What an Engineering Education PhD is NOT
Number One: It doesn’t mean being situated only in engineering education research
Camila: Embarking on a Ph.D. journey in Engineering Education is like setting sail into a vast ocean of possibilities, it doesn’t mean being situated only in engineering education research. While pursuing a Ph.D. in Engineering Education certainly involves a deep dive into the details of how engineering is taught and learned, it’s not limited to this domain alone. The beauty of pursuing a degree in this field lies in its expansive horizons. Many folks mistakenly believe that these doctoral programs revolve solely around EER methodologies. But let me tell you, a Ph.D. in this field is an invitation to broaden your perspective. In reality, a Ph.D. in this field often encourages a broader perspective. It encourages interdisciplinary exploration, allowing candidates to draw from various fields such as education theory, psychology, sociology, and even elements of traditional engineering disciplines. This multidisciplinary approach equips graduates with a well-rounded skill set to address the complex challenges of engineering education and fosters innovation through the fusion of ideas from diverse areas. Consider the University X’s recent faculty hiring criteria as a shining example. They are on the lookout for candidates who not only excel in world-class EER scholarship but also possess the unique ability to teach in both EER and a traditional engineering department. Plus, they should be champions in supporting both EER and the engineering department. This requirement underscores the field’s interdisciplinary nature, emphasizing your potential to bridge the gap between research and real-world application in the exciting realm of engineering education.
Number Two: It does not Mean Wanting to Teach
Jameka: When I mention that I am pursuing a Ph.D. in Engineering Education, the most common question I encounter is, ‘So, you want to teach?’ My immediate response has consistently been ‘No.’ While obtaining a tenured faculty position is a valuable path that allows one to continue conducting research, engaging in student education, and contributing to their university, it’s essential to recognize that it’s not the sole trajectory for this Ph.D. program.
My original motivation for pursuing this degree was to serve as a catalyst for change within the engineering education landscape. My goal was to enhance curricula and provide better support for racially and ethnically marginalized groups. However, I’ve come to understand that this Ph.D. program encompasses a much broader scope. It involves curriculum development, faculty advancement, scholarly contributions, collaboration with diverse stakeholders such as community and industry partners, program evaluation, and even policy development.
Narrowing the focus of this degree solely to research and faculty positions limits its potential impact within STEM and other academic domains. This Ph.D. program offers a wide range of opportunities to influence and transform education, making it a powerful force for positive change.
Number Three: It does not mean “Changing the world”
Winnie: During our time in graduate school, a professor shocked us in class by exclaiming, “You will not change the world!” It was a bewildering moment. How could we hear such a seemingly discouraging statement in one of our core engineering education classes? It took us months to truly grasp the essence of his words, but eventually, we did. Writing a dissertation in graduate school with the hope of single-handedly revolutionizing the world through your small yet valuable contribution to the body of knowledge is, in fact, a somewhat idealistic perspective. What he was subtly conveying was a compassionate insight from an experienced individual who comprehended the enormity and complexities of effecting change on any scale. In essence, he was gently nudging us to recognize early on that “change is not easy.” As many scholars would argue, systemic change is a formidable challenge.
What an Engineering Education PhD is
The Engineering Education PhD offers a unique and versatile set of skills that extend far beyond traditional engineering and education domains. Below, we explore a few of its applications:
- Application in Diverse Fields:
An Engineering Education PhD opens doors to a wide array of fields beyond conventional engineering and education. Graduates find themselves well-equipped to tackle challenges in areas such as healthcare, technology, business, and policy-making. The comprehensive understanding of learning processes and knowledge creation acquired during this program enables graduates to contribute valuable insights to various sectors. For instance, in healthcare, they can design patient education programs that are more effective in conveying complex medical information. In technology, they can optimize user interfaces and training modules to enhance user experience and learning outcomes. The skills honed in an Engineering Education PhD program can thus be applied to drive innovation and improve processes in diverse industries.
- Boundless Opportunities:
Pursuing a PhD in Engineering Education presents graduates with boundless career opportunities. Beyond academia, where they can become esteemed educators and researchers, graduates find themselves in demand across industries. They can take on roles as learning and development specialists, instructional designers, curriculum developers, and educational consultants. Moreover, positions in educational technology companies, government agencies, nonprofit organizations, and engineering firms eagerly seek their expertise. The ability to bridge the gap between engineering and education equips graduates to take on leadership roles where they can drive change, enhance learning outcomes, and foster innovation.
- Understanding Learning Frameworks:
An Engineering Education PhD program delves deep into the frameworks that underpin how people learn, how knowledge is created, and how to design high-quality teaching and learning experiences and environments. Graduates become adept at deciphering the intricacies of various learning theories and models, enabling them to tailor instructional approaches to different audiences and contexts. They gain expertise in curriculum development, assessment, and evaluation, ensuring that educational experiences are not only effective but also continuously improved. This understanding extends to creating inclusive and equitable learning environments, where diversity and equity are central considerations. By comprehending the psychology and sociology of learning, graduates can devise strategies to foster engagement, critical thinking, and problem-solving skills in their learners, regardless of the field or setting.
- Designing High-Quality Teaching and Learning Experiences/Environments
Graduates are equipped with the expertise to design and evaluate educational materials, curricula, and learning environments. This skill is transferable to numerous settings, from creating engaging e-learning modules to developing hands-on STEM activities for children.
Examples of Career Opportunities in EED
When embarking on a new academic or career path, it’s essential to have a clear understanding of the available options. To assist you in this endeavor, we have compiled a comprehensive list of potential career avenues that you can explore after successfully obtaining a Ph.D. in Engineering Education. It’s worth noting that this compilation is not exhaustive; instead, it serves as a valuable starting point to help you navigate your scholarly journey within the realm of Engineering Education.
- Consultant
- Administrator and Staff Roles
- DEIJ/DCI Positions
- Principal or Associate Researcher
- Program Manager
- Project Management
- Curriculum Developer
- Business Development Positions
- Global Education and Engagement
- Business Owner/Non-profit
- Engineering Content Lead
- Museum Curator
- Program Director for Engineering Education and Centers at National Science Foundation (NSF)
- Faculty (tenure, adjunct, part-time)
Thank you for reading our joint blog post. You are welcome to check out episodes of The Steer Podcast, where we share insights into our research journey in graduate school. We are currently drafting Part 2 of this article around the topic, “Where are current Engineering Education PhDs today?”
Co- Authors: Jameka Wiggins, Camila Olivero, Winifred Opoku
On The Steer Podcast, listen to Jameka’s Episode — “The Role Of EER In Transfer Student Support Services” & Cami’s Episode — “Exploring Teacher Empathy and Learning Theory ”
