How to Apply
Important: The button below will take you to University Admissions. Use the following advice to correctly identify your interest in this program.
Graduate School Application:
Complete Application to the UMSL Graduate School
As you progress through the application, be certain to select the following for select your degree...:
Include:
- Three Letters of Recommendation: Indicate three individuals who can speak to your professional practice to write a letter of recommendation addressing: Ability to communicate effectively (orally and in writing) and your ability to think critically. Recommendation letters can be inititated through the graduate school application or can be emailed to coedocprograms@umsl.edu
- Attach your résumé or curriculum vita (CV). Be sure to describe your professional practice. Alternately email to coedocprograms@umsl.edu.
STEM THEMES Education Scholars
Transcripts:
Send all transcripts of higher education work to the Graduate Admissions Office.
Supplemental Application:
Complete the
EdD Supplemental Application .
Thank you for choosing UMSL!
Advance Scholarship and Practice in STEM, Education, and the Humanities
A three-year, campus-based, cohort program emphasizing STEM innovative education, research, and theory
The STEM THEMES Education Scholars (Technology-Humanities-Engineering-Math-Education-Science) is a collegial community of practice committed to creating, establishing and assessing innovative STEM education research and theory and incorporating it into effective interdisciplinary practice. The advantage of the cooperative approach to doctoral research in education is that professionals have an opportunity to work together collaboratively with peers to pursue the highest graduate degree in education, the Ed.D. Participants selected for the cohort will support each other in course work, dissertation research, and in developing a collegial network of professionals that will encourage and facilitate the attainment of career goals.
The central dogma of STEM THEMES is that developing and releasing the synergistic power of an interdisciplinary approach to STEM teaching and learning will have positive effects on learners and educators. The STEM THEMES cooperative approach to doctoral research and programs fosters learning and investigation into twelve general areas of inquiry:
- Defining, developing, and promoting interdisciplinary STEM curricula
- Adopting experiential/real life problem-based learning approaches in STEM related instruction
- Developing and assessing instructional strategies and methodology for professional development
- Establishing effective formative and summative assessment strategies for enhancing STEM curriculum
- Developing and/or assessing STEM instructional technology materials and methods
- Documenting history of STEM education movements and their implications
- Encouraging and facilitating choice of STEM careers, developing pipeline strategies
- Establishing and testing data-driven and evidence-based evaluation
- Exploring mechanisms to enhance STEM literacy
- Motivating learners and/or educators as related to STEM teaching and learning
- Providing access to equity in STEM related fields and endeavors
- Developing and assessing promotional materials and strategies for STEM instruction
The STEM THEMES Learning Community of Practice allows research and dissertation topics in the areas of Technology, Humanities, Engineering, Math, Education and Science as long as the underlying question(s) deals with, contributes to and promotes the understanding and enhancement of issues surrounding the teaching and learning of the STEM disciplines.
We invite you to become part of the STEM THEMES Learning Community of Practice by completing an application and joining the scholars pursuing one or more of the twelve issues concerning science and mathematics education, helping to form and support a group of colleagues mutually interested in any of these teaching and learning issues as you pursue the doctorate in education. Working together we can make a significant impact on science and math literacy among learners of all ages and the citizenry in general.
Alexandra Gresick
p: (314) 516-5107
- Deadline to Apply:
- April 6th
Students seeking the Ed.D. degree are expected to meet the Graduate School’s relevant practitioner doctoral degree requirements and procedures.
Degree requirements
| 1. Learning Community of Practice Seminars | 15-20 | |
EDUC 7600 | Learning Community of Practice I | |
EDUC 7610 | Learning Community of Practice II | |
EDUC 7620 | Learning Community of Practice III | |
EDUC 7630 | Learning Community of Practice IV | |
EDUC 7640 | Learning Community of Practice V | |
EDUC 7650 | Learning Community of Practice VI | |
| 2. Laboratory of Practice | ||
EDUC 7889 | Laboratory of Practice | |
| 3. Common Courses | 8 | |
EDUC 7605 | Scholarship of Teaching and Learning in Educational Practice | |
EDUC 7615 | Evaluation of Educational Programs | |
EDUC 7625 | Building Socially Just Educational Communities | |
EDUC 7635 | Ethical and Legal Issues in Educational Practice | |
| 4. Inquiry Approach Electives, minimum 4 hours selected from the following: | 4 | |
EDUC 7205 | Action Research for Educational Practitioners | |
EDUC 7210 | Survey Design for Educational Practitioners | |
EDUC 7215 | Data Analysis for Educational Practitioner | |
EDUC 7220 | Designing Research for Educational Practitioners | |
EDUC 7225 | Ethnography for Educational Practitioners | |
EDUC 7230 | Interviewing for Educational Practitioners | |
EDUC 7295 | Inquiry Seminar for Educational Practitioners | |
| 5. Tool Course Electives, minimum 4 hours selected from the following: | 4 | |
| EDUC 7305 | Representing Data for Educational Practitioners | 1 |
| EDUC 7310 | Integrating Technology in Learning for Educational | 1 |
| EDUC 7315 | Project Management for Educational Practitioners | 1 |
| EDUC 7320 | Financial and Budgeting Skills for Educational Practitioners | 1 |
| EDUC 7325 | Grant Writing for Educational Practitioners | 1 |
| EDUC 7330 | Human Relations Skills for Educational Practitioners | 1 |
| EDUC 7395 | Tool Seminar for Educational Practitioners | 1 |
| 6. Specialization | 30-60 | |
| Courses in an area of specialization (can include Master’s or Education Specialist work) | ||
| 7. Dissertation in Practice | 8 | |
Total: minimum 80 hours, post-bacclaureate
Phyllis Balcerzak, Ph.D.
Assistant Teaching Professor
Charles R. Granger, Ph.D.
Professor of Biology and Education
Professor Granger earned a B.S. in botany and zoology from Iowa State University, an M.S. in Biology and an M.S. in science education, both from the University of Pennsylvania, and Ph.D. in plant physiology and science education from the University of Iowa. He is a member of numerous professional associations, including the Biology Association for Teachers, the National Sc...
William C. Kyle, Jr., Ph.D.
E. Desmond Lee Family Professor of Science Education
Bill Kyle is the E. Desmond Lee Family Professor of Science Education I. He received a BS in Biology from LeMoyne College (Syracuse, NY) and a MS and PhD in Science Education from The University of Iowa. Prior to joining the UM-St. Louis faculty in 1996, Professor Kyle taught middle and high school science in New York and Iowa and between 1982 and 1996 he served as a facul...
Keith W Miller, Ph.D.
Orthwein Endowed Professor for Lifelong Learning in the Science
Keith W. Miller is UMSL's Orthwein Endowed Professor for Lifelong Learning in the Sciences. His Ph.D. is in computer science, and his research specialties are computer ethics, online education, and software testing. His Des Lee Collaborative community partner is the Saint Louis Science Center. He is also part of UMSL's Technology & Learning Center.
