Alphabetical List of Graduate Programs in Geocognition and Geoscience Education Research: Includes United States, New Zealand, UK, and Canada
Updated: 3/2024
Related posts: DBER GRADUATE PROGRAMS
Limited to Programs Housed in Colleges of Science/Engineering
Arizona State University: MS/PhD, Darryl Reano, Molly Simon, Chris Mead, Steven Semken
Graduate students in Geoscience, Planetary Science, and Astronomy Education Research at ASU benefit from a long-standing and productive collaboration among research faculty, teaching faculty, and students in the internationally respected School of Earth and Space Exploration, and from collaborations with other ASU units such as Mary Lou Fulton College for Teaching and Learning Innovation and Julie Ann Wrigley Global Futures LaboratoryThe geologically and culturally rich Southwest, which also includes world-class dark skies and astronomical observatories, offers a superb setting for studies of formal and informal teaching and learning. ASU graduates the most STEM teachers of any university in the region. Current active research areas include: Strategic preparation and professional development of Earth and Space Sciences teachers, Teaching and learning in virtual and online environments, Indigenous Knowledges (i.e., community cultural values) and transformative geoscience education, Increasing diversity, equity, and inclusivity in science education, Place-based and culturally informed teaching and learning, and Interpretation and informal learning in National Parks.
Auburn University: MS/PhD, Karen McNeal
Geoscience education research in the Department of Geosciences is part of Auburn University’s discipline-based education research initiative housed in the College of Science and Mathematics. The Department of Geosciences currently offers an MS in Geosciences and in Fall 2018 the Department will launch the Interdisciplinary Earth System Science PhD degree, offering geoscience education specialists an array of opportunities for completing their coursework and research leveraging access to multiple colleges on campus. The geoscience education and geocognition research group at Auburn focuses on a variety of topics including, but not limited to, learning in introductory courses and the use of active learning approaches, the testing of technologies in the classroom (e.g., augmented and virtual reality), people’s knowledge and perceptions of global change, psychomotor (e.g., eye-tracking and skin biosensors) responses to an intervention or stimuli, and the understanding of student conceptual models and skills, such as spatial thinking and graph reading, as they apply to the geosciences.
Boise State University: MS/PhD, Karen Viskupic
The Department of Geosciences at Boise State University offers master’s and doctoral degrees in geoscience, which include research in geoscience education. Karen’s current research interests include, but are not limited to: 1) The development of students’ career awareness and professional preparation including what skills and dispositions are sought by employers and how these are fostered in geoscience programs; 2) The role of graduate teaching assistants in the learning ecosystem; and 3) The role of various teaching strategies on student engagement and learning. Please contact Karen (karenviskupic@boisestate.edu) if you are interested in learning more. Boise State currently has a Bridge to the Doctorate Fellowship program to support students from underrepresented backgrounds pursuing STEM graduate degrees.
Clemson University: PhD, Kelly Best Lazar
Students interested in geoscience education (or science education more broadly) can benefit from joining Clemson’s DBER department, Engineering and Science Education (ESED). This PhD-only department is unique in that it brings together math, science, and engineering education researchers as part of the College of Engineering, Computing, and Applied Sciences. Kelly Lazar’s group focuses on encouraging engagement and interest in geoscience, especially through the use of traditional and virtual reality field trips. Her joint appointment in the Department of Environmental Engineering and Earth Sciences result in a strong connection to Clemson’s geology program. Students interested in collaborating within a supportive community of DBER faculty and students should reach out to Kelly Lazar.
Indiana University Indianapolis: BS/MS/PhD, Samuel “Sammy” Nyarko
The Earth and Environmental Sciences Department at Indiana University Indianapolis offers BA/BS in Geology and Environmental Sciences, M.S. in Geology, and Ph.D. programs in Applied Earth Sciences. Students in our programs have the opportunity to conduct discipline-based geoscience education research (Geo-DBER) in the Earth Sciences Education Research Lab led by Dr. Samuel “Sammy” Nyarko for their senior capstone research, thesis or dissertation. Our research group uses science learning theories and frameworks, and social science mixed methods of research to study various aspects of Geoscience education, learning, and teaching methods. Our goal is to generate empirical knowledge that can inform and improve educational practices and outcomes. We design and carry out studies to investigate a wide range of Earth Science education research questions including examining the effectiveness of teaching and learning methods, assessing the impact of educational interventions and outcomes, and workforce preparation. Current students in the lab take courses in Earth/Environmental Sciences, psychology, sociology, and science education research methods. Lab and students research focus on the Nature of Geoscience, Teamwork Process Skills, Inclusion, and Climate Change Education. We are actively recruiting graduate and undergraduate students for Fall 2024 and beyond. We are also interested in hosting STEM education researchers and postdocs, providing professional development for college and K-12 science teachers, and collaborate. Please contact snyarko@iu.edu for more information.
Michigan State University: MS/PhD, Julie Libarkin
Not currently accepting students. Graduate students in the Geocognition Research Lab can earn an MS or PhD in Earth and Environmental Sciences through cutting-edge research that blurs the boundaries between learning science, education, geoscience, and diversity. This work includes investigation of expert-novice cognition (e.g., Field Work), assessment of learning (e.g., Item Response Theory), scientific communication (e.g., Climate Literacy), and access and inclusion (e.g., Social Capital and Mentoring). Potential coursework in geoscience, education, psychology, political science, sociology, and other areas offers opportunities to build multidisciplinary expertise through programs such as the Cognitive Science Program, the Environmental Science & Policy Program, and the Center for Community Engaged Learning. Contact Julie Libarkin (libarkin@msu.edu) for more information.
Mississippi State University: MS/PhD, Renee Clary, Athena Owen Nagel, Kathy Sherman-Morris
The Department of Geosciences at Mississippi State University offers both a MS in Geosciences and a PhD in Earth and Atmospheric Sciences, with one possible concentration in Geoscience Education. The department is very broad, offering multiple research opportunities in the geoscience subdisciplines of Geology, Atmospheric Sciences, GIS, and Geospatial Science. Geoscience education research focuses on geoscience learning in traditional, online, and informal educational environments. Three faculty members specialize in Geoscience education research: Renee Clary, Athena Owen Nagel, and Kathy Sherman-Morris. Active geoscience education research within the department includes programs investigating effective teaching strategies, history and philosophy of science in geoscience teaching, geocognition and understanding of complex earth systems, and geoscience visualization strategies. Applications for MS, PhD, and postdoctoral levels in geoscience education are welcomed.
North Carolina State University: MS/PhD, David McConnell
Geoscience education research in the Department of Marine, Earth, and Atmospheric Sciences (MEAS) is part of the North Carolina State University (NCSU) discipline-based teaching and learning initiative. MEAS offers both MS and PhD degrees with a focus on geoscience education research on a variety of topics including, but not limited to, the use of research-validated teaching strategies in introductory lecture and lab courses, the development of student learning processes, the relationship between teaching beliefs and practices, and professional development for graduate students and faculty.
Northern Illinois University: MS/PhD, Nicole LaDue
The Department of Earth, Atmosphere and Environment at NIU offers opportunities to pursue MS and PhDs in Earth, Atmosphere and Environment focusing on geoscience education or combining geologic research and geoscience education research. Current projects being explored in the Visualization and Geoscience Education Research (VGER) Lab focus on analogies for learning geology (NSF – 2300992 abstract) and the role of social support in STEM persistence (NSF-1834076 abstract). Graduate students receive methods training from Education and Psychology Departments at NIU and work collaboratively with peers and faculty across campus. There are also a variety of opportunities to gain training and experience teaching NIU’s diverse students. Contact Nicole LaDue (nladue@niu.com) and visit the lab website for more information.
University of British Columbia:, MS/PhD, Laura Lukes
The Earth, Ocean and Atmospheric Sciences Department at the University of British Columbia (Vancouver, Canada) offers opportunities to pursue MSc and PhDs in Geological Sciences with thesis/dissertations in geoscience education research or combining geoscience education with other science research. Students interested can apply to work with Dr. Laura Lukes. Broadly, the research of Laura Lukes seeks to advance our understanding of how people learn in geoscience contexts in order to design better learning experiences in formal (e.g., courses) and informal settings (e.g., museums, field settings), thus strengthening the preparation of the geoscience workforce to solve the complex Earth challenges humans face. Students in her lab group advance their knowledge and skills through coursework in EOAS and other departments (e.g., Education, Indigenous Studies, Psychology, Sociology) and through research experiences. Studies under her supervision commonly utilize qualitative and mixed approaches and methods (but other approaches and types of research questions are welcome). Interested in joining the team? Please complete this Prospective Student Interest Form. Graduate Applications for a September start of due January 15th the year you plan to start. Graduate Student Exchanges are also possible, see this page for more information.
University of Canterbury, New Zealand: MS/PhD, Ben Kennedy and Sara Tolbert
In the School of The Earth and the Environment, we offer thesis topics for Undergraduates, Geology MSc, and Geology PhDs as well as equivalents through the College of Education in Geoscience Education. We are focused on two main science education objectives: a) investigating better ways to teach, learn and communicate information about planet Earth and the environment and b) to develop new and innovative classroom activities/resources to enhance the teaching of science (years 5-13) in New Zealand schools. As a result of (a), the department will have dynamic learning environment, from which students graduate with a full set of desirable skills and a full awareness of the information age in which we live. We also offer students the opportunity to actively research and test new methods for learning and communicating through collaborations with the University of Canterbury’s Academic Development Group, the Human Interface Technology Lab, the College of Education and local Secondary Schools in Canterbury. We have a focus on volcanology and hazard education particularly targeting fieldwork, virtual fieldwork and labs, and realistic simulations. Our schools programme not only provides background support to High School teachers (via UC’s Science Outreach Programme especially) but at the same time is involved with research around the design and delivery of curriculum-based initiatives that both empower teachers of science and engage their pupils. Our group continues to develop a series of 3D presentations and group-participation activities that explore aspects of science and the art-science interface. Our group has grown a lot in the last few years and we have extended well beyond the borders of our original Geology education research, here is a link to our latest research group LEAF https://blogs.canterbury.ac.nz/leaf/. We now have incorporated a more holistic approach to Earth education research drawing heavily on New Zealand’s Maori indigenous knowledge.
University of Colorado at Boulder: MS/PhD, Leilani Arthurs
Details are at https://www.colorado.edu/geologicalsciences/research/earth-science-education. Dr. Arthurs directs the Geocognition Research for Advancing Science Communication and Education (GRASCE) Lab. Members of the lab conduct research in the area of geoscience education and geocognition. This research is driven by the goals of: (i) furthering our understanding of how people learn most effectively in the geosciences; (ii) identifying conceptual challenges to learning Earth processes; (iii) increasing novice proficiency with scientific, analytical, and critical thinking skills; (iv) applying basic science education research to the design of instructional geoscience materials and pedagogical strategies; and (v) assessing the implementation of learner-centered instructional practices that facilitate deep learning.
University of Edinburgh: PhD, Jacqueline Dohaney, and Dan Swanton
A collaboration between the Institute of Academic Development and the School of Geosciences, provides an interdisciplinary setting for unique Masters and Doctoral research opportunities at the University of Edinburgh. Jackie and Dan work together on the ScotGEESE community, a national network for geography, earth, and environmental sciences for educators across the phases and spaces of formal (primary, secondary, and university education) and informal education (outreach, museum education). We have expertise in geography and geology education, with a breadth of experience with qualitative and mixed methods approaches and good connections with the Moray House School of Education and Sport, the Edinburgh Climate Change Institute, and the Edinburgh Futures Institute. We are interested in a wide range of topics, namely: professionalisation in the geosciences, sense of belonging and identity, volcanology and hazards education, place-based learning, the place of fieldwork in geosciences education, and creative practice and play in learning, teaching and assessment.Though we are actively seeking funding, currently, those interested would need to self-fund their research or apply to scholarships. Future fully-funded projects will be shared to the Geo-DBER community when they become available. Please contact Jackie (j.dohaney@ed.ac.uk) for more information..
University of South Carolina: MS/PhD, Katherine Ryker
In The School of the Earth, Ocean and Environment at the University of South Carolina offers MS and PhD degrees in Geological or Marine Sciences specializing in geoscience education. Current efforts of the GER lab at USC center on exploring connections between classroom practices, student learning, teaching beliefs and the implementation of inquiry-based activities in introductory geoscience lectures and labs. Additional topics include incorporating innovative and effective classroom technology, pre-service teacher identity development, and student learning strategies and engagement in introductory courses. Several funded graduate positions are available starting in Fall 2018. Contact Katherine Ryker (kryker@seoe.sc.edu) for more information.
University of South Florida: MS/PhD, Jeff Ryan, H.L. (Len) Vacher
Western Michigan University: MA/PhD, Heather Petcovic
Graduate students in atmospheric science or geoscience education at WMU can earn a degree through The Mallinson Institute for Science Education (MISE) in collaboration with the Department of Geological and Environmental Sciences or the Department of Geography. The entirely online MA program is designed for inservice teachers. The doctoral program has several tracks focusing on (1) college science teaching, (2) discipline-based education research and teaching, and (3) K-12 curriculum and instruction. We also offer a unique concurrent enrollment program, in which students earn a Masters in a science discipline concurrently with a PhD in Science Education. MISE is a nationally top-ranked program with 11 faculty and 25-35 full-time doctoral students. Research in geoscience education (Petcovic) focuses on geocognition; specifically, toward understanding the knowledge and skills that geoscientists use when working on complex, spatially demanding, field-based problems. We are also interested in the preparation of K-12 science teacher candidates with an emphasis on elementary and middle school earth system science, and professional development of science teachers.
Western Washington University: MS, Robyn Mieko Dahl, Sue DiBari, Scott Linneman
Geoscience Education Research at WWU has a long history in teacher-scientist partnerships, field-based learning, student-centered active learning pedagogy, and the role of technology in geoscience instruction. The program benefits from collaboration with other discipline-based education researchers in the Science, Mathematics and Technology (SMATE) Education group (https://cse.wwu.edu/smate). The Geology MS program requires geoscience graduate coursework and science education research methodology and theory in collaboration with WWU’s Woodring College of Education (https://wce.wwu.edu). The Geology Department also offers BAE degrees in Earth Science and Earth Science/General Science.
GEOCOGNITION RESEARCH LABORATORY 