technology in education phd program

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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

For more information about GSE admissions and to see upcoming events and appointments:

To learn more about the Academic Services team:

Stanford Graduate School of Education

482 Galvez Mall Stanford, CA 94305-3096 Tel: (650) 723-2109

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College of Education and Human Development

Department of Curriculum and Instruction

Learning technologies MA / PhD

The MA/PhD track in learning technologies prepares students to conduct research and engage in technology-related practices in higher education, K-12, and business settings. Core focus areas include learning analytics, K-12 technology integration, online distance learning, and multimedia design and development.

Quote from Rukmini Avadhanam

I’m really fortunate to work with faculty who are extremely knowledgeable, very approachable, and who have had a lot of impact on the way I started looking at my research and career. Rukmini Avadhanam PhD candidate, 2023

Coursework in learning technologies includes hands-on learning and use of current technologies, development of technological solutions, consideration of theory and research, and conducting educational research. 

The MA in learning technologies is designed for students interested in a stronger research orientation compared to those who pursue the MEd degree in learning technologies. Students complete a thesis (plan A) or a final paper (plan B). View the required courses in the graduate catalog under subplan "learning technologies." 

The PhD experience is based upon your research interests with your faculty adviser. To view the curriculum requirements in detail visit the course catalog go to Requirements, go to program sub-plan, and scroll down to Learning Technologies. 

Research opportunities

Students can engage in research that ties into their area of interest. Faculty work closely with each cohort to achieve research and educational goals. Learn more about the student research experience in the Department of Curriculum and Instruction. 

Areas of research include: 

• Learning analytics 
• Technology integration in K-12 classrooms 
• Computer science education 
• Educational technology 
• Instructional Design 
• Remote and distance online learning 

Sample plan of study

• Core courses: CI 8132 (6 cr)
• Research courses: CI 8134 + CI 8135, OLPD 5056, OLPD 5528, ESPY 8251, ESPY 8252 (18 cr) 
• Major courses: CI 5331, CI 5330, CI 5365, CI 8391, CI 8395 (15 cr) 
• Supporting courses: CI 5472, ESPY 5151, CI 5651, CI 5641 (12 cr) 
• Elective course: CI 8461 (3 cr) 
• Thesis credits: 8888 (24 cr) 

Career outlook

MA graduates engage in advanced media and software design and development, lead K-12 technology integration initiatives, and work as researchers. MA students often apply to PhD programs.

PhD graduates earn academic positions in higher education institutions and become leaders within community organizations, K12 schools, and businesses.

Current students and recent graduates have found employment in the following positions:

Academic Developer in the Teaching and Learning Innovation Center at Goldsmiths College, University of London

Academic Technologist, University of Minnesota 

Assistant Professor of Digital Marketing Technologies, University of Wisconsin-Stout 

Associate Professor + Canada Research Chair in Innovative Learning and Technology, Royal Roads University 

Instructor of Instructional Technology, University of South Florida 

John Bartucz John Bartucz

• Teaching Specialist
• [email protected]

I believe that everything that is meaningful in life is built through connections and relationships. Nothing is learned or accomplished in a vacuum.

Angelica Pazurek Angelica Pazurek

• Teaching Associate Professor
• she, her, hers
• 612-625-0320
• [email protected]

I have a very personal appreciation for the empowering potential of education and am interested in leveraging learning technologies, especially online learning affordances and mobile technologies, to improve access to education and learning…

Cassie Scharber Cassie Scharber

• Associate Professor of Learning Technologies, Director of the L+T Collaborative, Bonnie Westby Huebner Chair in Education and Technology
• 612-625-6607
• [email protected]

I am troubled by the narrow conceptions and practices of literacy and learning that proliferate in schools and current educational inequalities that are rooted in the gendered, racist, and classist histories of U.S. schooling.

George Veletsianos George Veletsianos

• Professor of Learning Technologies, Bonnie Westby Huebner Chair in Education and Technology
• [email protected]

I pursue a socially responsible and critical research agenda focused on responding to complex education problems in online and blended contexts, such as inequitable access, participation divides, and online harassment.

How to apply

Application deadline and instructions.

Priority deadline : December 1 for admission to the fall of the following year Admissions decisions : January

Applications submitted after this date are considered on a case-by-case basis and may not be reviewed until the following year. Faculty review applications in mid-late December, and the Graduate School will notify applicants about admission decisions shortly thereafter. Final admission decisions are based on complete applications. All application materials must be included for the application to be released for review.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator . If you are a returning Graduate School student, follow the Readmission guidelines . If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines.

Tuition and funding

We have several funding options to support students full-time through program completion. Support is available in the form of:

• Teaching Assistantships. The majority work as student teaching supervisors for MEd initial licensure students. Daytime availability, a teaching license, and teaching experience are required
• Research Assistantships
• Fellowships. Based on a departmental nomination process. You will be notified by the Director of Graduate Studies if you are being considered for a fellowship. Decisions are made by April 15.
• Graduate students are also eligible to apply for fellowships and graduate assistantships through other University departments. Visit the University's employment page or fellowships through the Graduate School's Graduate Fellowship Office .
• Find more detailed federal financial aid and graduate tuition information.

Application requirements

What we look for.

Admission to our master's of arts and doctoral programs are competitive and we look for candidates whose goals and interests align with the program’s research and scholarship. Program faculty make admissions decisions based on the candidate’s experience and research competencies, along with compatibility of research goals.

Please look at our current faculty members’ research interests.

Our masters and doctoral candidates display

• Evidence of strong interest in research and in the development of research competencies
• Evidence of substantial experience in the discipline
• Strong writing skills
• Bachelor's degree from an accredited U.S. institution or foreign equivalent

Required application documents

• Unofficial transcripts .Upload your transcripts into the application system. Please include all transcripts from any institution you have attended, even if you did not earn a degree or certificate. Please do not mail your transcripts. Official transcripts are required only after you are admitted. Tips for uploading your transcript(s) .
• CI Application Form . Upload in the graduate program additional materials section.
• Three letters of recommendation . Ask professors, employers, or supervisors to speak to your potential for successfully completing your degree; they will upload their letters directly into the online application.

The GRE is being waived for those applicants applying for Fall 2024.

Required written statements

• Why you want to study in our department
• What strengths, expertise, and research experience would contribute to your success in our program
• Your professional goals for pursuing a research-focused degree
• Diversity statement .Upload to the Applicant Statements section of the online application. Identify the distinctive qualities, characteristics, and life experiences you would contribute to our community. You may wish to include examples that address your contribution to the diversity of the student body and illustrate your motivation to succeed by setting high standards for accomplishing intellectual and other goals, overcoming obstacles to achievement, and/or helping others to gain access to the resources necessary for success. (please do not exceed one page in length)
• Short writing sample .(Optional except for Literacy Education applicants). For example, an excerpt from a term paper or research paper for publication. No longer than five pages in English.
• Common Ground Consortium Fellowship. (Optional) The primary purpose of the CGC is to assist graduate programs in the College of Education and Human Development to recruit exceptional students with the distinct experience provided by HBCUs or similarly distinguishing contexts, provide these students with financial assistance support during their graduate studies, and assistance with career development and job placement afterwards. It offers a pipeline to excellence and an opportunity to diversify perspectives in the academy. If you wish to apply, submit a statement that describes how your participation as a CGC scholar would a) enhance your graduate student experience, b) prepare you for your chosen career, and c) benefit the public. Upload to graduate program additional materials section.

Additional admissions information

Application checklist.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator .

If you are a returning Graduate School student, follow the Readmission guidelines. If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines .

Transfer credits

MA students must complete at least 60 percent of their coursework (not including thesis credits) within our program. PhD students may transfer no more than 15 credits from an outside institution.

A maximum of 12 graduate course credits taken as non-degree seeking or non-admitted status at the University of Minnesota can be transferred; this is counted separately from the maximum 60 percent or 15 non-UMN credits. For example, a PhD student could transfer a maximum of 27 credits (15 non-UMN and 12 non-degree from UMN).

If you earned a MA at the UMN, please contact the Graduate Studies Coordinator to discuss transfer procedures. Thesis credits cannot be transferred.

After you are admitted, you will work with your adviser to determine which credits may transfer.

International applicants

International applicants may also need:

• An English translation of your transcripts, if the transcript is not in English. Please note: the Graduate School Admissions Office will not accept an evaluation of your international coursework by an outside agency such as ECE or WES; they only accept the original transcripts.
• TOEFL/IELTS or MELAB. You may qualify for an exception if you have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States or other country where English is the official language (i.e. U.K, Canada). Score requirements and submission guidelines

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Learning Design, Innovation, and Technology

Contact Information

Connect with program staff.

If you have program-specific questions, please contact LDIT Assistant Director Rilda Kissel .

• Connect with Admissions

If you have admissions-related questions, please email [email protected] .

Admissions Information

• Application Requirements
• Tuition and Costs
• International Applicants
• Recorded Webinars
• Download Brochure

Gain the expertise you need to flourish at the frontiers of education — by creating innovations in education technology, leveraging the science of learning, and developing powerful pedagogies.

In our Learning Design, Innovation, and Technology (LDIT) Program, you will tackle promising and challenging frontiers of education — leveraging the science of learning, applying innovations in education technology, and developing powerful pedagogies to improve learning outcomes. You will experience a diverse, inclusive, and high-energy environment, while learning from leading HGSE faculty and top industry practitioners, as well as your fellow cohort members. Our LDIT Program will equip you to work in educational media and technology, instructional design, and curriculum development, to create new learning materials and experiences for preK–12 schools, colleges and universities, 21 st century workplaces, and informal settings.

"So much of young people’s learning today takes place out of school, and it impacts how we need to design learning experiences. In this program we study the evolution and science of learning — exploring the impact of innovations in pedagogy and technology, identifying ways these insights and tools can help us improve learning designs, and making progress toward generating better student outcomes." Joe Blatt  Faculty Co-Chair

After completing the LDIT Program, you will have gained a deeper understanding of core competencies that explore how to: 

• Determine learning needs and goals
• Create learning materials and experiences
• Assess impacts of a learning design
• Manage design processes, collaboratively and reflectively
• Foreground diversity, equity, inclusion, and belonging in design

Curriculum Information

The LDIT Program is designed to help you gain the knowledge and practice the skills essential to designing and implementing learning experiences. A minimum of 42 credits are required to graduate with an Ed.M. degree from HGSE.

The main elements of the 2024–25 academic year curriculum are:

• This program commences with How People Learn, an immersive online course that runs June–July and requires a time commitment of 12–15 hours per week.
• You will continue Foundations with Leading Change, Evidence, and Equity and Opportunity on campus in August. 
• Your Equity and Opportunity Foundations experience culminates in an elected course, which will take place during terms when electives are available.

To fulfill the program requirement, you must take a minimum of 12 credits specific to LDIT, including the following:  

• The LDIT Program Core Experience (4 credits in the fall semester), you will explore how to design learning across a wide variety of settings, from classrooms to conferences and online networks, in architecture, media, and emerging technologies. You will engage with outstanding design practitioners who are using design theory and strategies to make learning more appealing and more successful in a wide variety of settings. Across these different domains, faculty will highlight competencies that are critical tools for learning designers.
• LDIT-related course work (8 credits), you may choose from more than 30 courses taught by LDIT faculty members. Topics include deeper learning, innovation by design, learning through arts, entrepreneurship in education, learning analytics, universal design, creativity and curiosity, and many more.
• The remaining credits are taken via elective coursework , which includes the opportunity to specialize in a Concentration and to cross-register for complementary courses in other Harvard schools and at MIT.

Explore our  course catalog . Note, a ll information and courses are subject to change.

Program Faculty

Students will work closely with faculty associated with their area of study, but students can also work with and take courses with faculty throughout HGSE and Harvard.  View our faculty directory for a full list of HGSE faculty.

Faculty Co-Chairs

Joseph Blatt

Joe Blatt is an expert in children's media, interested in the effects of media content and technology on development, learning, and civic behavior.

Karen Brennan

Karen Brennan directs the Creative Computing Lab at HGSE and focuses on the design of learning experiences in K–12 computer science to cultivate agency.

Jose Blackorby

Elizabeth Bonawitz

Christopher Dede

David Dockterman

Catherine Elgin

Tina Grotzer

Elizabeth S. Hartmann

Michael B. Horn

Seiji Isotani

Angela Jackson

Raquel Lynne Jimenez

Meira Levinson

Susan Johnson McCabe

Matthew L. Miller

Nicole Mills

Louisa Penfold

Christine A. Reich

Fernando Reimers

John Richards

Louisa Druss Rosenheck

Bertrand Schneider

Eric Soto-Shed

Daniel Wilson

William Wisser

Career Pathways

The LDIT Program prepares you for a variety of career pathways, including: 

• Instructional designer 
• Learning technologist 
• Learning media producer
• Curriculum designer 
• Product manager
• Digital-learning designer 
• User-experience designer 
• Museum educator 
• Project manager
• Learning-assessment developer 
• Professional and workplace learning manager 

Cohort & Community

Though LDIT, you will join a remarkable cohort of passionate educators and creative thinkers who represent diverse backgrounds, perspectives, and experience levels. Guest speakers, alumni networking, student-organized initiatives, and social events all contribute to the creation of a cohesive and supportive peer group. The LDIT community also is part of the larger HGSE family — preparing you and your cohort members for the opportunity to change the world through your impact on excellence and equity in education.

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Learning Design, Innovation, and Technology experience and the impact its community is making on the field:

Filmmaking Becomes a Classroom

With "Hollow Tree," HGSE student and film director Kira Akerman makes filmmaking an education journey

What it Means to Look Like a Film Director

Master’s student breaks out in Hollywood as she breaks stereotypes

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Learning sciences and technologies, doctor of philosophy (ph.d.), you are here, a doctoral program emphasizing research and innovation in education through technology, data, and curriculum design..

The Ph.D. program in Learning Sciences and Technologies is designed to build and study the learning technologies of tomorrow, to analyze large-scale educational data, to develop expertise in learning analytics, and to develop cutting-edge curricula and learning materials.

What Sets Us Apart

About the program.

The program is designed to draw together course work, research apprenticeship, and other professional academic activities to build a comprehensive learning experience that is tailored to students’ interests and needs.

Fall: 3; Spring: 3

Culminating experience Dissertation

Coursework and research experiences in the Learning Sciences and Technologies program address a range of practice-based and theoretical problems in schools, in online learning, and in community settings. Coursework and research experiences consider learning in its full richness and context, using sociocultural, cognitive, and psychological perspectives. Taking an interdisciplinary stance, faculty and students explore how to enhance learning, motivation, and engagement, for the world's diversity of learners, in a range of formal, informal, and online educational settings. Our graduate students study learning in traditional contexts using new technological approaches, and they study new and emerging pedagogies for learning such as constructionist environments, simulations, massive online open courses, serious games, and intelligent tutoring systems. Because of the significance we attach to the building of knowledge from experiences as educators and educational designers, we expect most students to have, on admission to the program, either teaching/instructional experiences (in or outside of school settings), educational design/development experience, or experience as a learning analytics practitioner. Students will build a program of study that includes courses in teaching and learning, social foundations, and research methods. Students in the program participate in field-based research and collaborative projects with practitioners in schools or other educational settings, and/or work with large-scale educational data sets. Students learn not only from a rigorous program of study, but also from active participation in a community of learners including practicing and prospective teachers, and educational designers and researchers.

The Ph.D. in Learning Sciences and Technologies focuses on the preparation of researchers and researcher/developers in education. The program includes formal courses, mentored research, and informal seminars. Ph.D. students are required to hold a master’s degree prior to beginning the Ph.D. program, and are expected to have experience in educational practice. You will build a program of study that includes courses in teaching and learning, social foundations, and research methods. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs. For more information about courses and requirements, visit the Learning Sciences and Technologies Ph.D. program in the University Catalog .

• Learning Sciences: Past, Present, and Future • Foundations of Teaching and Learning • Education, Culture, and Society

Methods courses (3 required)

• Core Methods in Educational Data Mining • Mixed Methods • Social Network Analysis • Qualitative Modes of Inquiry • Quantitative Modes of Inquiry

Design (2 required)

• Design of Learning Environments • Maker Studio • Integrated Design Studio • Design Thinking and Product Development

Applications (2 required)

• Games for Learning • Entrepreneurship in Education • Technologies for Language Learning and Teaching • Digital Literacies • Big Data, Education, and Society

Professional Practice

• Research Apprenticeship Course

Our Faculty

Our award-winning faculty design and research formal and informal learning environments. Innovations developed by our faculty range from online learning communities and teacher professional development workshops to more effective curricular and pedagogical approaches. They work in school clubs, museums, classrooms, and virtual worlds across multiple educational settings. With grant-funded projects, as well as ties to Philadelphia schools and institutions, the faculty offer students direct access to nationally significant research on education. Their work connects closely to Penn GSE’s broader focus on equitable access to education across social strata.

Affiliated Faculty

Betty Chandy Director for Online Learning, Catalyst @ Penn GSE Ed.D., University of Pennsylvania

Matthew Duvall Lecturer Ph.D., Drexel University

L. Michael Golden Executive Director, Catalyst @ Penn GSE Ed.D., University of Pennsylvania

Sarah Schneider Kavanagh Associate Professor Ph.D., University of Washington

Sharon M. Ravitch Professor of Practice Ph.D., University of Pennsylvania

Abby Reisman Associate Professor Ph.D., Stanford University

Janine Remillard Professor Ph.D., Michigan State University

Our Graduates

The Ph.D. program in Learning Sciences and Technologies prepares graduates to work in learning sciences research and development in universities, industry, and non-profits. Graduates of this new program are anticipated to work in teaching and research positions in institutions of higher education, or in research and development positions in industry and non-profits. Graduates will learn to build and study the learning technologies of tomorrow, to analyze large-scale educational data, and to develop cutting-edge curricula and learning materials.

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Noemí Fernández Program Manager [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Collaboratory for Teacher Education

The Collaboratory for Teacher Education at Penn GSE is a laboratory for the design, implementation, and study of experimental approaches to teacher education.

You May Be Interested In

Related programs.

• Teaching, Learning, and Teacher Education Ed.D.
• Reading/Writing/Literacy Ph.D.
• Reading/Writing/Literacy Ed.D.
• Learning Sciences and Technologies M.S.Ed.
• Teaching, Learning, and Leadership M.S.Ed.
• Education, Culture, and Society Ph.D.

Related Topics

Search NYU Steinhardt

Doctor of Philosophy Educational Communication and Technology

This rigorous research-oriented doctorate prepares you for academic and leadership positions in research, technology, and learning in all contexts. You will work with technology-based multimedia learning environments and research the factors that influence learning when individuals and groups engage with these environments and each other. Our highly selective program is fully funded for full-time students.

Degree Details

Official degree title.

PhD in Educational Communication and Technology

Your Academic Experience

What you'll learn, contact information.

Your research and course work will draw from cognitive sciences, learning sciences, game studies, and design-based methodologies as you conduct original research on how technology and media can support learning.

You will have opportunities to work with some of the preeminent scholars in the field , along with internationally recognized research centers. In addition, you will participate in our design-oriented studio-based learning courses, and are encouraged to combine theoretical research with design and practice in appropriate learning contexts.

The doctoral program is interested in the design of rich, technology-based multimedia learning environments and in conducting research on factors that influence learning, as individuals engage with these environments, and as groups interact with them and each other. Educational Communication and Technology (ECT) doctoral courses and research focus on those representational features and structural characteristics of technology-based learning environments and media that may, in a particular set of circumstances, have cognitive, affective, motivational and socio-cultural significance for learners who interact with them.

ECT faculty and  doctoral students represent a multitude of areas of inquiry in the field of educational technology, from the design of features in games that support problem solving to the effects of narrative structure in linear video dramas on the exercise of critical thinking; from the role of prior knowledge on learning from different forms of representation in simulations of science principles to the design of technology-based environments that support the social construction of knowledge to strengthen collaborative and negotiation skills; from the design of electronic portfolio environments that scaffolds metacognition to the comparative effects of fictional reality and testimonial reality on attitude change.

For more information about the PhD program, please contact

[email protected] or  Xavier Ochoa  ECT Doctoral Coordinator  [email protected]

Funding for Full-Time PhD Students

If you are accepted as a full-time NYU Steinhardt PhD student without an alternate funding source, you are eligible for our generous funding package, which includes a scholarship and tuition remission.  Learn more about our funding opportunities .

Take the Next Step

Advance your personal and professional journey – apply to join our community of students.

Education, PhD

School of education.

The overarching goal of the School of Education’s PhD in Education program is to develop scholars who will have advanced research skills for improving education practice, with specific emphases on policy analysis and education improvement. The program strives to prepare candidates that are equipped to:

• meet the myriad challenges associated with systemic education change;
• apply exceptional content area expertise contextualized within a comprehensive multidisciplinary frame of reference;
• successfully bridge the theory and research to evidence-based practice gap;
• be actively involved in public policy development and evaluation;
• conduct research on complex databases linking educational practices to student outcomes, or lead laboratory- or school-based research programs that inform efforts to improve educational practices and student outcomes; and
• develop national models of educational practice that guide curriculum development and educator preparation.

For Program updates and more information, please visit  https://education.jhu.edu/academics/phd/

Admission Requirements

At minimum, applicants to the PhD program should hold a master’s degree from an accredited college or university. Previous degrees must document outstanding academic achievement in an area of study closely associated with the objectives of the program. Applicants must submit the online admission application form, application fee, and official transcripts from all post-secondary institutions attended. If the earned degree or credit is from an educational institution abroad, the candidate’s academic record must be evaluated by a credential evaluation agency before consideration for admission. Applicants are required to earn superior scores on the Graduate Record Examination (GRE) (taken within the past five years), present acceptable TOEFL or IELTS scores (if an international student), and demonstrate potential to become top scholars. Additionally, applicants are required to submit a curriculum vitae, a personal statement (outlining professional plans, goals, and expectations related to the PhD program), dispositions survey, and three letters of reference affirming the applicant’s qualifications for advanced graduate study and potential for professional development in the field. Selected applicants who meet the entrance requirements will be invited to interview with the doctoral admissions committee.

Program Requirements

Program structure and requirements.

Program requirements include earning a minimum of 72 graduate credits taken at the doctoral level at Johns Hopkins University. While the program will be tailored to the specific learning needs of each student, it includes the following coursework components:

• ED.855.725 Research Landscape*
• ED.883.812 Data Workflow*
• ED.883.601  Basic and Inferential Statistics*
• *indicates a required course
• ED.855.815 Science of Learning*
• ED.855.764 Schools in Society*
• ED.855.835 Socio-Cultural Perspectives*
• ED.855.723 Education Policy Practicum*
• ED.855.855  Research Proseminar^
• ED.855.854 Practice Proseminar
• ED.855.852 Research Practicum^
• ED.883.723 Hierarchical Linear Models^
• ED.883.711  Qualitative Research Methodology^
• ED.855.853 Savvy Surveys^
• ED.855.704 Economics of Education
• ED.855.701 Introduction to Causal Inference^
• ED.855.702 Casual Inference When Regression Fails^
• ED.855.840 Doctoral Research
• ^indicates a research elective
• Dissertation Research (18 credit hours)

In addition to successfully completing all the coursework requirements, candidates must also satisfy the following program benchmarks:

• Research progress
• Written and oral comprehensive examinations
• Dissertation proposal oral examination
• Graduate Board oral examination
• Final dissertation exam

Each student will receive an annual written evaluation from the School of Education’s Doctoral Studies Committee detailing their progress in meeting the required benchmarks at the end of each spring semester.

All School of Education PhD students will devote at least four years to full-time study and research as a resident student. This period of time will provide opportunity for full engagement and participation in the academic community and allow students to develop and demonstrate the scholarly capabilities required of the degree. The typical program of study is eight semesters, with six semesters devoted to coursework and research/teaching intensive experiences and two semesters devoted primarily to independent dissertation research. Students will typically enroll in 12 hours per semester for the first three years of their program and 9 hours per semester during the fourth year of their program, for a total of 90 credit hours. All students are expected to maintain enrollment as full-time graduate students over the course of the program. With the approval of their major adviser and director of the PhD program, students may transfer up to 12 credit hours of previously completed graduate-level coursework to substitute for selected required courses in the program.

Typically, each year four-to-eight PhD students will be admitted each year to begin classes in the fall semester. The majority of required courses will be delivered on the Baltimore Homewood campus in a face-to-face format, although students may (with approval) enroll in selected elective courses in divisions throughout the university.

Students must complete qualifying exams after completing two years of study. The successful completion of the written documents and oral defense of those documents allows the student to proceed to the dissertation proposal.

Dissertation

The program is designed as an apprenticeship model leading to a traditional research dissertation. The expectation is that students will be developing the skills and background knowledge throughout the program required to pursue a traditional research dissertation. Although the dissertation is not part of the formal coursework, the program is designed to put a student on track to develop an area of expertise as the foundation for an independent research project directed by the adviser. Students are expected to complete and defend a dissertation proposal by the end of the third year of study and use the final year of the program to complete and defend the dissertation. The dissertation is expected to demonstrate mastery of the relevant literature and scholarship in the collection and interpretation of data. The work should be appropriate for publication in high impact journals in the student’s area of expertise. The dissertation will be presented at a final oral defense before the student’s Dissertation Advisory Committee.

Note: Full tuition assistance and annual stipends are available to support selected outstanding candidates . For more information about the PhD program, please visit https://education.jhu.edu/academics/phd/ .

Learning Outcomes

Program goals.

Graduates will be prepared to fill faculty and research scientist positions at research-intensive universities or secure positions at research institutes and centers that conduct and manage large-scale education-based evaluations. Upon successful program completion we expect that graduates will:

• Be prepared for employment in research/faculty positions at top-tier research institutions.
• Contribute to the interdisciplinary public discourse on education improvement.
• Engage in and promote evidence-based practices through the application of rigorous methodology.
• Link education research to policy and practice.
• Provide leadership in the field by developing an independent line of ethical and culturally responsive research.
• Contribute to development of the next generation of scholars.
• Be able to influence school policy and reform.

Education & Human Development

Teaching, learning & culture, how to apply.

The Department of Teaching, Learning & Culture

Teaching, Learning and Culture (TLAC) encompasses students, faculty and staff whose efforts and interests center on the many different aspects of academics, teaching and classroom education. TLAC’s mission is to create experiences that advance teaching, research and service through the application of knowledge in the preparation and development of quality educators; placing high value on collaboration, critical thinking, creativity, democratic governance and global leadership.

• Undergraduate Programs in Education
• Graduate Programs in Curriculum & Instruction
• Online Graduate Programs in Curriculum & Instruction

Having two highly-ranked graduate programs within one department serves as an index of the world-class academic programs and faculty who are committed to a culture of excellence in research and discovery, and the scholarship of teaching.

-Dr. Michael de Miranda, Dean of The School of Education and Human Development 

Former Student Highlight

Merrari boffil.

First-generation student Merari Boffill ’18 hopes to become a teacher and share the importance of education.

Master’s →

Bachelor’s →

Certificates →

From Our Former Students

“One of the things that set this program apart is that it is located within the Teaching, Learning & Culture Department at Texas A&M. There’s more to teaching than just delivering a curriculum or instructional strategy; we have to consider the influence that culture has one what we do.”

Dr. Byron William

Online Ed.D in Curriculum & Instruction

TLAC PROGRAMS

UNDERGRADUATE STUDIES

TLAC offers a Bachelor of Science (B.S.) in Education, with one of three focuses.

Undergraduate Studies

Graduate Programs

The Culture and Curriculum program offers students the opportunity to learn and grow in many areas.

GLOBAL ONLINE EDUCATION

Providing greater opportunities and flexibility for students, TLAC offers online degree programs, in addition to many individual Web-based classes.

Online Education

Certificates

TLAC offers several types of certificates for students as well as Texas Teacher Certifications

Ph.D. in Curriculum & Instruction with

Teaching and teacher education, ph.d. in curriculum and instruction: emphasis in teaching and teacher education.

The Doctor of Philosophy (Ph.D.) in Curriculum and Instruction (C&I) emphasis in Teaching and Teacher Education (TTE) offered by the Department of Teaching, Learning and Culture (TLAC) targets practitioners and researchers with a specific interest in the scholarship related to technology and the various stages of teacher education.

Scholars in the TTE Ph.D. program will be encouraged to develop research agendas to investigate relevant issues in the use of technology and preparation and continuing development of teachers in K-16 settings. The degree plan for this program builds on a strong foundation of all TLAC’s Ph.D. program and provides the flexibility for students to explore and develop in multiple areas of technology and teacher education. Each student will be required to develop a level of technological competency to be able to use technology as an instructional delivery system.

New applicants: Funding is available for new 2024 admits.

To be admitted to a graduate program, you must apply to the TLAC department and Texas A&M University.

Program Design

This 64-hour doctoral program is designed to develop effective teaching and research tools that include educational opportunity and workplace access.

Students come from a variety of backgrounds, possess a wide array of experiences and achieve national exposure before graduation. As a result of mentorship by technology and teacher education faculty and through participation in extant research projects, graduate students will present their work at local, regional and national conferences as well as publish in relevant journals.

Ph.D. Curriculum

Download Curriculum

Graduate Student Handbook

Download the TLAC Graduate Student Handbook

Program Details

Degree: Curriculum & Instruction Emphasis: Technology and Teacher Education Degrees Offered: Doctor of Philosophy (Ph.D.) Delivery:  Traditional Credit Hours: 64

For a better understanding of your total cost of attendance (COA), please visit our cost and tuition rates webpage ( https://aggie.tamu.edu/billing-and-payments/cost-and-tuition-rates ). This webpage will provide you with an opportunity to review estimated COA information for undergraduate, graduate and professional students, as well as other resources such as the tuition calculator and billing and fee explanations.

Contact Advisors

Jane Rankin

Program Specialist III

View Directory Profile

Contact Faculty

Cheryl Craig

Radhika Viruru

Clinical Professor

Shaun Hutchins

Clinical Associate Professor

Andrew Kwok

Assistant Professor

Michelle Kwok

ArCasia James-Gallaway

Claire Katz

Department Head and Professor

Robin Rackley

Marcus W. Johnson

Associate Professor

George Slattery

Ashlynn Kogut

Eleanor Su-Keene

Frequently asked questions, i still have further questions—who can i contact to help me answer those.

Please feel free to contact our Graduate Advising Office with any questions you may have. Our office information can be found at https://tlac.tamu.edu/student-services/graduate-advising .

Can you guide me through the application process?

Please visit our web page at https://tlac.tamu.edu/admissions/masters-admissions or https://tlac.tamu.edu/admissions/doctoral-admissions for step-by-step information about applying for our master’s and doctoral programs.

How to Apply: Master’s Application Information | Doctoral Application Information

How soon can I apply?

Prospective students are encouraged to apply as soon as possible!

I live out of state. Do you accept out-of-state applicants?

Yes, we accept in-state and out-of-state applicants.

Is there any opportunity for financial assistance?

Yes, there are opportunities for financial assistance through the Office of Scholarship and Financial Aid at https://financialaid.tamu.edu .

What are the typical program costs?

You can base the cost of attendance on 64 graduate credit hours (for doctoral students).

Is the GRE required?

GRE is only required for Ed.D. applicants.

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Ph.D. in Education: Instructional Design and Technology

Transfer credits, next start date, become a creative leader in education with a doctorate in instructional design and technology.

Technology is a part of our everyday lives, making it an integral part of online and in-class education. Students from kindergarten through college rely on technology to complete assignments and learn critical skills needed for academic success.

Liberty University’s 100% online PhD in Education – Instructional Design and Technology (IDT) degree program will expand your knowledge, skills, and training in instructional design. You will complete advanced course content and in-depth research. You will study cognitive development, evaluation and assessment, and the design and implementation of distance learning programs and job aids.

You will examine the design, development, and implementation of new learning processes and products designed for student success. Throughout our online PhD in instructional design and technology, you can learn how to effectively communicate. You can learn to create effective and engaging learning programs for school administrators, teachers, and students through various mediums. Through research and innovative use of today’s educational technology, you can enhance your skills and market your abilities in this growing field.

Is it worth it to get a PhD in Education?

You may have a master’s degree in education, and you’re wondering if pursuing your doctorate will be worth your time, money, and effort. Earning a terminal degree is often an important step in any career – but what is the actual payoff? 

According to the Bureau of Labor Statistics, the annual median salary for someone with a master’s degree is $77,844. For a professional who holds a doctorate, that median annual salary jumps to $97,916.* By earning your online doctorate, you could see a 25% increase in your salary!

*Bureau of Labor Statistics, U.S. Department of Labor, at Learn more, earn more: Education leads to higher wages, lower unemployment (viewed online August 12, 2020). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

What degree do you need for instructional design?

Whether you want career advancement or are just getting started in the field, you are probably wondering which instructional design program you should pursue. If you want to work in management or administration and be at the height of your education career, then consider a doctorate program. 

We believe that Liberty offers one of the best instructional design PhD programs available. Here’s why:

• Flexibility to complete your doctorate 100% online
• Courses grounded in a biblical worldview to help you become a leader who values ethics and integrity
• Professors with doctorates and years of experiences who are excited to mentor you

How much can you make with a doctorate in education?

An education doctorate can be both personally fulfilling and financially lucrative. According to the Bureau of Labor Statistics, people who work in education administration at the K-12 level make a median annual salary of $96,400.* Those who work in higher education administration have a slightly higher median annual salary of $95,410.**

*Bureau of Labor Statistics, U.S. Department of Labor, at 11-9032 Education Administrators, Kindergarten through Secondary (viewed online August 12, 2020). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

**Bureau of Labor Statistics, U.S. Department of Labor, at 11-9033 Education Administrators, Postsecondary (viewed online August 12, 2020). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

Why Choose Liberty’s PhD in Educational Technology Online?

Liberty’s educational technology doctoral program online is designed to provide advanced training to instructional design specialists. This degree is for those who are seeking promotions, new opportunities, or a career change. In whatever capacity you plan to develop innovative learning management systems (LMS), our program can help you reach your career goals.

We designed our PhD in Instructional Design and Technology to be 100% online. This means you are not required to attend courses on campus at any time as you pursue your degree. We are committed to helping you obtain your degree in a way that is most convenient for you. 

Liberty University’s mission is Training Champions for Christ . You will also receive training and instruction from professors who are grounded in their Christian faith.

Military Tuition Discount We want to help you find the doctoral degree you want — at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work towards your goal of reaching the pinnacle of your profession — for less.

What Will You Learn in Liberty’s Instructional Design PhD Program?

Liberty University’s IDT courses enhance your knowledge of instructional design. This will allow you to develop support products and processes that enhance and increase the efficiency of learning. Our instructional design and technology courses provide training in the development of web-based courses as well as printed educational aids.

As you begin your PhD in instructional design and technology, you will improve your knowledge of the various styles of learning. You will also learn how instructional design and technology play a part in reaching the unique needs of students and teachers. From there, you can learn advanced techniques using existing technologies for web-based learning. You will also study new developments in technology and their possible implications for the future.

Featured Courses

• EDUC 730 – Issues and Trends in Learning Technologies
• EDUC 731 – Instructional Design Theory
• EDUC 732 – Principles of Human Performance Technology
• EDUC 733 – Instructional Systems Design

Instructional Design Doctorate Online Degree Information

• This program falls under our School of Education .
• View the Degree Completion Plan .
• View the Graduate Education Course Guides (login required) .
• Students in the educational technology program can complete optional on-campus intensives . Most intensives are offered in a week-long course format, with a few being offered in a weekend format.
• An extensive final dissertation project is required for the doctor of education and instructional design.

Apply Now      Request Info

Potential Career Options with an Online PhD Program in Learning and Technology

• Director of e-learning
• Distance learning senior director
• Educational technology director
• Military education specialist
• Professor (higher education)
• Researcher (IDT)
• Senior instructional designer
• Senior training specialist

Admission Requirements for Our Online PhD in Learning Design and Technology

Applicants must have a regionally or nationally accredited master’s degree with a GPA of 3.0 or above for admission in good standing. Please visit our admission requirements page for more detailed admissions-related information. 

All Applicants Must Submit the Following:

• Admission application
• Application fee*
• Official college transcripts
• Proof of English proficiency (for applicants whose native language is other than English)

*There is no upfront application fee; however, a deferred $50 application fee will be assessed during Financial Check-In. This fee is waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required.

Highlights of Our Online Instructional Design Doctoral Program

• We are recognized by multiple institutions for our academic quality, affordability, and accessibility . Our commitment to excellence also helped us rank in the top 10% of Niche.com’s best online schools in America . Earning your doctorate in educational technology online degree from a nonprofit university with this kind of recognition can help set you apart from others in your field.
• The majority of tuition for undergraduate, graduate, and doctoral programs has not increased in 9 years. While many other online colleges have raised tuition, Liberty has been able to keep costs low as a nonprofit university.
• You can learn how to create and administer effective education environments.
• Our PhD in educational technology online will allow you to develop educational management skills and foster leadership in teachers and students.
• You can meet your peers and professors in the PhD in instructional technology online program during optional on-campus intensives on our campus in Central Virginia.
• Our 3-year instructional design PhD program online includes an integrated dissertation process allowing you to work toward your final research project while completing your coursework. Completing your PhD gives you a terminal educational credential that shows employers you have reached the pinnacle of your field’s achievement.

*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, Non-Degree Seeking, DGIA, Continuing Education, WSB, and Certificates.

Apply FREE This Week*

Other programs you may be interested in

Doctor of Education (EDD)

Educational Leadership

Next Start Date: May 13, 2024

Doctor of Philosophy (PHD)

Education: Curriculum and Instruction

Public policy: education policy, higher education administration, education: organizational leadership, looking for a different program.

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– Janae Fleming ’15, B.S. in Education

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STEM Education Doctoral Program

Stem education, doctoral program.

STEM Education Programs

The Doctor of Philosophy (Ph.D.) in STEM Education examines how people learn STEM subjects and how teachers, schools, and communities can inspire learners of all ages in the fields of Science, Technology, Engineering, and Math.

• The program is designed for students who are preparing for research careers.
• 63 hours of coursework (including dissertation) are required for the degree, 12 of which are graduate coursework in a discipline area (science, mathematics, engineering).
• The discipline content hours may be waived for students who have a master’s degree in a content area (e.g., mathematics, not mathematics education).
• The typical timeframe for completing the degree is 4-6 years.
• The Ph.D. degree requires active engagement with faculty and a research group on campus, and therefore it is not usually recommended for students who are working full time or not in residence at UT Austin.
• All admitted applicants to the PhD program are considered for research fellowships; no additional materials are required to be considered.
• Due to the limited number of fellowships, most first-year PhD students work as Teaching Assistants (TAs) in the College of Natural Science (in their area of undergraduate specialty such as math), or in the College of Education (primarily for those with K-12 teaching experience).
• Graduate Research Assistant (GRA) positions are typically reserved for PhD students in later years of their program.

Students in the Ph.D. STEM program will learn about and participate in cutting-edge research that explores ways in which to make STEM education more effective, inclusive, and transformative. The overall focus of the program is to ensure that all learners have an equitable opportunity to learn. Our faculty are involved in research across a range of topics, including how people learn core ideas and practices in STEM, how the nature of learning environments affects STEM student access, opportunity, and identity, the preparation and professional development of STEM teachers, and the role of STEM learning in informal spaces.

Please note:  Required STEM Ed Core and Advanced Topics courses must be taken for a letter grade. Other coursework (including content courses, research methods, and supporting coursework) may be taken as credit/no credit with instructor permission. However, no more than 20% of a student’s program of work (no more than 9 credit hours for Ph.D. students; no more than 6 credit hours for master’s students) can be taken as credit/no credit.

Investigates the nature of STEM interests and interest-driven participation and learning, foundations of cognition in STEM disciplines, and learning out of schools.

Studies engineering and STEM higher education, including faculty, graduate students and undergraduates.

Explores the intersection of the sociopolitical and mathematical lives of children with a focus on identity and learning.

Investigates intersections of race, language, and mathematics through the experiences of Latinx students learning and doing mathematics.

Research explores the intersections of multilingualism, scientific sensemaking, and teacher education, with a specific focus on the ways multilingual students engage in science practices through translanguaging.

Focuses on the ways students learn in science courses using computational modeling.

Engages humanizing research approaches to examine equity-focused PK-16 STEM teaching and learning across urban contexts with a focus on Black girls.

Teaches courses for pre-service in STEM subjects and explores student understanding of mathematical and physical models.

Focuses on the social construction of gender and racial/ethnic inequality in educational opportunities and experiences in STEM fields from a sociological perspective. Methodological expertise in quantitative research methods and analyses of large sca...

Studies the ways culturally and linguistically diverse groups of people use disciplinary the core ideas and practices of Science, Technology, Engineering and Mathematics (STEM) to explain phenomena or to solve problems that are meaningful and consequ...

Teaches preservice K-12 teachers how to teach meaningful STEM content in innovative, student- and community-centered ways.

Dr.Yeh's research examines the intersections of race, language, and disability to provide a more nuanced analysis of the constructions of ability in mathematics classrooms and mathematics education systems. Her scholarship centers on partnerships wit...

Prerequisites for Admission

Prerequisites for admission to the doctoral degree program are a baccalaureate or master’s degree and prior coursework in one or more STEM fields. The amount of prior coursework expected depends upon the student’s grades and area of interest. Teaching experience is highly desired.

Admission into the doctoral program is not automatic for STEM Masters graduates. A STEM Master’s student applies to the doctoral program by completing the full application process. This requires submission of three letters of recommendation (as many as possible from professors on our faculty attesting to your ability to fulfill the requirements for a Ph.D.), transcripts, and a personal statement. The personal statement should address why you want to pursue a Ph.D., what you plan to research, which faculty members you wish to work with on research and why, and what you anticipate doing with a Ph.D.

Graduate students wanting to pursue a degree in STEM Education will matriculate once a year, during the fall semester. Graduate students may transfer from other programs within the Graduate School to a degree plan in STEM Education. In order to transfer, students must apply to and be recommended for admission into the GPSME. Transfer student applications from other programs in the Graduate School will be handled in a manner consistent with the policies established above for regular applicants. In addition, students should follow current Graduate School policies regarding transferring to UT.

NOTE:  Those of you applying to the STEM Education program should select STEM Education (32800) for your major. 

Application Guidelines

As a prospective student, you are required to apply first using the state application system,  ApplyTexas . Here, you will input your biographical information, resume/CV, statement of purpose, transcripts and letters of recommendation. We strongly encourage you to start this process well in advance of the deadline to allow us enough time to process your information.

NOTE: Those applying to the STEM Education program should select STEM Education (32800) for your major.

Program Requirements

A bachelor’s degree from an accredited institution in the U.S.; or proof of equivalent training at a foreign institution.

A minimum GPA of 3.0, particularly during the last two years of college and in any previous graduate study. The department will consider applications with lower GPAs. If you feel that your grade point averages or test scores are not valid indicators of your ability, please wait till you have submitted your application and  upload a miscellaneous document  explaining your concerns.

We also consider teaching experience as a criterion during the admission process. EC-16 teaching experience, especially among underserved populations, is preferred by most program areas. 

Application Status

Once all application materials are uploaded and completed, the  Graduate School  will refer your application to the department. This initial review process by the grad school will take about 1 – 2 weeks, so be sure to have everything turned in well in advance of the deadlines. 

After Your Decision

Applicants may be admitted, admitted with conditions, or denied admission.  Learn more on the Graduate School website .

Contact  Stephen Flynn , our departmental Graduate Admissions Coordinator, with any questions regarding C&I or STEM Education admissions. 

Please also see  General Guidelines from the Graduate School .

Course Requirements

• Core courses: 12 hours
• STEM content courses: 12 hours
• Research Methodology courses: 12 hours
• Research Practicum: 9 hours
• Advanced Topics courses: 6 hours
• Supporting course work: 6 hours
• Dissertation: 6 hours
• Total: 63 hours

Core Courses: 12 hours

All doctoral students are required to take  f our core courses:

• STM 385 Knowing & Learning in STEM Education
• STM 386 Curriculum History and Development in STEM Education
• STM 390-1 Equity in STEM Education
• STM 390-2 Research on Teaching and Teacher Development in STEM Education

STEM Content Courses: 12 hours

Students must take a minimum of 12 hours of courses in one or more STEM content areas. This requirement is waived for students who have a master’s degree in Science, Math, Engineering, or Computer Science. Other kinds of degrees or course work are considered on a case-by-case basis.

If students are preparing to teach at the post-secondary level, they will be advised to study one particular discipline in depth. If they are preparing to work at the elementary or secondary level, a broader program of study is recommended.

Research Methodology Courses: 12 hours

A minimum of 12 hours of courses in research methodology is required. All students must enroll in a qualitative and a quantitative course or courses sufficient for competent technical review of manuscript articles and proposals.

In addition, students must have a methodology specialty that will be used in dissertation research. A course in program evaluation can also be used to satisfy this requirement.

Students who enter the program with a Master’s degree in Education will have one, 3-hour Research Methodology Course waived.

STEP 1: 6 hours

• EDC 385R  Introduction to Quantitative Research Design Other course choices for this requirement must be approved by the Graduate Advisor
• AND  EDC 386R  Introduction to Qualitative Research; other course choices for this requirement must be approved by the Graduate Advisor.

STEP 2: 6 Hours

Two Advanced Research Courses—either Quantitative, Qualitative or Mixed-Methods. Courses that meet this requirement are at the consent of the student’s Faculty Advisor and the Graduate Advisor.

Examples of Advanced Quantitative Research Choices

• EDC 387R  3-Survey Research Methods
• EDC 387R  4-Mixed Methods Design-Based Research
• ELP 392P   Advanced Quantitative Research Design

Examples of Advanced Qualitative Research Choices

• EDC 388R  1-Narrative and Oral Tradition
• EDC 388R  2-Discourse Analysis
• EDC 388R  3-Ethnographic and Qualitative Research methods

Research Practicum (9 hours)

• STM 396 T* Directed Research in STEM Education (9 hours)

Note : These 9 credit hours are to be completed over the course of at least three different semesters.

One course (3 hrs) is a content- Specific Education Course; students choose a content area in which they want to focus in terms of education research (e.g. math education, science education, physics education, engineering education) and sign up for an independent study to work with a faculty member to read key research in the field. Recommended that students do this the summer of their first year or beginning of the second year. For the remaining two courses (6 hours total, but to be taken in separate semesters), students join and actively participate in a faculty member’s research working group. Recommended that students enroll in these courses during the second year of coursework.

Advanced Topics Courses: 6 hours

Faculty will provide regular advanced topic courses on special areas of interest or on emerging areas of research. These courses appear under the STM 390T heading in the online course schedule.

Students who enter the program with a Master’s degree in Education will have one 3-hour Advanced Topics Course waived.

Supporting Courses: 6 hours

Students are expected to broaden and deepen their program of work through taking a variety of related course work consonant with their scholarly interests, in consultation with a graduate adviser. 

Students who enter the program with a Master’s degree in Education will have one 3-hour Supporting Course waived.

Dissertation: Minimum 6 hours

Students are required to continuously register for at least three credits of dissertation once they have  advanced to candidacy . 

You must register in X99W (399, 699, or 999W) in each semester of candidacy until you graduate.

Please Note:  Students receiving fellowships, assistantships, or other financial aid, may be required to take 9 hours of dissertation credit each semester.

Research Methodology Requirements

STEP 1 (6 hours)

• EDC 385R  Introduction to Quantitative Research Design Other course choices for this requirement must be approved by the Graduate Advisor  

STEP 2 (6 Hours)

Two Advanced Research Courses—either Quantitative, Qualitative or Mixed-Methods. Students should meet with their individual Faculty Advisor or the STEM Education Graduate Advisor to select these courses.

Additional Resources

• Request More Information
• Frequently Asked Questions
• Current Student Resources

At a Glance

• Program Starts : Fall
• Deadline to Apply : December 31
• Credit Hours Required : 63
• Schedule : Flexible
• Program Location : On Campus
• GRE Required? No

Program Area Coordinator, Advisor Catherine Riegle-Crumb

Find out information about the admission process and application requirements.

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STEM Education, Ph.D.

Download the Course List for STEM Education, Ph.D.

Find out exactly what classes you'll be taking

The PhD in STEM Education

The PhD in STEM Education is designed for those who seek to increase their competence in a selected area of STEM education (e.g., science education, mathematics education, educational technology), including competence in a particular STEM field (science, technology, engineering, mathematics). Recipients gain appropriate knowledge and skills for teaching, supervisory, research, and administrative positions in higher education, including college and university STEM Education programs, and programs in STEM fields in community and state colleges, liberal arts colleges, and universities.

There are three primary specializations within the PhD in STEM Education program: Science Education, Mathematics Education, and Educational Technology.

Who May Apply for This Program

Admission to this PhD program requires completion of a Master's degree. Program requirements include completion of:

• a major technical area (MTA), with 21 graduate credits in a STEM field beyond the Bachelor's degree; and
• a minimum of 42 credits of PhD coursework and research.

In addition, Master's graduates who have a strong background in their content field because of their Bachelor's degree and graduate coursework have been admitted into this PhD program. For example, doctoral students with a background and interest in Environmental Education have pursued their PhD studies in Science Education.

Although it is advisable that Master's students seeking to pursue a PhD complete a research experience, students with non-thesis research experience have been allowed to pursue PhD study in STEM Education.

There are three phases of study in this PhD program:

• Phase 1 consists of coursework, both for the MTA requirement and in educational theories and trends, research, and statistics. The coursework in Phase 1 is designed to broaden and deepen students' knowledge in their STEM field and in education, as well as prepare them for dissertation research. Upon completion of the coursework, PhD students take their doctoral comprehensive exams.
• Phase 2 involves the development and defense of a research proposal, with guidance from your major advisor and committee. The preparation and defense of a proposal ensures that each student is able to translate their knowledge into a coherent and feasible research plan.
• Phase 3 involves carrying out all aspects of the proposed study, collecting and preparing data, running analyses, and completing and defending a dissertation. Students enhance their understanding of what goes into the conduct and reporting of educational research in an area of STEM education.

Typically, Phases 1 - 3 require at least four years of full-time effort, but can require more time.

The knowledge and experience gained in this program are useful to graduates as teachers, consumers of research, researchers, and research advisors.

Do Cutting-Edge, Real-World Research

The PhD program in STEM Education is designed to emphasize coursework and research; unlike Bachelor's and Master's degrees, it does not include an internship opportunity. However, courses in educational theories, research, and statistics engage students in projects, and these can be as real-world as students wish. MTA coursework often includes lab and fieldwork.

In addition, although dissertation studies usually emphasize theory and research, many PhD students also design their study to address needs within a particular area of educational practice.

Internationally Recognized Faculty

Among the faculty who teach in this program, Dr. Thomas Marcinkowski has received the Walter E. Jeske Award (2010) and the award for Outstanding Contributions to Research in Environmental Education (1994), both from the North American Association for Environmental Education. His emphasis is on assessment, evaluation, and research studies in the areas of environmental literacy, responsible environmental behavior, and environmental quality. He has been involved in the development of assessment tools in these areas and, more generally, in program evaluation studies.

Samantha Fowler has received the Outstanding Position Paper Award (2013) from Southeastern Association for Science Teacher Education. She focuses on socio-scientific reasoning - how the general public uses scientific information in their day-to-day lives and how policy-makers use scientific evidence in their decisions. She is currently researching how social media effects socio-scientific reasoning, particularly regarding controversial issues. She also explores the effectiveness of new pedagogy styles in lecture and laboratory classes.

Career Benefits

This PhD degree is not designed to help doctoral students satisfy credentialing requirements - that is undertaken at the Bachelor's and Master's levels. However, from both an occupational and a professional perspective, one of the benefits of completing a PhD is to become more competitive career-wise, which is vital in today's challenging job environment. The research background and experience students gain in this PhD program adds depth to their teaching, and provides them with insights that aid them in their future research and research advisory work.

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• 100% Online

• Educational Technology

Doctor of Education in Educational Technology

100% online program.

The doctoral program in educational technology, leading to an EdD degree, has as its goal the development of innovative leaders in the field. You can explore the use of current and emerging technologies for effective and efficient teaching in a dynamic, global society. Areas of particular focus include online teaching and learning, technology integration, academic technology leadership, innovative teaching in K-12 and higher education, educational software development for the web and mobile platforms, and educational Games and simulations.

The EdD in Educational Technology program at Boise State University can be completed entirely online; there are no on-campus or in-person requirements. All courses and exams/defenses can be completed at a distance, though in some cases synchronous (same time) attendance is required.

About this Program

• Format : The EdD in Educational Technology program is 100% online.
• Department Name:  Department of Educational Technology
• Official Degree Name: Doctor of Education in Educational Technology
• Degree Type: Doctor of Education

Note: Content on this page is provided as a quick reference for planning. All official course descriptions/degree requirements/admission standards/program learning outcomes/etc. are published on the Graduate College’s website  Graduate Catalog .

What can I do with this degree?

Graduates from our EdD program have opportunities in different areas. For example, some of our graduates work in higher education either as faculty or instructional designers helping faculty and students with the course design and technical support. Other graduates work as instructional designers in different environments such as schools, school districts, or other educational environments.

Our students do research in diverse areas in educational technology, such as professional development, online learning, learning analytics, data mining, games and simulations, and mobile technologies. 

Degree Requirements and Advising Resources

Admission requirements.

Applicants are required to have earned at least a baccalaureate degree and a master’s degree from a regionally accredited U.S. college or university or a degree from a non-U.S. institution of higher education that is judged equivalent to a U.S. baccalaureate degree and master’s degree by the International Admissions office and have an undergraduate grade point average (GPA) of 3.00 (based on a 4-point scale) computed for all undergraduate credits from the applicant’s most recent baccalaureate degree and a graduate (GPA) of 3.50 (based on a 4-point scale) computed for all graduate credits.

A prospective student may apply at any time and should follow the general graduate application procedure for degree-seeking students (see Graduate Admission Regulations ). Admission to the program is based on:

• Official transcripts from all colleges attended.
• A letter of application that adheres to the guidelines linked from the EdD Program Application page.
• A current résumé or curriculum vitae.
• A writing sample.
• Three letters of recommendation.
• GRE Scores: The GRE is not required for an application, but can be submitted if the applicant desires to do so.

Learn more about our Admissions process by reading our  EdD Application Guidebook

Note: Ed.D. students can also earn a graduate certificate in one of the specializations: GAMES AND SIMULATIONS, ONLINE TEACHING, SCHOOL TECHNOLOGY COORDINATION, INSTRUCTIONAL TECHNOLOGY COACHING, TECHNOLOGY INTEGRATION, COMPUTER ASSISTIVE LANGUAGE LEARNING, ASSISTIVE TECHNOLOGY (STARTING FALL 2021), DIGITAL LITERACIES INSTRUCTION (STARTING FALL 2021), or DESIGNING ACCESSIBLE ONLINE EDUCATION (STARTING FALL 2021). In order to do so, please indicate the appropriate certificate on the Graduate Admissions application form. It is important for students to apply for a certificate before starting the course work.

Program Requirements

For course descriptions, please visit our  Course Information .

Students in the online Doctor of Education in Educational Technology program are not required to be physically present on campus for classes, presentations, etc. In most cases, students are required to be enrolled in seven graduate credit hours per semester for the first two years of the program (exceptions are made based on a plan of study that accounts for transfer credits). Students must be enrolled in at least one credit hour every semester thereafter until successfully defending the dissertation (even if all courses and thesis hours have been completed).

Application Deadlines

Submit application and admission materials well in advance of the deadline to ensure the application is complete by the deadline. Please note that all new cohorts start in the FALL semester.

• Early Review Deadline: No later than the first Monday of November*
• Regular Deadline: No later than before the first Monday of February

* At the early review deadline, selected applications will go through our review process. If an applicant is offered a place in the upcoming cohort (which starts the following fall semester), they can take class(es) in the upcoming spring and/or summer semesters related to the elective or cognate requirements, if so desired – there is no obligation to do so. If a completed application is ready by early November, but is not reviewed in the “early review” cycle, it will be reviewed again during the regular Spring review starting in February.

EdD Program Handbook

Advanced Graduate Programs Handbook

Estimated Costs

The cost per credit is $599 for courses numbered in at the 600 level, and $478 per credit for courses numbered at the 500-level. Doctoral students take a total of 60 credits with a mix of 500-level and 600-level courses.

To see an estimate of the other costs, please refer to our Tuition page .

The College of Education also offers a range of scholarship opportunities. 

Have questions or need more information? Contact us or explore related resources.

Request More Information

Edd application guidelines.

Berkeley School of Education

Ma and phd programs, about our ma and phd.

Earning a Master’s of Arts degree (MA) or doctorate (PhD) from Berkeley’s School of Education often leads to a career as an educational scholar and researcher in schools, colleges, and universities; non-profits and think tanks; and corporations.

In your application, we encourage you to describe your research interests as well as your desire to study with particular faculty in their application materials. If you wish to study educational topics outside those framed in the list below, we still encourage you to apply to earn your MA or PhD because we want innovative thinkers among us.

During the first semester, all students build a plan of study in consultation with their advisor(s). This plan is revisited, updated, and revised yearly thereafter.

What Doctoral Students Can Expect

During the first two years of study, the Berkeley PhD in Education introduces you to research on current issues in education, theories of learning, human development, and inequality, educational policy, and research methods. Students proceed through the program during the first two years in a cohort, taking core courses together.

The degree program’s structure ensures that you have a broad understanding of important topics in education and that you begin developing the research expertise needed to carry out independent research projects. You will also begin to take elective courses within and outside the BSE in your expected areas of expertise.

By the third and fourth years of study, you are expected to develop greater expertise in your research specialties in close consultation with your faculty advisors. You also take advanced seminars; engage in independent studies and research apprenticeships; and complete an oral exam.

The concluding part of your doctoral studies is preparation of your dissertation proposal and the research and writing of your dissertation.

What Master's Students Can Expect

As a Master’s student, you join the Berkeley community for one academic year, affiliating with a cluster of specialization. MA students often complete courses and their Masters projects during the summer. You are required to complete 24 semester units, which equals seven to eight classes, depending on how many units are awarded for each class.

You will have access to your faculty advisors, an MA Coordinator, and Student Services staff within the School of Education.

Learn more about the core requirements for earning a Master's in Education .

Our faculty’s interests span a range of critical topics and issues that are crucial for the attainment of educational equity and greater impact in schools and communities. The broad clusters of our faculty’s expertise are listed below. Click on any of the titles to see faculty who are engaged in this research.

Critical Studies of Race, Class, and Gender

• Critical Social and Cultural Theories
• Globalization, Immigration, and Migration
• Race & Social Inequality in Urban Education
• Domination and Resistance across Educational Settings
• Social Identities in Educational Contexts
• Language, Literacy, and Digital Media

Language, Literacy, and Culture

• Sociocultural aspects of language use and development across the lifespan
• Linguistic and cultural diversity in language and literacy education
• Intersections of disability and language and literacy learning
• Race and inequality in language and literacy education
• Bi/multilingualism and translanguaging in schools and communities
• Indigenous language maintenance and education in local and global contexts
• Literacy in a Digital Age
• Literacy in and out of School

Learning Sciences and Human Development

• Cognitive, Human, and Social Development 
• Mathematics and Science Education
• Teacher Learning and Education
• Technology and Digital Media

Policy, Politics, and Leadership

• Leadership in Educational Organizations
• Policy Analysis and Program Implementation
• Politics of Education Advocacy
• School Improvement

Social Research Methodologies

• Data Science
• Design-Based Research
• Measurement
• Qualitative Research Methods
• Statistics and Econometrics

School Psychology

    •     Program Aims and Training Goals     •     Faculty     •     Sequence     •     How to Apply     •     Student Admissions, Outcomes, and Other Data     •     Student Handbook     •     Publications and Presentations     •     School Psychology-Resources

Educational Technology Graduate Programs in America

1-25 of 257 results

Harvard Graduate School of Education

Cambridge, MA •

Harvard University •

Graduate School

• • Rating 4.82 out of 5   11 reviews

Master's Student: My undergraduate is the only institution outside of Asia offering a terminal degree in Classical Chinese Dance: an exquisite and comprehensive dance form passed down from ancient China. As a member of the first graduating class, I’ve always wanted to give back. And as the new generation of post-pandemic educators, I aim to lead the college to better serve its talented students: to provide first-class education, support, and opportunities to shine in the global spotlight and bring beauty and joy to audiences around the world. At this watershed point in higher ed, I’m genuinely excited to partake in Harvard Graduate School of Education's world-class learning environment and the mentorship of its distinguished faculty, in the Education Leadership, Organizations, and Entrepreneurship program with a concentration in Higher Ed, which. will equip me with the skills, vision, and insight to become a transformative leader and a dedicated contributor to the teaching and learning world. ... Read 11 reviews

Harvard University ,

Graduate School ,

CAMBRIDGE, MA ,

11 Niche users give it an average review of 4.8 stars.

Featured Review: Master's Student says My undergraduate is the only institution outside of Asia offering a terminal degree in Classical Chinese Dance: an exquisite and comprehensive dance form passed down from ancient China. As a member... .

Read 11 reviews.

Philadelphia, PA •

University of Pennsylvania •

• • Rating 3 out of 5   5 reviews

Master's Student: I loved my graduate program at Penn. Learning along side top notch professors from Wharton, Graduate School of Education and Design school, I had a diverse and interdisciplinary education that will help me in all of my future roles. ... Read 5 reviews

Blue checkmark.

University of Pennsylvania ,

PHILADELPHIA, PA ,

5 Niche users give it an average review of 3 stars.

Featured Review: Master's Student says I loved my graduate program at Penn. Learning along side top notch professors from Wharton, Graduate School of Education and Design school, I had a diverse and interdisciplinary education that will... .

Read 5 reviews.

Graduate School of Arts & Sciences - Georgetown University

Nw Washington, DC •

Georgetown University •

• • Rating 5 out of 5   2 reviews

Master's Student: The program is highly practical. The professors explain concepts in class and give us home works to submit on each topic discussed on a weekly basis. This enables us to grasp the concepts more. We are informed of the professors office time and so we can email them to make inquiries and get assistance when needed. We make presentations during class which train us to become more bold and be able to communicate the concepts easily. We are able to discuss and critic writings independently. We work on projects in groups of about 3-4 and discuss findings to the entire class and professor. We review research papers and make meta-analyses inform of class projects. The program is well structured and i am gaining skills. My worst experience is having to worry about Tuition and other related school bills. ... Read 2 reviews

Georgetown University ,

NW WASHINGTON, DC ,

2 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says The program is highly practical. The professors explain concepts in class and give us home works to submit on each topic discussed on a weekly basis. This enables us to grasp the concepts more. We... .

Read 2 reviews.

Lehigh University

Graduate School •

BETHLEHEM, PA

• • Rating 4.42 out of 5   19

Florida Institute of Technology

MELBOURNE, FL

• • Rating 4.61 out of 5   64

Saint Mary's University of Minnesota School of Education

Saint Mary's University of Minnesota •

MINNEAPOLIS, MN

JHU School of Education

Baltimore, MD •

Johns Hopkins University •

• • Rating 4.65 out of 5   20 reviews

Master's Student: The clinical mental health counseling program has been great in emphasizing the importance of cultural competence in the counseling space. I have been able to collaborate with an amazing group of peers that make up my cohort to face challenges and concerns that arise in regard to the field of counseling. I have had some great professors who do their best to ensure we have the knowledge we need to be successful. However, there have been some adjunct professors who have other obligations that take away their time from providing feedback in a timely fashion and prolong receiving grades back for assignments. There have also been major changes in faculty that affect our ability to know what professor we will have when registering for the next semester. ... Read 20 reviews

Johns Hopkins University ,

BALTIMORE, MD ,

20 Niche users give it an average review of 4.7 stars.

Featured Review: Master's Student says The clinical mental health counseling program has been great in emphasizing the importance of cultural competence in the counseling space. I have been able to collaborate with an amazing group of... .

Read 20 reviews.

Steinhardt School of Culture, Education, and Human Development

New York, NY •

New York University •

• • Rating 4.28 out of 5   25 reviews

Master's Student: So far I’m almost a year into NYU Steinhardt’s online speech program and I love it! For those who don’t mind online learning and can time manage, this is for you. It gives me more flexibility and encourages me to stay on top of asynchronous work for my zoom meets. Another big plus about this program and why I chose it is that I did not graduate with a bachelor’s in speech or CSD. This program offers most prerequisite classes that extend your plan of study but is so worth it. The only down side is the prerequisites required by ASHA cannot be taken through their program. So while I have taken statistics, a biological and behavioral /social science during my undergrad I will need to take a physical science outside of the program before I start my clinic/practicums. Overall, many of my peers seem to enjoy the program too and even though the program is online for me, the helpfulness and acceptance from professors is truly unmatched. ... Read 25 reviews

New York University ,

NEW YORK, NY ,

25 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says So far I’m almost a year into NYU Steinhardt’s online speech program and I love it! For those who don’t mind online learning and can time manage, this is for you. It gives me more flexibility and... .

Read 25 reviews.

Lehigh University Graduate College of Education

Bethlehem, PA •

Lehigh University •

• • Rating 5 out of 5   1 review

Master's Student: The best part of my experience is that it is online and to apply we did not need to complete an essay. The teachers provide a lot of guidance and assistance. The Lehigh University Graduate PACE Program provides guidance. The worst part is that it is an accelerated program so you do not have time to come up for air. Papers or reports are due almost every week. ... Read 1 review

Lehigh University ,

BETHLEHEM, PA ,

1 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says The best part of my experience is that it is online and to apply we did not need to complete an essay. The teachers provide a lot of guidance and assistance. The Lehigh University Graduate PACE... .

Read 1 reviews.

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University of Georgia College of Education

Athens, GA •

University of Georgia •

• • Rating 4.5 out of 5   6 reviews

Doctoral Student: This program has challenged me in many ways, both positively and negatively; however, even the negative experiences have assisted my personal and professional growth for the better. The best parts of this program are the connections I have made with colleagues and friends, as well as faculty who hold high status in the field. Additionally, this program has helped me develop into a competent future counseling psychologist and one who has a decent grasp of multicultural and social justice competency, which is important to me and vital to our field. That said, the worst parts of my experience relate to this, in that I do not feel we have enough formal training when it comes to social justice/multicultural competence. I and others in my program have also experienced the negative impacts of COVID-19 and its impact on departmental organization, which has affected our educational trajectories. This has made all of us resilient, however, and we are all on track for success! ... Read 6 reviews

University of Georgia ,

ATHENS, GA ,

6 Niche users give it an average review of 4.5 stars.

Featured Review: Doctoral Student says This program has challenged me in many ways, both positively and negatively; however, even the negative experiences have assisted my personal and professional growth for the better. The best parts of... .

Read 6 reviews.

Warner School of Education and Human Development

Rochester, NY •

University of Rochester •

• • Rating 4 out of 5   1 review

Master's Student: The inclusion classes are great. Some of the professors exhibit some microaggressions, but for the most part the education is good. It is a smaller school, so everybody knows each other, which can be good or bad, depending on how you look at it. Overall a pretty good school, but my undergrad was better so I tend to compare the two. ... Read 1 review

University of Rochester ,

ROCHESTER, NY ,

1 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says The inclusion classes are great. Some of the professors exhibit some microaggressions, but for the most part the education is good. It is a smaller school, so everybody knows each other, which can be... .

David O. McKay School of Education

Provo, UT •

Brigham Young University •

Brigham Young University ,

PROVO, UT ,

Penn State College of Education

University Park, PA •

Penn State •

Doctoral Student: Our instructional mission includes undergraduate, graduate, professional, continuing, and extension education offered through both resident instruction and distance learning. Our educational programs are enriched by the talent, knowledge, diversity, creativity, and teaching and research acumen of our faculty, students, and staff. ... Read 2 reviews

Penn State ,

UNIVERSITY PARK, PA ,

Featured Review: Doctoral Student says Our instructional mission includes undergraduate, graduate, professional, continuing, and extension education offered through both resident instruction and distance learning. Our educational programs... .

College of Education and Human Development - Texas A&M University

College Station, TX •

Texas A&M University •

Texas A&M University ,

COLLEGE STATION, TX ,

North Carolina State University College of Education

Raleigh, NC •

North Carolina State University •

• • Rating 4.8 out of 5   5 reviews

Doctoral Student: North Carolina State College of Education, Through the Belk Center offers an Ed.D in Community COllege Leadership. Enrolled in a co-hort model. Great for working professionals ... Read 5 reviews

North Carolina State University ,

RALEIGH, NC ,

5 Niche users give it an average review of 4.8 stars.

Featured Review: Doctoral Student says North Carolina State College of Education, Through the Belk Center offers an Ed.D in Community COllege Leadership. Enrolled in a co-hort model. Great for working professionals .

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College of Education - Michigan State University

East Lansing, MI •

Michigan State University •

Master's Student: I am an MSU alum from the college of ed with a degree in Special and Elementary Education. I am currently completing my student teaching experience while beginning my master's in teaching and curriculum with a focus in educational psychology. I have loved becoming so close with my peers who are also passionate teachers and learning from professors with strong background knowledge and expertise. The only bad part of the program is how expensive the student teaching year is since we are paying for 12 masters credits while working full time, but are not getting paid. ... Read 5 reviews

Michigan State University ,

EAST LANSING, MI ,

Featured Review: Master's Student says I am an MSU alum from the college of ed with a degree in Special and Elementary Education. I am currently completing my student teaching experience while beginning my master's in teaching and... .

Florida State University College of Education

Tallahassee, FL •

Florida State University •

• • Rating 4 out of 5   2 reviews

Master's Student: Florida State University Sport Psychology program is engaging and full of opportunities. The coursework is relevant and the faculty is a balance of tough yet understanding. The faculty members are also highly renowned with high quality research of their own, and opportunities to work with them on their research, alike. As a first year student, I have felt welcomed and valued as a student. The university allows students to learn while doing as they have the opportunity to work with sports teams at all levels and ages, while shadowing peers and superiors. Students are also encouraged to venture out and find clients and athletes to work with on their own, while being supported by the faculty and peers at Florida State. The program is also very conducive to a supportive social environment, with socials, networking opportunities, and peer support being ever-present. One negative of this program is that students are not guaranteed to reach all of the hours necessary to achieve the CMPC. ... Read 2 reviews

Florida State University ,

TALLAHASSEE, FL ,

2 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says Florida State University Sport Psychology program is engaging and full of opportunities. The coursework is relevant and the faculty is a balance of tough yet understanding. The faculty members are... .

Indiana University School of Education

Bloomington, IN •

Indiana University - Bloomington •

Current Doctoral student: I am in the last year of my doctoral program. The coursework can be challenging and intense, but the professors are supportive. In the end of the program, an IU graduate can feel comfortable leading research projects and securing grants. ... Read 2 reviews

Indiana University - Bloomington ,

BLOOMINGTON, IN ,

Featured Review: Current Doctoral student says I am in the last year of my doctoral program. The coursework can be challenging and intense, but the professors are supportive. In the end of the program, an IU graduate can feel comfortable leading... .

College of Education and Human Development - University of Delaware

Newark, DE •

University of Delaware •

• • Rating 4.67 out of 5   6 reviews

Alum: The University of Delaware Doctoral Program is a competitive program which prepares student's for future leadership writing, roles and experiences. The instructors are helpful, well-educated and caring. As a college leader, the program does provide a solid infrastructure to hone leadership skills overall, but could focus more specifically on creating tracks to best suit the type of educational leadership role. The current program is mostly geared towards K-12 educators, however, they are a great deal of college leaders in the program as well. It also is a traditional 16-week structure, where many other schools are moving towards (or already at) seven-week class structures which better support working professionals. However, it's the best in the state and most likely in the region, despite these recommendations. I would highly recommend. ... Read 6 reviews

University of Delaware ,

NEWARK, DE ,

6 Niche users give it an average review of 4.7 stars.

Featured Review: Alum says The University of Delaware Doctoral Program is a competitive program which prepares student's for future leadership writing, roles and experiences. The instructors are helpful, well-educated and... .

School of Education - Syracuse University

Syracuse, NY •

Syracuse University •

Graduate Student: Professors are more than willing to help you most of the time. Not a lot of room to change up classes if you have a difficult personal life/schedule. ... Read 1 review

Syracuse University ,

SYRACUSE, NY ,

Featured Review: Graduate Student says Professors are more than willing to help you most of the time. Not a lot of room to change up classes if you have a difficult personal life/schedule. .

Graduate School of Education and Psychology - Pepperdine University

Los Angeles, CA •

Pepperdine University •

• • Rating 4.75 out of 5   105 reviews

Master's Student: My experience in Clinical Psychology with an emphasis on Marriage and Family Therapy with LatinX Communities at Pepperdine University (also known as the Aliento Program) is something I have not experienced in the education system. That means enjoyable learning and not ignorant learning, where everything is about tests, grades, and even memorization. My professors here deeply care about me and my community and they show it. They are so skilled at what they do and made me realize and reflect on things that I did not think about before. They tell us that this program is about supporting one another and not about competition. I also feel the sense of community in the program where everyone is close to one another compared to other programs where students are distant from each other. I love this program because it feels like home, it feels like a family away from my biological family. This program made me realize so much about my community and culture which makes me want to learn more. ... Read 105 reviews

Pepperdine University ,

LOS ANGELES, CA ,

105 Niche users give it an average review of 4.8 stars.

Featured Review: Master's Student says My experience in Clinical Psychology with an emphasis on Marriage and Family Therapy with LatinX Communities at Pepperdine University (also known as the Aliento Program) is something I have not... .

Read 105 reviews.

Auburn University College of Education

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Graduate Student: The University of Oklahoma offers excellent education programs and opportunities for its students. I have been able to obtain my Master of Human Relations and am now looking to obtain a Master of Arts in Museum Studies. This will enable me to be well versed in an area that I am most passionate about. ... Read 2 reviews

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Training manufacturing technologists to be future shop floor leaders

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In higher education, MIT is best known for its world-class programs for undergraduate and graduate students. In addition, MIT’s Professional Education, MITx, and MITxPro, among others, have reached new audiences worldwide with MIT-caliber offerings. So have summer programs such as MIT Lincoln Laboratory’s BeaverWorks Summer Institute.

A new curriculum in development at MIT may soon open up learning opportunities for a new population of students — workers who are not necessarily college bound — to gain exposure to advanced technologies and industry-relevant expertise.

With collaborators at the University of Massachusetts at Lowell, Clemson University, Cape Cod Community College, and in the future the manufacturing software firm Tulip, a group of MIT researchers is developing a new curriculum aimed at strengthening the nation’s manufacturing workforce. The project was recently awarded funding from the U.S. Department of Defense (DoD)’s Innovation Capability and Modernization (ICAM) office and its Industrial Base Analysis and Sustainment (IBAS) program. 

In the manufacturing field, many students are natural tinkerers or standouts in their jobs, but aren’t seeking a four-year degree. The new curriculum, aimed at workers holding an associate’s degree or equivalent, will aim to build on their technical know-how by blending it with an engineer’s perspective on systems and processes.

"With increasing technological sophistication, the quickening pace of technology change, and ever-tightening standards, we need to incorporate quality education into manufacturing training programs," says John Liu , an MIT lecturer, co-principal investigator for the project, and director of MIT’s Learning Engineering and Practice Group . "By integrating MIT's mind-and-hand approach to how we develop the manufacturing workforce, we can re-energize America’s factory floors, empower companies to move into advanced manufacturing, and support firms in adopting advanced manufacturing technologies.”

After talking to large and small companies, schools, workforce boards, manufacturing extension programs, and education and workforce experts, a team led by Liu and affiliated with the Manufacturing@MIT Working Group discovered a gap in training that Liu felt he could address. Many vo-tech schools and community colleges offer programs to help students fill technician roles. Companies, too, train technicians, some of whom they hire with no manufacturing background. No one, however, had a clean solution to give technicians a ladder to become shop-floor leaders; “technologists” would bridge the gap between technicians and engineers. 

“Advanced manufacturing will not work unless it integrates production in new ways. This new program aims to educate a new kind of factory systems leader to undertake this,” says Bill Bonvillian, senior director of special projects for MIT Open Learning and a key member of the MIT team behind the technologist program. Bonvillian is coauthor of the book “Workforce Education: A New Roadmap.”

Earlier, Liu had facilitated the creation of the MITx Principles of Manufacturing Micromasters, which covers processes, systems, supply chains, and management of manufacturing. Dave Hardt , MIT professor of mechanical engineering and the Ralph E. and Eloise F. Cross Professor in Manufacturing, along with other faculty in the MIT Master of Engineering in Advanced Manufacturing and Design (MEng) program distilled these four “principles of manufacturing” so they might be applied to any industry in manufacturing. Liu felt these same skills would be valuable for technicians who wanted to become shop-floor leaders, and that the new project team could create a new curriculum, but for a different audience. This material would go into the “hub” of the technologist curriculum. The team would then also build “spoke” material, in areas like robotics, additive manufacturing, and advanced CNC machining.

The technologist program fits a major need in advanced manufacturing. While engineers are trained in design, technicians are trained to operate particular processes, such as CNC machining or welding. Yet advanced manufacturing requires a new level of expertise — technologists who understand the systems on the factory floor, who can integrate the new technologies like robotics or additive manufacturing along with existing equipment, and apply data analytics to make the new system highly efficient. While engineers design and technicians operate, the technologist would be a bridge. Liu and Bonvillian make the case for this new technologist occupation in a new article published by  Issues in Science and Technology , a policy journal of the National Academies of Sciences, Engineering, and Medicine.

“The technologist program will be a major contribution to advancing the manufacturing workforce, which is arguably the greatest need of manufacturing companies of all sizes in the United States. It’s also a great example of collaboration between MIT, other institutions, industry, and government, and aligns incentives among stakeholders to create meaningful impact," says John Hart , who is head of the MIT Department of Mechanical Engineering, co-director of the Manufacturing@MIT Working Group, and the PI for MIT’s part of the DoD-funded technologist program. “Manufacturing technologists will have exciting, advanced technology careers, and the IBAS program funding is instrumental in launching this program. It is an important opportunity for MIT, and our team led by Dr. John Liu and our collaborators, to extend MIT’s leadership in manufacturing education in a new realm,” explains Hart, who is also director of the Laboratory for Manufacturing and Productivity and director of the Center for Advanced Production Technologies.

The DoD’s ICAM office is supporting the multi-institutional project led by UMass Lowell with a $4.25 million investment over two years. MIT’s contributions to the program are supported by $3.09 million in DoD funding via a two-year subaward. Adele Ratcliff, ICAM office director, says, “The University of Massachusetts Lowell and MIT are creating a one-year advanced manufacturing technologist certificate curriculum and content aligned with our defense manufacturing industry needs. This technologist education will help with huge shortages in skilled labor facing many defense companies supporting critical manufacturing technologies for years to come. The technologist program is a natural blending of 2-year and 4-year manufacturing and engineering programs and curricula that is being driven largely by Industry 4.0 in the digital age, keenly recognizing the need to help foster that evolution.”

Collaborators at Clemson University will help design and build virtual reality simulations for the program, so students who might not have access to cutting-edge equipment can learn using virtual tools. 

“Our goal at Clemson University is to create transformative learning experiences where students and incumbent workers, regardless of their access to state-of-the-art equipment, can engage with virtual digital learning tools.  This initiative of reskilling and upskilling opportunities for all is essential to bolster U.S. competitiveness in an ever-evolving technological landscape," says Kapil Chalil Madathil, the Wilfred P. Tiencken Professor of Industrial and Civil Engineering at Clemson University, director of the Clemson University Center for Workforce Development, and the PI for Clemson University’s part of this DoD-funded technologist program.

The Manufacturing@MIT Working Group is coordinating with an advisory council of several New England community colleges that would be ready to offer a year-long, blended-learning program, and when the curriculum is ready it will continue to seek funding to support the program’s rollout. Manufacturing@MIT has also collected scores of letters from companies that say they would be ready to pay a wage of at least $25 an hour to graduates of such a program.

“The new certificate program will help develop critical thinking and practical skills,” says Brad Mingels, director of workforce development for professional and undergraduate education at the Francis College of Engineering at the University of Massachusetts Lowell. “It should also help graduates advance in their careers and move on to more education and higher-paid jobs.” 

Indeed, companies have told the Manufacturing@MIT group that not only would graduates of the technologist program provide a bridge between technicians and engineers, but they would also bring new, advanced manufacturing know-how to their factories. The education, toolsets, and mindsets that graduates will take away from the program will empower them to share their ideas, so those ideas might “bubble up” to companies’ engineers and management. The program will empower workers who faced opportunity and education gaps.

Alongside ICAM’s IBAS-funded program, Manufacturing@MIT is also working to scale its collaborations with companies and community colleges across the country. Individuals seeking more information can contact John Liu .

Now the work will begin to build the curriculum, which MIT and UMass Lowell plan to ultimately offer for free to any community college, company, or military production facility (including shipyards and arsenals) that wants to educate the next generation of technologists to become shop-floor leaders.

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• Article: "The Technologist"
• Department of Mechanical Engineering

Related Topics

• Education, teaching, academics
• Mechanical engineering
• Manufacturing
• Collaboration
• STEM education
• Department of Defense (DoD)

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Job Search Strategies for the Professoriate Summer Program Applications Open

Are you interested in a career in higher education? 

The Graduate School is hosting its annual summer Job Search Strategies for the Professoriate. If you are interested in learning about faculty job postings; how to write a competitive cover letter and vita; DEIJ, Research, and Teaching Statement; as well as interview and negotiate your job offer; this workshop series is for you. This year we will also have one of our own faculty members share her journey and how she became a junior tenure track faculty member at Ohio State.

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