Ph.D. in Engineering Education Systems and Design
The Engineering Education Systems and Design (EESD) Ph.D. program aims to increase the understanding and design of engineering education systems. The program prepares students to critically analyze and conduct research in alignment with their engineering education scholarly interests. Graduates of the EESD program are exemplary engineering education scholars equipped to take competitive positions in a variety of settings, including universities, science centers, government agencies, museums, policy setting institutions and industry.
Students entering the program must have a background in engineering or a related field and a passion for developing their skills as engineering education researchers (see Application Process below for details). They are committed to contributing to engineering education research programs within The Polytechnic School at ASU while also developing new research directions that emerge from their interests and experiences as doctoral students.
Required coursework (see Degree Requirements below for details) is designed to provide students with opportunities to learn about engineering education systems and research in depth. Students apply a variety of theoretical frameworks and research methodologies to project courses, research assistantships and dissertation research while engaging with faculty who bring diverse perspectives, expertise, and interests in engineering education research.
Graduate admissions at ASU begins with the online Graduate Education application. The application requires the submission of the following:
1. Curriculum Vita or Resume
2. Statement of Purpose: Submit a statement of no more than 1000 words that includes the following information:
- motivation(s) for pursuing a PhD in the field of engineering education
- personal goal(s) associated with pursing a PhD at this time in your career
- reason(s) for considering the ASU EESD program as the right place for you to pursue your PhD
- ASU EESD faculty (see current endorsed list of faculty) you would initially be interested in working with during your PhD studies
3. Writing Sample: Find and read a conference proceeding that connects to your own personal interests from last year’s American Society for Engineering Education Annual Conference and Exposition. Submit a statement of no more than 1000 words that includes the following information:
- citation information
- reason(s) for selecting this particular paper
- aspects about the article that you found compelling
- connection(s) to your current research interests and long-term career goals
4. Official transcripts from each college or university attended
5. Official GRE general exam scores (Note: This requirement is currently being waived)
6. Two letters of recommendation
7. Non-native English Speakers ONLY: Proof of English proficiency (see Graduate Admission Services website for options)
There is a one-time fee associated with submitting your application; $70 for those who are a US Citizen, US Permanent Resident, In Application for Permanent Residency, or DACA; $115 for international students on any non-immigrant visa type studying in the US (e.g., F-1, H-1B, H-4, etc.). Additional costs may be incurred when obtaining prior institutional transcripts.
A minimum of 84 semester credit hours are required for the PhD degree, distributed as described below. Additional specifics of the degree program requirements and processes, including the Independent Research Assessment, Comprehensive Exam, and Dissertation, can be found in the EESD Graduate Program Handbook.
- 18 credit hours of core coursework that are intended to expose students to fundamental topics in engineering education.
- EGR 535: Innovation and Design of Engineering Academic Settings (IDEAS) Innovation plays an important role in the evolution of the field of engineering education. This course explores innovation processes in a variety of contexts, including (but not limited to) engineering education research and methods, theory, dissemination, teaching, and training within formal and informal academic settings.
- EGR 565: Qualitative methods for engineering education research This course provides a deep, empirical exposure to interpretive research methods in engineering education research.
- EGR 572: Quantitative methods for engineering education research
Introduction to the specific quantitative analysis techniques used in the field of engineering education, with special focus on instrument design, ANOVA, and multiple regression. Prior coursework or experience with basic statistical techniques is necessary to be successful in this course.
- EGR 574: Engineering education systems in context
This course provides a systems understanding of current trends in engineering education research to engage engineering education research graduate students with the latest developments in the field in which they will situate their research projects.
- EGR 671: Applications of qualitative methods for engineering education research
This course provides a deep, situated exposure to making and handling data in qualitative engineering education research projects.
- EGR 673: Applications of quantitative methods for engineering education research
Application of quantitative analysis techniques to an engineering education research project. Specific focus on data collection, instrument development, and ANOVA/regression analysis techniques. Prior coursework or experience with basic statistical techniques is necessary to be successful in this course.
- 12 credit hours of elective coursework that directly support a student’s research area. Example offerings include:
- EGR 576: From Then Until Now: Examining Inequities in STEM This course recognizes that educators have a responsibility to provide a quality experience for students who enroll in their classes. Quality is framed by class features, including teaching strategies, grading systems, assignments, and embedded technologies used in the class. The choices educators make for their class greatly effects how well students ultimately learn the class content. This course provides an opportunity to learn how to assess the choices we make as educators by learning about pedagogical strategies, in-class assessment, and learning theories. Students engaging in this course will learn how to bring research-to-practice from the perspective of course design and testing.
- EGR 594: EESD Seminar This single credit seminar course is designed to be a platform for community building and intellectual discussion. Internal and external scholars will be invited to present their ongoing research as part of the seminar. Advanced EESD students are encouraged to use the seminar as a forum to present and receive feedback on their dissertation research.
- 12 credit hours of EGR 792: Research
- 12 credit hours of EGR 799: Dissertation
- 30 credit hours of coursework in engineering or a related field
- Students with Master’s degrees in engineering or a related field can apply those credits towards these required credit hours.
- Students who completed an accelerated Master’s degree with fewer than 30 credit hours will be required to complete additional coursework.
- Students who enter the program without a Master’s degree in engineering or a closely related field will be required to take an additional 30 credit hours of coursework and can optionally earn a concurrent Master’s degree.