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Degree Requirements & Information

Doctor of Education

Doctor of Education in Mathematics Education

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Doctor of Education Degree (Ed.D.)   Program Code: MATH

Brief Program Description

The Program in Mathematics at Teachers College, Columbia University, offers two programs leading to the Doctor of Education degree in mathematics education. Both prepare students for positions of leadership in mathematics education and are designed to develop depth and breadth in the students’ knowledge of mathematics and pedagogy. For further details concerning general degree requirements, students should consult the bulletin, Requirements for the Degree of Doctor of Education, available in the Office of Doctoral Studies.

Prerequisite Requirements

Admission to a Doctor of Education program requires a prior study in mathematics or mathematics education that includes a combined undergraduate/graduate total of at least 36 semester hour credit in mathematics.  Admission of an Ed.D. student to candidacy involves two stages. The first stage results in “admission” to a program of studies leading toward certification for the Ed.D. Degree. The second “fully certified” stage represents full candidacy for the degree. Normally a student should achieve certification in the term in which the first 60 points of applicable graduate study are completed.

Minimum Point Requirement

In consultation with an advisor, the student plans a program of study consistent with the student’s prior education and oriented toward professional goals. This program plan is approved by the advisor and then submitted to the Office of Doctoral Studies. In planning a program of study, the student should pay particular attention to the time when the certification examination will be taken since doctoral students are required to complete a minimum of twenty points after taking the certification examination for the first time, including points taken during the term in which that examination was taken.

A program of study for the Ed.D. must include a minimum of 90 semester hours of approved graduate credit, at least 45 points of which must be taken under Teachers College registration.

Required Courses

In order to permit the achievement of broad and basic scholarship, each program of study should include at least 70 points in mathematics and mathematics education and a minimum of 15 points in related disciplines. Ordinarily, points in mathematics and mathematics education should include at least 45 points in mathematics content courses, 12 points in mathematics education courses including MSTM 6037 Professional Seminar (3pts.), and 12 points of research preparation including MSTM 6500 Research Seminar in Mathematics and MSTM 7500 Dissertation Seminar in Mathematics. Ed.D. programs must include a minimum of 24 points of coursework at or above the 6000 level. Professional courses taken outside the Program should normally include 15 points in the curricular, psychological and social foundations of education. Students are encouraged to select elective courses related to higher education programs and practices.
    
Breadth Requirement

Preparation in computing and statistics also is recommended. Programming competencies in at least one computer language and further computer sciences training equivalent to at least 6 points of graduate study are desirable. Students whose theses involve statistical analysis are required to include appropriate statistics courses in their programs. These points can be included either in the mathematics/mathematics education requirement or can be taken as electives.
                                        
Other Program Requirements Such as Grade Requirements and Other Special Degree Requirements

Total Program Statement:
All doctoral candidates must have a program plan and a statement of total program approved by their advisor. The approved plans should then be forwarded to the Office of Doctoral Studies. Following submission of the statement of total program, the student normally will be completing doctoral coursework or be engaged in doctoral research and writing. Refer to the Ed.D. Requirements Bulletin, obtainable from the Office of Doctoral Studies, for a fuller description.

Dissertation Guidelines:
The Ed.D. dissertation is a scholarly project contributing knowledge to the field and should be planned early in the doctoral program when sufficient advanced courses have been completed to permit the candidate to enroll in relevant research-techniques courses and pertinent advanced study to enable efficient preparation of the project. Dissertations in mathematics education can be (1) experimental studies in learning, (2) design and formative evaluation of mathematics curricula, or (3) analytical studies in policy theory in mathematics education.

Certification Requirements and Information

All candidates for the Ed.D. Degree are expected to demonstrate both mathematics and mathematics education competencies through a series of certification examinations taken upon the completion of 60 graduate points.

Certification examinations test the student’s knowledge of current research and theory in mathematics education and mathematics content. Examinations are offered once in the Autumn, the Spring and the Summer Terms.  See Teachers College Bulletin for dates and times.  Courses recommended as preparation for the mathematics education examination include MSTM 4019/20.

Student must demonstrate acceptable proficiency in three of the following six mathematics content areas: algebra, analysis, computer mathematics, foundations of mathematics, geometry, and probability and statistics. Students may sit for the examination in mathematics content during the regular certification examination times, or, alternatively, students may register for:

• MSTM 5036/6036   Topics/Advanced topics in discrete mathematics (3)
• MSTM 5031/6031   Topics/Advanced topics in foundations of mathematics (3)
• MSTM 5032/6032   Topics/Advanced topics in geometry/topology (3)
• MSTM 6030   Advanced Topics in Probability Theory (3)
• MSTM 6033   Advanced Topics in Algebra (3)
• MSTM 6034   Advanced Topics in Analysis (3)
• MSTM 6126   Topics in Mathematical Foundations of Statistics (3)

and, with the permission of the Department, sit for the content area certification examination upon completion of the appropriate course.

Transfer Credit Evaluation

By College policy, as much as 45 points of approved graduate transfer credit can be applied to the Ed.D. degree. If you have taken graduate courses previously at Teachers College additional points of applicable TC credit can be applied to the Ed.D. degree. Application for transfer credit evaluation is made through the Office of Admissions.  Prior TC graduate credit can be applied to the degree with approval of your advisor.
General information on policies and procedures.

Statement on Satisfactory Progress and Academic Performance

Students are expected to make satisfactory progress toward the completion of degree requirements.  Program faculty will review each student’s progress annually.  If a student is performing below expectations he/she may be required to complete additional course work.  The program will provide a plan and timeline for remediation so students know the expectation for them to continue in the program. If satisfactory progress is not maintained a student may be dismissed from the program.  For additional information about Academic Performance, please refer to Degree Requirements in the TC Catalog.

An average grade of B or better is expected for satisfactory completion of the degree. According to the Mathematics Education Program policy, no more than 3 points of C may be credited toward any degree or diploma. Students completing requirements for more than one degree or diploma may count 3 points of C toward only one such award. A student who accumulates 8 points or more in C or lower grades will not be permitted to continue study at the College and will not be awarded a degree or diploma. Ed.D. candidates must maintain a grade point average of at least 3.7.  Please see the statement on policy of grades at Teachers College.

The Certification Examination is a major decision point in your progress toward the degree.  Elevation to candidacy occurs following completion of the Certification Examination.  You must satisfactorily pass the Certification Examination to be a candidate for the doctoral degree.  The examination is a written examination in a take-home format, followed by an oral examination on your response to the second question in the examination packet.  There are two questions.  The first addresses general theory in science education.  The second is specifically tailored to your proposed area of research interest in science education.  The time of the examination is set by the Office of Doctoral Studies.  Please be certain to submit your application for the examination in advance of the semester when you plan to take the exam.  The deadlines are posted on the Office of Doctoral Studies website.  If you are not successful on the first sitting of the examination, it is possible to be permitted to revise and resubmit the examination if there is promise that you have potential to succeed.

Standard Policies and Procedures

Services for Students with Disabilities:
The College will make reasonable accommodations for persons with documented disabilities. Students are encouraged to contact the Office of Access and Services for Individuals with Disabilities for information about registration (166 Thorndike Hall).  Services are available only to students who are registered and submit appropriate documentation.

Statement on Academic Conduct:
A Teachers College student is expected to refrain from any conduct, including cheating, plagiarizing, or purchasing documents submitted for academic evaluation, that calls into question his/her academic and/or professional probity. Decisions regarding academic evaluation in all aspects of students’ work at the college, including course work, certification examinations, clinical or field experiences, and preparation of dissertations, are within the sole jurisdiction of the faculty concerned, including as appropriate, the department or program staff members. Disciplinary actions (e.g., reprimand, suspension, or dismissal) in cases of academic misconduct can be imposed by the Vice Provost or the Committee on Student Conduct.

Resolution of Student Academic Program Concerns:
Any student who has a concern regarding an academic matter may seek assistance.  The procedure for resolving academic program concerns (see note of grade correction process below) begins with either the faculty member (if the concern is related to a course) or the student’s advisor.  If the student is not satisfied with the response or resolution achieved at this first level, or if speaking with the faculty member presents a conflict of interest for the student, the student should proceed to speak with the Program Coordinator in the area in which the academic concern resides.  If the student is not satisfied with the response or resolution achieved through the Program Coordinator, the student should proceed to speak with the Chair of the academic department in which the academic concern resides.  If the student is still not satisfied with the response or resolution achieved through the Department Chair, or if speaking with the Department Chair presents a conflict of interest for the student, the next step is to contact the Office of the Vice Provost.  At any stage of the process, students are welcome to seek the advice and guidance of the Ombudsman, who is charged with attempting to informally resolve student dissatisfaction of an academic nature on a completely confidential basis. 

Grade Correction Procedure:
The instructor for a course has the responsibility for setting the requirements for a course and making an evaluation of students’ work. Once a grade has been given, the instructor is not free to change the grade unless the instructor indicates to the Registrar that an error was made in the original grade transmitted. If a student believes that an error has been made, he/she must take the initiative in bringing about the necessary correction prior to the conclusion of the semester immediately following the semester in which the course was taken. The normal procedure for effecting a correction would be through direct discussion between the student and the instructor. If redress cannot be attained through such discussions, the student may next appeal to the department chairperson of the department offering the course. If resolution cannot be attained through appeal, the student may next appeal to the Dean. In situations where the student feels that such an appeal process might not be in the student’s interest, counsel and assistance can be sought from the Office of the College Ombudsman and the Office of the Vice Provost.

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Recommended Competencies	Points Recommended	Examples of Appropriate Courses/Experiences
1.  Breadth in mathematics content with sufficient depth in two or more areas of mathematics to communicate content effectively to teachers and/or college students.	45	MSTM 5031/6031: Topics/Advanced topics in foundations of mathematics (3) MSTM 5032/6032: Topics/Advanced topics in geometry (3) MSTM 5033/6033: Topics/Advanced Topics in Algebra (3) MSTM 5034/6034: Topics/Advanced Topics in Analysis (3) MSTM 5035: Mathematical models in the natural sciences (3) MSTM 5036/6036: Topics/Advanced Topics in discrete mathematics (3) MSTM 5037: History of mathematics (3) MSTM 5038: Topics in mathematical logic (3) MSTM 5126/6126: Topics/Advanced topics in mathematical foundations of statistics (3) Also Graduate School of Arts and Sciences courses.
2.  Mathematics education competencies.	12	MSTM 4019: Mathematics teaching and learning I (3) MSTM 4020: Mathematics teaching and learning II (3) MSTM 4025: Teaching computer mathematics (3) MSTM 4026: Teaching applied mathematics (3) MSTM 5010: Mathematics in the elementary school (3) MSTM 5012: Mathematics in 2- and 4-year colleges (3) MSTM 5022: Mathematics curriculum development (3) MSTM 5023: Problem solving (3) MSTM 5520: Seminar in college teaching of mathematics (3) MSTM 6037 Professional seminar (3)
3.  Research competencies.	12	MSTM 6500: Research seminar in mathematics education (3) MSTM 7500: Dissertation seminar in mathematics education(3)
4.  Background in professional education.	15	C&T 4020: Education of the gifted (2-3) C&T 4021: Nature and needs of gifted students (2-3) HUDM 4000: Education and public policy    (3) A&HF 4070: History of education in the U.S. (3) A&HF 4081: Philosophies of education (3) A&HF 4083: Philosophies of science and human inquiry (2-3) HUDK 4027: Development of mathematical thinking (3) HUDK 5023: Cognitive development (2-3) ITSL 4021: Foundations of bilingual/ bicultural education (3) HUDM 4050: Introduction to measurement (3) ORLD 4010: Purposes and policies of higher education (3) ORLD 4040: The American college student (3) ORLD 5053: Organization and administration of adult and continuing education (3) C&T 4051: Supervision of elementary and secondary schools (2-3) C&T 4052: Designing curriculum and instruction (2-3) C&T 5053: Staff development processes and procedures (3)