Academic Programs - Science Education
Doctoral Programs
Admissions Procedures and Criteria
Program Requirements and Planning
Doctoral Comprehensive Examinations and Doctoral Dissertation
Detailed Statement of Doctoral Program Goals
Apply to the UGA Graduate School
Doctoral Applicant Questionnaire for Science Education
Application for Graduate Assistantship in Science Education
Frequently Asked Questions about Science Education Doctoral Programs
Doctoral study in Science Education at UGA is intended to assist educators in gaining highly advanced knowledge and skills in the teaching of science, in science teacher education, and in conducting research in science education. Pathways of coursework and other experiences are typically designed to achieve one of four types of career goals:
- university faculty positions in education, teaching education courses and conducting educational research
- faculty positions in science content fields at non-research-oriented colleges and universities
- supervising, coordinating, or administering science, teacher education, or educational research programs at the school, district, state, or national level
- teaching science in K-12 schools with the highest possible level of expertise and compensation
Doctoral study in Science Education is best and most often pursued on a full-time basis for at least part of the duration of the program. Nearly all full-time doctoral students apply for financial support in the form of a Graduate Assistantship position, which includes both a cash stipend and a tuition waiver. Application for Graduate Assistantship in Science Education
Completing a doctoral program through part-time study while maintaining a full-time K-12 teaching position or other career is possible, although difficult. All required courses and most other courses commonly elected by doctoral students in Science Education meet during evening hours during the academic year, and some are available during the Summer Semester. Prospective part-time doctoral students should pay special attention to the UGA Graduate School’s Residency Requirement for doctoral degrees and Continous Enrollment Policy before seriously considering applying for or embarking on a doctoral degree program.
The Graduate School presumes that doctoral study will extend at least 3 full-time-equivalent years. Full-time doctoral students in Science Education most often complete the program in 3 to 4 years, with part-time or largely part-time students nearly always taking very significantly longer. The same Graduate School time limits apply to Ph.D. and Ed.D., and to full- and part-time students.
Admissions Procedures and Criteria
Doctoral students must meet the general requirements for admission to the University of Georgia Graduate School and also be recommended for admission to our program by the Science Education faculty.
For admission for the Summer or Fall semester, an initial application must be received by April 1 for domestic applicants (Science Education program rule) and by January 1 for international applicants (Graduate School rule). We do not currently accept doctoral applications for Spring Semester.
Earlier applications are encouraged, and are very strongly suggested for applicants wishing to be full-time students with a Graduate Assistantship appointment. For competitive fellowships and assistantships funded by the Graduate School, deadlines for nominations typically begin in early February, and for assistantships funded by the Department serious consideration of priorities for available positions begins in March. Assistantship appointments typically begin in the Fall semester. Early application is much less important, but still desirable, for those wishing to start the program part-time.
Beyond the guidelines for minimum quantitative standards (see below), admissions decisons at the doctoral level are based on a painstaking and holistic evaluation of applicants’ qualifications by the entire Science Education faculty. Admission requires both general support from a strong majority of the faculty and the expressed willingness of at least two of the faculty to serve as the applicant’s First-year Advisor and therefore potentially as Major Professor. Review of completed doctoral admissions applications takes place roughly every three weeks throughout the academic year.
Minimum quantitative admissions standards are largely the same for the Ed.D. and Ph.D. programs in Science Education, and include:
- Grade Point Average (GPA): Overall undergraduate GPA of 2.8, including 3.0 in all education and science courses. Overall graduate GPA of 3.5, including 3.5 in all education and science courses
- Graduate Record Examination (GRE), General Test: Total score (sum of Verbal and Quantitative scores) of 1050 for Ph.D. or 950 for Ed.D., including 400 on the Verbal portion (Science Education program rule) and 550 on the Quantitative portion (Graduate School rule).
- Science Teaching Experience: At least three full-time years of science teaching experience, or its equivalent in a setting consistent with the candidate’s career goals (e.g., very extensive college Teaching Assistantship experience in science), is highly recommended.
- Test of English as a Foreign Language (TOEFL): When English is not the applicant’s first language, a total score of 80, including a score of 20 on the Speaking and Writing sections.
Note: The GPA, GRE, and teaching experience standards above are rules established by the Graduate School, the Science Education program, or both, and are slightly flexible in cases in which an applicant’s other qualifications are judged by the faculty to be truly exceptional. The TOEFL standard is a completely inflexible Graduate School policy.
Please submit the following:
- a completed online application to the UGA Graduate School
- an original, official GRE (General test; Verbal and Quantitative) score report, mailed directly to the Graduate School by the Educational Testing Service
- 2 copies of official transcripts from each institution from which a previous degree (undergraduate and/or graduate) has been earned, mailed directly to the Graduate School in an envelope sealed by the institution
- at least 3 letters of reference, preferably specifically addressing the applicant’s potential for doctoral-level study in science education (These may be completed online through the Graduate School web site, or sent directly to the Graduate Coordinator for Science Education Programs.)
- a Statement of Purpose summarizing the applicant’s current professional standing, envisioned future career goals, and possible research interests
- a writing sample representng the candidate’s ability to cogently communicate in science or science education (recommended length at least 5 pages; often a major course paper or conference presentation, could be an entire master’s thesis or published research report; best sent as an e-mail attachment)
- a completed Science Education Doctoral Questionnaire
- if applicable, an official Test of English as a Foreign Language score report, mailed directly to the Graduate School
Interview with faculty:
Because of the highly individualized and personal nature of doctoral programs and the substantial time commitment required, a more personal sense of the “fit” between a prospective student and the program and its faculty facilitates more informed decision-making about both admissions and enrollment. It is highly recommended, if possible, to arrange an interview (either in person or via telephone or internet videoconference) with several members of the Science Education faculty. An interview is normally scheduled after all or most of the required application materials are complete, and may be with a designated faculty committee at a single appointed time (handled through the Graduate Coordinator) or may be scheduled individually and/or over a longer period of time (arranged by the applicant via contacting individual faculty directly).
A First-year Advisor is appointed for each matriculating student by the Graduate Coordinator, and consults with the student about initial coursework choices. Normally the student will identify a Major Professor (who may or may not be the same as the First-year Advisor) from among the Science Education faculty, by mutual agreement, roughly at the end of the first year in the program, after becoming more familiar with the range of expertise, interests, and working styles of the faculty.
A full faculty committee should ideally be identified soon afterward. The committee must include at least two members of the Science Education faculty, at least one “outside” (of Science Education) member, at least three members who hold full UGA Graduate Faculty status, and may total either four or five members. The “outside” member is most often drawn from another field within the College of Education, but is quite often a scientist instead. In exceptional circumstances, faculty from other universities whose unique expertise is essential to the student’s planned research efforts may be included.
This doctoral committee is responsible for approving the student’s coursework plan as reflected in the formal Program of Study document, but more importantly becomes a group of mentors and resources for the student at all stages of planning and carrying out a dissertation research study. One or more members of the committee also very commonly advise the student about becoming involved in various professional organizations in Science Education, nearly always including making co-presentations on the subject of their research or teaching efforts at the annual meetings of those organizations.
Program Requirements and Planning
In consultation with a Major Professor and three or four other faculty who form a doctoral committee, each student selects courses and plans a program of other experiences suitable for her or his needs. Previous academic preparation, teaching and research experience, and any specific recommendations made by the entire faculty at the time of admission are considered in the design of each student’s program requirements.
A broadly based core of proficiencies is gained through the Science Education program’s graduate courses as well as courses in other departments and programs (e.g., Educational Research, Qualitative Research Methods, Educational Psychology, Social Foundations of Education, Instructional Technology, the various Sciences, or other fields in Education, Arts and Sciences, or occasionally other UGA Colleges relevant to the student’s interests and career goals). Many proficiencies in the candidate’s areas of special interest are gained through formal internships (in both research and university teaching), special courses, independent research projects, and, often, paid Assistantship duties. These are guided by the candidate’s Major Professor or other faculty and are often carried out in conjunction with existing research, development and instructional activites of program faculty.
A typical program for the science education doctorate will require the equivalent of 2 to 3 years of full-time coursework beyond that typically included in a master’s and/or specialist degree. Dissertation research normally takes another full-time-equivalent year or more.
Although each student’s dissertation research eventually becomes the centerpiece of their doctoral experience, an integral component of Ph.D. and Ed.D. programs is coursework. Doctoral program requirements include courses in the four areas (Science Content, Curriculum and Instruction in Science Education, Research and Evaluation, and Foundations of Education) described below. It is expected that most students will meet the minimum requirements (the lowest number of courses/semester hours) in all four areas and will develop in depth expertise by meeting or exceeding the upper limit in at least one area. The final decision will depend largely upon each student’s past experiences and future career goals.
Very important note: Except where inflexible UGA coursework requirements are specifically noted, the number of courses/hours listed in each area below are recommendations and are stated in terms of cumulative work across all graduate degrees at all institutions. Thus, for example, a student already holding a master’s degree in a science field might not be required to take further Science Content coursework as part of the Science Education doctoral program, but might take several master’s-level Education courses, while a student already holding a master’s and/or specialist degree in Science Education or a closely related field will probably be required to take relatively fewer courses in Education fields while enrolled in our program. The final determination of appropriate UGA coursework to be taken while a doctoral student is made by the student’s entire faculty committee, who must approve the formal Program of Study that is submitted to the Graduate School, usually at some time during the student’s second year in the program.
Science Content: 7-9 courses (21-27 semester hours) are recommended.
Evidence of in-depth knowledge of the core science teaching field (Biology, Chemistry, Physics, Earth/Space Sciences) most relevant to the student’s interest is expected. It is expected that most coursework will be taken at the graduate level, although undergraduate courses may sometimes be deemed appropriate by a student and her or his committee. While it is normally expected that these courses will lead to a high-level focus on one science teaching field, students are also encouraged to include coursework in science fields in which their background is relatively weak. The Program encourages students planning to teach science at the college or secondary level to complete coursework equivalent to that included in a typical master’s degree program (minus a thesis) in a single science field. Those seeking careers emphasizing educational research, teacher education, or supervision/administration often take a broader range of less advanced science coursework if judged more relevant to their future plans.
Curriculum and Instruction in Science Education: 9-11 courses (27-33 semester hours) are recommended.
Coursework and experiences which lead to a broad theoretical understanding of issues affecting science education are a major component of the doctoral program. Most courses should be taken in Science Education, but relevant courses in other pedagogical areas (e.g., Mathematics Education, Language and Literacy Education, Social Studies Education, Elementary Education, Middle Grades Education, Instructional Technology) may be highly appropriate for some students. Demonstrating the capability to teach science at the elementary, middle, secondary or higher education levels, in keeping with the student’s professional goals, is necessary.
Each doctoral student must complete at least 16 semester hours of Science Education coursework at the University of Georgia campus, including:
at least 4 hours of ESCI 8990, Research Seminar in Science Education, normally as four 1-hour enrollments
at least 3 hours of ESCI 9700, Internship in Science Education, normally as one 3-hour enrollment
at least three (9 hours) of the “core” doctoral (9000-level) ESCI courses listed below
Graduate courses focusing on curriculum and insruction regularly offered in Science Education include:
ESCI 6000. Special Problems in Science Education
ESCI 6200. Science, Technology, and Society
ESCI 6220. Marine Environmental Education
ESCI 6230. Environmental Science Education
ESCI 6420. Science for Early Childhood Education
ESCI 7040. Teaching Strategies for Middle and Secondary School Science Teachers
ESCI 7060. Technology in Science Education
ESCI 7080. Curriculum Planning in Science Education
ESCI 8100. International Science Education
ESCI 8120. Science Writing and Literature Retrieval
ESCI 8200. Science Supervision, Mentoring, and Induction
ESCI/EFND 8210. Multicultural Education Research
ESCI/EFND 8310. Inquiry of Eco-Justice Issues
ESCI 9020. History and Theory of Science Education
ESCI 9080. Science Curriculum Theory and Practice
ESCI/EMAT 9600. Teaching and Learning in Mathematics and Science
ESCI 9630. Critique of the Literature in Science Education
ESCI 9730. Science Teacher Education – Theory and Practice
ESCI 9740. Science Studies and Science Education
Research and Evaluation: 8 – 10 courses (24-30 semester hours) are recommended.
Evidence of competence in research skills is a critical component of all doctoral programs. Courses in educational research design, qualitative and quantitative research methodology, tests and measurements, evaluation, and historical or philosophical methodology may be taken to meet this requirement. The courses that are generally used to satisfy this competency include:
Research methodology
All students must take at least a three course sequence (or its equivalent) in one research methodological area and develop expertise in the design of research in that methodology. For example, students may select from the following sequences:
ERSH 6300. Applied Statistical Methods in Education
ERSH 8310. Applied Analysis of Variance Methods in Education (or STAT 6210)
ERSH 8320. Applied Correlation and Regression Methods in Education (or STAT 6220)QUAL 8400. Qualitative Research Traditions
QUAL 8410. Designing Qualitative Research
QUAL 8420. Analyzing Qualitative DataEFND 8010. Philosophy of Education
EFND 8070. Ethics and Education
PHIL 6510. Deductive Systems (or alternative advanced study of logic approved by advisor)EFND 7040. History of Education in the United States
EFND 8100. Historiography and Research Methods
HIST 7900. Theory and Practice of History (or alternative advanced study approved by advisor)
All students must also take at least one course in a methodology other than that on which they concentrate (e.g., in addition to a qualitative sequence, one course in statistics or historical or philosophical methods is required).
Evaluation and tests and measurements
All doctoral candidates should have a working knowledge of evaluation and assessment related issues including an understanding of test construction, reliability, and validity. This will require a minimum of one course of 3 semester hours (or its equivalent) from among:
ERSH 6600. Applied Education Assessment
ERSH 7250. Education Program and Project Evaluation
ERSH 7600. Construction of Educational Measuring Instruments.
Research internship
All Ph.D. candidates must take 6 semester hours (normally two 3-hour enrollments) of a research internship experience, ESCI 9600, Research in Science Education. Ed.D. candidates must take 3 semester hours.
Doctoral Dissertation hours
Every doctoral candidate must enroll for a minimum of 3 semester hours of ESCI 9300, Doctoral Dissertation. Because the Graduate School requires a minimum of 10 total hours of enrollment in coursework after achieving candidacy, in practice nearly all doctoral students enroll for at least 10 hours, and usually more, of this credit.
Foundations of Education: 4 – 6 courses (12 – 18 semester hours) are recommended.
Doctoral candidates should develop adequate knowledge in the history and philosophy of education and of science, the psychological foundations of education, and the socio-cultural aspects of education. At least one course each in educational psychology (EPSY) and in socio-cultural aspects of education (EFND) are strongly suggested. Besides the many and varied graduate courses offered by these two program areas in the College of Education, selected courses in the Arts and Sciences departments of History, Philosophy, Sociology, Anthropology, Psychology, and others may be highly relevant to the interests of some students and may be approved by advisors.
Doctoral Comprehensive Examinations and Doctoral Dissertation
At or near the end of each student’s coursework, the Doctoral Comprehensive Examination will be scheduled. Each member of her or his committee prepares a question to which the student will write a response. If all of the written responses are judged satisfactory, a committee meeting for the Oral Comprehensive Examination will be held. At this session the student is asked to respond to any followup questions, requests for clarification, or invitations to informed speculation that any member of the committee may have based on the written responses.
The doctoral dissertation is an original research study in the field of Science Education, which may be on a topic/question initially identified by the student based on his or her special interests and initiative or may focus on one aspect of the established research interests or teaching efforts of one or more of the faculty. The decision on a dissertation topic is of crucial importance and normally is arrived at through extended consultation between the student and the Major Professor
In order to earn admission to candidacy for the doctoral degree, which must occur at least 2 semesters prior to graduation, the following requirements must be satisfied:
- Pass the Written and Oral Comprehensive Examinations.
- Gain approval of the Research Prospectus for the Doctoral Dissertation.
- Gain approval of a final Program of Study which has been signed by committee members, Graduate Coordinator and Graduate School.
- Complete the Residency Requirement described below:
Ph.D. Residency: At least two consecutive semesters of full-time work (i.e., enrollment for a minimum of 30 semester hours of consecutive course work included on the program of study) must be spent in resident study on this campus.
Ed.D. Residency: At least two consecutive semesters of work (i.e., enrollment for a minimum of 20 semester hours of consecutive course work included on the program of study) must be spent in full time resident study on the campus of the University of Georgia. One semester may be during the summer.
- Complete a Publishable Paper which is appropriate to the professional goals of the student. Appropriateness and quality of the paper will be judged by the student’s advisory committee.
- Maintain an overall 3.0 Grade Point Average for all graduate courses.
- Meet the Department’s Research Skills Requirement by completing the final course in their chosen research methodology sequence (e.g., ERSH 8320, QUAL 8420, a third course in philosophical or historical methods, or equivalent appropriate to the student’s program).
- In general, meet all requirements for Ph.D. or Ed.D. candidacy as specified in the University of Georgia Graduate School Bulletin, which is the definitive word on this issue and from which most of the list above has been copied.
- Maintain an overall 3.0 Grade Point Average for all graduate courses.
- After admission to candidacy, a student must register for at least two additional semesters and a total of 10 semester hours of appropriate credit. (At least 3 hours of ESCI 9300 must be part of this credit.) A student must register for a minimum of three semester hours of credit when using University facilities and/or staff time and must enroll for at least three hours during the semester in which graduation requirements are completed.
- Complete the Dissertation and Final Oral Defense.
- Meet the following time limits on all work for the doctoral degree (Ph.D. or Ed.D).
All requirements for the doctoral degree, except the dissertation and final Oral Comprehensive Examination, must be completed within a period of six years. This time requirement dates form the first registration for graduate courses on a student’s program of study.
A candidate who fails to complete all degree requirements within five years after passing the Comprehensive Examination and being admitted to candidacy, will be required to take the Comprehensive Examinations again and be admitted to candidacy a second time.
- In general, meet all requirements for Ph.D. or Ed.D. graduation as specified in the University of Georgia Graduate School Bulletin, which is the definitive word on this issue and from which most of the list above has been copied.
The Major Professor must formally advise the members of the student’s advisory committee and the Graduate School about the schedule of the final oral defense of the doctoral dissertation at least two weeks in advance of the meeting. Three committee members other than the Major Professor must approve in writing the readiness of the dissertation draft for final defense. At least four members of the advisory committee must certify their approval of both the written dissertation and the student’s oral defense. After a successful final oral defense of the dissertation, the student must submit the dissertation to the Graduate School for final approval not later than the last day of classes of the following semester.
Detailed Statement of Doctoral Program Goals
Apply to the UGA Graduate School
Doctoral Applicant Questionnaire for Science Education
Application for Graduate Assistantship in Science Education
Frequently Asked Questions about Science Education Doctoral Programs
For further information please consult the FAQ page or contact:
Julie Kittleson
Graduate Coordinator for Science Education Programs
Department of Mathematics and Science Education
212 Aderhold
University of Georgia
Athens, GA 30602
USA
Phone 706.542.4650
Fax 706.542.1212
jkittl@uga.edu
