Doctoral Degree: Mathematics, Science and Learning Technologies Concentration

MSLT prepares graduate students to improve the learning and instruction of Science, Technology, Engineering, and Mathematics (STEM) disciplines. To achieve that goal, we are deeply committed to research and scholarship, using both basic and applied research.

We put a premium on developing principled approaches to affect educational practice and pursuing rigorous theory building about educational phenomena. We apply such knowledge in developing state of the art instructional designs. These efforts grow from an understanding of educational practice and close work with practitioners in both formal and informal learning settings.

Importantly we recognized that certain social groups have been historically marginalized from STEM disciplines, education, and work. We seek to understand the processes and structures contributing to the systematic exclusion of these groups and to actively contribute to correcting such inequities. Our work draws from a variety of disciplines including cognitive science, sociology, anthropology, the learning sciences, psychology, and computer science.

Highlights

  • The MSLT concentration has excelled in gleaning funded research awards from influential agencies in MSLT research and development. Over the last 7 years we have been awarded:
    • 22 Federal grants (NSF, US DOE) totaling $13.2 million
    • 10 Commonwealth grants (MA DOE, MA BHE, Commonwealth Information Technology Initiative) totaling $1.8 million
    • 6 University grants totaling $57,000
  • The MSLT concentration faculty have  strong national and international reputations as scholars and researchers. For example, Professor Emeritus John Clement received a lifetime achievement award for his cumulative contributions to the field in science teaching and learning from the National Association for Research on Science Teaching and received the University’s Outstanding Accomplishments in Research and Creativity Award
  • The concentration offers doctoral and advanced candidates opportunities to engage in scholarly work within schools and with teachers and teacher candidates, allowing our work to inform and be informed by the knowledge of practitioners. Current research and scholarship projects are underway in areas such as:
    • How technology-, inquiry-, project-, and field-based science instruction serve to facilitate teacher and student learning and the legitimate participation in MSLT of all students, especially those usually marginalized--females, students of color, and those from low social economic means.
    • The design of digital learning environments to foster the development of creative thinking and inquiry-based habits of mind in the fields of science and technology.
    • The principles of instruction that enable students to develop visualizable models in science, including design principles for curriculum development, technological tools, and new pedagogical principles.
      The expansion of our theory of conceptual change processes common to three major subject areas in science and the development of an accompanying set of effective instructional strategies for teaching science.
      The teaching and learning of mathematics through purposeful engagement with statistical concepts, contexts, and tools. 

Program of Study

Credits Required: 57 credits

Course Number

Course Title

Credit Hours

Foundational MSLT Courses

15

Foundational Courses: 2 courses required, to be completed in the first 2 years of study

6

EDUC 738

Survey of Mathematics and Science Education Research

 

EDUC 792Q

Introduction to Research in Mathematics, Science, and Learning Technologies

 

Foundational Course*: 1 course required, minimum of 6 credits*

6

EDUC 693B

MSLT Research Practicum

 

Social Justice**: 1 course required (see examples of MSLT courses below)**

3

EDUC 693F

Teaching Social Justice Through Science, Technology and Mathematics

 

EDUC 704

Issues of Gender in Science and Science Education

 

MSLT Concentration Courses: 2 courses required in chosen field of study (see examples below)

Minimum 6

Mathematics Education (require approval)

 

EDUC 651

Teaching Mathematical Problem-Solving

 

EDUC 710

Seminar in Mathematics Education

 

EDUC 711

Recent Developments in Secondary Mathematics

 

EDUC 790A

Mathematics Curriculum Issues and Trends

 

Science Education (require approval)

 

EDUC 706

Workshop in Science Education

 

EDUC 725

Recent Developments in Secondary Science

 

EDUC 838

Seminar in Science Education

 

Learning Technology (require approval)

 

EDUC 693K

Designing Digital Media for Teaching and Learning

 

EDUC 737

Educational Media Theory

 

EDUC 897C

Seminar in Digital Media Learning

 

Elective Courses: 2 courses required, require approval (see examples below)

Minimum 6

EDUC 591SM

Introduction to Secondary Mathematics Education

 

EDUC 603

Computer Mediated Communication

 

EDUC 667

Theory of Learning and Teaching in STEM Education

 

EDUC 692K

Foundations and Theories of Learning

 

EDUC 693F

Teaching Social Justice Through Science, Technology and Mathematics

 

EDUC 694G

Theories of Interest and Motivation

 

EDUC 697CC

Secondary Mathematics Curriculum Topics and Innovations

 

EDUC 697ME

Professional Seminar in Mathematics Education

 

EDUC 697SE

Professional Seminar in Science Education

 

EDUC 704

Issues of Gender in Science and Science Education

 

EDUC 718

Action Research in Schools

 

EDUC 794C

Clinical Methods Study

 

EDUC 837

The Influence of the Social Context of Schools and the Politics of Reform […]

 

EDUC 897B

Research Topics in Science and Mathematics

 

Research Methods: 4 courses required (2 of which must be quantitative), require approval

Minimum 12

Quantitative Courses

 

EDUC 555

Introduction to Statistics

 

EDUC 632

Principles in Testing

 

EDUC 656

Introduction to Statistics II

 

EDUC 661

Quantitative Research Methods

 

EDUC 691MR

Mixed Methods

 

EDUC 731

Structural Equation Modeling

 

EDUC 771

Applied Multivariate Analysis I

 

EDUC 772

Applied Multivariate Analysis II

 

EDUC 794B

Survey Research Methods

 

Qualitative Courses

 

EDUC 619

Qualitative Research Methods

 

EDUC 718

Action Research

 

EDUC 791S

Using Video in Research and Teaching

 

EDUC 794C

Clinical Methods Study

 

EDUC 794D

Critical Discourse Analysis

 

EDUC 797A

Qualitative Data Analysis

 

EDUC 815

Ethnography (2 semesters)

 

Dissertation Credits

18

Minimum Total Credits

57

Prerequisite, Concentration or Other Requirements:

Students must complete 692K Theories of Learning or the equivalent as a prerequisite.

* One required foundational course to be taken each year until the student has his/her comprehensive proposal accepted.

** This course may be taken either within the MSLT concentration or another concentration within the College of Education (3 credits). This course must be approved by your advisor.

MSLT blog

Contact Information

Concentration Coordinator:  Florence Sullivan (Associate Professor)

Elementary Science Teacher Education: Kathy Davis (Associate Professor)
Learning Technologies (Doctoral): Florence Sullivan (Associate Professor) and Torrey Trust (Assistant Professor)
Mathematics Education (Master's/Licensure and Doctoral): John Francisco (Associate Professor) and Sandra Madden (Associate Professor)
Science Education (Master's/Licensure and Doctoral): Martina Nieswandt (Associate Professor)

Associated Faculty

John J. Clement (Professor Emeritus), Kathleen S. Davis (Associate Professor), John M. Francisco (Associate Professor), John Kudukey (Lecturer), Sandra Madden (Associate Professor), Martina Nieswandt (Associate Professor),  Howard A. Peelle (Professor), Florence Sullivan (Associate Professor)