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The MSLT doctoral program is a research-based program culminating in a Ph.D. Students specialize in mathematics education, science education, or learning technologies. It is also possible to design a customized program that addresses more than one area of specialization within MSLT or across the College of Education (e.g., focusing on mathematics education in higher education). Graduates of the MSLT doctoral concentration will demonstrate excellence in their content area, teaching, research, and scholarship that reflects critical examination of past and current theories and work, an engagement in new inquiry, and an active involvement in the ongoing work of mathematics education, science education and learning technology. Through coursework, practical experiences, assessments, comprehensive examination and dissertation work, graduates will demonstrate excellence in the following five key areas:
- Content Knowledge and/or Content Knowledge for Teaching: Graduates will demonstrate deep content knowledge and/or content knowledge for teaching and/or designing in their chosen field of study. Such knowledge, which builds the foundation for research and scholarship, includes the history and philosophy of their chosen field of study, and may include skills and competencies expected of pre- and in-service teachers, best practices to developing these skills and competencies, issues related to student learning, an understanding of assessment practices, knowledge of the use of technology in teaching and learning, ability to design curriculum and/or digital learning environments, and current debates in the fields of MSLT.
- Understanding of Social Justice Issues: Graduates will demonstrate an understanding of issues, problems or questions from multiple perspectives (e.g., economic, social, political, racial, ethnic, gender, disability, sexual orientation, or language) and within the context of a classroom, school, school district, work setting, and/or community. They will demonstrate the capacity to apply their knowledge in designing and implementing a project or investigation to improve the context.
- Becoming a Skillful and Creative Educational Researcher: Graduates will demonstrate expertise in educational research by developing skills in using sound methodologies to generate new knowledge in the fields of MSLT. They will seek opportunities to work with faculty on research projects, write conference presentations and publishable papers based on their own original research, present at conferences, and submit their work to peer-reviewed journals.
- Understanding of Foundational Theories and Works: Graduates will demonstrate an understanding of foundational theories and works in the fields of MSLT, teaching and learning, mathematics and science teacher education, design of digital learning environments, and other related disciplines. They will demonstrate excellence in summarizing, interpreting, and applying such theories and works to their scholarly work.
- Growing as a Professional: Graduates will demonstrate the capacity to apply their scholarly knowledge, contextual awareness, and research skills in developing and conducting studies in their chosen field. They will engage collaboratively with others both within and outside academia. And they will require competence in understanding and using ethical guidelines for the protection of human subjects in their scholarly work, especially when those research subjects are vulnerable minors.
Course of Study
All mathematics, science, and learning technologies doctoral students follow the same common course of study in addition to their specialty experiences and concentration electives.
| Course | Description | Credits |
|---|---|---|
| Prerequisite | ||
| EDUC 692K | Theories of Learning | 3 |
| Core Courses | ||
| EDUC 792Q | Intro to Research in MSLT | 3 |
| EDUC 738 | Survey of Math and Science Education Research | 3 |
| EDUC 693B | MSLT Research | 3 |
|
EDUC 693F OR EDUC 704 |
Teaching Social Justice Through Science, Technology, and Mathematics OR Issues of Gender in Science and Science Education |
3
|
| Quantitative Research Courses (2 of the following courses) | ||
| EDUC 661 | Quantitative Research Methods | 3 |
| EDUC 555 | Introduction to Statistics I | 3 |
| EDUC 656 | Introduction to Statistics II | 3 |
| EDUC 632 | Principles in Testing | 3 |
| EDUC 691MR | Mixed Methods | 3 |
| EDUC 731 | Structural Equation Modeling | 3 |
| EDUC 771 | Applied Multivariate Analysis I | 3 |
| EDUC 772 | Applied Multivariate Analysis II | 3 |
| EDUC 794B | Survey Research Methods | 3 |
| Qualitative Research Courses (2 of the following) | ||
| EDUC 619 | Qualitative Research Methods | 3 |
| EDUC 797A | Qualitative Data Analysis | 3 |
| EDUC 691 MR | Mixed Methods | 3 |
| EDUC 718 | Action Research in Schools | 3 |
| EDUC 794C | Clinical Methods Study | 3 |
| EDUC 794D | Critical Discourse Analysis | 3 |
| EDUC 815 | Ethnography (2 semesters) | 3 |
Specialty Experiences and Electives
In addition to the common course of study, students also choose two specialty experiences and two elective courses in consultation with their advisor depending on their concentration area.
Science Education
| Specialty Experiences (2 of the following courses in consultation w/ advisor) | ||
| EDUC 667 | Theories of Teaching and Learning in STEM | 3 |
| EDUC 706 | Workshop in Science Education | 3 |
| EDUC 725 | Recent Developments in Secondary Science | 3 |
| EDUC 697SE | Professional Seminar in Science Education | 3 |
| Electives (2 additional courses, can be Specialty Experiences) | ||
| EDUC 694G | Theories of Interest and Motivation | 3 |
| EDUC 722 | Research on Teacher Education | 3 |
| EDUC 897B | Research Topics in Science and Math | 3 |
| HUMDEV 660 | Theories of Human Development | 3 |
| EDUC 692K | Foundations and Theories of Learning | |
| EDUC 718 | Action Research in Schools | 3 |
| EDUC 790C | Historical and Social Foundations of Education | 3 |
| EDUC 791S | Using Video in Research and Teaching | 3 |
| EDUC 794C | Clinical Methods Study | 3 |
| EDUC 837 | The Influence of the Social Context of Schools and the Politics of Reform on Teaching and Learning | 3 |
Learning Technology
| Specialty Experiences (2 of the following courses in consultation w/ advisor) | ||
| EDUC 737 | Educational Media Theory | 3 |
| EDUC 792F | Computational Literacy | 3 |
| EDUC 897C | Seminar in Digital Media Learning | 3 |
| Electives (2 additional courses, can be Specialty Experiences) | ||
| EDUC 603 | Computer Mediated Communication | 3 |
| EDUC 693K | Instructional Design of Educational Technology | 3 |
| EDUC 612 | Educational Web Design | 3 |
| CMPSCI 691O | Tools and Explanatory Tutoring Systems | 3 |
| EDUC 711 | Recent Developments in Secondary Mathematics | 3 |
| EDUC 790A | Math Curriculum Issues and Trends | 3 |
| EDUC 694G | Theories of Interest and Motivation | 3 |
| EDUC 897B | Research Topics in Science and Math | 3 |
| EDUC 718 | Action Research in Schools | 3 |
| EDUC 794C | Clinical Methods Study | |
| EDUC 791S | Using Video in Research and Teaching | 3 |
| EDUC 837 | The Influence of the Social Context of Schools and the Politics of Reform on Teaching and Learning | 3 |
Mathematics Education
| Specialty Experiences (2 of the following courses in consultation w/ advisor) | ||
|---|---|---|
| EDUC 667 | Theories of Teaching and Learning in STEM | |
| EDUC 710 | Seminar in Mathematics Education | 3 |
| EDUC 711 | Recent Developments in Secondary Mathematics | 3 |
| EDUC 790A | Mathematics Curriculum Issues and Trends | 3 |
| Electives (2 additional courses, can be Specialty Experiences) | ||
| EDUC 651 | Teaching Mathematical Problem Solving | 3 |
| EDUC 694G | Theories of Interest and Motivation | 3 |
| EDUC 697CC | Secondary Math Curriculum Topics and Innovations | 3 |
| EDUC 697ME | Professional Seminar in Math Education | 3 |
| EDUC 722 | Research on Teacher Education | 3 |
| EDUC 897B | Research Topics in Science and Math | 3 |
| EDUC 591M | Intro to Secondary Math Education | 3 |
| HUMDEV 660 | Theories of Human Development | 3 |
| EDUC 718 | Action Research in Schools | 3 |
| EDUC 790C | Historical and Social Foundations of Education | 3 |
| EDUC 791S | Using Video in Research and Teaching | 3 |
| EDUC 837 | The Influence of the Social Context of Schools and the Politics of Reform on Teaching and Learning | 3 |
Professional and Scholarly Activities
While moving through the program, a doctoral student must also engage in a variety of professional and scholarly activities. To graduate, all MSLT students must complete the following activities. If not noted below, the timing and approach for fulfilling these activities will be determined in consultation with the faculty advisor:
- Create an E-portfolio and showcase it at a MSLT interactive poster conference (during the first three years) (EDUC 693B)
- Write a paper on foundational theories in chosen field of study (e.g., EDUC 792Q, EDUC 738, EDUC 693B, EDUC 667, EDUC 692K)
- Conduct a mini action research project focusing on an issue, problem, or question of social justice (during social justice course)
- Present a paper at a regional or national conference (scholarly or practitioner)
- Submit a paper for publication to a peer-reviewed scholarly or practitioner journal
- Gain relevant teaching experience, the form of which to be decided in consultation with your advisor
- Serve as a research assistant or complete a research practicum. Gain relevant research experience (e.g., research assistant, research practicum, clinical experience) in consultation with your advisor
- Complete all CITI training modules for human subjects research
Comprehensive Exams
The comprehensive/qualifying examination is the transition point at which doctoral students demonstrate their foundational knowledge, understanding, and scholarship relevant to their course of study. Falling after coursework and prior to the dissertation proposal, the comprehensive/qualifying examination is the doctoral student’s opportunity to demonstrate their proficiency in mathematics, science, and learning technologies' five competencies. The comprehensive/qualifying examination is comprised of an empirical research study centered on a specific problem in your field of study and an oral defense.
Dissertation
The dissertation is the final milestone at which doctoral students demonstrate their foundational knowledge, understanding and scholarship relevant to their course of study. Falling after coursework and comprehensive/qualifying examination, the dissertation is the doctoral student’s opportunity to demonstrate proficiency across MSLT’s five competencies.
Admissions
Applications to the Mathematics, Science, and Learning Technologies doctoral program can be submitted through the Graduate School.
Application Timeline
The application deadline for fall admission is January 2. Applicants typically receive admissions decisions in late February or early March.
Prerequisites
A master's degree is preferred but not required. Applicants should have a demonstrated interest in education and a desire to improve the practices of teaching and learning. Students who excel in our program are strong advocates for their own education, enjoy the intimacy and flexibility of a small program, and are interested in making connections with faculty.
Required Materials
- 2 letters of reference
- Personal statement
- Résumé/CV
- Transcripts
- Online application
Contact
Concentration Coordinator: John Francisco
Learning Technologies (Doctoral): Ivon Arroyo, Florence Sullivan, Torrey Trust
Mathematics Education (Master's/Licensure and Doctoral): Darrell Earnest, John Francisco, Sandra Madden
Science Education (Master's/Licensure and Doctoral): Jeanne Brunner, Martina Nieswandt, Enrique Suárez
