentration take 12 credits in foundational courses, 3 credits in professional seminars, 18 credits in research methods courses, and 15 credits in ... Doctor of Philosophy (PhD) in Education This program is for students who wish to carry out research and to teach at the post-secondary level or to work in a research- or teaching-related position outside of higher education. Students in this program complete doctoral research and a dissertation that represents their original contributions to what is known about science education. In ... Ph.D. Program in Educational Neuroscience (PEN) Official transcripts of all undergraduate or graduate study (major preferred: biology, psychology, linguistics, cognitive neuroscience, education, interpretation, hearing speech and language sciences, philosophy, or other area related to Educational Neuroscience) 3.2 Undergraduate GPA or higher, a 3.6 or higher GPA in the undergraduate major PhD in Education (STEM) Faculty Website: Faculty of Education Department: Department of Science and Technology Education (SCITECHED) ... Programme Name: PhD in Education (STEM) Programme Code: P5DSTQ. Medium of Facilitation: part-time, Full-Time NQF Level: 10 NQF Credits: 360 SAQA: 96969. Application Start Date: 1 April 2024 Application End Date: 31 October 2024. PhD in Education with a concentration in Urban Educational Leadership The PhD in Education equips students to systematically examine the theoretical and practical challenges evident across the P-20 educational pipeline to address the issue of inequity. The degree program will prepare individuals for careers in academia, research, and policy centers, as well as for high-level administration and curricular ... Graduate student's love of science leads to prestigious national Originally from Schenectady, New York, Petraccione discovered her love for molecular biology and research with a professor who was a Virginia Tech graduate. "Neither of my parents have a four-year degree," Petraccione, who began her Ph.D. in Virginia Tech's Molecular and Cellular Biology Graduate Program in August 2021. "I push myself ... CU Engineering welcomes largest doctoral class in college history CU Boulder's College of Engineering and Applied Science welcomed its largest-ever cohort of doctoral students in 2024. With a 25% rise in PhD enrollment year-over-year, CU Engineering continues to solidify its reputation as a leader in graduate education, particularly among women and students from minoritized communities. The incoming class includes a record percentage of Tyra Girdwood, PhD, RN Established in 1911, The University of Tennessee Health Science Center aims to improve human health through education, research, clinical care and public service. The UT Health Science Center campuses include colleges of Dentistry, Graduate Health Sciences, Health Professions, Medicine, Nursing and Pharmacy. Patient care, professional education and research are carried out at hospitals and ... phd ai ml data science jobs Education Minimum Requirement: PhD (preferred) in Engineering, Applied Mathematics, Bioinformatics, Computational Biology or related field with a significant computational and statistical component and 3+ yrs post-PhD experience or MSc with 10+ yrs experience in applying computational methods in cancer biology in a pharma, biotech or academic ... assignment essay homework paper phd report resume review speech thesis