PhD in Engineering Education
University of Connecticut College of Engineering Graduate Programs
4 - 5 years
Earliest start date
While there has been extraordinary engineering education happening at UConn since 1916, the field of engineering education is its academic study. A Ph.D. in engineering education from UConn will prepare students with the skills and competencies needed to conduct high-quality educational research in the context of engineering programs at both the pre-and post-secondary levels. Graduates from the Engineering Education program will be well qualified to work in academic, industrial, or governmental settings, and excel at identifying, creating, and expanding connections between engineering and the social sciences.
Engineering education is inherently cross-disciplinary. At UConn, which boasts 14 schools and colleges, students are encouraged to take relevant courses across disciplinary silos based on their research interests.
Scholarships and Funding
In order for an applicant to be considered for one of the following fellowships, the applicant must select that they wish to be considered in SLATE. Recipients of these fellowships will be the most academically promising members of the entering class of graduate students at the University of Connecticut. The criteria used to select recipients include the following:
- Evidence of scholarly or creative achievement highlighted by the department or program in their nomination and evidence that the department or program provides the environment necessary for success in the areas of interest highlighted by the applicant.
- Evidence of any prior scholarly or creative achievement by the nominee, e.g., publications, presentations, exhibits, performances.
- Evidence that the nominee has been successful at previous academic institutions, e.g., letters of recommendation.
- Quantitative evidence of academic accomplishment, e.g., undergraduate grade point average, GMAT (when available).
The Jorgensen Fellowship (JF) is available to outstanding young scholars applying to doctoral programs. The award consists of a service-free fellowship providing a $20,000 annual stipend for five years.
In addition, to be eligible for either the fellowships below, applicants must demonstrate a commitment to enhancing diversity in higher education and/or a commitment to enhancing diversity in their field of study.
- The Harriott Fellowship (HF) is available to outstanding young scholars applying to doctoral programs. The award consists of a service-free fellowship providing a $20,000 annual stipend for five years.
- The Crandall Fellowship (CF) is available to outstanding young scholars applying to master’s programs. The award consists of a service-free fellowship providing a $20,000 annual stipend for two years (MFA is for three years).
For HF and CF fellowships students must submit a diversity statement through the SLATE application system. Students can demonstrate a commitment to enhancing diversity in higher education through participation in organizations or activities that (a) directly relate to increasing access to higher education and retention in higher education of individuals, regardless of age, race, sexual orientation, gender, nationality, cultural background, religion, or beliefs or (b) that help to ensure that individuals are welcomed and included in higher education environments regardless of age, race, sexual orientation, gender, nationality, cultural background, religion, or beliefs. Such organization and activities might include participation/affiliation with TRIO programs, cultural/affinity organizations/centers, volunteer experiences, and college or university committees focused on these goals. Students provide evidence of this commitment through research and educational experience reflected on their CV/resume (articles, presentations, internship, and research experience), in their personal statement, or in letters of recommendations.
Students are required to complete a minimum of 37 credits, distributed as follows:
Engineering Education Core: 13 Credits
- ENGR 5610 – Foundations of Engineering Education – 3 credits
- ENGR 5620 – Power and Politics of Engineering Education – 3 credits
- ENGR 6901 – Engineering Education Seminar - 1 credit
- EPSY/EDCI – Theories in Education course from list - 3 credits
- ENGR 5410 – Scientific Communication – 1 credit
- ENGR 5420 – Engineering Internships and Careers in Industry – 1 credit
- ENGR 5430 – Teaching Engineering: Communication and Pedagogy – 1 credit
Practicum: 3 Credits
- CE/ENVE 6920 – Practicum – 3 credits
- Practical experience in classroom teaching with mentoring from a member of the graduate faculty.
Educational Research Methods Core: 12 Credits
- EDCI 6000 - Qualitative Methods of Educational Research – 3 Credits
- EPSY 5605 – Quantitative Methods in Research 1 – 3 Credits
- EPSY 5607 – Quantitative Methods in Research 2 – 3 Credits
- Research methods elective – 3 credits
Engineering Education Specialization: 9 Credits
Depending upon their background and career plans, students may choose from an existing specialization, made up of coursework in related areas, or, with the approval of their Major Advisor, select coursework with a coherent theme that supports their research or career goals.
Engineering Field Specialization: 9 credits in discipline-based courses (e.g. CHEG, ME, ECE) at the 5000-level or higher chosen in consultation with the Major advisor.
Advanced Methods Specialization: 9 credits (outside of the Methods Core) focused on advanced educational research methods. Students may select from EDCI, RMME, EPSY methods courses, or others in consultation with their Major Advisor.
Theories in Education/Learning Science Specialization: 9 credits focused on interdisciplinarity, theories of knowledge, or epistemology. Students may select from the Theories in Education list specified in the catalog, or other courses in consultation with their Major Advisor.
Engineering and Human Rights: 9 credits of coursework in this area as approved by the Major Advisor and consultation with EHRI faculty.
Individualized Specialization: 9 credits of coursework in a related area or theme as approved by the Major Advisor.
The Ph.D. in Engineering Education does not have a foreign language requirement. Ph.D. students must maintain a cumulative GPA of at least 3.0 across all coursework. For students entering with a Master’s degree, up to 15 credits of previous graduate coursework may be counted toward the Ph.D.
All Ph.D. students must also complete at least 15 credits of GRAD 6950 (Doctoral Dissertation Research). All full-time Ph.D. students must enroll in the one-credit seminar course, ENGR 6901, each term they are in the program.
By completing a Ph.D. in engineering education, graduates will be able to:
- Conduct high-quality educational research and/or assessment and evaluation in a variety of settings, including higher education, K-12 settings, non-profits, and private industry.
- Synthesize information from multiple fields to contribute to knowledge generation at the intersection of engineering and the social sciences.
- Bring a socio-cultural perspective of engineering work with a focus on justice, diversity, equity, and inclusivity to whatever field they choose to work in.
- Integrate evidence-based practices from engineering education research into educating the next generation.