The Doctor of Education Degree (Ed.D): Science Education Focus

William F. McComas, Director
Program to Advance Science Education
(213) 740-3470 mccomas@usc.edu

The USC Rossier School of Education is one of the world’s premier centers for the study of urban education. The school is committed to preparing teachers, researchers, counselors, administrators and curriculum specialists for leadership positions. The school is among the nation’s oldest and largest institutions of professional education. Classes in education at USC were started during the 1890s, with a Department of Education founded in 1909 and the School of Education established in 1918. In 1998, two alumni, Barbara J. and Roger W. Rossier, committed $20 million to the school. In recognition of their gift, the school was renamed in their honor.

The Ed.D. program is the flagship degree of the USC Rossier School of Education. This three year, cohort-based degree represents our vision and commitment for the preparation of education leaders for a variety of roles in today =s urban environment. The degree is designed around four concentrations including Leadership in Urban School Settings, Higher Education/Community College Leadership, Educational Psychology and Teacher Education in Multicultural Societies (TEMS). Several of these concentrations, in turn, have focus areas of study. Science education is a focus within TEMS.

For full, current and detailed information about this exciting new professional doctoral degree please review the EdD web page, but here is a quick overview of the Ed.D. Degree as it pertains to science education. Ed.D. Web Page

Science Education and the EdD: The study of science teaching and learning is one of four focus areas within Teacher Education in Multicultural Societies (TEMS). The science education program is designed to provide individuals with interests in science instruction a new or renewed focus on the curricular, leadership, pedagogical, and research issues associated with the discipline of science teaching and learning. In addition to gaining enhanced insights into science education generally and assistance in developing skill in communicating the excitement of science to others, such study will enhance your preparation for careers as curriculum designers, museum educators, science education specialists and professors and science methods instructors. For more information see the Science Education Web Page.

Ed.D. Program Specifics: The Ed.D. Program requires 60 units of coursework. Students must have a master’s degree to be considered for admission. All students are admitted with advanced standing, which enables them to transfer in 17 units of previous graduate-level coursework. Here are the remaining course requirements:

1. Four Core Courses—12 Units (Fall and Spring of Year 1)
   
   Leadership (EDUC 524): Focuses on the leadership of urban schools and institutions of higher education and the qualities that leaders need to transform these crucial organizations.
   
   Learning (EDUC 525): Provides students with a conceptual foundation needed to understand current research and theory related to learning, motivation, and instruction in diverse, urban educational settings.
   
   Diversity (EDUC 523): Explores in depth the causes and consequences of inequities in society, as well as educationally‑based solutions by examining culture, ethnicity, race, and gender.
   
   Accountability (EDUC 522): Examines key models and concepts of standards and accountability, financial issues in accountability, and accountability issues in leadership, diversity, and learning.
   
   
2. Five Concentration Courses—15 Units
   
   After completing the four core courses, you will move into one of the four academic concentrations. Teacher Education in Multicultural Societies (TEMS) is one of the concentrations and science education is a focus within it.
   
   Teacher Education in Multicultural Societies (TEMS) provides foundation knowledge and means for addressing crucial instructional, theoretical, and policy issues in the area of teacher education both in the United States and in developing countries.
   
   Core TEMS Concentration Requirements (all students take these two courses)
   

   CTSE 538 Curriculum and Cultural Pluralism (3 units). Explore concepts, values, and pedagogical strategies with respect to multicultural education. (Summer Year 1)
   
   EDPA 508 Sociology of Education (3 units). Engage in an analysis of the school as part of the social order and the classroom as a social system. (Summer Year 2)
   

   Science Education Focus (all science education focus students take these courses)
   
   

   CTSE 507 Issues, History and Rationale of Science Education (3 units). This course is a foundation experience for those in science education. It provides an overview of the fundamental issues in and vocabulary of the discipline of science education. (Fall)
   
   CTSE 508 Nature of Science: Philosophy of Science for Science Educators (3 units) The Nature of Science will focus on the methods and goals of science, the role of scientists and the place of science in society science and/or science teaching from the perspective of science teaching and learning. (Spring)
   
   CTSE 509 Advanced Science Teaching Methods (3 units). This course is designed for individuals with previous science teaching experiences -- either formal or informal -- to reflect on practice from practical and theoretical bases to evaluate and fine-tune science teaching skills. (Fall)

3. Two Inquiry Methods Courses—6 Units
   
   EDUC 532 Inquiry Methods I: Covers systematic inquiry in education related to quantitative methods and measurement and descriptive statistics to solve educational problems and engage in data analysis in the examination of educational issues and the proposal of solutions.
   
   EDUC 536 Inquiry Methods II: Considers the full array of qualitative research methods, their advantages and disadvantages and highlights the use of qualitative methods in traditional knowledge generation inquiry and in educational evaluation and action research.
   
   
4. Two Research Seminars—6 Units
   
   EDUC 792 Critique of Research (3 units) (Spring Year 2)
   
   EDUC 790 Doctoral Dissertation Design Seminar (3 units) (Summer Year 2)
   
   
5. Doctoral Dissertation—4 Units (Fall and Spring of Year 3)
   
   Our unique thematic approach to dissertations brings faculty and students together as a group to examine a major educational problem or setting. This thematic group combines experience and perspectives to understanding the problem and developing the study.