Doctor of Philosophy in Mathematics, Science, Technology, and Engineering Education

The Doctor of Philosophy program in MSTE Education prepares educators, researchers, and university faculty in the areas of Mathematics Education, Science Education, or Engineering Education, who will contribute to improve Pre-K-College education for all students, through a deep understanding of:

• Theory and research on learning and development, cognitive science, and the socio-cultural foundations of education;
• The developmental, pedagogical, and content specific challenges inherent to the teaching and learning of mathematics, science, and engineering education;
• Research results and research methods appropriate for the development of studies that will contribute to new theoretical insights and practical approaches to mathematics, science, technology, and engineering education.

The Ph.D. program enrolls a maximum of five full-time students per year through new applicants and M.S. transfer candidates. Part-time students may be admitted based on recommendations from faculty in the program, with the approval of the Graduate Program Committee.

The program admits candidates with backgrounds in Mathematics, Biology, Chemistry, Physics, Technology, Engineering, Education, Psychology, Child Development, or other related areas, who demonstrate a commitment to understanding the issues and challenges involved in the research and practice of Mathematics Education, Science Education, or Engineering Education.

Candidates without a baccalaureate in Mathematics, Science, or Engineering will be required to take additional courses in the Mathematics, Sciences, or Engineering Departments in order to reach a level of expertise equivalent to that of a Tufts B.A./B.S. major in the content area they want to develop their Ph.D. program.

Upon entry into the program, each student is assigned two program advisors, one from the Departments of Education or Child Development and another from the Mathematics, Sciences, or Engineering Departments.

Appropriate coursework paths will be designed to ensure that all students will develop an advanced level of competency, as determined by the advisors and by the Graduate Program Committee. Students will work in partnership with educational researchers, mathematicians, natural scientists, engineers, and experienced teachers. Throughout the program they will experience a balanced combination of discussions of educational theory, analysis and development of research studies, participation in practical experiences in schools and other educational settings, and advanced work in their given focus.

Dissertation work is developed under the guidance of a four member Dissertation Committee composed of one member from the Department of Education, one member from the Department of Child Development or from the Department of Education, one member from the Mathematics, Sciences, or Engineering Departments, and one member from another institution.

The maximum time limit for full-time students to complete the Ph.D. program is six years.

Ph.D. Course Requirements
Each student is required to complete 20 course credits to fulfill the Ph.D. in MSTE Education degree requirements. Only course grades B- or higher will count towards graduate credit. These include:

• 12 course credits from Groups A, B, C, D, and E (at least one course credit from each group is required);
• 2 course credits from Group F (Program Seminar);
• 2 graduate course credits in the Mathematics, Sciences or Engineering Departments;
• 4 course credits for dissertation work.

Click here to see course options in each group (Groups A, B, C, D, E, and F).

Depending upon their level of competence and backgrounds, as evaluated by their advisors and by the Graduate Program Committee, students who have completed advanced work in a group should further develop their expertise taking courses in other groups.

Transfer of graduate course credits obtained from other institutions and not applied to previous degrees will be granted for up to the limit of two course credits. Transfer of credits depends on the content of the course, the student's performance in the course, and the relevance of the course to the student's plan of study, as judged by the student's advisors or the Chair of the Dissertation Committee, and by the Graduate Program Committee.

No undergraduate courses will count towards the Ph.D. degree.

Research
Possible areas of Dissertation research, related to faculty expertise and research focus, include:

• A functional approach to algebra
• Algebra in elementary and middle school
• Assessment in mathematics education
• Assessment in science education
• Engineering education
• Everyday mathematics
• Learning science and mathematics through Engineering activities
• Modeling in science education
• Models, simulations, and exploratory environments for teaching and learning
• Teachers learning science online
• Technological tools for teaching and learning mathematics
• Technological tools for teaching and learning science
• Theory-driven, inquiry-based science curricula
• Using authentic practices of scientists in K-12 education
• Young children's written mathematics notation

Qualifying Papers and Dissertation

Qualifying Papers
Two qualifying papers, of publishable quality, are judged by the student's program advisors or Dissertation Committee and by at least two other faculty/researchers, experts in the subject area of the papers. These experts may be the members of the student's Dissertation Committee if this Committee has already been determined. The qualifying papers should preferably be completed and approved prior to the full development of the dissertation proposal. Students are expected, but are not required, to have their qualifying papers ready by the end of their second year in the program. It is recommended that the first qualifying paper would be a discussion of the current research literature pertinent to the student's research and the second qualifying paper would be a relevant empirical study that could help refine methods to be later used in the development of the dissertation research.

Dissertation
The dissertation is developed under the guidance of an inter-departmental Dissertation Committee. The dissertation proposal and the final dissertation are to be submitted to the student's Dissertation Committee. Students cannot begin data collection and work on the final dissertation until they have approval of their committee on their dissertation proposal. The Dissertation Committee's final recommendation on the Dissertation will be submitted to the Graduate Program Committee and, after deliberation, provided that all other requirements have been fulfilled, a recommendation for degree awarding will be made to the School of Arts and Sciences.

Advising, Evaluations, and Dissertation Committees

Annual Evaluations
At the end of each academic year, Ph.D. students will submit to the Graduate Program Committee a report on academic activities developed while in the program and a statement of goals for the following years. Each student's reports and goals will be evaluated by at least three faculty members, including the student's advisors or, if already selected, the Chair of the Dissertation Committee. The Program Committee will then process the evaluations and recommendations and will forward a written report to each student to serve as guidance towards future progress.

Evaluation of student's progress will be based upon:

• Course choices and grades obtained in courses;
• Progress towards the development of qualifying papers;
• Progress towards the development of the dissertation proposal, data collection, and final dissertation.

Program Advisors
Upon entry into the program, each student is assigned two program advisors, one from the Departments of Education or Child Development and another from the Mathematics, Sciences, or Engineering Departments. The program advisors assist in making choices regarding courses, area of research, internships, possible qualifying paper topics, and the early planning of dissertation research. These advisors can be changed at anytime within the program.

Dissertation Committee
The Dissertation Committee, chosen in accordance with the Graduate Program Committee guidelines, will be constituted by:

• Two faculty from the Department of Education, or one from the Department of Education and one from the Department of Child Development;
• One faculty from Tufts Departments of Mathematics, Sciences, or Engineering;
• One outside reviewer.

Chairs of Dissertation Committees should preferably be faculty from the Department of Education or from the Department of Child Development.

Students are required to select the Chairperson of their Dissertation Committees before beginning the third year of studies or, if they have entered the program with a Master's degree in hand, before beginning the second year of studies.