Master of Science and Doctor of Philosophy in Mathematics, Science, Technology, and Engineering Education: Course Options in Each Group

Degrees offered: Master of Science, Doctor of Philosophy

Group A: Development and Learning

• ED 130 Human Development and Learning
• ED 142 Education of the Exceptional Child
• ED 230 Seminar in Psychological Studies in Education
• CD 151 Advanced Intellectual Development
• CD 161 Advanced Personal-Social Development
• CD 155 Language Development
• CD 190 Children with Special Needs
• CD 270 Contemporary Socio-cultural Perspectives on Teaching and Learning
• PS 232 Core Course in Cognitive Psychology
• PS 247 Cognition

Group B: Social and Cultural Foundations of Education

• ED 162 Class, Race, and Gender in the History of US Education
• ED 163 Philosophies of Education
• ED 167 Critical Race Theory Seminar: Issues in Urban Education
• ED 260 Seminar in Educational Issues
• CD 153 Culture and Learning
• CD 177 Bilingual Children in US Schools
• CD 182 Social Policy for Children and Families

Group C: Theory and Research in Mathematics, Science, Technology, and Engineering Education

• ED 111 Development of Knowledge and Reasoning in the Science Curriculum
• ED 112 Mathematics Learning Environments
• ED 182/CD 145 Technological Tools for Thinking and Learning
• ED 224 Theory and Research in Early Childhood and Elementary Mathematics Education
• ED 225 Theory and Research in Elementary and Middle School Mathematics Education
• ED 291 Theory and Research in Science Education
• ED 291 Theory and Research in Technology Education
• ED 291 Theory and Research in Engineering Education

Group D: Research Methods

• CD 140 Problems of Research: Statistics
• CD 142 Problems in Research: Methods and Design
• CD 144 Qualitative and Ethnographic Methods in Applied Social Science Research
• CD 240 Directed Research
• ED 271 Educational Research Methods
• ED 273 Seminar in Research Methods
• PS 107 Advanced Statistics I
• PS 108 Advanced Statistics II
• SOC 101 Quantitative Research Methods
• SOC 102 Qualitative Research Methods
• ED 191/CD143 R Research Practice (participation in ongoing research required for all students).

Group E: Elective course-credits

The remaining courses will be chosen, in agreement with the Students' Advisors, from courses already offered by the Sciences and Mathematics Departments, from courses in Groups A, B, C, and D, or, up to the limit of four course-credits, as independent study courses and/or as internships that will immerse the student in experiences directly related to the practice of education and to its analysis and evaluation.

Examples of relevant internship experiences are teaching, curriculum development and implementation, development and implementation of educational innovations, teacher development programs, research in science, etc. One credit will be awarded for each 120 hours of internship.

Students in the Ph.D. program must take at least two graduate course credits in the Mathematics, Sciences, or Engineering Departments.

Choice of relevant elective courses and course levels (below 100, 100, or 200 level) will be determined by the students' advisors, in agreement with the guidelines to be issued by each of the Departments involved in the program. This choice will be guided by an evaluation of each student’s needs in terms of (a) basic understanding of Mathematics, Science, and Engineering content knowledge, (b) basic understanding of Education and Human Development theories, research, and practice, (c) understanding of specific content knowledge directly related to the development of the Ph.D. Dissertation, and (d) opportunities to engage in graduate level content discussions.

Group F: MSTE Education Program Seminar (ED222 and ED223)

First and second year students are required to take an ongoing Program Seminar (Proseminar) and receive, at the end of two years, a total of two course-credits in this group (0.5 course-credits per term).

The Proseminar meets weekly, is attended by interested faculty and researchers and by all first and second year students, focuses on issues of current interest, and constitutes a forum for outside speakers, students and faculty in the program to present their ongoing research and to discuss papers of outstanding relevance for those in the program. Students in the more advanced years of the program will be invited to use the Proseminar as a forum to present and get feedback on their dissertation work at various points during its development.