Science / Mathematics Education Department

Southern University and A&M College

The Ph.D. Degree

The academic traditions associated with the Doctor of Philosophy (Ph.D.) degree extend back to the late 19th century in the United States and several centuries earlier in Europe. Unlike the professional doctoral degrees (the M.D., J.D., D.D., and so on), the Ph.D. certifies that the holder has made a significant contribution to new knowledge in the discipline. Accordingly, the program of study leading to the Ph.D. emphasizes research and requires a dissertation that meets the highest standards of scholarship. The doctoral candidate's research is expected to have significance to scholars far beyond the local institutional environment, and to be of a quality consistent with the publication standards of refereed research journals.

Given the emphasis on original research, the student must recognize that completion of the coursework alone is no guarantee of being awarded the Ph.D. degree. Success in any Ph.D. program demands self-motivation, a great deal of innate intellectual curiosity, the habit of reading widely (i.e.-- far beyond coursework requirements), a willingness to invest many long hours, an ability to work effectively with scholars of diverse interests and backgrounds, and a commitment to the very highest standards of personal and professional performance.

History of the SMED Program

In the late 1980's, the nationwide need for research-validated improvements in science and mathematics education at all levels -- elementary through college -- led several faculty and administrators at Southern University to propose the development of a doctoral program in Science/Mathematics Education. Southern University's Board of Supervisors endorsed a formal preliminary proposal in 1991. Faculty and external consultants in science, mathematics, computer science, and education worked together to develop a comprehensive proposal which the Board of Supervisors approved and presented to the Louisiana Board of Regents in 1996. Drawing upon evaluations and recommendations by their own external consultants, the Regents responded with tentative approval, pending the development of an appropriate organizational infrastructure to support the program. Upon Southern University's establishment of the new SMED Department and the hire of the first two SMED faculty effective Fall of 1998, the Louisiana Board of Regents voted final approval for the program in August of 1998, and directed that the University admit the first SMED students for study beginning in the Spring semester of 1999.

An external advisory council, consisting of nine scholars from across the country, was convened in June of 1999 to evaluate the first semester's operation of the Program. Its second annual meeting was held in May of 2000. Most of this council's recommendations were implemented immediately, and are reflected in this document. A permanent department chair and an additional faculty member were appointed effective Fall of 1999. Two additional faculty were appointed effective Spring of 2001.

Philosophy

The SMED program endorses the philosophy that future leaders in science and mathematics education must have mastered the rigor of at least one science or mathematics content area, as validated through a master's degree or equivalent in a science or mathematics discipline. Further, to be professionally credible, any such leader should have demonstrably successful first-hand experience in the transmission of such knowledge to new learners.

In addition to the grounding and experience in a specific discipline, it is also essential that the graduate be adept at making interdisciplinary connections and appropriately applying the results of educational research conducted in one educational environment to problems arising in another.

Moreover, the Program places a very heavy emphasis on scientific and educational epistemology and metacognition (specifically, inquiries into how we know what we think we know). To properly initiate educational innovations, to interpret the results of other research scholars, and to assess the effectiveness of any educational project, it is essential that the practitioner critically evaluate the groundings of any purported knowledge. This position is supported by the SMED program's curricular research requirements.

Finally, the program endorses the philosophy behind the Ph.D. degree itself: that it represents a formal validation of an original and significant contribution to new knowledge in the field. Accordingly, the program's faculty will expect its students to meet the very highest standards of scholarship in conducting a meaningful research project, then writing and defending the dissertation.

Career Opportunities

Depending on the content area of the master's degree and the specific focus of the doctoral dissertation research, students in the SMED program can prepare themselves for a variety of careers, including:

a) research and university-level teaching in science or mathematics education
b) teaching in the content area at undergraduate or community colleges
c) school district science/mathematics curriculum administration
d) leadership in science or mathematics professional organizations
e) instructional program design in industry
f) scientific writing and/or software development for science/mathematics education
g) independent consulting

Teaching Prospects

Although graduates of the Ph.D. program in Science/Mathematics Education are qualified to teach in colleges and universities, applicants should recognize that this degree does not automatically qualify them for K-12 teacher certification. Students wishing to secure K-12 teaching certifications must conform to additional requirements, which will necessarily lengthen the program of study. Applicants should further note that employers in several of the preceding career options may expect several years of prior successful teaching experience. Accordingly, it is essential that the applicant clearly define his/her long-range goals in the initial application, so the Department can provide appropriate advisement and mentoring.

The preceding notwithstanding, one cannot conduct credible research on teaching and learning if completely lacking classroom teaching experience. Accordingly, if the student has less than the equivalent of two years of full-time teaching experience in an appropriate area, he/she will be strongly encouraged to enroll in a teaching practicum as part of the doctoral coursework and/or to take other steps to acquire the relevant teaching experience.