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.
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