technology education phd

Doctor of Philosophy in Education

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The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

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 Doctor of Philosophy in Education experience and the impact its community is making on the field:

Lost in Translation

New comparative study from Ph.D. candidate Maya Alkateb-Chami finds strong correlation between low literacy outcomes for children and schools teaching in different language from home

Using E-Books to Get Young Readers Talking

New research shows how parents can help kids — and themselves — use e-books as a tool to improve early childhood development

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.

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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

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

Technology and teacher education, ph.d. in curriculum and instruction: emphasis in technology and teacher education.

The Doctor of Philosophy (Ph.D.) in Curriculum and Instruction (C&I) emphasis in Technology 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

Trina Davis

Associate Professor

Cheryl Craig

Radhika Viruru

Clinical Professor

Shaun Hutchins

Clinical Associate Professor

Hersh Waxman

Andrew Kwok

Assistant Professor

Michelle Kwok

ArCasia James-Gallaway

Nathan Hawk

Clinical Assistant Professor

Claire Katz

Department Head and Professor

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.

Can't find what you are looking for?

PhD in STEM Education

The PhD in Science, Technology, Engineering and Mathematics (STEM) Education offers students the opportunity to advance knowledge in STEM Education through original research. Graduates of this program pursue careers as researchers and educators dedicated to improving STEM education.

STEM Education is an interdisciplinary program. We conduct research in many different STEM learning environments including, college-level STEM courses, K-12 classrooms, makerspaces and afterschool programs, and community-based collaborations. We work collaboratively across other departments at Tufts and with the Center for Engineering Education and Outreach (CEEO) and the Institute for Research on Learning and Instruction (IRLI).  

The program enrolls five students each year on average. Both full-time and part-time options are available. Full-time PhD students receive full tuition support for five years, a stipend, and health coverage.

We encourage interested students to look over faculty research areas and email a potential mentor, providing a brief summary of your background and research interests, before the application deadline. Admissions decisions are made by the STEM Education faculty as a whole.

Message from Program Director

Julia Gouvea Director, STEM Education Program

Program of Study

Upon entry into the program, each PhD student is assigned two program advisors, one of whom is a faculty member in STEM Education and serves as the student’s primary mentor. Program advisors help students choose courses, internships, and research activities. These advisors can be changed at any time within the program.

PhD students generally work in research assistantships on externally funded projects and may also have opportunities to serve as teaching assistants, either in education or in STEM courses. We also encourage students to apply for a teaching fellowship through the GIFT Program.

Course Requirements

Students are required to complete 18 courses to fulfill requirements for the PhD in STEM Education degree. These include:

• 12 graduate-level courses in Education
• 2 graduate-level courses in a STEM discipline
• Enrollment in the STEM Education program seminar for 2 years (2 courses)
• Two courses in dissertation work

These requirements can be adjusted, depending on the student's background as evaluated by their advisors and by the STEM Education Program Committee. Students who have taken graduate-level coursework in education or in STEM may reduce the number of required courses by applying for a transfer of credits. No undergraduate courses will count towards the PhD degree.

Research/Internship Requirement

PhD students must complete an original research study for their dissertation. The program is built around a set of experiences designed to help students reach this goal. In addition to coursework, PhD students complete two qualifying papers. Ideally, qualifying papers lead to professional presentations and publications and into the dissertation project.

Read more about STEM PhD Program Requirements .

Job Placement

Graduates of the STEM Education program pursue careers in many areas of PreK-university STEM Education. About 40% of graduates conduct research or teach in higher education institutions. About 25% of graduates are K–12 educators. And about 35% have research or administrator positions in educational institutions including museums, non-profits, and universities.

Examples of positions held by alumni of the STEM Education PhD include:

• Program Coordinator for Math and Science at Lakes Region Community College
• Research Scientist at Educational Testing Service (ETS)
• Manager of Research and Evaluation at the Museum of Science and Industry
• Tenured and tenure track faculty at research institutions around the world

To learn about our alumni visit the Meet Students and Alumni page.

Related and Joint Programs

Students interested in cognitive science may consider the joint Cognitive Science PhD program. In order to apply to this program through the Education Department, you must identify a primary mentor in the STEM Education program who is also affiliated with the Cognitive Science program.

Students may also consider applying to graduate programs in STEM disciplines, many of which have formal or informal opportunities to conduct education research. Students with strong backgrounds in physics may consider the Physics Education track , which we offer in collaboration with the Department of Physics & Astronomy. 

Students with a strong background in biology may consider the Biology Education Research concentration offered through the Department of Biology. We encourage prospective students to discuss these options with potential advisors.

Program Objectives

The objectives of the PhD STEM Education program will allow students to do the following:

• Theory and research on learning, development, and teaching; cognitive science; and the sociocultural foundations of education, both broadly and within their discipline
• Developmental, pedagogical, content specific, and sociocultural challenges inherent in teaching and learning
• Research methods and results appropriate for the development of studies that will contribute to new theoretical insights and practical approaches to education
• Knowledge and practices in their respective disciplines
• Theory and research on learning and teaching in their disciplines
• Express themselves and disseminate effectively within professional research communities through oral presentations and manuscripts submitted for publication in peer-reviewed venues.
• Address questions of educational and social relevance grounded in disciplinary knowledge, where relevance refers both to the field at large and to students' particular professional experiences and interests
• Collaborate with others on joint research projects
• Situate their research within a global and international community
• Understand the importance of respecting the children, teachers, students, and educators with whom they work
• Build on the work of others and eventually contribute to the corpus of human knowledge and understanding in their fields
• Formulate researchable questions, design methods for addressing them, execute empirical studies, and validate conclusions

Program Faculty

Meet our STEM Education Faculty

Educational Technology Graduate Programs in America

1-25 of 256 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

Anderson University - South Carolina

ANDERSON, SC

• • Rating 4.43 out of 5   14

Saint Xavier University

CHICAGO, IL

• • Rating 4.2 out of 5   10

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 4.25 out of 5   24 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 24 reviews

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24 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... .

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Lehigh University Graduate College of Education

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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... .

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University of Georgia College of Education

Athens, GA •

University of Georgia •

• • Rating 4.6 out of 5   5 reviews

Master's Student: I have loved my time at UGA. I am a masters and teacher certification student. I came in right after COVID, so it was interesting to see the difference from my first semester, to my second, and then into my finals semesters in my program. All of my teachers are always more than willing to help and are passionate about what they do. ... Read 5 reviews

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ATHENS, GA ,

5 Niche users give it an average review of 4.6 stars.

Featured Review: Master's Student says I have loved my time at UGA. I am a masters and teacher certification student. I came in right after COVID, so it was interesting to see the difference from my first semester, to my second, and then... .

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

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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... .

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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

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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... .

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Raleigh, NC •

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• • 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

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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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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

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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 ,

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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 •

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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 •

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• • 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... .

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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. .

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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... .

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Auburn University College of Education

Auburn, AL •

Auburn University •

Auburn University ,

AUBURN, AL ,

Jeannine Rainbolt College of Education

Norman, OK •

University of Oklahoma •

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

University of Oklahoma ,

NORMAN, OK ,

Featured Review: Graduate Student says 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... .

School of Education and Health Sciences - University of Dayton

Dayton, OH •

University of Dayton •

• • Rating 5 out of 5   4 reviews

Doctoral Student: The Ed.D. program is engaging and allows a student to examine organizational leadership through the lens of social justice and equity. The work is rigorous and rewarding. The people professors are caring and willing to guide you. ... Read 4 reviews

University of Dayton ,

DAYTON, OH ,

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Featured Review: Doctoral Student says The Ed.D. program is engaging and allows a student to examine organizational leadership through the lens of social justice and equity. The work is rigorous and rewarding. The people professors are... .

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Mary Lou Fulton Teachers College

Tempe, AZ •

Arizona State University •

Master's Student: Arizona State University online graduate program with Mary Lou Fulton Teachers College has been rigorous and demanding, yet affordable and timely. My professors and advisor has guided me with compassion and with a demand for excellence that has prepared me for doctoral studies. ... Read 2 reviews

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TEMPE, AZ ,

Featured Review: Master's Student says Arizona State University online graduate program with Mary Lou Fulton Teachers College has been rigorous and demanding, yet affordable and timely. My professors and advisor has guided me with... .

College of Education - The University of Alabama

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The University of Alabama ,

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College of Education, Criminal Justice, and Human Services - University of Cincinnati

Cincinnati, OH •

University of Cincinnati •

• • Rating 4.67 out of 5   9 reviews

Doctoral Student: The application process was easy and I was able to find help whenever needed to sign up for classes. I am excited to being my priming this Fall! ... Read 9 reviews

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CINCINNATI, OH ,

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

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STEM Education, Ph.D.

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

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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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Admissions Deadlines

This program starts each fall, spring and summer term.

Admission Requirements

Applicants must apply to the Graduate School at the University of Northern Colorado before the program area reviews the applicant’s request for admission. Failure to submit all required materials will delay the evaluation and screening of your application.

Each applicant must:

• Possess a baccalaureate degree or a master’s degree from a regionally accredited college or university or a comparable degree from a foreign institution.

Have a cumulative  GPA of 3.00 or better (on a 4.00 scale) for the most recent degree earned or current degree in progress.

If you are still completing your bachelor's or master's* degree at the time you apply, admission will be based on your current cumulative GPA and you will need to re-submit your official transcript (showing your conferred degree and final GPA) during your first semester. If your final GPA fell below 3.00,  you will be given additional   requirement s as defined by the academic program that must be met within one calendar year to remain enrolled at UNC.  

*The cumulative GPA of your master's degree will be used if 18 or more credit hours towards this degree has been completed.

Take the following steps to be considered for admission:

Step 1: Complete the Application

Complete the  online application .

• Answer the application questions.
• Request three (3) academic or professional letters of recommendation from those who can attest to your academic potential and abilities. You will be asked to supply information for your recommenders in the application.
• Domestic Students: $50 non-refundable application fee
• International Students: $50 non-refundable application fee

Once you submit your application you will be assigned  a n Admissions  Portal , allowing you to upload supplemental items, as listed below, and track your application through the admissions process.

Step 2: Request Transcripts

Request one official transcript from any regionally accredited college or university where a bachelor’s degree or higher was earned or is in progress (if you have earned multiple degrees, bachelor’s level or higher, an official transcript is required from each college or university where a degree was conferred). If you received a degree from UNC, you do not need to request a transcript from UNC. The Office of Admissions reserves the right to request that applicants provide official transcripts from other colleges or universities as needed. Applicants who have earned or are directly pursuing a higher degree from a  regionally accredited institution without receiving a bachelor’s degree (e.g., PharmD) may be eligible to apply to the Graduate School without the conferral of a bachelor’s degree.  Exceptions : If an applicant intends to use Veteran’s Education Benefits, an official transcript from all colleges or universities  attended  will be required in order to maintain compliance with Veteran’s Affairs policies.

Official transcripts from U.S. institutions should be sent via mail directly from the educational institution in an unopened, sealed envelope or through an electronically secure digital program from the issuing institution. Mailed transcripts should be sent to:

University of Northern Colorado Office of Admissions Campus Box 10 501 20th St Greeley, CO 80639 Electronic transcripts from U.S. institutions should be sent directly from the educational institution to:   [email protected] . The Office of Admissions does not accept email, scanned or PDF transcripts directly from applicants. All official transcripts, submitted as part of the application process, are retained by UNC and not returned to applicants or admitted students.

UNC retains submitted transcripts, from institutions other than UNC, for admitted students for up to five years after graduation or date of last attendance at UNC. Transcripts provided by applicants who were not admitted, denied admissions or did not complete their application are destroyed after one (1) year. The  Office of   Admissions will make every attempt to use previously submitted transcripts if they are within these timeframes. However, if the  Office of   Admissions  cannot locate previously submitted transcripts, the transcripts fall outside the timeframes listed above or they are considered illegible, applicants must provide new transcripts. Applicants with academic credentials from outside the U.S. will need to follow the   requirements for submission of foreign transcripts . Click on the Transcripts tab for information about international transcripts.

Step 3: Note About the GRE

This program does not require GRE scores.

Step 4: Supplemental Items

Log back into the Admissions Portal to submit the following:

• Statement of Goals

Additional Information

The program also requires an interview and writing prompt for potential students. Here is a description of the process:

After applications are reviewed by the program committee, potential students will be invited to participate in a brief 30 minute interview about their background and aspirations. Following the interview, potential students will be asked to complete a short written response to a prompt. The writing will take place at a convenient, arranged time. Interviews and writing samples can be conducted through technology.

Once you apply to the UNC Graduate School and your application packet is complete, your application will be reviewed by the Graduate School and then sent to the faculty/program for an admission recommendation. The timing of the admission decision depends on each individual program’s deadline and review process.

International Applicants

International applicants (non-U.S. citizen/non-U.S. Permanent Resident) please refer to the   International Admissions Requirements   page for further information about submitting transcripts, English proficiency scores, passport copy and financial documentation.

For More Information   For more information about the admission process, please email the Office of Admissions at   [email protected] or call 970-351-2881.

Degree Overview

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• 67 with master's
• 94 with bachelor's

Location:  Greeley

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• 12 March 2024

Bring PhD assessment into the twenty-first century

You have full access to this article via your institution.

Innovation in PhD education has not reached how doctoral degrees are assessed. Credit: Dan Dunkley/Science Photo Library

Research and teaching in today’s universities are unrecognizable compared with what they were in the early nineteenth century, when Germany and later France gave the world the modern research doctorate. And yet significant aspects of the process of acquiring and assessing a doctorate have remained remarkably constant. A minimum of three years of independent study mentored by a single individual culminates in the production of the doctoral thesis — often a magisterial, book-length piece of work that is assessed in an oral examination by a few senior academic researchers. In an age in which there is much research-informed innovation in teaching and learning, the assessment of the doctoral thesis represents a curious throwback that is seemingly impervious to meaningful reform.

But reform is needed. Some doctoral candidates perceive the current assessment system to lack transparency, and examiners report concerns of falling standards ( G. Houston A Study of the PhD Examination: Process, Attributes and Outcomes . PhD thesis, Oxford Univ.; 2018 ). Making the qualification more structured would help — and, equally importantly, would bring the assessment of PhD education in line with education across the board. PhD candidates with experience of modern assessment methods will become better researchers, wherever they work. Indeed, most will not be working in universities: the majority of PhD holders find employment outside academia.

Collection: Career resources for PhD students

It’s not that PhD training is completely stuck in the nineteenth century. Today’s doctoral candidates can choose from a range of pathways. Professional doctorates, often used in engineering, are jointly supervised by an employer and an academic, and are aimed at solving industry-based problems. Another innovation is PhD by publication, in which, instead of a final thesis on one or more research questions, the criterion for an award is a minimum number of papers published or accepted for publication. In some countries, doctoral students are increasingly being trained in cohorts, with the aim of providing a less isolating experience than that offered by the conventional supervisor–student relationship. PhD candidates are also encouraged to acquire transferable skills — for example, in data analysis, public engagement, project management or business, economics and finance. The value of such training would be even greater if these skills were to be formally assessed alongside a dissertation rather than seen as optional.

And yet, most PhDs are still assessed after the production of a final dissertation, according to a format that, at its core, has not changed for at least half a century, as speakers and delegates noted at an event in London last month on PhD assessment, organized by the Society for Research in Higher Educatio n. Innovations in assessment that are common at other levels of education are struggling to find their way into the conventional doctoral programme.

Take the concept of learning objectives. Intended to aid consistency, fairness and transparency, learning objectives are a summary of what a student is expected to know and how they will be assessed, and are given at the start of a course of study. Part of the ambition is also to help tutors to keep track of their students’ learning and take remedial action before it is too late.

PhD training is no longer fit for purpose — it needs reform now

Formative assessment is another practice that has yet to find its way into PhD assessment consistently. Here, a tutor evaluates a student’s progress at the mid-point of a course and gives feedback or guidance on what students need to do to improve ahead of their final, or summative, assessment. It is not that these methods are absent from modern PhDs; a conscientious supervisor will not leave candidates to sink or swim until the last day. But at many institutions, such approaches are not required of PhD supervisors.

Part of the difficulty is that PhD training is carried out in research departments by people who do not need to have teaching qualifications or awareness of innovations based on education research. Supervisors shouldn’t just be experts in their field, they should also know how best to convey that subject knowledge — along with knowledge of research methods — to their students.

It is probably not possible for universities to require all doctoral supervisors to have teaching qualifications. But there are smaller changes that can be made. At a minimum, doctoral supervisors should take the time to engage with the research that exists in the field of PhD education, and how it can apply to their interactions with students.

There can be no one-size-fits-all solution to improving how a PhD is assessed, because different subjects often have bespoke needs and practices ( P. Denicolo Qual. Assur. Educ. 11 , 84–91; 2003 ). But supervisors and representatives of individual subject communities must continue to discuss what is most appropriate for their disciplines.

All things considered, there is benefit to adopting a more structured approach to PhD assessment. It is high time that PhD education caught up with changes that are now mainstream at most other levels of education. That must start with a closer partnership between education researchers, PhD supervisors and organizers of doctoral-training programmes in universities. This partnership will benefit everyone — PhD supervisors and doctoral students coming into the research workforce, whether in universities or elsewhere.

Education and training in research has entered many secondary schools, along with undergraduate teaching, which is a good thing. In the spirit of mutual learning, research doctoral supervisors, too, will benefit by going back to school.

Nature 627 , 244 (2024)

doi: https://doi.org/10.1038/d41586-024-00718-0

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30 Best universities for Mechanical Engineering in Moscow, Russia

Updated: February 29, 2024

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Below is a list of best universities in Moscow ranked based on their research performance in Mechanical Engineering. A graph of 269K citations received by 45.8K academic papers made by 30 universities in Moscow was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Mechanical Engineering

2. Bauman Moscow State Technical University

3. National Research University Higher School of Economics

4. Moscow Aviation Institute

5. N.R.U. Moscow Power Engineering Institute

6. National Research Nuclear University MEPI

7. National University of Science and Technology "MISIS"

8. Moscow Institute of Physics and Technology

9. Moscow State Technological University "Stankin"

10. RUDN University

11. Moscow Polytech

12. Moscow State University of Railway Engineering

13. Finance Academy under the Government of the Russian Federation

14. Moscow Medical Academy

15. Russian State University of Oil and Gas

16. mendeleev university of chemical technology of russia.

17. Russian National Research Medical University

18. Plekhanov Russian University of Economics

19. National Research University of Electronic Technology

20. Moscow State Pedagogical University

21. Russian Presidential Academy of National Economy and Public Administration

22. State University of Management

23. Moscow State Institute of International Relations

24. Russian State Geological Prospecting University

25. russian state agricultural university.

26. New Economic School

27. Moscow State Technical University of Civil Aviation

28. Russian State University for the Humanities

29. Russian State Social University

30. Moscow State Linguistic University

Universities for Mechanical Engineering near Moscow

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A data-centered approach to education ai.

The promise of machine learning in education is tempered by the standard concerns: biased data, privacy violations, inequitable outcomes, and so on. There remains a significant gap between how the technology is imagined and how, in fact, it is deployed and used.

“We are pioneering a participatory AI approach with the goal of developing ethical, human-centered, and equitable AI solutions for education,”  says Stanford Graduate School of Education (GSE) Assistant Professor  Hariharan Subramonyam . “By engaging teachers and students from the outset, our goal is to ensure that our data practices are inclusive and representative of diverse learner experiences and needs.”

Subramonyam explored how gathering different stakeholders at the same table can help address these needs with  Mei Tan , a doctoral student at the GSE;  Hansol Lee , a PhD candidate in Education Data Science at the GSE; and Northeastern University Associate Professor Dakuo Wang. Working in the world of education, the researchers convened 10 meetings in which engineers, designers, legal specialists, teachers, and students discussed the training data specifications for four different machine learning tools. (These included measuring student engagement through images, career recommendations based on resumes, assessing drop-out risk, and automated essay grading.) In a  new preprint paper , the researchers distill the results of this process into a framework that ensures the right mix of people are together and able to have productive conversations.

Subramonyam and Tan spoke with  Stanford HAI  to outline how their findings inform a more conscientious and effective method for designing machine learning algorithms in education and beyond.

I want to start with a contextual question: Can you talk about the difference between model-centric and data-centric AI practices?

Subramonyam : For a long time, we assumed that data quality basically doesn’t matter for these models, as long as you have a lot of it. Machine learning engineers and AI researchers would take data as a given and focus mostly on fine-tuning and improving the model. That approach hit a ceiling in recent years, and people started to realize that improvements in model performance required thinking about data quality. It’s also expensive to collect lots of data. So now we’re thinking about how to gather less data that’s higher quality.

In your recent education work, you look at a multi-stakeholder collaborative process that considered what data should be collected. What prompted this, and how did you think about who should be involved?

Subramonyam : Issues around data transparency — how it has been collected and labeled and so on — have been around for a while, but this all happens after the fact: The data is already collected, the model is already built. To me, that has always seemed like the warning label on cigarette packets. It’s an acknowledgment of something bad. In my lab, in the Graduate School of Education, I am interested in how we can be more proactive about addressing these downstream problems.

Tan : In the world of AI and education, there's a good amount of research stating the obvious, which is that a lot of AI tools don't serve the needs of practitioners. And there's a lot of worry about the harms that poorly built AI tools can have in education, with many of these harms residing in the quality of the data.

Given this, we wanted to take a front-end, data-centered approach where we involved domain experts, the people who can right that wrong of how we represent the world of education through data. When we thought about whom to involve, we obviously started with teachers and students. From the industry perspective, we were thinking about machine learning engineers, but also UX designers and legal specialists, given the privacy concerns around the treatment of minors.

In thinking further about this data and this framework of participatory design, the model that we'd like to advocate to the world is not one where the researchers or the developers of ML products define the domain experts. Rather, we should ask the community: Who do you think are the valuable stakeholders in this case? The teachers, for instance, often raised administrators and school counselors as people who could make important contributions.

These group dynamics aren’t simple. What are the challenges of getting a team like this to work together?

Tan: I want to emphasize that what we’ve done here is a proof of concept, because no one has put a group like this together before. What we watched unfold was a bit of an experiment.

It ended up that the machine learning engineers had to translate what a decision about data collection might mean for the model and, ultimately, for the end-user. It required a very experienced machine learning engineer to be willing and able to engage in that dialogue with a teacher or a student. We saw some do it well and others do it less well.

The same was true with teachers. There were some teachers who were very willing to engage with the decisions and technical details in front of them, and there were others for whom that burden of entry was too high.

We learned that for this process to work, we need scaffolding for both sides. We need to help teachers understand some of the basic parameters of a machine learning model and how the data that’s collected fits into the overall picture. And we need to help ML engineers do that work of translation and understand more about the domain they’re working in — education, in this case. There is often emphasis on this first step: helping non-technical experts understand the technical. There is much less focus and work helping technical experts understand the domain. We need to do a better job of that.

What are some of the problems that result from bad data, and what promise did you see in this approach?

Tan : There are all kinds of harms that can result from bad or biased data. To take just two examples, there’s research about adaptive learning systems that shows racial and gender biases in the way these systems evaluate a student’s understanding. There is also evidence that technology used to assess engagement based on an image of a student’s  face is full of bias depending on the characteristics of the student’s appearance. 

In our work, we saw how domain experts shape key variables that go into data collection and, that way, alleviate some of these concerns or errors. Representation is one example. When we currently think about representation in developing machine learning data sets, we think about demographic variables, whether there is equity across gender, race, and socioeconomic lines. But the domain experts had much broader ideas of representation when it comes to education. So, for example, is this a private or public school? Is this a small classroom or large lecture? What are the individual learning needs? Is there neurodiversity? What subject are we talking about? Is this a group activity? All of these play a massive role in the classroom and can dramatically affect a student's experience — and therefore the act of data collection and the models that you build.

Beyond education, what did this show about how to think through who's involved in a process like this and what kind of scaffolding can help it succeed?

Subramonyam: There are a few things we need to think about. The first is the incentive structure. In industry, product teams are created with efficiency in mind, which means they’re divided up to work in ways where machine learning engineers are incentivized differently from people in finance, and where workflows favor separation. Our first recommendation is that we need to bring all of these people together at the beginning of the decision process. It takes enormous effort to collect data and train models, so it’s best to get thing right at the outset.

The second is around infrastructure. We need to think about the kinds of tools that we need in order to support collaboration. One of my students built a visualization related to these ML models to support collaboration between data scientists and domain experts, where the visualization offloads some of the burden from the engineer who typically has to translate things for other people.

Tan: Another thing we need to think about is the fact that language and standards are not shared across these domains. Teachers want to see evaluation metrics about how much a student is learning. This is very common language among teachers, but it’s very hard for ML engineers to define in an equation. Meanwhile, engineers care about things like precision in the model, which means nothing to teachers. We need to establish groundwork so these different stakeholders can talk about the same thing without a bunch of roundabout discussions.

And, finally, I’d mention the need for continuous iteration. In this case, we brought everyone together for one moment in time, whereas the process of developing an ML model can go on for months. As things change, these stakeholders need to be brought back together to recalibrate the direction that things are moving. Our research shows the benefits of upstream collaboration, but more work is needed to understand how to sustain continuous engagement.

This research was funded by the  Stanford McCoy Family Center for Ethics in Society . Dakuo Wang was a visiting researcher at HAI, supported by IBM Research.

This story was originally published by  Stanford HAI .

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UB distributes over 12,000 NSF eclipse glasses to local students

The National Science Foundation provided University at Buffalo chemistry professor Steven Ray with over 12,000 eclipse glasses, like these, to distribute to local schools and community centers. Photo: Steven Ray

Eyewear protection, provided at no cost to schools, will allow thousands of kids to safely view April 8 event

By Tom Dinki

Release Date: March 26, 2024

BUFFALO, N.Y. — Thousands of Western New York kids will safely view next month’s total solar eclipse thanks to a collaboration between the University at Buffalo and the National Science Foundation. 

Steven Ray, PhD, associate professor of chemistry in the UB College of Arts and Sciences, has helped distribute 12,500 pairs of eclipse glasses to local school districts and community centers ahead of the April 8 eclipse. The glasses were provided by the NSF for free and come with safety instructions.

“It’s a great opportunity to help kids enjoy a once-in-a-lifetime experience of being in the path of totality,” Ray says. “Being able to provide this at no cost to schools and parents is a big plus.”

The effort is part of the NSF’s plan to make 1 million eclipse glasses available to the public prior to April 8. In partnership with the National Oceanic and Atmospheric Administration and NASA, the foundation is distributing glasses nationwide, as well as at the National Mall in Washington, D.C. on the day of the eclipse.

Ray, who is currently the principal investigator on two NSF grants related to plasma physics and mass spectrometry, applied for a small grant to distribute 12,000 of those glasses. 

“UB is at the center of research and scholarship in Western New York, so we were a natural partner for the NSF on this kind of outreach effort,” he says.

Ray worked with the Western Region of the New York State Parent Teacher Association, as well as the Buffalo Community PTA , to get the glasses into the hands of school officials. The glasses have been distributed to the Lackawanna, Orchard Park, Pembroke and Sweet Home school districts; Erie 1 BOCES; CHC Learning Center; as well as the Elmwood Village, Enterprise, Global Concepts, Persistence Preparatory Academy, Reach Academy, Buffalo Commons, West Buffalo, King Center, Buffalo United, and Tapestry charter schools. Glasses have also been given to Delavan Grider Community Center and Resource Council of Western New York. 

With many school districts canceling classes on the day of the eclipse, it’s likely students will be sent home with the glasses. 

“I hope students get a sense of wonder from the eclipse and appreciate that science can predict exactly when it’s going to happen and explain why it’s happening,” Ray says. “This event is a great opportunity to instill a love of science in the next generation. Students sometimes view science as something of a dry subject, but here we can show them that it has real implications on their everyday lives.”

Specialized glasses, like those provided by the NSF, are required to safely view the eclipse. Glasses can be removed only during totality, the brief period when the moon completely blocks the sun.

Western New York will experience totality for over three minutes, from 3:18 to 3:21 p.m., but UB ophthalmologists suggest only removing your glasses during the two minutes of peak totality, which will last from about 3:19 to 3:21 p.m.

Media Contact Information

Tom Dinki News Content Manager Physical sciences, economic development Tel: 716-645-4584 [email protected]