The Master of Science (M.S.) in STEM Education program prepares educators to work in the development and implementation of research, curriculum materials, and educational activities in formal and informal Science, Technology, Engineering, and Mathematics (STEM) Education settings, such as schools, research centers, museums, industry, cultural institutions, and community agencies. It also prepares future candidates for Ph.D. programs.

The M.S. program enrolls a maximum of 15 students per year and admits candidates with backgrounds in mathematics, biology, chemistry, physics, technology, engineering, education, psychology, child development, cognitive science, and other related areas that demonstrate a commitment to understanding the issues and challenges involved in the research and practice of mathematics education, science education, or engineering education. Students with strong backgrounds in physics may also consider the Physics Education track, which we offer in collaboration with the Department of Physics & Astronomy.

Candidates without a baccalaureate in mathematics, the sciences, or engineering are required to take additional graduate level courses in their focal content area in order to reach a level of expertise that at a minimum is equivalent to that of a Tufts B.A./B.S. in that content area.

Upon entry into the program, each student is assigned two program advisors, one from the Departments of Education or Child Development and another from the Mathematics, Sciences, or Engineering Departments. The program advisors assist the student in making choices regarding courses, content area, internships, and research activities. Additionally, M.S. students can apply to continue their studies as Ph.D. students at Tufts.

The maximum time limit for full-time students to complete the MS program is three years.

Learning Objectives

Develop and exhibit a deep understanding of the:

  • 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.

Develop abilities to:

  • Express themselves and disseminate in effective ways, through different media, the results of their research (for example, orally, in writing, through video).
  • 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.

Philosophy

Students work closely with program faculty to develop research on learning and teaching in STEM disciplines, as well as on the cultural, historical and philosophical influences on educational thought and practices. Coursework in the program reflects learning sciences perspectives on disciplinary knowledge and practices, social context, and design and instruction. Students also work on independent projects.

Those projects reflect the faculties' research interests, including the beginnings of STEM thinking in learners' knowledge and abilities; how students progress toward disciplinary practices and understandings; teachers' noticing, attending, and responding to student thinking; diversity and access in K-16 STEM education; and the design and study of technologies to support thinking, learning and inquiry.

Degree Requirements

The Master of Science (MS) in STEM Education program prepares educators to work in the development and implementation of research, curriculum materials, and educational activities in formal and informal Science, Technology, Engineering, and Mathematics (STEM) Education settings, such as schools, research centers, museums, industry, cultural institutions, and community agencies. It also prepares future candidates for Ph.D. programs.

The MS program enrolls a maximum of 15 students per year and admits candidates with backgrounds in Mathematics, Biology, Chemistry, Physics, Technology, Engineering, Education, Psychology, Child Development, Cognitive Science, and other related areas that demonstrate a commitment to understanding the issues and challenges involved in the research and practice of Mathematics Education, Science Education, or Engineering Education. Students with strong backgrounds in physics may also consider the Physics Education track, which we offer in collaboration with the Department of Physics & Astronomy.

Candidates without a baccalaureate in Mathematics, the Sciences, or Engineering are required to take additional graduate level courses in their focal content area in order to reach a level of expertise that at a minimum is equivalent to that of a Tufts BA/BS in that content area.

Upon entry into the program, each student is assigned two program advisors, one from the Departments of Education or Child Development and another from the Mathematics, Sciences, or Engineering Departments. The program advisors assist the student in making choices regarding courses, content area, internships, and research activities. Additionally, MS students can apply to continue their studies as Ph.D. students at Tufts.

The maximum time limit for full-time students to complete the MS program is three years.

Research Component

MS students must demonstrate an understanding of educational research through the development of a thesis, a project, work with a research team, or an internship.

Course Requirements

MS students are required to complete 12 courses to fulfill the MS in STEM Education degree requirements. These include:

  • 5 courses from Groups A, B, C, and D (at least one course from each group);
  • 2 graduate courses in the Mathematics, Sciences, or Engineering Departments;
  • 2 or 3 elective courses from Group E;
  • 1 course from Group F (Program Seminar);
  • 1 or 2 courses for Masters Thesis, Project, Research, or Internship experience.

Choice of relevant elective courses and course levels (100 or 200 level) is determined by the students' advisors, in agreement with the guidelines issued by each of the Departments involved in the program. This choice is determined by an evaluation of each student's needs in terms of understanding:

  • Mathematics, Science, or Engineering content knowledge;
  • The socio-cultural foundations of Education;
  • Theory and research on human development and learning in different content areas;
  • Specific knowledge directly related to the development of the MS thesis, project, research, or internship.

Transfer of graduate course credits obtained from other institutions and not applied to previous degrees depends on the content of the course, the student's performance in the course, and the relevance of the course to the student's plan of study, as judged by the student's advisors and by the STEM Education Program Committee.

No undergraduate courses will count towards the MS degree.

Job Placement

Our M.S. graduates work in all corners of PreK-16 STEM education. All of our graduates for whom we have data are employed in the field. Our M.S. alumni include a grade 9 teacher at City Polytechnic High School in Brooklyn, N.Y., an AP Biology Teacher at Lexington High School in Lexington, M.A., and a Research Associate at TERC in Cambridge, M.A.

Application Requirements

  • Application fee
  • Resume/CV
  • Personal statement
  • Official GRE required
    • GRE scores are not required for current Tufts undergraduates, 2016 & 2017 Tufts undergraduate alumni, and Art Education candidates
  • Official TOEFL or IELTS, if applicable
  • Transcripts
  • Three letters of recommendation
    • Middle/High School M.A.T candidates: two of the three letters of recommendation should be from academic professionals representing the subject area in which the applicant is seeking licensure.
  • Writing sample
    • Required for Art Education, Middle and High School Education, and School Psychology. A writing sample in the language of specialization is required for applicants seeking licensure in a foreign language.
  • Supplemental essay
    • An additional essay is required for applicants to the MAT Middle/High School (non-Art) program who are applying for an Urban Teacher Training Collaborative (UTTC) track: In up to 500 words, please tell us why you are seeking an intensive teacher training experience in an urban setting. What experiences have prepared you for working in an urban school and how will doing so contribute to your professional goals?
Program taught in:
English

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Last updated June 3, 2019
This course is Campus based
Start Date
Aug 2020
Duration
3 years
Full-time
Price
52,724 USD
per year.
Deadline
Jan 15, 2020
By locations
By date
Start Date
Aug 2020
End Date
Apr 2023
Application deadline
Jan 15, 2020

Aug 2020

Location
Application deadline
Jan 15, 2020
End Date
Apr 2023