Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

Issue Domains in Education (IDE)

Education Data Science

The program in Education Data Science serves students looking to employ modern data science analyses and computational methods to solve the world’s greatest educational challenges. It offers training in data science skills anchored in educational data, applications, and concerns. Analytically, students are expected to become familiar with statistics, programming languages, computational methods (machine learning, data mining), data visualization, and specialized analytic concerns, such as relational and textual data (network science and text analysis). These skill sets enable students to perform state-of-the-art analyses salient to digital data found in most educational, organizational and web-based companies.

Students will take coursework focused on key data science principles, topics and applications common to the use of data science in education contexts to ensure that they attain a common cohesive base of knowledge and skills with which to pursue academic areas of interest and specialization tracks later in their course plan. Students will also complete data science specializations in their course of study. The areas of specialization are Natural Language Processing, Network Science, Experiments & Causal Methods, Measurement, and Learning Analytics.

Subplan Requirements

Students are required to complete a minimum of 5 courses: 2 education data science core courses, and a minimum of 3 data science specialization courses (1 course each in 3 specializations).

Education Data Science Core Sequence

Central to the curriculum are two required courses uniquely focused on key data science principles, topics and applications common to the use of data science in education contexts. These courses are EDUC 423A: Introduction to Data Management and EDUC 423B: Introduction to Data Science. These courses ensure that students attain a common cohesive base of knowledge and skills with which to pursue academic areas of interest and specialization tracks later in their course plan.

Should a student already possess the background to pursue more advanced courses, potential substitutions should cover data management, data mining, and machine learning:

Data management & mining (choose 1)

Introduction/machine learning (choose 1)

Data Science Specializations

Students will also complete data science specializations in their course of study. Students will fulfill this requirement by completing at least one course in three of five available tracks (See Table 1 below). The areas of concentration that will be offered are Natural Language Processing, Network Science, Experiments & Causal Methods, Measurement, and Learning Analytics. These courses are established courses at Stanford University and will allow for inter-professional education of GSE students and graduate students from other departments. We anticipate that these tracks may change overtime with advances in data science.

Table 1: Overview of Specialization Tracks

Natural Language Processing: Introductory

Natural Language Processing: Advanced

Network Science: Introductory

Network Science: Advanced

Experiments / Casual Methods: Introductory

Experiments / Casual Methods: Advanced

Measurement: Introductory

Measurement: Advanced

Learning Analytics: Introductory

Learning Analytics: Advanced

Educational Policy

For students enrolling in the program in Education Policy:

• In consultation with the advisor and program committee, the student will construct a major course of studies in education appropriate to his or her program interests in Educational Policy from courses and individual studies offered within SHIPS, the GSE, and elsewhere on campus as needed.
• This program should include at least one course in each of the four main areas within the program: economics, sociology/organization studies, policy, and history.
• Students must pursue a minor or master's outside the GSE. This can either be a departmental minor, under the terms defined by the appropriate department, or an Individually Designed Distributed Minor. Both require substantial coursework from a department or school within Stanford but outside of the GSE.
• Students must meet GSE requirements.
• Beyond coursework, a research apprenticeship is required from each student, to obtain intensive training on an on-going project or undertake supervised fieldwork. If a student plans a career in college teaching, he or she is encouraged to do some supervised teaching during the graduate career.
• Students completing this program will graduate with a degree in Educational Policy.

Higher Education

For students enrolling in the program in Higher Education:

• In consultation with the advisor and program committee, the student will construct a major course of studies in education appropriate to his or her program interests in Higher Education Policy from courses and individual studies offered within SHIPS, the GSE, and elsewhere on campus as needed.
• This program should include the following three courses:
  • EDUC 265/165 - History of Higher Education
  • EDUC 347 - Economics of Higher Education
  • EDUC 355 - Higher Education and Society
• In addition students must take two electives in higher education.
• ED 346 – Research Seminar in Higher Education – is not required but is strongly recommended for students who have not had previous training in higher education.
• Students must pursue a minor or master's outside the GSE. This can either be a departmental minor, under the terms defined by the appropriate department, or an Individually Designed Distributed Minor. Both require substantial coursework from a department or school within Stanford but outside of the GSE.
• Students must meet GSE requirements.
• Beyond coursework, a research apprenticeship is required from each student, to obtain intensive training on an on-going project or undertake supervised fieldwork. If students plan a career in college teaching, they are encouraged to do some supervised teaching during the graduate career.
• Students completing this program will graduate with a degree in Higher Education.

Course offerings within Higher Education:

International Comparative Education

For students enrolling in the program in International Comparative Education (ICE):

• In consultation with the advisor and program committee, the student will construct a major course of studies in education appropriate to his or her program interests in International Comparative Education from courses and individual studies offered within SHIPS, the GSE, and elsewhere on campus as needed.
• This program should include the following courses:
  • EDUC 202 - Introduction to Comparative and International Education
  • EDUC 306A and 306D - ICE core sequence on education and development (EDUC 306B is recommended but not required)
• Students must pursue a minor or master's outside the GSE. This can either be a departmental minor, under the terms defined by the appropriate department, or an Individually Designed Distributed Minor. Both require substantial coursework from a department or school within Stanford but outside of the GSE.
• Students must meet GSE requirements.
• Beyond coursework, a research apprenticeship is required from each student, to obtain intensive training on an on-going project or undertake supervised fieldwork. If students plan a career in college teaching, they are encouraged to do some supervised teaching during the graduate career.
• Students completing this program will graduate with a degree in International Comparative Education.

Course offerings within International Comparative Education:

Dual Specialization in HSS and IDE

For students enrolling in a joint degree program including one program in HSS and one in IDE:

• In consultation with the advisor and program committee, the student will construct a program that meets the requirements of both his or her HSS program and his or her IDE program.
• Students must meet School of Education distribution requirements.
• Beyond coursework, a research apprenticeship is required from each student, to obtain intensive training on an on-going project or undertake supervised fieldwork. If students plan a career in college teaching, they are encouraged to do some supervised teaching during the graduate career.
• The dual degree program will require no more units in total than a program in HSS or IDE.
• Students completing this program will graduate with a degree listing both areas of specialization, one in HSS and the other in IDE.

First-Year Review

During the third quarter of enrollment, usually the Spring Quarter of the first year, in the program, each student shall submit a portfolio containing:

• A preliminary Graduate Study Program (GSP) signed by the advisor.
• An unofficial transcript from AXESS.
• An explanation of any "incompletes" and when the incompletes will be removed.
• A finalized plan for a doctoral minor or a disciplinary master's (as appropriate).
• Copies of two class papers to illustrate writing and analytic abilities.
• Three copies of a short (2-3 pages) statement of purpose describing the rationale for the proposed GSP including future research interests and plans.

A copy of the portfolio should be submitted to each Review Committee member individually at least two weeks before the Review date.

There should be a face-to-face meeting between the student and a committee made up of two or three faculty members. The number of committee members is up to the discretion of the advisor. One member should normally be the program advisor; the other one or two members should, if possible, be acquainted with the student's class work, or work as an RA). At least two members of the committee must be GSE academic council faculty. See the Committee Composition requirements. The SHIPS First-Year Review committee is a special case that permits two faculty members instead of the usual three. After the review meeting, the student will submit the signed SHIPS first-year review form and preliminary GSP to the Doctoral Programs Officer. After these documents are submitted, the results of the first-year review will be posted on the student's record on Axess.

Only in extreme cases, a student can petition for an extension of the deadline for the First-Year Review (see the First-Year Review section). The petition should be endorsed by the faculty advisor, and it will be considered by the SHIPS Area Committee in Executive Session.

Second-Year Review (Qualifying Review)

During the sixth quarter of enrollment, normally the Spring Quarter of the second year, in the doctoral program, students shall submit a portfolio containing:

• An unofficial transcript from AXESS.
• A final Graduate Study Program (GSP) ready for approval by the advisor and Area Committee.
• A copy of the Qualifying Paper (QP).
• View an example of a Qualifying Paper (QP): Example of a Qualifying Paper (QP)

A copy of the portfolio should be submitted to each Review Committee member individually at least two weeks before the Review date.

The QP shall be read by three faculty members (one being the advisor, and the other two either assigned by the advisor or by the Area Chair). The Second-Year Review committee must have at least three faculty members (see the Committee Composition section).

The QP and the rest of the portfolio will be discussed with the student in a review meeting no later than a few days before the final SHIPS Area Committee meeting of Spring Quarter with the three faculty readers who comprise the Review Committee. The faculty will have reviewed in advance the qualifying paper and the portfolio. The QP will be deemed one of the following: acceptable as is; acceptable with minor revisions or addendum; acceptable if a revised and resubmitted paper is approved by the committee; or unacceptable. After the review meeting, the student will submit the signed SHIPS second-year review form and final GSP to the Doctoral Programs Officer. After these documents are submitted, the results of the second-year review will be posted on the student's record in Axess. If the results are favorable, the student will be eligible for advancement to candidacy as soon as they submit a signed and completed Application for Doctoral Candidacy (all forms available on the GSE Website, under current students>forms). If the results of the Review are unacceptable, the advisor should confer with the Area Chair and the Associate Dean of Educational Affairs on the appropriate course of action.

See the Second-Year Review section of the handbook for more details on the second year review, including the expected timeframe and procedure for requesting extensions.

Dissertation Proposal Hearing

Doctoral students are expected to complete a dissertation proposal during the fourth year. Students who plan to do extensive field research should plan to complete the proposal by the end of the third year.

• View an example of a Dissertation Proposal: Example of a PhD Proposal