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Doctoral programs.

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

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

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

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

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

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

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

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

Cross-area specializations

Learning sciences and technology design (lstd).

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

Race, Inequality, and Language in Education (RILE)

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

Other academic opportunities

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

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

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

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

To learn more about the Office of Academic Affairs:

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EdDPrograms.org

Ed.D. Programs in Science Education

Thinking about an education doctorate in Science Education or STEM? We've got you covered. Our detailed listings contain links to tuition prices, curricula, and admissions requirements for all kinds of accredited programs. Need a little bit of direction to make your choice? Check out the Science Ed guide. It includes advice on available Ed.D. specialties, typical prerequisites & coursework, and potential career paths.

What is an Ed.D. in Science Education?

An Ed.D. in Science Education is a practical doctorate that prepares educators for PreK-12 and university-level positions in science education and leadership. Graduates also lead initiatives outside of traditional PK-20 spheres. Experts in this field become deeply versed in areas such as science teaching, instructional leadership, curriculum development, assessment, and program evaluation.

You might choose to pursue an Ed.D. in Science Education in order to:

• Qualify for jobs as curriculum supervisors, district-level leaders, assistant professors, and the like
• Gain a deep understanding of the theoretical & practical aspects of science pedagogy
• Engage in action research related to science teaching and learning
• Solve significant problems of practice within educational settings
• Think critically about the nature of science and the implications of science education within diverse communities
• Create positive changes in the teaching and learning of science within educational systems

Types of Doctorate in Science Education Programs

Ed.d. in science education.

You’ll find a number of straightforward doctorates in “Science Education” in our listings , including some from big names in teaching (e.g. Columbia). Coursework is often a blend of education credits (e.g. curriculum theory & practice, science teacher education, teaching & learning, etc.), graduate-level science subjects, social issues, and research work.

Ed.D. in Curriculum & Instruction: Science Education

Alternatively, you could consider a doctorate in “Curriculum & Instruction” with a concentration in science education. These degrees have a similar feel to an Ed.D. in Science Education, but may contain a little more emphasis on curriculum development and program planning.

Check the curriculum links in our listings to get a sense of how the Ed.D. coursework is weighted. For example, UTRGV’s Ed.D. in Curriculum & Instruction: Science Education is designed to prepare individuals to formulate and lead PK-16 programs, qualify for leadership roles,   and/or teach at the college or university level.

Note: We talk a lot more about about Curriculum & Instruction programs in our separate subject guide.

Ed.D. Programs in STEM Education

As the name implies, Ed.D. programs in STEM are built for current STEM educators who wish to take the next step in their practice-oriented careers. Students explore all of the STEM disciplines (Science, Technology, Engineering, and Mathematics), with coursework in pedagogy, subject matter knowledge, and educational research.

You’ll find a lot of variation within STEM Ed.D. programs. Our listings contain doctorates in niche areas like STEM Leadership, STEM Education Enhancement, Integrative STEM Education, and more. The University of Idaho has sub-specialties in multiple areas (e.g. Indigenous STEM Education).

Ed.D. Programs in Specific Science Subjects

If you have a particular passion, you could even choose to pursue a science education doctorate in a specific subject (e.g. Biology, Health Science, Social Science, Physical Sciences, Earth Science, etc.).

These are often offered as sub-specialties within a more general degree (e.g. Ed.D. in Educational Innovation, Ed.D. in Educational Leadership, Ed.D. in Supervision, Curriculum & Instruction).

Ph.D. vs. Ed.D. in Science Education

In broad terms, an Ed.D. is a practice-focused doctorate that concentrates on applied research & theory and a Ph.D. is designed for aspiring university professors & high-level researchers. For example:

• Columbia’s Ed.D. in Science Education is popular with classroom teachers who wish to advance their careers and become K-12 district leaders, curriculum supervisors, and the like.
• Pitt’s Ph.D. in Science Education prepares students to conduct scholarly research, create development projects in science education, teach science education courses, instruct other K-12 science teachers, and serve as a faculty member in a research-oriented university.

But the line is pretty fuzzy when it comes to job applications. When we looked at openings for faculty-level positions, most universities were content with a Ph.D. or  Ed.D. in science education, STEM, or a relevant educational field (e.g. curriculum & instruction). This rule even applied to niche positions like “Assistant Professor of Biology Education.”

If your Ed.D. has a solid research component, you should be eligible for associate & assistant professor positions. Schools will be much more interested in your work history. Many university job openings ask for 5+ years of experience as a K-12 science teacher or administrator and/or substantial experience teaching science content & pedagogy at a post-secondary level.

This is just the tip of the iceberg! You can read our full discussion of the differences between Ed.D. and Ph.D. programs here .

Earning an Ed.D. in Science Education

Science education prerequisites.

• Master’s Degree: A master’s degree in science education or a scientific field may or may not be required—it varies from school to school. However, if you hold an M.Ed., you may be expected to have a bachelor’s degree in a science subject. Check the applications links in our listings for details.
• Minimum GPA: The standard minimum GPA for Ed.D. programs is 3.0 on your master’s degree, but prestigious universities often go higher. At Virginia Tech, it’s 3.3.
• Work Experience: The standard minimum is 3 years of classroom teaching experience. Depending on the program, some schools may also want to see evidence of a valid educator’s/teaching certificate or the equivalent.
• Additional Requirements: Some schools will ask for GRE or MAT scores; some schools won’t. You may also be expected to provide a statement of purpose or research interests, a current résumé, an academic writing sample, and 2-4 letters of recommendation.

Science Education Coursework

Although each doctorate in our listings has a different focus, most Ed.D. programs in science education try to cover key bases. These bases include:

• Theory & practice of science education
• Graduate-level coursework in science and STEM subjects
• Action research methods & tools
• Current problems of practice
• Societal issues (e.g. multicultural education)

The focus of the program will depend on the title and the College of Education’s strengths, so we recommend you make a shortlist of 4-5 likely candidates and then dig into their curriculum links.

Science Education Internship & Fieldwork

Because the Ed.D. is a practice-oriented doctorate, some universities have gone the extra mile and included internship experiences in their programs. Examples include:

• UGA’s Ed.D. in Science Education , which has a research internship AND a teaching internship in science education.
• Pitt’s Hybrid Ed.D. in STEM , which has a choice of internships—job-embedded, aspirant/apprenticeship with a mentor, or an international/global studies experience. Ed.D. students choose one.

We tend to favor doctoral programs with internships & fieldwork, but we appreciate that they may cut into your work time. When in doubt, talk to alumni to learn if the internship was a valuable element in the program.

Science Education Dissertation

Ed.D. programs will include a traditional 5-chapter dissertation, Dissertation in Practice (DiP) or capstone project. We discuss the difference between these options in our guide to No Dissertation Ed.D. Programs .

We noticed that many Ed.D. in Science Education programs are still sticking to the traditional dissertation model, but there are exceptions. For example, Augusta is a CPED member, so it uses the Dissertation in Practice (DiP) model for its cohort-based Ed.D. in Educational Innovation .

Online Ed.D. in Science Education Programs

Are ed.d. programs in science education offered online.

Yes. Our program database contains a smattering of online doctorates in science education. We’ve flagged them all with an “Offered Online” marker. Some will be asynchronous (i.e. log in at any time); some won’t. For example, Virginia Tech’s Online Ed.D. in Curriculum and Instruction: Integrative STEM Education involves synchronous web-based delivery (i.e. real-time classes).

Do Online Ed.D. in Science Education Programs Contain Residencies?

Check the curriculum links. The University of South Carolina’s Online Ed.D. in Educational Practice and Innovation: STEM Education and Murray State’s Online Ed.D. in P-20 and Community leadership: STEM Leadership are 100% online, but Valdosta’s Online Ed.D. in Curriculum and Instruction – P-12 Disciplinary includes on-campus doctoral seminars. Each program is unique.

Science Education Careers

Ed.d. in science education jobs.

A doctorate in science education is designed to prepare graduates for leadership & high-level teaching roles in PreK-12 schools, districts, universities, and other relevant settings (e.g. zoos, museums, environmental education centers, STEM industries, etc.). You might pursue one in order to become a:

• District Leader in Science/STEM fields
• District Curriculum Supervisor
• Assistant/Associate Professor of Science Education
• Director of Science Programs
• Director of STEM Education

Take a look at the job boards on ASTE and NSELA for more ideas.

Ed.D. in Science Education Salary

The easiest way to find info on your chosen job in science education is to examine data from common salary sites. For example, Glassdoor posts average salary numbers for an “Assistant Professor of Science Education.” Remember that salary estimates will vary depending on the job title and location.

Is an Ed.D. in Science Education Worth it?

An Ed.D. in Science Education is a fairly niche degree to begin with, so we’re assuming you already have a few job goals in mind! If you’re on the fence about the cost & time, we recommend you talk to recent alumni. They’ll give you an honest opinion of the relevance of the doctorate and may be able to help with career guidance.

To find recent graduates of Ed.D. in Science Education programs, create a shortlist of potential programs from our listings and ask the university for alumni recommendations. You can also search for educational qualifications on LinkedIn and contact people directly.

Science Education Resources and Organizations

• Association for Multicultural Science Education (ASME) : ASME is dedicated to promoting & improving science teaching to students of culturally diverse backgrounds; shaping science curricula, educational systems, and teaching methods; and recruiting and involving teachers of all minorities in science education.
• Association for Science Teacher Education (ASTE) : ASTE members include teacher educators, scientists, science coordinators and supervisors, and informal science educators from the U.S. and internationally. It hosts an annual meeting in January and posts employment opportunities on its website.
• Council for Elementary Science International (CESI) : CESI is an international professional organization for PreK-8 educators who have the responsibility to teach science to children.
• Council of State Science Supervisors (CSSS) : CSSS members have direct accountability to the government agencies given the constitutional authority for education. Supervisors play a key role in directing efforts at improving school science and to ensure excellence and equity in science education.
• National Association for Research in Science Teaching (NARST) : NARST is a global organization focused on improving science teaching and learning through research.
• National Marine Educators Association (NMEA) : NMEA is a member-based organization of classroom teachers, informal educators, university professors, and scientists who are working together to advance the understanding and protection of freshwater and marine ecosystems.
• National Middle Level Science Teachers Association (NMLSTA) : NMLSTA is a professional learning network for middle and junior high school science teachers who are committed to meeting the developmental needs of students in grades 5–9.
• National Science Education Leadership Association (NSELA) : NSELA members focus on the development of effective leadership practices as a means to improve science education.
• National Science Teaching Association (NSTA) : NSTA is a community of 40,000+ science educators and professionals who have made a commitment to best practices in teaching science and its impact on student learning.
• North American Association for Environmental Education (NAAEE) : NAAEE members promote professional excellence in non-formal organizations, K-12 classrooms, universities, government agencies, and corporate settings throughout the world.
• Society for College Science Teachers (SCST) : SCST is an interdisciplinary affiliate of NSTA that’s dedicated to the study and advancement of college science teaching.

School Listings

29 Schools Found

La Sierra University

Department of Curriculum and Instruction

Riverside, California

Doctor of Education in Curriculum and Instruction - Neuroscience and Education

• Curriculum Info
• How To Apply

University of Colorado Denver/Anschutz Medical Campus

School of Education and Human Development

Denver, Colorado

Doctorate in Education - Leadership for Educational Equity - Science Education

University of central florida.

College of Education

Orlando, Florida

EdD in Curriculum and Instruction - Science Education

Edd in curriculum and instruction - social science education, university of miami.

School of Education

Coral Gables, Florida

Doctor of Education in Applied Learning Sciences

Offered Online

Augusta University

Augusta, Georgia

Doctor of Education in Educational Innovation - Secondary Education - Biology

Doctor of education in educational innovation - secondary education - earth science, doctor of education in educational innovation - secondary education - science education, georgia state university.

Department of Early Childhood and Elementary Education

Atlanta, Georgia

Doctor of Education in Curriculum and Instruction - Science Education

University of georgia.

Department of Mathematics and Science Education

Athens, Georgia

EdD in Science Education

Valdosta state university.

College of Education and Human Services

Valdosta, Georgia

Doctor of Education in Curriculum and Instruction - P-12 Disciplinary - Behavior Sciences

Doctor of education in curriculum and instruction - p-12 disciplinary - science, doctor of education in curriculum and instruction - p-12 disciplinary - social science, boise state university.

Boise, Idaho

Online Doctor of Education in Curriculum and Instruction - STEM

University of idaho.

College of Education, Health, and Human Sciences

Moscow, Idaho

Doctor of Education in STEM

Doctor of education in stem - engineering and technology education, doctor of education in stem - experimental stem education, doctor of education in stem - indigenous stem education, doctor of education in stem - k-12 stem education, doctor of education in stem - math and science education, illinois state university.

Normal, Illinois

EdD in Teaching and Learning - Science

Northern illinois university.

Dekalb, Illinois

Doctor of Education in Curriculum and Instruction - Science, Social Studies, and Environmental Education Integration

University of illinois at urbana-champaign.

Champaign, Illinois

Doctor of Education in Curriculum and Instruction - Mathematics, Science, & Engineering Education

Indiana university bloomington.

Bloomington, Indiana

Murray State University

Department of Educational Studies, Leadership, and Counseling

Murray, Kentucky

EdD in P-20 and Community Leadership - STEM Leadership

Morgan state university.

Baltimore, Maryland

Massachusetts

University of massachusetts-lowell.

Lowell, Massachusetts

Doctor of Education in Leadership in Schooling - STEM

University of michigan-dearborn.

College of Education, Health, and Human Services

Dearborn, Michigan

EdD in Curriculum and Practice - Science

University of nevada-las vegas.

Las Vegas, Nevada

EdD in Curriculum and Instruction - Science Education Track

Columbia university in the city of new york.

Department of Human Development

New York, New York

EdD in Cognitive Science in Education

Hofstra university.

Hempstead, New York

Doctor of Education in Learning and Teaching - Science Education

Doctor of education in learning and teaching - stem, pennsylvania, university of pittsburgh-pittsburgh campus.

Department of Instruction and Learning

Pittsburgh, Pennsylvania

EdD in STEM

South carolina, clemson university.

Clemson, South Carolina

Doctorate in Education in Education Systems Improvement Science

University of south carolina-columbia.

Columbia, South Carolina

Online Doctor of Education in Educational Practice and Innovation - STEM Education

Texas a & m university-kingsville.

Department of Educational Leadership and Technology

Kingsville, Texas

Doctor of Education in Educational Leadership - Biology

The university of texas rio grande valley.

Department of Teaching and Learning

Edinburg, Texas

University of Houston-Clear Lake

Houston, Texas

EdD in Curriculum and Instruction - Science

University of houston, executive doctor of education in professional leadership - health science education, virginia tech.

Blacksburg, Virginia

EdD in Curriculum and Instruction - Integrative STEM Education

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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

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• Current Student Resources

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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Doctor of Philosophy (PhD)

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

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

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

Educational Research Design

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

Application Deadlines

July 1 * is the deadline for Fall applications.

November 15 is the deadline for Spring applications.

March 15 is the deadline for Summer applications.

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

Program at a Glance

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

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Science Education Requirements

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

Science Education Elective Requirement

Select two courses from:

Science Content Requirement

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

Curriculum and Instruction Foundations

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

Science Education Research

• EDCI 69900, Research PhD Thesis

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

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

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

Application Requirements

Here are the materials required for this application

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

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

How to Apply

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

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

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

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Science Education PhD

Doctor of philosophy in science education.

Admission Information

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

Doctor of Philosophy

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

Application Deadlines

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

For admission-related inquiries, please contact [email protected] .

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

Email: tcscience@tc.edu

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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

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Ph.D. in Science Education

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Written By - Amanda Hillary

A Ph.D. in Science Education helps you become a scholar and practitioner. It prepares you to contribute to advancing science education on local, national, and global scales.

A Ph.D. in science education is a research-based program that focuses on studying and improving the teaching and learning of science in educational settings. It explores science education theories, methods, and practices to enhance instructional strategies, curriculum design, and assessment techniques. Students in this program engage in advanced research, conduct empirical studies, and contribute to the field’s knowledge base. Career prospects for Ph.D. graduates in Science Education are diverse and can include roles as university professors, curriculum developers, educational researchers, policy analysts, science education consultants, and administrators. According to the Bureau of Labor Statistics, the employment of postsecondary teachers [1] is projected to grow 8% from 2022 to 2032, indicating favorable career prospects in this field.

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National University, headquartered in San Diego, California, was founded in 1971 to provide educational opportunities for adult learners and working professionals. It offers over 190 degree programs, including  bachelor’s, master’s, and doctoral  degrees, with flexible  online and on-campus  courses. Serving around 40,000 students and over 240,000 alumni, the university is recognized for its support of U.S. military members.  Accredited by the WASC Senior College and University Commission (WSCUC) , National University is committed to accessible and transformative higher education.

Find the Best Ph.D. in Science Education Programs

The quality of education profoundly influences students’ learning journeys and prospects for future careers. Opting for a top-tier program guarantees a robust academic curriculum, exemplary instruction, and access to resources that enrich learning outcomes. To identify the finest Ph.D. degree programs in Science Education, we employ FBD’s ranking methodology , which evaluates factors like teacher quality, available resources, learning outcomes, graduation rates, etc. Some premier Ph.D. in science education programs to guide aspiring doctorates toward their academic and career aspirations are:

Western Michigan University

Syracuse University

Oklahoma State University

Purdue University

North Carolina State University

University of Georgia

Teachers College at Columbia University

University of Colorado

University of Iowa

Texas A & M University

Universities and programs are ranked by various factors, such as affordability, curriculum and coursework, reputation and availability, program length, statistics, the potential of employment, and return on investment for the students. For a more in-depth analysis, please read about our rankings methodology page . 

What to Expect from a Ph.D. in Science Education

An online Ph.D. in science education typically requires students to complete a set number of credit hours, usually around 60 to 90 credits. The program is designed to provide a comprehensive understanding of science education theory, research methodologies, and practical applications. Coursework covers curriculum development, instructional strategies, assessment methods, educational psychology, and research design. They also engage in independent research under the guidance of faculty mentors and write a dissertation based on their original research findings. The program may be delivered online or in a hybrid format, combining online coursework with occasional in-person meetings or residencies. Candidates can expect to collaborate with peers and faculty through virtual discussions, research seminars, and online platforms. These Ph.D. programs can lead graduates to careers as science educators, curriculum developers, instructional coordinators, science education researchers, or STEM program coordinators.

Program Structure, Coursework, and Dissertation

A Ph.D. in science education program typically includes coursework, research, teaching, and a dissertation. Students can complete core and elective courses, engage in research activities, and defend their dissertations. Some programs may also include fieldwork or internships to provide practical experience. Here is a breakdown of the components:

Introduction to Qualitative Research Methods in Education

This course provides an overview of qualitative research methods commonly used in educational research. Students learn data collection, analysis, and interpretation techniques in qualitative studies. They explore various approaches, such as interviews, observations, and document analysis, and develop skills to evaluate qualitative research critically. This course equips them with the foundational knowledge and skills for conducting rigorous qualitative research in science education.

Instruction Theory

This course focuses on the study of instructional design and theories of learning. Students explore various instructional models and frameworks to develop effective teaching strategies for science education. The course examines constructivism, cognitive load theory, and social learning theory. They analyze and apply these theories to design instructional materials and activities that promote meaningful learning experiences in science classrooms.

Curriculum Theory

This course emphasizes studying and analyzing curriculum development and design in science education. Students explore theoretical frameworks, historical perspectives, and contemporary issues in curriculum development. They critically examine curriculum models, standards, and assessment practices to enhance science education programs. The course encourages them to analyze and critique existing curricula, propose innovative approaches, and contribute to advancing science curriculum theory and practice.

Educational Statistics

This course focuses on applying statistical methods in educational research. Students learn to analyze and interpret data using statistical techniques relevant to science education. Topics covered include descriptive statistics, hypothesis testing, regression analysis, and analysis of variance. The course equips them with the necessary skills to conduct quantitative research, interpret statistical findings, and make informed decisions in their scientific investigations.

Theoretical Foundations of Inquiry

This course explores research inquiry’s philosophical and theoretical underpinnings. Students critically examine various epistemological and ontological perspectives, such as positivism, constructivism, and critical theory, and their implications for scientific inquiry. The course enhances their understanding of the nature of knowledge, research paradigms, and the role of theory in shaping research questions and methodologies. It provides a solid foundation for conducting rigorous and informed research in their respective fields of study.

Some of the core courses in a Ph.D. in Science Education program may include:

• Models of Epistemology & Inquiry 
•  Narrative Analysis 
•  Life History Research 
•  Advanced Fieldwork Methods 3
•  Theory of EDAD Research (Naturalistic Inquiry) 
• Qualitative Research Design and Data Collection
•  Educational Statistics 
• Measurement and Evaluation in Education
• Techniques of Research
• Applied Categorical Data Analysis

Learning Outcomes and Skills Gained

By pursuing a doctorate in science education online , students develop various skills and acquire in-depth knowledge. A few skills gained upon graduating from the program include the ability to:

• demonstrate expertise in the theories, methods, and practices of science education, possessing a deep understanding of the field and its current research;
• demonstrate advanced research skills, including designing studies, collecting and analyzing data, and interpreting research findings, enabling them to contribute to the existing knowledge base in science education;
• analyze and evaluate scientific literature, educational policies, and instructional practices, leading to evidence-based decision-making;
• develop expertise in designing effective science curricula, instructional strategies, and assessment methods, enabling them to enhance science teaching practices in various educational settings;
• demonstrate strong communication and collaboration skills, allowing the graduates to effectively communicate research findings, collaborate with colleagues, and engage in interdisciplinary research;
• leadership skills to drive educational reforms, contribute to policy discussions, and advocate for quality science education at local, national, and international levels;
• strong problem-solving skills, enabling them to identify challenges in science education and propose innovative solutions to improve teaching and mentorship;
• mentor and advise aspiring science educators, supporting their professional growth and development.

Please note that the specific skills gained may vary depending on the program and individual student interests and experiences.

Areas of Specialization for Science Education Ph.D. Students

Within the realm of Science Education, pursuing a Ph.D. offers students the opportunity to delve deeply into specialized areas of study, enabling them to become experts in their chosen fields. From STEM pedagogy to educational leadership and policy, each specialization equips them with the knowledge and skills necessary to address complex challenges and drive innovation in science education. By understanding the unique opportunities within these areas of specialization, Ph.D. candidates can tailor their research and academic pursuits to make meaningful contributions to the advancement of science education. Here are some specializations that those pursuing a Ph.D. in science education can opt for:

Full-Time and Part-Time Ph.D. Programs

Ph.D. in Science Education programs are typically available in full-time and part-time formats, offering flexibility to accommodate different students’ needs and schedules. Full-time programs are designed for full-timers who can dedicate themselves to their studies. These programs generally take around 4 to 5 years to complete, depending on factors such as research progress and dissertation completion. Part-time programs suit those who wish to balance their studies with other commitments. The duration for part-time programs can vary, typically 5 to 7 years or more. The specific timelines and credit requirements may vary among institutions offering online Ph.D. in science education programs, and it is advisable to check with individual programs for accurate information.

Accelerated Science Education Ph.D. Programs

Accelerated Ph.D. in science education provides an expedited pathway for students to complete their degree in a shorter timeframe. These programs are designed to enable motivated and dedicated individuals to fast-track their studies and graduate sooner. To expedite their program, they may have the option to take an increased course load, including summer or intensive courses, to accelerate their progress. They may also transfer credits from previous coursework or relevant professional experiences, reducing the overall time required for degree completion. Some accelerated programs may offer condensed or streamlined curriculum plans that prioritize essential coursework, eliminating specific elective requirements. It allows them to focus on the core components of their program and efficiently complete their degree. Those considering an accelerated program should carefully assess their readiness and ability to handle an accelerated pace of study. Some institutions providing an accelerated PhD science education program include:

• Northeastern University [2]
• George Mason University [3]  

Admission Requirements for Ph.D. in Science Education Programs

Prospective students can consult the program’s official website or contact the admissions office for accurate and up-to-date information on the specific requirements of the doctoral Science Education program they are interested in. University admission requirements for online Ph.D. in science education programs may vary . However, several standard criteria and requirements can be identified:

• Educational Background: Applicants must hold a master’s degree in a related field, such as science education or a specific scientific discipline.
• Academic Transcripts: Official academic transcripts from previous institutions are required to demonstrate academic performance and prerequisites.
• GPA Requirement: Many programs have a minimum GPA requirement, typically around 3.0 on a 4.0 scale.
• Letters of Recommendation: Applicants need to provide letters of recommendation from academic or professional references who can speak to their qualifications for doctoral-level study.
• Statement of Purpose: A written statement outlining the academic and professional background, research interests, career goals, and reasons for pursuing a Ph.D. in Science Education is often required.
• Research Experience: Prior research experience may be beneficial and considered during evaluation, particularly in science education.
• Standardized Tests: Some programs may require GRE (Graduate Record Examination) scores, although this requirement is popularly decreasing.
• Professional Experience: Teaching or science-related professional experience can be considered an asset for admission.
• Program-Specific Requirements: Each program may have specific requirements such as prerequisite coursework, sample publications, or evidence of teaching experience.

Ph.D. in Science Education No GRE

The GRE (Graduate Record Examination) and GMAT (Graduate Management Admission Test) are widely used standardized tests for admission to graduate programs. While many U.S. schools typically require these test scores, some online Ph.D. programs in science education may not have a GRE or GMAT requirement. Waiving the GRE/GMAT requirement acknowledges that standardized test scores may not always be the best indicator of an applicant’s potential for success in the program. Instead, colleges may emphasize other factors such as academic background, research experience, statement of purpose, letters of recommendation, and personal interviews to assess applicants’ qualifications. Prospective applicants interested in pursuing an online Ph.D. in science education should contact their chosen universities’ science education departments to inquire about programs that do not require GRE scores or if there are options for obtaining a GRE waiver.

Here are a few examples of Universities with Ph.D. in science education with no gre required

• Stony Brook University [4]
• University of Pittsburgh [5]

How to Ensure a Ph.D. in Science Education Program is Accredited

The Ph.D. in science education program, typically delivered online, undergoes accreditation to ensure compliance with specific quality standards set by accrediting organizations. The accreditation process for online Science Education programs varies depending on the institution and the particular program. Standard accrediting bodies associated with Science Education programs include

• Teacher Education Accreditation Council (TEAC) [6]
• National Council for Accreditation of Teacher Education (NCATE) [7]
• Council for the Accreditation of Educator Preparation (CAEP) [8]

It’s important to note that accreditation can also extend to the entire institution, assessed by a regional or national accrediting body.

Free Science Education Courses

Access to free science education courses offers educators a multitude of advantages. These courses provide an avenue for continuous professional development without financial barriers, allowing educators to stay updated on the latest research, methodologies, and technologies in the field. These courses often offer flexibility in scheduling, enabling educators to learn at their own pace and integrate new knowledge and skills into their teaching practice seamlessly. Here are a few free science education courses that Ph.D. in science education students can explore:

Fully Funded Ph.D. in Science Education

Fully funded Ph.D. programs are often available, offering financial support to students through stipends, tuition waivers, or research assistantships. However, in the case of this particular program, fully funded opportunities seem to be scarce or unavailable. While other disciplines may enjoy more financial backing, the limited funding for science education may be due to various factors, such as institutional priorities or the overall availability of resources. Prospective applicants seeking fully funded Ph.D. programs in science education may need to explore alternative funding sources or consider self-funding options to pursue their academic aspirations.

Career Opportunities and Salaries After a Ph.D. in Science Education

A PhD in Science Education offers graduates various academic, research, policy, and practice career opportunities. With expertise in scientific content and educational theory, PhD holders are well-equipped to lead initiatives that advance science education at various levels. This list highlights diverse career paths available to Ph.D. graduates, from shaping educational policy to developing innovative curriculum materials and conducting cutting-edge research. Whether pursuing roles in academia, government, non-profit organizations, or entrepreneurship, Ph.D. graduates play a crucial role in shaping the future of science education and inspiring the next generation of scientists, educators, and innovators. Some careers doctorates in science education can pursue are:

• Academic Faculty
• Curriculum Developer
• Educational Consultant
• Policy Analyst
• Program Administrator
• Assessment Specialist
• Professional Development Coordinator
• Non-Profit Leadership
• Entrepreneurship

Here are a few career options for students with a Ph.D. in science education:

Certifications and Licensing for Ph.D. in Science Education Graduates

For Ph.D. candidates in Science Education, obtaining certifications and licensing offers several advantages. It enhances their professional credibility, signaling a commitment to excellence and proficiency in the field. Certifications and licensing provide opportunities for specialization, allowing them to deepen their expertise in specific areas of science education. Additionally, holding these credentials can broaden career opportunities, making them more competitive in academia, research, policy, and practice. While there are certifications available in the field of Science Education, it’s important to note that specific certifications and licenses may vary by state and institution. Here are a few certifications that science education Ph.D. individuals can pursue:

Stem Teaching Certification [16]

The STEM Teaching Certification is a specialized qualification that acknowledges educators with expertise in teaching science, technology, engineering, and mathematics (STEM) subjects. This certification equips teachers with the necessary knowledge and skills to effectively engage students in hands-on, inquiry-based learning experiences. It prepares them to meet the increasing need for quality STEM education, ensuring they are well-prepared for the demands of the modern world.

Science Teaching Certification [17]

Science Teaching Certification is a credential that recognizes educators who have demonstrated proficiency in teaching science subjects. It validates their knowledge and skills in science content, instructional strategies, and assessment techniques. This certification equips teachers with the qualifications to provide quality science education and contribute to the development of scientifically literate students.

Special Education Teaching Certification [18]

Special Education Teaching Certification is a credential that recognizes educators with specialized knowledge and skills in teaching students with disabilities. This certification equips teachers to create inclusive learning environments, develop individualized education plans (IEPs), and implement effective instructional strategies to meet the unique needs of persons with disabilities. It ensures that educators are qualified to support and advocate for persons with special needs.

Additional Resources for Ph.D. in Science Education Graduates

Professional organizations also offer professional development opportunities through workshops, conferences, and training sessions, equipping students with new skills and teaching strategies. Moreover, involvement in these organizations can lead to career advancement through job boards, mentorship programs, and advocacy efforts. By joining professional organizations, doctoral candidates contribute to collective advocacy, receive recognition for their achievements, engage with a supportive community, and develop leadership skills—all instrumental in shaping successful and impactful careers in science education. Here are a few additional resources that science education doctoral program graduates can tap into:

FAQs About Ph.D. in Science Education Programs

Can you get a ph.d. in science education.

Yes. Earning a Ph.D. in science education is possible. Online programs offer flexibility, allowing students to pursue their doctoral studies while maintaining professional and personal commitments. These programs utilize virtual learning platforms, online resources, and collaborative tools to deliver coursework, research, and remotely engage in scholarly activities.

What can you do with a Ph.D. in science education?

Having a Ph.D. in science education opens up diverse career opportunities. Graduates can pursue roles as university professors, educational researchers, curriculum developers, educational consultants, or policy analysts. They play a pivotal role in enhancing science education, influencing educational policies, conducting research, and training the next generation of science educators.

Is a Ph.D. in science education worth it?

Obtaining a Ph.D. in science education can be worth it for individuals passionate about advancing science education. It provides in-depth knowledge, research skills, and opportunities for leadership roles in academia, research, curriculum development, and policy. The value ultimately depends on personal goals, career aspirations, and commitment to positively impacting the field.

Will I have opportunities for hands-on research experience in an online Ph.D. program?

Ph.D. programs in Science Education provide opportunities for hands-on research experience. Students can engage in research activities, collaborate with faculty and other researchers, and conduct empirical studies or data analysis remotely, leveraging virtual tools and resources to participate actively in the research process.

How do I choose the right online Ph.D. program in Science Education?

When selecting an online Ph.D. program in Science Education, consider program accreditation, faculty expertise, curriculum relevance, specialization options, research opportunities, support services, flexibility, and alignment with your career goals. Conduct thorough research, read program descriptions, and contact faculty or program representatives.

Can I collaborate with other students and faculty in an online Ph.D. program?

Yes. Collaboration with other students and faculty is encouraged in online Ph.D. programs. Virtual platforms facilitate interaction through group projects, research teams, online discussions, and collaborative research endeavors. They can engage in meaningful collaborations, exchange ideas, and receive feedback from peers and faculty members, enhancing the learning experience.

U.S.Bureau of Labor Statistics-Outlook for Postsecondary Teachers

Northeastern University

George Mason University

Stony Brook University

University of Pittsburg

Teacher Education Accreditation Council (TEAC)

National Council for Accreditation of Teacher Education (NCATE)

Council for the Accreditation of Educator Preparation (CAEP)

Udemy-Online Course Crash Course: Win at Teaching Online Courses

Alison-Teaching Special Needs Education

Coursera-Teaching Science at University

Salary.com-Dean of Education

Salary.com- Education Consultant

salary.com- Education Administrator

Salary.com- University Instructor-Education

Stem Teaching Certification

Science Teaching Certification

Special Education Teaching Certification

National Association of Biology Teachers

Association for Science Teacher Education (ASTE)

American Association for the Advancement of Science (AAAS)

National Science Education Leadership Association (NSELA)

American Chemical Society (ACS)

The average tuition (based on degree type for in-state students), average graduation rates, and rankings are based on data from various sources, including the Integrated Postsecondary Education Data System (IPEDS), and are variable over time. All rankings and statistics are subject to change. The rankings are solely the opinion of Find Best Degrees (FBD) and are based on our proprietary methodology . They do not represent the views of the institutions or organizations mentioned, nor do they represent any official government census or survey. Furthermore, any views or opinions expressed on this page are of FBD’s researchers and teams. Unless otherwise specified, they do not represent the thoughts and opinions of the individuals, institutions, or organizations mentioned. This page’s content is provided solely for informational purposes, with data drawn from various sources, including IPEDS. FBD and its employees make no guarantees regarding the accuracy or completeness of any information found on this page or by following any link. FBD will not be held liable for any errors or omissions in this material nor any losses, injuries, or damages resulting from the exposure or use of this information. Although the information on this page is/was correct at the time of publication, readers should exercise caution because some or all of the provided information may have changed over time, potentially resulting in inaccuracies. For more information, please read our Terms of Service . Trademarks and logos are the property of their registered owners.

Science Education (Ph.D.)

RIGOROUS, RESEARCH-BASED PROGRAM

The Science Education Doctoral Program  is designed to prepare science educators for teaching science through inquiry processes where students apply their knowledge in real-world contexts. Our program specializes in the preparation of science teacher educators.

The School of Education provides students with a plethora of research opportunities, including experimental and observational research, field research, and secondary data analysis. Graduate students are also encouraged to lead research projects and publish in scholarly journals. The school provides support for professional development to participate in conferences through travel grants.

Additional professional development and research support resources are provided by the Graduate School at Virginia Tech. 

WHAT YOU'LL STUDY

The curriculum for the Science Education Doctoral Program consists of four components. Students are expected to complete 15 hours in Research (e.g., quantitative and qualitative research methods), 30 Dissertation hours, 9 hours in Foundations (e.g., cognitive processes and educational practice), 12 hours minimum in Concentration (e.g., models of teaching), and another 8 hours minimum of Cognate (e.g., cultural studies of science).

Students are required to complete at least 96 hours in the pursuit of their degree. Students enrolled in the doctoral program must pass four exams as part of the degree requirements: Scheduling Exams, Qualifying Exam, Preliminary Exam, Prospectus Exam, and Final Examination.

The following is a sample Plan of Study:

Research (minimum of 15 hours)

Edre 5404: foundations of educational research and evaluation, edci 6034: education and anthropology, edci 6534: ethnographic methods in education, edre 6504: qualitative methods in educational research i, edre 6605: quantitative research methods in education i, edci 7994: research and dissertation, foundations (minimum of 9 hours).

• EDEP 6114: Cognitive Processes and Educational Practice

EDCI 6024: The Analysis of Educational Concepts

Edep 6224: constructivism and education.

• EDCT 6664: Policy Analysis for Education and the Workforce

Concentration (minimum of 12 hours)

Edci 5134: gender and education, edci 6014: advanced topics in teacher education curriculum, edci 6054: academic writing for qualitative educational research, edci 5824: stem education trends and issues, edci 7964: field studies and internships, cognate (minimum of 9 hours in field of inquiry), sts 5205: main themes of history of science and technology, sts 6534: advanced topics in cultural studies of stem-h, sts 5444: issues in bioethics, dissertation.

The Ph.D. degree in Science Education is awarded solely on the basis of coursework completion. To graduate, each student must also conduct an original research study culminating in the presentation and defense of a dissertation. The dissertation demonstrates the student’s ability to investigate a practical issue in elementary educational agreed upon by one’s dissertation chair and advisory committee. 

The majority of students write their dissertations in the traditional five-chapter format (i.e., as a research paper with an introduction, literature review, methodology, results, and conclusion).  Other options such as a journal article dissertation are available.  Students work with the dissertation chairs and committees to determine the best format for their  dissertation.

Course Descriptions

Introduction to gender in the context of education. This course is intended to raise awareness of how gender is implicated in teaching and learning in K-12 schooling and higher education. School policy as it relates to gender equality and sex education. Theoretical frameworks for gender analysis in education. Pre-requisite: Graduate standing required

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

An exploration of contemporary K-16 Science, Technology, Engineering, and Mathematics (STEM) education trends and issues, including both integrative and within-discipline STEM education trends/issues. Topics addressed include STEM literacy, integrative approaches to STEM education, the changing role of design and inquiry in STEM education, STEM education-related legislation, change theory, state and federal funding, and extracurricular STEM education initiatives. Graduate standing required.

Intensive study of research findings and methods in preservice teacher education. Focus on internal and external issues that affect the curriculum, guidelines, accreditation, governance, alternative models, and approaches, instructional strategies, and history of teacher education reform. May be repeated to a maximum of 6 semester hours. Pre-requisite: Graduate Standing required.

Credit Hour(s): 1 TO 6

Lecture Hour(s): 1 TO 6

Systematic introduction to the study of contemporary philosophy of education, indicating ways in which philosophy is used to analyze educational aims, content, methods, and values.

Exploration of anthropological ideas and findings relevant to educational institutions and the teaching/learning process. Emphasis on how sociocultural patterns affect what is taught and learned.

Writing workshop in which students work toward a personal goals (manuscript, book review, conference proposal, or fellowship application). Emphasis on how writing operates in the production, circulation, and elevation of knowledge in high education. Writing for qualitative research in education is the focus of this course.

Exploration of ethnographic methods for data collection and analysis: theoretical bases, procedures, issues, and applications of this approach in educational research.

Advanced applied study in one or more educational institutions. Research, evaluation, curricular, and instructional projects are examples of appropriate projects of study. The student is graded on the basis of the design of the study, ability to conduct the study, and interpret and report the results.

Credit Hour(s): 1 TO 12

Lecture Hour(s): 1 TO 12

EDCI 7994 - Research and Dissertation

Credit Hour(s): 1 TO 19

Lecture Hour(s):

Research and evaluation in education with emphasis on development of skill requisite for utilizing research and evaluation studies in practical situations. Applies these skills in exercises related to various research and evaluation models.

This course provides an introduction to qualitative research methods. It considers mainstream qualitative research traditions, including case study, phenomenology, ethnography, grounded theory, and participatory research. Students will conduct observations, interviews and basic data analysis.

This two-course sequence is designed to provide an overview of basic research design, measurement and statistical concepts in social and behavioral research. Emphasis will be placed on understanding the process of social and educational research in field settings, hands on experience of designing and conducting research and analysis of data.

Philosophical, theoretical, and empirical foundations of the broad field of constructivism, including the limits of epistemology and ontology, the determination of truth and reality, and applications to education and everyday life. Emphasis on radical constructivism, social constructivism, symbolic interactionism, social constructionism, and cognitive constructivism, and their applications to education.

Methods and concepts in the history of science and technology. 5205: research methods, interpretive approaches, and contemporary issues in the history of science; 5206: research methods, interpretive approaches, and contemporary issues in the history of technology.

Identification and analysis of ethical issues arising in basic and applied biological, medical, environmental, ecological, and energy studies.

Variable topics in cultural studies of science, technology, engineering, mathematics, and health. May include theories of language and science, popular and public knowledges, cultural performances around science and technology, conceptions of health and the body, cultures of quantification, technology and identity, hierarchies and diversity in science and technology, and cross-cultural comparisons. May be repeated with different content up to a maximum of 12 credits.

THE COHORT MODEL

The doctoral programs operate on a modified cohort model. Full-time students who begin the program at the same time attend many of the same classes in the same sequence and pursue common plans of study. Part-time students enroll in courses at a pace and in a sequence determined by their enrollment status and in consultation with their advisor.

The benefits of a cohort model are many.  It is designed to facilitate social interaction, collaboration, and the formation of a supportive learning community.

Students in cohorts learn from and help each other with the successful completion of coursework and professional networking. They report a strong sense of community and are more likely to complete their programs of study in a timely manner.

NATIONALLY RECOGNIZED FACULTY

Lezly Taylor, Assistant Professor

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.

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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.

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.

Log Into Existing Application

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)

• Graduate Programs
• Prospective Students
• Current Students
• Faculty & Staff
• Degree Programs >

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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In this section, phd in public policy.

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Health care and politics. Inequality and public policy. Economics and disruption.

You see today's most compelling global issues as complex, interrelated, and urgent. You believe that fresh ideas—and research to carry them through—are critical to building stronger communities and a more just world.

In collaboration with the  Harvard Kenneth C. Griffin Graduate School of Arts and Sciences  (Harvard Griffin GSAS),  Harvard Kennedy School immerses you in rigorous learning that bridges academic disciplines and draws from leading faculties across the university’s graduate schools. When you pursue a doctoral degree at HKS, you are among extraordinarily bright minds, you’ll work with committed faculty members who are leaders in their fields, and you’ll have unparalleled access to resources across Harvard University.

Prepare yourself for a career in academia or policymaking that demands advanced knowledge of economics, political science, and social policy. Translate your ideas into action that can untangle our world’s unprecedented challenges. Join us.

University of Southern California

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Ph.D. in Public Policy and Management (PPM)

Prepare to shape the direction of public affairs research. Our curriculum combines interdisciplinary training in public policy and management; rigorous methodological training; and specialization in a policy area or field such as economics, sociology, political science, or organizational theory.

Doctor of Policy, Planning, and Development (DPPD)

The program encourages reflection on policy and practice in Los Angeles, a living laboratory of social, political, and policy issues. Students apply research skills to solve a contemporary problem of practice, resulting in a professional dissertation.

Ph.D. in Urban Planning and Development (UPD)

Research in urban planning and development has a direct impact on the world around us. Through an interdisciplinary curriculum focusing on critical discourse and inquiry and analytical and theoretical training, our students are prepared to contribute to solutions that address the world’s most pressing policy and planning issues.

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Trinity Reporter, Fall 2015

Beth miller idp ’00, m’03.

DEGREES: B.A. in women’s studies; M.A. in American studies

JOB TITLE: Executive director, Creative Education Foundation

FAVORITE TRINITY MEMORY: When I was inducted into Phi Beta Kappa, the room was packed with classmates and their families. I was alone. Across the room I saw my professor, Barbara Sicherman. I worked my way through the crowd and said, “Barbara! It is so good to see you! Who are you here for?” She gave me a puzzled look and said, “I am here for you, Beth.”

What is the Creative Education Foundation? The Creative Education Foundation (CEF) is recognized worldwide as one of the foremost authorities on creativity and innovation. Alex Osborn, one of the original advertising “Mad Men” who invented “brainstorming,” established CEF in 1954. Alex partnered with academic Sidney Parnes to develop the Creative Problem Solving process (CPS). CPS unlocks creativity, fosters collaboration, and ignites innovative solutions.

What do you do in your role there? CEF is entering a new inflection, and my work there allows me to tap my teaching and nonprofit management expertise. I am using expertise to develop new messaging, to increase funding support, and to improve programs. So far, I have created a sponsorship structure for our premiere event, the Creative Problem Solving Institute, a five-day creativity conference. This year, we launched the Sidney J. Parnes Global Fellowship and accepted fellows from Pakistan, South Africa, Nigeria, and the United States. Additionally, we are helping Georgetown High School in Massachusetts create a 10-week unit that will culminate in a Creativity Showcase. CEF also publishes the Journal of Creative Behavior , the longest running academic journal on creativity.

What do you enjoy most about your work? As one of my stakeholders says, “It’s creativity, man!” I have Play-Doh, Faber Castell Creativity Cans, and Legos as work tools. I work with people devoted to creating safe spaces within which people can explore, fail, embrace failure, and develop and share ideas. I work with a process that changes how people see themselves and how they see problems. Deliberate creativity can, and must, be applied to our most critical social issues. I get to steward this process for CEF, to the best of my ability. It is awesome and humbling.

How did your time at Trinity affect your career choice? I finished my degree at Trinity at age 31, after moving into a first-year dormitory (Jones) as an academic mentor. Safe to say I was the only senior who was handling her own divorce after leaving a bad marriage with a man upon whom she was financially dependent. I worked at the Writing Center and wrote for The Women’s Center and The Tripod , which led to an M.A. fellowship to create a graduate writing support program, which led to teaching at Trinity. I also got a call from the Development Office requesting help with a Kellogg Foundation grant. These opportunities brought me to my careers in teaching and nonprofit development and management. Trinity taught me how to think, to believe in myself, and to be nimble and courageous.

What was the most memorable course you took at Trinity? Why? My women’s studies “Senior Seminar” class with Barbara Sicherman. I have never felt more capable, challenged, or supported in my life than I did in that class. I did some of my best writing and worked with the most amazing women. My paper on Prudence Crandall written in that class won me a few awards at Trinity and is now being turned into a play.

Would you tell us a bit about your project on Prudence Crandall? Joan Hedrick introduced me to Prudence Crandall in my very first class at Trinity, “Women’s Studies 101.” In 1833, Prudence admitted Sarah Harris to her school – Sarah was black. The town was outraged and threatened to shut her down. Instead, Prudence released her white students and admitted only “young misses of color.” The year was 1833, 30 years before the Civil War. Court cases ensued, and had the case progressed, it could have called into question blacks’ rights as citizens and the legality of slavery. In the end, a mob smashed out the first floor of the academy, and Prudence disbanded her school. Years later, a journalist wrote a story about her living in poverty in Kansas, and Mark Twain helped secure a stipend for her from the Connecticut State Legislature to live out her remaining years in comfort. Two years ago, I met a playwright who has converted “Prudence” into a play. We have had a couple of readings in Boston and hope to get it on stage soon.