Master of Science in Engineering and of Education (300 credits)
Job opportunities and the future
A Master of Science in Engineering in Physics, Chemistry, Energy and Environmental Engineering or Information and Communications Technology combined with strong pedagogical qualification? Or a teacher with the technical knowledge and analytical abilities of a Master of Science in Engineering? Students make their own choices as concerns their profiles. On graduation students are awarded both a Master of Science in Engineering and a Degree in Education as a subject teacher at upper secondary school level.
Now is a time of rapid technical change, engineers often work in groups and in projects. Consequently demand is growing within business/industry for engineers who are also knowledgeable about learning and social processes and who are good at communicating technical and scientific matters. The strong subject competence from KTH within mathematics, natural sciences and engineering has a major impact in the school world. Applying a Master of Science in Engineering perspective as an upper secondary school teacher means many opportunities to give meaningful illustrations when teaching mathematics, natural sciences or technology.
Students on this programme regard opportunities for a flexible professional life with many career paths as one of its greatest advantages. Graduates can be found as teachers in upper secondary schools, within engineering consultancy companies, at training sections of international industries, as doctoral candidates and as pedagogical developers.
The Master of Science in Engineering and Education (CL) is a programme with many opportunities as concerns both professional life and specialisations. Mathematics, teaching sciences and courses within project management and operational development are common to all programme specialisations, however in addition, prior to Year 2, students select their specialisation from among physics, chemistry, energy and environmental engineering or information and communications technology. The various specialisations are described in more detail below. The education degree is issued in Mathematics and, depending on specialisation, Physics, Chemistry or Engineering.
This programme is a modern education that integrates mathematics, engineering and natural sciences with pedagogics and education. This programme also trains professional skills such as communications and working in project form. The programme is adapted to the multi-facetted demands imposed on a Master of Science in Engineering in modern working life and is designed so that subject knowledge and teaching expertise are well in line with the requirements stated for subject teachers. The programme has been specially revised taking into consideration the new upper secondary school organisation that will enter into force in 2011.
Year 1 has been designed in a totally new manner so that students will have as successful a start as possible. Continuous assessment in most subjects means that students are immediately rewarded for their efforts. In addition the first mathematics courses have been distributed over Years 1 and 2.
Students build up a broad, common foundation for all four specialisations in Year 1. The following years students take courses from standard KTH programmes combined with courses specially developed for this programme in cooperation with Stockholm University. During the entire programme, teaching practice (VFU) at upper secondary schools and in other educational environments, is undertaken so that students receive opportunities to put their theoretical knowledge into practice.
Since start up in 2002, CL has attracted students from all over the country with a relatively even gender balance. Good grades, especially in mathematics and the natural science subjects, are necessary for successful studies
Year 1 is common for all students. In Years 2-5 students study one of the following specialisations:
- Mathematics and Physics
- Mathematics and Chemistry
- Mathematics and Technology, with specialisation in Information and Communication Technology
- Mathematics and Engineering, with specialisation in Energy and Environmental Engineering
In Term 1 students study both at Stockholm University and at KTH. They take subject courses in mathematics, physics, chemistry, technology and programming. Students also study courses in engineering science and pedagogical management in order to gain better insight into the professions of engineer and teacher. Studies of subject didactics and teaching practice in the school environment provides students with opportunities to reflect on efficient learning both on their own part and to communicate to others.
The engineer has played a leading role in society for many years. But what does it really mean to be an engineer? Masters of Science in Engineering work as problem solvers, often in a management role. As a Master of Science in Engineering students need scientific and engineering tools. This course helps students to learn how to create and use mathematical models in engineering and natural sciences in order to solve interesting, often very practical, problems. In addition students develop their abilities to make estimates, plausibility assessments and dimension analyses, all of which will be extremely useful. In addition the development of technology and the role of the engineer will be discussed based on a gender perspective. In this course, students also develop skills in the verbal and written communication of natural sciences and engineering matters.
Perspectives on Mathematics
In this first mathematics course, students refresh and extend their upper secondary school knowledge within arithmetic, algebra, geometry and function theory. Students also adopt a mathematical didactic perspective – which difficulties would a pupil experience when meeting this mathematics for the first time? What is the best possible way to study maths? How would a teacher explain the concepts covered in this course? Training in communicating mathematics, spoken and written, is another important element of this course.
In Term 1 students also take a course in mathematical didactics to prepare them for their first period of teaching practice. The aims of this course are to familiarise students with the objectives of maths teaching in upper secondary school and in the senior years of compulsory schooling and to ensure that students develop their abilities to plan and implement the teaching of mathematics. They then apply this knowledge during the teaching practice element of the course.
Teaching as a Professional Task
This course covers the tasks assigned to schools by society, the various school forms and current school organisation. It provides a historical perspective on current phenomena in school, ideological approaches that characterise the work of schools and also how schools are governed – legislation and ordinances. The course will provide an orientation on the current organisational structure of the school system and its mechanisms for control and influence. The value platform of democracy and human rights are discussed. The essential importance of education for an egalitarian, democratic state based on free, well-informed debate is emphasised here. The course also covers pedagogical management, the tasks of the teacher and the challenges posed by the teaching profession.
Programming for Interactive Media
On completion of this course, students will feel that they have learned the basics of programming. The objective of this course is to, through individual assignments and work in small groups, provide students with knowledge of basic data-technical concepts. In addition the course will develop students’ computer skills in writing well-structured programs. Part of the course is spent on basic website programming. On completion of this course, students will regard computers and programming as natural tools in their studies and working life.
Discrete mathematics is a part of mathematics in which the characteristics of integers, combinatorial problem and arithmetic within finite sets of numbers are studied. Encryption and error-correcting codes, used for example for digital sound processing, are also covered. One overall objective of this course is that students are to extend their general mathematical education and gain increased understanding of the strength of a mathematical mindset in connection with the structuring of problem solutions.
Physics, Chemistry, Energy and the Environment
This course forms an introduction to university studies within chemistry, physics and engineering with a specialisation in energy and sustainable development. The aim is to provide a broad natural scientific and technical foundation for further studies and future professional life.
In Years 2 and 3 the focus is on basic subject studies. These studies are mostly carried out jointly with other Masters of Science in Engineering programmes where the subjects are placed in an engineering context which provides perspectives and explanatory models. Parallel with these courses students continue to study several educational science courses. At the end of Year 3, all the students in the programme meet in a larger scale course block concerning operational development, experimental methods and project-oriented teaching practice at science centres and within company environments.
In Years 4 and 5 in-depth subject courses are taken including programme-specific mathematics courses and courses at advanced level within educational science, scientific theory and research methodology, operational development and project management. In addition a longer teaching practice period is carried out in an upper secondary school in both degree subjects. An education course is directly linked to this teaching practice period as preparation. Finally a degree project is undertaken worth 30 credits within the fields of technology/engineering, mathematics, natural sciences and learning.
Mathematics and Physics
In Years 2 and 3, students specialising in Mathematics and Physics primarily study together with students on the Technical Physics programme. This includes courses in, for example, mathematics, physics, mechanics, electrical engineering and modern physics. In Years 4 and 5 elective, in-depth courses in physics and mathematics are taken: some together with students from other programmes.
Mathematics and Chemistry
In Years 2 and 3, students specialising in Mathematics and Chemistry primarily study together with students on the KTH Master of Science in Engineering Chemical Science programme. This concerns basic courses in mathematics, general physical and organic chemistry and chemical engineering and biotechnology. In Years 4 and 5 elective, in-depth courses in chemistry and mathematics are taken: some together with students from other programmes.
Mathematics and Technology: Information and Communication Technology
In Years 2 and 3, students specialising in Mathematics and ITC primarily study together with students on the KTH Master of Science in Engineering Computer Engineering and Media Technology programmes. This concerns basic courses in mathematics, programming, program development, database technology, electrical engineering and computer engineering. In Years 4 and 5 elective, in-depth courses in mathematics and computer science are taken: some together with students from other programmes.
Mathematics and Engineering: Energy and Environmental Engineering
In Years 2 and 3, students specialising in Mathematics and Engineering primarily study together with students on the KTH Master of Science in Engineering Energy and Environmental Engineering programme. This concerns basic courses in mathematics, sustainable development, energy and environmental engineering. In Years 4 and 5 elective, in-depth courses in Energy and Environmental Engineering and mathematics are taken: some together with students from other programmes.
Read more about the KTH Master programmes and the Erasmus Mundus Programme
Educational programmes are concluded with degree projects worth 30 credits i.e. five months of full time study. Degree projects are a test of independent working and must summarise the knowledge and skills students have gained during the programme. They are also designed to provide a professional platform for students. Projects may be theoretical or experimental – or both – and are partially carried out at a company, upper secondary school or a science centre linked to pedagogical or communicative activities. The project is produced as a written report and presented at a seminar. Degree projects may also be carried out abroad.
Please note! Certain changes may be made to the range of courses.