STEM Education

Master’s Program

STEM Education Programs

The Master’s degree programs in STEM Education provide a unique experience for students in that it examines STEM education from a research perspective. Students who choose to complete the master’s degree will have the opportunity to engage in research in STEM teacher education and learning. Our faculty are able to provide interesting perspectives on education and are involved in academic research that investigates current issues in STEM education.  

Please note: Required STEM Ed Core and Advanced Topics courses must be taken for a letter grade. Other coursework (including content courses, research methods, and supporting coursework) may be taken as credit/no credit with instructor permission. However, no more than 20% of a student’s program of work (no more than 9 credit hours for Ph.D. students; no more than 6 credit hours for master’s students) can be taken as credit/no credit.

Program Details

Semester Start: Fall

Deadline to Apply: December 1

GRE Required? No

Location: On Campus

Schedule: Flexible

Length of Program:

  • M.A. with thesis: 24 months, 36 hours
  • M.A. with report: 24 months, 33 hours
  • M.Ed.: 24 months, 36 hours
Photo of faculty member Flávio S Azevedo
Associate Professor

Investigates the nature of STEM interests and interest-driven participation and learning, foundations of cognition in STEM disciplines, and learning out of schools.

Photo of faculty member Maura  Borrego
Professor, Walker Department of Mechanical Engineering

Studies engineering and STEM higher education, including faculty, graduate students and undergraduates.

Photo of faculty member Emma  Gargroetzi
Assistant Professor

Explores the intersection of the sociopolitical and mathematical lives of children with a focus on identity and learning.

Photo of faculty member Carlos Nicolas  Gómez Marchant
Assistant Professor

Investigates intersections of race, language, and mathematics through the experiences of Latinx students learning and doing mathematics.

Photo of faculty member María González-Howard
Assistant Professor

Research explores the intersections of multilingualism, scientific sensemaking, and teacher education, with a specific focus on the ways multilingual students engage in science practices through translanguaging.

Photo of faculty member Kemper Lipscomb
Assistant Professor of Practice, Department of Communication Studies, Moody College of Communication

Focuses on the ways students learn in science courses using computational modeling.

Photo of faculty member Tia  Madkins
Assistant Professor

Engages humanizing research approaches to examine equity-focused PK-16 STEM teaching and learning across urban contexts with a focus on Black girls.

Photo of faculty member Jill A Marshall
Associate Professor

Teaches courses for pre-service in STEM subjects and explores student understanding of mathematical and physical models.

Photo of faculty member Catherine  Riegle-Crumb

Focuses on the social construction of gender and racial/ethnic inequality in educational opportunities and experiences in STEM fields from a sociological perspective. Methodological expertise in quantitative research methods and analyses of large sca...

Photo of faculty member Victor  Sampson
Associate Professor

Studies the ways culturally and linguistically diverse groups of people use disciplinary the core ideas and practices of Science, Technology, Engineering and Mathematics (STEM) to explain phenomena or to solve problems that are meaningful and consequ...

Photo of faculty member Jennifer C Smith
Assistant Professor of Instruction-CURR

Teaches preservice K-12 teachers how to teach meaningful STEM content in innovative, student- and community-centered ways.

Photo of faculty member Cathery  Yeh
Assistant Professor

Dr. Yeh's research examines the role race, class, gender, and language plays in the constructions of ability in mathematics classrooms.

  1. Undergraduate degree in a STEM field—or substantial evidence of prior undergraduate STEM coursework as evidenced on transcript.
  2. Teaching experience is preferred but not required.
  3. A minimum GPA of 3.0 is a university requirement, although petitions to be admitted with a lower GPA may be submitted by the Graduate Adviser.

As a prospective student, you are required to apply first using the state application system, ApplyTexas. Here, you will input your biographical information, resume/CV, statement of purpose, transcripts and letters of recommendation. We strongly encourage you to start this process well in advance of the deadline to allow us enough time to process your information.

NOTE: Those applying to the STEM Education program should select STEM Education (32800) for your major.

NOTE: Applicants to the STEM GradUTeach program should use code 632805. 

A bachelor’s degree from an accredited institution in the U.S.; or proof of equivalent training at a foreign institution.

A minimum GPA of 3.0, particularly during the last two years of college and in any previous graduate study. The department will consider applications with lower GPAs. If you feel that your grade point averages or test scores are not valid indicators of your ability, please wait till you have submitted your application and upload a miscellaneous document explaining your concerns.

We also consider teaching experience as a criterion during the admission process. EC-16 teaching experience, especially among underserved populations, is preferred by most program areas. 

Deadline for the regular Master’s program in STEM Education (either thesis or non/thesis option) is December 1

Deadline for the GradUteach program (Master’s program plus preparation for secondary teacher preparation) is June 30.

Please contact Stephen Flynn if you have any questions about these deadlines. 

Once all application materials are uploaded and completed, the Graduate School will refer your application to the department. This initial review process by the grad school will take about 1 – 2 weeks, so be sure to have everything turned in well in advance of the deadlines. 

Applicants may be admitted, admitted with conditions, or denied admission. Learn more on the Graduate School website.

Contact Stephen Flynn, our departmental Graduate Admissions Coordinator, with any questions regarding C&I or STEM Education admissions. 

Please also see General Guidelines from the Graduate School.

M.A. with Thesis

  • Intended for students who want to develop their potential as researchers and move into leadership positions in education.
  • Requires 9 hours of graduate coursework in a discipline content area, which may be waived for students with a master’s degree in a STEM discipline (e.g., physics or chemistry, not science education).
  • Typically take 3 years to complete the degree.
  • Not designed for students seeking certification as teachers.

M.A. with No Thesis (Academic Year and Summer)

  • Intended to be a terminal degree for students who want to develop themselves as teachers or move into leadership positions in teaching or curriculum development.
  • Students taking courses during the academic year can complete the master’s degree in two years.
  • Not designed for students seeking certification as teachers.

Minimum Requirements for the Master of Arts Degree Plan

  • Core courses (15 hours)
  • STEM content courses (9 hours)
  • Research methodology course (3 hours)
  • Supporting courses (3 hours for thesis option or 6 hours for non-thesis option)
  • Thesis (6 hours; only for those pursuing thesis option)
  • Total of 36 hours for the thesis option; total of 33 hours for the non-thesis option

Core Courses (15 hours)

All master’s students are required to take five core courses.  They must take:

  • STM 385 Knowing and Learning in STEM Education
  • STM 386 Curriculum History in STEM Education
  • STM 390-1 Equity in STEM Education
  • STM 390-2 Research on Teaching and Teacher Development in STEM Education
  • STM 390T Advanced Topics in STEM Education (titles will vary; consult with your advisor)

STEM Content Courses (9 hours)

The minimal course work in a STEM content area (Engineering, Mathematics or Natural Science) is 9 hours of study. These courses must be taken at the upper-division undergraduate or graduate course level.

Research Methodology Course (3 hours)

One course in research design or specific quantitative or qualitative research methods is required. The course must be approved by the Graduate Advisor to meet this requirement.

Supporting Courses (3 hours for thesis option; 6 hours for non-thesis option)

Students are expected to broaden and deepen their program of work by taking a variety of related coursework consonant with their scholarly interests, in consultation with a graduate advisor. 

Thesis for M.A. Candidates (6 hours)

All master’s students are required to register for at least two semesters of thesis work.

Master of Education (M.Ed.)

In addition to the requirements for the program for Master of Arts with thesis (see above), students must already be certified to teach at the elementary or secondary level.

  • Intended for students who are seeking certification to teach math or science in high school as part of their graduate education.
  • Requires 18 hours in science, technology, engineering and mathematics (STEM) education.
  • Requires nine to twelve hours of coursework in the Department of Curriculum and Instruction focused on teacher education.
  • Typically takes two years to complete.
  • An additional six to nine hours of supporting coursework are taken in the College of Natural Science under advisement by the graduate advisor.

Course Requirements

Developed in partnership with the nationally recognized UTeach program, GradUTeach prepares master’s students with a bachelor’s degree in a STEM field for secondary teacher certification while earning a master’s degree.

STEM Core classes: 18 hours

  • STM 385 Knowing and Learning
  • STM 390 Equity in STEM Education
  • STM 390T Research on Teacher/Teacher Ed
  • STM 390.4 Equitable and Inclusive Teaching
  • STM 695 Class.Interactions/PBI

Courses in the College of Natural Science (6-9 hours)

  • Research Methods (Bio 337/382, CHM 368/397C, Phy 341/390)
  • Teaching Seminar (UTS 370)
  • Additional optional course (with grad advisor approval)

Supporting Courses in the College of Education (9-12 hours)

  • EDC 380R: Educational Research and Design
  • EDC 651s: Apprentice Teaching
  • EDC 398T: Supervised Teaching (optional)

Total: 36 hours

Photo of Catherine Riegle-Crumb

Program Area Coordinator, Advisor
Catherine Riegle-Crumb

Graduate Students

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