All PhD students at the School of Education are eligible for a fellowship for up to four years. The fellowship includes a yearly stipend and health insurance and will cover tuition and fees.
We recognize that it can be financially burdensome to relocate to a new city to attend a PhD program. Students admitted to PhD programs at Johns Hopkins can apply to potentially receive a $1,500 need-based grant to offset the costs of relocating. These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to Baltimore for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need. More information can be found on the Office of the Provost website .
More information, what to expect, program goals.
Upon successful program completion, graduates will have the capacity to:
What is the difference between a phd and an edd, how much is a phd in education, what can you do with a phd in education, how long does it take to get a phd in education, a doctor of philosophy (phd) in education centers on theory and academic research while a doctor of education (edd) emphasizes practice and applied research..
At the Johns Hopkins School of Education, the PhD in education is a well-respected academic degree that focuses on the conduct of research, creating new knowledge vital for educational policies and practice. The EdD is a sought-after professional degree that focuses on the application of existing research to drive innovation and address practical issues in diverse educational settings.
At the Johns Hopkins School of Education, PhD students are eligible for a fellowship for up to four years. The fellowship includes a yearly stipend and health insurance, and will cover tuition and fees. Additionally, Johns Hopkins PhD students can apply to receive a $1,500 need-based grant to offset the costs of relocating.
With a PhD in education from Johns Hopkins, you can pursue career paths such as university faculty or professor, researcher, policy analyst, educational consultant, educational leader (e.g., school superintendent or principal), curriculum developer, program evaluator, or positions in administration and leadership at the district or state level
The time required to complete a PhD program can vary depending on factors such as the program structure, research focus, and individual progress. On average, it takes around 4 to 6 years of full-time study beyond a master's degree to earn a PhD in education.
International students interested in applying to a program at the Johns Hopkins School of Education must follow the same application process and submit the same general application materials as their peers, along with some additional requirements.
Please visit the International Student Admissions webpage for additional application requirements or information.
The Ph.D. in education with a concentration in higher education develops scholars who are able to conduct original research and interpret and communicate the results of such research through writing, teaching, practice, and other means.
Program results.
Ph.D. - Doctor of Philosophy in Education
–Higher Education
This program prepares graduates to pursue faculty careers or become senior administrators in colleges and universities.
Highly qualified scholar-researchers who are interested in working in fields where the emphasis is on the production and communication of scholarship.
Estimated length.
2-3 full years for coursework, plus dissertation research.
About this program.
The School of Education and Human Development's Ph.D. in education with a concentration higher education program prepares graduates to pursue faculty careers or become senior administrators in colleges and universities. This is a research-based, full-time program that is offered in Charlottesville only.
Ph.D. students complete a program of study that includes at least 60 hours of coursework (excluding dissertation credit). Acceptance of up to 24 hours of transfer credit from a student’s master’s degree program or from post-master’s work completed at another institution is determined on an individual basis by the student’s advisor and the program head. The program coordinator may exempt students from required courses that they have already taken.
In addition to a required set of core courses in higher education (12 credits) and a minor in research methods (18 credits), the Ph.D. student is also required to complete elective coursework in higher education (12 credits). A content minor (12 credits), chosen with the advice and consent of the student’s advisor and organized around a theme or set of questions, is also required for the Ph.D. Courses for the content minor may be taken outside of the program and the School of Education and Human Development. Typical content minor concentrations include (but are not limited to) higher education policy, economics of higher education, politics of higher education, student affairs in higher education, organization and governance of higher education, and social foundations of higher education.
Ph.D. students are required to complete ten hours of mentored research per week each semester they are enrolled. Internship placements (paid, ten to twenty hours per week) can be arranged within the University of Virginia and at cooperating colleges and universities, other postsecondary agencies, or institutes. Research assistantships may also be available.
Admission requirements.
Admission requirements that apply specifically to this program are listed below:
Visit our Graduate Admission page for the full admission process.
Application for admission is made to the School of Education and Human Development Office of Admission & Enrollment. For more information about the graduate admission process, please visit our Graduate Admission page.
To learn more about specific courses taken as part of the completion of this degree, visit the graduate record website. These webpages represent the official repository for academic program requirements. A link to these publications can be found in the Curriculum Information section at the bottom of this page.
Total hours required 72 Course credit hours required 60
Core (12 credits)
Higher Education Electives (12 credits minimum) Coursework should be distributed between three categories (minimum 1 course per category)
Research Courses (18 credits required)
Content Minor (minimum 12 credits) Students may take their content minor courses outside the program and the School of Education and Human Development, or they may choose courses from other School of Education and Human Development programs. The minor is meant to supply the student with substantive knowledge of and a theoretical grounding in an area that might be the topic of the dissertation. Courses to be taken for minor credit must be negotiated with and approved by the student’s advisor.
Dissertation (minimum 12 credits) EDLF 9999 Doctoral Dissertation (may be repeated for credit)
Information on courses that are part of the Ph.D. in Education-Higher Education curriculum can be found on the UVA graduate record website.
There is a pressing need to address and eradicate racial injustice from institutions of higher education across the country. The most effective responses to this complex situation are informed by collaboration among scientists, social scientists and humanists. Mutual insights from psychology, sociology, public policy, and higher education are further enriched and deepened through their intersection with the study of anthropology, culture, economics, history, politics and spatial planning. Training researchers across these areas will advance the development of meaningful interventions in the higher education environment, refine our ability to assess these interventions quantitatively and qualitatively, and enhance our opportunity to engage public audiences on this topic. Doctoral students with this background will be better positioned to pursue research careers in academe and a variety of employment sectors.
Although students will apply to the Ph.D. in Education-Higher Education program, more information regarding the fellowship can be found on The Graduate School of Arts & Sciences website.
Departmental fellowships and assistantships are provided to a select number of applicants each year. A typical funding package includes funding for nine months in a combination of wages and stipends, tuition and all mandatory fees, and funds to cover student health insurance costs. The University also offers a limited number of competitive fellowships for which students enrolled in Ph.D. programs may apply.
Visit the Fellowships, Scholarships, and Awards page for additional funding opportunities.
In 2024, the UVA School of Education & Human Development is ranked #8 for best graduate schools of education in the country by U.S. News and World Report.
The school is ranked #18 in higher education for graduate schools of education.
Six decades of Higher Education alumni gathered to celebrate the program’s five founders and launch a fund supporting new community-building initiatives.
Below are some current students in this program. Prospective students are encouraged to reach out to current students via email to inquire about the program experience.
The following faculty proposed the theme for an interdisciplinary doctoral fellowship program and are committed to co-mentoring students. Please contact them with questions about the research cluster or to discuss your research interests.
Ridley Hall 286 PO Box 400265 405 Emmet Street S Charlottesville, VA 22903
PO Box 400766 445 Rugby Rd Charlottesville, VA 22903
Ridley Hall 288 PO Box 400265 405 Emmet Street S Charlottesville, VA 22903
Engaging with prospective students and families on the process of applying to our school.
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Teaching, learning, and teacher education, doctor of philosophy (ph.d.), you are here, a doctoral program preparing education researchers, teacher educators, curriculum specialists, and instructional leaders..
The Ph.D. in Teaching, Learning, and Teacher Education focuses on the preparation of researchers and teacher educators in universities and colleges. Focal areas include teaching and learning, research and practice in teacher education, mathematics education, science education, and the study of urban education and urban contexts.
About the program.
The Ph.D. in Teaching, Learning, and Teacher Education focuses on the preparation of researchers in education. The program includes formal courses, mentored research, and informal seminars. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs.
Fall: 3; Spring: 3
Culminating experience Dissertation
Coursework and research experiences address a range of practice-based and theoretical problems in schools and community settings from sociopolitical, cultural, philosophical, psychological, and historical perspectives. Taking an interdisciplinary stance, faculty and students explore issues of equity, social justice, and educational change in a range of formal and informal educational settings. You will build a program of study that includes courses in teaching and learning, social foundations, and research methods. Applicants interested in the focal area of literacy are encouraged to consider the doctoral program in Literacy Studies .
Field-based research and collaborative projects with practitioners in schools or other educational settings are key components of the program. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs.
As a full-time Ph.D. student, you are expected to be in residence and participate in practicum activities, courses, and other academic experiences throughout the first two years, where you will be enrolled in 3 course units per semester. Coursework and experiences are arranged around three areas or strands, including specialization courses, research methods courses, and electives/professional experiences, as well as a set of core courses. For more information about courses and requirements, visit the Teaching, Learning, and Teacher Education Ph.D. program in the University Catalog .
The RAC is part of the Professional Experiences strand and is designed to assist you in developing, conducting, and presenting your own original research. The course focuses on the research interests of the students and requires participation in the scheduling of activities, presentations, and directing part of the RAC agenda as it pertains to the collective needs of the group. Students from the different stages of the doctoral program will serve as mentors to one another, with faculty oversight. You will participate in the RAC beginning in the spring of your first year and continue participation until the completion of your dissertation.
Annual Self-Evaluation : Each year, doctoral students complete a Professional Self-Evaluation that is used as part of the ongoing evaluation and planning process. You are introduced to the evaluation form in the proseminar and will work on it in the spring Research Apprenticeship Course (RAC). The deadline for the Professional Self-evaluation falls in mid-autumn or mid-spring.
Qualifying Examination : The Qualifying Examination is taken by all doctoral students, most often at the end of the first year. Passing this exam is an important step in being admitted to program candidacy. In order to take the qualifying exam, you need to have completed the Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC, and 1 research methods course.
Program Candidacy : You are assessed for program candidacy after successfully completing the Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC, and 1 research methods course, and passing the Qualifying Examination. You must be in good academic standing to receive program candidacy.
Preliminary Examination : The Preliminary Examination is taken after you have completed all courses and before you begin work on your dissertation. Passing the Preliminary Exam allows you to be admitted to doctoral candidacy. You may submit a Preliminary Exam from the start of the fall semester through April 1. A description of the Preliminary Exam is available from the Division Coordinator.
Dissertation : To complete the Ph.D., you must design and undertake an original research study under the direction of your dissertation committee. Students should see Penn GSE and Penn-wide policies and speak with their advisor about the requirements of the dissertation.
Ryan S. Baker Professor Ph.D., Carnegie Mellon University
Bodong Chen Associate Professor Ph.D., University of Toronto
Matthew Duvall Lecturer Ph.D., Drexel University
L. Michael Golden Vice Dean of Innovative Programs and Partnerships, Catalyst @ Penn GSE Ed.D., University of Pennsylvania
Zachary Herrmann Adjunct Assistant Professor Ed.L.D., Harvard University
Charlotte E. Jacobs Director, Independent School Teaching Residency Ph.D., University of Pennsylvania
Yasmin B. Kafai Lori and Michael Milken President’s Distinguished Professor Ed.D., Harvard University
Andrea M. Kane Professor of Practice, Education Leadership Ph.D., Northcentral University
Rand Quinn Associate Professor Ph.D., Stanford University
Sharon M. Ravitch Professor of Practice Ph.D., University of Pennsylvania
Susan A. Yoon Graduate School of Education Presidential Professor Ph.D., University of Toronto
"Penn taught me, Penn GSE especially, that if you have the right combination of ingredients—commitment from the structure, mentors, and colleagues—then risk-taking, innovation, and progress will for sure ignite."
Our graduates.
Our graduates are prepared for research and academic careers in education, psychology, and related human services fields.
Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.
Contact us if you have any questions about the program.
Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]
Noemí Fernández Program Manager [email protected]
Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.
All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.
Penn gse’s pilot abcs elective builds new math friendships and curriculum along the way.
The Collaboratory for Teacher Education at Penn GSE is a laboratory for the design, implementation, and study of experimental approaches to teacher education.
The Core Practice Consortium brings together teacher educators from across institutions, disciplines, and theoretical perspectives to grapple with questions about how better to prepare novice teachers.
Current students in the Teaching, Learning, and Teacher Education program are researching a range of topics including mathematical practices, teacher education, maker-based project education, culturally responsive pedagogy, science education, and media making.
View Doctoral Student Profiles
Related programs.
Home > Blog > Academic Degrees > Education Degree News > Considering a PhD in Education? Here’s What You Need to Know
Academic Degrees , Education Degree News
Updated: June 19, 2024
Published: December 17, 2018
For anyone looking to pursue a career in education in academia or research, a Ph.D. in education is the degree to seek. A doctorate degree in education is a terminal degree in the field, which means it is the highest level degree you can get. So the natural next question is, “What can you do with a Ph.D. in education?
Here, we will share Ph.D. in education jobs, as well as answer all your big questions surrounding a doctorate degree in education.
A doctor of philosophy (Ph.D.) in education is a graduate degree that is well-suited for anyone who wants to focus their career on academics or research. Just like a Ph.D. in education is a terminal degree, so is a Doctor of Education (EdD) degree.
Although it can be confusing when faced with two terminal degrees in the same field, it helps to clarify when we understand what each of their focus is. An EdD in education is more hands-on and practice-oriented, which means that it’s of use to those who want to work in education, for the government, or in a non-profit organization.
A Ph.D. in education is theoretically-focused and more study-based, in comparison. For this reason, it’s best for anyone looking to work in research or academia at the university level.
There are more differences between the two, including:
There are many reasons why a Ph.D. in education is valuable and worthy of your effort. Here’s why:
1. It’s one of the most highly respected credentials in education, and as mentioned, it is a terminal degree (which means its the highest level that you can achieve in this field).
2. You’ll use research-based methods to solve problems and identify gaps in your specialization of choice.
Plus, you will have the expertise and credentials to publish in professional journals and/or present your findings at conferences around the world.
3. You’ll be advancing in an area of education in which you’re passionate.
Are you fascinated by childhood development? Or do you have a passion for classroom management? If you have a desire to advance a particular field in education, a Ph.D. is an excellent way to do so.
4. You’ll earn respect in your field and gain personal satisfaction.
Since a Ph.D. in education requires doing a dissertation, that alone is not an easy feat! Accomplishing it will surely give you a rewarding feeling. Plus, being called Doctor isn’t so bad either. Just like any degree, a Ph.D. in education involves a certain skill set . Some learned along the way, and some you may have naturally. These are some skills involved in a Ph.D. in education:
Analysis and problem-solving, project management and organization, research and information management, and written and oral communication are all important in such a research-based degree.
Interpersonal and leadership skills, self-management and work habits, concentration, and patience are all important personal skills to have when you’re spending lots of time on one specific topic.
Did you know that in America, Ph.D. graduates will earn $1.3 million more than BA holders in their working lifetimes? There are all kinds of career options for Ph.D. education graduates.
Here are some examples of typical careers for Ph.D. in education holders, as well as their average salaries in the US:
Many PhD in education graduates want to become professors. Here’s what the average annual salaries look like around the globe for professors in the top-paying countries (in their equivalent USD):
Denmark: $109,600
Switzerland: $185,000
UK: $110,000
US: $102,400
Finland: $95,000
Canada: $93,000
Germany:$92,000
France: $82,000
There are other career options as well, such as school administrator, superintendent, curriculum coordinator, and principal.
Considering that a Ph.D. in education is the highest level you can achieve in education, it means that you will already have a bachelor’s under your belt, and in most cases, a master’s degree, as well. In other words, you probably like being a student. There are lots of years of studying that get dedicated to earning a Ph.D. If you plan on doing a doctorate in education, earning a master’s degree in education can be the right first step.
Another important thing to know is that almost all Ph.D. candidates have background experience in research. So if education is your field of interest, getting a Ph.D. will mean coming to the table with previous research experience from your undergraduate (and potentially graduate) degrees.
Every institution may differ on their prerequisites for enrolling in their Ph.D. in education program. Be sure to consult directly with your school of choice to find out what they are.
There are many schools that offer Ph.D. in education programs. Just like most subjects, there are going to be online /on-campus options as well as throughout the world. Some are even fully funded.
University of the People has a Master’s in Education (M.Ed) degree. This could be a great choice for those of you who may be aiming for a Ph.D. in education but only have a BA. The next step is getting that MA. So, why not choose a tuition-free program ?
Liberty University, Walden University, University of Colorado, and the University of Nebraska are just a few popular universities that offer a Ph.D. in Education. Here’s a look at some of the most affordable online Ph.D. programs.
Studying in Europe can be both exciting and low-cost . Germany, Sweden, Norway, and Finland offer free doctorate tuition for university students, regardless of their nationality! France offers low-cost Ph.D. tuition fees. If you want to see some specific schools in these countries, look at this list.
Fully-funded sounds wonderful, and it is! But, it doesn’t mean there are no costs associated. Fully-funded actually means that your tuition is covered, but you’ll still have to cover costs for textbooks and supplies, living expenses, and other fees. no cost. That said, it’s still an awesome option. One condition: it has to be on campus. Why? Because you need to pay with your time — by teaching and performing research.
University of Michigan School of Education, Vanderbilt Peabody College, and Steinhardt School at NYU all offer tuition-free on-campus Ph.D. in education programs.
You might be wondering what it’s like to get your Ph.D. online, as compared to on-campus institutions. Like all degrees, there are advantages and disadvantages to earning your degree entirely online. In regards to a Ph.D. in education, you will need to consider a few things.
Online Ph.D. programs are best suited to students who work better solo. They are also great for those who have worked in the field for some time and want to advance in their area of study. And, of course, it’s the best option for those who work and are raising families. On the other hand, you aren’t in the presence of peers and professors that can be a valuable resource in the research-driven program of a Ph.D.
Earning a Ph.D. on-campus has its pros and cons, too.. While they’re generally more expensive than online programs, on-campus Ph.D. programs allow you to communicate face-to-face with your professors, supervisors, and other students.
Completing a Ph.D. means doing your dissertation, or research thesis. Naturally, it is going to be based on the field of study that you are most interested in. You can specialize in a certain area. Some common specialization options for a Ph.D. in education are:
Aside from the research involved in planning and executing your thesis, you will also have professional development activities and coursework relevant to your area of study. They’re designed to help give you the skills needed to succeed in your research and your future career in education.
While the curriculum is going to vary according to your specialization, there are some general core courses that most PhDs in education involve. You will likely take the following: group psychology, leadership, learning models, ethics, education and globalization, and analytics courses as part of your curriculum.
If you choose to study for a Ph.D. in education, chances are you’re passionate about teaching and learning, and everything in between. Even if you’re not looking to stand in front of a lecture hall and teach, you may wish to improve upon the field of education as a whole through research and other means. With a Ph.D. in Education, you open the door to that possibility and many more.
How you choose to earn your degree is up to you. Whether you conclude upon enrolling online or on-campus, prepare yourself for lots of reading, writing, researching, and communicating. Whatever you chose, we’re sure you’ll give it your best shot. Here’s to reaching the top in the field of education!
In this article
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Welcome to the graduate group in education phd program.
Our Ph.D. program critically engages students in contemporary issues that impact education research, policy and practice. Emphasizing collaboration, the program is an interdisciplinary graduate group that draws its faculty from diverse fields of education, humanities, social science, physical and biological sciences, mathematics, and medicine, and engages with key campus centers and programs, such as the M.I.N.D. Institute and the Poverty Center.
Designed to foster scholarly engagement and impact the practice of education, students may select from 5 areas of emphasis:
Graduates of our program gain deep knowledge of educational theory and practice related to strengthening schools and other educational settings. Our close proximity to California’s state capital of Sacramento also affords students a rich set of opportunities and networks for influencing education policy.
To learn more about applying to our program, visit our Admissions & Financial Aid – PhD Program page. You are also welcome to attend one of our virtual Ph.D. Information Sessions listed below. You will need to register for the event to receive the Zoom link to attend.
Wednesday, September 18, 2024 3:00-4:00pm (PST) ( Registration Link )
Thursday, October 17, 2024, 5:00-6:00pm (PST) ( Registration Link )
Monday, November 4, 2024 3:00-4:00pm (PST) ( Registration Link )
Award is for parent-facing app that uses predictive AI to optimize IEP plans
MA ’16, PhD ’22
The Graduate School of Education and Human Development
Become an education change agent.
Advance your career and take steps toward truly making a difference in your field by earning a PhD in Education at the Graduate School of Education and Human Development (GSEHD) within the George Washington University . Our unique programs create opportunities for cross-disciplinary research, collaboration, and hands-on experiences—alongside leading experts—exploring solutions to a range of complex challenges facing our education system today.
Program Overview:
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Choose a Concentration to Match Your Research Interests and Career Goals
Research education as a means of developing individuals, communities, nations, and the world, as well as the institutions that support educational improvement and the common good. | ||
Conducts research in the field of Curriculum and Instruction (C&I) toward academic, social, cultural, environmental, and civic advancement. | ||
Study the intersection of power, race, place, and identity as key areas informing consideration of education and inequality. | ||
Develop expertise in examining and assessing education problems and their interaction with their broader social environments. | ||
Take a cross-disciplinary approach to the study and application of leadership, learning, culture, and change at the individual, organizational, and societal levels. | ||
Drawing upon faculty and experts from education, data science, engineering, psychology, business, public health, and medical informatics, this program takes an interdisciplinary approach to education and research into how the collaborations of people and machines shape the future. |
Our Location is Your Advantage
Our unique location in Washington, D.C., the policymaking capital of the world, along with GW’s vast connections, offer unparalleled opportunities for high-level, hands-on research experience and competitive employment opportunities with prestigious organizations, think tanks, federal agencies, and diverse school systems.
Cross-Disciplinary Perspectives
How do we educate people to interact with intelligent technologies? How can modern societies combat inequality and enhance opportunity for disadvantaged populations? To investigate critical national/global questions in the field, teams of students and faculty use—and contribute to—knowledge and methods from psychology, sociology, engineering, and economics, in addition to education.
Principles of Research + Hands-On Experience
Gain a deeper understanding of the responsible conduct of research with human subjects, research ethics, and how to consider the social impact of the work. You’ll bring your experience in education to the design, development, data collection, and analyses in a research project. Engage with peers from multiple concentrations within our inclusive cross-disciplinary team, as well as within more focused research projects.
Learn more about benefits that may apply to you, depending on the program you choose >
No Application Fees
GRE is Not Required
Scholarships Available
Society’s big problems don’t have tidy boundaries. Our approach prepares students to look for solutions through the lens of multiple academic disciplines, to build bridges that reinforce and connect established pillars of knowledge.
DR. COLIN GREEN Associate Professor, Curriculum and Pedagogy
Drs. Cha and Nakamura Receive GW Sigur Center for Asian Studies Summer Research Grants
April 10, 2024
Doctoral Students Attend Curriculum Camp
March 5, 2024
Dr. Streitwieser Receives CIES 2024 Teaching Comparative and International Education Innovative Curriculum Development Award
February 28, 2024
What Can You Do With an Organizational Leadership and Learning Degree?
February 19, 2024
PhD Candidate, InJung Cho, Published Peer-Reviewed Book Review in International Studies in Sociology of Education
February 15, 2024
Ph.d. requirements.
Brown University awards more than 200 doctor of philosophy degrees annually.
The Brown Ph.D. is primarily a research degree. Teaching is an important part of many doctoral programs, and many departments require candidates for the Ph.D. to have teaching experience.
Brown University offers substantial financial support to doctoral students. All incoming doctoral students are guaranteed five years of support, which includes a stipend, full tuition remission, health-services fee, and a health-insurance subsidy. Doctoral students in the Humanities and Social Sciences are guaranteed six years of support. All promises of student support are subject to students making satisfactory academic progress, as determined by their programs of study. Please see related links for additional details regarding the University's commitment to doctoral education.
Funding guarantee, four general requirements for the doctor of philosophy.
The candidate must be formally admitted to his or her degree program.
The normal residency requirement is the equivalent of three Academic Years of full-time study beyond the bachelor's degree. Students who enter a PhD program at Brown already holding a master’s degree in a related field have a residency requirement equivalent to two Academic Years of full-time study upon entering the PhD program at Brown. Use of a previously earned master’s degree to reduce PhD residency requirements is contingent upon approval of the program Director of Graduate Study. Graduate work done at other institutions and not used in fulfillment of the requirements for any doctoral degree elsewhere may, on the approval of the program Director of Graduate Study, be counted in fulfillment of up to, but not exceeding, one year of the residency requirement. A student who desires credit for work done elsewhere should file a timely application with the program Director of Graduate Study; transfer credit forms are available through the Office of the Registrar .
A student is advanced to candidacy for the Ph.D. when he or she has completed satisfactorily all the requirements, departmental and general, requisite to beginning work on the dissertation. Candidacy is determined by the department or program of study and certified by the Registrar. Most departments require a preliminary examination before advancing any student to candidacy. Most departments also require a final examination or defense. The examination is conducted by professors in the department and by such other members of the faculty as may be appointed.
The candidate must present a dissertation on a topic related to his or her area of specialization that presents the results of original research and gives evidence of excellent scholarship. The dissertation must be approved by the professor or committee under whose direction it is written and by the Graduate Council. All requirements for the Ph.D. must be completed within five years after advancement to candidacy.
If a faculty member working with a doctoral student leaves Brown for any reason before that student has completed his or her degree requirements, it may not always be possible for that faculty member to continue working with the student as an advisor. In such cases, departments will work with students to help them locate a new advisor.
Individual departments and programs may have additional requirements regarding the number of courses to be taken, proficiency in foreign languages, special examinations, and theses. The department should be consulted for specific information.
Courses start every monday, take the first step in your national university journey, 240k + alumni worldwide, phd in curriculum and instruction.
For education professionals with a desire to be an active scholar in the field of education and make significant contributions to the existing body of knowledge, the Doctor of Philosophy (PhD) in Education program can take both your research skills and career options to a higher level. The program begins with a review of theoretical frameworks to support your understanding of the role of theory in a PhD degree. Coursework combines this strong base of theoretical knowledge with an individualized focus to conduct research in Pre-K-12, post secondary, and adult learning environments as you contribute new and innovative findings to advance your field of educational specialization.
The Curriculum and Teaching specialization provides you with the professional competencies to make significant contributions to the areas of instruction and courses of study. You’ll have the opportunity to examine and evaluate contemporary theories, designs, development, application, and assessment of curriculums and instructional strategies. You’ll also have access to a support system of advisors, faculty, and tools to guide you through your coursework, research, and the intensive, yet rewarding dissertation process.
A conferred postbaccalaureate master’s degree or doctoral degree from a regionally or nationally accredited academic institution or an international institution determined to be equivalent through an approved evaluation service.
In addition to the foundational and specialization courses, each PhD student is required to complete a high-quality dissertation through a systematic process and sequential courses assisted by faculty. A PhD dissertation is a scholarly documentation of research that makes an original contribution to the field of educational study. The step-by-step process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of your dissertation.
The PhD in Education program requires 60 credits for degree completion. Additional credit hours may be allowed as needed to complete your dissertation research. If granted, additional courses will be added to your degree program in alignment with the SAP and Academic Maximum Time to Completion policies. The estimated time needed to complete this program is 45 months.
Course listings.
A PhD prepares you to make significant contributions to the body of literature within the education field. This course prepares you for understanding what theory is, recognizing theoretical frameworks within existing literature, connecting your research interests to existing theoretical frameworks, and justifying how your research will add to the wealth of current theories in the field.
Specialization Course 1
Your success as a scholarly professional will largely depend upon your communication skills, particularly in your written work. This course supports your development as a scholar who can publish in different types of research-based publications for a variety of audiences. You’ll practice synthesizing multiple sources, formulating arguments, and integrating feedback through iterative drafts of your work. These are key capabilities you’ll need as you submit your research in published manuscripts and presentations.
In this course, you’ll develop effective search and writing strategies to create a scholarly review of literature. The course emphasizes how to: (a) use effective literature search strategies; (b) develop a scholarly synthesis of research literature; (c) organize research literature around identified themes, including a study problem, purpose, and theoretical perspectives; and (d) focus on developing a scholarly exposition that reflects divergent viewpoints and contrasting perspectives. The overarching goal is for you to understand strategies for surveying scholarly literature that avoid bias, focus on educational, practice-based research problems, and address the requirements of a scholarly literature review.
Specialization Course 2
This course introduces you to the research process by exploring its underpinnings, examining its paradigms, and investigating the foundations of qualitative and quantitative methodologies used in educational studies. You’ll identify criteria for the development of quality research studies that are ethical, accurate, comprehensive, cohesive, and aligned. Specific course topics involve the ethics of conducting research; data collection and analysis techniques; and issues of feasibility, trustworthiness, validity, reliability, transferability, and rigor. The goal is to familiarize yourself with the concepts and skills associated with conducting theoretical and applied research.
Specialization Course 3
This course provides the foundational knowledge to become a critical consumer of statistical-based research and a skilled analyst of non-inferential quantitative data. Coursework focuses on understanding multivariate data, non-inferential and inferential statistical concepts, the conventions of quantitative data analysis, and interpretations and critical inferences in statistical results. You’ll use software applications to complete statistical computations and perform quantitative data analysis. The course culminates in a synthesis project to demonstrate your statistical skills and present your results using APA guidelines.
Specialization Course 4
Elective Course*
Specialization Course 5
A focus on qualitative research methodology and the designs and methods used to collect and analyze data in educational research. You’ll examine the principles of qualitative research and explore commonly used designs (also referred to as qualitative traditions or genres) with a focus on application and feasibility. Qualitative data collection and analysis methods will be examined for their suitability with regard to the research design selected. Alignment between qualitative designs and research methods, issues of trustworthiness, and the responsibilities of the qualitative researcher will also be explored.
Specialization Course 6
An exploration of quantitative research methodologies and associated designs and methods. You’ll examine paradigmatic perspectives along with the tenets and conventions of quantitative research. Topics for examination include feasibility, validity, reliability, variable operationalization, inferential designs, and analytic software applications used within the quantitative research paradigm. You’ll also look at the components of quantitative research designs that support meaningful studies within the field of education.
Select One of the Following Two Data Analysis Courses:
An exploration of advanced statistical principles and how to apply them to quantitative research. This course provides an overview of advanced statistical concepts used in empirical research, including inferential analyses. You’ll use SPSS software to perform advanced computations as you build independent, scholarly statistical skills. Coursework will emphasize multivariate data; the use, comprehension, and evaluation of sophisticated statistical concepts; and the proper presentation of statistical results.
This course builds on a foundational understanding of qualitative designs and measurements to focus on analyses of the data. Coursework takes you deeper into the skills and techniques necessary to ensure the appropriate analyses of qualitative data, including integrating relevant frameworks, verifying trustworthiness of the findings, and selecting suitable methods for presenting analyses and findings.
The doctoral comprehensive assessment is your opportunity to demonstrate your preparation for entering the dissertation phase as a PhD candidate. You’ll synthesize discipline-specific content with research designs and analysis methods to create a prospectus for a theoretically-based research study that focuses on furthering knowledge in the field of education. Whereas EdD research focuses on addressing a researchable problem with practical applications, PhD research has a focus on contribution to theory and the broader discipline of education. This course is begun only after all your foundation, specialization, and research courses have been completed, and your prospectus will likely become the foundation of your PhD dissertation.
Students in this course will be required to complete chapter one of their dissertation proposal, including the following: a review of literature with substantiating evidence of the problem, the research purpose and questions, the intended methodological design and approach, and the significance of the study. A completed, committee-approved chapter one is required to pass the course. If you don’t receive approval to minimum standards, you’ll be able to take up to three supplementary eight-week courses to finalize and gain approval of chapter one.
In this course, you’ll work on completing chapters one to three of your dissertation proposal and receiving committee approval for the dissertation proposal (DP). Chapter two consists of the literature review, while chapter three covers the research methodology and design, including population, sample, measurement instruments, data collection and analysis, limitations, and ethical considerations. Completed, committee-approved chapters two and three are required to pass the course, as is a final approved dissertation proposal. If you don’t receive approval to minimum standards, you’ll be able to take up to three supplementary eight-week courses to finalize and gain approval of these requirements.
In this course, you’ll prepare, submit, and obtain approval of your Institutional Review Board (IRB) application. You’ll also collect data and submit a final study closure form to the IRB. If you’re still collecting data at the end of the 12-week course, you’ll be able to take up to three supplementary eight-week courses to complete data collection and file your IRB study closure form.
In this dissertation course, you’ll work on completing chapters four, five, and your final dissertation manuscript. Specifically, you’ll complete your data analysis, prepare your study results, and present your findings with an oral defense and a completed manuscript. A completed, committee-approved dissertation manuscript and successful oral defense are required to complete the course and graduate. If you don’t receive approval for either or both, you can take up to three supplementary eight-week courses to finalize and gain approval.
* The elective can be satisfied with any doctoral-level School of Education course. The course listed in the degree plan can be changed upon request. Contact your academic and finance advisor for assistance.
CT-7000 Developing Instructional Strategies and Curriculum
In this course, you’ll analyze instructional strategies based on the principles of universal design for learning, including integrating strategies for providing multiple means for pre-K-12 learners to access the curriculum. You’ll plan instructional strategies for curricula aligned to standards that support current educational requirements, including the use of technology to engage, comprehend, and express learning. You’ll also consider other educational issues, trends, and recommendations for change in the pre-K-12 classroom related to instructional strategies.
CT-7100 Dispositions of Learner and Teacher
This course examines the effects of dispositions on learner motivation, participation, and comprehension, and the impact of teacher dispositions on overall learning and classroom culture. The course includes considerations for dispositions related to inclusivity, technology, social-emotional development, and successful collaboration throughout the community.
CT-7200 Design and Evaluation of Curriculum and Programs
This course begins with the distinction between curriculum and programs in K-12 education. While both are important, evaluation is different for each. In addition to exploring evaluation processes, you’ll examine the development of curriculum and programs. This examination will incorporate theories, trends, and future directions, including technology recommendations to design and develop innovative curricula for K-12 learning environments.
CT-7300 Theories and Applications of Instructional Strategies
Here, you’ll take a closer look at instructional strategies, with particular attention to supporting theories and practical applications in K-12 learning environments. You’ll assess learning theories that frame instructional strategies, including those for remote learning. Ultimately, you’ll recommend instructional strategies, justify approaches to inclusive instruction, and design inclusive learning experiences for K-12 education.
CT-7400 Assessment Practices
This course considers the critical role of assessment in curriculum and teaching. You’ll examine assessment types and processes, including how trends and accountability practices inform instructional decisions, curriculum development, and continuous improvement in K-12 environments. You’ll then integrate the assessments with the universal design for learning perspective, and recommend strategies for effective assessment practices across classrooms, schools, and districts.
CT-7500 Advanced Capstone in Curriculum and Teaching
In this final course of the curriculum and teaching specialization, you’ll synthesize your work across all courses into a capstone project of your design. The project will integrate theory and practice related to a specific topic of your choosing regarding curriculum and teaching. As you prepare your project, you’ll evaluate the impacts of current trends, technologies, and issues of diversity, equity, inclusion, and social justice. Finally, in one of your last assignments in the specialization, you’ll compose a philosophy of teaching based on research, theory, and personal reflection.
The PhD in Education program prepares you for making significant contributions to the body of knowledge in the broad field of education as well as a more narrowed area of instructional specialization. Learning outcomes include the ability to:
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Ph.d. in education.
The Ph.D. in Education program in the School of Education seeks to prepare scholars whose research will address critical problems in education, develop our understanding of teaching and learning in diverse contexts, and lead to improved outcomes for all learners. There is no more important goal, nationally and globally, than educating all children and youth so that they may develop to their fullest potential. However, much remains to be discovered about how best to achieve this goal, given variation in learners, contexts, and opportunities.
Our mission, to prepare the educational researchers of tomorrow, is accomplished through the implementation of a rigorous doctoral program that emphasizes high quality educational research utilizing varied methodological approaches. The program is grounded in interdisciplinary perspectives, including those from anthropological, sociological, psychological, and cognitive science traditions.
The Ph.D. program prepares students to assume leadership roles in both academic and non-academic settings. The program requires a shared first year core that provides the foundation needed to frame and begin investigating important research questions. Specializations within the program build on this foundation and offer students the opportunity to pursue individualized programs of study that capitalize on faculty expertise both within the School of Education and across the University. By engaging in ongoing research and producing evidence of their accomplishments through apprenticeship activities, graduates are well positioned to contribute to solving significant educational problems throughout their careers.
Program Coordinator: Dr. Christina Barbieri
The Learning Sciences is an interdisciplinary specialization area that focuses on the systematic study of learning and teaching, human development, and educational technology as well as the application of research to design educational innovations and interventions.
The focus of the Literacy specialization is on literacy development and instruction with particular attention to students with learning problems, including problems due to disability and to background.
The specialization area of Mathematics Education focuses on examining issues of teaching and learning mathematics. A distinctive feature of this specialization area is the integration of research experiences, including teaching mathematics content and methods courses for prospective K-8 teachers.
Grounded in the scientist/practitioner model, the school psychology program provides students with a strong foundation in psychological theory and research.
The Sociocultural and Community-Based Approaches (SCA) specialization emphasizes the development of expertise in conducting high-quality research on significant issues in sociocultural and community-centered approaches to education.
Students generally complete the degree in 4-5 years of full-time study. A minimum of 55 credit hours is required to complete the Ph.D. program. Most students will take far more than this minimum in order to complete apprenticeship and specialization requirements or maintain full time status. While some courses may be offered online, this program in general is not offered in an online-only format.
Students may view the schedule of courses online.
All students in the program are required to successfully pass the First Year Assessment, which serves as the qualifying exam for the program. This assessment occurs during finals week of the spring semester of the first year. Students are provided a research article and write a critique of the article using skills learned during their first-year coursework.
Scholarly Apprenticeship Requirements consist of the following activities and requirements: participation in an annual College of Education and Human Development Research Forum; submission of a publication to a peer-reviewed journal; presentation at a national conference in the student’s area of expertise; and supervised university teaching experience.
By the beginning of the third semester of enrollment, students will write an Individual Program Plan (IPP) that must be approved by the student’s advisor. The IPP will include a listing of the courses the student plans to take to fulfill research methods core and specialization area requirements, and it will outline a timeline of research the student intends to undertake. (Current students can find the Individual Program Plan form on Graduate Resources and Forms .)
University policy requires Ph.D. students to complete one year in residence (one continuous academic year—9 credit hours per semester). Students in this cohort-based program are encouraged to complete the residency requirement during their first year in the program.
A written proposal that is defended before one’s advisory committee.
An original work of scholarship, meeting School, University and professional requirements, plus an oral defense of the work. Nine hours of dissertation credit (EDUC 969) are required of all Ph.D. students.
Students may download the program policy document for complete information about this degree and the Student Handbook .
Students may download the Advisor and Assistantship FAQ document for more information about PhD student advising and funding.
To apply to the Ph.D. in Education program, complete the steps of the UD online graduate application process. Additional information about the graduate application process can be found on our “How to Apply” page. For information about graduate tuition, visit UD’s graduate tuition page for CEHD programs.
Some application items specific to the Ph.D. in Education program include:
The deadline for all applications to the Ph.D. in Education program is December 1 for study beginning the following fall term. In general, it is not possible to take required core courses before becoming admitted. The required core courses are generally restricted to students already admitted into the program.
Our full-time Ph.D. in Education students receive financial support for four years through a variety of sources, including assistantships and tuition scholarships. Students with assistantships receive 100% tuition scholarship and a 9-month stipend, plus health insurance. Merit-based supplemental funding is available. For more information about this financial support, visit CEHD’s graduate tuition page .
Graduate student assistants work 20 hours a week, engaged closely with their faculty mentors in research and teaching activities. Prospective students can learn more about PhD assistantship experiences through our PhD student spotlights and our PhD student directory .
We also have conference travel funding available through the SOE and the UD Graduate College.
Applications for all graduate programs at the University of Delaware are done online through the Office of Graduate and Professional Education. To apply to the Ph.D. in Education program, complete the steps of the UD online graduate application process . For information about graduate tuition, visit UD’s graduate tuition page for CEHD programs.
“The Ph.D. in Education program has provided me with the research skills and collaborative relationships to make my goals a reality. I’ve taken rigorous coursework with Drs. Christina Barbieri, Henry May, Rosalie Rolón-Dow and Elizabeth Farley-Ripple to develop my quantitative, qualitative and mixed methods research skills. I’ve also had the opportunity to collaborate with my advisor, Dr. Steve Amendum, and other faculty on research projects where I have applied these skills to develop advanced knowledge related to multilingual learners’ learning. Receiving the International Literacy Association’s Jeanne S. Chall Research Fellowship would not have been possible without all of the support I have received through the College and the Ph.D. program.”
For many elementary and middle school children, fractions are the scariest topic in their mathematics classroom. How can a fraction represent something larger than the number one? How can three-fifths be smaller than three-fourths when five is bigger than four? Without these foundational skills in fractions, students struggle in later mathematics courses, such as algebra, and begin to lose interest in math. They believe that math is simply “not for them” and turn away from career paths in science, technology…
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Over the past three years, Joshua Wilson, assistant professor in the University of Delaware’s School of Education (SOE), has studied how computer software could be used to evaluate and improve student writing, and his research continues to…
Jenifer Hummer, a doctoral student in the University of Delaware School of Education, has been awarded one of 10 highly competitive Community for Advancing Discovery in Research in Education (CADRE) Fellowships, funded by the National Science…
Teach kids how to program a toylike robot or a computer game and suddenly computer science looks like great fun. Coding – the letters and numbers that govern the robot’s every motion – is worth learning. The concepts and math behind all of…
Applying for Ph.D. programs is exciting but can also be overwhelming and stressful. How do you even begin the process? From narrowing down different programs to working on application materials, deciding which doctoral program is right for you takes some time. Some of our Ph.D. students share their best advice on applying to graduate school.
Jessica pursued her Ph.D. in Education (specializing in Learning Sciences and Education, Measurement & Statistics) because of the opportunity to learn from and work with leaders in the field: “I knew I would receive the training required to advance my research skills and to be competitive on the job market.”
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Congratulations on your interest in joining the PhD program at the Pitt School of Education.
You will soon have the opportunity to work alongside the leading minds in education research.
The University of Pittsburgh is a Research 1 institution, which means that we engage in the highest levels of research activity. Our faculty are working on groundbreaking research that has a transformative effect on education policy, practice, and science.
The admissions deadline for PhD programs is December 1.
All PhD programs begin in the fall term.
Students must complete an online application following the instructions below. No GRE exam is required.
Gre exam not required.
GRE scores are not required. Admission is based on your past educational achievement and accomplishments, and your visions for the future as a scholarly researcher.
Applicants must complete the School of Education online admissions application. Please select the application for the fall term.
There is a non-refundable application fee of $50 (USD) by credit card with the application, unless you apply for and receive a need-based fee waiver.
Your online application will include your:
In the online application, applicants are required to complete a goal statement not to exceed 750 words.
Below is a summary of the writing prompt:
“Please share your reasons for pursuing a degree at the University of Pittsburgh School of Education, focusing on your long-term goals and how your academic program will help you achieve those goals. Include any aspects of your experience, skills, and background which may aid the admission committee in evaluating your fit for the program for which you are applying. If applying for an EdD or PhD program, please also discuss your area(s) of research, academic and/or professional interests and identify 1-3 faculty you’re interested in working with and why.”
You may identify faculty on the degree page for your program of interest. Or you may contact our admissions team for more information at [email protected] .
The online application includes a field to select for students interested in participating in our Equity and Justice Fellowship program .
In February, the admissions committee will provide applicants with additional information regarding the essay.
Submission of a professional writing sample in the form of a previously completed term paper, master’s thesis, article, etc. that does not exceed 20 pages in length. The writing sample can be uploaded as part of your online application.
In the Academic History section of the online application, please request that official transcripts from all U.S. institutions attended are sent to GRADCAS. If your previous institution is unable to send transcripts electronically, please contact an Admissions & Recruitment Manager at 412-648-2230 or [email protected].
Applicants may be eligible for a need-based application fee waiver due to:
REQUEST NEED-BASED FEE WAIVER
Our admissions staff will review your request, and reach back out to assist you in completing your application. The School of Education reserves the right to request any necessary documentation.
Submit your application online
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Harvard Griffin GSAS strives to provide students with timely, accurate, and clear information. If you need help understanding a specific policy, please contact the office that administers that policy.
Questions about these requirements? See the contact info at the bottom of the page.
The PhD in education is awarded by the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS).
Students will work with faculty in the Harvard Graduate School of Education (HGSE) and the Faculty of Arts and Sciences (FAS).
Candidates for the PhD in education will be affiliated with one of three concentrations: Culture, Institutions, and Society (CIS); Education Policy and Program Evaluation (EPPE); or Human Development, Learning, and Teaching (HDLT).
All entering PhD students (G1s) are assigned an academic advisor based on interests and goals discussed in the admissions application. The advisor must be a current HGSE faculty member who is a member of the Faculty of the Whole. The relationship between the faculty advisor and student is integral for scholarly progress and professional development. Like any professional relationship, the advisor-student relationship takes time to develop and is unique in nature, matching the styles and needs of both individuals.
Completion of a minimum of two years of full-time study in residence is required to receive the PhD from Harvard Griffin GSAS. The academic residence requirement can be reduced by as much as one term (four four-credit courses) if the candidate's department grants academic credit for prior work done at HGSE within three years of starting the PhD (see Credit for Completed Graduate Work ).
The PhD in education Steering Committee monitors each student’s progress year by year. The PhD in education degree is governed by a series of benchmarks that define what is considered evidence that the student is making “satisfactory, adequate and timely progress.” During the period between admission and submission of the dissertation, the PhD Steering Committee conducts annual reviews to ensure each candidate is meeting relevant benchmarks and academic milestones.
The first two years.
PhD in education students must complete a minimum of 64 credits/16 courses toward the degree, along with other academic and research-related requirements including:
Candidates for the PhD in education degree may apply 8 courses/32 credits of their doctoral program toward an AM in passing from Harvard Griffin GSAS. PhD in education students may apply for a master’s only after they have completed at least 16 courses (64 credits) since enrolling in the PhD program.
Students who wish to receive the AM in passing must file with the Harvard Griffin GSAS Registrar’s Office. While the department does not admit candidates for a terminal AM degree, students who have met all the course requirements may petition to be awarded the AM in education. Students must have a B+ average to receive a master’s-in-passing.
To enhance students’ teaching skills and to promote consolidation of their own learning, all PhD in education students are required to complete four Teaching Fellowship (TF) “slots” at HGSE over the course of their time in the program. Most students will fulfill this requirement in their third year or fourth year, though students must fulfill the requirement before receiving Harvard Griffin GSAS dissertation completion funding .
Please note that this requirement is applicable to all PhD in education students—regardless of amount/level of teaching experience—and MUST be met with HGSE courses. TF slots from the FAS, Harvard Griffin GSAS, and/or other Harvard schools do not count toward this requirement, though are certainly encouraged in terms of professional development.
TF “slots” at HGSE represent one and a half days per week (on average) of salaried academic work over the course of a term, or the equivalent amount of time when spread over a longer period (e.g., yearlong) or condensed into a shorter more intensive period (e.g., January term). A TF “slot” can be fulfilled in the following ways:
Research colloquia.
The HGSE Research Colloquia Series brings together faculty and doctoral students in a community of learning to foster disciplinary and interdisciplinary dialogue. These meetings include presentations by Harvard faculty, faculty and researchers from outside of Harvard, and other Harvard doctoral students. They meet weekly at the same day and time. Each colloquium addresses topics salient to its participants and includes presentations of work-in-progress in addition to completed work in topic areas in education, such as leadership in education, global contexts in education, early childhood education, education access and equity, civic learning and engagement, or teaching and instructional effectiveness.
First- and second-year PhD in education students are required to register (and earn two credits per year) for the colloquium related to their academic concentration. Participation is strongly encouraged in later years as well. PhD in education students are required to present their work in the colloquium once during their program, typically between their third year and graduation.
All PhD in education students are expected to engage in research starting in their first year and continuing throughout their doctoral studies. The research apprenticeship provides students an opportunity to develop their research skills, and may take several forms, including:
Students are strongly encouraged, as part of their research apprenticeship work, to collaborate with faculty and other doctoral students in order to jointly author scholarly papers.
Students must maintain a cumulative grade average of B+ or better in each year of graduate work. At no time may a student register for a term if they have more than one Incomplete. Where the primary field requires that all courses be passed at or above a certain grade, or that the student’s average grade be higher than B+, the student will be required to meet that requirement for courses in the field.
No more than one Incomplete may be carried forward at any time by a PhD student in education. The work of the incomplete course must be made up before the end of the term following that in which the course was taken. In applying for an Incomplete, students must have signed permission from the instructor and, in some cases, the director of graduate studies, or the course in question may not count toward the program requirements. If students do not complete work by the deadline, the course will not count toward the program requirements unless there are documented extenuating circumstances.
All PhD in education students take the Written Comprehensive Exam at the end of their second year. In their third year, students take the Oral Comprehensive Exam with their faculty advisor and committee members. Once the student has passed the oral exam, they are approved to move forward to the dissertation proposal stage.
The Dissertation Proposal (DP) is a document generated prior to the dissertation to introduce and summarize a student’s research goals and proposed methods of investigation. It is a blueprint for the research to follow. The purpose of the dissertation proposal is to articulate for committee readers that there is a research question worth pursuing and that the study is well designed to address it. Every DP includes a literature review leading to an explicit research question and a detailed plan for investigating the question through original research. The DP should convince readers that the study is both likely to enrich the field in general and feasible in nature. As noted above, all PhD students are required to obtain DP approval by the end of their fourth year.
The Dissertation Committee must hold at least one meeting (the Dissertation Committee Meeting, or DCM) to discuss and support the student’s progression toward completing the dissertation proposal as well as the dissertation. Each student should determine, in consultation with their advisor, when holding the DCM would be the most useful for advancing the dissertation work. For some students, the DCM will occur early in the dissertation process and involve discussion and/or approval of the DP. For other students, the DP can be approved by committee members without holding a committee meeting, allowing the DCM to be held after data collection has commenced (e.g., in order to talk about progress and potential challenges in the dissertation study). Regardless of timing, all DCMs should include the following elements:
At the DCM, members of the Dissertation Committee should come to an understanding about the future progress of the dissertation, resolve any emergent issues, and agree upon what will be included in the final dissertation in order for it to be considered complete.
The dissertation is the cornerstone of a PhD, presenting the student’s independent research and supporting their candidacy for earning the doctoral degree. For purposes of this program, a dissertation is a scholarly inquiry into some aspect of education based on original empirical research; it addresses a particular question and contributes significantly to knowledge and/or concepts in the field of education.
The Dissertation Defense is, in many ways, a doctoral student’s crowning academic achievement––the presentation and defense of one’s own ideas and scholarship in a public forum. The Dissertation Defense promotes intellectual discourse and emphasizes the importance of disseminating educational research with the goal of having an impact on practice and/or policy. The Dissertation Defense is 75 to 90 minutes—beginning with a 20- to 30‐minute presentation by the student, followed by a 45‐minute Q & A session led by the Dissertation Committee. At the conclusion of these public aspects of the Dissertation Defense, the student’s Dissertation Committee will deliberate and vote in private before having the student return and learn the rating, along with suggestions for steps to finalize the dissertation. The Dissertation Committee must submit original signatures on the PhD in education dissertation cover sheet and the dissertation and defense rating sheet. In the event a committee member is participating remotely, please consult with the Doctoral Programs Office on how best to obtain all original signatures.
Education Website Harvard Graduate School of Education 13 Appian Way Cambridge, MA 02138
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2024-25 edition, education, ph.d..
The School of Education offers a Ph.D. in Education. The program seeks applicants from varied backgrounds and experiences who have the potential to become outstanding scholars and researchers in the field of education. The program currently offers three areas: (1) Human Development in Context; (2) Educational Policy and Social Context; and (3) Teaching, Learning, and Educational Improvement. Students enrolling in the program choose among these areas based on their research interests.
Course work for the program ordinarily takes two to three years to complete and involves a number of core courses, methodology courses, elective courses, and a directed research sequence. Before advancing, students are required to have successfully completed their first-year research poster project, second year research paper, and 12 courses as specified by the area requirements. Students should advance to candidacy in the fall quarter of their fourth year. The normative time for completion of the Ph.D. is five years, and the maximum time permitted is seven years.
Students are admitted to the program once per year to begin each fall quarter. Applicants must have completed a bachelor’s degree with a grade point average of at least 3.0 and have prior course work or background related to the area for which they express interest. Applicants are required to submit a UCI application, transcripts, a statement of purpose, a personal statement, CV or resume, a writing sample, and three letters of reference. General GRE scores are not required.
All graduate applicants, except those who have earned an undergraduate or master's degree from an institution at which English was the sole language of instruction according to the World Higher Education Database, are required to demonstrate English proficiency for admissions consideration. If English is not the sole language of instruction listed or if no language is listed at all, the waiver does not apply and the applicant is required to take and pass an approved English proficiency test (TOEFL or IELTS). More information can be found on the Graduate Division Website .
Students must complete degree requirements for one of three areas below. All students take a minimum of 12 4-unit courses, including five required research methods courses, two other area courses, and five area courses. Area requirements for the area courses and other area courses are described below.
Area courses are designated by specific letters. EPSC area courses are designated with an E, HDIC courses are designated with a D, and TLEI courses are designated with a T.
A. Complete the following: | |
Research Epistemologies and Methodologies | |
Applied Regression Analysis for Education and Social Scientific Research | |
Qualitative Research Methods in Education I | |
Qualitative Research Methods in Education II | |
Educational, Social, and Behavioral Statistics |
Each student must take one course from the other two areas they are not majoring in:
HDIC | |
TLEI | |
EPSC | |
Students must take five courses based on their area requirements.
Human Development in Context (HDIC)
Students must select four HDIC courses, or other courses, from the following. They must also complete one additional EDUC methods course. | |
Developmental Processes (including biological development) | |
Reading and Writing Development | |
Writing Theory and Practice | |
Developing Adolescent Literacy | |
Oral Language Acquisition and Education | |
Foundations of Human Development | |
Applied Linguistics and Literacy | |
Special Topics in Human Development in Context | |
Social Emotional Development | |
Special Topics in Human Development in Context | |
Out-of-School Learning and Development | |
Cognitive and Neurological Development | |
Reading and Writing Development | |
Writing Theory and Practice | |
Developing Adolescent Literacy | |
Oral Language Acquisition and Education | |
Foundations of Human Development | |
Mathematics Cognition and Learning | |
Applied Linguistics and Literacy | |
Special Topics in Human Development in Context | |
Cognitive Neuroscience and Human Development | |
Cultural and Environmental Contexts of Development | |
Reading and Writing Development | |
Writing Theory and Practice | |
Developing Adolescent Literacy | |
Oral Language Acquisition and Education | |
Learning, Development, and Culture | |
Science Education for the 21st-Century Classroom | |
Foundations of Human Development | |
Mathematics Cognition and Learning | |
Applied Linguistics and Literacy | |
Special Topics in Human Development in Context | |
Out-of-School Learning and Development | |
Studies of Professional and Staff Development |
To satisfy HDIC area requirements, students must receive approval of their selected courses by the Associate Dean.
Of the four HDIC courses, students must select at least one course from three different sub-areas.
Educational Policy and Social Context (EPSC)
Students must select five EPSC courses, or other courses, from the following. | |
Economics of Education | |
Special Topics in Microeconomics | |
Economic Foundations of Education and Social Policy | |
Special Topics in Educational Policy and Social Context | |
Education Policy | |
Educational Policy and Politics | |
College Access and Persistence | |
Early Childhood Education Policy | |
Social and Cultural Foundations of Education | |
Special Topics in Educational Policy and Social Context | |
Social and Cultural Foundations of Education | |
Social Organization of Schools and Classrooms | |
Educational Inequality | |
Special Topics: Social Organizations and Institutions | |
Special Topics in Educational Policy and Social Context | |
EPSC students are strongly encouraged, but not required, to select additional methods courses from the following: | |
Quantitative Data Analysis in Education Research and Evaluation | |
Causal Inference: Methods for Program Evaluation and Policy Research |
To satisfy ESPC area requirements, students must receive approval of their selected courses by the Associate Dean.
Students must select one course in the Economics of Education, one course in Education Policy, and one course in the Structure and Social Context of Schools.
Teaching, Learning, and Educational Improvement (TLEI)
Students must select four TLEI courses from the following, and one additional EDUC methods course: | |
Digital Learning and Media | |
Literacy and Technology | |
Foundations of Digital Learning | |
Special Topics in Teaching, Learning, and Educational Improvement | |
Language and Literacy | |
Reading and Writing Development | |
Writing Theory and Practice | |
Literacy and Technology | |
Developing Adolescent Literacy | |
Oral Language Acquisition and Education | |
Applied Linguistics and Literacy | |
Special Topics in Teaching, Learning, and Educational Improvement | |
Sociocultural Perspectives on Learning and Educational Improvement | |
Learning, Development, and Culture | |
Interrogating Race and Education | |
Research Practice Partnerships | |
Immigration and the New Second Generation | |
Design-Based Implementation Research | |
Use of Video in Educational Research | |
STEM Teaching and Learning | |
Foundations of Digital Learning | |
Science Education for the 21st-Century Classroom | |
Mathematics Cognition and Learning | |
Special Topics in Teaching, Learning, and Educational Improvement | |
Teacher Learning and Professional Development | |
Special Topics in Teaching, Learning, and Educational Improvement | |
University Teaching: Concepts and Practices | |
Foundations of Teaching and Learning | |
Studies of Professional and Staff Development |
To satisfy TLEI area requirements, students must receive approval of their selected courses by the Associate Dean.
Students must select two courses in one TLEI sub-area and two other courses (either in the same or a different TLEI sub-area).
Students who wish to engage in pre-dissertation or research for credit but not for a letter grade, may enroll in EDUC 295 for 2-4 units (pre-dissertation research) or EDUC 299 for 2-8 units (dissertation research). Both courses may be repeated for credit and both are graded on a Satisfactory/Unsatisfactory basis. As with other S/U courses, EDUC 295 and EDUC 299 may not be used to fulfill degree requirements.
Students are expected and strongly encouraged to take courses beyond the 12 courses required, such as the additional research courses listed below, that provide training essential to the student's research interests and professional development throughout their five years of doctoral study. These courses may come from their own area, from the other two areas, from other appropriate classes in the School of Education, from other departments on campus, or from other campuses within the University of California. Elective courses must be graduate-level courses taken for a letter grade. Independent study courses (e.g., EDUC 298 ) are also acceptable when taken for a letter grade, pending approval and syllabus is provided.
Further information regarding the Ph.D. program, courses, and application requirements is available at the School of Education website .
Measurement and Psychometrics | |
Community Research and Action | |
Design-Based Implementation Research | |
Advanced Qualitative Methods | |
Research Methods: Hierarchical Linear Modeling | |
Quantitative Data Analysis in Education Research and Evaluation | |
Causal Inference: Methods for Program Evaluation and Policy Research | |
Structural Equation Modeling for Educ, Soc & Behavioral Analysis | |
Use of Video in Educational Research | |
Other courses in statistics or research methodology offered in the Department of Statistics, the School of Social Ecology, the School of Social Sciences, or elsewhere on campus, with the permission of the instructor. |
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2024-2025 Catalogue
A PDF of the entire 2024-2025 catalogue.
Doctor of philosophy in higher & postsecondary education.
The Higher and Postsecondary Education (HPSE) Program at Teachers College, Columbia University strives to create knowledge, knowledgeable scholar-practitioners, and practicing scholars concerned broadly with teaching, learning, and scholarly and professional development; organizational and institutional analysis, including abilities to probe and develop the structures, processes, policies, and technologies that comprise colleges, universities, and state and national systems of tertiary education; social and comparative perspectives, with attention to the social, cultural, economic, and historic context of knowledge production, policy, and institutional development. We expect that students will work within and across these domains and scholarly disciplines, developing programs of study that, though focused on particular themes and issues (e.g., policy, scholarly learning and careers, student development, professional development), will be informed broadly and deeply by a diverse array of ideas, perspectives, and questions.
The Ph.D. degree in Higher and Postsecondary Education is designed to prepare scholars and researchers in the area of Higher Education. To achieve the purposes of the program, the Ph.D. was designed to provide both subject-matter competence and research skills (study design, methodology). The domain of inquiry for the Ph.D. is the field of higher education. However, each student will also select a discipline-based cognate as an anchor for their developing understanding of the multi-disciplinary field of higher education.
Candidates for the degree will be equipped to recognize significant issues and their value assumptions, identify problems needing research, and design and undertake original scholarly research projects that are likely to have direct application to a particular higher education setting. Candidates will also receive supervised training in the teaching of higher education as a field of study. The program will draw on designated College strengths in diverse research strategies/methods, tailoring these to the study of higher education when appropriate.
The Ph.D. in Higher Education is designed for students pursuing careers as academic faculty, administrators, policy analysts, and educational researchers. Since the PhD is a scholarly degree, the core objective of this degree program is to prepare researchers of the highest quality. Our program engages in broad explorations of higher and postsecondary education, and of the contexts that shape the enterprise and its activities. Ph.D. students conclude their program by writing a dissertation that, though focused on a particular research problem within higher and postsecondary education, reflects the deep understanding of knowledge structures underpinning a particular area of inquiry.
Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms.
Entry Term Available | Priority Deadlines | Final Deadlines | Extended Deadlines |
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Spring | N/A | N/A | N/A |
Summer | N/A | N/A | N/A |
Fall | December 1, 2024 | December 1, 2024 | N/A |
Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.
Requirement | |
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, including Statement of Purpose and Resume | |
Results from an accepted (if applicable) | |
$75 Application Fee | |
Three (3) Letters of Recommendation | |
Master's degree required | |
Academic Writing Sample | |
At least two (2) letters of recommendation should be academic |
Our curriculum emphasizes the mastery of particular theoretical frameworks and research methods in the social sciences or humanities. Each doctoral student is required to create a cognate in a discipline or interdisciplinary area. Students who enroll full-time typically complete the program in four to five years, past their master’s.
The Ph.D. requires a minimum of 75 points of graduate coursework, completion of the certification exam (two parts), and the writing and successful defense of a dissertation.
Required core courses include (19 points):
ORL 5521 Introduction to research methods in education (3) or equivalent with advisor approval
Methods Requirements (9-12 Points):
A minimum of three (3) additional research courses (9 points beyond ORL 5521) will be selected relative to the student's research preparation needs; selection of research coursework requires approval of the dissertation sponsor. At least one introductory qualitative and one introductory quantitative course are required; plus, one advanced methods course. Additional methodological coursework and a research apprenticeship are recommended and may be required by dissertation sponsor or committee toward development of appropriate research expertise. Consult with dissertation sponsor.
Disciplinary Cognate Requirement (12 points):
A minimum of four (4) courses within a discipline that is chosen by student in consultation with academic advisor.
The remaining courses are electives. Up to 30 points may be transferred from a relevant master’s program with advisor approval.
Changes or other adjustments to requirements and distributions, as shown for the Ph.D. in Higher and Postsecondary Education, require approval of the HPSE faculty advisor. The above plan assumes advisor approval for all courses of enrollment.
A limited number of internships may be available to Ph.D. students, pending advisor consultation and approval of the Program Director. For information, please contact the Program’s Internship Coordinator.
Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.
View Full Catalog Listing
The Ph.D. degree requires a minimum of 75 points of graduate coursework, completion of the certification exam (two parts), and the writing and successful defense of a dissertation.
ORLH 4020 College and university organization and administration (3)
ORLH 5011 College teaching & learning (3) OR ORLH 5527 Advanced professional seminar: The college professoriate (3)
ORLH 5044 Theories of diversity in higher education (3) OR ORLH 5545 Advanced professional seminar: The civic mission of higher education (3)
ORLH 5526 Advanced professional seminar: The literature of higher education (3)
ORLH 6511 Coordinating seminar in higher education (3)
ORLH 7500 Dissertation seminar (1)
A minimum of three (3) additional research courses (9 points beyond ORL 5521) will be selected relative to the student's research preparation needs; selection of research coursework requires approval of the dissertation advisor. At least one introductory qualitative and one introductory quantitative course are required; plus, one advanced methods course. Additional methodological coursework and a research apprenticeship are recommended and may be required by dissertation advisor or committee toward development of appropriate research expertise. Consult with dissertation advisor.
A minimum of four (4) courses within a discipline that is chosen by the student in consultation with their academic advisor.
The remaining courses are electives. Up to 30 points may be transferred from a relevant master’s degree program with advisor approval.
Program Director : Professor Noah D. Drezner
Teachers College, Columbia University 206 Zankel
Phone: 212-678-3750 Fax: 212-678-3743
Email: highered@tc.edu
Marquette.edu // College of Education // Graduate Studies // Counselor Education and Counseling Psychology //
All doctoral applications to the Department of Counselor Education and Counseling Psychology must originate with the Graduate School. New students enter the program in the fall semester of each year, and the application deadline is December 1 of the preceding year—all application materials must be postmarked or received electronically by this date, and materials not postmarked or received electronically by this date will not be considered. The vast majority of our doctoral students now enter the program already having a master’s degree in a mental health field. All applicants must have at least attained a baccalaureate degree from an accredited college or university.
The following courses are prerequisites for graduate study for all programs in the Department of Counselor Education and Counseling Psychology: introduction to psychology, introduction to statistics, research methods in behavioral sciences, abnormal psychology, human development, multiculturalism/diversity, in addition to experience in human service (field work, service learning, volunteering, or employment). Applicants not meeting all prerequisites may still be considered for admission, but should contact the department to discuss alternate plans for meeting the requirements prior to starting the program. Students who have completed relevant graduate course work prior to entry into the program may apply to have some of their requirements waived if the previous course work is equivalent to the courses currently required by the program.
Students who have completed graduate coursework at other institutions or at other Marquette University departments that is equivalent to courses required in our Program may petition to have those course requirements recognized (substituted) by the Marquette University Graduate School as meeting specified program requirements. A Petition for Course Waiver or substitution form must be completed for each course to be considered for a waiver. Students will need to submit to their advisors the course syllabi from the original course taken. Copies of course syllabi for our department that can be used for comparison purposes are available from the department assistant. The advisor and department chair both need to sign the form indicating their approval for the waiver to be accepted. In cases of disagreement between the advisor and chair, the petition will go to the full department faculty for a vote. Courses taken longer than six years ago normally will not be waived because the materials that was covered is likely no longer current. This procedure does not need to be followed for courses that a new student previously completed within the department with the previous six years.
Students should also use this procedure for elective courses not already preapproved or for courses that they wish to take as a substitute for required program courses. Students need to obtain preapproval for substitute courses, however, because the faculty will not approve courses that may at first glance appear to be similar to our courses but which we judge as not meeting our standards.
The time to program completion will depend on the number of courses waived because prior graduate coursework meets current program requirements. If no courses meet current program requirements, it is expected that students require six years to reach degree completion. If courses are waived because prior completed graduate courses meet program requirements, then students can expect that it would take four to five years for degree completion. Students will determine the specific program plan in collaboration with their academic advisors, and a completion date during the first semester of the program.
Admission applications that are incomplete or received after the deadline will not be reviewed. To ensure your file is complete and on time, please contact the Graduate School at 414-288-7137 or email at [email protected] .
Expand all | Collapse all
Materials to be Submitted for Application
All of the following materials must be submitted to the Graduate School by the appropriate deadline.
The Counseling Psychology program strongly encourages applications from those who believe that their commitment to diversity in health service psychology and/ or their own personal identity (e.g., ethnic, national origin, sexual, or gender identity) will contribute to a positive climate for diversity in the program and department. We also encourage diverse applicants to request consideration for the Marquette University Graduate School Diversity Fellowship at the time of application.
For application information and forms, please contact the Graduate School [email protected] at 414-288-7137,or email Coreen Bukowski , department academic coordinator.
After all completed applications are reviewed, the highest ranking applicants will be contacted for an interview that is required for admission. International applicants and others for whom an in-person interview would be prohibitively expensive are invited to interview over the phone. These interviews normally are held on the last Friday in January.
Applicant Evaluation by Departmental Faculty
The department faculty reviews applicant files comprehensively, emphasizing all aspects of applicants’ backgrounds. Academic transcripts, test scores, letters of recommendation, statements of purpose, writing samples, and professional backgrounds receive special attention in the first phase of the application process. Those applicants who are judged to show good potential for graduate study in our department, and who demonstrate a strong fit with at least one faculty member’s research interests , are then invited for an interview with the department faculty. Potential for graduate study and the fit between the applicant and the advisor/program are the focus of these interviews. After the interviews have been completed, the entire faculty again reviews each application and makes decisions about whom to offer admission. As noted earlier, students are admitted to work with a particular faculty member, and this match is based upon the advisor’s and the student’s shared research interests.
With regard to previous grades for our recent doctoral counseling psychology students, the median undergraduate GPA was 3.6. The faculty admits students with lower grades when there are significant compensating factors that are important for determining success in the field. If relevant, applicants should highlight these factors in their Statement of Purpose.
Tuition and Financial Aid Information
Tuition for a graduate education student can be found on the Graduate School tuition page. This level of tuition is often fairly competitive with other institutions. In recent years, new full-time doctoral students have been supported by part-time research assistantships through the department. Scholarships have helped some additional students, and a variety of fellowships and other options are available. For more information, see the Graduate School's financial aid page.
We will not know the number of assistantships available to next year's students until our admissions offers are sent out during the middle of the spring semester.
Visiting the department
You are welcome to visit the department to find out more about our programs. Department informational sessions are currently not held on campus, but you may schedule an online meeting or email the department. We are located in room 146 of the Walter Schroeder Health and Education Complex, 560 N. 16th Street. Download a campus map .Please contact Coreen via e-mail or 414-288-5730 to let us know you are interested in visiting or would like someone to contact you. Contact the Graduate School to schedule a campus visit/tour.
Report an accessibility problem
To report another problem, please contact [email protected] .
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Classroom Type: Online and on campus classes
The Education and Learning Sciences track in the Education and Human Development BA provides opportunities for students to explore education and learning in contexts outside of teaching in schools. It was created for individuals who wish to delve into the latest research and practices on learners' cognition, motivation, engagement, growth, and development in various formal and informal learning contexts.
Rolling decision
Personalized Support for Every Student
This flexible program accepts students every term (fall, spring, summer) and features personalized support for every student. Our SEHD Student Success Center provides wrap-around support for every student as well as one-on-one coaching.
Transfer Friendly Program
The Education and Learning Sciences pathway is transfer-friendly! Students can customize their program to bring in as many as 45 electives in minors and concentrations.
Experiences in the field
Students gain experiences that prepare them to be responsive and innovative in whatever field aligns with their passion.
Interest Categories: Cultural Diversity & Global Perspectives Education & Counseling Social & Behavioral Sciences
Campus: CU Denver Online
The Bachelor of Arts in Education and Human Development, Education and Learning Sciences program is designed to provide students with knowledge in current theories of learning, mind, brain, learning connections, theories of motivation, and designing a strong learning environment. Students also complete multiple experiences in diverse fields to support connections between practice and theory. Learning takes place in a top education school with collaborative teams of dedicated teachers and award-winning faculty. This 120-credit hour track is ideal for students who are interested in education in roles outside of teaching including outdoor education and informal learning environments, museum learning, international teaching, and non-profits to name a few.
Students in the program will:
This 120-credit hour track is ideal for students who are interested in education in roles outside of teaching in public schools including outdoor education and informal learning environments, instructional design, museum learning, international teaching, and non-profits to name a few.
CU Denver offers generous scholarships and financial aid packages to support students throughout their degree.
Development attracts students passionate about careers in education, human development, mental health, and working in and supporting diverse communities across multiple fields. The program matches their passion with an education rooted in diversity, current theories of learning, mind, brain, learning connections, theories of motivation, and designing strong learning environments. That’s why graduates are prepared to make immediate and life-long impacts on people, communities, and the world.
Recommended Completion Time: 2 to 4 years
Required Credits for Completion: 120
Our program seeks individuals who wish to teach as a career. We accept applications from incoming first-year students, current students at CU Denver, students transferring from community colleges or four-year institutions, individuals who are working as paraprofessionals, assistant teachers or developmental intervention assistants.
This program has rolling admissions, applications close per semester as follows:
Our friends at TEACH Colorado have free tools and resources to make applying to our program—and becoming a classroom teacher—easier! Create an account today and immediately access:
Sign up today!
School of Education & Human Development Office of Recruitment and Outreach [email protected] 303.315.6300
Lawrence Street Center
1380 Lawrence Street
Denver, CO 80204
303-315-6300
College of education: school of teacher education.
Everly Hall 223 (Elementary), 226 (Secondary), and 221 (MEdT) 1776 University Avenue Honolulu, HI 96822 Tel: (808) 956-4154 (Elementary)/(808) 956-4523 (Secondary)/ (808) 956-5513 (MEdT) Fax: (808) 956-7191 (Elementary & MEdT)/(808) 956-9808 (Secondary) Web: coe.hawaii.edu/elem/programs/eep/ , coe.hawaii.edu/secondary/ , coe.hawaii.edu/medt/programs/medt
J. Yoshioka, PhD (Director)—science education, teacher education L. Fulton, PhD (Associate Director)—elementary science education S. H. Furuta, PhD (Program Director)—teacher education, elementary education L. Muccio, PhD (Program Director)—early childhood education C. Au, PhD—early childhood education, literature, fine arts R. C. Balinbin Santos, PhD—social studies education S. Buelow, PhD—literacy and reading education E. B. Chapman de Sousa, PhD—multilingual learners K. K. Faria, MEd—Hawaiian language immersion, teacher education C. Frambaugh-Kritzer, PhD—literacy, reading and teacher education R. Fujii, PhD—social studies education S. A. George, PhD—STEM and place based learning S. A. Han, PhD—early childhood education J. Kent, MEd—STEM, social studied education M. K. Lenchenko, PhD—Indigenous education and curriculum development T. Lock, EdD—early childhood education A. Makaiau, PhD—social studies and philosophy for children L. Masa, EdM—literacy P. Massoth, MA—elementary education V. Matsumoto, PhD—teacher education, secondary education K. Mawyer, PhD—science education J. McKown, MEd—mathematics education C. Miller, PhD—English language arts and philosophy for children C. Monson, MFA—performing arts education K. A. H. N. Okamura, EdD—language, culture and practice S. Potes—mathematics education S. Robinson, PhD—science education A.K. Serna, PhD—health education, teacher education, Native Hawaiian well-being and advancement A. J. Sickel, PhD—STEM and science education J. Simpson Steele, PhD—performing arts M. Smith, PhD—multilingual learners, elementary teacher education S. Yagi, PhD—mathematics education W. Yu, MEd—place-based education
D. Grace, EdD—literacy education M. Pateman, HSD—health education J. Zilliox, EdD—mathematics education
from CRDG, EDCS, EDEP, KRS, LTEC, SPED
Degrees, Certificates, and Licensure Program Offered: BEd in elementary education (including minor), BEd in secondary education (including minor), Master of Education in Teaching (MEdT), Post-Baccalaureate Certificate in Elementary Education (PBCEE); State Approved Teacher Education Programs (SATEPs) in elementary education, dual elementary and special education, dual elementary and Hawaiian language immersion education, dual elementary and early childhood education, dual elementary and multilingual learning, dual early childhood and early childhood special education, secondary education, dual secondary and special education
The School of Teacher Education (STE) offers undergraduate degrees in elementary and secondary education (BEd), a post-baccalaureate certificate in teacher education (PBCTE), an advanced degree in teaching (MEdT), and state-approved teacher education programs (SATEPs) in elementary and secondary education.
Elementary and secondary BEd students may be able to enroll in programs that can lead to recommendation to the state for dual licensure, such as elementary or secondary and special education licensure, elementary and multilingual learning licensure, elementary and early childhood (PK-3) licensure, or early childhood and early childhood special education licensure. All STE programs focus on the educational needs of children and adolescents, teaching, learning, and curriculum. The students at UH Mānoa are ethnically diverse as are the students in Hawai‘i’s school system. Students in STE programs, therefore, learn and teach in a unique multicultural environment.
All students are required to own laptops for their courses. The heavy emphasis on the integration of technology into course work and clinical work reflects innovations in education. To learn more about this requirement, financial aid options for covering the cost, and whether the laptop the student may now own meets requirements for the program, please refer to coe.hawaii.edu/ .
Basic requirements.
The undergraduate major programs include a strong liberal arts foundation, professional education courses, academic subject preparation, content pedagogy preparation, and clinical experiences.
Classified status in the College of Education is necessary for registration in most teacher education courses. Most require State Approved Teacher Education Programs (SATEP) admissions as well. Program sheets listing the specific requirements for the elementary and secondary BEd programs and for the SATEPs are available in the College of Education’s Office of Student Academic Services (OSAS). Students must fulfill all degree program requirements in effect for the semester in which they are admitted into the college. Those pursuing licensure must meet all SATEP requirements in effect at the time they are admitted to the SATEP. Please be aware that SATEP requirements may be changed by the licensing agency, the Hawai‘i Teacher Standards Board (HTSB). Candidates pursuing licensure must meet all licensure requirements in place at the time of program completion.
For information on a Bachelor Degree Program Sheet, go to programsheets .
Elementary program.
The elementary SATEP major focuses on the learner and the learning environment in elementary school (K-6). Requirements include completion of the General Education courses specified for education majors, elementary emphasis and methods courses in elementary education, and clinical experience for a minimum of 120 credit hours. Students are typically assigned to cohorts and enroll in a sequence of courses. The traditional day program requires full-time enrollment. The Elementary BEd also offers a statewide distance education program. The Dual Elementary/Exceptional Students/Education program adds a focus on special education settings. The Dual Elementary/Early Education program adds a focus on PK-3 settings. The Dual Early Childhood/Early Childhood Special Education program adds a focus on PK-3 special education settings. The Dual Elementary/Multilingual Learning program adds a focus on the education of multilingual learners. The Dual Elementary/Hawaiian Language Immersion program adds a focus on Hawaiian language immersion settings.
The PBCEE and PBCEE/MLL track programs are designed for students who possess a baccalaureate degree and wish to obtain eligibility for a license to teach grades K-6. The elementary track offers a cohesive, field-based experience that encourages students to integrate educational theory and practice in cooperating elementary schools. The programs consist of interrelated courses totaling 31 credits. The PBCEE and PBCEE/MLL track programs are offered in a hybrid format with face-to-face and online components. For more information, contact OSAS at [email protected] .
All applicants to the PBCEE program will be evaluated competitively and considered for admission on the basis of an overall profile. Admission to the PBCEE track is considered admission to a SATEP. Spring admission only.
Admission requirements are subject to change. Contact OSAS at [email protected] .
The secondary education program focuses on the learner and the learning environment in grades 6-12. Requirements include completion of the General Education courses specified for education majors, a major in a teaching field or academic content and content pedagogy courses equivalent to a major in a teaching field, foundations and methods courses in secondary education, and clinical experiences in 6-12 classrooms.
The College of Education offers secondary education majors in the following fields: English, ESL, fine arts (art, dance, music, theatre), world languages (Chinese, French, German, Hawaiian, Ilokano/Filipino, Japanese, Korean, Latin, Russian, Samoan, Spanish), mathematics, science (biology, chemistry, physics, earth science, general science, and physical science), social studies (with concentrations in American studies, anthropology, economics, geography, Hawaiian studies, history, political science, psychology, or sociology).
Secondary education courses are offered in a required sequence that includes both seminar and field-based course work. The majority of education course work for secondary majors is offered and completed in three semesters starting in the spring of the junior year. Two courses (EDEF 310 and EDEP 311) sit outside the required program sequence. These two courses can be taken anytime prior to the final semester (full-time student teaching). The majority of all content-specific course work should be completed in the fall of the junior year, prior to beginning education focused course work. If you are interested in earning a concurrent major (i.e., majoring in mathematics and secondary education) please plan a meeting with OSAS early in your academic year to explore a detailed program plan.
Music education majors complete a coordinated program offered in conjunction with the Department of Music to prepare teachers for grades K-12. Prospective music education majors should see the chair of the music education committee in the Department of Music during their first semester. For more information, contact OSAS at [email protected] .
The PBCSE track program is a post-baccalaureate certificate program for the preparation of school teachers (grades 6-12). It is designed for students who possess a baccalaureate degree and wish to obtain initial teacher licensure. Students admitted to the PBCSE track program will have completed an academic major or its equivalent appropriate to their proposed teaching subject. The secondary track offers a cohesive, field-based experience that encourages students to integrate educational theory and practice in cooperating secondary schools. The program consists of interrelated courses totaling 36 credits. The PBCSE track program is offered in a hybrid format with face-to-face and online components. For more information, contact OSAS at [email protected] .
All applicants to the PBCSE track program will be evaluated competitively and considered for admission on the basis of an overall profile. Admission to the PBCSE track program is considered admission to a SATEP. Spring admission only.
Admission requirements are subject to change. Call the Office of Student Academic Services for updated information.
Master of education in teaching.
The Master of Education in Teaching (MEdT) Program is designed for individuals who have previously earned a baccalaureate degree and who are seeking a field-based, graduate, teacher education program.
MEdT candidates are admitted in groups who work and learn together as a cohort. During the course of the program, MEdT candidates complete university course work and engage in research, teaching, and learning while fully immersed in K-12 school and community based field settings under the guidance of university faculty and school personnel. In seeking the simultaneous renewal of education, the MEdT Program has built educational partnerships with various groups outside of the university. These partners work with MEdT faculty to provide unique learning experiences and opportunities for MEdT candidates. While all cohorts offer the same set of core courses, the content within the courses may differ depending on the nature of the partnership each cohort coordinator has established
The Initial Licensure MEdT Program is a two-year initial licensure program for applicants seeking a teaching license at the elementary (K-6) or secondary (6-12) levels while engaging in a program of research and inquiry consistent with a graduate degree. Successful completion of the program results in both a recommendation to the Hawai‘i Teacher Standards Board for licensure and a master’s degree from the College of Education. Dual certification options are available to add Hawaiian Language Immersion (K-12) or Special Education (6-12).
To earn their degree, MEdT teacher candidates are required to complete 46 credits of MEdT and professional specialization courses as well as a Plan B paper or project. Each semester, the core course work involves one field course and one seminar. The combination of course work and structured time in partner schools give MEdT teacher candidates opportunities to integrate theory with field-based practice.
Teacher candidates in the MEdT program are assigned a field placement each semester by their cohort coordinators. Teacher candidates are encouraged to get involved with the school and community from the first day in their placements. Teacher candidates receive support from partner school mentors and staff and university faculty, and can expect the field work to become progressively more involved across the four semesters of the program. Teacher candidates’ performance in their field experience is assessed each semester by the candidate themselves, the school partners, and university faculty
The professional specialization courses are meant to help teacher candidates further develop their knowledge of teaching, expertise in their content area and their strengths as agents of change and teacher leaders. Teacher candidates entering the program are expected to have completed an undergraduate program of study that has provided depth and breadth of knowledge in mathematics, science, social studies, or English/language arts needed to succeed as a secondary or elementary classroom teacher. Additional course work may be required if program faculty deem the content knowledge requirements are not being met sufficiently.
The MEdT program is offered full-time in a cohorted hybrid (online and face-to-face) statewide option. Courses may be held during the weekday, or in the evening and on weekends.
Admission requirements include: approval of Graduate Division at UH Mānoa; minimum undergraduate GPA of 3.0; and submission of passing test scores or other options approved by the Hawai‘i Teacher Standards Board ( www.htsb.org ). Specific exams or other options approved by the HTSB must be passed prior to the application deadline in order to meet license requirements and national accreditation requirements. The GRE is not required and cannot be used as a substitute. Applicants should visit the MEdT website for application instructions and current testing requirements at coe.hawaii.edu/medt/programs/medt /.
The department offers two dual-enrollment initial licensure MEdT programs with the UH Mānoa Department of Hawaiian Studies and Hawaiian Language, leading to a Bachelor of Arts in Hawaiian Studies or Hawaiian Language and a Master’s degree in Education in Teaching (MEdT). During their senior year, BAM students will be enrolled in the two programs, taking nine credits that count for both the BA and MEd. Additionally, they will take two classes as undergraduate electives and the program will waive these credits. They will take 40 credit total as a graduate student.
Students are highly encouraged to maintain regular communication with their academic advisors throughout the BAM pathway.
The same admission requirements mentioned in the previous section apply to Licensure MEdT HWST/HAW BAM programs.
Students should apply in their junior year for admission in their senior year. Interested students should contact their academic advisors. For Hawaiian Studies students, contact Lehua Nishimura ( [email protected] ,(808) 956-0642). For Hawaiian Language students, contact Jessica (Pōhai) Bell ( [email protected] , (808) 956-7637) before submitting their application to MEdT.
The Professional Practice Non-Licensure (PPNL) MEdT is a 30-credit, field-based, non-licensure track for educators who are looking for a practical, hands-on, field-focused, clinically supervised master’s degree program.
This program is designed for experienced professional educators who often host or directly work with pre-service teachers in their schools and who want to extend their influence beyond the walls of their schools and classrooms by putting theoretical foundations into practice in a field-based setting. This field-based, clinically supervised program is designed not only to improve the knowledge and skills that all great mentors have but to get participants to start thinking about and acting upon their school and community in a global “pay it forward” context.
The PPNL MEdT program will focus on helping participants create a culture within their school and community that focuses on areas including, but not limited to, school improvement, creating professional learning communities, building collaborative networks among all of the school’s stakeholders, and applying results from research to improve instruction and student learning outcomes.
The PPNL MEdT is designed to provide field-based learning opportunities where participants can leverage the MEdT program’s existing relationships to allow collaboration between all partners (schools, professional development schools, College of Education, university, and community). Participants will co-construct mutually beneficial P-20 school and community arrangements, including technology-based collaborations, for clinical preparation and share responsibility for continuous improvement of candidate preparation.
The PPNL MEdT program is offered in a cohorted, hybrid (online and face-to-face) format. Courses may be held during the weekday, in the evening or on weekends.
Admission requirements include: three years of teaching experience; mentoring experience; approval of Graduate Division at UH Mānoa; and minimum undergraduate GPA of 3.0; The GRE is not required. Applicants should visit the MEdT website for application instructions at coe.hawaii.edu/medt/programs/medt/ .
Requirements for the college’s state approved teacher education programs in elementary and secondary education comply with best practices and standards adopted by the national professional associations and the national accrediting body for teacher education, and with the state’s requirements for teacher licensure.
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If you already have a master’s degree in your healthcare profession, should you continue on for a terminal degree? Understanding the distinctions between a Doctor of Health Science (DHSc) degree, a Master's degree, and a PhD is crucial for making an informed decision. As a graduate school focused exclusively in the health professions, we have the expertise to help you decide what degree might be best for your career and life goals.
Understanding the DHSc Degree
A Doctor of Health Science (DHSc) degree is designed for healthcare practitioners and leaders who aim to enhance their knowledge, assume leadership roles, and drive innovation in the healthcare industry. You also may want to obtain a doctoral degree before your professional organization (e.g., PA) mandates an entry-level doctorate, to compete with peers or peer professions in similar roles, or to prepare for entry into academia. The DHSc degree focuses on the practical application of theoretical knowledge, preparing graduates to address real-world challenges in healthcare settings.
Masters or Doctorate: Key Differences
Master's Degree in Healthcare
A Master's degree in healthcare, such as a Master of Public Health (MPH) or a Master of Health Administration (MHA), is typically pursued by those looking to gain specialized knowledge and skills in specific areas of healthcare. These programs usually take two years to complete and are designed to provide a deep dive into particular fields.
Doctorate in Health Science (DHSc)
A DHSc degree, on the other hand, is designed to prepare healthcare professionals for advanced leadership roles, research, and teaching positions. This program is ideal for those who wish to combine clinical expertise with leadership and research capabilities. The program is not a research doctorate program and does not involve a dissertation.
DHSc Degree or PhD: Which is Right for You?
PhD in Health Sciences
A PhD in Health Sciences is a research-intensive degree aimed at those who wish to pursue a career in academia or advanced research. This degree focuses on creating new knowledge and contributing to the academic field through original research.
DHSc Degree
In contrast, the DHSc degree is tailored for healthcare professionals who wish to integrate clinical practice with leadership and research. It balances theoretical knowledge with practical application, making it a versatile choice for those looking to advance their careers in various healthcare settings.
Deciding between a Master's, a DHSc degree, and a PhD in healthcare depends on your career goals, interests, and the type of impact you wish to make. The DHSc degree stands out for its balanced approach, combining leadership, clinical practice, and research, making it a versatile and practical choice for advancing your career.
The question of "masters vs. doctorate" and "is a PhD/doctorate worth it" ultimately comes down to your professional aspirations. If you are looking to enhance your clinical expertise while gaining leadership and research skills, the DHSc degree offers unique advantages. And with MGH Institute of Health Professions offering a top-tier DHSc program , you can be assured of receiving a high-quality education founded on principles of interprofessional collaboration and practice in the delivery of healthcare and health professions education.
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Accelerate progress.
Adapting to rapid change requires unwavering conviction. And that goes double for creating it. Make a global impact and leave the world a better place than you found it. A PhD can get you there.
World-class research.
Cultivate new possibilities in computer engineering, engineering physics and microelectronics.
An early introduction to research with a team that’s dedicated to your success.
Cross-disciplinary approaches foster innovation. Experience our unique learning and research ecosystems.
Comprehensive mentoring is a cornerstone of the Duke ECE PhD experience. Once admitted, we help you assemble your Advising Team. Your team will include your research adviser, your departmental adviser, the director of graduate studies, a five-member dissertation committee, and the department chair.
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The information below is a summary of the formal degree requirements for the PhD in ECE.
For students matriculating with a bachelor’s degree , a minimum of 10 courses are required, as follows:
For students matriculating with a master’s degree from another institution , a minimum of five (5) courses are required, as follows:
A program of study detailing the planned/completed coursework must be approved at the Qualifying Exam (bring to exam with advisor’s signature) and Preliminary Exam stages of the PhD.
Access the ECE PhD Program of Study
Important Notes:
The purpose of the Qualifying Exam is to assess the potential to succeed in the PhD program by having students demonstrate:
The supervisory committee is formed in preparation for the preliminary examination and must consist of at least five members (including the student’s advisor), at least three of which must be graduate ECE faculty members.
In addition, as required by The Graduate School, at least one (1) member of the committee must be from either another department or a clearly separate field of study within the Duke ECE Department. Committees are proposed using the Committee Approval Form .
Note: While the Graduate School’s Committee Approval Form lists a minimum of four (4) committee members, the ECE Department requires five (5) committee members.
All PhD students must complete two semesters of a Teaching Assistantship (TA) prior to graduation. We provide training before you enter an undergraduate classroom for the first time.
The student is expected to complete this requirement sometime during his or her third through the eighth semester. Teaching Assistantships will be assigned by the DGS based on the background and interests of the student and the current department needs.
Teaching Assistantships are expected to require 10 hours per week on average and may involve such activities as organizing and leading discussion sections, grading homework and quizzes, assisting in the development of course materials, supervising laboratory sessions and so forth.
TA training information »
The preliminary examination, which must be completed by the end of academic year three, consists of (1) a written dissertation research proposal and 2) an oral presentation and defense of this proposal to an approved five-member faculty committee.
The written dissertation research proposal should consist of a 10-page (maximum) report plus appendices providing additional supporting information as well as an anticipated timeline for completion of all PhD degree requirements.
The oral presentation, approximately 45 minutes with extra time allotted for questions posed by the committee throughout and after the presentation, should reflect the contents of the report.
The student must follow the Graduate School’s guidelines for submitting the dissertation and scheduling the Final Examination, including submitting the departmental defense announcement to the ECE Graduate Office and uploading the dissertation at least two weeks prior to the defense.
Note: Details concerning important dates and deadlines, filing of intention to graduate, committee approval, and additional details may be found in the Graduate Bulletin .
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Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.
Doctoral Programs The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.
A doctoral degree in education prepares you for research, leadership and teaching jobs. Explore education doctorate classes and careers.
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The full-time Doctor of Philosophy (PhD) in Education at the Johns Hopkins School of Education embraces that tradition. We offer a world-class, research-focused program that prepares exceptional scholars to investigate and develop policies and practices that improve educational outcomes from pre-K through secondary school and beyond.
The Harvard Graduate School of Education strives to prepare leaders in education and to generate knowledge to improve student opportunity, achievement, and success.
Application Requirements and Deadlines. The School of Education will pause admission to the Doctor of Philosophy in Education (PhD) program for the 2025-26 academic year while we add several programmatic improvements. The next intake for admission to the PhD program will be for students who want to matriculate in the Fall 2026 semester.
The Ph.D. in education with a concentration in higher education develops scholars who are able to conduct original research and interpret and communicate the results of such research through writing, teaching, practice, and other means.
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Doctoral study at Harvard means full immersion in one of the world's most dynamic and influential intellectual communities. At the Harvard Graduate School of Education, two distinct doctoral programs leverage the extraordinary interdisciplinary strengths of the entire University. The Doctor of Education Leadership (Ed.L.D.) prepares experienced educators for system-level leadership roles in ...
You probably have some questions about getting a Ph.D. in education. Read on to find out everything you need to know about building a career in education.
A PhD in Education from George Mason can help you reach that goal! Our accomplished faculty can help you leverage your existing expertise in the field of education and of professional knowledge and skills that will take your career to the next level of influence. Leadership and research positions in federal and state government, post-secondary institutions, research organizations, and non ...
Learn about the interdisciplinary PhD program in education at UC Davis, which offers five areas of emphasis and engages with diverse fields and centers. Find out how to apply, attend virtual information sessions, and explore student stories and achievements.
The Doctor of Philosophy (PhD) in the field of education degree program is designed to create opportunities for cross-disciplinary research.
Learn the steps to earn a PhD or EdD in education, from bachelor's to dissertation. Find out the admission requirements, coursework, and benefits of a doctorate degree in education at Drexel.
The Brown Ph.D. is primarily a research degree. Teaching is an important part of many doctoral programs, and many departments require candidates for the Ph.D. to have teaching experience.
PhD in Curriculum and Instruction For education professionals with a desire to be an active scholar in the field of education and make significant contributions to the existing body of knowledge, the Doctor of Philosophy (PhD) in Education program can take both your research skills and career options to a higher level. The program begins with a review of theoretical frameworks to support your ...
Applications for all graduate programs at the University of Delaware are done online through the Office of Graduate and Professional Education. To apply to the Ph.D. in Education program, complete the steps of the UD online graduate application process.
Congratulations on your interest in joining the PhD program at the Pitt School of Education. You will soon have the opportunity to work alongside the leading minds in education research. The University …
The PhD in education is awarded by the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS). Students will work with faculty in the Harvard Graduate School of Education (HGSE) and the Faculty of Arts and Sciences (FAS). Candidates for the PhD in education will be affiliated with one of three concentrations ...
Requirements. The School of Education offers a Ph.D. in Education. The program seeks applicants from varied backgrounds and experiences who have the potential to become outstanding scholars and researchers in the field of education. The program currently offers three areas: (1) Human Development in Context; (2) Educational Policy and Social ...
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Graduate Education. Graduate Program Apply Now Graduate Student Handbook Life in Iowa City Main navigation ... examination results in advancement to candidacy for the PhD and the successful defense of a dissertation completes the requirements for the PhD in Microbiology.
Requirements for the college's state approved teacher education programs in elementary and secondary education comply with best practices and standards adopted by the national professional associations and the national accrediting body for teacher education, and with the state's requirements for teacher licensure.
PhD in Health Sciences A PhD in Health Sciences is a research-intensive degree aimed at those who wish to pursue a career in academia or advanced research. This degree focuses on creating new knowledge and contributing to the academic field through original research.
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The written dissertation research proposal should consist of a 10-page (maximum) report plus appendices providing additional supporting information as well as an anticipated timeline for completion of all PhD degree requirements.