online phd in science education

Ph.D. in Curriculum & Instruction with

Science education, 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, 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.

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Doctor of Education : Doctorate Degree in Education

Johns Hopkins’ newly redesigned, global online Doctor of Education is at the forefront of education doctoral programs with the most innovative, challenging, and student-centered program of its kind.

Celebrating its 10th anniversary, the program continues to lead with the “EdD 2.0” offering, which is ideal for the busy education practitioner within any professional context. Our program recognizes that learning is both lifelong and occurs outside of formal schooling.

The vision of the Johns Hopkins EdD program is to prepare education-practitioners across the country and around the world to think critically about problems within their education environment and develop the insights and capacity to lead positive, sustained change.

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

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.

Fall 2024 Semester Classes Begin

International Teaching & Global Leadership Cohort Info Session

Education Policy Info Session

Core Faculty

Yolanda abel, edd.

Associate Professor

Affiliation

Advanced Studies in Education

Administration, Organization & Leadership, Education Policy & Politics, Social Context of Education

Camille Bryant, PhD

Joshua travis brown, phd.

Assistant Professor

Administration, Organization & Leadership, Education Policy & Politics, Postsecondary Education, Social Context of Education

Marcia Davis, PhD

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

Center for Social Organization of Schools, SOE Leadership

Learning & Instruction, Research, Evaluation & Assessment

Christine Eith, PhD

Interim Department Chair, Advanced Studies in Education Assistant Professor

Keri M. Guilbault, EdD

Associate Professor Interim Director, Doctor of Education Program Faculty Lead, Gifted Education Programs

Counseling & Educational Studies

Gifted Education, Learning & Instruction

Ranjini Mahinda JohnBull, PhD

Learning & Instruction, Mind, Brain, & Teaching

Olivia Marcucci, PhD

Advanced Studies in Education, Center for Safe and Healthy Schools

Social Context of Education

James Diamond, PhD

Educational Technology, Learning & Instruction

E. Juliana Pare-Blagoev, EdD

Eric rice, phd.

Social Context of Education, Urban Education

Laura Flores Shaw, EdD

Assistant Professor Faculty Lead, Doctor of Education

Learning & Instruction

Henry M. Smith, EdD

Administration, Organization & Leadership, Education Policy & Politics

Program Overview

Exceptional education-practitioners will engage with an internationally renowned faculty to cultivate and practice curiosity, critical discourse, and perspective taking in a unique and rigorous course of study using the lenses of social justice, systems thinking, appropriate research methods, and empirical inquiry.

Coursework includes the latest research on the social determinants of education; mind, brain, and teaching; entrepreneurship; data and measurement; and technology. The redesigned program allows our doctoral students to customize their program by expanding their choice of electives so that they may focus more deeply on their professional interests that align with their problem of practice. Our online EdD prepares education practitioners to be transformational leaders within their professional settings.

The vision of the Johns Hopkins EdD program is to impact complex educational problems across the globe by preparing education practitioners to think critically and systemically about problems within their professional settings and develop deep understanding and insights to lead positive, sustained change within those settings.Our graduates create new areas of research, promote distribution and utilization of research findings in professional practice, and contribute to wider public discourse and policy.

Areas of Interest

The EdD program includes areas of interest. Applicants can indicate one or more areas of interest they think are related to a problem of practice and would like to explore. Current areas of interest are:

Creativity, Advanced Learning, and Twice Exceptionality

Digital age learning and educational technology, entrepreneurial leadership in education, mind, brain, and teaching, urban leadership.

Courses in this area of interest are designed to prepare candidates for leadership roles in advanced academics and gifted education with an emphasis on research and application of current best practices in the field. Based on the National Association for Gifted Children (NAGC) and Council for Exceptional Children (CEC) Advanced Standards in Gifted Education Teacher Training, candidates will develop specialization in leading and evaluating programs and services for students who are creative, advanced, gifted, and twice exceptional. This area of interest is appropriate for candidates who: (a) want to deepen their expertise and prepare for leadership roles in their school, district, or state; (b) work in related nonprofit organizations, independent schools, or plan to develop their own educational enrichment programs; and (c) aspire to move into teacher preparation and research roles.

Available Courses:

• Twice Exceptional Learners
• Creativity in Education
• Seminar I in Gifted and Talented Education
• Leadership of Gifted Education and Talent Development Programs
• Seminar II in Gifted Education and Talent Development Programs
• Research in Gifted Education, Creativity, and Twice Exceptionalities

The Digital Age Learning and Educational Technology area of interest in the EdD program provides students opportunities to take courses in educational communication and technology. Select courses are available from the School of Education’s Digital Age Learning and Educational Technology (DALET) master’s degree program. This program prepares aspiring and practicing professionals and entrepreneurs in the field of educational communication and technology to design, develop, implement, and evaluate digital technology-supported tools and environments for learning across the lifespan in a variety of formal and informal settings, including pre-K–12, higher education, industry, government, and museums.

• Computational Thinking for K-12 Educators
• Explorations in Blended and Hybrid Learning
• Foundations of Online Teaching and Learning
• Fundamentals of Design Thinking
• Gaming and Simulations for Learning
• Instructional Design for Online Learning
• Maker Education: Cultivating Curiosity, Creativity, and Problem Solving in Theory and Practice
• Technology for Learner Variability
• Technology Integration for the 21st Century Learner
• Technology and the Science of Learning

Entrepreneurial Leadership in Education offers a unique opportunity for school and other educational organization leaders in both public and private educational environments. Students develop their knowledge, skills, and dispositions as they engage in leading efforts to build new venture opportunities in varied educational organizations. Through multidisciplinary lenses, educational leaders promote innovation in the paradigms, strategies, values and culture in school systems, social entrepreneurial ventures, and education companies. Each of the courses offers an opportunity to explore leadership theoretical frameworks, identify a Problem of Practice, and create a plan of action, through analysis and synthesis of presentations, readings, and discussion of the current state of multiple educational environments and the visions and challenges for the future.

• Entrepreneurship in Education
• Talent Management and Organizational Finance for Entrepreneurial Leaders
• Data Driven Decision Making
• Partnerships and Educational Organizations

Mind, Brain, and Teaching is designed for educators interested in exploring research from cognitive theories and neurosciences and its potential to inform the education field. Courses promote integration of diverse disciplines that investigate human learning and development. This area of interest builds upon basic and applied research from the fields of cognitive science, psychology and brain sciences, neurology, neuroscience, and education. It provides educators with knowledge of how emerging research in the learning sciences can inform teaching and learning. Students gain the knowledge and skills to interpret basic and applied research and apply relevant findings to educational practices and policies. This area of interest is designed to support the development of knowledge, insights, and competencies among students with two different levels of prior knowledge in the learning sciences: those who have had limited formal exposure to the learning sciences, and those who have a master’s degree or master’s certificate in the learning sciences.

• Fundamentals of Cognitive Development
• Neurobiology of Learning Differences
• Cognitive Processes of Literacy and Numeracy
• Special Topics in Brain Sciences

Cities are usually characterized by diverse populations with rich communities made up of many different races, classes, languages, and nationalities, and this dynamism is a chief strength of urban areas. However, urban schools typically serve populations characterized by high concentrations of poverty and therefore face difficult choices about how to allocate scarce resources. Urban Leadership is designed for educational professionals interested in exploring this dual nature of urban schools through a deep understanding of a Problem of Practice based in their unique context of professional practice. This area of interest prepares educational leaders to work in urban environments through a focus on topics such as building a strength-based understanding of the complexities of urban communities, engaging the latest research on urban educational programs, developing strategies for program improvement, and building partnerships with families, communities, and other organizations.

• Approaches to Urban Education
• Individuals in Urban Context
• Organizations and Institutions
• Partnerships and Community Organizing

Graduates from our EdD program work in diverse areas, including executive roles in educational organizations and start-ups, leadership in K-12 school districts and systems, consultancy in specialized education fields, and more.

• Administrator
• Superintendent
• Instructional Designer
• Chief Learning Officer

100% Online

Continue your full-time career and apply what you learn in real time as you earn your degree 100% online.

Legal Disclosure

State-specific information for online students.

Students should be aware of additional state-specific information for online programs . Johns Hopkins University is a member of the Carnegie Project on the Education Doctorate , which is the knowledge forum on the EdD. It has a membership of over 100 schools of education in the U.S., Canada, and New Zealand working collaboratively to improve professional preparation in education at the highest level.

2024 Best Online PhD in Science Education Programs

Earning a PhD in Science Education can help you advance your science teaching career or help you prepare for a more research-oriented path.

Science education is an ever-evolving field, and earning a doctoral degree can allow you to develop specialized skills and expertise in this area.

Editorial Listing ShortCode:

There are a number of PhD programs in science education, so it’s beneficial to research your options in order to find the program that is best suited for your goals and aspirations.

Universities Offering Online Doctorate in Science Education Degree Programs

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer degree programs online or in a hybrid format.

Indiana University

Indiana University offers a Doctor of Education in Curriculum and Instruction: Science. The program requires the completion of 60 credit hours, including a dissertation. To be eligible for the program, applicants must have a bachelor’s degree with a minimum GPA of 2.75, a master’s degree, two recommendation letters, and a personal statement.

Indiana University is accredited by The Higher Learning Commission.

Texas Tech University

Texas Tech University offers a Doctor of Philosophy in Curriculum and Instruction with a track in STEM. Students must complete 63 credit hours to graduate. Those interested in the program must have a master’s degree in education and submit college transcripts, GRE test scores, and three professional recommendations.

Texas Tech University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

University at Albany

The University at Albany offers a Doctor of Philosophy in Curriculum and Instruction with the option to add a specialization in Science and Mathematics Education. To graduate, students must complete a dissertation, a qualifying exam, and an educational research tool exam. Applicants must submit three letters of recommendation, all official transcripts, and GRE test scores.

UAlbany is accredited by the Middle States Commission on Higher Education.

University of Colorado – Denver

The University of Colorado—Denver offers an online Doctor of Education in Leadership for Educational Equity, Science Education. Students must complete 54 credit hours to graduate. To be eligible for the program, applicants must have a master’s degree. They must also submit a written statement of purpose, three letters of recommendation, and official transcripts from all schools attended and complete an interview.

The University of Colorado – Denver is accredited by the Higher Learning Commission.

University of Miami

The University of Miami offers a Doctor of Education in Applied Learning Sciences. The program can typically be completed online in 2.5 years. A final project and two one-week residencies at the school are required to graduate. Applicants must submit official transcripts, a resume, a personal statement, and two letters of recommendation.

The University of Miami is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools.

University of Pennsylvania

The University of Pennsylvania offers a Doctor of Philosophy in Learning Sciences and Technologies. Students must complete 12 classes and a final dissertation to graduate. Applicants must have a master’s degree and two years of experience and submit a statement of purpose, three letters of recommendation, and GRE test scores.

The  University of Pennsylvania  is accredited by the Middle States Commission on Higher Education.

University of South Carolina

The University of South Carolina offers a Doctor of Education in STEM Education. Classes are offered online and are 8 weeks long. To graduate, students must complete 60 credit hours. Those interested in the program must submit two letters of recommendation, a personal statement, a writing sample, and official transcripts from all previously attended institutions.

The University of South Carolina is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

University of Texas – Rio Grande Valley

The University of Texas—Rio Grande Valley offers a Doctor of Education in Curriculum and Instruction with the option to add a specialization in Science Education. Applicants must have a master’s degree with a GPA of 3.25 and three years of experience in the field and submit GRE test scores and three letters of recommendation.

UTRGV is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Virginia Tech

Virginia Tech offers a Doctor of Education in Curriculum and Instruction with an emphasis in Integrative STEM Education. A total of 90 credit hours, a dissertation, and a residency must be completed to graduate. Applicants must have a master’s degree with a minimum GPA of 3.3 and submit three recommendation letters and a current resume.

Virginia Tech is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Online PhD in Science Education Programs

A Doctor of Philosophy in Science Education can be useful for careers that involve teaching science, utilizing science knowledge, and helping others understand the continual development of the scientific community.

Doctorate degrees are highly specialized for professionals who seek to enhance their skills in specific areas and want to pursue knowledge in those fields.

Science education PhD programs, while minimal in program variety, are abundant in content. They can often help qualify doctoral students  for roles as professional educators or researchers in postsecondary institutions and beyond. Some doctoral programs options include:

• Science Education . This program is the most common title for this particular doctorate. Professional educators can learn how to teach science and share its concepts and theories with others who are both in and out of the scientific community.
• Chemistry . This program equips doctoral students with the knowledge of chemistry and how to utilize this subject in science education.
• Teaching and Learning . This program is designed to prepare professional educators for leadership positions by helping them develop a substantial knowledge base in science education.

Because the subject of science education is very particular, you will likely notice a small variety of doctoral program options.

Science Education Careers & Salaries

Because this field is so specialized, there are a range of science education careers that can be structured in educational, developmental, and corporate settings. According to the Bureau of Labor Statistics , here are a few career paths that can relate to the field of science education, along with their median annual salaries.

Your career options may vary greatly depending on what area you specialize in. Your salary options can also depend on a number of factors, such as your education, work experience, employer, industry, and location.

Science Education PhD Curriculum & Courses

The doctoral program you select will consist of particular courses and an overall science education curriculum. You can expect to see a few common doctoral science education courses across many program maps as you do your research.

• Science in Childhood Education : This course provides an introduction to the creation of science curriculum and is geared toward teaching science well to children.
• Environmental Science : This course focuses on connections between contemporary environmental issues and environmental science concepts.
• Quantitative Methods in Science Education Research : This course offers a critical analysis of current published research in science education.
• Nature of Science : This course is designed to help students develop an adequate understanding of the nature of science or how science is practiced.
• Science Teacher Education : This course examines the classic and contemporary knowledge base of teacher education as well as current issues and questions in the realm of science education, such as multicultural education, for example.
• Qualitative Methods in Science Education Research : This course is designed to support students in qualitative educational research methods.
• Informal Science Education : This course goes over the development of curriculum and teaching practices that support learning in informal settings.
• Concepts in a Specific Science Subject : These types of science education courses examine the major concepts in a specific scientific field, such as biology, chemistry, or physics.
• Science Knowledge and Curriculum Design : This course goes over the organization of and the relationships between learning sciences and scientific concepts, with a focus on classroom-based analytical techniques suitable for curriculum design research.
• Modern Principles of Evolution : This course features scientific theories about the origin and evolution of life on earth.

Depending on your concentration in science education courses and area of expertise, you might intend to utilize your doctoral degree in a traditional classroom setting, in an informal environment, or in a research setting.

Ph.D. in Science Education Admissions Requirements

The specific admissions criteria required to enter into a PhD program in science education will often vary for each school. Here are some common requirements, though, that you may come across:

• GRE or GMAT test scores (if required)
• Letters of recommendation
• Curriculum vitae (CV) or resume
• Letter of intent or statement of purpose
• Masters degree in science, science education, or related field

You can contact a prospective school’s admissions office if you have any questions or concerns about their listed requirements.

Science Education PhD Programs Accreditation

Regionally accredited colleges and universities meet high quality standards for educational and student services. They are also regularly assessed by regional accrediting organizations in order to maintain their accreditation status.

There are many benefits to attending an accredited school. For instance, postsecondary institutions typically only consider accepting transfer credits if they were earned at an accredited institution, including those from online instructional design degree programs. In addition, accreditation can also be a precondition for some forms of financial aid.

Financial Aid and Scholarships

There are various types of financial aid available for doctoral programs students who qualify. Financial aid options can include federal and private loans, scholarships, and payment plans. You can fill out the Free Application for Federal Student Aid (FAFSA) to see if you’re eligible for federal or state aid.

When it comes to scholarships, you may want to explore opportunities provided by your university and public organizations. At the PhD level, there may also be grants or work study programs that you can look into. A number of employers also offer tuition assistance to workers who are advancing their education in graduate programs.

What Can You Do with a PhD in Science Education?

Professionals with a PhD in Science Education can pursue a variety of career options. Graduates tend to pursue careers in educational research or academia. Some prefer to teach science in the classroom, either at the secondary or postsecondary level. Others aim to teach other science teachers or to influence science curriculum for various grade levels, including multicultural education.

Professionals with this degree can often qualify for leadership or administrative positions in the education field as well.

How Long Does It Take to Get a PhD in Science Education Online?

In general, a PhD takes 3 to 5 years to complete, depending on the number of credit hours required and how long it takes you to complete your dissertation. If no dissertation is required, a doctoral program can typically be completed in 3 years with full-time study.

Much like with an online masters in science education program, when earning an online PhD, your schedule can also impact your timeline for degree completion. For instance, if you’re balancing schoolwork on top of additional responsibilities, such as a job or a family, you might benefit from enrolling part-time. This would likely push your graduation date back, but it could also allow you to maintain your various responsibilities.

What’s the Difference Between an EdD vs. PhD in Science Education?

There are generally two types of degrees to consider when pursuing science education at the doctoral level: a PhD and an EdD.

• Doctor of Philosophy : A PhD is a terminal degree that allows educators to pursue a career in higher education as professors or researchers. This degree is research-focused, and educators may aim to inspire change based on their research and studies.
• Doctor of Education : An EdD is an applied or professional doctorate that allows experienced individuals to advance in their careers within their respective organizations. This degree is more practice-based.

Both a Ph.D. or Ed.D. in Science Education can allow you to advance in your career. Your career goals may help you determine which is best for you. 

Is a PhD in Science Education Worth It?

Yes, a PhD in Science Education is worth it for many students. Pursuing a doctoral degree in science education can expand your current skills and advance your career options in this lucrative field.

Jobs related to science education are steadily growing. According to the Bureau of Labor Statistics, employment for education, training, and library occupations is expected to grow 10% over the next ten years. Schools and organizations are in need of science education professionals in order to meet standards in student training and administrative achievement.

Common careers in this field include postsecondary teacher, instructional coordinator, educational administrator, and academic researcher.

Getting Your Doctorate in Science Education Online

Pursuing a Science Education PhD can enable you to further develop your skills and expertise in this growing field.

The field of science education has a positive job outlook, and a PhD can help you qualify for advanced teaching, administrative, or educational research positions. A growing number of accredited universities with graduate programs now offer credible online education programs as well, offering more flexibility and convenience as you complete your coursework.

If you want to contribute your expertise to the educational community, you can start exploring accredited universities to find the doctoral program that works best for your schedule and aspirations.

Education (Online), EdD

School of education.

To address the dramatically changing landscape of education in the 21st century, which includes new research on the science of learning, advances in technology, and the emergence of a for-profit education sector, the Johns Hopkins School of Education offers an innovative online Doctor of Education degree program. This EdD program is designed to prepare an exceptional corps of educational practitioner-scholars, both nationally and internationally, who can set a high standard for transformational leadership in education, apply evidence-based practices to improve educational outcomes, and meet the vast challenges associated with improving learning outcomes in both public and private educational environments.

Please note there are different program requirements for different cohorts. Those requirements can be found under the tabs labeled: Program Requirements 2023 & Forward, Program Requirements 2022 Cohort, Program Requirements 2021 Cohort, and Program Requirements 2013-2020 Cohorts.

For more information about the EdD program, please visit the  website . If you have any questions about the EdD program, please contact  [email protected] .

Admission Requirements

At minimum, applicants to the EdD program should hold a master’s degree from an accredited college or university. Previous degrees must document high academic achievement (a minimum GPA of 3.0) in an area of study closely associated with the objectives of the program. If the earned degree or credit is from an educational institution abroad, the candidate’s academic record must be evaluated by a credential evaluation agency before consideration for admission. Applicants must submit the online admission application form, application fee, official transcripts from all post-secondary institutions attended, a curriculum vitae (résumé), a Problem of Practice Statement, online (asynchronous) interview, and two letters of recommendation signed by each recommender. These letters should include the following:

• A professor with whom the applicant worked in their master's program who can speak to the applicant's competency to conduct rigorous, applied scholarly work, and
• A colleague/supervisor from the applicant’s professional context/industry who can attest to the applicant's qualifications to pursue a doctorate, and the applicant’s impact on the recommender’s  professional practice.

International students must fulfill the general requirements for admission and complete additional requirements—see International Students Admission . 

Note: This program is not eligible for student visa sponsorship .

Students who enter the program will be required to successfully complete a series of pre-orientation modules prior to enrollment in the program. All students are expected to show competence in the content areas of these modules.

Please note that for the online EdD program, an offer of admission is for the specific cohort to which an application is submitted. Students may accept or decline the admission offer only; deferring to a future cohort is not an option.

Program Requirements Cohort 2023 and Forward

Program structure and requirements.

Program requirements include a minimum of 90 graduate credits. Students must enter the program with a master’s degree with 36 graduate-level credits, which will be transferred into the EdD program. If a student does not have the required 36 master’s credits, the student will be admitted on a conditional basis and must complete the additional graduate-level credits at a regionally accredited college or university (or its equivalent) by the final semester before expected degree conferral. Students with  post-master’s graduate credit  in related education content completed prior to admission to the EdD program may petition to transfer in an additional six (6) credits of equivalent coursework with appropriate documentation and with the approval of the EdD program director. Thus, students must complete between 48 and 54 credits at the doctoral level at JHU. The program includes the following required coursework components*:

For a full listing of academic standards and policies, please visit the website .   

In addition to successfully completing all coursework requirements,  students admitted in 2023 and thereafter  must also complete a Doctoral Dossier consisting of three faculty-mentored research projects.

Problems of Practice and Doctoral Dossier

Students examine a Problem of Practice (POP)—an area of concern they have observed within their professional context—that becomes the focus of the student's Doctoral Dossier, which consists of three main projects described below.

As part of our commitment to social justice, the EdD program does not privilege one form of communication over another. Thus, all components of the Doctoral Dossier can be communicated in a modality of the student’s choosing: video, oral, scholarly writing, or public-facing writing. Additionally, students can choose the type of scholarship project they will work on during years two and three of the program. Our Doctoral Dossier is based upon  Boyer’s Four Domains of Scholarship  (1990) and includes:

          RESEARCH PROJECT 1 :

Scholarship of Integration:  To begin their Doctoral Dossier process, all students will spend their first two semesters reviewing the research literature and using systems thinking to refine their Problem of Practice. The culmination of this process will be the Scholarship of Integration project, which is a synthesis of the literature reviewed that identifies and describes the underlying causes of and factors contributing to their chosen POP. This project is foundational to understanding the identified problem and determining what students choose to research in years two and three.

Example projects include :  A podcast, video series, manuscripts for publication in a professional or scholarly journal, lengthy presentation targeting policymakers. Within all project modalities, the factors contributing to the POP are discussed through a synthesis of the research literature.

 RESEARCH PROJECT 2 :

Following completion of the Scholarship of Integration project, students will  choose one of the following two options  for Research Project 2 :

Scholarship of Application:   Demonstrate the application of the research to practice.  The purpose of this project is to a) consider how the research perpetuates and/or disrupts oppression, b) critique relevant systems, structures, and institutions, and c) determine avenues to effectively disseminate evidence to a wider audience and stakeholder group.

Example projects include :  historical analysis of a topic, curriculum creation, community organization, autoethnography, instructional pedagogy, and others.  

Scholarship of Teaching:   Development and improvement of pedagogical practices.  Students examine teaching processes and assessments to improve practice.

Example projects include : autoethnography of one’s teaching, innovative teaching materials, curricula, development of new courses, or development of a new pedagogical framework.  

 RESEARCH PROJECT 3 :

Following successful completion of Research Project 2, students will choose one of the following projects and orally present a proposal for their third project to a panel of faculty:

The  scholarship option NOT chosen for Project 2 , or

Scholarship of Discovery:  Search for new knowledge. Students conduct evidence-based research that leads to knowledge creation.   

Example projects include :  investigating the effectiveness of a curriculum created during year 2 (Scholarship of Teaching), interviewing people related to a Problem of Practice whose voices are missing from the research literature; examining the perspective of LGBTQ+ teachers living in the southern United States using Photovoice, etc. This project may be provided in any modality to better reach the student’s intended audience.               

RESEARCH PROJECT 4:

During the final year, students will complete Research Project 3, write an  Executive Summary  that ties their three projects together, and write a  final reflection  on their doctoral journey. The Doctoral Dossier will be presented and assessed during the final Doctoral Dossier course. Additionally, students may choose to present their Doctoral Dossier work at a school-wide student conference.

Students are expected to complete the program coursework and independent research concurrently. This program is cohort-based, thus if students require a leave of absence for any reason, they will return in the appropriate course sequence with the next cohort the following year.

The following table below provides an overview of the program requirements for cohorts admitted in 2023 and later:

 *Courses and course sequences are subject to change.

Program Requirements 2022 Cohort

Program requirements include a minimum of 90 graduate credits. Students must enter the program with a master’s degree with a minimum of 36 graduate-level credits, which will be transferred into the EdD program. If a student does not have the required 36 master’s credits, the student will be admitted on a conditional basis and must complete the additional graduate-level credits at an accredited college or university by the final semester before expected degree conferral. Students with  post-master’s graduate credit  in related education content completed prior to admission to the EdD program may petition to transfer in an additional 6 credits of equivalent coursework with appropriate documentation and with the approval of the EdD program director. Thus, students must complete between 48 and 54 credits at the doctoral level at JHU. The program includes the following required coursework components (subject to change):

Students who extend their program of study may be required to enroll in additional doctoral research credits.

Additionally, students admitted in 2022 must also pass an oral comprehensive examination, demonstrating attainment of competencies, and complete a Dossier Style Dissertation research project. 

Problems of Practice and Dossier Style Dissertation 

Students examine a Problem of Practice (POP)—an area of concern they have observed within their professional context. This POP becomes the focus of the student's Dossier Style Dissertation, which is embedded within the EdD program coursework. The Dossier Style Dissertation includes two pathways: 1) Applied Project or 2) Empirical Project Deeper Dive.

Applied Project:

Year 1 :  During the first year in the program, students synthesize research literature to understand factors relevant to the POP from a broader systems perspective.

Year 2 : Students conduct an empirical study examining their POP within their professional context. Students then defend their proposal for an applied project based on their findings as well as a brief literature review that supports their rationale and justification for their proposed applied project.

Year 3 : Students create and defend their final applied project to their Doctoral Committee.

Empirical Project Deep Dive:

Year 1 : During the first year in the program, students synthesize research literature to understand factors relevant to the POP from a broader systems perspective.

Year 2 : Students design a more robust empirical study to more deeply examine their POP within their professional context. Students orally present their proposed design to their Doctoral Committee.

Year 3 : Students analyze and write up their data and orally defend their findings to their Doctoral Committee.

Although somewhat different from a traditional dissertation in its completion and focus, students are nevertheless expected to demonstrate mastery of the relevant literature, to obtain extant and/or collect additional data, and to interpret the results in light of previous studies.

All students will also demonstrate mastery of first- and second-year competencies through an oral comprehensive assessment. 

Typically, we expect students to complete three years of coursework and independent research concurrently. Some students may need more than three years to complete their research, in which case they will be required to enroll in at least one credit hour per semester after completion of the required 90 credit hours.

The following table below provides an overview of the program requirements for the 2022 cohort:

Program Requirements 2021 Cohort

 Additionally, students admitted in 2021 must also pass an oral comprehensive examination, demonstrating attainment of competencies, and complete either a Dossier Style Dissertation or Applied Dissertation research project. For information regarding the Applied Dissertation, please see the 2013-2020 Cohorts tab.  

The following table below provides an overview of the program requirements for the 2021 cohort:

Program Requirements 2013-2020 Cohorts

 Additionally, students admitted in cohorts 2013-2021 must also pass an oral comprehensive examination, demonstrating attainment of competencies, and complete an Applied Dissertation or Dossier Style Dissertation research project. For information regarding the Dossier Style Dissertation requirements, please see the 2021 Cohort tab.  Information regarding the Applied Dissertation is provided below.

Problems of Practice and Applied Dissertation 

Students examine a Problem of Practice (POP)—an area of concern they have observed within their professional context. This POP becomes the focus of the student's Applied Dissertation research. The Applied Dissertation is embedded within the EdD program coursework, which provides students with a unique opportunity to examine an issue important to the organization in which they are employed.

During the first year in the program, students examine their articulated POP to identify underlying causes and associated factors. During the second year of the program, students develop a potential solution, such as an intervention or policy change, and a plan to study the implementation of this intervention as well as proximal outcomes. Students will demonstrate mastery of first- and second-year competencies through written and oral comprehensive assessments, which will serve as indicators of readiness for conducting their applied research. Students will then evaluate the effectiveness of this solution as their Applied Dissertation (Year 3).

Although somewhat different from a traditional dissertation in its completion and focus, students are nevertheless expected to demonstrate mastery of the relevant literature, to obtain extant and/or collect additional data, and to interpret the results in light of previous studies. The dissertation will be presented at a final oral defense before the student’s Dissertation Advisory Committee.

Typically, students will complete three years of coursework and independent research concurrently. It is possible that some students may need more than three years to complete their research, in which case they will be required to enroll in at least one credit hour per semester after completion of the required 90 credit hours.

The following table below provides an overview of the program requirements for the 2013-2020 cohorts:

Learning Outcomes

Program goals.

Upon successful completion of the EdD, we expect that graduates will:

• Participate as a self-reflexive, social justice-oriented learner within diverse educational or learning communities.
• Analyze and critique educational practice and research from a social justice and systems perspective.
• Apply relevant methodologies to address critical challenges in education.
• Demonstrate a curiosity for, and a systematic approach to, at least one major topic of study within education resulting in an emerging expertise.
• Integrate research and practice-based knowledge to develop research-informed decisions and opinions about educational experiences, processes, policies, and institutions.
• Communicate effectively to diverse audiences about educational research, experiences, processes, policies, and institutions.

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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.

• 434-924-0742
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Science Education PhD

Doctor of philosophy in science education.

Admissions 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

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

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

The science education graduate program offers K-12 teachers, curriculum specialists, scientists and other education professionals the opportunity to investigate contemporary issues related to science learning, teaching, assessment, curriculum, and teacher professional development. Graduate students may specialize in the following areas within the science education program:

• earth/space science
• elementary science education
• geoenvironmental
• physics and astronomy
• K-12 integrated STEM

Master’s-level graduates often serve as lead science teachers, science department heads, science curriculum coordinators, or science specialists for museums or nature centers.

The doctoral program is research-oriented and includes completion of a dissertation. Graduates provide leadership in science education through positions at colleges and universities in both education and science departments, school districts, informal education settings, or governmental agencies.

Degree Options

YOUR GIANT LEAP WITH ONE SMALL STEP

Our Faculty

The science education faculty are internationally known and are engaged in fundamental and applied research, and curriculum and teacher professional development. They also hold joint and courtesy appointments in the Departments of Biology; Chemistry; Physics and Astronomy; Earth, Atmospheric, and Planetary Science; Agricultural Sciences Education and Communication; Technology Leadership and Innovation; and the School of Engineering Education. See our list of faculty and see an overview of their research projects at the following links:

Science Education Faculty

• Ackerman Center
• Serious Games
• CnI Online Fac
• Curriculum Studies
• Education for Work and Community
• Elementary Education
• English Education
• English Language Learning
• Learning Design and Technology
• Literacy and Language Education
• Mathematics Education
• Social Studies Education
• Applied Behavior Analysis
• Counseling and Development
• Educational Leadership and Policy Studies
• Educational Psychology and Research Methodology
• Gifted Education
• Special Education

Dean Ballotti

Virginia bolshakova, brenda capobianco, siddika selcen guzey, rebekah hammack, danielle malone, muhsin menekse, sanjay rebello, hui hui wang, program highlights.

• The science education faculty are extremely successful in obtaining external funding as PIs and Co-PIs that supports research, science teacher professional development, and curricular development initiatives.
• The science education program has the highest concentration of jointly appointed faculty from the Colleges of Science, Engineering, Agriculture and the Purdue Polytechnic Institute. Because of these joint appointments, we engage in highly productive collaborations with faculty from science, engineering, agriculture and technology on externally funded projects, undergraduate and graduate teaching, and course design and development.
• The program has initiated and developed the integration of engineering design in core undergraduate science courses for elementary education majors; and in collaboration with the Center for Advancing the Teaching and Learning of STEM (CATALYST) , an integrated STEM degree concentration for undergraduate teacher education majors, a graduate level integrated STEM degree certificate, and an integrated STEM concentration for graduate students seeking an online Master’s degree through the Department of Curriculum and Instruction.

Similar Programs

• MS in Education in Curriculum & Instruction (with a focus in K-12 Integrated STEM)

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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

• Request More Information
• 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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Start your application today to take the next steps toward your future as a Longhorn.

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College of Education News

Discover the exciting research and work being done by faculty and students in the College of Education. 

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• About the program
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• STEM education coursework
• Statistics and research methodology courses
• STEM content breadth and depth courses  
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Opportunities

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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. 

I-STEM Ph.D. Faculty, Students, and Graduates Presenting Papers at the National Association of Research in Science Teaching 2022 Conference in Vancouver, British Columbia

I-STEM Ph.D. Students and Graduates Presenting Papers at the National Association of Research in Science Teaching 2020 Conference in Portland, Oregon

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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.

Program Contacts

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.

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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School of Education

Science education, ph.d. in curriculum and instruction – specialization in science education.

Build upon your passion for science while developing the knowledge and skills to effectively engage others in the learning and doing of science across a variety of contexts.

Through our program you’ll engage in critical study of learning and teaching across all science disciplines. You’ll have the opportunity to participate in research projects and teaching experiences aimed at improving science learning for all ages and across a range of settings.

Graduates from our programs have found rewarding careers in science education within K-12 educational settings, higher education as well as informal/free-choice science contexts.

At the completion of your coursework and before you begin your dissertation, you will need to pass a qualifying exam, in the form of portfolio of work and an oral examination.

Whether you envision yourself at a small or large institution, this program prepares you to teach science and science education at the university level.

This 90-credit hour program prepares you to conduct field-based research in a variety of school settings.

You’ll work closely with faculty mentors and colleagues in the sciences while honing your teaching skills through programs with pre-service and in-service teachers, such as Saturday Science Quest for Kids , a science enrichment program for K-10 students from around the region.

Application Deadlines

Admission Requirements

The Graduate Studies Office will accept unofficial transcripts and self-reported test scores for admission reviews. Any admission made with these documents would be conditioned on receipt of official documents, which should be provided as soon as possible.

If you are currently enrolled or have applied in the past year, you are eligible for a reduced application fee of $35. Learn more »

• Bachelor’s degree from an accredited institution
• Minimum undergraduate GPA of 2.75 out of 4.00
• Personal statement (1000 words max)
• Resume (required from international students only)
• Two letters of recommendation
• GRE scores (for alternative options to submitting GRE scores, contact [email protected])
• Minimum 79 TOEFL score or minimum 6.5 IELTS score or minimum 115 Duolingo score (international students only)

Learn more about how to apply

Program Requirements

• Ph.D. in Curriculum and Instruction – Specialization in Science Education Requirements

Costs listed are per credit hour.

2023-2024 Academic Year

2024-2025 Academic Year

*Does not include all fees, which will vary depending on the number of credits enrolled. Find more information and calculate your expected costs at Student Central .

• Learn about the variety of fellowships and assistantships available to graduate students.
• Visit Student Central for information about financial assistance.
• Consult your employer about the availability of tuition reimbursement or tuition assistance programs.
• Active duty military, veterans, and military families should visit the Center for Veteran and Military Students to take full advantage of available financial assistance and educational benefits.
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Our faculty

• Science Education Graduate Student Portal

Valarie Akerson

Professor; Academic Director of P12 Engagement, Bloomington Campus; Faculty Fellow of P12 School Engagement, School of Education

Adam Maltese

Professor; martha lea and bill armstrong chair for teacher education.

Meredith Park Rogers

Professor; associate dean for undergraduate and teacher education.

Adam Maltese amaltese@iu.edu (812) 856-8059

Valarie Akerson vakerson@iu.edu (812) 856-8140

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Mallinson Institute for Science Education Western Michigan University Kalamazoo MI 49008-5444 USA (269) 387-5398

Mallinson Institute for Science Education

Doctor of philosophy in science education.

The Doctor of Philosophy program offered by the Mallinson Institute for Science Education at Western Michigan University is for those with a science or science education background who wish to pursue careers as college or university science teachers, science education researchers, informal science educators, science teacher educators, curriculum specialists, high school science department chairs, or professionals in government agencies or school districts.

The Mallinson Institute for Science Education (MISE) offers six Ph.D. programs in Science Education, each with a different area of concentration and each leading to a specific degree. 

• Program 1:  Ph.D. Science Education
• Program 2:  Ph.D. Science Education: Biological Sciences
• Program 3:  Ph.D. Science Education: Chemistry
• Program 4:  Ph.D. Science Education: Geosciences
• Program 5:  Ph.D. Science Education: Physical Geography
• Program 6:  Ph.D. Science Education: Physics

These programs share a set of requirements that are common to all of the Ph.D. programs. All programs can be completed 1) completely in-person, 2) partially in-person and partially online, or 3) completely online. 

For the most recent program information please see the 2023  MISE Ph.D. in Science Education 2023 brochure .

Admission requirements

In addition to the general admission requirements of The Graduate College , applicants must have a master's degree in a science or in science education, unless applying for the concurrent enrollment program (a special WMU program for those wishing to become college teachers of science or researchers regarding the learning of science). In the MISE concurrent enrollment program , students are jointly admitted to a master's program in science (biology, chemistry, geoscience, geography, or physics) and to the doctoral program in science education (focusing on the teaching and learning of science). If you are interested in earning an M.A. or M.S. in a science discipline on your way toward a Ph.D. in science education, we strongly urge you to contact the Director by email or phone. Program-specific admission requirements are as follows:

• Program 1:  A master’s degree in a science discipline, science education, or education with a science emphasis is required.
• Programs 2-6:  A master's degree is required in the appropriate science discipline (Biological Sciences, Chemistry, Geosciences, Physical Geography, Physics) comprised of a program of study comparable to the master’s level program at the appropriate WMU Department.
• Concurrent Enrollment:  Students without a master’s degree and interested in programs 2-6 can apply simultaneously to the master’s degree program in a science discipline and the Ph.D. program in science education. Note that this option is only available to in-person students since none of the WMU science departments currently offer online master’s degree programs.

Program content

The Ph.D. programs are excellent preparation for three primary career goals: College Science Teacher, Discipline-Based Educational Researcher, and K-12 Science Specialist. All programs share a common core of course content, along with some specialization.

College Science Teacher

Career goal: Teaching undergraduate science at community colleges, liberal arts colleges, teaching-focused universities.

Program description: Graduate study in the scientific, historical and philosophical aspects of science teaching and learning with a specific focus on the teaching and learning of science at the college level.

Requirements: Science qualifications at master's level or equivalent.

Discipline-based Educational Researcher

Career goal: Faculty in a university science department or teacher education unit, involved in both teaching and research.

Program description: Graduate study and research in the teaching and learning of science concentrating on specific disciplines: i.e., biology, chemistry, geography, earth sciences or physics. Emphasizes pedagogical content knowledge for these disciplines.

K-12 Science Specialist

Career goals: Science teacher educator; science curriculum specialist; science education researcher; school science department chair; at colleges and universities, government education agencies or school districts.

Program description: Graduate study in the scientific, historical and philosophical aspects of science curriculum and instruction with a specific focus on the teaching and learning of science at the K-12 level.

Requirements: Master’s degree in science education or equivalent.

The three concentrations above  are not mutually exclusive but are offered as guidelines for the best preparation with regard to career options. All three seek to provide a:

• Rich understanding of the history of science education in the United States and current national reform efforts.
• Familiarity with the history and philosophy of science that can inform science teaching and learning.
• Critical understanding of pertinent issues in cognitive psychology and cognitive science.
• Critical understanding of the major research traditions in science education.
• Graduate level understanding of at least one science discipline that will inform subsequent research and teaching in that area.
• Critical understanding of the role of technology in facilitating science teaching and learning.
• Background in the diverse approaches to educational research.  

Program Requirements

Total 69 credit hours (about 45 credit hours beyond master's degree)

Science content cognate—24 credits

Master's degree in science or in science education (or equivalent)

Science education coursework—24 credits total

SCI 6510: Core 1: Introduction to the History, Philosophy and Sociology of Science, 3 hrs. SCI 6520: Core 2: Learning Theory and Instructional Models in Science Education, 3 hrs. SCI 6530: Core 3: Current Research Areas in Science Education, 3 hrs. SCI 6540: Core 4: Theory and Practice of College Science Teaching, 3 hrs. SCI 6170: Science Education: Early Research I, 3 hrs. SCI 6171: Science Education: Early Research II, 3 hrs. SCI 6200: Science Education Seminar (take three times), 1 hr. each (3 hrs. total) SCI 6400: Science Education Research Experience (take three times), 1 hr. each (3 hrs. total)

Research tools—9 credits total

Research design, quantitative and qualitative research methods, evaluation methods Printable file of Research Tools course options:  PDF

Dissertation—12 credits total

SCI 7300 Doctoral Dissertation

Graduate assistantships — application deadline February 15

Full-time students in the Mallinson Institute for Science Education can apply for a graduate assistantship.  A limited number of these assistantships are available each year for new students. Current students in good standing have first priority for this funding. A graduate assistantship typically includes a stipend, tuition remission, and health insurance.

Typical duty is teaching a section or two of an introductory science course for prospective teachers. The courses are in the disciplines of life science, physical science, and earth science. It is anticipated these courses will provide opportunities for research as well as invaluable teaching experience.

Other financial assistance  

Information about student loans and other federal, state and University need-based financial aid programs may be obtained from the  Office of Student Financial Aid .

Application instructions

WMU has a new online graduate application system that allows all students (domestic and international) to submit required information into one system. General application information for the University, as well as specific requirements for individual programs, are captured into this system.

Applicants are asked to include some program-specific information, with a summary for these application requirements found below:

Ph.D. Science Education    Ph.D. Science Education: Biological Sciences Ph.D. Science Education: Chemistry Ph.D. Science Education: Geosciences Ph.D. Science Education: Physical Geography Ph.D. Science Education: Physics

Applicants are encouraged to bookmark this information for quick reference while working through the graduate application process.

Thank you for your interest in applying for this graduate program.

Ready to Apply?

Curriculum and Instruction: Science Education, Ed.D.

The IU Online Ed.D. in Curriculum and Instruction with a specialization in science education is designed to help you build your scientific expertise on your own schedule.

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Course Delivery : 100% Online

Total Credits : 60

In-State Tuition Per Credit : $520.17

Out-of-State Tuition Per Credit : $623.49

Cost of attendance may vary by campus. View the total cost calculator

Degree Overview

In this program, you’ll gain a richer understanding of your area of scientific expertise, as well as the most effective techniques to teach it in a classroom setting. You’ll apply research-based theories to practical settings related to teacher training and young learners’ concepts of science.

The IU Online Ed.D. in Curriculum and Instruction with a specialization in science education is designed for science educators looking to supplement their master’s degree with advanced-level coursework.

As an IU Online student, you’ll benefit from a career-focused program nationally recognized by U.S. News & World Report. You’ll graduate with an Indiana University degree respected by employers worldwide—and you can work on yours anytime and anywhere.

And the benefits start long before graduation. More than half of IU Online students advance in their careers before they complete their degree.

To be accepted to this program, you must have:

• Bachelor’s degree from an accredited institution
• Master’s degree from an accredited institution
• Minimum undergraduate GPA of 2.75

To apply to this program:

Complete an online application that includes:

• Official transcripts
• Personal statement
• Two letters of recommendation
• Resume (international students only)
• Minimum 79 TOEFL score or minimum 6.5 IELTS score (international students only)

Application Deadlines

Fall semester: January 15

Spring semester: November 1

Career Outcomes

Your Ed.D. in Curriculum and Instruction with a specialization in science education  prepares you for career paths such as:

• Teaching and teacher education in higher education
• Leadership roles in K–12
• Independent consultant

Degree Requirements

To earn an Ed.D. in Curriculum and Instruction with a specialization in science education, you must complete 60 credit hours.

Requirements are broken down as follows:

• Core inquiry courses (9 credit hours)
• Inquiry linkage course (3 credit hours)
• Focus courses (24 credit hours)
• Minor courses (9 credit hours)
• Electives (6 credit hours)
• Dissertation courses (9 credit hours)

Once you have completed coursework in this program, you are required to compile a portfolio of work and pass an oral exam before continuing to your dissertation.

Find course descriptions with our Search Schedule of Classes/Courses tool .

Find the answers you need or start your application. We’re here to help!

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PhD in Science Education

The Ph.D. in Science Education emphasizes broad and deep familiarity with the research literature in science education and closely related theoretical and practical fields, and the development of skills necessary to make original and important contributions to research. Because doctoral students vary greatly in academic and experiential backgrounds and have a variety of career goals, the guidelines for required coursework are flexible and each program is personalized.

As a doctoral student, you are likely to work with nearly all of the faculty either in courses or on research projects. One of the most important aspects of the doctoral program is the close relationship you develop with a major professor, who typically serves as research mentor not just for your final dissertation study but also in navigating the world of science teaching, science education research, and science teacher education.

• Individualized course of study
• Program requires rigorous research experiences as well as hands-on service and policy experiences

Along with doctoral-level core and elective science education courses, you will study two different areas of educational research methodology, and the psychological and social foundations of education. Courses are typically offered in the evening, although full-time students may take advantage of a wider variety of courses offered throughout the day.

Your coursework typically includes:

• Graduate-level study in a science field
• Science teacher induction
• Multicultural science education
• History of science education
• Science curriculum
• Teaching and learning
• Science teacher education
• Philosophy of science
• Qualitative/quantitative research methods
• Research and teaching internships

Coursework is flexible and personalized, designed by you and your faculty committee by taking into account your graduate-level course background, career goals, and interests. Most of our doctoral students hold a previous graduate degree in science education or in a science field, although this is not required for admission. These students normally take fewer courses before concentrating on the dissertation research project.

The University of Georgia has one of the largest and most respected groups of science education faculty in the world. All of these prominent researchers teach doctoral courses and direct doctoral dissertation studies.

Additional information and disclosures regarding state licensure for professional practice in this field can be found at the UGA Licensure Disclosure Portal .

Part 1: Apply to the University of Georgia

The Graduate School handles admission for all graduate programs at the University of Georgia, including those in the College of Education. The Graduate School website contains important details about the application process, orientation, and many other useful links to guide you through the process of attending UGA at the graduate level.

Start A Graduate School Application

Part 2: Apply to the Ph.D. in Science Education

Note: In advance of applying to our program, we strongly recommend you reach out to faculty members with shared research interests to your own , as gaining admission into the doctoral program is unlikely without faculty support.

We base admissions decisions on a variety of factors including past performance in coursework, especially science course work, GPAs in past degree programs, entrance exam scores, letters of recommendation, and other evidence of scholarly potential.

The Graduate School requires a minimum 3.0 GPA in your undergraduate degree and a minimum 3.5 GPA in your graduate degree.

Applicants must submit their official GRE scores during application.

K-16 science teaching experience is strongly preferred prior to admission.

While completing the Graduate School application, you will need to provide:

Three letters of recommendation You will identify your letter writers and their email addresses when you apply, and they will receive an email from the Graduate School asking them to complete the form online. Choose recommenders who know your academic work well and can speak to your capacity to engage in a graduate-level study of science, to perform well in courses requiring high levels of reading and writing, to work as a classroom teacher, and to be successful in a graduate program. Do not solicit “character references” from friends, family, or people you know socially.

Importantly, the Graduate School’s form for recommendations is generic as it covers all levels of graduate degrees, and the automated email soliciting recommendations unfortunately often results in a rather minimal completion of the form, often including little or no insightful and relevant detail, in the recommender’s own words, about the suitability of applicants for doctoral work in particular. To address this issue, we require more extensive commentary, preferably in the form of a standard business letter on the writer’s institutional letterhead for all doctoral-level applications. Your recommenders will be able to upload their letter when filling out the recommendation form. Please communicate this expectation to them!

Transcripts Applicants should submit unofficial transcripts from all institutions attended as part of the online application. Official transcripts are not required during the review process and will only be required for applicants who are offered admission. Do not mail official transcripts until offered admission.

Test Scores Have your GRE scores sent directly to UGA using the institution code 5813.

Sample of scholarly writing Submit a piece of scholarly writing that demonstrates both your technical writing skills and your ability to make claims and support them with references and chains of logic. Your writing sample should be science or science education related. A paper that you have written for a previous course or for publication may suffice, or you may wish to construct a new paper. The writing sample will be used to give the faculty a sense of your writing abilities.

Current curriculum vita/resume (we recommend fitting this on two pages)

Statement of purpose (we recommend fitting this on two pages) Submit a statement explaining why you are interested in pursuing a doctoral degree in science education at the University of Georgia. Identify the educational problem or concern that drives you to pursue a Ph.D.. Because the Ph.D. is a research degree, identify a potential topic (or topics) of investigation and provisionally identify members of the faculty with whom you might work.

Finally, after the faculty has reviewed your materials the graduate coordinator may contact you to schedule an interview if you’ve not already meet individually with the faculty.

Deadline To Apply

If you are interested in being considered for funding opportunities, we recommend you apply by November 1 for admission the following Fall.

Otherwise, the deadlines are as follows: April 1 to begin in either the Summer or Fall semesters and November 1 to begin in the Spring semester.

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Additional Resources

Please use our online form if you have any questions for the department. Please be as specific as possible so that we may quickly assist you.

The College’s programs are taught by dedicated faculty who are experts in a range of areas and are passionate about helping students succeed both in their programs and professionally.

Our nationally recognized faculty will work with you to customize your degree program.

Meet the Faculty

Most graduate students at UGA are not assigned to a faculty advisor until after admittance. A close working relationship with your advisor is paramount to progressing through your program of study.

Almost all in-state students begin their studies at UGA paying limited tuition or fees. Please note that these amounts are subject to change and are meant to give prospective students an idea of the costs associated with a degree at the University of Georgia College of Education.

Students may qualify for a variety of assistantships, scholarships, and other financial awards to help offset the cost of tuition, housing, and other expenses.

Tuition Rates   Browse Financial Aid

Most Ph.D. students are full-time and hold a graduate assistantship appointment that includes both a tuition waiver and a cash stipend. Assistantship duties may include teaching, research, or a combination, and are between 13 and 20 hours a week.

We expect our Ph.D. students to participate in national and international conferences, such as the National Association for Research in Science Teaching, the Association for Science Teacher Education, and the American Educational Research Association. Conference presentations usually result in refereed journal publications before graduation, with most students progressing to first authorship.

Students who maintain employment as full-time teachers may earn the Ph.D. (vs. Ed.D.) degree if they study unusually intensively for at least one year in order to satisfy the UGA Graduate School’s Ph.D. residency requirement.

Nearly all full-time students graduate in three or four years, while part-time students typically require a significantly longer time period.

See for yourself how much UGA College of Education has to offer! Schedule a tour of campus to learn more about the UGA student experience.

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Useful Links

• Course Requirements (PDF)
• Doctoral FAQ (PDF)
• Doctoral Student Handbook (PDF)

10 Best Online STEM PhD Programs [2024 Doctoral Guide]

If you’re passionate about making STEM education more effective, inclusive, and accessible, then earning a STEM PhD may be the next step in your professional journey.

Whether your focus is on science, technology, engineering, or mathematics, earning a STEM PhD can help you gain the skills needed to teach and contribute research on STEM education.

Editorial Listing ShortCode:

A STEM PhD program can be beneficial for professionals who are looking to take their careers in education to the next level, whether in an administrative, research, or teaching capacity.

STEM PhD Programs Online

Science, technology, engineering, and mathematics (STEM) education PhD programs are designed to prepare students for cutting-edge research, teaching, and administrative careers in STEM education.

Students in this program focus on methods to make STEM education more effective and inclusive for both students and educators.

In this program, you’ll study a range of topics, such as:

• Advanced evaluation models and survey methods
• Learning, development, and teaching theory
• Sociocultural foundations of education
• Executing empirical studies

Research in this program is also heavily focused on optimizing learning and teaching methods, so there may be a significant amount of cognitive and anthropological coursework. You could also learn about content-specific and sociocultural challenges currently present in teaching and then design study models that analyze these challenges.

In addition, a STEM PhD can help you develop the necessary skills to present to and collaborate with professional research communities as well as submit manuscripts to peer-reviewed publications. Most PhD programs in STEM education also offer various degree specializations, allowing you to focus your studies and research within a specific discipline.

Graduates with an online doctorate in STEM may go on to become research scientists, faculty members at a university, or even directors of program development. It’s also common for graduates to be educators or administrators at K-12 or postsecondary schools.

Some graduates move into instructional design, where they help develop STEM curricula. Others go on to work as policy directors at the local, state, or national level.

Common Online STEM Education PhD Specializations

While online doctoral programs in STEM education have a core curriculum, students are encouraged to choose a specialization that reflects their research interests.

These specializations may include:

• Educational Technology . This specialization focuses on current and emerging educational technologies used both in classrooms and in online learning environments.
• Science Education . This specialization focuses on science and environmental education in K-12 and higher education settings, and it also emphasizes science teacher education and the design of science curricula.
• Mathematics Education . This specialization focuses on mathematics teacher preparation, improving math curricula and pedagogy, and practice-based teacher training.
• Engineering Education . This specialization explores methods of introduction of engineering concepts, how they are taught, and how to integrate engineering curricula.
• Agricultural Specialization . This specialization prepares students for corporate or faculty leadership roles in education, resource management, and other careers in life sciences and agriculture.

Different programs may have more or less specializations available. So, before applying to a school, it’s helpful to find out what concentrations they offer.

STEM Careers & Salaries

As a research-focused program, a STEM PhD can help prepare graduates for a variety of careers within the academic world.

Many graduates of this program choose to enter research positions, where they contribute to the body of knowledge regarding STEM education and learning methods. Others become faculty members at universities or community colleges, where they teach STEM education or work as administrators.

According to the Bureau of Labor Statistics , here are the median salaries of potential career paths related to the STEM education field.

Some professionals with a STEM PhD become directors of program development or policy directors, where they help implement policies and curricula direction in STEM subjects.

Graduates with this PhD may also work as instructional coordinators, helping design learning environments and curricula within STEM subjects. Educators with this degree also choose to teach STEM subjects or work as administrators in K-12 schools.

STEM Doctorate Curriculum & Courses

While curriculums can differ depending on the school, many courses in online STEM PhD programs cover similar topics. Below are several types of courses you may take:

• Foundations of Learning, Cognition, and Academic Intervention : This course overviews foundational theories of learning and cognitive development as well as research-based academic interventions.
• Advanced Intellectual Development of Young Children : This course focuses on theories and research surrounding intellectual development in children, and it explores strategies for applying development research to learning environments.
• Technological Tools for Thinking and Learning : This course overviews current and emerging learning technologies that may enhance thinking and learning in classrooms.
• Theory and Research in Science Education : This course covers foundational theories and research in science education, ranging from historical to modern methods.
• Mathematics Learning Environments : This course overviews learning environments for mathematics, with a focus on classroom environment, cultural environment, and the use of technology to create an immersive learning environment.
• Anthropology and Sociology of Schooling : This course focuses on schooling from an anthropological and sociological perspective, highlighting traditional schooling methods and cultural influences on learning.
• Educational Research Methods : This course overviews education research methods, including qualitative, survey, correlational, experimental, and more.
• Advanced Statistics : This course covers advanced concepts in statistics as well as the practical application of statistical analysis.
• Problems in Research: Methods and Design : This course explores problems in research methodology and design, including topics like theoretical frameworks, research limitations, and more.
• Theory and Research in Engineering Education : This course emphasizes foundational theories and research analysis and methodology in engineering education.

You might also be able to complete elective courses, which could consist of topics like curriculum development, cognition, bilingual students in US schools, and more.

Admissions Requirements

While admission requirements can vary depending on your school, here are some common requirements for doctoral programs:

• All official college transcripts
• Resume or CV
• Personal statement
• Letters of recommendation
• Writing sample

Some programs may also require an interview prior to admission. A growing number of schools no longer require the submission of GRE or GMAT scores for admissions. It’s beneficial to check the specific requirements of your prospective school.

Online STEM Programs Accreditation

Confirming whether a prospective school is accredited or not is an essential step to take before applying. Many forms of financial aid are only available to students who attend accredited schools.

In addition, employers, especially those in academia, often require applicants to have received an accredited education. Regional accreditation is considered the most widely recognized type of accreditation, and it acts as quality assurance that your school meets high-quality standards for postsecondary education.

You can verify any prospective school’s accreditation status through the Council for Higher Education Accreditation ’s website.

Financial Aid and Scholarships

Many students looking to complete STEM doctoral degrees require financial aid to help cover upfront tuition costs.

It’s common for graduate students to apply for student loans from the federal government. Aid may also be available at your state level, depending on where you live or where your school is located.  To determine your eligibility for federal aid and other forms of need-based aid, you can fill out the Free Application for Federal Student Aid (FAFSA) .

You might also be eligible for grants and scholarships from various private institutions, including your prospective school. These financial aid opportunities exist for many situations, so it could be beneficial to explore these options. If you’re currently employed, your employer may also be a resource. Many employers offer benefit programs designed to fund employee education.

What Is a STEM PhD Degree?

A science, technology, engineering, and mathematics (STEM) PhD degree is designed to increase competence in education in a specific STEM field. Students in this PhD program are provided with the skills needed for advanced research, teaching, supervisory, and administrative positions in STEM higher education.

The cutting-edge research skills gained in this program may allow graduates to make STEM education more effective and inclusive. Students also have the opportunity to contribute original theories in education.  Most PhD in STEM Education programs also offer degree specializations that allow you to tailor your studies and research to a particular STEM discipline.

What Can I Do with a STEM PhD Degree?

Graduates with a STEM doctoral degree often pursue career opportunities in research, teaching, and education administration.

Many of these degree holders choose to enter research or faculty positions at universities or community colleges, where they can teach or conduct and publish original research. Others may become directors of STEM education or policy directors at the local, state, or national level.

Some STEM education professionals become curriculum developers or instructional coordinators and help design curricula and optimize STEM learning environments. Educators may also want to continue teaching STEM subjects at the K-12 level.

How Long Does It Take to Get a PhD in STEM Education Online?

Generally, a PhD can take 3 to 5 years to complete with full-time enrollment. This depends not only on the number of credit hours required but also how long it takes to complete your dissertation.

If no dissertation is required, STEM doctoral programs can generally be completed in 3 years with full-time study.Of course, if you enroll part-time at any time, this may extend the overall time it takes to complete your program.

Is a PhD in STEM Education Worth It?

Yes, a PhD in STEM Education is worth it for many students. Many graduates with a STEM PhD pursue administrative, research, or teaching careers in K-12 schools or higher education institutions.

If you want to make an impact on future STEM education, you might consider earning this terminal degree. According to the Bureau of Labor Statistics, employment of postsecondary teachers is forecast to grow 12% over the next ten years, which is much faster than average.

Universities Offering Online Doctorate in STEM Degree Programs

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer degree programs online or in a hybrid format.

American College of Education offers a Doctor of Education in Leadership. Several concentrations are available, including Curriculum and Instruction, Higher Education, Instructional Technology, STEM Education, and Literacy. The courses are housed fully online. On average, the program’s 64 required semester credits can be completed in 36 months of full-time study.

American College of Education is accredited by the Higher Learning Commission.

Drexel University offers a Doctor of Education in Educational Leadership and Management. This program may be an ideal fit for educators pursuing career advancements or current administrators hoping to deepen their expertise. The program can typically be finished in 5 years of part-time study or 3 years of full-time study. Classes can be attended entirely online.

Drexel University is accredited by the Middle States Commission on Higher Education.

Montana State University offers a Doctor of Philosophy in Education, Curriculum, and Instruction. Potential courses include Higher Education History, Leading Social Justice, Advanced Quantitative Research, and Program Evaluation. The program utilizes a blend of online and in-person class offerings. It requires the completion of 66 credits.

Montana State University is accredited by the Northwest Commission on Colleges and Universities.

Texas Tech University offers a Doctor of Philosophy in Curriculum and Instruction. Educators teaching primarily in sciences, technology, engineering, or mathematics may find an excellent fit in the STEM Education emphasis. The program requires the completion of 63 credit hours. While classes meet primarily online, periodic on-campus intensives may be required in summer terms.

Texas Tech University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

The University of Kentucky offers a Doctor of Philosophy in Education Sciences – STEM Education. The curriculum is designed for researchers and educators who wish to have scholarly expertise in the field of STEM Education. The program may be attended in a hybrid online format. It requires the completion of 45 credit hours to graduate.

The University of Kentucky is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

The University of Massachusetts – Lowell offers a Doctor of Education in Leadership in Schooling. Individuals who teach science, technology, engineering, or math may find an ideal fit in the STEM concentration. Classes meet entirely online throughout the year, but there are summer residency requirements in summer. The program can typically be completed in 3 years.

The University of Massachusetts – Lowell is accredited by the New England Commission of Higher Education.

The University of Pittsburgh offers a Doctor of Education in Science, Technology, Engineering, and Mathematics. The curriculum is designed to help educators gain advanced theoretical and practical knowledge in their field of teaching. The program is housed primarily online, though monthly in-person sessions are required. The program is usually attended part-time and can typically be completed in 3 years.

The University of Pittsburgh is accredited by the Middle States Commission on Higher Education.

The University of South Carolina offers a Doctor of Education with an emphasis in STEM Education. Potential courses include Principles of STEM Integration, Advanced Study of Diversity and Curriculum, Educational Policy Analysis, and Research in STEM. Classes meet 100% online and are 8 weeks long. The program requires the completion of 60 credit hours.

The University of South Carolina is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

The University of Southern Mississippi offers a Doctor of Philosophy in STEM Education. It is intended for individuals who have completed a previous degree in a STEM-content area while maintaining a 3.0 GPA or higher. The program requires the completion of 66 semester hours. Students can complete their coursework online or at one of two campuses.

The University of Southern Mississippi is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

The University of the Southwest offers a Doctor of Education in STEM Education. A master’s degree and three years of industry experience are required to apply. The curriculum emphasizes four key aspects: leadership foundations, organizational change, strategic planning, and research. While classes meet online, the two required residencies may be completed on campus.

The University of the Southwest is accredited by Higher Learning Commission.

Getting Your STEM PhD Degree Online

Getting your STEM PhD degree online could be a convenient way to earn a doctoral degree while balancing your current career responsibilities.

If you’re passionate about making an impact in one of the STEM subjects or STEM education as a whole, then this research-focused PhD may be the next step in your professional journey. Whether you’re looking to enter an administrative, teaching, or research position, this degree can help you advance your expertise and qualifications in the STEM education field.

Comparing online PhD in STEM Education programs from accredited schools could help you determine which ones best align with your research interests and career goals.

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College of Education & Human Development

University of missouri, science education (phd).

This degree is a Doctorate of Philosophy in the Department of Learning, Teaching & Curriculum with an emphasis in Science Education .

This degree is part of the Science Education Program housed in the Department of Learning, Teaching and Curriculum.

This degree is only offered on campus and does not lead to certification.

Degree Requirements

To receive a PhD in science education, you must complete 72 semester hours beyond a bachelor’s degree. The doctoral program emphasizes science education research and culminates with a dissertation project completed under the supervision of a science education faculty member. Coursework includes three emphasis areas:

• Elementary Science Education
• Middle/Secondary Science Education
• College Science Teaching

View a sample schedule here. Each emphasis area requires coursework in science education, science content and educational research as well as teaching and research experiences.

Admission Requirements

You must meet two sets of minimum qualifications in order to be considered for admission:

• LTC requirements
• Office of Graduate Studies requirements

A committee of faculty members reviews your application’s credentials. You are not guaranteed admission even if you meet the minimum qualifications.

How to Apply

In addition to completing the Graduate Studies application , you must submit the following materials to the Department of Learning, Teaching and Curriculum:

• Unofficial transcript
• Statement of Purpose
• Three letters of recommendation
• TOEFL scores (international students only)

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

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Science Education

Interested in graduate study in science education? You've come to the right place. We offer the  M.S. ,  M.Ed. , and  Ph.D.  degrees. Graduate students who have previously earned undergraduate degrees in science fields have the option to pursue teaching certification as part of any of these degrees. Students entering SCIED graduate degree options are admitted through  the Department of Curriculum and Instruction graduate admissions process . Applications may be submitted at other times of the year, but graduate funding opportunities are likely to be more limited then.

A good place to learn more about the aspects of science education that interest us is our faculty profiles page. We also encourage prospective students to schedule a visit to campus. A typical visit will include meetings with faculty and other graduate students, and we have some funding to help qualified candidates with out-of-area travel.

M.Ed. with Certification Course Schedule and Requirements

M.Ed. students work to enhance their knowledge of teaching and learning science. The M.Ed. is appropriate for practicing professional educators seeking to expand their knowledge or for those seeking initial teacher certification, as the degree program may include teacher certification in a science field (biology, chemistry, Earth science, physics).

Ph.D. students are part of a research community dedicated to advancing knowledge in science education. Students are expected to work with their doctoral advising committee to create a course of study leading to a contribution to knowledge through a doctoral dissertation. Students engage in research with faculty in a variety of areas in science and engineering education. Current research areas include astronomy education, uses of representational technology in geosciences, science assessment, teacher professional development, elementary engineering education, epistemic cognition, equity issues in STEM education, motivation and science learning outcomes, science teachers’ professional pedagogical vision, professional learning communities, and uses of video analysis to support teacher professional development. The faculty encourage interdisciplinary research for doctoral study. Ph.D. students have completed academic minors in fields such as applied linguistics, psychology, policy studies, and educational psychology. Assistantships are available.

PhD in science education emphasis in Curriculum & Instruction

Certification Options

We offer teacher education options for undergraduates majoring in Secondary Education (SECED) or scientific subjects. Certification requirements can also be completed while pursuing a master's degree in Curriculum & Instruction or in a scientific field. If you are an undergraduate majoring in a science subject, you can even begin your studies as an undergraduate and complete them as part of a master's program.

The following certification requirements are common to all routes to certification -- undergrad and graduate options alike.

Notes for students majoring in science fields or pursuing studies at the graduate level

If you plan to complete an undergraduate degree before taking  SCIED 412  and  C I 495C  (these courses are taken concurrently;  SCIED 411  is a prerequisite), your admission to the certification program will be done through the Curriculum & Instruction graduate admissions process. You will not need to go through the College of Education's Entrance to Major process, and you may have greater flexibility for completing certification requirements.

If you intend to complete the certification requirements as an undergraduate science major, you must be formally admitted to the SCIED certification program prior to taking SCIED 412 and CI 495C (again, please note that SCIED 411 is a prerequisite). You will not need to go through the College of Education's Entrance to Major, but you do need to be formally admitted (that is, submit a written Application for Admission to the SCIED Program, for Students Majoring in Science Disciplines) and receive a written acceptance. For more information, please consult an adviser in 228 Chambers Building.

Amy Voss Farris

Assistant Professor

Science, engineering, and computing education & sociocultural studies of learning

Kathleen Hill

Associate Teaching Professor

Matthew Johnson

Assistant Teaching Professor

Lucy McClain

Scott mcdonald, mark merritt.

Elementary grades, teacher professional development, & STEM Between Us project manager

Julia Plummer

Elementary grades, informal settings, spatial thinking, & science practices

Carmen Vanderhoof

Carla zembal-saul.

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Professor of Education

149 Chambers Bldg , University Park, PA, 16802

Email: [email protected]

Phone: (814) 863-8922

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PHD, Science Education

This program emphasizes broad and deep familiarity with the research literature in science education and closely related theoretical and practical fields, and the development of skills necessary to make original and important contributions to research.

Degree Type: Doctoral

Degree Program Code: PHD_ESCI

Degree Program Summary:

Doctoral programs in Science Education are very much individualized, because our doctoral students have a great variety of academic and professional backgrounds and career goals. Ph.D graduates most often take jobs in higher education, teaching education courses and possibly some introductory science courses, and usually maintaining an ongoing program of research in science education. In consultation with a Major Professor and three or four other faculty who form a doctoral committee, the student selects courses and plans a program of other experiences suitable for her or his needs. Previous academic preparation, teaching and research experience, and the program Admission Screening Committee’s recommendations are considered in the design of each student’s program requirements. A broadly based core of proficiencies is gained through the Science Education program’s graduate courses as well as courses in other departments and programs (e.g., Educational Research, Qualitative Research, Educational Psychology, Social Foundations of Education, Instructional Technology, and the various Arts and Sciences). Many proficiencies in the candidate’s area of concentration are gained through formal internships (both in teaching and research), special courses, independent research projects, and, often, paid assistantship duties. These are guided by the candidate’s Major Professor or other faculty and are often carried out in conjunction with existing research, development and instructional activities of program faculty. The program culminates in a doctoral dissertation study that is of unique interest to the individual student and may employ any of a wide variety of research methods.

Recognized as a national research leader in the fields of mathematics and science education, this department combines the expertise of its internationally known faculty with the energy and innovation of its rising young scholars. The Science Education Program is committed to improving science curriculum and instruction at all levels, preschool through college and beyond. The program is determined to expand knowledge of teaching and learning, to disseminate this knowledge and to put existing knowledge to use in various educational settings.

Locations Offered:

Athens (Main Campus)

College / School:

Mary Frances Early College of Education

110 Carlton Street Athens, GA 30602

706-542-6446

Department:

Mathematics and Science Education

Graduate Coordinator(s):

Daniel Capps

Phone Number:

706-542-4194

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Molecular Microbiology & Immunology R³ Center for Innovation in Science Education

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R³ Programs at the Bloomberg School of Public Health and Johns Hopkins University

All degree-seeking students and post-doctoral fellows at the Bloomberg School and across the entire Johns Hopkins community can take advantage of R 3 courses and receive academic credit towards an R 3 or other Johns Hopkins University degree program. Faculty and staff are welcome as guests. Scroll down to see what programs we offer!

To promote thought exchange across boundaries, we encourage students to look through various lenses at central science concepts such as evidence, causality, redundancy, repeatability, and replicability, as well as the limits of science. Participants from fields in biomedicine, public health, engineering, and technology have access to practice training in epistemology, logic, ethics, methods, and communications. 

  r 3 course offerings provide interdisciplinary and interprofessional learning experiences emphasizing the norms of good science. , for students:, r3im doctoral program.

Through a departmental core curriculum as well as research area-specific courses, laboratory rotations, mentored research, and professional development, all MMI PhD students are prepared to engage in cutting edge research and scholarship that advances knowledge. The concentration in Rigorous, Reproducible, and Responsible Research Investigation in Immunology & Microbiology (R 3 IM) conveys a broad background in immunology and infectious diseases research, with a special emphasis on critical thinking, logic, ethics, and written and oral skills to help graduates become communicators of complex scientific concepts and agents of change in their workplaces and communities. 

R3 Certificate Program

The Rigor, Reproducibility and Responsibility certificate program emphasizes research practice and applicable, introductory graduate level training in epistemology, logic, ethics, as well as quantitative and communication skills. The program specifically addresses the “3R” core norms of good scientific practice, applied across the health and science disciplines. Participants will value the program's specific focus on the philosophical underpinnings that form the fundamental framework of how science works, thereby keeping a broad perspective in mind to understand the principles underlying good scientific practice research from the bench science to the public health disciplines. 

For Scientist-Educators:

We offer training workshops and seminars for research practitioners, mentors, and supervisors. we are also in the process of establishing the scientist-educator training institute (r 3 seti). stay tuned for more, open educational resources, we are committed to the open and transparent sharing of our educational material for others to adapt across their own institutions and programs. see below for a few of our current resources and check here for updates, r 3  science communications leadership program webinar recordings, katharine e. welsh symposium archive   --> coming soon, catalog of publicly available teaching modules  --> coming soon, github link: https://github.com/jhu-r3ise  .

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U.S. National Science Foundation Research Traineeship Program

View guidelines, important information about nsf’s implementation of the revised 2 cfr.

NSF Financial Assistance awards (grants and cooperative agreements) made on or after October 1, 2024, will be subject to the applicable set of award conditions, dated October 1, 2024, available on the NSF website . These terms and conditions are consistent with the revised guidance specified in the OMB Guidance for Federal Financial Assistance published in the Federal Register on April 22, 2024.

Important information for proposers

All proposals must be submitted in accordance with the requirements specified in this funding opportunity and in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) that is in effect for the relevant due date to which the proposal is being submitted. It is the responsibility of the proposer to ensure that the proposal meets these requirements. Submitting a proposal prior to a specified deadline does not negate this requirement.

The NSF Research Traineeship (NRT) program seeks proposals that explore ways for graduate students in research-based master’s and doctoral degree programs to develop the skills, knowledge, and competencies needed to pursue a range of STEM careers. The program is dedicated to effective training of STEM graduate students in high priority interdisciplinary or convergent research areas, through a comprehensive traineeship model that is innovative, evidence-based, and aligned with changing workforce and research needs. Proposals are requested that address any interdisciplinary or convergent research theme of national priority, as described in section II.D below.

The NRT program addresses workforce development, emphasizing broad participation, and institutional capacity building needs in graduate education. The program encourages proposals that involve strategic collaborations with the private sector, non-governmental organizations (NGOs), government agencies, national laboratories, field stations, teaching and learning centers, informal science centers, and academic partners. NRT especially welcomes proposals that reflect collaborations between NRT proposals and existing NSF Eddie Bernice Johnson Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (INCLUDES) Initiative , Research Experiences for Undergraduates (REU) , Louis Stokes Alliances for Minority Participation (LSAMP) ,   NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) , and NSF STEM Ed Organizational Postdoctoral Fellowship program (STEM Ed OPRF) projects, provided the collaboration will strengthen both projects. Researchers at minority serving institutions and emerging research institutions are strongly encouraged to submit proposals. Collaborations between NRT proposals and existing NSF INCLUDES projects should strengthen both NRT and INCLUDES projects.

Updates and announcements

Nrt webinar video now available, program contacts.

Program events

• September 4, 2024 - NSF Research Traineeship Program (NRT) Webinars
• September 6, 2024 - NSF Research Traineeship Program (NRT) Webinars
• September 10, 2024 - NSF Research Traineeship Program (NRT) Webinars
• June 4, 2024 - Approaches to Broadening Participation in STEM Graduate Education
• April 23, 2024 - NSF's New Mentoring Requirements for Graduate Students
• August 30, 2023 - NSF Research Traineeship Program (NRT) Webinars
• August 24, 2023 - NSF Research Traineeship Program (NRT) Webinars
• August 21, 2023 - NSF Research Traineeship Program (NRT) Webinars
• June 21, 2022 - DBI Virtual Office Hour: Training Programs
• August 9, 2021 - NSF Research Traineeship Program Webinar

Awards made through this program

National Science Foundation Research Traineeship Program

Organization(s).

• Directorate for STEM Education (EDU)
• Division of Graduate Education (EDU/DGE)
• Directorate for Biological Sciences (BIO)
• Directorate for Computer and Information Science and Engineering (CISE)
• Directorate for Engineering (ENG)
• Directorate for Geosciences (GEO)
• Directorate for Mathematical and Physical Sciences (MPS)
• Directorate for Social, Behavioral and Economic Sciences (SBE)
• Directorate for Technology, Innovation and Partnerships (TIP)
• Office of Integrative Activities (OD/OIA)

Generative AI & Large Language Models

Online Graduate Certificate

GenAI is Transforming the World

What will you create with it.

Generative AI has already revolutionized the world and it’s not slowing down. As a trained computer scientist, if you want to contribute to the revolution of Generative AI, and make an immediate impact in your organization, now is the time to enhance your expertise.  

A training ground for Generative AI  

In Carnegie Mellon’s new Generative AI and Large Language Models graduate certificate, offered by CMU’s nationally-ranked School of Computer Science, you will learn the latest and most advanced techniques in Generative AI, large language models and multimodal machine learning from expert faculty at the forefront of computer science research.

This is not your average online certificate program. The coursework covers complex topics that build on expertise in applied mathematics, programming, machine learning and deep learning.

By the end of this certificate, you will be prepared to build customized applications of Generative AI. You will learn how to  design and implement scalable systems for large language models, evaluate and choose between existing models, do customization via finetuning, and leverage multimodal machine learning through integrating and modeling multiple communicative modalities (e.g. audio, images, and video).

More than theory, this program takes a hard-core systems approach by giving you not only the technical skills but the ability to implement and scale solutions based on your unique organizational needs and resources. Here you will gain the depth, breadth and practical skills to apply this technology immediately.

Our advanced program will teach you how to:

• Implement state-of-the-art language models such as GPT and LLaMA from scratch.
• Compare and contrast different models and approaches in order to determine the best setup for tasks you care about.
• Perform model training and inference using popular frameworks such as HuggingFace.
• Design and run generative AI systems on h igh performance computer infrastructure using tools like SLURM.  
• Understand and be able to apply algorithms and system techniques to efficiently train LLMs with huge datasets, including efficient fine-tuning and reinforcement learning with human feedback, acceleration on GPU and other hardware, model compression for deployment, and online system maintenance.
• Implement multimodal systems such as audio-visual speech recognition, image generation, and video captioning—addressing challenges in (1) multimodal representation learning, (2) translation and mapping between modalities, (3) modality alignment, (4) multimodal fusion and (5) co-learning.

A powerful certificate. Conveniently offered.

The Graduate Certificate in Generative AI and Large Language Models is offered 100% online to accommodate your busy schedule as a working professional. Along with weekly, live-online interactive classes taught by expert CMU faculty, you will complete hands-on learning activities on your own time that complement the discussions you have in class. To earn the certificate, you will complete three rigorous CMU classes over an 18-month period.

For computer science pioneers

This certificate program is best suited for:

• Industry professionals working in computer science, data science, software engineering or a similar field who want to enhance their domain knowledge with expertise in Generative AI and large language models so they can build new and innovative solutions for the future.  
• Recent college graduates with a degree in computer science, data science, software engineering or a similar field who want to gain in-depth, state-of-the-art knowledge about Generative AI and large language models to enhance their skills, make an immediate impact in their organization, and stay competitive in the job market. 

At a Glance

Start Date January 2025

Application Deadline Priority*: September 17, 2024 Final: December 3, 2024 *All applicants who submit by the priority deadline will receive a partial scholarship award.

Program Length 12 months

Program Format 100% online

Live-Online Schedule 1x per week for one hour in the evening with a second optional one-hour weekly recitation session.

Taught By School of Computer Science

Request Info

Questions? There are two ways to contact us. Call 412-501-2686  or send an email to  [email protected]  with your inquiries.

CMU Online Graduate Certificates

Below, explore more online opportunities offered by Carnegie Mellon University.

Machine Learning & Data Science With a STEM undergraduate degree and Python proficiency, you can learn how to harness the power of big data in this certificate offered by the School of Computer Science.

Foundations of Data Science Designed for individuals with non-technical backgrounds, this certificate from the Dietrich College of Humanities & Social Sciences can help you make data-driven decisions in the workplace.

AI Engineering Fundamentals Have a mechanical engineering degree, a familiarity with Python and an eagerness to design next-generation solutions? This program from the College of Engineering could be for you.

AI Engineering for Digital Twins & Analytics Learn how to lead the implementation of AI + Digital Twins for your organization from world-renowned experts in CMU's College of Engineering.

Managing AI Systems If you are interested in driving the adoption of AI in your organization, then this program from the Heinz School of Public Policy is for you. No technical expertise is required for admission.

On-Campus Degree

Interested in the on-campus Master of Science degree in Computational Data Science offered by CMU's School of Computer Science? Visit the program website  for more details.

Pioneering the use of AI across industries 

Carnegie Mellon University and CMU’s School of Computer Science are consistently ranked among the top schools in the nation for artificial intelligence, computer science and programming languages. When you enroll in this program, you can trust that you’re learning the most advanced techniques from some of the most distinguished and accomplished experts in the field.

Number ONE in the nation for artificial intelligence graduate programs.  

Number ONE in the nation for our programming languages courses.

Number FOUR in the nation for our computer science programs.

The Ohio State University

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Department of Agricultural Communication, Education, and Leadership

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Degree options, breadcrumb menu, master's degree options.

A Master’s degree prepares a person with additional knowledge and necessary skills in the field in order to teach, become a practitioner, or conduct research. Students pursuing a Master's degree are expected to develop an individualized project or thesis in cooperation with their adviser and advisory committee.  ACEL offers three Master's Degrees: the M.S. Online (thesis or non-thesis option), the M.S In-person (thesis or non-thesis option), and the M.Ed. degrees. Coursework is comprised of a combination of core foundation courses, specialization requirements, electives, a cognate area outside Agricultural and Extension Education, and a Master's project or thesis.

Please click on the following ACEL Master's Degree options to learn more:

  Online Master of Science

Our online Master of Science (MS) in Agricultural Communication, Education, and Leadership (ACEL) is completely online with no in-person requirements. Students who earn their MS in ACEL have the opportunity to specialize in Agricultural Communication, Agricultural Education, Community and Extension Education, International Development, or Leadership. Our M.S. students may select either a thesis, project, or exam to complete the degree in addition to program coursework. Online students are not eligible for associateship or fellowship consideration. 

• Online M.S. - Thesis Option  The purpose of a thesis is to discover new knowledge. Students will work closely with their adviser and graduate advisory committee to identify an appropriate topic and conduct research to discover new knowledge in a systematic manner. M.S. programs should include a thesis research project that reflects individual scholarship and addresses a topic significant and important to the student's specialization area. Each M.S. thesis option program must have a minimum of 30 semester credit hours. 

Click here to browse MS Theses from 1927-2022

• Online M.S. - Non-Thesis Option  This option requires a non-thesis project or assessment (exam) that, generally, applies or restructures existing knowledge. A project will be a creative endeavor. Examples include: a teaching manual, teaching materials, field study, student self-study package, evaluation material, a needs survey, a communication campaign, an online website, an educational video, a magazine/publication, a multimedia package, or a crisis plan. Each M.S. non-thesis option program must have a minimum of 35 semester credit hours.

Click here to browse MS Non-Thesis Projects from 2016-2023

Click here to apply to our Online MS in ACEL

  in-person master of science.

Students who earn their MS in ACEL have the opportunity to specialize in Agricultural Communication, Agricultural Education, Community and Extension Education, International Development, or Leadership. Our M.S. students may select either a thesis, project, or exam to complete the degree in addition to program coursework. Full-time students who wish to be considered for Graduate Associates should indicate so on their application.

• In-person M.S. - Thesis Option  The purpose of a thesis is to discover new knowledge. Students will work closely with their adviser and graduate advisory committee to identify an appropriate topic and conduct research to discover new knowledge in a systematic manner. M.S. programs should include a thesis, project, or exam that reflects individual scholarship and addresses a topic significant and important to the student's specialization area. Each M.S. thesis option program must have a minimum of 30 semester credit hours. 
• In-person M.S. - Non-Thesis Option  This option requires a non-thesis project that, generally, applies or restructures existing knowledge. A project will be a creative endeavor. Examples include: a teaching manual, teaching materials, field study, student self-study package, evaluation material, a needs survey, a communication campaign, an online website, an educational video, a magazine/publication, a multimedia package, or a crisis plan. Each M.S. non-thesis option program must have a minimum of 35 semester credit hours.

Click here to apply to our In-person MS in ACEL

  master of education (m.ed.).

The M.Ed. program helps qualified candidates earn licensure in adherence with the licensure requirements for the  State of Ohio . This two-year program can be completed in four or five semesters and includes a student teaching component. The M.Ed. should focus on one area of specialization: Agricultural Education. Each M.Ed. program must have a minimum of 40 semester credit hours. M.Ed. programs must include a written exam or alternate project that addresses a specific topic or problem in the specialization area, involving a synthesis of theories and knowledge; culminating in a tangible contribution to the resource base of the specialization.

Click here to apply to our M.Ed. in ACEL

Ph.d. degree.

The Doctor of Philosophy (Ph.D.) program includes potential specializations in Agricultural Communication, Agricultural Education, Community and Extension Education, Leadership, and International Development. Students interested in this program should have completed 80 credit hours beyond their bachelor's degree with up to 30 credit hours counted from their master's degree. Ph.D. students will complete core courses in theory and research as well as departmental electives and outside cognate courses of their choosing. This allows for a significant degree of individualization and flexibility while maintaining a solid research and theoretical foundation. Former ACEL students have completed doctoral dissertations on various topics in these fields. As a potential future student in ACEL, access to these dissertations can be found on the button below.

Click here to browse ACEL Dissertations from 1938-2022

Click here to apply to our Ph.D. in ACEL

Click here to view our Curriculum Sheets and Handbooks!

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• Rehabilitation and Movement Science, PhD

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Study Rehabilitation and Movement Science at Azusa Pacific University

You’ll conduct original research and learn from highly experienced professionals, graduating ready to advance allied health through a career in academia or research. Complete the majority of the PhD online, benefiting from a flexible format in this hybrid program—the only one of its kind on the West Coast.

See Admission Requirements

Program at a Glance

Application deadline.

• Early Admission Deadline: January 15
• Advanced Standing Deadline: January 15
• Regular Admission Deadline: March 1

Program Information

• Program Units: 58
• Cost per Unit: $1,160
• Base Cost: $67,280*
• Online: Low Residency at Azusa (Main Campus)

Yellow Ribbon and Military Friendly School

Gain Hands-on Experience

• Use Christian principles to guide research and contribute to the professional community.
• Learn and research alongside an accomplished faculty-mentor.
• Gather scientific evidence to improve health and rehabilitation outcomes.
• Utilize research instruments such as motion capture, pain measurement tools, and more. 
• Translate findings into clinical practice.

By the Numbers

Get started, program details.

The  Doctor of Philosophy (PhD) in Rehabilitation and Movement Science  program at Azusa Pacific University prepares graduates to practice as academic faculty and clinical researchers in the fields of rehabilitation and movement science. These graduates are guided by Christian principles and ethical values, and are critical thinkers and lifelong learners, supporting the global community and the rehabilitation and movement science profession as service-oriented practitioners.

Browse the tabs below—if you have questions, visit the  Student Services Center  page, and we’ll make sure you get the info you need.

Prerequisites

• Proof of a graduate degree (master’s or clinical doctoral degree) in a field of rehabilitation from an accredited U.S. college or university, or equivalent from a non-U.S. university or college.
• Licensed clinical work experience
• Minimum 3.0 graduate GPA

Admission Requirements

The  university graduate  and program admission requirements below must be met before an application is considered complete.

This program is not open to F-1 or J-1 international students, because the low-residency format doesn’t meet the full-time face-to-face requirement set by United States Citizenship and Immigration Services. If you are an international student who does not require an F-1 or J-1 visa, you may be considered for this program.

Applicants must submit:

• Graduate application for admission
• $45 nonrefundable application fee
• Official transcripts from all institutions leading to and awarding the applicant’s bachelor’s and master’s degrees from a regionally accredited institution and all postbaccalaureate study An official transcript is one that Azusa Pacific University receives unopened in an envelope sealed by the former institution and that bears the official seal of the college or university. A cumulative minimum 3.0 (on a 4.0 scale) grade-point average on the posted degree is required for regular admission status. Provisional admittance may be granted to individuals with a lower GPA if competency can be shown through multiple measures.
• Two professional letters of recommendation, completed by individuals who have supervised and/or mentored the applicant. All recommendations should be from persons who can attest to the applicant’s potential for doctoral study and leadership.
• Curriculum vita (résumé)
• Statement of intent covering the following (5-7-page paper, double-spaced):
• Educational goals in pursuing doctoral study
• Short- and long-term professional or career goals
• Current professional activities
• Research interests to be pursued in the program
• Reasons for choosing APU’s PhD in Rehabilitation and Movement Science
• Academic writing sample that demonstrates the applicant’s ability to write cogently and use research and professional literature effectively in developing ideas and arguments (e.g., DPT capstone, master’s thesis, a scholarly article submitted to or published in a professional journal, a comprehensive course paper, or a major district report)
• Other evidence of potential for leadership as the applicant desires

English Requirement

All students graduating from non-English-speaking institutions or from programs not taught in English and applying for graduate admission to Azusa Pacific University—with the exception of APU-approved programs in languages other than English—are required to submit proof of sufficient English proficiency. Additional information can be found in our  online academic catalog .

Delivering high quality graduate programs takes a comprehensive support system. Your investment in an advanced degree includes those services and personnel that partner with you in pursuit of higher education. Below is a detailed breakdown of the fees associated with the benefits and services included in your degree program.

Department of Physical Therapy

View a complete list of   university fees .

All stated financial information is subject to change. Contact the   Student Services Center at (626) 815-2020 for more information.

Several types of   financial aid   are available to graduate students. The resources range from federal loans and state grants to, for some graduate programs, fellowships and scholarships. For details about financial aid available for your program, please contact the   Student Services Center   at   (626) 815-2020 .

Military Benefits

Military members—and in some cases their spouses and dependents—qualify for   financial assistance   covering tuition, housing, and books. Azusa Pacific is a Yellow Ribbon University and Military Friendly School, so you can be confident that you’ll receive the benefits and flexibility you need to complete your education.

Program Requirements

The PhD in Rehabilitation and Movement Science blends online learning with a one-week on-campus session per year. This format helps support working healthcare professionals who want to further their careers and pursue work in education and research.

Online Format

For online courses within the program, students will be required to use Canvas for the asynchronous online courses, and both Canvas and Zoom for the synchronous statistics courses. The statistics courses will have an online portion and a weekly real-time Zoom meeting. Additional instructions will be provided with each course.

On-Campus Sessions

Each year, during the fall semester, students participate in a one-week, on-campus boot camp with faculty and peers. Discussion and activities focus on research topic advancement, reviewing previous work, and preparing for the term to come. Additional on-campus meetings can be arranged by students with the respective course instructors and mentors.

If you have questions, we’re here to help! Connect with a representative who can walk you through the program details and application process.

Contact Your Admissions Representative

Additional Program Contact

Annette Karim, program director,   [email protected] , (626) 815-5072

(626) 815-5020

Monday–Friday, 8:30 a.m.-4 p.m.

Student Services Center

Contact (626) 812-3016  or [email protected] , and visit  apu.edu/ssc  for details on the admissions process, financial aid, and class registration.

International Services

International students should contact +1-626-812-3055 or  [email protected] , and visit  apu.edu/international/ .

• Azusa Pacific University is accredited by the WASC Senior College and University Commission (WSCUC). 
• Note: This program is not accredited by the  Commission on Accreditation in Physical Therapy Education ( CAPTE).

Featured Faculty

Annette Karim

Director, PhD in Rehabilitation and Movement Science and Associate Professor, Department of Physical Therapy

Derrick Sueki, PT, DPT, PhD

Director, DPT Program, and Associate Professor, Department of Physical Therapy

Christopher Patterson

Associate Professor, Department of Physical Therapy

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Career Outlook and Outcomes

Students Love APU’s PhD in Rehabilitation and Movement Science Program

Listen to program graduates describe why they chose this program, and why they ’ re glad they did.

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Related Programs

Physical therapy, dpt, kinesiology major.

Available Concentrations:

Health Professions, Applied Exercise Science

Clinical Psychology (PsyD)

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APU’s life-changing education develops you into a disciple and scholar, equipping you to succeed in your field and make a difference in the world.