Engineering Education

• 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 Research Methodologies: 

• Quantitative Research emphasizes objective measurements and the statistical, mathematical, or numerical analysis of data.
• Qualitative Research seeks to produce in-depth descriptions and interpretations of human behaviors and experiences based primarily on the words of selected individuals (e.g., through interviews) and/or through the interpretation of actions (e.g., observations) or artifacts (e.g., analysis of documents).
• Mixed Methods Research is characterized by (among other features) drawing on the strengths of both quantitative and qualitative methods for generating possible solutions or holistic understandings of the problem that may not have been possible using either method by itself.

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).