stem education phd programs

PhD in STEM Education

The PhD in Science, Technology, Engineering and Mathematics (STEM) Education offers students the opportunity to advance knowledge in STEM Education through original research. Graduates of this program pursue careers as researchers and educators dedicated to improving STEM education.

STEM Education is an interdisciplinary program. We conduct research in many different STEM learning environments including, college-level STEM courses, K-12 classrooms, makerspaces and afterschool programs, and community-based collaborations. We work collaboratively across other departments at Tufts and with the Center for Engineering Education and Outreach (CEEO) and the Institute for Research on Learning and Instruction (IRLI).

The program enrolls five students each year on average. Both full-time and part-time options are available. Full-time PhD students receive full tuition support for five years, a stipend, and health coverage.

We encourage interested students to look over faculty research areas and email a potential mentor, providing a brief summary of your background and research interests, before the application deadline. Admissions decisions are made by the STEM Education faculty as a whole.

Message from Program Director

Julia Gouvea Director, STEM Education Program

Program of Study

Upon entry into the program, each PhD student is assigned two program advisors, one of whom is a faculty member in STEM Education and serves as the student’s primary mentor. Program advisors help students choose courses, internships, and research activities. These advisors can be changed at any time within the program.

PhD students generally work in research assistantships on externally funded projects and may also have opportunities to serve as teaching assistants, either in education or in STEM courses. We also encourage students to apply for a teaching fellowship through the GIFT Program.

Course Requirements

Students are required to complete 18 courses to fulfill requirements for the PhD in STEM Education degree. These include:

12 graduate-level courses in Education
2 graduate-level courses in a STEM discipline
Enrollment in the STEM Education program seminar for 2 years (2 courses)
Two courses in dissertation work

These requirements can be adjusted, depending on the student's background as evaluated by their advisors and by the STEM Education Program Committee. Students who have taken graduate-level coursework in education or in STEM may reduce the number of required courses by applying for a transfer of credits. No undergraduate courses will count towards the PhD degree.

Research/Internship Requirement

PhD students must complete an original research study for their dissertation. The program is built around a set of experiences designed to help students reach this goal. In addition to coursework, PhD students complete two qualifying papers. Ideally, qualifying papers lead to professional presentations and publications and into the dissertation project.

Read more about STEM PhD Program Requirements .

Job Placement

Graduates of the STEM Education program pursue careers in many areas of PreK-university STEM Education. About 40% of graduates conduct research or teach in higher education institutions. About 25% of graduates are K–12 educators. And about 35% have research or administrator positions in educational institutions including museums, non-profits, and universities.

Examples of positions held by alumni of the STEM Education PhD include:

Program Coordinator for Math and Science at Lakes Region Community College
Research Scientist at Educational Testing Service (ETS)
Manager of Research and Evaluation at the Museum of Science and Industry
Tenured and tenure track faculty at research institutions around the world

To learn about our alumni visit the Meet Students and Alumni page.

Related and Joint Programs

Students interested in cognitive science may consider the joint Cognitive Science PhD program. In order to apply to this program through the Education Department, you must identify a primary mentor in the STEM Education program who is also affiliated with the Cognitive Science program.

Students may also consider applying to graduate programs in STEM disciplines, many of which have formal or informal opportunities to conduct education research. Students with strong backgrounds in physics may consider the Physics Education track , which we offer in collaboration with the Department of Physics & Astronomy.

Students with a strong background in biology may consider the Biology Education Research concentration offered through the Department of Biology. We encourage prospective students to discuss these options with potential advisors.

Program Objectives

The objectives of the PhD STEM Education program will allow students to do the following:

Theory and research on learning, development, and teaching; cognitive science; and the sociocultural foundations of education, both broadly and within their discipline
Developmental, pedagogical, content specific, and sociocultural challenges inherent in teaching and learning
Research methods and results appropriate for the development of studies that will contribute to new theoretical insights and practical approaches to education
Knowledge and practices in their respective disciplines
Theory and research on learning and teaching in their disciplines
Express themselves and disseminate effectively within professional research communities through oral presentations and manuscripts submitted for publication in peer-reviewed venues.
Address questions of educational and social relevance grounded in disciplinary knowledge, where relevance refers both to the field at large and to students' particular professional experiences and interests
Collaborate with others on joint research projects
Situate their research within a global and international community
Understand the importance of respecting the children, teachers, students, and educators with whom they work
Build on the work of others and eventually contribute to the corpus of human knowledge and understanding in their fields
Formulate researchable questions, design methods for addressing them, execute empirical studies, and validate conclusions

Program Faculty

Meet our STEM Education Faculty

College of Education and Human Development

Department of Curriculum and Instruction

STEM education

The PhD in STEM education is interdisciplinary across STEM fields. Students pursuing this degree will choose an area of emphasis in one of four specializations—science, mathematics, engineering, or agriculture—while simultaneously participating in scholarly work that spans all areas of STEM education. This integrated style of study is one of the first in the nation, and is designed to prepare scholars to conduct thoughtful disciplinary and interdisciplinary research in STEM education in order to assume roles as university faculty members, educational leaders, policymakers, and researchers.

This program emphasizes:

K-12 STEM integration
Teacher preparation and professional development
Equity and social justice
Research on K-12 and higher education teaching and learning

Quote from Felicia Leammukda

I chose the University of Minnesota because I wanted to work with a diverse population of students and develop a curriculum that would fit the needs of a differentiated classroom. The grant I was first assigned to allowed me to do both those things. Felicia Leammukda PhD candidate 2019

Mathematics specialization

Mathematics education faculty spend significant time in K-12 schools, collaborating with teachers, and conducting research to improve mathematics curricula and pedagogy. Coursework and research in this field emphasizes both:

Mathematics teacher preparation
Mathematical knowledge for teaching
Practice-based teacher education
Teaching and learning rational numbers and fractions in grades 4-8
Identifying strategies to increase underrepresented student achievement
Math in urban classrooms

Agricultural specialization

This is a research-oriented program that will prepare students for university faculty positions, public and corporate leadership roles in education, natural resource management, extension education, international development, and many other professional careers in agriculture and life sciences.

Career outlook

Graduates of the program have assumed positions as university faculty, instructional leaders in the public schools, curriculum developmental specialists, and assessment specialists.

Some recent graduates have gone on to the following positions:

Assistant Professor, Teacher Education, St. Thomas University
Assistant Professor, University of Idaho
Visiting Assistant Professor at Carleton College
Assistant Professor of Science Education at Iowa State University
Assistant Professor, Purdue University
Assistant Professor of Natural Sciences at Metropolitan State University
Coordinator of Science and Mathematics, St. Cloud Public Schools
STEM Coordinator, Owatonna Public Schools

Science specialization

This includes both science and environmental education in PK-12 settings, at the college level, and in informal and adult settings. Focus areas of research include:

Pre-service and in-service science teacher education and induction and mentoring of beginning science teachers
Design and implementation of K-16 curricula
Environmental education
Integrated STEM education

Engineering specialization

Engineering education is an emerging research discipline that spans pioneering work in how engineering concepts are introduced, learned and effectively taught at the K-12 level. Connect with students and faculty in the University of Minnesota's College of Science and Engineering . Be challenged by the rigors of the engineering field and the complexities of integrating and evaluating engineering curricula in both formal and informal settings.

PhD curriculum

The PhD in STEM includes a core curriculum and four specializations to choose from depending on your research interests. Students will complete 48 course credits and 24 thesis credits for 72 in total. To view the curriculum requirements in detail visit the Education, Curriculum, and Instruction PhD page in the course catalog, go to Requirements, go to program subplan, scroll down to Science, Technology, Engineering and Mathematics education.

Research opportunities

Students can engage in research that advances the field of STEM education and ties into their area of interest. Faculty work closely with each student to achieve research and educational goals and improve educational opportunities for students. Learn more about the student research experience in the Department of Curriculum and Instruction.

Gillian Roehrig Gillian Roehrig

she, her, hers
612-625-0561
[email protected]

My research and teaching interests are centered on understanding how teachers translate national and state standards into their classrooms.

Erin Baldinger Erin Baldinger

Associate Professor
612-624-9478
[email protected]

My research centers on the preparation of secondary mathematics teachers. These areas of interest have emerged from my experiences as a middle school math teacher and as a mathematics teacher educator.

Lesa Clarkson Lesa Clarkson

612-626-9243
[email protected]

The foundation of my research agenda is mathematics in urban classrooms. This interest evolved from my initial study which examined a middle school reform mathematics curriculum to determine if mathematics achievement, as determined by the state…

Irene Duranczyk Irene Duranczyk

Lecturer, Literacy Education
she/her/hers
612-626-4421
[email protected]

What motivates me in my work? Being a member of a community that is working to advance an engaged, multicultural peaceful world is my passion.

Susan Staats Susan Staats

612-625-7820
[email protected]

As a cultural anthropologist with research and teaching responsibilities in mathematics, my academic pathway is varied and unusual.

Ranza Veltri Torres Ranza Veltri Torres

Assistant Professor in Mathematics Education
[email protected]

My research takes a humanizing approach to investigating how school mathematics can function as a gatekeeper by centering the stories of math learners and doers.

Terrence Wyberg Terrence Wyberg

Senior Lecturer
612-625-9823
[email protected]

My teaching experience began as a high school mathematics teacher in Yuma, Arizona. Since that time, I have taught mathematics at the high school and college levels and mathematics education at the college level.

How to apply

Application deadline and instructions.

Priority deadline : December 1 for admission to the fall of the following year Admissions decisions : January

Applications submitted after this date are considered on a case-by-case basis and may not be reviewed until the following year. Faculty review applications in mid-late December, and the Graduate School will notify applicants about admission decisions shortly thereafter. Final admission decisions are based on complete applications. All application materials must be included for the application to be released for review.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator . If you are a returning Graduate School student, follow the Readmission guidelines . If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines.

Tuition and funding

We have several funding options to support students full-time through program completion. Support is available in the form of:

Teaching Assistantships. The majority work as student teaching supervisors for MEd initial licensure students. Daytime availability, a teaching license, and teaching experience are required
Research Assistantships
Fellowships. Based on a departmental nomination process. You will be notified by the Director of Graduate Studies if you are being considered for a fellowship. Decisions are made by April 15.
Graduate students are also eligible to apply for fellowships and graduate assistantships through other University departments. Visit the University's employment page or fellowships through the Graduate School's Graduate Fellowship Office .
Find more detailed federal financial aid and graduate tuition information.
Financial support through Teaching Assistantships in MELP , the Writing Center , or the undergraduate TESL program.
Fellowships such as FLAS

Application requirements

What we look for.

Admission to our master's of arts and doctoral programs are competitive and we look for candidates whose goals and interests align with the program’s research and scholarship. Program faculty make admissions decisions based on the candidate’s experience and research competencies, along with compatibility of research goals.

Please look at our current faculty members’ research interests.

Our masters and doctoral candidates display

Evidence of strong interest in research and in the development of research competencies
Evidence of substantial experience in the discipline
Strong writing skills
Bachelor's degree from an accredited U.S. institution or foreign equivalent

Required application documents

Unofficial transcripts .Upload your transcripts into the application system. Please include all transcripts from any institution you have attended, even if you did not earn a degree or certificate. Please do not mail your transcripts. Official transcripts are required only after you are admitted. Tips for uploading your transcript(s) .
CI Application Form . Upload in the graduate program additional materials section.
Three letters of recommendation . Ask professors, employers, or supervisors to speak to your potential for successfully completing your degree; they will upload their letters directly into the online application.

The GRE is being waived for those applicants applying for Fall 2025.

Required written statements

Why you want to study in our department
What strengths, expertise, and research experience would contribute to your success in our program
Your professional goals for pursuing a research-focused degree
Diversity statement .Upload to the Applicant Statements section of the online application. Identify the distinctive qualities, characteristics, and life experiences you would contribute to our community. You may wish to include examples that address your contribution to the diversity of the student body and illustrate your motivation to succeed by setting high standards for accomplishing intellectual and other goals, overcoming obstacles to achievement, and/or helping others to gain access to the resources necessary for success. (please do not exceed one page in length)
Short writing sample .(Optional except for Literacy Education applicants). For example, an excerpt from a term paper or research paper for publication. No longer than five pages in English.
Common Ground Consortium Fellowship. (Optional) The primary purpose of the CGC is to assist graduate programs in the College of Education and Human Development to recruit exceptional students with the distinct experience provided by HBCUs or similarly distinguishing contexts, provide these students with financial assistance support during their graduate studies, and assistance with career development and job placement afterwards. It offers a pipeline to excellence and an opportunity to diversify perspectives in the academy. If you wish to apply, submit a statement that describes how your participation as a CGC scholar would a) enhance your graduate student experience, b) prepare you for your chosen career, and c) benefit the public. Upload to graduate program additional materials section.

Additional admissions information

Application checklist.

If you are a returning Graduate School student, follow the Readmission guidelines. If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines .

Transfer credits

MA students must complete at least 60 percent of their coursework (not including thesis credits) within our program. PhD students may transfer no more than 15 credits from an outside institution.

A maximum of 12 graduate course credits taken as non-degree seeking or non-admitted status at the University of Minnesota can be transferred; this is counted separately from the maximum 60 percent or 15 non-UMN credits. For example, a PhD student could transfer a maximum of 27 credits (15 non-UMN and 12 non-degree from UMN).

If you earned a MA at the UMN, please contact the Graduate Studies Coordinator to discuss transfer procedures. Thesis credits cannot be transferred.

After you are admitted, you will work with your adviser to determine which credits may transfer.

International applicants

International applicants may also need:

An English translation of your transcripts, if the transcript is not in English. Please note: the Graduate School Admissions Office will not accept an evaluation of your international coursework by an outside agency such as ECE or WES; they only accept the original transcripts.
TOEFL/IELTS or MELAB. You may qualify for an exception if you have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States or other country where English is the official language (i.e. U.K, Canada). Score requirements and submission guidelines

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STEM Education, Ph.D.

Download the Curriculum for STEM Education, Ph.D.

Find out what courses you'll be taking

The PhD in STEM Education

The PhD in STEM Education is designed for those who seek to increase their competence in a selected area of STEM education (e.g., science education, mathematics education, educational technology), including competence in a particular STEM field (science, technology, engineering, mathematics). Recipients gain appropriate knowledge and skills for teaching, supervisory, research, and administrative positions in higher education, including college and university STEM Education programs, and programs in STEM fields in community and state colleges, liberal arts colleges, and universities.

There are three primary specializations within the PhD in STEM Education program: Science Education, Mathematics Education, and Educational Technology.

Who May Apply for This Program

Admission to this PhD program requires completion of a Master's degree. Program requirements include completion of:

a major technical area (MTA), with 21 graduate credits in a STEM field beyond the Bachelor's degree; and
a minimum of 42 credits of PhD coursework and research.

In addition, Master's graduates who have a strong background in their content field because of their Bachelor's degree and graduate coursework have been admitted into this PhD program. For example, doctoral students with a background and interest in Environmental Education have pursued their PhD studies in Science Education.

Although it is advisable that Master's students seeking to pursue a PhD complete a research experience, students with non-thesis research experience have been allowed to pursue PhD study in STEM Education.

There are three phases of study in this PhD program:

Phase 1 consists of coursework, both for the MTA requirement and in educational theories and trends, research, and statistics. The coursework in Phase 1 is designed to broaden and deepen students' knowledge in their STEM field and in education, as well as prepare them for dissertation research. Upon completion of the coursework, PhD students take their doctoral comprehensive exams.
Phase 2 involves the development and defense of a research proposal, with guidance from your major advisor and committee. The preparation and defense of a proposal ensures that each student is able to translate their knowledge into a coherent and feasible research plan.
Phase 3 involves carrying out all aspects of the proposed study, collecting and preparing data, running analyses, and completing and defending a dissertation. Students enhance their understanding of what goes into the conduct and reporting of educational research in an area of STEM education.

Typically, Phases 1 - 3 require at least four years of full-time effort, but can require more time.

The knowledge and experience gained in this program are useful to graduates as teachers, consumers of research, researchers, and research advisors.

Do Cutting-Edge, Real-World Research

The PhD program in STEM Education is designed to emphasize coursework and research; unlike Bachelor's and Master's degrees, it does not include an internship opportunity. However, courses in educational theories, research, and statistics engage students in projects, and these can be as real-world as students wish. MTA coursework often includes lab and fieldwork.

In addition, although dissertation studies usually emphasize theory and research, many PhD students also design their study to address needs within a particular area of educational practice.

Internationally Recognized Faculty

Among the faculty who teach in this program, Dr. Thomas Marcinkowski has received the Walter E. Jeske Award (2010) and the award for Outstanding Contributions to Research in Environmental Education (1994), both from the North American Association for Environmental Education. His emphasis is on assessment, evaluation, and research studies in the areas of environmental literacy, responsible environmental behavior, and environmental quality. He has been involved in the development of assessment tools in these areas and, more generally, in program evaluation studies.

Samantha Fowler has received the Outstanding Position Paper Award (2013) from Southeastern Association for Science Teacher Education. She focuses on socio-scientific reasoning - how the general public uses scientific information in their day-to-day lives and how policy-makers use scientific evidence in their decisions. She is currently researching how social media effects socio-scientific reasoning, particularly regarding controversial issues. She also explores the effectiveness of new pedagogy styles in lecture and laboratory classes.

Career Benefits

This PhD degree is not designed to help doctoral students satisfy credentialing requirements - that is undertaken at the Bachelor's and Master's levels. However, from both an occupational and a professional perspective, one of the benefits of completing a PhD is to become more competitive career-wise, which is vital in today's challenging job environment. The research background and experience students gain in this PhD program adds depth to their teaching, and provides them with insights that aid them in their future research and research advisory work.

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University of Kentucky

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College of Education, Department of STEM Education Interdisciplinary Ph.D. in Education Sciences STEM Education Emphasis

What can you do with your degree.

Delivery Method : Hybrid on-campus and online.

Credit Hours : 45 credit hours of coursework culminating in a dissertation study designed by the candidate.

Department of STEM Education

What You'll Study

Education Sciences Interdisciplinary Ph.D. core focusing on research methodologies (12 hours)
STEM Education required courses addressing pedagogy and research in STEM Education (15 hours)
STEM Education Methodology (9 hours)
Electives (9 hours)

See more about program requirements on the Interdisciplinary Ph.D. in Education Sciences overview page.

Program Details

Students must be able to commute to UK’s campus in Lexington, Ky., at least once a week for courses. However, some courses are available fully online and others are hybrid (half online and half on campus).

The time needed to complete the program varies based on students' education and professional experiences, interests, and career goals.

Jennifer Wilhelm Professor and Director of Graduate Studies (859) 257-1643 [email protected]

Funding Opportunities

Graduate Assistantship opportunities are available for our students. We begin reviewing applications for teaching assistantships in April for funding to begin in the fall semester. However, applications are accepted throughout the year. Availability and renewal depends upon classroom teaching and research needs, and priority is given to students enrolled in our degree programs.

Full-time assistantships involve about 20 hours of job duties and include a stipend, full tuition waiver, and student health insurance. Please note that assistantships are not guaranteed to be available for all students needing this opportunity as positions are limited. To be considered for a funded assistantship, students must have already applied to the program.

Learn more about:

Application requirements
Degree requirements

Visit the University of Kentucky catalog for more program details

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Questions about applying? Complete our form to be contacted by a recruiter for more information.

Cost of Attendance

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Tuition and Fees

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Ph.D. in Education: STEM Education

The Ph.D. in STEM Education prepares you at an advanced level to work in the professorial ranks of higher education or assume positions of leadership in schools and agencies. The degree provides rich preparation by exposing you to a wide variety of courses and experiences related to fundamental theories and concepts associated with education, as well as current issues and trends in teaching and learning.

World-Improving Research and Creativity

Students will develop expertise in mathematics or science education by studying and engaging in research on how students think and learn in these content areas. This high-quality program prepares candidates to engage in interdisciplinary collaborations and research.

About Our Program

The STEM Education area of emphasis prepares educators to pursue higher education careers or leadership positions in mathematics or science education. Specializations include:

Elementary mathematics education (K-8)
Secondary mathematics education (7-12)
Elementary science education (K-8)
Secondary science education (7-12)

Candidates will develop expertise in mathematics or science education by studying and engaging in research on how students think and learn in these content areas. This high-quality program prepares candidates to engage in interdisciplinary collaborations and research. It allows candidates to work collaboratively with faculty to develop an individualized program of study based on their area(s) of interest. This program is flexible for both the working professional and full-time students. Graduate assistantships and financial aid may be available.

The STEM Education area of emphasis is guided by the general framework found in the Doctoral Program in Education Application Manual. The manual provides general information about doctoral concentrations offered in the College of Education. This page will provide you with specific information that is unique to the STEM Education strand.

Request More Information

Admission deadlines.

Applications and all associated documents must be received by the following dates to be considered. Fall Semester: July 1 | Spring Semester: Oct. 1.

Program Information

If you miss the Graduate School deadline, you may still apply to be a Graduate Special to begin taking coursework for your intended first semester. Materials and criteria for the STEM Education area of emphasis are as follows:

Undergraduate and graduate GPA of 3.00 or higher
At least three years of teaching experience
Resume or curriculum vitae
Statement of Intent that includes a Philosophy of Education
Three letters of recommendation
One sample of scholarly writing

To get started on the application process, please contact Teruni Lamberg, program coordinator, at [email protected] .

All materials are submitted through the University's application portal . Once you create your account, go back to MyNevada to log in and start your application. Please reach out to Dr. Lamberg if you have any questions.

Program Structure

The Ph.D in Education with a concentration in STEM Education is a research-oriented degree intended for educators who wish to advance their study in elementary mathematics education, secondary mathematics education, elementary science education, or secondary science education . Students may select either subject as their key research focus and take STEM courses of interests in a cognate area that can include engineering education. This degree program prepares students to advance their K-12 careers (teaching or curriculum leadership), pursue education-related positions at the state or national levels, or earn a tenure-track professorship in higher education.

The full-time track is intended to be completed in three years, but the program also exercises flexibility for working professionals with part-time options that allow for evening courses. Students get to work closely with faculty mentors to develop an individualized course of study and area of research. A minimum of 72 credits are required beyond the baccalaureate degree, which includes a minimum of 12 credits of dissertation. At least 30 credits of 700-level courses, exclusive of dissertation credits, are required for this degree. Degree requirements must be completed within eight years of admission to the program.

Tuition, Cost, and Graduate Assistantships

Please see the University tuition and fee rates for information regarding costs and financial aid. Graduate assistantships are available through various departments in the College of Education & Human Development. Prospective students who indicate their interest in a graduate assistantship will be interviewed for one of multiple positions within the department following their application. Several highlights of a graduate assistantship include:

20-hour work week
Monthly salary
Grant-in-aid/fee waiver (does not include fees such as room/board, textbooks, etc.) (Students will have to pay remaining portion of tuition, per credit fees and ALL mandatory and differential fees.)
Health insurance coverage
In-state Nevada resident status
Funding to present at conferences through the support of the Graduate Student Association (competitive process)

Looking for a Graduate Assistantship?

The College of Education & Human Development has a limited number of Graduate Assistantships for full-time students admitted to masters or doctoral programs.

Program Faculty

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Teaching and Learning - Ph.D.
Teaching and Learning, Ph.D. - Specialization in STEM

Teaching and Learning, Ph.D.

Related links, specialization in science, technology, engineering and mathematics (stem) education.

Students who select a specialization in STEM develop expertise in designing and conducting research that advances scientific knowledge about STEM teaching and learning, taking into consideration paramount issues of language, culture, gender, student exceptionality, ethnicity, and economic disparities. TAL faculty collaborate with faculty in other UM academic units, including the College of Engineering, College of Arts and Sciences, School of Communication, and Rosenstiel School of Marine and Atmospheric Science, as well as schools and community STEM organizations within and beyond Miami-Dade County.

Our Students’ Career Objectives

We prepare our doctoral students to become academic researchers and university faculty who will assume professional and leadership roles in organizations focused on some combination of science, technology, engineering, and/or mathematics education in the United States and around the world
Our doctoral students have assumed post-Ph.D. positions as faculty at research-intensive institutions of higher education, as research scientists or professional development specialists at non-governmental organizations (NGOs) or think tanks, and as specialists in some combination of STEM curriculum, teaching, or testing

Walter G. Secada

Jennifer Kahn

Professor Walter G. Secada is a graduate of Miami’s Curley High School. He left Southeast Florida to earn a BA in philosophy (magna cum laude) from the University of Notre Dame, an MS in mathematics and Ph.D. in education, both from Northwestern University. He is Vice Dean of the School of Education and Human Development and Vice Chair of the University’s Social and Behavioral Sciences Institutional Review Board (IRB).

Secada’s scholarly interests include issues of student diversity and equity in education, how people learn across the various STEM fields, curriculum reform, school restructuring, bilingualism and the education of non-dominant-language learners, and assessment. Over the past ten years, he has collaborated with colleagues from Florida State University on two large-scale randomized-control-trials and a follow-up to the original RCT studying the impacts of a professional development program that is known as Cognitively Guided Instruction. His research contrasts CGI and traditional classrooms in terms of mathematics-curriculum enactment and teaching practices; and also, it incorporates issues of equity within the PD. Secada continues to study how the language features of mathematics may provide challenges and affordances to late-elementary and middle-school students who are learning mathematics and who range from English learners to fully proficient in English. A fluent speaker of and literate in Spanish, he is analyzing a series of videotapes where high-school algebra is taught bilingually in terms of teacher practices and language-based math-classroom participatory structures.

Secada has provided consultative assistance to the Peruvian Ministry of Education; been interviewed on Telemundo and Univision; appeared on Oppenheimer Presenta; been a Senior Fulbright Fellow to la Universidad San Pablo in Arequipa, Peru; and been awarded an honorary professorship by Universidad La Salle also in Arequipa. Secada has presented at major conferences throughout the United States and in Chile, China, England, Germany, Greece, Norway, Peru, South Africa, Taiwan, and Thailand. He is a fellow of the American Educational Research Association (AERA), a lifetime member of the National Association for Bilingual Education (NABE), and a longstanding member of the National Council of Teachers of Mathematics.

Ji Shen is working on technology-enhanced STEM learning environments, interdisciplinary and integrated learning, modeling-based instruction, and alternative assessments in STEM education. As a native Chinese speaker, he is also interested in issues related to international STEM education. His work has been funded by the National Science Foundation. Dr. Shen holds a doctorate in Physics from Washington University in St. Louis. Prior to joining the University of Miami, Dr. Shen was a postdoctoral researcher at the University of California, Berkeley, and an assistant professor at the University of Georgia.

As a Learning Scientist, Dr. Kahn looks at how to broaden participation in interdisciplinary, technology-rich activities to support youth learning across community settings, including museums, libraries, and cultural-heritage sites. Her current research qualitatively explores how youth and families critically engage with large-scale data and data visualization tools to connect personal, local experiences with global social-scientific issues. Dr. Kahn teaches courses on qualitative research methods, including video analysis; theories of learning; and the design of informal learning environments. Dr. Kahn’s current collaborations include projects to support storytelling with data and explorations of how youth and families learn together in informal STEM contexts. Dr. Kahn earned her doctorate from Vanderbilt University’s Peabody College.

Core STEM Courses

TAL 774: Research on Learning in STEM Overview of research on student learning, reasoning, problem solving, and sense making; the study of learning in STEM classrooms.

TAL 776: Assessment in STEM Education Classroom based assessment, testing for high stakes and other purposes, national and international comparisons in mathematics and science.

TAL 775: STEM Curriculum Study of STEM curricula and the competing forces that shape them, including standards documents, state and national policy, conceptions of the disciplines, modern and postmodern analyses of curriculum theory.

Program Contacts

Admission inquiries (stem).

Ji Shen Professor Merrick 324B 305-284- 4970 [email protected]

Application Process Questions

Graduate Studies Office 305-284-2167 [email protected]

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STEM Education PhD

The STEM Education PhD program helps address the national shortage of essential STEM educators and the need for better STEM education teaching practices.

Doctoral students gain in-depth knowledge, robust interdisciplinary research skills, and a variety of practical experiences. The STEM Education PhD is currently offering concentrations in mathematics education and science education.

You will develop the knowledge and skills needed to:

reconstruct, appropriate, and develop mathematical and scientific knowledge
explore approaches that emerge from the study of the research literature
write original research that represents your own contribution to knowledge
use critical-thinking skills to deal with transformation of knowledge
formulate and design solutions to complex educational problems

Degree requirements

18 credits of introductory coursework to develop your knowledge of research tools, methodologies and theories
18 credits of preparatory coursework that refines and focuses your understanding of the research process
36 hours of doctoral work, 12 of which are doctoral coursework and 24 credits of dissertation research

Your research projects involve real-world situations ranging from local schools to higher education departments and other formal and informal learning settings. Your advisors will work with you as you conduct, publish, and present your own research throughout the program.

Doctoral students can explore questions about how to:

improve STEM education at the K-12 level
promote better learning in STEM fields
engage more K-20 students in STEM-related fields
prepare teachers to better teach STEM content
develop materials to support teaching and learning in STEM fields

Kaput Center for Research & Innovation in STEM Education

UMass Dartmouth has a long-standing tradition of leadership in STEM with its nationally renowned Kaput Center for Research & Innovation in STEM Education . The Kaput Center fosters a spirit of innovation among the faculty, graduate students and educational and scientific institutions, industry, and federal agencies.

Stephen Witzig , PhD

Associate Professor Education Liberal Arts 398E

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PhD in Education with an emphasis in STEM Education

This program emphasis is designed to support educators who are interested in developing greater understanding and expertise in the teaching and learning of mathematics and science. We help teachers develop their own content knowledge in mathematics and science, as well as greater understanding of how curriculum and instructional strategies can be tailored to foster students’ understanding of mathematics and science.

This is an ideal program emphasis for those interested in the processes of instruction and learning within mathematics and science, and/or in the education and professional development of teachers. It will prepare you for careers in research and teaching in university settings, educational leadership and services to schools, or research and development in the private or non-profit sector.

Financial Support

All of our doctoral students are awarded generous funding packages. Stipends and grants cover tuition costs and provide experiential graduate assistantships that further prepare you for your future as a researcher, educator, and leader in the field. Fellowship and assistantship packages are awarded on a competitive basis and vary for each student, but all funding packages cover five years of full-time study.

A typical package will include a total of a 50% appointment (~20hr/week) through a Graduate Research Assistantship and/or Teaching Assistantship, full tuition remission and a fellowship to assist with student fees, the majority of the CU Student Health Gold Insurance Plan , and a stipend of approximately $21,400 per academic year. Please note that these figures are subject to change and summer funding is not guaranteed.

Our Miramontes Doctoral Scholars Program provides five years of funding for full-time doctoral study, including one year of support focused solely on the dissertation year. The program offers a dedicated, supportive community for doctoral students with research interests focused on educational equity and cultural diversity, and prospective students from underrepresented groups and those who are first-generation college graduates are encouraged to apply.

Admissions Requirements

A Personal Statement
3 Letters of Recommendation
Unofficial Transcripts (official transcripts are required after admission)
Optional GRE test score
TOEFL scores for international students
Application Fee ($60 domestic application/$80 international) along with the application

Admission to all our graduate programs is competitive and based on multiple criteria, including undergraduate academic record, letters of recommendation, personal statement, evidence of special accomplishments, and relevant past experience. In an effort to safeguard educational equity and access, the CU Boulder School of Education has adopted a test-optional policy for the GRE requirement for prospective doctoral applicants seeking Fall 2022 admission. Students may still submit GRE scores for consideration, which will be reviewed as a part of a holistic process. However, not submitting GRE scores will in no way make your application less competitive for admission to the School of Education. Candidates from historically underrepresented groups are especially encouraged to apply.

How to apply FAQ

December 1, domestic
November 15, international

For more information about courses and program requirements, visit the CU Boulder Course Catalog .

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We warmly invite you to apply for the Doctoral Mentorship Pathway Program for 2024-25

This program is designed to create a pathway for historically underrepresented and marginalized education scholars and practitioners who are considering doctoral studies in Fall 2025. We hope to use this program to make the sometimes mystifying process of applying to a PhD program more visible, to provide an opportunity for you to get to know our students and faculty, and participate in sessions where we’ll talk about how to apply and what the realities are for students of color studying in a predominantly white research institution.

Applications due Aug. 5—apply today!

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We offer Colorado’s top-ranked graduate education in multiple program areas and would love to connect with you to provide you with relevant information about our programs. We look forward to learning about your graduate studies journey!

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About the program
Admissions information
Entrance requirements
Program timeline
STEM education coursework
Statistics and research methodology courses
STEM content breadth and depth courses
Qualifying examination
Thesis Proposal
Thesis research, writing and defense
Meet the Current PhD Students
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Recent Student Publications

The Ph.D. Program in STEM Education at Stony Brook offers a rigorous program of graduate study emphasizing core knowledge from the traditional field of Science Education as well as the emerging fields of Discipline-Based Educational Research (DBER) and the Learning Sciences.

I-STEM Ph.D. Faculty, Students, and Graduates Presenting Papers at the National Association of Research in Science Teaching 2022 Conference in Vancouver, British Columbia

I-STEM Ph.D. Students and Graduates Presenting Papers at the National Association of Research in Science Teaching 2020 Conference in Portland, Oregon

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UMass Dartmouth

Sep 15, 2024

2024-2025 Graduate Catalog

The STEM Education PhD program helps address the national shortage of essential STEM educators and the need for better STEM education teaching practices.

You will develop the knowledge and skills needed to:

reconstruct, appropriate, and develop mathematical and scientific knowledge
explore approaches that emerge from the study of the research literature
write original research that represents your own contribution to knowledge
use critical-thinking skills to deal with transformation of knowledge
formulate and design solutions to complex educational problems

Degree requirements

18 credits of introductory coursework to develop your knowledge of research tools, methodologies and theories
18 credits of preparatory coursework that refines and focuses your understanding of the research process
36 hours of doctoral work, 12 of which are doctoral coursework and 24 credits of dissertation research

Doctoral students can explore questions about how to:

improve STEM education at the K-12 level
promote better learning in STEM fields
engage more K-20 students in STEM-related fields
prepare teachers to better teach STEM content
develop materials to support teaching and learning in STEM fields

Kaput Center for Research & Innovation in STEM Education

Major Required Core

STM 679 - Developing Research Skills, Part 2 Credits: 3
STM 680 - Frameworks for Research Analysis Credits: 3
STM 681 - Developing & Implementing STEM Environments Credits: 3
STM 697 - Authentic Learning (Internship) Credits: variable; 3.00 to 9.00
STM 774 - Dissertation Research Credits: variable; .00 to 24.00
STM 675 - Introduction to Qualitative Methods Credits: 3
STM 676 - Intro to Quantitative Methods Credits: 3
STM 677 - Theories of STEM Learning Credits: 3
STM 678 - Developing Research Skills Part I Credits: 3

Required Concentration Course

STM 601 - Introduction to Mathematics Education Research Credits: 3
STM 623 - Mathematics Education Research Seminar I Credits: 3
STM 624 - Mathematics Education Research Seminar II Credits: 3

Other/Elective Course Choice

Total Courses Required (5)

STM 796 - Directed Study Credits: 3
STM 797 - Advanced Authentic Learning (Internship) Credits: variable; 3.00 to 9.00
STM 682 - Development of Theory Credits: 3
STM 690 - Special Topics in STEM Education Credits: 3
STM 777 - STEM Education Reform in a Political Context Credits: 3
STM 790 - Advanced Special Topics in Math Education Credits: 3
STM 795 - Advanced Independent Study in STEM Education Credits: 3

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STEM Education - Master's and Doctorate

Availability : Gulf Park, Hattiesburg and Online Options

Why choose a graduate degree in STEM Education?

The Center for STEM Education provides masters and doctoral level programs in STEM Education, as well as a new graduate certificate option. Our students learn to conduct empirical research studies examining a variety of areas including but not limited to K12 STEM classroom practices, teacher development, STEM learning and student success, curriculum design, technology integration, and informal science learning outside the traditional classroom.

We provide research assistantships for five graduate students annually to work alongside and support our professors in their research programs. Funding supports full tuition and provides a stipend. We believe geography or other personal conditions should not limit learning, and therefore always offer a virtual option for all classes.

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Learning Opportunities

The STEM graduate certificate is available for anyone involved in education at the K12, college, or informal/outreach level who wants to join our community of practice to enhance their reach and effectiveness. Students earn the certificate after taking five Center for STEM Education courses, with tracks offered for those focusing on academia, K12, or community-level educational paths.

The M.S. program provides the STEM content and pedagogical course work necessary to meet standards for advanced secondary teaching certification, to teach at the postsecondary level (e.g. community or junior college, college, or university), or to work as an informal educator. M.S. graduate students will develop both broad and deep content knowledge by taking courses from STEM professors across the university and will develop and practice basic educational research, statistics, and STEM education knowledge.

The Ph.D. program provides the STEM content, pedagogical course work, STEM education research courses, research opportunities, and outreach experiences to make career advancements, become university professors, and conduct original research in formal and/or informal STEM education. Ph.D. graduate students will develop both broad and deep content by taking courses from STEM professors across the university, and develop and practice advanced educational research methods, statistics, and STEM education knowledge by taking courses from STEM education professors and social scientists across the institution. Doctoral candidates will work with their committee members to design and conduct original and publishable research in STEM education.

For questions, please contact Dr. Julie Cwikla at 601-266-4739 or via email at Julie.CwiklaFREEMississippi .

Program Advisors:

Dr. Maria Wallace Graduate Certificate Coordinator Maria.WallaceFREEMississippi Dr. Kendrick Buford Masters Program Coordinator Kendrick.BufordFREEMississippi Dr. Rachel Gisewhite Doctoral Program Coordinator Rachel.GisewhiteFREEMississippi

Availability

Degree Plan	Availability
Hattiesburg, Gulf Park, Online
Hattiesburg, Gulf Park, Online
Online 100%

Center for STEM Education Hattiesburg Campus - 118 College Drive 5087 - Johnson Science Tower, Room 314

Email stemedinfoFREEMississippi

Phone 601.266.4739

Fax 601.266.6145

Science or Math Teacher
Informal Science Educator
College or University Professor
Science or Math Supervisor
Wolff-Micheal Roth, Ph.D., 1987, Lansdowne Professor of Applied Cognitive Science, University of Victoria, BC Canada.
Kelly Rouse, Ph.D., 2013, Biology Faculty, Mississippi Gulf Coast Community College - Jefferson Davis campus, Gulfport, MS
Aimée K. Thomas, Ph.D., 2010, Biological Sciences and the Office for Teachers Certification, Loyola University
William Joseph Sumrall, Ph.D., 1990, Professor of Elementary Education and Coordinator of Undergraduate Programs, University of Mississippi.
Avery Sward, M.S., 2016, Education Coordinator, Grand Bay National Estuarine Research Reserve, Moss Point, MS.
Kylee Dueitt, M.S., Dual Credit Biology Teacher, Oak Grove High School, Hattiesburg, MS.

How Do I Get Started?

Request More Information Begin Your Application

Purdue Polytechnic Institute

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Ph.D. in Technology

Graduate Faculty

Concentration in STEM Education Leadership

What is a phd in technology.

Your coursework draws from multiple departments that are at the frontier of research in a wide array of advanced technologies. Whether you seek a future as an academic scholar or an advanced leader or researcher in the public and private sectors, this degree provides an ideal pathway to a career. A Ph.D. is a clear symbol of capabilities in research and scholarship, deep knowledge of a discipline, and proficiency in analytical and communication skills.

What is the STEM Education Leadership Concentration?

Program Objectives

This PhD in Technology Concentration focuses specifically on Science, Technology, Engineering and Mathematics (STEM) integration through design, leadership, and research. Graduates of the STEM Education Leadership program will be prepared to become leaders in integrated STEM in a variety of positions including university professors, K-12 teachers, policymakers, administrators, informal learning specialists, and others. A central theme of our program is preparing graduate students to use and conduct research that informs practice. Through our vibrant and robust graduate program, the research production around integrated STEM will address crucial needs across the country.

What distinguishes Purdue’s program is that it is located at a premier research-intensive university, and this program has a specific focus on integration through design, leadership, and research. The program brings together a dynamic set of elements that establishes Purdue University as leaders in STEM education. Graduate students will get the opportunity to engage in a vibrant and robust research program.

Faculty Involved

Dr. Nathan Mentzer (Professor TLI and EDCI)
Dr. Greg Strimel (Associate Professor TLI)
Dr. Paul Asunda (Associate Professor TLI and EDCI)
Dr. Todd Kelley (Professor TLI)

Plan of Study Details

https://polytechnic.purdue.edu/degrees/phd-technology/overview

Admission Criteria

https://polytechnic.purdue.edu/degrees/phd-technology/admissions

How to Apply

https://www.purdue.edu/gradschool/admissions/

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College of Education

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Jennifer Wilhelm

Director of Graduate Studies

Department of STEM Education

101B Taylor Education Building

Lexington, KY 40506

859-257-1291

Other programs from the College of Education:

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The mission of the Department of Science, Technology, Engineering, and Mathematics (STEM) Education is to engage in innovative scholarship, teaching, and service that contributes to improving the quality of P20 science, technology, engineering, and mathematics education in the Commonwealth, the nation, and the world. Faculty members in the department are committed to improving the lives of Kentuckians through scientific literacy, mathematical literacy, and technological literacy from preschool through graduate school and beyond. Faculty members have expertise in a diverse spectrum of specialties relating to research, teaching, and service in STEM Education, and have developed curricula that are widely disseminated locally and nationally. They conduct research on STEM Education issues, conceptual understanding in STEM education, curriculum implementation and teacher professional development. In addition, faculty members have developed a variety of novel courses in STEM Education to foster problem solving, critical thinking, and innovation in STEM Education. The department offers both master and doctoral programs in STEM Education with the flexibility of focusing on a specific discipline (i.e., mathematics education, science education), or a broader focus on STEM Education.

Master of Science in STEM Education

Do you want to deepen your knowledge and further your career in STEM education? Designed in collaboration with P-12 school partners, our transdisciplinary Master of Science in STEM Education program provides students with individualized coursework, professional development opportunities, and job-embedded experiences. Students with initial teaching certification may choose to obtain a Kentucky Rank II teaching license upon completion.

This program can be completed part-time or full-time and is designed with the schedules of working professionals in mind. Courses are offered in the evenings, online, and hybrid (both on-campus and online). Students will complete a program individualized to their career goals and can choose one of the following options:

Option 1 (with teacher leadership electives): 30 credit hours of approved graduate-level coursework, including a STEM Education Leadership core (12 credit hours), content electives (12 credit hours), and additional teacher leadership electives (six credit hours). Students completing this program will be eligible to apply for a Kentucky Rank II teaching license.
Option 2: 30 credit hours of approved graduate-level coursework, including a STEM Education Leadership core (12 credit hours), content electives (12 credit hours), and additional electives (six credit hours).

Number of Credit Hours: 30 credit hours

Number of Courses: 4 core courses in STEM Education, 4 content courses in STEM, 2 electives, thesis research project

Program Type: Hybrid Online/On-Campus

Application Requirements

official transcripts from all post-secondary institutions attended must be submitted to the Graduate School (send to The Graduate School, Attn: Admissions Office, 201 Gillis Building, Lexington, KY 40506-0033) – unofficial transcripts can be submitted to initiate application process, but all admissions are contingent upon receipt of official transcripts
2.75 undergraduate; 3.0 Graduate work
The CV should include contact information including mailing address and home phone number, education with dates, majors, details of degrees and training and certification, professional certifications/licensures, employment history (including work history, academic positions held and research work), publications (books, papers, conference proceedings and conference papers), awards, professional memberships, and interests.
Personal Statement about your career goals and interests
The writing sample may be a paper written for a course in an undergraduate or graduate course, publication, conference paper, grant proposal, or a similar writing sample.
TOEFL or IELTS (for international students whose native language is not English)
Three letters of recommendation (the online system will email your references to submit their letters)
Interview with STEM Education faculty specializing in your area of interest (interview will be scheduled upon completion of application materials)
Onsite writing sample prior to interview

The GRE is optional for admission into this program.

Application Deadlines

This program has a rolling admission policy.

Doctor of Philosophy in Education Sciences - STEM Education

The Education Sciences Interdisciplinary Ph.D. with an emphasis in STEM Education is an intensive program designed to prepare future researchers, teacher educators, and researcher-practitioners to meet the national call for more individuals with heightened scholarly expertise in STEM Education. Students will be mentored by faculty in the STEM Education department who have national and international research projects and study a myriad of topics related to STEM Education.

Candidates will complete a program of studies individualized to their goals and future career desires. The program consists of 12 hours of education research methodology courses, 24 hours of STEM Education courses, 9 hours of electives, and a written dissertation. The Education Sciences Interdisciplinary Ph.D. program requires study throughout the year. Full-time study is strongly encouraged; however, part-time study is a possible alternative, particularly for professional educators.

Graduate Assistantship opportunities are available for our students. Full-time assistantships involve about 20 hours of job duties and include a stipend, full tuition waiver, and student health insurance. Please note that assistantships are not guaranteed to be available for all students needing this opportunity as positions are limited. In order to be considered for a funded assistantship, students must have already applied to the program.

Number of Credit Hours: 45 credit hours

Number of Courses: 4 core courses in education research methodology, 8 core courses in STEM Education, 3 electives, dissertation research project

Personal Statement about your career goals and interests
The writing sample may be a paper written for a course in an undergraduate or graduate course, publication, conference paper, grant proposal, or a similar writing sample
Three letters of recommendation (the online system will email your references to submit their letters)

Applicants must meet the Graduate School admission requirements .

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Students in our pioneering PEN program gain state-of-the-art Cognitive Neuroscience training in how humans learn, with a special strength in the neuroplasticity of visually guided learning processes. While Cognitive Neuroscience includes studies of learning and higher cognitive processes across the lifespan, its sister discipline, Educational Neuroscience, includes intensive study of five core domains that are crucial in early childhood learning, including language and bilingualism, reading and literacy, math and numeracy, science and critical thinking (higher cognition), social and emotional learning, and includes study of action and visual processing. PEN students become expert in one of the world’s cutting-edge neuroimaging methods in the discipline of Cognitive Neuroscience (e.g., fNIRS, EEG, fMRI, and beyond), study Neuroethics, gain strong critical analysis and reasoning skills in science, and develop expertise in one of the core content areas of learning identified above. While becoming experts in both contemporary neuroimaging and behavioral experimental science, students also learn powerful, meaningful, and principled ways that science can be translated for the benefit of education and society today.

This doctoral program is a research-focused program where students develop a specific research focus, conducting supervised research within their mentor’s lab as well as developing their own lines of research through independent research projects. Students accepted into the program receive four years of funding as follows: tuition scholarship for up to the domestic rate + $25,200 annual stipend + health insurance option.

Students benefit from access to in-house, research-dedicated neuroimaging facilities where students can also choose to become certified in fNIRS (functional Near Infrared Spectroscopy), one of the world’s most advanced neuroimaging technologies. Students graduate from the program prepared to become groundbreaking scientists!

The PEN program opened its doors to the first class of Ph.D. students in Fall 2013. This is Gallaudet’s first interdisciplinary Ph.D. program and has its administrative home in Gallaudet University’s National Science Foundation Science of Learning Center, Visual Language and Visual Learning, VL2. Learn more about VL2 and its cognitive neuroscience and translational labs, all of which provide PEN students with unparalleled lab research experience and opportunities.

Deadline to apply for this program: February 15, 2023 (Early applications will be considered)

The Ph.D. Program in Educational Neuroscience (PEN) was founded at Gallaudet University by Dr. Laura-Ann Petitto (Chair, PEN Steering Committee) and Dr. Melissa Herzig (Assistant Program Director, PEN). Students in...

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May 16, 2022

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Dr. Sullivan successfully defends dissertation, graduates from PEN

Action & brain lab, cognitive and affective neuroscience lab (can), motion light lab (ml2), numeracy and educational neuroscience lab (nens), petitto brain and language center for neuroimaging (bl2).

PEN students benefit from Gallaudet University’s local university consortium, which provides students access to courses taught in the Washington, D.C. area. PEN students also have access to a national network of more than 20 cognitive neuroscience labs throughout the world, through formal Memoranda of Understanding.

In the BL2, students can choose to become certified in one of the world's most advanced neuroimaging technologies that is suited for the study of young children and individuals across the lifespan, fNIRS (functional Near Infrared Spectroscopy).

Students in PEN will spend a large portion of their time learning about current neuroscience research and conducting their own research. The Science of Learning Center on Visual Language and Visual Learning supervises and aids students in research. Students may join efforts in any of our Research hubs listed above.

Ilaria Berteletti

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Rachel Pizzie

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Active funding opportunity

Nsf 24-591: nsf graduate research fellowship program (grfp), program solicitation, document information, document history.

Posted: July 12, 2024
Replaces: NSF 23-605

Program Solicitation NSF 24-591

Directorate for Biological Sciences

Directorate for Computer and Information Science and Engineering

Directorate for STEM Education
Division of Graduate Education

Directorate for Engineering

Directorate for Geosciences

Directorate for Mathematical and Physical Sciences

Directorate for Social, Behavioral and Economic Sciences

Directorate for Technology, Innovation and Partnerships

Office of Integrative Activities

Office of International Science and Engineering

Application Deadline(s) (received by 5 p.m. local time of applicant's mailing address):

October 15, 2024

Chemistry; Geosciences, Mathematical Sciences; Physics and Astronomy

October 16, 2024

Life Sciences

October 17, 2024

Engineering

October 18, 2024

Computer and Information Science and Engineering; Materials Research; Psychology; Social, Behavioral and Economic Sciences, STEM Education and Learning

Important Information And Revision Notes

This solicitation covers the Fiscal Year (FY) 2025 competition.
Applicants must use the Research.gov/GRFP site ( https://www.research.gov/grfp/Login.do ) to register in Research.gov and submit their applications through the GRFP Application Module. Only materials submitted through the GRFP Application Module will be accepted.
Applications are due on the deadline date at 5:00 p.m. local time of the applicant's mailing address.
Currently enrolled second-year graduate students are strongly advised to provide official Registrar-issued transcripts that clearly indicate the start date of their graduate degree enrollment as part of their application. If the start date is not clearly stated on the transcript, applicants should upload a Registrar-issued document indicating the start of graduate degree enrollment to avoid delay in processing.
NSF will continue to emphasize high priority research in alignment with the priorities laid out in pages 129-130 of the FY2025 budget [ Budget of the United States Government, Fiscal Year 2025 (whitehouse.gov) ]
Portions of the eligibility criteria have been rewritten for clarity.
Reference letters are due October 11 at 5:00 p.m. Eastern Time (ET). The reference letter deadline is a few days before the application deadline dates. Reference letter writers must use the Research.gov/GRFP site ( https://www.research.gov/grfp/Login.do ) to register in Research.gov and submit reference letters through the NSF Reference Letter System.
Applicants and reference letter writers requiring accessibility accommodation are asked to notify the GRF Operations Center at least four weeks before the deadline to coordinate assistance with NSF in submitting the application or reference letter.

Summary Of Program Requirements

General information.

Program Title:

NSF Graduate Research Fellowship Program (GRFP)

Synopsis of Program:

The purpose of the NSF Graduate Research Fellowship Program (GRFP) is to help ensure the quality, vitality, and diversity of the scientific and engineering workforce of the United States. The program recognizes and supports outstanding graduate students who are pursuing full-time research-based master's and doctoral degrees in science, technology, engineering, and mathematics (STEM) or in STEM education. The GRFP provides three years of support over a five-year fellowship period for the graduate education of individuals who have demonstrated their potential for significant research achievements in STEM or STEM education. NSF actively encourages submission of applications from the full spectrum of diverse talent that society has to offer which includes underrepresented and under-served communities. NSF GRFP was established to recruit and support individuals who demonstrate the potential to make significant contributions in STEM. NSF especially encourages applications from undergraduate seniors and Bachelor's degree-holders interested in pursuing research-based graduate study in STEM. First- and second-year graduate students in eligible STEM fields and degree programs are also encouraged to apply.

Broadening Participation In STEM:

NSF recognizes the unique lived experiences of individuals from communities that are underrepresented and/or under-served in science, technology, engineering, and mathematics (STEM) and the barriers to inclusion and access to STEM education and careers. NSF highly encourages the leadership, partnership, and contributions in all NSF opportunities of individuals who are members of such communities supported by NSF. This includes leading and designing STEM research and education proposals for funding; serving as peer reviewers, advisory committee members, and/or committee of visitor members; and serving as NSF leadership, program, and/or administrative staff. NSF also highly encourages demographically diverse institutions of higher education (IHEs) to lead, partner, and contribute to NSF opportunities on behalf of their research and education communities. NSF expects that all individuals, including those who are members of groups that are underrepresented and/or under-served in STEM, are treated equitably and inclusively in the Foundation's proposal and award process.

NSF encourages IHEs that enroll, educate, graduate, and employ individuals who are members of groups underrepresented and/or under-served in STEM education programs and careers to lead, partner, and contribute to NSF opportunities, including leading and designing STEM research and education proposals for funding. Such IHEs include, but may not be limited to, community colleges and two-year institutions, mission-based institutions such as Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), women's colleges, and institutions that primarily serve persons with disabilities, as well as institutions defined by enrollment such as Predominantly Undergraduate Institutions (PUIs), Minority-Serving Institutions (MSIs), and Hispanic Serving Institutions (HSIs).

"Broadening participation in STEM" is the comprehensive phrase used by NSF to refer to the Foundation's goal of increasing the representation and diversity of individuals, organizations, and geographic regions that contribute to STEM teaching, research, and innovation. To broaden participation in STEM, it is necessary to address issues of equity, inclusion, and access in STEM education, training, and careers. Whereas all NSF programs might support broadening participation components, some programs primarily focus on supporting broadening participation research and projects. Examples can be found on the NSF Broadening Participation in STEM website.

Cognizant Program Officer(s):

Please note that the following information is current at the time of publishing. See program website for any updates to the points of contact.

Contact: GRF Operations Center, telephone: (866) 673-4737, email: [email protected]
47.041 --- Engineering
47.049 --- Mathematical and Physical Sciences
47.050 --- Geosciences
47.070 --- Computer and Information Science and Engineering
47.074 --- Biological Sciences
47.075 --- Social Behavioral and Economic Sciences
47.076 --- STEM Education
47.079 --- Office of International Science and Engineering
47.083 --- Office of Integrative Activities (OIA)
47.084 --- NSF Technology, Innovation and Partnerships

Award Information

Anticipated Type of Award: Fellowship

Estimated Number of Awards: 2,300

NSF will support up to 2,300 new Graduate Research Fellowships per fiscal year under this program solicitation pending availability of funds.

Anticipated Funding Amount: $159,000

Per award (Fellowship), pending the availability of funds.

Each Fellowship provides three years of support over a five-year fellowship period. For each of the three years of support, NSF provides a $37,000 stipend and $16,000 Cost of Education allowance to the graduate degree-granting institution of higher education for each Fellow who uses the support in a fellowship year. The Fellowship is portable and can be transferred to a different institution of higher education if a Fellow chooses to transfer to another institution after completion of the first Fellowship year. While the Fellowship is offered to the individual, the Fellowship funds are awarded to the institution of higher education at which a Fellow is enrolled and the institution is responsible for disbursement of the stipend to the Fellow.

Eligibility Information

Organization Limit:

Fellowship applications must be submitted by the prospective Fellow. Applicants must use the GRFP application module in Research.gov ( https://www.research.gov/grfp/Login.do ) to submit the application. Confirmation of acceptance in a graduate degree program in STEM or STEM education is required at the time of Fellowship acceptance, no later than the deadline indicated in the fellowship offer letter, of the year the Fellowship is accepted. Prospective Fellows must enroll in a non-profit university, college, or institution of higher education accredited in, and having a campus located in, the United States, its territories or possessions, or the Commonwealth of Puerto Rico that offers advanced degrees in STEM and STEM education no later than fall of the year the Fellowship is accepted. All Fellows from the date of Fellowship Start through Completion or Termination of the Fellowship must be enrolled in a graduate degree-granting institution of higher education accredited in, and having a campus located in, the United States its territories or possessions, or the Commonwealth of Puerto Rico.

Applicant Eligibility:

See the Detailed Eligibility Requirements in Section IV for full information. Eligibility is based on the applicant's status at the application deadline.

Applicants must self-certify that they are eligible to receive the Fellowship. To be eligible, an applicant must meet all of the following eligibility criteria at the application deadline. All academic credentials must be indicated in Registrar-issued transcripts.

Be a U.S. citizen, national, or permanent resident
Intend to enroll or be enrolled full-time in a research-based Master's or doctoral degree program in an eligible Field of Study in STEM or STEM education (See Appendix and Section IV.3 for eligible Fields of Study
Never previously accepted a Graduate Research Fellowship
Declined any previously offered Graduate Research Fellowship by the acceptance deadline
Never previously applied to GRFP while enrolled in a graduate degree program
Never earned a doctoral or terminal degree in any field
Have completed no more than one academic year (according to institution's academic calendar) while enrolled in a graduate degree program (non-degree coursework must be clearly identified in the transcript and does not count toward this limit)
Individuals holding joint Bachelor's-Master's degrees who did not apply while enrolled in the joint program, may apply as second-year graduate applicants if enrolled in an eligible doctoral program the beginning of the academic year immediately following the academic award year of the joint degree
not enrolled in a graduate degree program at application deadline
two or more consecutive years past graduate degree enrollment or completion at the application deadline
Not be a current NSF employee.

Applications that do not meet eligibility requirements will not be reviewed.

Number of Times an Individual May Apply

Undergraduate seniors and Bachelor's degree holders who have never enrolled in a graduate degree program have no restrictions on the number of times they can apply before enrolling in a degree-granting graduate program.
Currently enrolled graduate students who have completed no more than one academic year (according to institution's academic calendar) while enrolled in a graduate degree program can apply only once . Non-degree coursework (clearly identified in a transcript) does not count toward the one academic year limit.
Individuals applying while enrolled in a joint Bachelor's-Master's degree program are considered graduate students who: i) must have completed three (3) years in the joint program, and; ii) are limited to one application to GRFP; they will not be eligible to apply again as doctoral students. For GRFP, joint Bachelor's-Master's degrees are defined as degrees concurrently pursued and awarded .
Individuals holding joint Bachelor's-Master's degrees, currently enrolled as first-year doctoral students, who (i) have not previously applied as graduate students and (ii) enrolled in the doctoral program the beginning of the academic year immediately following the academic award year of the joint degree, may only apply in the first year of the doctoral program.
Applications withdrawn by November 15 of the application year do not count toward the one-time graduate application limit. Applications withdrawn after November 15 count toward this one-time limit.
Applications not reviewed by NSF do not count toward the one-time graduate application limit.

Limit on Number of Applications per Applicant: 1

An eligible applicant may submit only one application per annual competition.

Application Preparation and Submission Instructions

A. application preparation instructions.

Letters of Intent: Not applicable
Preliminary Proposal Submission: Not applicable
Application Instructions: This solicitation contains information that deviates from the standard NSF Proposal and Award Policies and Procedures Guide (PAPPG) proposal preparation guidelines. Please see the full text of this solicitation for further information.

B. Budgetary Information

C. due dates, application review information criteria.

Merit Review Criteria:

National Science Board approved Merit Review Criteria (Intellectual Merit and Broader Impacts) apply. Additional Solicitation-Specific Review Criteria also apply (see Section VI.A below).

Award Administration Information

Award Conditions:

NSF GRFP awards are made to the institution of higher education at which a Fellow is or will be enrolled. The awardee institution is responsible for financial management of the award and disbursement of Fellowship funds to the individual Fellow. The institution will administer the awards, including any amendments, in accordance with the terms of the Agreement and provisions (and any subsequent amendments) contained in the document NSF Graduate Research Fellowship Program Administrative Guide for Fellows and Coordinating Officials . All Fellowships are subject to the provisions (and any subsequent amendments) contained in the document NSF Graduate Research Fellowship Program Administrative Guide for Fellows and Coordinating Officials .

Reporting Requirements:

See reporting requirements in full text of solicitation and the NSF Graduate Research Fellowship Program Administrative Guide for Fellows and Coordinating Officials . Fellows are required to submit annual activity reports and to declare fellowship status by the deadline specified in the notification sent by email each year. Additional reporting requirements are presented in Section VII.C of this solicitation.

I. Introduction

The Graduate Research Fellowship Program (GRFP) is a National Science Foundation-wide program that provides Fellowships to individuals selected early in their graduate careers based on their demonstrated potential for significant research achievements in science, technology, engineering or mathematics (STEM) or in STEM education. Three years of support over a five-year period are provided for graduate study that leads to a research-based master's or doctoral degree in STEM or STEM education (see eligible Fields of Study in Appendix).

The program goals are: 1) to select, recognize, and financially support early-career individuals with the demonstrated potential to be high achieving scientists and engineers, and 2) to broaden participation of the full spectrum of diverse talents in STEM. NSF actively encourages submission of applications from the full spectrum of diverse talent in STEM.

GRFP is a critical program in NSF's overall strategy to develop the globally-engaged workforce necessary to ensure the Nation's leadership in advancing science and engineering research and innovation. The ranks of NSF Fellows include numerous individuals who have made transformative breakthrough discoveries in science and engineering, become leaders in their chosen careers, and been honored as Nobel laureates.

II. Program Description

The Graduate Research Fellowship Program (GRFP) awards Fellowships for graduate study leading to research-based master's and doctoral degrees in STEM or in STEM education. GRFP supports individuals proposing a comprehensive plan for graduate education that takes individual interests and competencies into consideration. The plan describes the academic achievements, attributes, and experiences that illustrate the applicant's demonstrated potential for significant research achievements. The applicant must provide a detailed profile of their relevant education, research experience, and plans for graduate education that demonstrates this potential.

Prospective applicants are advised that submission of an application implies their intent to pursue graduate study in a research-based program in STEM or STEM education at an accredited, non-profit institution of higher education having a campus located in the United States, its territories or possessions, or the Commonwealth of Puerto Rico. All applicants are expected to either have adequate preparation to enroll in a research-based master's or doctoral program, or be enrolled in such a program by fall of the year the Fellowship is accepted. From the date of the Fellowship Start through Completion or Termination of the Fellowship, applicants accepting the award (Fellows) must be enrolled in an accredited graduate degree-granting institution of higher education having a campus located in the United States, its territories or possessions, or the Commonwealth of Puerto Rico.

In FY2024, NSF will continue to fund outstanding Graduate Research Fellowships in all areas of science and engineering supported by NSF and continue to emphasize high priority research areas in alignment with NSF goals and priorities listed in pages 127-128 of the FY2024 budget ( https://www.whitehouse.gov/wp-content/uploads/2023/03/budget_fy2024.pdf ). Applications are encouraged in all disciplines supported by NSF.

III. Award Information

Fellowship funding will be for a maximum of three years of financial support (in 12-month allocations starting fall of the award year) usable over a five-year fellowship period. The anticipated announcement date for the Fellowship awards is early April each year.

The Fellowship is portable and can be transferred to a different institution of higher education if a Fellow chooses to transfer to another institution after completion of the first Fellowship year. While the Fellowship is offered to the individual, the Fellowship funds are awarded to the institution at which a Fellow is enrolled and is considered the official NSF awardee institution. The awardee institution receives up to a $53,000 award per Fellow who uses the support in a fellowship year. The awardee institution is responsible for disbursement of fellowship funds to the Fellow. The Graduate Research Fellowship stipend is $37,000 for a 12-month tenure period, prorated in whole month increments of $3,083. The Cost of Education allowance provides payment in lieu of tuition and mandatory fees to the institution of $16,000 per year of fellowship support.

During receipt of the fellowship support, the institution is required to exempt Fellows from paying tuition and fees normally charged to students of similar academic standing, unless such charges are optional or are refundable (i.e., the institution is responsible for tuition and required fees in excess of the Cost of Education allowance). Acceptance of fellowship funds by the awardee institution indicates acceptance of and adherence to these and other terms and conditions of the NSF GRFP award as indicated in the NSF Graduate Research Fellowship Program Administrative Guide for Fellows and Coordinating Officials .

GRFP awards are eligible for supplemental funding as described in Chapter VI of the NSF Proposal & Award Policies & Procedures Guide (PAPPG).

Facilitation Awards for Scientists and Engineers with Disabilities (FASED) provide funding for special assistance or equipment to enable persons with disabilities to work on NSF-supported projects as described in Chapter II.F of the PAPPG. Fellows with disabilities may apply for assistance after consulting the instructions in the document NSF Graduate Research Fellowship Program Administrative Guide for Fellows and Coordinating Officials.

Career-Life Balance Supplemental Funding Requests (Dear Colleague Letter NSF 21-021 ) can be requested by the awardee institution to provide additional personnel (e.g., technician) to sustain the research of Fellows on approved medical leave due to family leave situations as indicated in Chapter II.F of the PAPPG.

Fellows are eligible to apply for non-academic INTERN supplements; applications must be submitted according to GRFP-specific guidance stated in the INTERN program description.

Honorable Mention

The NSF accords Honorable Mention to meritorious applicants who do not receive Fellowship offers. This is considered a significant national academic achievement.

IV. Eligibility Information

Additional Eligibility Info:

Eligibility is based on the applicant's status at the application deadline. Detailed Eligibility Requirements: Described in detail below are the eligibility requirements for the Graduate Research Fellowship Program: (1) citizenship, (2) degree requirements, and (3) field of study, degree programs, and proposed research. Applicants are strongly advised to read the entire program solicitation carefully to ensure that they understand all the eligibility requirements. Applicants must self-certify that they meet all eligibility criteria. 1. Citizenship Applicants must be United States citizens, nationals, or permanent residents by the application deadline. The term "national" designates a native resident of a commonwealth or territory of the United States. It does not refer to a citizen of another country who has applied for United States citizenship and who has not received U.S. citizenship by the application deadline, nor does it refer to an individual present in the U.S. on any type of visa. 2. Degree Requirements Eligible applicants: 1) current undergraduates or Bachelor's degree holders never enrolled in a degree-granting graduate program, who will be prepared to attend graduate school in fall of the award year; 2) current graduate students with no more than one academic year completed according to institution's academic calendar of any degree-granting graduate program; or 3) currently unenrolled individuals who wish to return to graduate study and are at least two consecutive years past their most recent enrollment in any graduate degree-granting program, regardless of whether the degree was completed or awarded. Below are detailed guidelines to determine eligibility: a) Currently enrolled undergraduate students and Bachelor's degree-holders with no prior enrollment in a graduate degree-granting program (including joint Bachelor's-Master's programs): Undergraduate students on track to receive a Bachelor's degree by the fall of the year following the application (e.g., senior or final year of Bachelor's degree) and Bachelor's degree holders never enrolled in a graduate degree program can apply an unlimited number of times prior to enrolling in a graduate degree program. They must be prepared to enroll in a full-time graduate degree program by fall of the year they are offered a Graduate Research Fellowship. b) Currently enrolled joint Bachelor's-Master's degree students (joint Bachelor's-Master's defined as program in which both degrees are concurrently pursued and awarded as indicated on the transcript): Individuals applying while enrolled in a joint Bachelor's-Master's degree program are considered graduate students who: 1) must have completed three years in the joint program, and; ii) are limited to one application to GRFP; they will not be eligible to apply again as doctoral students. Joint Bachelor's-Master's degree-holders, currently enrolled as first-year doctoral students who have not previously applied as graduate students and enrolled in the doctoral program in the beginning of the academic year immediately following the academic award year of the joint degree, may only apply in the first year of the doctoral program. Individuals holding joint Bachelor's-Master's degrees who did not progress to a doctoral program the beginning of the academic year immediately following the academic award year of the joint degree, must apply as returning graduate students (see above). c) Currently enrolled graduate students: Applicants must not have completed more than one academic year of graduate study as indicated in the academic transcript issued by the Registrar of the universities attended, as of the application deadline. Graduate status is determined to begin on the date indicated on the Registrar-issued transcript and ALL activities after that date will be considered graduate activities. Summer research activities that are part of the graduate degree program (e.g. research credits) will be counted as graduate activities. Participation in non-degree summer activities PRIOR TO graduate degree enrollment as indicated in the Registrar-issued transcript before the start of the fall graduate program is not included in this total. Second-year graduate students are strongly advised to include official Registrar-issued transcripts. If the transcript does not clearly state the start date of graduate degree enrollment, they should also submit a Registrar-issued document confirming the start of graduate degree enrollment. Graduate coursework taken without being enrolled in a graduate degree-granting program is not counted in this limit. d) Currently unenrolled individuals who wish to re-enter graduate study: Applicants who earned a previous Master's or professional degree, or have completed more than one academic year in any graduate degree program (regardless of whether the degree was completed or awarded) are eligible only if they are currently unenrolled and at least two consecutive years past the most recent graduate degree enrollment at the application deadline . Applicants must not have engaged in any graduate coursework during the interruption. Applicants should address the reasons for the interruption in graduate study in the Personal, Relevant Background and Future Goals Statement. 3. Field of Study, Degree Programs, and Proposed Research Fellowships are awarded for graduate study leading to research-based Master's and doctoral degrees in science, technology, engineering or mathematics (STEM) or in STEM education, in eligible Fields of Study listed below: Chemistry Computer and Information Sciences and Engineering Engineering Geosciences Life Sciences Materials Research Mathematical Sciences Physics & Astronomy Psychology Social, Behavioral, and Economic Sciences STEM Education and Learning Research A complete list of eligible Major Fields of Study and their subfields are listed in the Appendix. If awarded, Fellows must enroll in a graduate degree program consistent with the Major Field of Study proposed in their application. A fellowship will not be awarded in a different Major Field of Study from that indicated in the application. Only research-based Master's and doctoral degrees in STEM or STEM education are eligible for GRFP support. Professional degree programs and graduate programs that are primarily course-based with no thesis are ineligible for GRFP support. Within eligible fields of study, there are ineligible areas of study and ineligible areas of proposed research. See below for ineligible areas of study and proposed research. Applications determined to be ineligible will not be reviewed. a) Ineligible degree programs Individuals are not eligible to apply if they will be enrolled in a practice-oriented professional degree program such as medical, dental, law, and public health degrees at any time during the fellowship. Ineligible degree programs include, but are not limited to, MBA, MPH, MSW, JD, MD, PharmD, DVM and DDS. Joint or combined professional degree-science programs (e.g., MD/PhD or JD/PhD) and dual professional degree-science programs are also not eligible. Individuals enrolled in a graduate degree program while on a leave of absence from a professional degree program or professional degree-graduate degree joint program are not eligible. b) Ineligible areas of study Individuals are not eligible to apply if they will be enrolled in graduate study focused on clinical practice, counseling, social work, patient-oriented research, epidemiological and medical behavioral studies, outcomes research (interventions, treatment, or therapies), and health services research. Ineligible study includes pharmacologic, non-pharmacologic, and behavioral interventions for physical or mental disease or disorder, prophylaxis, diagnosis, therapy, or treatment. Research to provide evidence leading to a scientific basis for consideration of a change in health policy or standard of care is not eligible. Graduate study focused on community, public, or global health, or other population-based research including medical intervention trials is also not eligible. c) Ineligible proposed research and limited exceptions to ineligible research: (i) Biological or psychological research for which the goals are directly human disease- or health- related, including the etiology, diagnosis of, and treatment and/or interventions for, physical or mental disease or disorder is not eligible for support, with limited exceptions for applicants in engineering, mathematical, physical, and computer or information sciences with health-related research topics (described below). Research activities using animal models of disease for developing or testing of drugs, procedures, or interventions for treatment of physical or mental disease or disorder are also not eligible. (ii) For applicants applying to degree programs in engineering, mathematical, physical, computer or information sciences disciplines, research with disease- or health-related goals (e.g., etiology-, diagnosis-, or treatment-related) that advance fundamental knowledge in engineering, mathematical, physical, computer or information sciences, is eligible for support. (iii) Certain areas of bioengineering research directed at medical use are eligible. These include research projects in bioengineering to aid persons with disabilities, or to diagnose or treat human disease or disorder, provided they apply engineering principles to problems in medicine while primarily advancing engineering knowledge. Applicants planning to study and conduct research in these areas of bioengineering should select biomedical engineering as the field of study. (iv) Certain areas of materials research directed at development of materials for use in biological or biomedical systems are eligible, provided they are focused on furthering fundamental materials research. (v) Research focused on basic questions in plant pathology is eligible, however, applied studies focused on maximizing production in agricultural plants or impacts on food safety are not eligible. (vi) Research with implications that inform policy is eligible. Research with the expressed intent to influence, advocate for or effect specific policy outcomes is not eligible. Applicants are advised to consult a faculty member, academic advisor, mentor, or other advisor for guidance on preparation of their research plans, and selection of Major Fields of Study and subfields.

V. Application Preparation And Submission Instructions

Fellowship applications must be submitted online using the NSF Graduate Research Fellowship Program Application Module at https://www.research.gov/grfp/Login.do according to the deadline corresponding with the Field of Study selected in the application .

Applications must be received by 5:00 p.m. local time as determined by the applicant's mailing address provided in the application. Applications received after the Field of Study deadline will not be reviewed . Applications submitted to a Field of Study deadline not in alignment with the proposed research plan will not be reviewed.

All reference letters must be submitted online by the reference writers through the NSF Reference Letter System in the Research.gov site ( https://www.research.gov/grfp/Login.do ) and must be received by the reference letter deadline (see Application Preparation and Submission Instructions/C. Due Dates of this Solicitation), of 5:00 p.m. Eastern Time (ET). No reference letters will be accepted via email. Reference letter writers cannot be family members of the applicant. Applicants are required to provide the name and contact information for three (3) reference writers from non-family members. Up to five (5) potential reference letter writers can be provided. Two reference letters from non-family members must be received by the reference letter deadline to be reviewed. If fewer than two reference letters (one or none) are received by the reference letter deadline, the application will not be reviewed.

Applicants must submit the following information through the GRFP Application Module: Personal Information; Education, Work and Other Experience; Transcript PDFs; Proposed Field(s) of Study; Proposed Graduate Study and Graduate School Information; the names and email addresses of at least three reference letter writers; Personal, Relevant Background and Future Goals Statement PDF; and Graduate Research Plan Statement PDF.

Only the information required in the GRFP Application Module will be reviewed. No additional items or information will be accepted or reviewed. Do not provide links to web pages within the application, except as part of citations in the References Cited section. Images must be included in the page limits. Review of the application and reference letters is based solely on materials received by the application and reference letter deadlines. No application materials will be accepted via email.

Applicants must follow the instructions in the GRFP Application Module for completing each section of the application. The statements must be written using the following guidelines:

standard 8.5" x 11" page size
11 point or higher font, except text that is part of an image
Times New Roman font for all text, Cambria Math font for equations, Symbol font for non-alphabetic characters (it is recommended that equations and symbols be inserted as an image)
Cited references should include the name of the journal (abbreviations accepted).
1" margins on all sides, no text inside 1" margins (no header, footer, name, or page number)
No less than single-spacing (approximately 6 lines per inch)
Do not use line spacing options such as "exactly 11 point," that are less than single spaced
PDF file format only

Compliance with these guidelines will be automatically checked by the GRFP Application Module. Documents that are not compliant will not be accepted by the GRFP Application Module. Applicants are strongly advised to proofread and upload their documents early to ensure they are format-compliant and that non-compliant documents do not delay upload of the complete application for receipt by the deadline. Applications that are not compliant with these format requirements will not be reviewed.

The maximum length of the Personal, Relevant Background and Future Goals Statement is three (3) pages (PDF). The maximum length of the Graduate Research Plan Statement is two (2) pages (PDF). These page limits include all references, citations, charts, figures, images, and lists of publications and presentations. Applicants must certify that the two statements (Personal, Relevant Background and Future Goals Statement, and Graduate Research Plan Statement) in the application are their own original work. As explained in the NSF Proposal and Award Policies and Procedures Guide (PAPPG): "NSF expects strict adherence to the rules of proper scholarship and attribution. The responsibility for proper scholarship and attribution rests with the authors of a proposal; all parts of the proposal should be prepared with equal care for this concern. Authors other than the PI (or any co-PI) should be named and acknowledged. Serious failure to adhere to such standards can result in findings of research misconduct. NSF policies and rules on research misconduct are discussed in the PAPPG, as well as 45 CFR Part 689."

Both Personal and Research Plan statements must address NSF's review criteria of Intellectual Merit and Broader Impacts (described in detail in Section VI). " Intellectual Merit" and "Broader Impacts" sections must be presented in individual separate sections, under individual separate headings, in each of the Personal and Research Plan statements. These separately headed sections cannot be combined into one section or combined with any other section. Applications that do not have separate headings and sections for Intellectual Merit and Broader Impacts will not be reviewed.

Applicants must list their undergraduate institution, and all graduate institutions attended with a start date prior to the fall term in which the application is submitted. Transcripts are required for all degree-granting programs listed. Transcripts may be included for all other institutions listed in the Education section. If the applicant started at the current institution in the fall of the application year and the institution does not provide unofficial or official transcripts prior to completion of the first term, the applicant may submit a class schedule/enrollment verification form in place of a transcript. Second-year graduate students are strongly advised to submit an official transcript. If the transcript or enrollment verification form does not include the graduate enrollment start date, a Registrar-issued document that indicates graduate enrollment start date must be submitted.

At least one transcript must be included for the application to be accepted by the GRFP Application Module.

Transcripts must be uploaded through the GRFP Application Module by the Field of Study application deadline. Applicants should redact personally-identifiable information (date of birth, individual Social Security Numbers, personal financial information, home addresses, home telephone numbers and personal email addresses) from the transcripts before uploading. Transcripts must be uploaded as a PDF to be accepted by the GRFP Application Module. Transcripts must not be encrypted; the GRFP Application Module does not accept encrypted or password-protected transcripts.

Applicants who earned master's degrees in joint Bachelor's-Master's degree programs should submit transcripts that clearly document the joint program. If the transcript does not document the joint program and does not show that the Bachelor's and Master's degrees were conferred on the same date, applicants must upload a letter from the registrar of the institution certifying enrollment in a joint program, appended to the transcript for that institution. Failure to provide clear documentation of a joint program may result in an application being returned without review.

Failure to comply fully with the above requirements will result in the application not being reviewed.

Applications that are incomplete due to missing required transcripts and/or reference letters (fewer than two letters received), or that do not have "received" status in the Application Module on the application deadline for the selected Field of Study) will not be reviewed. Applicants are advised to submit applications early to avoid unanticipated delays on the deadline dates.

Reference Letters

Reference writers cannot be family members of the applicant. Applicants are required to provide the name and contact information for three (3) reference writers from non-family members. Up to five (5) potential reference letter writers can be provided. Two reference letters from non-family members must be received by the reference letter deadline for an application to be reviewed. If fewer than two reference letters (one or none) are received by the reference letter deadline, the application will not be reviewed.

No changes to the list of reference writers are allowed after the application is submitted. Applicants are strongly advised to check the accuracy of email addresses provided for reference writers before submitting their application. Applicants are strongly advised to contact potential reference writers and confirm their willingness to register in Research.gov and to submit a reference letter before the deadline for letters, before submitting their names.

All reference letters must be received through the NSF Reference Letter System by 5:00 p.m. ET (Eastern Time) on the letter submission deadline date (see the deadline posted in GRFP Application Module and in Application Preparation and Submission Instructions/C. Due Dates of this Solicitation). No exceptions to the reference letter submission deadline will be granted. Each letter is limited to two (2) pages (PDF). The GRFP Application Module allows applicants to request up to five (5) reference letters and to rank those reference letters in order of preference for review. If more than three reference letters are received, the top three letters according to ranked preference will be considered for the application. Reference writers will be notified by an email of the request to submit a letter of reference on behalf of an applicant. Reference writers will not be notified of the ranked preference for review provided by the applicant.

To avoid disqualifying an application, reference writers should upload the letter well in advance of the 5:00 p.m. ET deadline. No letters will be accepted via email. Letter writers will receive a confirmation email after successful upload via the GRFP Application Module.

For technical assistance with letter upload: NSF Help Desk: [email protected] ; 1-800-381-1532

Applicants must enter an email address for each reference writer into the GRFP Application Module. An exact email address is crucial to matching the reference writer and the applicant in the GRFP Application Module. Applicants should ask reference writers well in advance of the reference writer deadline, and it is recommended they provide copies of their application materials to the writers.

Applicant-nominated reference writers must first register in Research.gov then upload their letters through the NSF Reference Letter System. Reference letter requirements include:

Institutional or professional letterhead, if available
SIGNED by the reference writer, including the name, professional title, department, and institution
Two (2) page limit (PDF file format)
Standard 8.5" x 11" page size
11-point or higher Times New Roman font and 1" margins on all sides
Single spaced using normal (100%) single-line spacing

The reference letter should address the NSF Merit Review Criteria of Intellectual Merit and Broader Impacts (described in detail below). It should include details explaining the nature of the relationship to the applicant (including research advisor role), comments on the applicant's potential for contributing to a globally-engaged United States science and engineering workforce, statements about the applicant's academic potential and prior research experiences, statements about the applicant's proposed research, and any other information to aid review panels in evaluating the application according to the NSF Merit Review Criteria.

Application Completion Status

Applicants should use the "Application Completion Status" feature in the GRFP Application Module to ensure all application materials, including reference letters, have been received by NSF before the deadlines. For technical support, call the NSF Help Desk at 1-800-381-1532 or e-mail [email protected] .

Interdisciplinary Applications

NSF welcomes applications for interdisciplinary programs of study and research; however, data on interdisciplinary study is collected for informational purposes only. Interdisciplinary research is defined as "a mode of research by teams or individuals that integrates information, data, techniques, tools, perspectives, concepts, and/or theories from two or more disciplines or bodies of specialized knowledge to advance fundamental understanding or to solve problems whose solutions are beyond the scope of a single discipline or area of research practice" (Committee on Facilitating Interdisciplinary Research, Committee on Science, Engineering, and Public Policy, 2004. Facilitating Interdisciplinary Research . National Academies. Washington: National Academy Press, p. 2).

Applications must be received by the deadline for the first Major Field of Study designated in the application. Applications will be reviewed by experts in the first Major Field of Study listed. If awarded, Fellows will be required to enroll in a degree program consistent with the Major Field of Study in which the application was funded.

Withdrawal of a GRFP application

To withdraw a submitted application, the applicant must withdraw their application using the Withdrawal option in the GRFP Application Module.

Applications withdrawn by November 15 of the application year do not count toward the one-time graduate application limit. Applications withdrawn after November 15 count toward this limit.

Cost Sharing:

Inclusion of voluntary committed cost sharing is prohibited.

Indirect Cost (F&A) Limitations:

No indirect costs are allowed.

Other Budgetary Limitations:

NSF awards $53,000 each year to the GRFP institution to cover the Fellow stipend and Cost of Education allowance for each NSF Graduate Research Fellow "on tenure" at the institution.

The NSF Graduate Research Fellowship Program Fellowship stipend is $37,000 for a 12-month tenure period, prorated in monthly increments of $3,083. The institutional Cost of Education allowance is $16,000 per tenure year per Fellow.

D. Application Submission Requirements

Applicants are required to prepare and submit all applications for this program solicitation through the GRFP Application Module. Detailed instructions for application preparation and submission are available at: https://www.research.gov/grfp/Login.do . For user support, call the NSF Help Desk at 1-800-381-1532 or e-mail [email protected] . The NSF Help Desk answers general technical questions related to the use of the system. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this solicitation.

VI. Application Review Information

A. merit review principles and criteria.

Applications are reviewed by disciplinary and interdisciplinary scientists and engineers and other professional graduate education experts. Reviewers are selected by Program Officers charged with oversight of the review process. Care is taken to ensure that reviewers have no conflicts of interest with the applicants. Applications are reviewed in broad areas of related disciplines based on the selection of a Field of Study (see Fields of Study in Appendix). Selection of a Major Field of Study determines the application deadline, the broad disciplinary expertise of the reviewers, and the discipline of the graduate degree program if awarded a Fellowship. Applicants are advised to select the Major Field of Study in the GRFP Application Module (see Fields of Study in Appendix) that is most closely aligned with the proposed graduate program of study and research plan. Applicants who select "Other" must provide additional information describing their studies.

Each application will be reviewed independently in accordance with the NSF Merit Review Criteria using all available information in the completed application. In considering applications, reviewers are instructed to address the two Merit Review Criteria as approved by the National Science Board - Intellectual Merit and Broader Impacts ( NSF Proposal and Award Policies and Procedures Guide ). Applicants must include separate statements on Intellectual Merit and Broader Impacts in their written statements in order to provide reviewers with the information necessary to evaluate the application with respect to both Criteria as detailed below. Applicants should include headings for Intellectual Merit and Broader Impacts in their statements.

The following description of the Merit Review Criteria is provided in Chapter III of the NSF Proposal and Award Policies and Procedures Guide (PAPPG) :

All NSF proposals are evaluated through use of the two National Science Board approved merit review criteria. In some instances, however, NSF will employ additional criteria as required to highlight the specific objectives of certain programs and activities. The two merit review criteria are listed below. Both criteria are to be given full consideration during the review and decision-making processes; each criterion is necessary but neither, by itself, is sufficient. Therefore, proposers must fully address both criteria. (PAPPG Chapter II.D.2.d(i) contains additional information for use by proposers in development of the Project Description section of the proposal.) Reviewers are strongly encouraged to review the criteria, including PAPPG Chapter II.D.2.d(i), prior to the review of a proposal. When evaluating NSF proposals, reviewers will be asked to consider what the proposers want to do, why they want to do it, how they plan to do it, how they will know if they succeed, and what benefits could accrue if the project is successful. These issues apply both to the technical aspects of the proposal and the way in which the project may make broader contributions. To that end, reviewers will be asked to evaluate all proposals against two criteria: Intellectual Merit : The Intellectual Merit criterion encompasses the potential to advance knowledge; and Broader Impacts : The Broader Impacts criterion encompasses the potential to benefit society and contribute to the achievement of specific, desired societal outcomes. The following elements should be considered in the review for both criteria: 1. What is the potential for the proposed activity to: a. Advance knowledge and understanding within its own field or across different fields (Intellectual Merit); and b. Benefit society or advance desired societal outcomes (Broader Impacts)? 2. To what extent do the proposed activities suggest and explore creative, original, or potentially transformative concepts? 3. Is the plan for carrying out the proposed activities well-reasoned, well-organized, and based on a sound rationale? Does the plan incorporate a mechanism to assess success? 4. How well qualified is the individual, team, or organization to conduct the proposed activities? 5. Are there adequate resources available to the PI (either at the home organization or through collaborations) to carry out the proposed activities?

Additionally, Chapter II of the PAPPG states:

Broader impacts may be accomplished through the research itself, through the activities that are directly related to specific research projects, or through activities that are supported by, but are complementary to, the project. NSF values the advancement of scientific knowledge and activities that contribute to achievement of societally relevant outcomes. Such outcomes include, but are not limited to: full participation of women, persons with disabilities, and underrepresented minorities in science, technology, engineering, and mathematics (STEM); improved STEM education and educator development at any level; increased public scientific literacy and public engagement with science and technology; improved well-being of individuals in society; development of a diverse, globally competitive STEM workforce; increased partnerships between academia, industry, and others; improved national security; increased economic competitiveness of the US; and enhanced infrastructure for research and education.

Additional Solicitation Specific Review Criteria

Applicants are reviewed on their demonstrated potential to advance knowledge and to make significant research achievements and contributions to their fields throughout their careers. Reviewers are asked to assess applications using a holistic, comprehensive approach, giving balanced consideration to all components of the application, including the educational and research record, leadership, outreach, service activities, and future plans, as well as individual competencies, experiences, and other attributes. The aim is to recruit and retain a diverse cohort of early-career individuals with high potential for future achievements, contributions, and broader impacts in STEM and STEM education.

B. Application Review and Selection Process

Applications submitted in response to this program solicitation will be reviewed online by Panel Review.

The application evaluation involves the review and rating of applications by disciplinary and interdisciplinary scientists and engineers, and other professional graduate education experts.

The primary responsibility of each reviewer is to evaluate eligible GRFP applications by applying the Merit Review Criteria described in Section VI.A, and to recommend applicants for NSF Graduate Research Fellowships. Reviewers are instructed to review the applications holistically, applying the Merit Review Criteria and noting GRFP's emphasis on demonstrated potential for significant research achievements in STEM or in STEM education. From these recommendations, NSF selects applicants for Fellowships or Honorable Mention, in line with NSF's mission and the goals of GRFP. After Fellowship offers are made, applicants are able to view verbatim reviewer comments, excluding the names of the reviewers, for a limited period of time through the NSF GRFP Module.

VII. Award Administration Information

A. notification of the award.

NSF Graduate Research Fellowship Program applicants will be notified of the outcomes of their applications by early April of the competition year. The NSF publishes lists of Fellowship and Honorable Mention recipients on the GRFP Module at https://www.research.gov/grfp/Login.do in early April.

B. Award Conditions

NSF GRFP awards are made to the institution of higher education at which a Fellow is or will be enrolled. The awardee institution is responsible for financial management of the award and disbursement of Fellowship funds to the Fellow. The NSF GRFP award consists of the award notification letter that includes the applicable terms and conditions and Fellowship management instructions. All Fellowships are made subject to the provisions (and any subsequent amendments) contained in the document NSF Graduate Research Fellowship Program Administrative Guide for Fellows and Coordinating Officials .

NSF GRFP awards provide funds for NSF Fellows who have "on tenure" status. The institution will administer the awards, including any amendments, in accordance with the terms of the Agreement and provisions (and any subsequent amendments) contained in the document NSF Graduate Research Fellowship Program Administrative Guide for Fellows and Coordinating Officials .

The applicant must accept or decline the Fellowship by the deadline indicated in the award notification letter by logging into the GRFP Module at https://www.research.gov/grfp/Login.do with the applicant User ID and password. Failure to comply with the deadline and acceptance of Fellowship Terms and Conditions by the deadline will result in revocation of the Fellowship offer and render applicants ineligible to re-apply.

Terms and Conditions

Awardees must formally accept and agree to the terms and conditions of the Fellowship award. Acceptance of the Fellowship constitutes a commitment to pursue a graduate degree in an eligible science or engineering field. Acceptance of a Fellowship award is an explicit acceptance of this commitment and assurance that the Fellow will be duly enrolled in a graduate degree program consistent with the field of study indicated in their application by the beginning of the following academic year. Major changes in scope later in the graduate career require NSF approval. NSF Graduate Research Fellowship Program Administrative Guide for Fellows and Coordinating Officials includes the terms and conditions that apply to the Fellowship and subsequent institutional award, in addition to the eligibility requirements (U.S. citizen, national, or permanent resident, degree requirements, and field of study) and Certifications in the application. Each institution, in accepting the funds, also certifies that the Fellows are eligible to receive the Fellowship under these terms and conditions. Fellows are expected to make satisfactory academic progress towards completion of their graduate degrees, as defined and certified by the Fellow's GRFP institution. In cases where Fellows have misrepresented their eligibility, or have failed to comply with the Fellowship Terms and Conditions, the Fellowship will be revoked, and the case may be referred to the Office of the Inspector General for investigation. This action may result in requiring the Fellow to repay Fellowship funds to the National Science Foundation.

An individual may not accept the Graduate Research Fellowship if the individual accepts or is supported by another federal graduate fellowship.

Responsible Conduct of Research

It is the responsibility of the Fellow, in conjunction with the GRFP institution, to ensure that all academic and research activities carried out in or outside the US comply with the laws or regulations of the US and/or of the foreign country in which the academic and/or research activities are conducted. These include appropriate human subject, animal welfare, copyright and intellectual property protection, and other regulations or laws, as appropriate. All academic and research activities should be coordinated with the appropriate US and foreign government authorities, and necessary licenses, permits, or approvals must be obtained prior to undertaking the proposed activities.

In response to the America COMPETES Act, all Fellows supported by NSF to conduct research are required to receive appropriate training and oversight in the Responsible and Ethical Conduct of Research.

Research Involving Human Subjects

Projects involving research with human subjects must ensure that subjects are protected from research risks in conformance with the relevant Federal policy known as the Common Rule ( Federal Policy for the Protection of Human Subjects , 45 CFR 690 ). All projects involving human subjects must either (1) have approval from an Institutional Review Board (IRB) before issuance of an NSF award; or, (2) must affirm that the IRB has declared the research exempt from IRB review, in accordance with the applicable subsection, as established in 45 CFR § 690.104(d) of the Common Rule. Fellows are required to comply with this policy and adhere to the organization's protocol for managing research involving human subjects.

Research Involving Vertebrate Animals

Any project proposing use of vertebrate animals for research or education shall comply with the Animal Welfare Act [7 U.S.C. 2131 et seq.] and the regulations promulgated thereunder by the Secretary of Agriculture [9 CFR 1.1-4.11] pertaining to the humane care, handling, and treatment of vertebrate animals held or used for research, teaching or other activities supported by Federal awards. In accordance with these requirements, proposed projects involving use of any vertebrate animal for research or education must be approved by the submitting organization's Institutional Animal Care and Use Committee (IACUC) before an award can be made. For this approval to be accepted by NSF, the organization must have a current Public Health Service (PHS) Approved Assurance.

Projects involving the care or use of vertebrate animals at an international organization or international field site also require approval of research protocols by the US grantee's IACUC. If the project is to be funded through an award to an international organization or through an individual fellowship award that will support activities at an international organization, NSF will require a statement from the international organization explicitly listing the proposer's name and referencing the title of the award to confirm that the activities will be conducted in accordance with all applicable laws in the international country and that the International Guiding Principles for Biomedical Research Involving Animals (see: https://cioms.ch/ ) will be followed.

Legal Rights to Intellectual Property

The National Science Foundation claims no rights to any inventions or writings that might result from its fellowship or traineeship grants. However, fellows and trainees should be aware that the NSF, another Federal agency, or some private party may acquire such rights through other support for particular research. Also, fellows and trainees should note their obligation to include an Acknowledgment and Disclaimer in any publication.

C. Reporting Requirements

Acknowledgment of Support and Disclaimer

All publications, presentations, and creative works based on activities conducted during the Fellowship must acknowledge NSF GRFP Support and provide a disclaimer by including the following statement in the Acknowledgements or other appropriate section:

"This material is based upon work supported by the National Science Foundation Graduate Research Fellowship Program under Grant No. (NSF grant number). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation."

Annual Activities Report and Annual Fellowship Status Declaration

Fellows are required to submit an Annual Activities Report and to complete Fellowship Status Declaration by the deadline date each year (deadline notification sent by email), using NSF's GRFP Module. The GRFP Module permits online submission and updating of activity reports, including information on research accomplishments and activities related to broader impacts, presentations, publications, teaching and research assistantships, awards and recognitions, and other scholarly and service accomplishments. These reports must be reviewed and satisfactory progress verified by the faculty advisor or designated graduate program administrator prior to submission to NSF.

Fellows must declare their intent to utilize the Fellowship for the following year using the NSF GRFP Module. Failure to declare Fellowship status by the established deadline violates the terms and conditions for NSF Fellowship awards, and results in termination of the Fellowship.

Program Evaluation

The Division of Graduate Education (DGE) conducts evaluations to provide evidence on the impact of the GRFP on individuals' educational decisions, career preparations, aspirations and progress, as well as professional productivity; and provide an understanding of the program policies in achieving the program goals. Additionally, it is highly desirable to have a structured means of tracking Fellows beyond graduation to gauge the extent to which they choose a career path consistent with the intent of the program and to assess the impact the NSF Graduate Research Fellowship has had on their graduate education experience. Accordingly, Fellows and Honorable Mention recipients may be contacted for updates on various aspects of their employment history, professional activities and accomplishments, participation in international research collaborations, and other information helpful in evaluating the impact of the program. Fellows and their institutions agree to cooperate in program-level evaluations conducted by the NSF and/or contracted evaluators.

GRFP institutions are required to submit the GRFP Completion Report annually. The Completion Report allows GRFP institutions to certify the current status of all GRFP Fellows at the institution. The current status will identify a Fellow as: In Progress, Graduated, Transferred, or Withdrawn. For Fellows who have graduated, the graduation date is a required reporting element.

VIII. Agency Contacts

Please note that the program contact information is current at the time of publishing. See program website ( https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=6201 ) for any updates to the points of contact.

General inquiries regarding this program should be made to:

For questions related to the use of GRFP Application Module, contact:

NSF Help Desk: telephone: 1-800-381-1532; e-mail: [email protected]

The Graduate Research Fellowship Operations Center is responsible for processing applications and responding to requests for information. General inquiries regarding the Graduate Research Fellowship Program should be made to:

Graduate Research Fellowship Operations Center, telephone: 866-NSF-GRFP, 866-673-4737 (toll-free from the U.S. and Canada) or 202-331-3542 (international). email: [email protected] .

IX. Other Information

The NSF website provides the most comprehensive source of information on NSF Directorates (including contact information), programs and funding opportunities. Use of this website by potential proposers is strongly encouraged. In addition, "NSF Update" is an information-delivery system designed to keep potential proposers and other interested parties apprised of new NSF funding opportunities and publications, important changes in proposal and award policies and procedures, and upcoming NSF Grants Conferences . Subscribers are informed through e-mail or the user's Web browser each time new publications are issued that match their identified interests. "NSF Update" also is available on NSF's website .

Grants.gov provides an additional electronic capability to search for Federal government-wide grant opportunities. NSF funding opportunities may be accessed via this mechanism. Further information on Grants.gov may be obtained at https://www.grants.gov .

Students are encouraged to gain professional experience in other countries through their university graduate programs, and to participate in international research opportunities offered by NSF at: Office of International Science and Engineering (OISE) | NSF - National Science Foundation . Other funding opportunities for students are available at https://www.nsfgrfp.org/ .

About The National Science Foundation

The National Science Foundation (NSF) is an independent Federal agency created by the National Science Foundation Act of 1950, as amended (42 USC 1861-75). The Act states the purpose of the NSF is "to promote the progress of science; [and] to advance the national health, prosperity, and welfare by supporting research and education in all fields of science and engineering."

NSF funds research and education in most fields of science and engineering. It does this through grants and cooperative agreements to more than 2,000 colleges, universities, K-12 school systems, businesses, informal science organizations and other research organizations throughout the US. The Foundation accounts for about one-fourth of Federal support to academic institutions for basic research.

NSF receives approximately 55,000 proposals each year for research, education and training projects, of which approximately 11,000 are funded. In addition, the Foundation receives several thousand applications for graduate and postdoctoral fellowships. The agency operates no laboratories itself but does support National Research Centers, user facilities, certain oceanographic vessels and Arctic and Antarctic research stations. The Foundation also supports cooperative research between universities and industry, US participation in international scientific and engineering efforts, and educational activities at every academic level.

Facilitation Awards for Scientists and Engineers with Disabilities (FASED) provide funding for special assistance or equipment to enable persons with disabilities to work on NSF-supported projects. See the NSF Proposal & Award Policies & Procedures Guide Chapter II.F.7 for instructions regarding preparation of these types of proposals.

The National Science Foundation has Telephonic Device for the Deaf (TDD) and Federal Information Relay Service (FIRS) capabilities that enable individuals with hearing impairments to communicate with the Foundation about NSF programs, employment or general information. TDD may be accessed at (703) 292-5090 and (800) 281-8749, FIRS at (800) 877-8339.

The National Science Foundation Information Center may be reached at (703) 292-5111.

The National Science Foundation promotes and advances scientific progress in the United States by competitively awarding grants and cooperative agreements for research and education in the sciences, mathematics, and engineering.

To get the latest information about program deadlines, to download copies of NSF publications, and to access abstracts of awards, visit the NSF Website at .

	2415 Eisenhower Avenue, Alexandria, VA 22314
(NSF Information Center)	(703) 292-5111
	(703) 292-5090

Send an e-mail to:
or telephone:	(703) 292-8134
	(703) 292-5111

Privacy Act And Public Burden Statements

The information requested on the application materials is solicited under the authority of the National Science Foundation Act of 1950, as amended. It will be used in connection with the selection of qualified applicants and may be disclosed to qualified reviewers as part of the review process; to the institution the nominee, applicant or fellow is attending or is planning to attend or is employed by for the purpose of facilitating review or award decisions, or administering fellowships or awards; to government contractors, experts, volunteers and other individuals who perform a service to or work under a contract, grant, cooperative agreement, advisory committee, committee of visitors, or other arrangement with the Federal government as necessary to complete assigned work; to other government agencies needing data regarding applicants or nominees as part of the review process, or in order to coordinate programs; and to another Federal agency, court or party in a court or Federal administrative proceeding if the government is a party. Information from this system may be merged with other computer files to carry out statistical studies the results of which do not identify individuals. Notice of the agency's decision may be given to nominators, and disclosure may be made of awardees' names, home institutions, and fields of study for public information purposes. For fellows or awardees receiving stipends directly from the government, information is transmitted to the Department of the Treasury to make payments. See System of Record Notices , NSF-12, "Fellowships and Other Awards," 63 Federal Register 265 (January 5, 1998). Submission of the information is voluntary; however, failure to provide full and complete information may reduce the possibility of your receiving an award.

An agency may not conduct or sponsor, and a person is not required to respond to, an information collection unless it displays a valid Office of Management and Budget (OMB) control number. The OMB control number for this collection is 3145-0023. Public reporting burden for this collection of information is estimated to average 12 hours per response, including the time for reviewing instructions. Send comments regarding this burden estimate and any other aspect of this collection of information, including suggestions for reducing this burden, to:

Suzanne H. Plimpton Reports Clearance Officer Policy Office, Division of Institution and Award Support Office of Budget, Finance, and Award Management National Science Foundation Alexandria, VA 22314

X. Appendix

NATIONAL SCIENCE FOUNDATION GRADUATE RESEARCH FELLOWSHIPS

Major Fields of Study

Note: Applications are reviewed based on the selection of a Major Field of Study. As an example, CHEMISTRY is a Major Field of Study, and Chemical Catalysis is a subfield under CHEMISTRY. A Fellowship can be accepted only in the Major Field of Study indicated in the application. Thus, an application that indicates CHEMISTRY as the Major Field of Study can be accepted in any subfield in CHEMISTRY, but cannot be accepted in CHEMICAL ENGINEERING, and ENGINEERING is a different Major Field of Study.

Selection of a Major Field of Study determines the application deadline, the broad disciplinary expertise of the reviewers who will review the application, and the discipline of the graduate program if the Fellowship is accepted. The subfield category designates specific expertise of the reviewers. Applicants can select "Other" if their specific subfield is not represented in the list of subfields under the Major Field of Study. The "Other" subfield category should be selected only if the proposed subfield is not covered by one of the listed subfields, and should not be used to designate a subfield that is more specific than the subfields listed.

Artificial Intelligence Chemical Catalysis Chemical Measurement and Imaging Chemical Structure, Dynamics, and Mechanism Chemical Synthesis Chemical Theory, Models and Computational Methods Chemistry of Life Processes Computationally Intensive Research Environmental Chemical Systems Macromolecular (including Polymer Chemistry), Supramolecular, and Nanochemistry Other (specify) Quantum Information Science Sustainable Chemistry

COMPUTER AND INFORMATION SCIENCES & ENGINEERING

Accessibility Algorithms and Theoretical Foundations Artificial Intelligence Augmented Reality/Virtual Reality, Graphics, and Visualization Bioinformatics and Bio-inspired Computing Communication and Information Theory Computationally Intensive Research Computer Architecture Computer Security and Privacy Computer Systems Computer Vision Cyber-Physical Systems and Embedded Systems Cybersecurity Data Science, Data Mining, Information Retrieval and Databases Electronic Design Automation and Design of Micro and Nano Computing Systems Fairness, Explainability, Accountability and Transparency in Analytics Formal Methods, Verification, and Programming Languages Human Computer Interaction Information Sciences Machine Learning Natural Language Processing Other (specify) Parallel, Distributed, and Cloud Computing Quantum Information Science Robotics Scientific Computing Social Computing Software Engineering Wired and Wireless Networking

ENGINEERING

Aeronautical and Aerospace Engineering Agricultural Engineering Artificial Intelligence Bioengineering Biomedical Engineering Chemical Engineering Civil Engineering Computationally Intensive Research Computer Engineering (including Networking) Cybersecurity Data Science Electrical and Electronic Engineering Energy and Power Engineering Environmental and/or Ecological Engineering Industrial Engineering & Operations Research Machine Learning Manufacturing Engineering Materials Science & Engineering (including Polymers, Ceramics, Semiconductors) Mechanical Engineering Microwave Electromagnetics Engineering Nuclear Engineering Ocean Maritime Engineering Optical Engineering Other (specify) Quantum Engineering Quantum Information Engineering Quantum Information Science Robotics, Control, Automation Systems Engineering Wireless Engineering

GEOSCIENCES

Aeronomy Artificial Intelligence Arctic-Antarctic Atmospheric Chemistry Biogeochemistry Biological Oceanography Chemical Oceanography Climate and Large-Scale Atmospheric Dynamics Coastal Marine Science Coastal Studies Computationally Intensive Research Earth System Science Environmental Science Geobiology Geochemistry Geochronology Geodynamics Geoinformatics Geology Geomorphology Geophysics Glaciology Heliospheric Physics Hydrology Magnetospheric Physics Marine Biology Marine Ecology Marine Geology and Geophysics Ocean Technology (ROVs, AUVs, sensors) Other (specify) Paleoclimate Paleontology and Paleobiology Petrology Physical and Dynamic Meteorology Physical Oceanography Quantum Information Science Remote Sensing Sea Ice Sedimentary Geology Solar Physics Tectonics Volcanology

LIFE SCIENCES

Artificial Intelligence Biochemistry Bioinformatics and Computational Biology Biophysics Cell Biology Computationally Intensive Research Developmental Biology Ecology Environmental Biology Evolutionary Biology Genetics Genomics Microbial Biology Neurosciences Organismal Biology Other (specify) Physiology Proteomics Quantum Information Science Structural Biology Systematics and Biodiversity Systems and Molecular Biology

MATERIALS RESEARCH

Artificial Intelligence Biomaterials Ceramics Chemistry of Materials Computationally Intensive Research Electronic Materials Materials Theory Metallic Materials Other (specify) Photonic Materials Physics of Materials Polymers Quantum Information Science

MATHEMATICAL SCIENCES

Algebra, Number Theory, and Combinatorics Analysis Applied Mathematics Artificial Intelligence Biostatistics Computational and Data-enabled Science Computational Mathematics Computational Statistics Computationally Intensive Research Geometric Analysis Logic or Foundations of Mathematics Mathematical Biology Other (specify) Probability Quantum Information Science Statistics Topology

PHYSICS & ASTRONOMY

Artificial Intelligence Astronomy and Astrophysics Atomic, Molecular and Optical Physics Computationally Intensive Research Condensed Matter Physics Nuclear Physics Other (specify) Particle Physics Physics of Living Systems Plasma Physics Quantum Information Science Solid State Physics Theoretical Physics

Artificial Intelligence Cognitive Neuroscience Cognitive Psychology Comparative Psychology Computational Psychology Computationally Intensive Research Developmental Psychology Industrial/Organizational Psychology Neuropsychology Other (specify) Perception and Psychophysics Personality and Individual Differences Physiological Psychology Psycholinguistics Quantitative Psychology Quantum Information Science Social/Affective Neuroscience Social Psychology

Anthropology, other (specify) Archaeology Artificial Intelligence Biological Anthropology Communications Computationally Intensive Research Cultural Anthropology

Cybersecurity Decision Making and Risk Analysis Economics Geography History and Philosophy of Science International Relations Law and Social Science Linguistic Anthropology Linguistics Medical Anthropology Other (specify) Political Science Public Policy Quantum Information Science Science Policy Sociology Urban and Regional Planning

STEM EDUCATION AND LEARNING RESEARCH

Artificial Intelligence Computationally Intensive Research Engineering Education Mathematics Education Other (specify) Quantum Information Science Science Education Technology Education

children sitting around teacher and looking at a globe

Curriculum and Instruction - Teacher Leadership Emphasis: STEM Specialization, M.Ed.

Universities at Shady Grove
September 27, 2024 (Spring 2025 Domestic)
March 14, 2025 (Fall 2025 Domestic/International)

June 30, 2025

In-State - $12,540
Out-of-State - $26,490

The MEd in Teacher Leadership: Special Studies in Science, Technology, Engineering, and Mathematics (STEM) Education is a rigorous, content-focused program that allows in-service elementary and middle school teachers to explore relationships among science, engineering, and mathematics through a transdisciplinary approach to integrated STEM. Teachers in the program use cutting edge technology and innovative tools to build a Professional Learning Network as they develop philosophies regarding issues of authenticity, equity, and achievement in STEM.

This convenient master’s program enables teachers to earn a degree while maintaining teaching commitments and leads to a state add-on endorsement in “Instructional Leader: STEM (PreK-6)”.

Key Features

Integrated STEM Education : Experience a holistic approach to STEM, combining real-world applications and contemporary teaching methods to engage students.
Professional Learning Network : Build connections with peers and faculty to foster collaboration and continuous professional growth.
Add-on Certification : Receive a state add-on endorsement in “Instructional Leader: STEM (PreK-6)”.
Flexible Schedule : Classes meet once per week after school hours, allowing for a balance between work and education.
Research & Inquiry : Collaborate with esteemed faculty in action research projects that contribute to your professional development and the field of STEM education.

Teacher Leadership Emphasis

Teacher Leadership Emphasis supports already certified beginning teachers and experienced educators in developing a sound common grounding in aspects of teaching and inquiry. The program emphasizes advanced professional development studies, which support experienced teachers as accomplished professionals and instructional leaders.

Information on admissions and application to this program can be found on the University Graduate Admissions website.

Use specialization code MCSTE.

Admission Requirements Application Guide

Christine T., alum

Our curriculum is meticulously crafted to align with the MSDE STEM Standards of Practice, the Next Generation Science Standards, the Common Core State Curriculum, and the National Board Professional Teaching Standards, ensuring that participants receive a comprehensive and contemporary education that is directly applicable to their practice while also building their professional networks. All teachers who complete the program will receive an add-on endorsement from MSDE as a STEM Instructional Leader (COMAR 13a.12.02.29).

Each course in the program has been designed to reflect the MSDE STEM Standards of Practice as well as the core ideas and practices of the Next Generation Science Standards and the Common Core State Curriculum. Our program opens the space for teachers to explore relationships between science, engineering, and mathematics through the ‘meta-discipline’ of STEM in order to develop a holistic understanding of the world. Teachers in the program are using cutting edge technology and innovative tools to build a Professional Learning Network as they develop personal philosophies regarding issues of authenticity, equity, and achievement in STEM.

Program Structure

The M.Ed. In Teacher Leadership: Elementary STEM Education is composed of ten courses for a total of thirty graduate-level credit hours.

Teaching & Learning in the Physical Sciences
Biological Principles in Learning & Teaching
Introduction to Engineering Design
Developing a Professional Teaching Portfolio
Innovations and Problem Solving in the Mathematics Classroom
Applications of Technology in Instructional Settings
Embracing Diversity in STEM Education
Conducting Research on Teaching in the STEM Disciplines
Mathematical Patterns & Predictions
Educational Leadership in STEM Education

Teaching & Learning in the Physical Sciences : A course or two about physical science cannot possibly cover all topics one may end up teaching. The point of this course, therefore, is not just to help teachers understand some key topics but also to give them the skills needed to independently learn new material. In the process of learning science, teachers will have the opportunity to refine their ideas about what science is, what it means to learn and do science. Teachers participating in this course will develop:

deep conceptual knowledge of topics in physics including motion, floating/sinking, and the nature of matter;
the ability and propensity to approach the learning of new topics in physical science through tangible sense-making and coherence-building; and
the ability and propensity to participate in scientific argumentation, which includes engaging with the ideas of others, defending claims with evidence, and seeking coherence between conflicting ideas

Introduction to Engineering Design : Designed by faculty in the Engineering Department, this course will provide an introduction to engineering design and human-centered design through three design projects. Each project will include a written design brief and product design reports, project planning and team management, and rapid prototyping. Participants will engage in discussions around sustainability, globalization, and engineering ethics. Teachers will also be guided through focused exploration of the intersections of scientific and mathematical inquiry and engineering design.

Problem Solving and Innovative Thinking in the Mathematics Classroom : Our society’s opportunities and demands are constantly changing. In order to take advantage of these opportunities and be successful in the face of unpredictable changes, students need learning and innovation skills such as creativity and problem solving as well as a support system for developing such skills. These skills are not only critical for a rapidly changing world, they are the keys to ensuring a fair and inclusive education, which is one of the most powerful levers available to make society more equitable. Mathematics is critical to the development of these skills. Therefore our mission is to re-imagine the mathematics learning environment, rethink mathematics instruction, and re-consider the mathematics curriculum so that we open the door to the development of powerful problem-solving skills and innovative thinking.

Amy Green, Assistant Clinical Professor, UMD

Sep 17 Graduate Fair Expo Sep 17, 2024 4:00 – 6:00 pm

STEM Education

The MS in Science, Technology, Engineering and Mathematics (STEM) Education prepares students for careers as researchers and educators who will contribute to improving STEM education.

STEM Education is an interdisciplinary program that involves collaborations with the Tufts departments of Child Study and Human Development, Sociology, Biology, Chemistry, Mathematics, and Physics & Astronomy, as well as Chemical and Biological Engineering, Civil and Environmental Engineering, Computer Science, and Mechanical Engineering. Faculty and students in STEM Education also work with the Institute for Research on Learning and Instruction (IRLI) and the Center for Engineering Education and Outreach (CEEO).

Program Outcomes

As a student in the program, you'll develop a deep understanding of the theory and research on learning, development, and teaching; cognitive science; and the sociocultural foundations of education. As you work on research alongside faculty and peers, you'll also grow your skills in research methods that will help you contribute to new theoretical insights and practical approaches to education. You'll also learn to communicate and disseminate your research through different mediums.

Alumni of the MS in STEM Education work on the development and implementation of research, curriculum materials, and educational activities in settings such as schools, research centers, museums, industry, cultural institutions, and community agencies. Graduates are also well prepared to go on to further graduate studies in doctoral programs.

Application Requirements

We strongly recommend that applicants explore current faculty research and reach out to potential mentors and the Program Director prior to submitting an application.

Application fee
Personal statement - Tell us about what motivates you to study STEM Education at Tufts. Describe experiences, research questions or dilemmas that have motivated you to pursue further study in STEM Education. Your personal statement should be between 1500-2500 words.
Writing Sample - Where the personal statement is about your motivations, this should be a sample of your scholarly writing about a topic in STEM Education, citing references from relevant literature. The writing sample could be: a paper you have written for a prior course in STEM education; a research paper you have written for publication; a proposal for research that you are interested to study.
Official TOEFL, IELTS, or Duolingo English Test, if applicable
Transcripts
Three letters of recommendation

Tuition and Financial Aid

See Tuition and Financial Aid information for GSAS Programs. Note: This program is eligible for federal loans and Tufts tuition scholarships.

Director's Message

Career outcomes.

Average Age: 26

*Sources: GSAS-SOE Graduate Exit Survey 2020 - 2021 and Academic Analytics (Alumni Insights)

Julia Gouvea

Bárbara M. Brizuela

Ira Caspari-Gnann

Research/Areas of Interest: Chemistry and STEM Education. In order to understand how and why successful teaching and learning of chemistry at the university level works, the Caspari research group focuses on analyzing students', teaching assistants' (TA), learning assistants' (LA), and instructors' reasoning, interactions, and culture. The group collects video data of classroom practices and conducts qualitative research interviews with instructors, TAs, LAs, and students to better understand how certain interactions and ways of reasoning lead to student sense making and learning. While zooming in and investigating how students connect aspects of chemistry, the group also zooms out and investigates classroom culture and how individual interactions and personal experiences integrate into larger systems of teaching and learning. The group uses this fundamental research as a theoretical basis for implementing teaching innovations and designing training opportunities in order to promote supportive learning environments for students that value and encourage their unique ways of being, knowing and doing.

Brian Gravel

Research/Areas of Interest: Brian's research focuses on students' representational practices in science and engineering studied using design-based research on learning technologies and socio-technical learning environments. This work builds from the development of SAM Animation, which is stop-motion animation software developed at the Center for Engineering Education and Outreach. Brian co-developed SiMSAM: a multi-representational toolkit to support creative computational modeling activities for middle grades learners. Curious about design, play, and making, his work involves partnerships with researchers and educators to explore dimensions of STEM learning at the intersections of people, materials, representations, and cultures. One such example is starting Nedlam's Workshop in 2014, a makerspace in an urban high school that emphasizes multidisciplinary inquiry. Through this work, he developed both empirical and theoretical contributions focused on heterogeneous design, STEM literacies in making, and analyses of how communities of makers organize to support each other's practices. Collectively, his research complicates and expands the field's understandings of how inquiry unfolds in making contexts, and how makerspaces can be a site for equitable and dignified participation in STEM. Brian's newer work involves teachers engaging in playful computational making to study how they (re)negotiate relationships to inquiry, disciplines, computational tools, and heterogeneous ways of knowing. This includes the exploration of geographies of care and responsibility that support STEM learning environments that center wellbeing. His scholarship examines the many facets of making and making spaces in schools, both in the United States and abroad. Brian's collaborative research has been funded by the National Science Foundation, the LEGO Foundation, and the Spencer Foundation. Selected Publications Gravel, B. E., & Puckett, C. (2023). What shapes implementation of a school-based makerspace? Teachers as multilevel actors in STEM reforms. International Journal of STEM Education. https://doi.org/10.1186/s40594-023-00395-x Gravel, B. E., & Svihla, V. (2021). Fostering heterogeneous engineering through whole-class design work. Journal of the Learning Sciences, 30(2), 279–329. https://doi.org/10.1080/10508406.2020.1843465 Gravel, B. E., Tucker-Raymond, E., Wagh, A., Klimczak, S., & Wilson, N. (2021). More than mechanisms: Shifting ideologies for asset-based learning in engineering education. Journal of Pre-College Engineering Education Research 11(1), 276–297. https://doi.org/10.7771/2157-9288.1286 Tucker-Raymond, E., & Gravel, B. E. (2019). STEM literacies in makerspaces: Implications for learning, teaching, and research. Routledge.

David Hammer

Research/Areas of Interest: Research on learning and instruction. My research is on learning and teaching in STEM fields (mostly physics) across ages from young children through adults. Much of my focus has been on intuitive "epistemologies," how instructors interpret and respond to student thinking, and resource-based models of knowledge and reasoning.

Trevion Henderson

Research/Areas of Interest: Engineering education; Diversity, equity, and inclusion; team-based engineering pedagogies; engineering design thinking

Andrew Izsak

Research/Areas of Interest: The psychology of mathematical thinking, teachers' and students' understanding and use of inscriptions, multiplicative reasoning, applications of psychometric modeling for assessment and research in mathematics education.

Milo Koretsky

Research/Areas of Interest: engineering education research, learning and engagement in the university classroom, development of disciplinary practices, instructional design and technology development, instructional practices, organizational change, social practice theory

Greses Pérez

Research/Areas of Interest: cognition and learning sciences, science education, engineering education, diversity and identity, technology and education, language and cognition, multicompetence

Kristen Wendell

Research/Areas of Interest: learning sciences, engineering education, design practices, classroom discourse, engineering knowledge construction

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Press Release

Democratizing chip design with Chips4All

NYU Tandon's new initiative, part of the National Science Foundation’s prestigious Research Traineeship program, will expand microchip design education across many of NYU’s STEM doctoral and master’s degree programs

NYU Tandon School of Engineering is spearheading a novel initiative aimed at expanding access to semiconductor design education, supporting key objectives of the bipartisan CHIPS and Science Act and bolstering NYU's growing prominence in chip design.

"Chips4All" is a new comprehensive training program for NYU doctoral and master’s students in STEM (Science, Technology, Engineering and Math) fields, to learn chip design regardless of their engineering background.

The National Science Foundation (NSF) selected Chips4All for its highly competitive Research Traineeship (NRT) program , which supports initiatives for research-based master’s and doctoral degree programs to develop the skills, knowledge, and competencies needed to pursue a range of STEM careers.

Chip4All will train participants to design Application-Specific Integrated Circuits (ASICs), chips tailored for specialized tasks rather than general-purpose computing. These custom chips are vital for jump-starting progress in a range of fields, from biomedical devices to cryptography and computational biophysics, with the potential to advance multiple industries and scientific disciplines.

"For too long, chip design has been the domain of a relatively small number of computer engineering specialists who have the access and skills to use the advanced tools needed," said Siddharth Garg , Institute Associate Professor in NYU Tandon’s Electrical and Computer Engineering (ECE) Department and a member of NYU WIRELESS . Garg is Chips4All’s Principal Investigator (PI). "With Chips4All, we want to break down barriers to entry, empowering researchers from diverse backgrounds with these crucial skills. This democratization aligns perfectly with the CHIPS Act's vision of fostering a robust, diverse semiconductor talent pool in America, and unleashing innovation and entrepreneurship across numerous chip-dependent industries."

The five-year Chips4All program will bring together NYU doctoral and master’s students from a range of STEM disciplines — including those in medicine, chemistry, and computer science — with hardware-focused engineering students, primarily from NYU Tandon’s Electrical and Computer Engineering Department.

The domain-specific students complete courses in hardware design while the hardware-focused students take courses in their counterparts’ STEM subjects. Ultimately, trainees from the two groups team up for a Hardware Prototyping Capstone, creating prototypes of chips they design for domain-specific purposes, which could include gene sequencing, new cryptographic protocols, and other transformative applications.

To support this hands-on learning, NYU is establishing a Silicon Makerspace, providing access to cutting-edge chip design tools and fabrication resources for all NYU students, faculty, and staff. Also under the Chips4All umbrella, NYU will host a Brooklyn Chips Summit (BRICS), organized as a three-day event featuring talks by leading experts in chip design, seminars, and panels open to the general public.

As microchips become increasingly specialized, the ability to rapidly scale their design and production emerges as a critical bottleneck for innovators across research, entrepreneurship, and industry. Chips4All aims to remove this roadblock and create a replicable model for cross-disciplinary hardware education in the United States.

“Chips4All is yet another powerful example of how NYU has embraced the national call to action from the Chips and Science Act,” said Nina Gray, Associate Vice Provost for Research Planning and Analysis at NYU. “Our researchers are bringing their expertise to bear to advance the semiconductor industry in our region through new educational and workforce development programs as well as new technologies, such as advanced cellular service and new nanofabrication facilities . Through our partnerships with consortia such as NORDTECH and the Mid Atlantic Semiconductor Hub, we will continue to pursue pathways for our discovery, innovation, and education to benefit the nation’s semiconductor ecosystem.”

Chips4All joins another NSF-funded project that NYU Tandon is launching to expand access to chip design training. BASICS — which the NSF selected for its latest Experiential Learning for Emerging and Novel Technologies (ExLENT) investment — is a new 28-week self-paced online course for non-STEM professionals to learn chip design fundamentals, so they can pivot into key and emerging technological careers.

The launch of both Chips4All and BASICS adds to NYU Tandon’s efforts to democratize chip design, most notably with its recent high-profile Chip Chat project that led to the world’s first chip designed through natural-language conversations with a Large Language Model AI platform.

NYU plans to train 308 graduate students, including 58 PhD candidates, via Chips4All, starting in Spring 2025.

Joining Garg on the Chips4All NRT are its co-PIs: Tamar Schlick, Professor of Chemistry, Mathematics and Computer Science at NYU Arts & Science; Vivek Srinivasan, Associate Professor in the Department of Ophthalmology and Associate Professor in the Department of Radiology at NYU Grossman School of Medicine; Anirudh Sivaraman Kaushalram, Assistant Professor of Computer Science at NYU Courant Institute; and Patricia Satterstrom, Assistant Professor of Public Service at NYU Wagner Graduate School of Public Service. The project’s Senior Persons are: Austin Rovinski , Assistant Professor in NYU Tandon’s ECE Department; Brandon Reagen , Assistant Professor in NYU Tandon’s ECE Department and in its Computer Science and Engineering Department; Ramesh Karri , NYU Tandon ECE Department Chair and Co-Founder of NYU Center for Cybersecurity ; and Yao Wang , Professor in NYU Tandon’s ECE Department and in its Biomedical Engineering Department and a member of NYU WIRELESS.

Nialah Wilson-Small named in the Forbes “30 under 30” list

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2024 Tandon Faculty Awards

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Innovate UK, the Urban Future Lab, and Greentown Labs announce the Year 5 cohort for their Global Incubator Programme

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Moscow State Institute of Electronic Technology

Today MIET is a leading educational center of Russia in the sphere of training of specialists in the field of high technologies. The University has 13 faculties, 35 primary and 20 base (at the leading enterprises of electronics) departments, postgraduate and doctoral studies, Moscow Regional Center of New Information Technologies.

The university works 650 researchers and teachers, including 3 Academicians and 3 Corresponding Members of the Russian Academy of Sciences, 130 professors and doctors of sciences, 340 candidates of sciences, associate professors, 6500 students enrolled, more than 320 graduate and doctoral students. The University provides training in 25 profiles of undergraduate and 30 master's educational programs.

In recent years MIET open these new educational programs as "Nanotechnology in Electronics", "Microsystem Technology", "Telecommunications", "Secure Communication Systems", "Quality Management", "Translation Studies", "Design" and others, implemented a program of elite training in the field of high technologies with the involvement of leading foreign companies, in particular, Synopsys, Cadence, Motorola, and others, founded the College of electronics and Computer Science, where specialists are trained in the program of secondary vocational education for enterprises of Zelenograd. Developing new areas of training MIET retains this status of Technical University. Recent years, the official rating of the Ministry of Education University consistently ranks in the top five among the 160 technical universities in the country. In 2006, MIET is among the first 17 universities - winners of the national project "Education", introducing innovative educational programs.

MIET cooperates with leading universities in Europe, Asia and the United States, participating in student exchange programs, graduate students, teachers. The university regularly lectures of famous foreign professors and representatives of major international companies. Individual courses for undergraduates are taught in English by invited foreign lecturers.

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IMAGES

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10 Best Online STEM PhD Programs [2024 Doctoral Guide]
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10 Best Online STEM PhD Programs [2024 Doctoral Guide]
10 Best Online STEM PhD Programs [2024 Doctoral Guide]
2024 Best Online STEM PhD Programs [Doctorate Guide]

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Option 1 (with teacher leadership electives): 30 credit hours of approved graduate-level coursework, including a STEM Education Leadership core (12 credit hours), content electives (12 credit hours), and additional teacher leadership electives (six credit hours). Students completing this program will be eligible to apply for a Kentucky Rank II ...
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Special Economic Zone "Technopolis Moscow"
Russian-language post-graduate programs. Summer School. Departments. Education system. Preparatory course. RESEARCH Research. RI of Nanotechnologies. RI of Computing and Control Systems. Journal "Proceedings of universities. Electronics" ... Vice-Rector for Education. Tel. +7 (499) 720-87-00. [email protected]
Contacts
Russian-language post-graduate programs. Summer School. Departments. Education system. Preparatory course. RESEARCH Research. RI of Nanotechnologies. RI of Computing and Control Systems. Journal "Proceedings of universities. Electronics" ... Vice-Rector for Education. Tel. +7 (499) 720-87-00. [email protected]
National Research University of Electronic Technology (MIET)
Russian-language post-graduate programs. Summer School. Departments. Education system. Preparatory course. RESEARCH Research. RI of Nanotechnologies. RI of Computing and Control Systems. Journal "Proceedings of universities. Electronics" ... Vice-Rector for Education. Tel. +7 (499) 720-87-00. [email protected]
Democratizing chip design with Chips4All
NYU Tandon School of Engineering is spearheading a novel initiative aimed at expanding access to semiconductor design education, supporting key objectives of the bipartisan CHIPS and Science Act and bolstering NYU's growing prominence in chip design. "Chips4All" is a new comprehensive training program for NYU doctoral and master's students in STEM (Science, Technology, Engineering and Math ...
Moscow State Institute of Electronic Technology
In 2006, MIET is among the first 17 universities - winners of the national project "Education", introducing innovative educational programs. MIET cooperates with leading universities in Europe, Asia and the United States, participating in student exchange programs, graduate students, teachers.