Why study Engineering Education?
The University of Cincinnati’s master’s degree in Engineering Education prepares students to analyze, interpret, and implement findings from the literature in engineering education into practice, while in parallel advancing their expertise within a technical field in support of their career aspirations. In addition, each student will specialize in one of three focus areas: higher education in engineering, engineering education in PreK-12 levels (formal and informal environments, for- or non-profit), or engineering industry and workforce development. A master’s degree in engineering education can lead to a career in academia, informal educational environments, industry, or government.
Engineering education research, as a discipline, utilizes theories, methods of inquiry, and ways of knowing associated with a variety of related disciplines - including anthropology, diversity, equity, and inclusion studies, economics, education, neuroscience, philosophy, political science, psychology, and sociology, along with education research in science, technology, and mathematics – interpreted through the lens of engineering. Students will be introduced to theories related to the teaching and learning of engineering and the applications of pedagogy and assessment. Additionally, they will develop knowledge of research methods inherent to the field with an emphasis on interpreting and assessing the quality of findings and translating those results to practice.
- GRE - Required of all international students; GRE is exempt for students that earned a degree from an ABET accredited university (or equivalent accreditation) in the USA with a GPA of 3.0+
- Transcript(s) and Degree Certificates (unofficial transcripts are used for admissions review, only admitted applicants submit official transcripts)
- GPA of at least 3.0 in a Bachelor’s or Graduate degree program in engineering, mathematics, or the physical sciences from a college or university regarded as standard by a regional or general accrediting agency
- Research Statement - (1-3 pages) should describe your research interests (see below), with specific reference to the research area(s), engineering education research methodology, and focus area. You may choose to build on or tie in prior research experience. This statement is used by the faculty as an example of your writing, to help gauge your potential to effectively engage in research at this degree level, and to help determine if the Engineering Education program is a good fit.
- Statement of Purpose - (1-2 pages) should include brief narratives about: a) your academic, professional, and previous research experiences (if not discussed in your research statement); b) your immediate and long-range aspirations; c) how the Engineering Education program will help you to meet your goals; and d) any additional information you feel strengthens your application (e.g., your perspective on the relationship between educational research and teaching/learning). This statement is used by the faculty as an example of your writing and to help determine if the Engineering Education program is a good fit.
- Curriculum Vita (resume) - should include your name(s), a phone number, e-mail address, and colleges attended with degrees and dates. Also include, if applicable, employment history, honors and awards, publications and presentations, and relevant professional experiences (e.g., research, teaching/tutoring, service). Your CV does not need to be structured with these sections and is not limited to these items.
- Two letters of recommendation.
- International students - English Proficiency Test: TOEFL (minimum 92) or IELTS (minimum 6.5)
Description of Engineering Education Research Areas:
- Engineering Epistemologies: research on what constitutes engineering now and into the future
- Engineering Learning Mechanisms: research on developing engineering learners’ knowledge and expertise
- Engineering Learning Systems: research on the instructional culture and knowledge required of engineering educators
- Engineering Diversity and Inclusiveness: research on how diverse human talents contribute to the social and global relevance of our profession
- Engineering Education Assessment and Research Methodologies: research on, and the development of, the quantitative, qualitative, and/or data scientific aspects of engineering education (i.e., how theories are studied, designed for, and assessed), including assessments, instruments, and protocols
Description of Engineering Education Graduate Program Focus Areas:
- Higher Education in Engineering: Research will focus on higher education contexts (e.g., undergraduate students, graduate students, faculty).
- Engineering Education in PreK-12: Research will focus on PreK-12 contexts (e.g., students, parents, teachers, administration; formal and informal environments, for- or non-profit). (Note: This focus area does not lead to teacher licensure.)
- Engineering Industry and Workforce Development: Research will focus on industry and workforce development contexts (e.g., practicing engineers; management; translating among technical content, management, leadership, and andragogy).
The M.S. ENED program will prepare graduates for careers: at universities (as staff in academic or research support program, centers for teaching excellence, institutional research offices, diversity programs, or outreach programs); at community colleges; in PreK-12 schools; in for-profit and non-profit organizations (e.g., testing organizations, foundations, governmental agencies); and as corporate trainers and other workforce development positions.
The M.S. ENED program at UC is differentiated from other similar programs in four ways:
- The program was intentionally designed as a stand-alone program rather than as an exit strategy from a doctoral program.
- The program requires students to advance their level of expertise within educational theory, engineering education research methodology, and a technical field in support of their career aspirations.
- The program allows students to choose one of three focus areas depending on their background and goals: higher education in engineering, engineering education in PreK-12 levels (formal and informal environments, for- or non-profit), or engineering industry and workforce development (to the best of our knowledge, workforce development is not an explicit emphasis in any of the existing M.S. or Ph.D. programs at other institutions).
- The program leverages the strong foundation of experiential learning within the College of Engineering and Applied Science (CEAS) by requiring students to complete a reflective experiential activity within their chosen focus area.
Application deadlines and additional application information can be found at the CEAS Office of Graduate Studies.
PO Box 210077
Cincinnati , OH 45221-0077
Program Code: 20MAS-ENED-MS