phd in learning sciences

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Ph.D. in Learning and Developmental Sciences – Specialization in Learning Sciences

Learning sciences.

Students in our Learning Sciences Ph.D. program come from a variety of academic and professional backgrounds, from math and science to psychology and computer science. What unites them is a desire to understand the connection between how people learn and the environments in which they learn, and to make those environments more effective.

We believe that learning science problems are solved through interdisciplinary collaboration. You’ll collaborate with researchers in related fields, such as cognitive science. As a candidate, you will establish and defend your personal research agenda. Learn to apply relevant social scientific theory, psychological theory, and educational design theory to our research. In addition, you will prepare a research grant proposal tailored to the needs and interests of major foundations and government agencies that support advances in learning sciences.

Application Deadlines

Admission requirements.

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

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

• Bachelor’s degree from an accredited institution
• Minimum undergraduate GPA of 2.75 out of 4.00
• Personal statement
• Resume (required from international students only)
• Three letters of recommendation
• Minimum 79 TOEFL score or minimum 6.5 IELTS score (international students only)

Learn more about how to apply

Program Requirements

• Ph.D. in Learning and Developmental Sciences – Specialization in Learning Sciences Program Requirements

Per credit hour

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

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

Joshua Danish EDUC- 4040 (812) 856-8330 jdanish@indiana.edu

Start your life-changing journey

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• Learning Sciences and Technology Design

Cross-Area Specialization - Learning Sciences and Technology Design

The learning sciences are dedicated to the systematic study and design of psychological, social, and technological processes that support learning in diverse contexts and across the lifespan. Students in the Learning Sciences and Technology Design (LSTD) Ph.D. program complete foundational research on learning, and they design innovative learning technologies. Graduates of the program take leadership positions as faculty, research scientists in universities and companies, designers and evaluators of formal and informal learning environments, and in learning technology policy-making.

A significant challenge for the field is to prepare scholars with expertise in the multiple areas relevant to learning in meaningful contexts. The LSTD curriculum includes courses on learning, research, and design, as well as small integrative seminars and explicit apprenticeship opportunities. Students also develop advanced technical proficiencies in a medium of their choice (e.g., programming, computer animation, graphics design, simulation modeling, robotics, user experience design, game development, video production, museum display).

Students interested in the program apply to the Learning Sciences and Technology Design specialization in the online university application for graduate admission form. In the online form, under Additional Academic Interests, applicants should indicate the area with which they wish their LSTD program be linked: Curriculum Studies and Teacher Education (CTE), Developmental and Psychological Sciences (DAPS), or Social Sciences, Policy and Educational Practice (SHIPS).  As a unique cross-area specialization, students will study the learning sciences and technology design within the context of the area (CTE, DAPS, or SHIPS), to which they are formally admitted also. In their first year, students work within the requirements of their area to build a strong base of disciplinary knowledge while also developing additional discrete skills relevant to LSTD. Starting with the second year and working closely with their LSTD Faculty Advisor to design a personalized program, students advance their interests and abilities by integrating the distinct skills and area perspectives in applying their theoretical, research, and design work to specific topics in learning.

More information about degree requirements is available in the Doctoral Degree Handbook .

Stanford University, situated in Silicon Valley, provides unique resources for the doctoral student including interactions with world-class faculty who have expertise or interests in technology, access to industry leaders, and on-going exposure to state-of-the-art developments. Stanford University and the Graduate School of Education draw the finest students from around the world, ensuring a rich graduate experience. The LSTD program benefits from its close ties to the H-STAR Institute (Human Sciences and Technologies Advanced Research), an interdisciplinary center at Stanford focusing on people and technology, and its industry affiliates program, Media X , as well as faculty and courses associated with  the d-School at Stanford – an institute using design thinking to drive multidisciplinary innovation. The Ph.D. program has grown from a common vision among a broad base of professors whose interests range from visualization and agent technologies to the analysis of cultural and collaborative processes in education and informal learning. The faculty believes that the development of new information and communication technologies provides a powerful coordination point for joining previously isolated bodies of scholarship to understand and enhance learning.

Graduate training in the LSTD program benefits from use of Stanford's advanced computing and teaching facilities, including Wallenberg Hall (Building 160) on the front of the campus on the central quadrangle, where H-STAR is located, and the Graduate School of Education's CERAS computer labs.

Area Faculty & Affiliates

• Brigid Barron
• Hilda Borko
• Bryan Brown
• Dora Demszky
• Antero Garcia
• Ari Y. Kelman
• Jennifer Marie Langer-Osuna
• Victor R. Lee
• Sarah Levine
• Bruce McCandliss
• Shima Salehi
• Dan Schwartz
• Rebecca Silverman
• Guillermo Solano-Flores
• Hariharan Subramonyam
• Candace Thille
• Jason Yeatman

Many other faculty within the Graduate School of Education and Stanford's departments related to the LSTD program (especially Computer Science, Communications, Psychology, Linguistics and Engineering) will contribute to a vibrant intellectual culture for LSTD students.

Contact Information

For additional inquiries, please contact LSTD Director and Professor Roy Pea .

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PhD in Learning Sciences

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Admission Requirements

Applicants are considered on an individual basis. Transcripts of all undergraduate and any graduate work must be submitted. In addition to the Graduate College minimum requirements, applicants must meet the following program requirements:

• Baccalaureate Field No restrictions.
• Master's Degree  Strongly preferred. 
• Grade Point Average At least 3.25/4.00 (or 4.25/5.00) for the final 60 semester (90 quarter) hours of baccalaureate study and for all postbaccalaureate course work.
• Tests Required GRE.
• TOEFL 80, with subscores of Reading 19, Listening 17, Speaking 20, and Writing 21 (iBT Test); 60, with subscores of Reading 19, Listening 17, Writing 21 (revised Paper-Delivered Test), OR,
• IELTS 6.5, with subscores of 6.0 for all four subscores, OR ,
• PTE-Academic 54, with subscores of Reading 51, Listening 47, Speaking 53, and Writing 56.
• Letters of Recommendation Three required; these should attest to candidate's potential for success in rigorous research program in Learning Sciences.
• Personal Statement Required. Statement must identify and explain applicant's career objectives and qualifications for pursuing a doctoral degree in Learning Sciences. Statement must also specify proposed area of specialization (i.e., a field or discipline in which the applicant intends to pursue the study of learning), and an explanation of the applicant's experience and background in that area. Personal statement must be three to five pages in length, typed, double-spaced.
• Deadlines Application deadlines for this program are listed on the Graduate College website.

Degree Requirements

In addition to the Graduate College minimum requirements, students must meet the following program requirements:

• Minimum Semester Hours Required 96. 
• Course Work

Students must register for LRSC 540 for  five consecutive terms, beginning their first term in the program, and earn a total of 10 hours.

• Comprehensive Examination : Required portfolio examination. From each core course, students generate at least one product or document that contributes to the portfolio. The student may also include such products from specialization and elective courses. In addition, evidence of independent research and inquiry activity is to be included in the portfolio. Upon completion of the core courses and the required portfolio items, the student will orally defend the contents of the portfolio before a committee of LS faculty who will determine passing or failing of the comprehensive exam.
• Preliminary Examination : Required. The preliminary exam is an oral defense of the completed dissertation proposal and is taken after successful completion of the comprehensive qualifying exam. The primary purpose of the preliminary examination is review and approval of the thesis research proposal and admission of the student to the dissertation research stage of degree candidacy.
• Thesis Research Required. The completed thesis research must be defended orally and publicly before a thesis committee.

Annual Review Required: While it is not, strictly considered, an examination, an annual student assessment will constitute the first step in a two-step student assessment process, of which the comprehensive written exam is the second part. In the first part, each student will submit an annual review to the doctoral advisor, consisting of a record of progress through the program, relevant professional experiences, and, importantly, candidate self-assessment of academic and professional progress. Failure to submit an annual review upon repeat notification to students will constitute evidence of insufficient progress through the program, leading to consideration of dismissal from the program. Due process will be observed to protect student rights and program integrity.

Interdepartmental Concentrations

Students earning this graduate degree may complement their courses by enrolling in select concentrations after consulting with their graduate advisor. Interdepartmental concentrations available for this degree include:

• Museum and Exhibition Studies

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PhD in Learning Sciences and Policy

Become an educational researcher who studies the forces and systems that shape learning across contexts.

The PhD in  Learning Sciences and Policy (LSAP) program produces nationally competitive research scholars who have the training, track record, and vision to become leaders in understanding and promoting educational change.

​Our students work at the intersection of research and practice, collaborating with faculty mentors on research programs that explore education in real-world learning environments such as K-12 classrooms, museums, community organizations, online and cyber environments, and university classrooms.

We believe that understanding learning, teaching, and organizations is best undertaken as an interactive system, and that an integrated and coordinated interdisciplinary approach is best suited to understand, design, and implement educational change.  

Request Info

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Program Facts

Degree Type

Doctor of Philosophy (PhD)

Time Commitment

5 years on average

Enrollment Term

Application Deadline

Admissions Requirements

No GRE Exam is required

Program Overview

Our training follows a professional mentorship model where students work closely with a faculty advisor. Most students are supported by faculty research grants and most work as part of dynamic and collaborative research groups that include multiple faculty, graduate students, post-docs, undergraduates, and research staff. LSAP students are immersed in the fundamentals of being a research scholar, including presenting their work at national research conferences, publishing peer-reviewed research articles, developing and testing educational innovations, participating in writing research grants, and peer reviewing. Our students go on to pursue research careers in both university and non-university settings.

Dynamic Learning Experiences

Key features of the LSAP student experience include:

• Immersion in rigorous interdisciplinary research and training experiences from their first day in the program
• Integrated coursework that covers the fields of learning sciences, policy and organizations, and learning in the disciplines (e.g., mathematics, science or literacy)
• Full funding through research assistantships that will allow students to work alongside active researchers on funded research programs.
• Rigorous training in quantitative, qualitative, and mixed research methods
• Access to Pittsburgh’s rich talent pool of analysts and research in education policy and learning including research scientists at Learning Research and Development Center (LRDC), policy specialists at the RAND Corporation, scholars at Carnegie Mellon University, and education reform specialists at the Institute for Learning

Collaborate with Faculty

Our program brings together three kinds of faculty expertise into a collaborative research and training environment:

• Learning sciences across PreK-16 and informal learning environments
• Learning in the disciplines (e.g., mathematics, science or literacy)
• Education policy and organizational change.

Students complete a series of milestones aimed at preparing them for a career as an education researcher. The milestones engage them in authentic research activities including writing a proposal for a research study, writing manuscripts for submission to journals, and reviewing scholarly literature to establish the contribution of a research study.

View Program Curriculum

Prerequisites

Preference is given to candidates with a Bachelor’s degree plus work experience and/or an advanced degree.

View our PhD program admissions requirements .

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Upcoming Info Sessions

General Info Session (Virtual)

April 15, 2024 | Noon-1 PM

April 29, 2024 | Noon-1 PM

May 13, 2024 | Noon-1 PM

"Pitt's School of Education is positioned at the intersection of research and practice. The faculty are incredibly supportive of students and want to see us succeed." Erin Gatz - Pitt alumni

Career Pathways

Our program produces nationally competitive research scholars who are leaders in understanding and promoting educational change. Our graduates typically work in the following areas:

• University faculty
• Researchers at research firms
• Leadership in not-for-profit organizations

Program Faculty

Program Coordinator

Rip Correnti

Kevin Crowley

Lindsay Clare Matsumura

Program News

PhD Graduate Wins National Science Award for Dissertation

PhD Graduate Wins National Science Award for Dissertation - Read more

PhD Student Alberto Guzman-Alvarez Receives National Dissertation Fellowship

PhD Student Alberto Guzman-Alvarez Receives National Dissertation Fellowship - Read more

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

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

What Sets Us Apart

About the program.

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

Fall: 3; Spring: 3

Culminating experience Dissertation

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

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

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

Methods courses (3 required)

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

Design (2 required)

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

Applications (2 required)

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

Professional Practice

• Research Apprenticeship Course

Our Faculty

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

Affiliated Faculty

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

Matthew Duvall Lecturer Ph.D., Drexel University

L. Michael Golden Executive Director, Catalyst @ Penn GSE Ed.D., University of Pennsylvania

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

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

Abby Reisman Associate Professor Ph.D., Stanford University

Janine Remillard Professor Ph.D., Michigan State University

Our Graduates

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

Admissions & Financial Aid

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

Contact us if you have any questions about the program.

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

Noemí Fernández Program Manager [email protected]

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

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

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Collaboratory for Teacher Education

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

You May Be Interested In

Related programs.

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

Related Topics

PhD in Learning Sciences & Technologies

Doctoral candidates in WPI’s Interdisciplinary PhD in Learning Sciences & Technologies merge social science and educational psychology with computer science to forge inroads into improving educational processes and outcomes both in and out of schools. Our research propels high-quality educational research and technology forward with world-renowned faculty and well-funded and supported research opportunities that help bridge the gap between research, practice, and policy.

Value Proposition Description

WPI’s program researches the intersections of psychology, educational technology, and classroom interventions from many perspectives, and you’ll be able to find your exact fit here. Your research might include testing cognitive theories of learning, assessing if children react best to video or text feedback while they’re doing homework, or exploring how teachers, schools, or communities can better impact educational outcomes.

Breakthroughs like these keep the nation’s education and technology systems globally competitive, but, more important, they improve student performance, motivation, and confidence.

Meet our Faculty

Using a blend of Cognitive, Developmental, and Educational Psychology, Advanced Quantitative Methods, and Computer Science courses, you’ll develop a broad understanding of learning theories, and learn how to best determine what kinds of learning environments and curricular experiences lead to improved learning.

Students will lead original research examining theoretical and applied questions about how educational technology can make teaching and learning easier and more effective for both students and teachers. WPI’s rigorous scientific and technical backdrop means you’ll have the knowledge behind learning and the tools to interpret and use the produced data to improve how students learn with individualized methods.

In addition to course work and dissertation work that leads to an area of expertise, doctoral students must demonstrate their competency in data analysis and written communication.

Research for PhD in Learning Sciences

Rigorous and applied research that impacts educational settings, particularly in K-12 STEM areas, is at the core of our Learning Sciences & Technologies program. Each of our distinct labs focuses on the bigger picture of understanding how kids learn and helping teachers implement those changes to improve learning in and out of the classroom.

Department research:

• Using and analyzing student data from ASSISTments, an adaptive online tutoring system
• Analyzing students' mathematical problem-solving strategies using the dynamic, gesture-based tool Graspable Math and eye-tracking technology
• Examining the intersections between affect, motivation, and learning in MathSpring, an online tutoring system
• Using educational data mining to understand student interactions within intelligent tutoring systems
• Designing embodied technologies and exploring the role of embodied cognition in mathematics
• Using machine learning and computer vision techniques to automatically measure student engagement from video

The educational technology industry needs the expertise a degree in learning sciences and technologies delivers, and the STEM-focused program at WPI offers expertise in varied areas such as intelligent tutoring, cognitive psychology, and artificial intelligence.

Graduate students in WPI’s well-funded learning sciences and technologies program work with real students and teachers in their classrooms to discover the nuances of real-world needs so they can tailor their research to help solve them.

Varied backgrounds are essential to this field—computer scientists, educators, and social scientists who are passionate about ensuring that educational practices keep pace with technological advances have an opportunity to immediately impact thousands of students with their research.

With a location in the regional hub of educational technology, WPI is in close proximity to more than 150 start-ups that aim to understand and improve the educational process with their technologies.

Our research labs and collaborations with a network of local K-12 STEM classrooms allow you to work directly with faculty, teachers, students, and technology. You’ll access three interdisciplinary labs including those used by Psychology, Computer Science, and Interactive Game and Media Development students. You’ll also have access to WPI’s valuable STEM Education Center, which supports a community of local STEM educators with networking events and educational opportunities.

Featured Faculty Profiles

Neil T. Heffernan enjoys doing educational data mining and running the ASSISTments system. ASSISTments helps schools teach better. It’s a web service hosted at WPI that allows teachers to assign nightly homework or daily class work. Students get instant feedback while teachers get live reports. Professor Heffernan enjoys supervising WPI students in creating ASSISTments content and features. He has  6 dozens paper in educational data mining, and 20+ papers in comparing different ways to optimize student learning.

Erin Ottmar is an Associate Professor of Psychology and Learning Sciences at WPI. She received her BA in psychology and elementary education from the University of Richmond. After college, she spent several years teaching in Ecuador and Japan. In 2011, she received her PhD in Educational Psychology: Applied Developmental Science from the University of Virginia. After graduate school, spent 3 years as a post-doctoral research scientist at the University of Richmond.

My research interests are in applied machine learning, computer vision, data science and their applications to education, affective computing, and human behavior recognition. My work is highly interdisciplinary and frequently intersects cognitive science, psychology, and education. Before joining WPI, I was a research scientist at the Office of the Vice Provost for Advances in Learning at Harvard University. In 2012, I co-founded Emotient, a San Diego-based startup company for automatic emotion and facial expression recognition.

Joseph Beck, assistant professor of Computer Science, has been at WPI since 2007. His research focuses on educational data mining, a new discipline that develops techniques for analyzing large educational data sets to make discoveries that will improve teaching and learning. His work centers on estimating how computer tutors impact learning. He established the first workshop in the field and in 2008 was program co-chair of the first International Conference on Educational Data Mining.

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Do you have a friend, colleague, or family member who might be interested in Worcester Polytechnic Institute’s (WPI) graduate programs? Click below to tell them about our programs.

Earn a Master’s in Learning Sciences First

Ready to elevate your career in the educational technology industry, but need to earn your master’s first? Earn a master’s in learning sciences and technologies at WPI where you can collect data in real learning environments, implement groundbreaking advances, and make strides toward improving learning. Our program is well-funded and highly regarded, and we have relationships with schools around the world, which further supports our extensive research endeavors. Take classes full-time or part-time and work alongside our expert faculty in project-based teams.

Find the Right PhD Program for Your Career Goals

If a learning sciences PhD isn’t quite the right fit, WPI has other PhD programs that might align closer with your interests and goals. Our PhD in data science is one of the first programs of its kind in the nation and that pioneering approach gives you an advantage. You’ll collaborate closely with our expert faculty as you dive into complex research that will turn big data into meaningful patterns and informed results. If your interests and experience lean more toward the computer science field, WPI’s PhD in computer science will give you the expertise to become an industry leader or to move into a research and teaching path in academia. You’ll become part of a global team of computer scientists who solve real-world problems related to AI, data mining, robotics, and computer security, and other topics.

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• PhD in Education with an emphasis in Learning Sciences and Human Development

Learning Sciences and Human Development centers on issues of culture, social justice, and equity in its approach to understanding learning and development. This program emphasis prepares you for research on how people learn and develop new forms of participation in the context of organizing more equitable social futures. We center issues of culture, social justice, and equity in its approach to understanding learning and development. You will learn how research can inform social change that can improve learning and teaching. Students are encouraged to participate in the International Society of the Learning Sciences, the American Educational Research and Association, and professional associations related to their areas of focus.

Financial Support

All of our doctoral students are awarded generous funding packages. Stipends and grants cover tuition costs and provide experiential graduate assistantships that further prepare you for your future as a researcher, educator, and leader in the field. Fellowship and assistantship packages are awarded on a competitive basis and vary for each student, but all funding packages cover five years of full-time study. 

A typical package will include a total of a 50% appointment (~20hr/week) through a Graduate Research Assistantship and/or Teaching Assistantship, full tuition remission and a fellowship to assist with student fees, the majority of the  CU Student Health Gold Insurance Plan , and a stipend of approximately $21,400 per academic year. Please note that these figures are subject to change and summer funding is not guaranteed.

Our  Miramontes Doctoral Scholars Program  provides five years of funding for full-time doctoral study, including one year of support focused solely on the dissertation year. The program offers a dedicated, supportive community for doctoral students with research interests focused on educational equity and cultural diversity, and prospective students from underrepresented groups and those who are first-generation college graduates are encouraged to apply.

Admissions Requirements

• A Personal Statement
• 3 Letters of Recommendation
• Unofficial Transcripts (official transcripts are required after admission)
• Optional GRE test score
• TOEFL scores for international students
• Application Fee ($60 domestic application/$80 international) along with the application

Admission to all our graduate programs is competitive and based on multiple criteria, including undergraduate academic record, letters of recommendation, personal statement, evidence of special accomplishments, and relevant past experience. In an effort to safeguard educational equity and access, the CU Boulder School of Education has adopted a test-optional policy for the GRE requirement for prospective doctoral applicants seeking Fall 2022 admission. Students may still submit GRE scores for consideration, which will be reviewed as a part of a holistic process. However, not submitting GRE scores will in no way make your application less competitive for admission to the School of Education. Candidates from historically underrepresented groups are especially encouraged to apply.

How to apply FAQ

• December 1, domestic
• November 15, international 

For more information about courses and program requirements, visit the CU Boulder Course Catalog . 

• Undergraduate Programs
• Educational Foundations, Policy & Practice
• Equity, Bilingualism & Biliteracy
• MA in Learning Sciences & Human Development
• Literacy Studies
• Research & Evaluation Methodology
• STEM Education
• Teacher Learning, Research & Practice
• Teacher Leadership
• Teacher Licensure

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People Directory

We warmly invite you to apply for the Doctoral Mentorship Pathway Program for 2023-24

This program is designed to create a pathway for historically underrepresented and marginalized education scholars and practitioners who are considering doctoral studies in Fall 2024. We hope to use this program to make the sometimes mystifying process of applying to a PhD program more visible, to provide an opportunity for you to get to know our students and faculty, and participate in sessions where we’ll talk about how to apply and what the realities are for students of color studying in a predominantly white research institution. 

Applications due Aug. 4—apply today!

Meet Our Faculty

Arturo Cortez

Emily Gleason

Susan Jurow

José Ramón Lizárraga

Kalonji Nzinga

William Penuel

Joseph Polman

Ricarose Roque

Vandna Sinha

Program chair.

Ben Kirshner

Scholarships

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Ph.d. in education learning sciences specialization.

The Learning Sciences is an interdisciplinary specialization area that focuses on the systematic study of learning and teaching, human development, and educational technology as well as the application of research to design educational innovations and interventions. The area draws from faculty expertise in developmental psychology, educational psychology, cognitive science, educational technology, science education, and special education to examine pressing educational and developmental problems.

Students in this specialization

• Gain a rich understanding of the cognitive, developmental, and social processes that underlie learning.
• Conduct research on language, cognitive, and numerical development, STEM learning, learning differences, and the use of technology and media in education with nationally-known, award-winning faculty.
• Develop a rich methodological toolkit for designing learning and instructional investigations and assessing the outcomes of educational interventions.
• Study how learning takes place outside of the classroom by working with faculty who bring learning science to places like supermarkets, homes, museums, and after-school programs.

Program Coordinator: Dr. Teomara Rutherford

Specialization Coordinator: Dr. Nancy Jordan

Specialization Courses

In addition to the Doctoral Core Courses, the following specialization courses are required of all PhD students in Learning Sciences.

• EDUC 804: How Students Learn
• EDUC 815: Design of Learning Environments
• EDUC 819: Disciplinary Knowledge in Learning Sciences

Learning Sciences students typically choose two SCA or evaluation, measurement, and statistics courses to satisfy the content core requirement. They also typically choose two of the qualitative courses (EDUC 852, EDUC 858, EDUC 859) and one quantitative course (EDUC 812, EDUC 865, EDUC 874) or two quantitative courses and one qualitative course for their research methods core.

Sample Course Schedules

Sample Learning Sciences course schedules for students who enter the PhD program in the following semesters are available through the links below.

• Students entering in the Fall of odd years
• Students entering in the Fall of even years

Specialization Requirements

Qualifying project.

All PhD students in Learning Sciences must also pass a specialization area qualifying project in Learning Sciences.

Please view the procedures , along with a form to be completed by the end of students’ first year in the program.

Dissertation Options

Students within the Learning Sciences specialization have the option of pursuing a three-paper dissertation instead of the traditional dissertation format. If you are interested in this option, please consult with your advisor.

Recent Graduates

Our graduates accept academic positions in research universities, departments of education, and school districts, as well as industry positions in educational organizations. Graduates with a learning sciences specialization are highly sought after professionals, given their broad-based, interdisciplinary preparation in developmental and education research.

For example, recent PhD in Education graduates with a learning sciences specialization have accepted positions at Cornell University, the Educational Testing Service, Farleigh Dickinson University, Michigan State University, Pace University, Rider University, and University of Missouri.

Student Spotlight

Caroline Gaudreau

“Throughout my time here, I have been impressed with the collaborative and supportive nature of CEHD faculty and students. The department works as a team, pushes each other, and also genuinely supports one another. I am grateful for these opportunities and feel well prepared to begin the dissertation phase of the program.”

Program Faculty

Our interdisciplinary faculty hold grants from the National Science Foundation, the Institute of Education Sciences, the Spencer Foundation, and private foundations. They have been recognized for their work by the American Educational Research Association, the American Psychological Association, the Association for Psychological Science, and the Society for Research in Child Development.

Graduate Students

Alumni Profile

Jessica rodrigues.

“I pursued my PhD at UD’s SOE because of the opportunity to learn from and work with leaders in the field. I knew I would receive the training required to advance my research skills and to be competitive on the job market. When I was offered the assistant professor position at the University of Missouri, I emailed my UD advisor Nancy Jordan to share the news. We chatted on the phone for a while, and she gave me great advice for considering the job and moving forward. She continues to support me and to celebrate my successes!”

Research Projects

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Education (PhD) – Learning Sciences

Program at a glance.

• In State Tuition
• Out of State Tuition

Learn more about the cost to attend UCF.

The Learning Sciences track is an interdisciplinary track within the Education PhD that will expose students to key components of research on learning with additional training on using big data for research on learning analytics and data science for focus on learning for both humans and machines. The track will provide learning opportunities across disciplines (i.e., cognitive science, computer science, data science, education, psychology, statistics) for graduate students at UCF who seek careers in both academia and industry. The program will contain the core courses from the Education PhD, but requires at least 9 hours of required specialization credits in specific Learning Sciences courses and at least 6 hours of required elective credits, providing students the opportunity to earn a certificate in a related field of human-machine learning, if desired. This will increase career opportunities for interdisciplinary research jobs in academia or industry across the country.

The Learning Sciences track in the Education PhD program requires a minimum of 54 credit hours beyond a master's degree in Learning Sciences or a related field.

Students must complete 24 credit hours of core courses, 9 credit hours of specialization courses, 6 credit hours of electives, and 15 credit hours of dissertation. All students must also complete the candidacy examination.

Total Credit Hours Required: 54 Credit Hours Minimum beyond the Master's Degree

Application Deadlines

• International

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Enter your information below to receive more information about the Education (PhD) – Learning Sciences program offered at UCF.

Track Prerequisites

A master's degree in learning sciences or a closely related field.

Degree Requirements

Required courses.

• IDS7500 - Seminar in Educational Research (1 - 99)
• IDS7501 - Issues and Research in Education (3)
• EDF7475 - Qualitative Research in Education (3)
• EDF7403 - Quantitative Foundations of Educational Research (3)
• EDF7463 - Analysis of Survey, Record, and Other Qualitative Data (3)
• IDS7502 - Case Studies in Research Design (3)
• EDF7406 - Multivariate Statistics in Education (3)
• IDS 7502 - Case Studies in Research Design may be substituted with one of the approved research electives in Group A listed under Program Details EDF 7406 - Multivariate Statistics in Education may be substituted with one of the approved research electives in Group B listed under Program Details

Specialization

• EME6938ST2 - ST: Research on Advanced Learning Technologies (3)
• EME6938ST1 - Theoretical Foundations of the Learning Sciences (3)
• EME6938ST3 - ST: Metacognition (3)

Elective Courses

• Earn at least 6 credits from the following types of courses: Students will select at least 2 courses from the following disciplines: - Psychology (PSY) - Statistics (STA) [can include the SAS Data Mining Graduate Certificate (15 credit hours)] - Philosophy and Cognitive Science (PHI) [can include the Cognitive Sciences Graduate Certificate (18 credit hours)] - Computer Science (CS) - Multidisciplinary Neuroscience Alliance (MDNA) interdisciplinary program

Dissertation

• Earn at least 15 credits from the following types of courses: EME 7980 - Dissertation Research Doctoral students must present a prospectus for the dissertation to the doctoral adviser, prepare a proposal and present it to the dissertation committee, and defend the final research submission with the dissertation committee.
• To enter candidacy for the PhD, students must have an overall 3.0 GPA on all graduate work included in the planned program and pass all required examinations. Examinations will be scheduled by the student and major adviser. The associate dean for graduate studies and research must be notified of the date and location of the exam 30 days in advance. Students must be enrolled in the university during the semester an examination is taken. The following are required to be admitted to candidacy and enroll in dissertation hours: - Submission and completion of approved program of study, except for dissertation hours. - Successful completion of the candidacy examination. - The dissertation advisory committee is formed, consisting of approved graduate faculty and graduate faculty scholars. - Satisfactory progress toward the independent learning requirements as evidenced by the annual accomplishments and activities report.

Candidacy Examinations

• All PhD candidates will be required to complete two examinations. Please note that there may be variations in length of exam time and content based on the respective requirements of each track. - Research in the Specialization—8-hour written examination. - Specialization—3-hour oral examination.

Grand Total Credits: 54

Application requirements, financial information.

Graduate students may receive financial assistance through fellowships, assistantships, tuition support, or loans. For more information, see the College of Graduate Studies Funding website, which describes the types of financial assistance available at UCF and provides general guidance in planning your graduate finances. The Financial Information section of the Graduate Catalog is another key resource.

Fellowship Information

Fellowships are awarded based on academic merit to highly qualified students. They are paid to students through the Office of Student Financial Assistance, based on instructions provided by the College of Graduate Studies. Fellowships are given to support a student's graduate study and do not have a work obligation. For more information, see UCF Graduate Fellowships, which includes descriptions of university fellowships and what you should do to be considered for a fellowship.

• EDF 7406 - Multivariate Statistics in Education 3 Credit Hours
• EDF 7405 - Quantitative Methods II 3 Credit Hours
• EDF 7410 - Application of Nonparametric and Categorical Data Analysis in Education 3 Credit Hours
• EDF 7415 - Latent Variable Modeling In Education 3 Credit Hours
• EDF 7473 - Ethnography in Educational Settings 3 Credit Hours
• EDF 7474 - Multilevel Data Analysis In Education 3 Credit Hours
• EDF 7488 - Monte Carlo Simulation Research in Education 3 Credit Hours
• SPA 7495 - Doctoral Seminar II: Spoken and Written Language Disorders 3 Credit Hours (Communication Sciences Track students only)
• IDS 7938 - Research Cluster Seminar 3 Credit Hours

Independent Learning

During their program of study, PhD students are required to meet the following requirements for independent learning to enter candidacy, including:

• Submitting a manuscript that is deemed appropriate by at least one program faculty member for publication in a peer-reviewed journal.
• Presenting research in at least one international, national or state conference.
• Presenting at university and/or college research symposiums annually.
• Providing service to professional organization, community partner, and/or program.
• Documenting and presenting independent learning accomplishments and activities along with development of an individual research agenda deemed satisfactory by at least two or more program faculty on an annual basis.

M.Ed. or Ph.D. in Learning Sciences & Human Development

What you can earn, credits earned, time commitment, upcoming deadline, improve the lives of real people in real places.

Learning Sciences and Human Development is a graduate study option that focuses on the nature and interaction of learning, development, and culture in a variety of settings. We study learning and development where they happen: in families, communities, workplaces, and schools from pre-school to college.

We are an interdisciplinary group working at local, state, national, and international levels with a shared focus on equity. Our research approaches are diverse, from ethnography to design-based research to survey and experimental methods.

Despite this diversity, we are unified in our interest and commitment to how our work can improve the lives of real people in real places. We involve students in innovative research around these issues, supported by federal, state, and private funding sources.

After graduation

Our students gain technical and intellectual foundations for practice in a variety of research and educational settings. Graduates of the master's program can be found working as educators in settings such as museums and nonprofit organizations and as researchers and consultants in public and private sector positions ranging from schools to software design. Graduates of the doctoral program often take university faculty positions.

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We're excited that you're interested in our program! By joining our mailing list, you can receive updates on info sessions, deadlines, financial aid and more!

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Master's degree students experience a unique blend of two specializations within the field of education research, both with a strong focus on issues of equity. The program comprises an articulated sequence of courses and experiences designed to allow full-time students to graduate in two years.

Ph.D. students in work closely with their advisors to create highly tailored programs of study that include intermediate and advanced coursework in LSHD as well as outside coursework to gain broader perspective and deeper insight into specialized topics.

The LSHD M.Ed. Course of Study  details required and recommended courses and sequence. It includes required core courses in Learning Sciences and Human Development:

• EDPSY 542A  Proseminar in Learning Sciences & Human Development
• EDPSY 501 Human Learning and Educational Practice
• EDPSY 502 Developmental Foundations of Early Learning
• EDPSY 503 Culture, Learning and Development 
• EDPSY 532 Adolescence and Youth       

Also required is a year-long cohort-based seminar (EDPSY 581) designed to facilitate students’ navigation of the program, at least one course in the foundations of education (e.g., Education as a Moral Endeavor, History of Education, Philosophy of Education, Sociology of Education, or Foundations of Curriculum and Instruction), and two quantitative research methods and one qualitative research methods course (EDPSY 490 Basic Educational Statistics, EDPSY 517 Applied Measurement in Educational Research, and either EDPSY 581 Design-Based Research I or EDLPS 558 Introduction to Qualitative Methods).

Additional coursework reflects four  intellectual strands with multiple areas of focus within each:

•   Culture and Learning within and across Domains
•   Culture and Development across the Life Course
•   Learning across Environments
•   Learning to Resist Opression & Promote Cultural Resurgance

Students must have a specialization (3-4 courses in one major strand ), plus at least one course in two other supplemental strands .  Additional courses in research methods are recommended, tailored to the interests and goals of individual students. See the above course of study for suggested courses in each strand.

Ph.D. students in Learning Sciences and Human Development work closely with their advisors to create highly tailored programs of study that include intermediate and advanced coursework in LSHD as well as outside coursework to gain broader perspective and deeper insight into specialized topics. 

• COE specific requirements and milestones for Ph.D. students  
• LSHD Ph.D. Course of Study

Admission requirements and process

• A bachelor's degree is required for the Master of Education (M.Ed.) program
• A master's degree is required for the doctorate program
• Your degree can be in-process at the time of your application but must be completed before the program starts.
• Include one from each institution from which you've earned a degree and one from every institution you have attended in the previous 5 years.
• Your transcripts must include your name, coursework and degree (if completed)
• If you are offered admission, the UW Graduate School will request an official transcript from your most recent degree earned

The UW Graduate School requires a cumulative GPA of 3.0, or 3.0 for your most recent 90 graded quarter credits (60 semester credits). However, we review your application holistically. If your GPA is below 3.0, contact us at [email protected] for advice on how to strengthen your overall application by connecting with a Graduate Admissions Advisor.

During the online application process, you will be given instructions for adding your recommenders and getting their letters submitted electronically.

A current academic and professional resume or vita is required. In addition to educational degrees and professional experience, you should include a listing of all relevant awards, publications, presentations or other achievements that will help us evaluate your application.

• 1-2 pages for M.Ed.
• 3-5 pages for Ph.D.

Admissions committees use your statement of purpose, along with other evidence, to determine whether your goals are well-matched with our programs. Your statement should address goals, relevant experience, future plans and how the desired specific program meets your needs. Be sure to include personal experiences that have prepared you for the challenge of graduate school, topics like:

• Scholarly interests
• Career goals
• Your match for the program
• Faculty interests

While optional, you can add to your application by submitting a personal history statement with each application. This statement should address your intellectual growth and development, inclusive of and beyond your academic goals. Speak to topics like:

• Educational, cultural and economic opportunities and disadvantages you've experienced
• Ways these experiences affected the development of your special interests, career plans and future goals.

Statements should be no longer than two pages long. And while there are no standard formatting requirements, we encourage double-spaced text with a legible font.

Doctoral candidates must submit one sample of scholarly writing (e.g., course papers, articles, essays). The sample should demonstrate how well you can analyze or synthesize and critically reflect on information. The writing sample must have been written by you alone.

If you have no appropriate examples of scholarly writing, we urge you to consider preparing a medium-length (10-12 page) critical essay review of a book that you feel is central to your interests in education. The writing sample will be uploaded in your online application. Faculty will only review one writing sample. 

• Gather all required documents
• Visit the Graduate School website
• Log into your account or create a new profile if you are a first-time applicant
• Complete all steps in application process and upload your documents
• You may request a fee waiver during the application process
• Submit your application

Here is our general timeline for decisions. Have questions about the process? Visit our graduate admissions page .

Step 1: Application processing

• Within 7 business days after the deadline, we will check if your application if fully complete
• We will email you whether your application is complete or incomplete
• If your application is missing anything, you will have a short amount of time submit these items
• You can also log into the online application and check your status and see any missing items

Step 2: Application review

• Committees begin reviewing applications about three weeks after the deadline
• You will receiving an email when your application has entered the review phase

Step 3: Decision notification

• The final decision will be emailed to you
• Your status will also be updated in the online application

We value and welcoming applications from international students! If you are applying from outside the United States, there are additional requirements and application materials.

• At minimum, you must have the equivalent of a U.S. bachelor's degree (a four-year degree from an institution of recognized standing)
• The national system of education in the foreign country
• The type of institution
• The field of study and level of studies completed
• International transcripts must be submitted in the original language.
• Your transcript should include date of graduation and title of the awarded academic degree
• If your transcript is not in English, you must also provide a certified English translation
• You do not need to have your transcript evaluated for the degree by an agency

Per  UW Graduate School policy , you must submit a demonstration of English language proficiency if your native language is not English and you did not earn a degree in one of the following countries:

• United States
• United Kingdom
• New Zealand
• South Africa
• Trinidad and Tobago

The following tests are accepted if the test was taken fewer than two years ago:

• Minimum score: 80
• Recommended score: 92+
• The UW's 4-digit code is 4854
• University of Washington All Campuses, Organisation ID 365, Undergrad & Graduate Admis, Box 355850, Seattle, WA, 98105, United States of America
• Minimum score: 6.5
• Recommended score: 7.0+
• School information for submission: University of Washington, All Campuses Undergraduate & Graduate Admission Box 355850 Seattle, WA 98195
• Minimum score: 105
• Recommended score: 120+
• Follow the instructions on the Duolingo website to submit your scores

If apply and are offered admission to UW, you will need to submit a statement of financial ability.

Costs and funding

We are a tuition-based program. Estimated tuition rates are based on your residency: 

• Washington state residents: $19,584 per year
• Out-of-state students: $35,352 per year

Estimates are subject to change and may differ due to course load and summer quarter enrollment. Estimates include building fees, technology fees, U-Pass, etc. Additional program-specific fees are not included in this estimate.

View the UW tuition dashboard → Visit the Office of Planning & Budgeting →

Federal financial aid is available for students. Visit the UW Financial Aid website for information and resources. The College of Education also provides scholarship and other funding opportunities.

Graduate Student General Scholarships

Program faculty.

Edmundo M. Aguilar

Filiberto Barajas-López

Jondou Chen

Emma Elliott

Katie Headrick Taylor

Nancy Hertzog

Kara Jackson

Brinda India Jegatheesan

Gail E. Joseph

Elham Kazemi

Katherine Lewis

Carlos Martínez-Cano

Jodi Burrus Newman

Soojin Oh Park

Holly Schindler

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PhD in Educational Psychology, Learning Sciences

On this page: Admission Requirements | Applying | Tuition & Fees

The PhD in Educational Psychology, Learning Sciences specialization emphasizes the development of research skills and supports both basic and applied research pertaining to all domains of educational psychology. It aims to develop graduates who can demonstrate:

• Broad scholarship in planning and implementing basic and applied research on problems of cognition, teaching, learning, and human development.
• Mastery of current theoretical issues in educational psychology and their historical development.
• A detailed knowledge of their selected concentration.

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Educational & counselling psychology.

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Berkeley School of Education

Learning sciences and human development.

Faculty study, design and participate in transformative approaches to individual and social development, approaches within schools and classrooms, and across diverse sites and contexts in communities, workplaces and social movements. Students will examine how to promote equity and honor socio-cultural and linguistic diversity; transform schools, technology, and other educational spaces; support teachers as learners; and foster promising social futures for all youth.

To find a faculty member who is an expert in the area, click on the titles below.

Cognitive, human, and social development.

* Faculty available to advise new doctoral students.

Mathematics and Science Education

Dor Abrahamson * Andrea diSessa Marcia Linn * Kathleen Metz Zachary Pardos * Michael Ranney Geoffrey B. Saxe Alan Schoenfeld Tesha Sengupta-Irving* Michelle Hoda Wilkerson* Mark R. Wilson *

Teacher Learning and Education

Dor Abrahamson * Travis J. Bristol Anne E. Cunningham Sarah W. Freedman Kris D. Gutíerrez * Marcia Linn * Jabari Mahiri Rick Mintrop Thomas M. Philip* Elisa Salasin Alan Schoenfeld Tesha Sengupta-Irving* Katherine Suyeyasu Michelle Hoda Wilkerson* Frank C. Worrell * Chunyan Yang

Technology and Digital Media

Dor Abrahamson * Kris D. Gutíerrez * Glynda Hull * Marcia Linn * Jabari Mahiri Zachary A. Pardos * Thomas M. Philip* Michael Ranney Michelle Hoda Wilkerson*

College of Education

Learning Sciences and Educational Psychology

The Learning Sciences and Educational Psychology program draws from multiple disciplines to study how, when, and why people learn both in and out of school.

Our students come from diverse fields and professional backgrounds, with shared interest in cognition, design, and learning environments. In our program, students apply learning theories and design principles in projects of their choosing under the mentorship of our faculty.

Educational Psychology Minor

An undergraduate minor to enhance understanding of learning, development, assessment, and learning environments.

• MA Learning Sciences and Educational Psychology

A master’s preparing professionals to design, implement, or evaluate learning materials and environments

• PhD Learning Sciences and Educational Psychology

A terminal doctorate preparing scholars for careers in academia, industry, museums, and beyond.

Graduate Certificates

• Certificate in Online Teaching

Online certificate to gain skills in designing and facilitating online instruction for anyone who has completed a four-year degree.

Graduate Certificate in College Teaching

The Graduate Certificate in College Teaching provides the necessary coursework and supervised experiences to prepare graduate students for careers in post-secondary education.

Faculty and Research

Our Learning Sciences and Educational Psychology faculty reflect the multi-disciplinary nature of the field, applying various lenses and approaches to the study of learning in diverse contexts.

To see associated faculty, please:  Visit Faculty Listing

Areas of expertise include:

• Cognition, learning, and development
• Collaborative learning
• Conceptual change
• Design-based research
• Learning in the disciplines
• Learning technologies & environments
• Meaning making
• Multi-modal learning

The Network of Academic Programs in the Learning Sciences (NAPLeS) is a network of PhD and Master’s programs in the Learning Sciences.

DeLTA Center

The DeLTA (Development and Learning from Theory to Application) Center is an interdisciplinary research community at the University of Iowa

Admissions and Application

For general admissions information, please visit Graduate Admissions . Please visit the degree pages for specific admissions information:

• Educational Psychology - minor

Financial Support

The faculty of the Learning Sciences and Educational Psychology program strive to provide financial aid to as many students as possible. The major sources of funding are teaching and research assistantships. In addition, students frequently obtain professionally relevant employment in the Iowa City area. We encourage all students to consult with their advisors prior to taking employment. In general, financial aid in the form of teaching and research assistantships is available to students for no more than two years of work toward an M.A. degree and for no more than four years of work toward a Ph.D. degree. General information about financial aid for graduate students may be found at the  UI Graduate Admissions' website .

Research and teaching assistantships:   Each year, the program is able to support a number of students as research and teaching assistants. In general, research assistants are supported with funds that faculty members obtain through external grants and contracts. Thus, the number of research assistantships available fluctuates from year to year. Generally, the students appointed to these assistantships have been in the program long enough to acquire the skills that enable them to contribute to the research program. The duties of teaching assistants range from grading to taking full responsibility (with appropriate supervision and support) for teaching a section of a course. Again, first-year students rarely have the skills and background necessary for appointment as teaching assistants. Students are encouraged, through coursework and other experiences, to gain research and teaching skills that will make them eligible for appointment to these assistantships. In most years, some research assistantship or fellowship funds are available especially to support first-year Ph.D. students.

Assistantships   for a 25% time or greater appointment qualify the student assistant and his or her spouse for in-state resident tuition, which is substantially lower than out-of-state tuition. Compensation for student assistants also includes a health-care plan and, in some cases for students with children under 24 months of age, a modest contribution toward child-care costs.

Special Graduate Assistantships   are open to graduate students pursuing an advanced degree offered by the College of Education. These assistantships are half-time appointments (i.e., 20 hours). During the assistantship, students pursue both individual and collaborative research projects with a faculty advisor. Summer support is not available through this program. The application must be filed on a special form obtained from:

The Chair of the Selection Committee 334 Lindquist Center, The University of Iowa Iowa City IA 52242-1529 Tel: 339/335-6010

The   deadline   for completed applications is usually in February. Students should file these applications at the time they apply for admission to the program.

Each year, the program is able to support a number of students as research and teaching assistants. In general, research assistants are supported with funds that faculty members obtain through external grants and contracts. Thus, the number of research assistantships available fluctuates from year to year. These assistantships follow the same general guidelines as the special research assistantships. Summer support may not be available. Unlike the special graduate assistantships, no special form is required. If they indicate an interest, all applicants to the Educational Measurement and Statistics program are considered for these assistantships.

Several   Fellowships   are available in addition to these assistantships. These include Graduate Opportunity Fellowships for minority students and University of Iowa Fellowships. The University of Iowa Fellowship involves a four-year waiver of tuition, plus a stipend. The faculty will review your materials when complete and will forward to you the necessary forms to enable you to apply to either of these fellowships for which you may be qualified.

Please review the required supplemental documents above before starting the general graduate application. To begin the application process, set up an account with an existing email address and password

Ferguson’s research inspired by caring for mother with dementia

Eight faculty-led projects funded by Seeding Excellence Initiative

Kelly recognized with UI's highest teaching honor

Lira receives NSF grant to advance learning technologies

Program resources, academic related links.

• American Educational Research Association
• American Psychological Association
• Cognitive Science Society
• International Society of the Learning Sciences
• Journal of Educational Psychology
• Mid-Westem Educational Research Association

COE Resources

• The   Blommers Measurement Resource Library   contains a collection of books, journals, and reference materials related to educational testing and assessment as well as an extensive collection of published and unpublished tests. The laboratory is staffed by a full-time professional librarian.
• The Connie Belin and Jacqueline N. Blank Center for Gifted Education and Talent Development   provides teacher training and direct services to gifted students. A variety of experiences including practica and research assistantships are available to graduate students.
• Professional Development @ the TLC   provides graduate students a comprehensive job seeking resource.  From résumé and CV samples, templates and critiquing service, to programs that address all aspects of the academic and professional job search, to several publications and video programs that inform and guide every step of the job search.  They also offers students a Letter Service for professional letters of recommendation.  For more information on the services offered, stop by N140 LC or visit our website.
• Computer Resource Laboratory that contains networked microcomputers and terminals linked to the University's network. The lab is used by faculty and students for research and instruction.
• The Video Production Laboratory consists of a 2,000-square-foot television facility and an audio recording studio. The lab is used for instruction and to produce instructional programs.
• The Media Laboratory houses a variety of instructional equipment and facilities for students and faculty to develop skills in the design and production of instructional materials.
• Iowa Testing Programs   develop the Iowa Tests of Basic Skills and the Iowa Tests of Educational Development. The programs also provide analytic and consultative services associated with the interpretation and use of test scores. These activities support a number of unique opportunities for student research.

Learning Sciences and Educational Psychology Program Handbook

Admissions Coordinator

Matthew Lira 353 Lindquist Center 319-335-5557 [email protected]

Program Coordinator

Kathy Schuh N304 Lindquist Center 319-335-5667 [email protected]

For admissions and application questions, please contact: [email protected] .

We're here to help.

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Professorship for Learning Sciences and Higher Education

Eth zurich - epfl joint doctoral program in the learning sciences.

Learning Sciences  is an emerging, interdisciplinary research area that focuses on developing a multi-faceted understanding of learning as it happens in the real world, as well as designing, implementing and improving learning environments.

The ETH Zurich - EPFL Joint Doctoral Program in the Learning Sciences (JDPLS) educates a new generation of dual-discipline scientists, who will bring together knowledge and methods from multiple disciplines such as psychology, education, computer science and data science to answer questions of how people learn and hence how to teach in the digital age. This doctoral program is directed towards students from any field of science or engineering who are highly motivated towards addressing the challenges in education that arise from the digitization of society. Research in the JDPLS emphasizes bridging the gap between fundamental and translational research. Our doctoral students are trained to lead the transformation in all parts of our education systems including schools, universities, workplace and informal learning spaces.  

Program Directors

Prof. Dr. Manu Kapur  (ETH Zurich)

external page Prof. Dr. Pierre Dillenbourg call_made  (EPFL)

Founding Chair 

Prof. Dr. Manu Kapur (ETH Zurich)

Executive Director

external page Dr. Richard Lee Davis call_made (EPFL)

Program Managers

Sara May  (ETH Zurich)

external page Emma Sorrentino call_made  (EPFL)

US News & World Report Releases 2024 Rankings Of America’s Best Grad Schools

Texas A&M University is one of the nation’s leaders in graduate education, according to the latest rankings from U.S. News & World Report.

The university has 33 programs in the Top 50 spanning across agriculture, business, computer science, education, health, law, political science, public affairs, psychology, science, and veterinary medicine. U.S. News announced this week that the release of rankings for engineering, medical and clinical psychology will be delayed.

In its Best Graduate Schools ranking, the publication placed 10 of Texas A&M’s graduate programs in the Top 20; among those, six are Top 10:

College of Arts and Sciences

• Industrial and organizational psychology, No. 7 (No. 6 public)
• Inorganic chemistry, No. 5 (No. 2 public, No. 1 in Texas)
• Nuclear physics, No. 7 (No. 6 public, No. 1 in Texas)

School of Law, overall No. 26

• Dispute resolution, No. 5 (No. 3 public, No. 1 in Texas)
• Intellectual property, No. 6 (No. 2 public, No. 1 in Texas)

School of Veterinary Medicine and Biomedical Sciences, overall No. 10 (No. 9 public, No. 1 in Texas)

According to U.S. News , the rankings are based on expert opinion on program excellence and statistical indicators that measure the quality of a school’s faculty, research and students. Texas A&M currently enrolls 16,762 graduate and professional students (fall 2023), in more than 170 master’s, 94 doctoral and five professional degree programs.

“I’m so proud of our graduate students, the world-class faculty who mentor them and the outstanding programs that set them on a path to success in their chosen fields,” said Gen. (Ret.) Mark A. Welsh III, president of Texas A&M University. “Post-graduate education at Texas A&M contributes immeasurably to our research enterprise and our teaching and service missions. Congratulations to the students, faculty and staff whose work is reflected not just in rankings, but each and every day on our campuses and in the world at large.”

Texas A&M School of Law in Fort Worth, which has seen a remarkable rise in the U.S. News rankings, this year rose three spots overall, an increase of 57 spots in five years.

The Bush School of Government and Public Service, which ranks No. 26 overall in public affairs, has seen gains this round in non-profit management, up six places to No. 21. “The Bush School continues to make strides as a world-class Public Affairs school,” said Frank B. Ashley III, interim dean. “Employers know that graduates of our Public Service and Administration program are career-ready leaders with a passion for public service.”

Other notable rankings include:

• Analytical chemistry, No. 11 (No. 10 public)
• Applied mathematics, No. 13 (No. 6 public)
• Legal writing, No. 11 (No. 7 public, No. 1 in Texas)
• Marketing, No. 29 (No. 9 public)
• Management, No. 27 (No. 11 public)
• Statistics, No. 13 (No. 7 public, No. 1 in Texas)

View the full rankings for Texas A&M here and review the U.S. News methodology here .

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UT’s Excellence and Impact On Display in Latest Graduate School Rankings

AUSTIN, Texas — The University of Texas at Austin continues to be one of the premier schools for graduate studies, according to U.S. News & World Report’s partial release of its most recent “Best Graduate Schools.” UT made gains in several disciplines, including the College of Education’s jump into the top 10.

U.S. News has delayed release of its engineering, medicine and clinical psychology rankings, areas in which the University has historically achieved No. 1 and top 10 rankings.

Even with the partial release of the graduate rankings, UT maintained its top 10 spot for five colleges and schools: the College of Education (No. 8); the School of Information (No. 5); the Steve Hicks School of Social Work (No. 8); the College of Pharmacy (No. 6); and the Jackson School of Geosciences (No. 7), ranked under Earth Sciences. Three specialties ranked No. 1 in the country: Accounting, Latin American History and Sociology of Population. Overall, the University has 42 graduate schools and specialty programs ranked in the top 10 when combined with previous years.

“These rankings are striking and reflect our ability to continue to attract exceptional faculty and students. Our excellence is evident in our set of more than 40 schools, programs and specialties ranked in the top-10 in this partial release alone, including several that are the best in the country, if not the world,” said President Jay Hartzell. “Our talent is what puts UT at the leading edge of discovery in AI and robotics, life sciences, population research, and many other disciplines that are at the forefront of solving many of the world’s most pressing problems and bettering society.”

Among the highlights in this year’s rankings:

• The College of Education is now ranked in the top 10, moving up eight spots to No. 8.
• The McCombs School of Business moved up four ranks to No. 16 overall.
• The Information Systems MBA program in the McCombs School of Business is ranked No. 4 this year, marking 31 years that it has ranked in the top 5. Accounting has been ranked No. 1 for 18 years.
• The College of Pharmacy moved up one spot to No. 6. Computer Science moved up one rank to No. 7.
• The Nursing master’s program rose six spots to No. 14.

U.S. News & World Report’s graduate rankings, which are published separately from the yearly ranking of undergraduate programs, are considered the gold standard of graduate and professional rankings. They are based on surveys of academic leaders and, for select programs, additional quantitative measures including placement test scores, student/faculty ratios, research expenditures, salary by profession and job placement success.

The publication updates some of its specialty rankings each year and republishes the most recent rankings in other areas. The rankings for engineering, medicine and psychology will be released at a later date, according to U.S. News.

Graduate schools, programs and specialties that U.S. News ranked in the top 25 are listed below.

Business – 16

• Accounting – 1
• Business Analytics – 8
• Entrepreneurship – 10
• Finance – 13
• Information Systems – 4
• Management – 11
• Marketing – 11
• Production/Operations – 15
• Project Management – 4
• Real Estate – 8
• Supply Chain/Logistics – 16
• Executive MBA – 15
• Part-Time MBA – 7

Education – 8

• Counseling – 15
• Curriculum/Instruction – 12
• Education Policy – 9
• Educational Administration/Supervision – 5
• Educational Psychology – 6
• Elementary Teacher Education – 10
• Higher Education Administration – 14
• Secondary Teacher Education – 10
• Special Education – 7

Health Disciplines (other than Nursing)

• Audiology – 12
• Pharmacy (College of Pharmacy) – 6
• Social Work (Steve Hicks School of Social Work) – 8
• Speech-Language Pathology – 14
• Business/Corporate Law – 17
• Constitutional Law – 11
• Contracts/Commercial Law – 15
• Criminal Law – 20
• Intellectual Property Law – 15
• International Law – 25
• Tax Law – 13

Library and Information Studies Schools (School of Information) – 5*

• Archives and Preservation – 4*
• Digital Librarianship – 7*
• Information Systems – 8*
• Master’s – 14

Public Affairs – 13

• Public Policy Analysis – 15

The Sciences

Biological Sciences – 25*

• Ecology/Evolutionary Biology – 8*

Chemistry – 16*

• Analytical – 4*
• Inorganic – 14*
• Organic – 20*
• Physical – 14*

Computer Science – 7

• Artificial Intelligence – 9
• Programming Language – 7
• Systems – 10

Earth Sciences (Jackson School of Geosciences) – 7*

• Geochemistry – 13*
• Geology – 2*
• Geophysics and Seismology – 5*
• Paleontology – 3*

Mathematics – 13*

• Algebra – 19*
• Analysis – 8*
• Applied Math – 7*
• Topology – 8*

Physics – 13*

• Cosmology/Relativity/Gravity – 10*
• Condensed Matter – 22*

Statistics – 27* 

Social Sciences and Humanities

Economics – 22*

English – 17*

• American Literature After 1865 – 18*

History – 11*

• African American History – 10*
• Latin American History – 1*
• Modern U.S. History – 16*

Political Science – 19*

• American Politics – 20*
• Comparative Politics – 18*

Psychology – 23*

• Behavioral Neuroscience – 8*
• Social Psychology – 9*

Sociology – 11*

• Sociology of Population – 1*
• Sex and Gender – 6*
• Social Stratification – 13*

Fine Arts – 23*

• Sculpture – 6*

*Ranking not revised for 2024-25. Based on latest available ranking.

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Kumarini “Kumi” Silva named Royster Distinguished Professor for Graduate Education

By Andy Little

The Graduate School has named   Kumarini “Kumi” Silva   as  the  Caroline H. and Thomas S. Royster Distinguished Professor for Graduate Education .  Silva’s three-year term will begin on July 1, 2024.

Silva is an associate professor in the department of communication, housed within the College of Arts and Sciences, where she teaches both undergraduate and graduate level courses. Silva also serves as an adjunct associate professor in the department of women’s and gender studies and is an affiliate of the department of Asian and Middle Eastern studies.  

As the Royster Distinguished Professor, Silva will be responsible for providing the overall academic vision for the premier doctoral fellowship at the University. Silva was drawn to the  Royster Society of Fellows  due to the highly interdisciplinary nature of the fellowship. Silva’s own interdisciplinary research is based in cultural theory and cultural politics of identity.   

“I read about something that’s not specific to my research or specifically in my area; there’s something from that work that I can draw. There’s always a connection. I love that,” she said.  

The University’s reputation in research and a desire to invest in its graduate students drew Silva to UNC-Chapel Hill 13 years ago.   

“Royster has always been something that shaped my introduction to UNC-Chapel Hill,” Silva said. “My very first semester here, the Royster professorship was held by Julia Wood. She invited me to a seminar of Royster fellows to talk about job interviews and the process as a new faculty member who had just arrived. It was amazing to have these conversations with people who are so invested and interested.”    

During her tenure as Royster professor, Silva hopes to see the annual  Royster Global  conference continue to expand to additional countries. She also wants to encourage Royster fellows to team-teach an interdisciplinary  first-year seminar .   

“Three students from three different areas who approach a subject together and think about it. That is really about furthering knowledge production. That’s an enduring kind of impact.”  

Silva looks forward to getting to know the nearly 100 Royster fellows, learning about their lives and the connections between their lives and their research.   

“That is one of the great joys in my life. I don’t think we should separate our research from a sense of self, who we are and our lives. I find it wonderful to learn about how people got to where they are and why they are doing what they do.”  

As the sixth Royster professor, Silva will assume duties from  Tori Ekstrand , associate professor in the UNC Hussman School of Journalism and Media.   

The Royster Society of Fellows was created through the vision and generosity of Dr. and Mrs. Thomas S. Royster in 1996. Beth Mayer-Davis, Ph.D., is dean at The Graduate School, which was founded in 1903.  

By The Graduate School

Machine Learning & Data Science Foundations

Online Graduate Certificate

Be a Game Changer

Harness the power of big data with skills in machine learning and data science, your pathway to the ai workforce.

Organizations know how important data is, but they don’t always know what to do with the volume of data they have collected. That’s why Carnegie Mellon University designed the online Graduate Certificate in Machine Learning & Data Science Foundations; to teach technically-savvy professionals how to leverage AI and machine learning technology for harnessing the power of large scale data systems.   

Computer-Science Based Data Analytics

When you enroll in this program, you will learn foundational skills in computer programming, machine learning, and data science that will allow you to leverage data science in various industries including business, education, environment, defense, policy and health care. This unique combination of expertise will give you the ability to turn raw data into usable information that you can apply within your organization.  

Throughout the coursework, you will:

• Practice mathematical and computational concepts used in machine learning, including probability, linear algebra, multivariate differential calculus, algorithm analysis, and dynamic programming.
• Learn how to approach and solve large-scale data science problems.
• Acquire foundational skills in solution design, analytic algorithms, interactive analysis, and visualization techniques for data analysis.

An online Graduate Certificate in Machine Learning & Data Science from Carnegie Mellon will expand your possibilities and prepare you for the staggering amount of data generated by today’s rapidly changing world. 

A Powerful Certificate. Conveniently Offered. 

The online Graduate Certificate in Machine Learning & Data Science Foundations is offered 100% online to help computer science professionals conveniently fit the program into their busy day-to-day lives. In addition to a flexible, convenient format, you will experience the same rigorous coursework for which Carnegie Mellon University’s graduate programs are known. 

For Today’s Problem Solvers

This leading certificate program is best suited for:

• Industry Professionals looking to deliver value to companies by acquiring in-demand data science, AI, and machine learning skills. After completing the program, participants will acquire the technical know-how to build machine learning models as well as the ability to analyze trends.
• Recent computer science degree graduates seeking to expand their skill set and become even more marketable in a growing field. Over the past few years, data sets have grown tremendously. Today’s top companies need data science professionals who can leverage machine learning technology.   

At a Glance

Start Date May 2024

Application Deadlines Rolling Admissions

We are still accepting applications for a limited number of remaining spots to start in Summer 2024. Apply today to secure your space in the program.

Program Length 12 months

Program Format 100% online

Live-Online Schedule 1x per week for 90 minutes in the evening

Taught By School of Computer Science

Request Info

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

Program Name Change

To better reflect the emphasis on machine learning in the curriculum, the name of this certificate has been updated from Computational Data Science Foundations to Machine Learning & Data Science Foundations.

Although the name has changed, the course content, faculty, online experience, admissions requirements, and everything else has remained the same. Questions about the name change? Please contact us.

Looking for information about CMU's on-campus Master of Computational Data Science degree? Visit the program's website to learn more.  Admissions consultations with our team will only cover the online certificate program.

A National Leader in Computer Science

Carnegie Mellon University is world renowned for its technology and computer science programs. Our courses are taught by leading researchers in the fields of Machine Learning, Language Technologies, and Human-Computer Interaction. 

Number One  in the nation for our artificial intelligence programs.

Number One  in the nation  for our programming language courses.

Number Four  in the nation for the caliber of our computer science programs.

MSEd in Learning Sciences

• Graduate & Professional
• Teaching, Learning, and Education
• MSED in Learning Sciences

About the Program

The first program of its kind in the nation, Northwestern's Learning Sciences concentration prepares students to advance the understanding and practice of teaching and learning through five core areas: theory, design, socio-cultural aspects of learning, cognition, and research. Electives allow students to explore topics such as the design of learning environments, educational technology, educational research, or another area of interest.

• Attend an Info Session
• Apply to the Program

At a Glance

Full and part-time paths.

The standard pathway for Learning Sciences is one year, full-time. Some students choose to extend their studies to two years, part-time.

Our Guiding Commitments

Advance equity and social justice.

Recognize that teaching grounded in equity and social justice is essential in rigorous learning of subject matter in any setting.

Understand Learning and Human Development

Understand human development as a process of maturation within a network of areas: physical, psychological, emotional, cultural, social, and political.

Engage Within and Across Communities

Learn about the community in which a school resides to inform relational and instructional interactions with students and families.

Foster Subject Matter Sensemaking

Support the growth of children's skills, competencies, and disciplinary understandings as connected to rigorous and meaningful activities.

Meet your Advisor

“ "Learning Sciences students are educational design innovators who are dedicated to enhancing the educational experience in diverse settings for all learners."”

Phone Number 847-467-1458

Email [email protected]

Address 618 Garrett Place Evanston, IL 60208

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Nursing Rises in ‘U.S. News’ Best Graduate Schools Rankings

April 9, 2024    |   By Mary Therese Phelan

Continuing its mission of shaping the nursing profession and the health care environment by developing leaders in education, research, and practice, the University of Maryland School of Nursing (UMSON) has again ranked in the top 10 across the board for public schools of nursing — and moved up in all six categories in which the school is ranked — in the newly released 2024 edition of U.S. News & World Report ’s “ America’s Best Graduate Schools ,” out of 651 accredited nursing schools surveyed.

Both UMSON’s Doctor of Nursing Practice (DNP) and its Master of Science in Nursing (MSN) programs climbed in the rankings among all schools surveyed, with DNP tied at No. 8 (up from No. 15 last year) and MSN at No. 20 overall (up from No. 25 last year). Among public schools of nursing, the DNP program is tied at No. 4 and the MSN is ranked No. 9.

Two UMSON specialties lead the way in the rankings, both ranked No. 1 (tied) nationwide among public schools of nursing:

• The DNP Adult-Gerontology Primary Care Nurse Practitioner specialty, tied at No. 4 among all ranked schools
• The MSN Health Services Leadership and Management specialty, No. 2 among all ranked schools

UMSON also is ranked in the top 10 among public schools of nursing for its:

• Family Nurse Practitioner Doctor of Nursing Practice specialty (No. 3)
• DNP Nurse Anesthesia specialty (No. 7, tied)

“It is gratifying to continue to be recognized nationally for our Doctor of Nursing Practice program and our Master of Science in Nursing program,” said Yolanda Ogbolu, PhD, NNP, FNAP, FAAN , the Bill and Joanne Conway Dean of the University of Maryland School of Nursing. “The School of Nursing plays a vital role in our collective efforts in Maryland and nationally to increase the number of nurses with advanced education, particularly at the doctoral level. It is essential that we have nurses who are well prepared to meet the changing needs of patients, their families, and our communities at a time when we face increasing complexity in our health care system, growing diversity in our population, and persistent gaps in access to needed care.”

The U.S. News & World Report rankings are based on a variety of indicators, including student selectivity and program size, faculty resources, and research activity, and on survey data from deans of schools of nursing that are accredited by the Commission on Collegiate Nursing Education or the Accreditation Commission for Education in Nursing.

In fall 2023 and early 2024, U.S. News surveyed 651 nursing schools with master’s or doctoral programs. In total, 292 nursing programs responded to the survey. Of those, 216 provided enough data to be included in the rankings of nursing master’s programs and 188 provided enough data to be eligible for inclusion in the ranking of DNP programs. Many institutions were ranked in both, using overlapping data.

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