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How Many Credits Are Required for a Doctorate Degree?

Doctorate degrees are an in-demand credential for people who want to be at the top of their field—whether they’re looking to advance their professional career or teach at the college or university level.

In this blog, we help you better understand the range of credit hours for doctorate programs, who determines the credit requirements, and provide estimates about how hours equate to credit, which will help you understand how long it may take to earn your doctorate degree.

How Many Credit Hours Does it Take to Earn a Doctorate?

The hours needed to earn a doctorate varies widely—from 60 to 120 credit hours. This range large range is impacted by:

• Degree Type: The type of degree you earn—from traditional Ph.D. degrees to professional doctorates—is influential in determining your required credit hours. Most Ph.D. programs require the full 120 hours, while professional doctorates can require as few as 58 hours.
• Area of Study: What you choose to study will greatly impact your required credit hours. Subjects like the hard sciences and humanities may require fewer credit hours than fields like psychology.
• Institutional Requirements: Each university determines its curriculum structure, number of credit hours per class and required credit hours for each program. Even if you’re earning the same degree, some schools will require more or less credits based on how their program is structured.
• Regional and State Requirements: Every university is governed by both regional and state accrediting bodies. These accrediting bodies determine the minimum credit required to earn a doctorate. For example, the State of Ohio requires students earn a minimum of 60 credit hours beyond their bachelor’s degree credits.

To determine how many credit hours will be required for the doctorate degree of your choice you’ll need to research individual programs at institutions.

Earning a doctorate is challenging and rewarding, but do you know what to really expect? Download this free guide for tips and insights to help you prepare for success.  

How are credit hours defined.

A credit hour is defined by the amount of time required—in the classroom setting, as well as outside researching and studying—to complete a course. For most terminal degrees, one course is worth 3 to 4 credit hours. The number of credit hours associated with a course is determined at the university level.

At Franklin University , each credit hour equates to 30 hours worth of work. Most of our major courses are 4 credit hours, meaning it will take 120 hours worth of lessons, research and study during the term to complete the course.

There are 4 fundamental ways you earn credits in a doctoral program:

• Major Courses: Your major courses are fundamental to the subject matter of your degree. They’re focused on providing you with a breadth of experience crucial to success in the industry.
• Electives: Electives or focus area courses give you the opportunity to explore areas of specialization or in-depth study within your chosen degree program.
• Research Core: Your core research courses will teach you how to perform quantitative and secondary research, use common tools and software and prepare you with the writing skills you’ll need to write your dissertation.
• Dissertation Requirements: Your dissertation requirements commonly include a comprehensive exam, research and writing of your dissertation and a dissertation defense.

What Counts As a Previous Credit for a Doctorate Program?

While your required coursework is an obvious way to earn credits toward your doctorate degree, there may be other ways to earn credit depending on your program and institution.

When evaluating doctoral programs, you should look for ways to get credit for your previous education and professional experience.

Credit for Master’s Degrees or Previous Graduate Study

Many programs accept master’s degree credit, or credits completed at the graduate level, toward the total hours needed for a doctorate.

For example, if a doctorate program requires 90 hours of post-baccalaureate credit, up to 30 hours of master’s credit may apply toward the total credits needed to complete a doctorate.

Transfer Credit from Other Institutions

The amount of transfer credit accepted at the doctoral level varies from institution to institution. Programs with liberal transfer credit policies, like Franklin University, may allow you to transfer up to 24 hours of previously earned credit.

Credit for Professional Experience or Credentials

Certain programs will give you credit for credentials, certifications or professional education courses completed outside of a degree program.

One example of this type of credit is for Franklin University’s Ed.D. program. This doctoral program will accept professional education completed for a superintendent’s license as up to 15 hours of credit toward the doctorate.

How Long Will it Take to Earn the Credit Hours Needed to Complete a Doctorate Program?

While the number of credit hours for a doctoral program is set in stone, the length of time to graduation is highly dependent on a number of factors.

Type of Doctorate and Program

A Ph.D. program, on average, takes longer to complete than a professional doctorate. The average Ph.D. takes 8.2 years to complete, while a professional doctorate can be completed in as few as three years. There is also variance between individual areas of study within these degree classifications.

Instruction Method

Whether you attend an online program , an in-person program or a blended program that offers both options, your instruction method can greatly impact time to graduation.

• Online programs offer greater flexibility, which as a full-time student, usually results in a shorter time to graduation.
• In-person programs usually take longer to complete, often due to the additional commitments of teaching and research outside of the individual’s degree requirements.
• Blended programs provide the benefit of both methods of instruction, so time to graduation usually depends on individual availability and preference of instruction methods.

Individual Pace

For students in a professional doctorate program, a full-time student can earn a degree in three years, while students who attend part time are likely to take 4-5 years to complete a degree. However you plan to pursue your doctorate, be aware of the maximum time to completion.

For example, Franklin University’s maximum time to completion for a doctorate program is seven years. It’s unlikely it would take this long to complete your degree unless you take time off during the program.

Professional and Personal Commitments The pace at which you complete a doctorate is a personal choice. Depending on where you are in your career, you may want to continue working as you pursue your doctorate. You also need to consider the amount of time you can commit to your studies based on your personal situation, as well as the financial commitment you’re willing to make.

Whatever path you take, doctorate programs are rigorous and require a passion for your work and dedication to your studies. You must be ready to commit to attending classes (online or in-person), studying, researching and completing your dissertation.

Is Faster Better When it Comes to Earning Your Doctorate?

The number of credits required to complete your doctorate degree, and the amount of time it takes to complete these credits, is only one consideration when choosing a doctoral program. When it comes to the investment of your time, energy and finances, quicker isn’t always better.

You need to consider the quality of the program and if it meets your personal needs and professional goals. For professionals looking to complete their doctorate while working full time, Franklin University offers flexible, online doctorate programs that can help you balance your short and long-term goals.

Explore Franklin University’s doctoral programs to advance your career while accelerating your time to graduation.

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Ph.d. requirements.

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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.

Ph.D. Funding

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.

Faculty Member Leaves Brown

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.

Additional Requirements

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.

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How the PhD Program Works

Program Overview

Completing your doctorate at Wharton requires 5 years of full-time study. The first 2 years in the program prepare you for admission to candidacy by taking courses, qualifying exams, and starting research projects. In the last few years, you are primarily conducting research full-time including writing and defending your doctoral dissertation.

Admission to candidacy.

You begin by taking courses required for your program of study. All programs requires a preliminary exam, which may be either oral or written.

Some programs may have further requirements, such as an additional exam or research paper. If you enter with a master’s degree or other transfer credit, you may satisfy the formal course requirements more quickly.

Beginning the Wharton PhD Curriculum How the first two years of the Wharton program helped students discover their interests, learn the tools of the profession, and fuel their passion for teaching.

The Doctoral Dissertation

Upon successful completion of coursework and passing a preliminary examination, you are admitted to candidacy for the dissertation phase of your studies.

Your doctoral dissertation should contain original research that meets standards for published scholarship in your field. You are expected to be an expert in the topic you choose to research.

You are admitted to candidacy for the dissertation phase of your studies upon successful completion of coursework and passing a preliminary examination, but you can start thinking about and working on research of relevance at any time.

The dissertation process culminates with a “defense,” in which you defend the proposal orally before your dissertation committee.

While working on your dissertation, you interact extensively with Wharton faculty. Together with interested faculty, you create your own research community that includes your dissertation advisor and dissertation committee.

Policies and Procedures

Get more detailed explanation of course requirements, academic standards, the Teacher Development Program, time limits, and dissertation procedures and requirements.

Sample Program Sequence

Years 1 & 2.

Coursework Examination Research Papers Research Activities Field-Specific Requirements

Directed Reading & Research Admission to Candidacy Formulation of Research Topic

Years 4 & 5

Continued Research Oral Examination Dissertation

Hear From Our Doctoral Community

From phd student to colleague, the diverse skill set you need to become a professor, wharton’s phd program prepared this doctor to perform economic evaluations in health care.

Doctor of Philosophy in Education

Additional Information

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The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

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.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

The Human Element of Data and AI

Gahyun Callie Sung's journey to HGSE and the LIT Lab is reflected in her research into data and using AI to improve student outcomes

Improving the Teacher Workforce

With her research work, doctoral marshal Mary Laski, Ph.D.'24, is trying to make teaching in K–12 schools more sustainable and attractive

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Admissions & Aid

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You are here

Application requirements for all doctoral programs (phd).

All of our doctoral programs are designed to develop outstanding educational researchers who have a deep understanding of the scientific, practical and policy issues they study. All require full-time study, and we promise five years of full-time financial support for every student we admit. Our doctoral programs are small, typically ranging from about 25 to 35 new students a year. The small size of our doctoral cohorts creates big educational advantages for students: the classes are almost always small, students receive individualized attention from their advisors, and they have many opportunities to develop close collegial relationships with fellow students.

It is extremely important to demonstrate in your statement of purpose that your interests converge closely with the current research of faculty who work in the program to which you are applying. Other doctoral applicants will certainly do this, and if you don't, you will forfeit an important competitive advantage to them. 

If you wish to contact faculty, please read our Which Degree Which Program article, by Professor Eamonn Callan, which outlines the appropriate process for contacting faculty with whom you share research interests. 

• Program website:  Degrees and Programs/PhD
• Length of Program:  5 years (average length)
• Tuition: fellowship/assistantship salary and tuition guaranteed for first five years of the program (autumn, winter and spring quarters) for all students, including international students. Funding includes two summers.

Application Requirements:

Application form.

Complete and submit Stanford's graduate online application .

Application Fee

The application fee is $125 , is non-refundable, and must be received by the application deadline.

Application Fee Waivers

Stanford offers three types of application fee waivers for which GSE applicants may apply and be considered:

• GRE Fee Reduction Certificate-Based Waiver
• Diversity Program Participation-Based Waiver
• School-Based Waiver

Please visit the Stanford Graduate Diversity website for instructions, deadlines, and the fee waiver application form.

Statement of Purpose

A Statement of Purpose is required. Your statement should be typed, single-spaced and should be between one to two pages . Describe succinctly your reasons for applying to the proposed program, your preparation for this field of study, and why our program is a good fit for you, your future career plans, and other aspects of your background as well as interests which may aid the admissions committee in evaluating your aptitude and motivation for graduate study. You may indicate potential faculty mentors as part of your study and research interests. Be sure to keep a copy for your records. What's a Good Statement of Purpose?

A resume or CV  is required of all applicants, depending on which document is most appropriate for your background. There is no page limit for resumes or CVs, though we typically see resumes of one page in length. Please upload your resume or CV in the online application.

Three (3) Letters of Recommendation

Applicants are required to submit three letters of recommendation . In the online application, you will be asked to identify your recommenders and their email addresses. Please notify your recommenders that they will receive an email prompt to submit their recommendation online. You can submit your request for letters of recommendation through the system without submitting the entire online application.  Stanford GSE only accepts online recommendations through the application system ; Stanford GSE cannot accept mailed, emailed or faxed recommendations.

Recommendations should be written by people who have supervised you in an academic, employment, or community service setting. We very strongly recommend that at least one of these letters be from a university professor familiar with your academic work. Your recommendations should directly address your suitability for admission to a graduate program at Stanford GSE.

It is the applicant's responsibility to ensure that all three letters of recommendation are submitted through the system by the application deadline , so please work closely with your recommenders to remind them of the deadline.

College and University Transcripts

Transcripts are required from every college and university you have attended for at least one academic year as a full-time student. When submitting your online application, transcripts should be uploaded to the application as a scanned copy or PDF ; this is sufficient for the application review process. Please refrain from sending a secured PDF/transcript with a digital signature as our system cannot upload these properly. The best way to ensure we receive an upload-able document is for you to print out the secured transcript, scan it, and upload the scanned copy (not to exceed 10MB) as a PDF. 

If you earned a degree at the institution from which you are submitting a transcript, please ensure that the degree conferral date and the degree conferred is clearly visible on the document. If you are currently enrolled in a degree program and will not have earned the respective degree by the time of submitting your GSE application, you should submit your most recent in-progress transcript from your institution.

Only if admitted will we contact you with instructions on sending two copies of your official transcripts to our office. We cannot accept mailed, emailed or faxed copies of your transcripts during the application process. Please note: the instructions for sending transcripts on the online application and on the general Stanford Graduate Admissions Office website differ from this Stanford GSE requirement.

Concerning course work completed in a study abroad program

If the coursework and grades are reflected on the transcript of your home institution, you do not need to submit original transcripts from the study abroad institution.

Concerning foreign institutions

If your institution provides a transcript in a language other than English, we require that you submit a translation of the transcript that is either provided by the institution or a certified translator. Translations must be literal and complete versions of the original records.

If your transcript does not include your degree conferral date and the degree conferred , please submit a scanned copy of your diploma, a conferral statement, or a conferral document in addition to your transcript . If you are currently enrolled in a degree program and will not have earned the respective degree by the time of submitting your GSE application, you should submit your most recent in-progress transcript from your institution.

Stanford University requires the Test of English as a Foreign Language (TOEFL) from all applicants whose native language is not English. The GSE requires a minimum TOEFL score of 250 for the computer-based test, 600 for the paper-based test or 100 for the internet-based test in order to be considered for admission. The Test of Written English (TWE) portion of the TOEFL is not required. Applicants who have completed a four-year bachelor's degree or a two-year master's program (or its equivalent) in the U.S. or at an institution where English is the main language of instruction are not required to take the TOEFL. For more information on TOEFL requirements, please refer to the Required Exams  page on the main Stanford Graduate Admissions website. You may register for the TOEFL test directly at the ETS website .

TOEFL Dates and Deadlines

PhD applicants who are required to take the TOEFL should plan to take the internet-based TOEFL test and have official TOEFL scores sent electronically to Stanford at institution code 4704 (department code does not matter) no later than November 1 . This will give your official TOEFL scores time to be sent from ETS and be received by our system in time for the December 1 deadline. PhD applicants to Knight-Hennessy Scholars should plan to take the internet-based TOEFL test no later than October 16 so your scores can be received by our system in time for the November 16 KHS GSE deadline. Please note that the TOEFL may be taken no earlier than 18 months prior to the application deadline.

Does Stanford accept tests other than TOEFL?

No. We accept only TOEFL scores; we do not accept IELTS or other test scores.

Contact Information

Admissions:  [email protected]  

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Ph.D. in Computer Science

Ph.d. program requirements.

The PhD degree requires 72 graduate-level credits, including:

• no 5000-level CS courses
• these credits traditionally cannot be transferred in, you must actually take at least 6 credits of coursework at UVA to get a UVA PhD
• CS 8897 and CS 9897 (Graduate Teaching Instruction) cannot be used to satisfy this 24-credit requirement (but see below)
• at least 12 credits in any combination of CS 8897 and CS 9897 (Graduate Teaching Instruction), corresponding to two semesters as a full-time, 20 hour per week TA (see Chapter 3.2)
• Completion of the Qualifying Examination (see Chapter 5)
• Completion of the PhD Proposal (see Chapter 6.3)
• Completion of the Oral Defense of the written Dissertation (see Chapter 6.4)
• Finally, complete the “ Graduate Student Leave Request ” form (see Section 2.5) to leave the program.

These requirements have significant overlap with the MCS and MS degree requirements; many students choose to earn one of those Master’s degrees as part of their PhD studies.

Application Requirements

Computer science background requirements.

The Department of Computer Science does not require that applicants hold a bachelor's degree in Computer Science. However, applicants are expected to have a strong background in Computer Science. A suitable background would include courses in the following core areas:

• Data Structures
• Discrete Mathematics
• Assembly Language and Computer Organization
• Programming in a procedural language such as C, C#, C++, or Java.

Applicants are also expected to have taken several (but not necessarily all) courses in specialized areas:

• Operating Systems
• Programming Languages
• Artificial Intelligence
• Computer Networks
• Automata and Formal Languages
• Software Engineering

A year of college-level Calculus is also required. In general, experience gained working is not considered equivalent to successful completion of the courses listed above.

Grade Point Average

There is no minimum GPA required for admission. However, most applicants who are offered admission to our program have a GPA of at least 3.3 (out of 4.0). The grades in Computer Science, mathematics and related courses are more important than the overall GPA.

GRE scores are optional. 

Letters of Reference

If possible, letters of references should be written by faculty at a university previously attended. Letters of reference from Computer Science faculty are preferred, but references from employers are welcome. References should pay particular attention to academic achievements and evidence of independent, creative problem solving.

TOEFL/IELTS Scores

• If you are a permanent resident of the U.S., TOEFL is not required
• If you received a 4-year degree at an English-speaking institution (whether or not the institution is in the U.S.), TOEFL/IELTS is not required.
• If you received a 4-year degree at a non -English-speaking institution and a Master's degree from an English-speaking institution, TOEFL/IELTS is required. 
• Note that if you have a solid command of written and spoken English, TOEFL/IELTS waivers are possible! Contact via email,  [email protected] , explaining why you believe TOEFL/IELTS can be waived (include evidence such as verification of duties as a Teaching Assistant that required significant interactions in English, copies of expired TOEFL/IELTS scores, presentations at conferences in English, etc.). 

It is unusual that we offer admission to an applicant with an overall TOEFL score below 90 / IELTS below 6.5. Scores can be sent electronically to UVa at institution code B875. Some students with lower scores may be required to complete the UVA Summer English for Academic Purposes Program prior to admission.

Application Evaluation

Applications are evaluated based on the following factors:

• Background in Computer Science (including project work)
• Grade Point Average (GPA)
• Graduate Record Examination (GRE)
• Letters of reference
• Personal statement
• TOEFL/IELTS scores

Applications are evaluated in their entirety. A weakness in one factor might be mitigated by strength in another.

Financial Aid / Tuition 

Occasionally, the school of Engineering offers Master Fellowships. More information can be found on the Engineering Cost Aid webpage: https://engineering.virginia.edu/future-grads/graduate-admissions/cost-aid , and you can learn more about UVA Fellowships here: https://citizenscholars.virginia.edu/fellowships  

PhD students are usually admitted with a financial aid package in the form of a First-Year Research Assistantship that allows students to explore research with various faculty members and find their best match. It is expected that students will join a research group by the end of their first year and then be supported as a Research Assistant (RA). This financial aid package includes a competitive stipend, tuition, fees, and health insurance coverage. Details of this award are given at the time of your notification of acceptance into the Computer Science PhD program.  

You are encouraged to apply to outside sources for fellowships or you can apply for federal assistance by filling out a Free Application for Federal Student Aid .

The UVA Tuition and Fees page includes the costs per academic year by school. 

CS Admissions Frequently Asked Questions (FAQs)

How do i apply.

Please visit this Web page to apply.

When is the application deadline?

See details in the section above (Admissions).

How much does it cost to apply? Can this fee be waived?

Visit this UVA Engineering FAQ page for details on the cost to apply, and learn if your fee can be waived.

Is the TOEFL/IELTS required?

International students must have an outstanding command of the English language in order to enroll at the University of Virginia. The TOEFL/IELTS exam is required of all applicants if the language first learned and spoken in the home is not English, and they are not permanent residents. However, TOEFL/IELTS is not required if the applicant has received a 4-year degree at an English-speaking institution (whether or not the institution is in the U.S.). (If the applicant has a 4-year degree from a non-English-speaking institution and a Master's degree from an English-speaking institution, TOEFL/IELTS is still required.) It is unusual that we offer admission to an applicant with an overall TOEFL score below 90 / IELTS below 6.5. 

I scored less than 22 on the Speaking section of TOEFL. Can I still apply?

We review all applications thoroughly, along a number of dimensions. It is unusual that we offer admission to an applicant with an overall TOEFL score below 90/ IELTS score of 6.5.

Where do I send my GRE and/or TOEFL/IELTS scores?

The Institution code for School of Engineering and Applied Science of the University of Virginia for the GRE is 5820. The code for TOEFL is  B875. There is not a specific code for the Department of Computer Science.

I'm taking TOEFL/IELTS or GRE after your deadline (Dec 15). If I apply will these scores make it into my application and be seen by the admissions committee?

We will start evaluating applications soon after the Dec 15 deadline. Applicants should submit the most complete application they can, based on the information they have at the time (e.g., current test scores, even if new test scores are anticipated).Those applications that are complete will be considered first. We will continue to evaluate applications into early next year, until we have completed our offers. As we are reviewing applications, we will certainly consider updated scores as the arrive at the University of Virginia. There is no need to email us to tell us that new scores are being sent.

Should I mail or should I upload my materials with my application?

We strongly discourage applicants from mailing in any items that can be uploaded to avoid delays in your application review, and we ask that you not send duplicate copies of previously uploaded documents. If you still need to mail documents to our office, please send them to: For US Postal: Graduate School of Engineering and Applied Science Admissions P.O. Box 401103 Charlottesville, VA 22904 For UPS/FEDEX:      Graduate School of Engineering and Applied Science Admissions      1001 Emmet Street North      Room 209B Carruthers Hall      Charlottesville, VA 22903

I’ve submitted my application and all supporting materials. Why does my application status still show as incomplete?

We will fully review your application with unofficial test scores and unofficial transcripts. Your application will only show as "complete" when your application has been submitted, your official scores and transcripts have been received and all three letters of recommendations have been received. An application is complete for review with unofficial transcripts and self-reported scores, though the checklist will still show incomplete. Please note that all official transcripts are received in our main admissions office and scanned or entered into our system manually. If you feel that your materials should have been received by now, but are NOT showing up when you login to your account, please note that the Graduate Admissions Office processes a very large number of applications and it may take longer than expected for your documents/information to appear online (in your account). It is very likely that your materials have been received, but have not been loaded into our application system yet.

If I email you my information (e.g., GPA, GRE scores, etc.) before I apply, can you tell me the chance of being accepted?

The graduate admissions committee considers many factors in an application, including more than just GPA and test scores. In particular, letters of reference and your personal statement are extremely important. Therefore, we are unfortunately unable to provide any information before the committee considers your full application.

I still have other questions. Is there anyone available to help me?

Yes! For program/degree specific questions, please send an email to [email protected]. For application support and specific questions regarding the application process, please contact: Central Graduate Admissions [email protected] 434-243-0209

The information contained on this website is for informational purposes only.  The Undergraduate Record and Graduate Record represent the official repository for academic program requirements. These publications may be found here .

Doctor of Philosophy

The PhD programs advance scientific discovery by training and supporting students doing in-depth research that solves the world’s biggest public health challenges. At the forefront of efforts to benefit the health of people worldwide, the School offers students the opportunity to join in shaping new ideas in public health and implementing them effectively. PhD students benefit from collaborations across public health disciplines and a broad range of academic fields through connections with other Harvard faculties.

All PhD students conduct research through a dissertation, in addition to other avenues of discovery. All PhD programs at Harvard University are administered by the Harvard Graduate School of Arts and Sciences (GSAS), and applications are processed through the GSAS online application system . Choose from one of four PhD programs offered collaboratively between Harvard Chan School and GSAS.

• Abbreviation : PhD
• Degree format : On campus  
• Time commitment : Full-time  
• Average program length : Varies between 4 to 7 years based on program

When applying to the PhD, applicants must choose one of the following specialized fields of study. Eligibility requirements vary by program and field of study.  

• Biological Sciences in Public Health
• Biostatistics
• Health Policy
• Environmental health
• Epidemiology
• Global health and population
• Social and behavioral sciences

Career outcomes vary based on field of study and research, but in general, PhD graduates will be prepared for a career in academia, health policy, government agencies, consulting, the pharmaceutical or biomedical industry, and generally improving lives through qualitative and quantitative research.

Admission information

Like all PhD (doctor of philosophy) programs at the School—and the University—the PhD in health policy is offered under the aegis of the Harvard Graduate School of Arts and Sciences (GSAS). Applications are processed through the GSAS online application system located at gsas.harvard.edu/admissions/apply .

• Harvard Business School →
• Doctoral Programs →
• PhD Programs
• Accounting & Management
• Business Economics
• Health Policy (Management)
• Organizational Behavior
• Technology & Operations Management

Program Requirements

• Program Requirements →

Below please find the program requirements for students in Management . Students in Management generally complete the program in five years.

A minimum of 13 semester courses at doctoral level are required. Each semester students will consult with an advisor to receive approval of their course selections.

• Macro Topics in Organizational Behavior (HBS 4480)
• Micro Topics in Organizational Behavior (HBS 4482)

Students must take four research methods courses.

• Design of Field Research Methods (HBS 4070)

Students must take three additional research methods courses from either behavioral sciences research methods or econometric research methods. Research methods courses that meet this requirement include, but are not limited to:

Behavioral Science Research Methods

• Seminar in Applied Statistical Methods (HBS 4809)
• Intermediate Statistical Analysis in Psychology (Psychology 1950)
• Multivariate Analysis in Psychology (Psychology 1952)
• Intermediate Quantitative Research Methods (Sociology 202)
• Advanced Quantitative Research Methods (Sociology 203a)
• Analysis of Longitudinal Data (Sociology 203b)

Econometric Research Methods

• Introduction to Econometrics (Economics 1123)
• Introduction to Applied Econometrics (prerequisite Economics 2110) (Economics 2120)
• Advanced Quantitative Methods II (KSG API 210i)
• Probability Theory (Statistics 210)
• Incomplete Multivariate Data (Statistics 232)

Research Design Courses

• Experimental Methods (HBS 4435)
• Field Experiments (HBS 4430)
• Advanced Quantitative Research Methodology (Gov 2001)

Management students are required to take seven additional elective doctoral courses, including two breadth courses, and are strongly encouraged to take one of the following series:

Microeconomics

• Microeconomic Theory I (HBS 4010/Economics 2020a)
• Microeconomic Theory II (HBS 4011/Economics 2020b)
• Social Behavior in Organizations: Research Seminar (Psychology 2630)
• Advanced Social Psychology (Psychology 2500)
• Sociological Theory: Seminar (Sociology 204)
• Organizational Analysis: Seminar (Sociology 243)

All students without an MBA degree are required to complete two case-based HBS MBA courses.

Students are strongly encouraged to attend and participate in seminars throughout their program. Students are expected to attend the:

• Organizational Behavior Unit Seminar

Good Academic Standing

To remain in good academic standing, doctoral students are expected to maintain a B grade point average.

Teaching Requirement

Students must teach or assist with teaching in a formally offered course for one full academic term. This engagement should include, at least, 8 hours of front-of-class teaching and 16 hours of teaching preparation time. The requirement may be fulfilled by completing a teaching fellow or instructor assignment at a Harvard University.

Special Field Exam

Students are required to pass the Special Field Exam at the end of the second year or beginning of the third year. This exam has two parts: a written exam and an oral exam based on a research paper a student has written.

Dissertation Proposal

By the end of their third year, all students are required to obtain approval of their dissertation proposal by their Dissertation Chair.

Dissertation

Students are required to write a dissertation, which typically takes the form of three publishable papers, to the satisfaction of their Dissertation Committee. The dissertation defense is oral and open to the public.

PhD Degree Requirements

This webpage provides a quick overview of the requirements for our PhD program. More detailed information can be found in the Psychology Graduate Guide . This webpage and the Graduate Guide supplement the Psychology PhD requirements defined in the Stanford Bulletin and the policies for all Stanford graduate education as defined in the Graduate Academic Policies and Procedures Handbook . 

The most important component of our PhD program is engaging in scientific research. Students in our PhD program conduct in-depth research in at least one of five areas of study: Affective , Cognitive , Developmental , Neuroscience , or Social Psychology. All students are expected to spend at least half of their time engaged in research. Each quarter, students should register for 8 - 10 research units (PSYCH207: Graduate Research) and take no more than 10 units of coursework.

The sections below outline program requirements regarding coursework and teaching, as well as key milestones towards a PhD degree.

Course Requirements

• Teaching Requirements  
• Key Program Milestones

Core Courses, Statistics/Methods Courses, and Advanced Units must be taken for a letter grade and passed with a grade of B- or higher. Click each requirement to open the relevant sections in the Graduate Guide.  

Professional Seminar 

All incoming students are required to take PSYCH207 in the first quarter (Year 1 Autumn). This is a course taught by the Department Chair with guest lectures from faculty across all areas, and serves to introduce the first-year students to the Department. 

• PSYCH 207: Professional Seminar for First-Year Ph.D Students

As a part of PSYCH 207, first-year students are also expected to meet with their advisor(s) early in the fall quarter of the first year to discuss mentorship expectations. 

Core Courses

Students are required to complete 4 of the following Core Courses by the end of Yr 3.

• PSYCH 202: Cognitive Neuroscience
• PSYCH 205: Foundations of Cognition
• PSYCH 211: Developmental Psychology
• PSYCH 213: Affective Science
• PSYCH 215: Mind, Culture, and Society

Statistics / Methods Courses

Students must complete PSYCH 251 and one additional statistics/methods courses by the end of Year 2. At least one of the two courses must be taken in the first year. 

• PSYCH 251: Experimental Methods (Required) 
• PSYCH 249: Large-Scale Neural Network Modeling for Neuroscience
• PSYCH 252: Statistical Methods for Behavioral and Social Sciences
• PSYCH 253: Measurement and the Study of Change in Social Science Research
• PSYCH 289: Longitudinal Data Analysis in Social Science Research

Some students may wish to take advanced courses in Statistics or CS not listed above; please consult with your advisor and send an inquiry to the Student Services Manager. These requests may be reviewed by the DGS and/or the GPC.

Advanced Units / PhD Minor  

Students must complete 12 units of advanced graduate coursework (“Advanced Units”, or AU), or complete a PhD Minor by the end of Year 4.  

Students and their advisor(s) should discuss the course requirements and create a plan together for completing the Advanced Units. To this end, rising 2nd year students must submit an Advanced Courses Form by the first Monday in October (usually the first Monday of the Fall Quarter) of the 2nd year. 

Terminal Graduate Registration (TGR) Statu s

Students should apply for Terminal Graduate Registration (TGR) status once they have accumulated 135 units of residency and have filed a Dissertation Reading Committee form . Students in TGR status should register for PSYCH 802: TGR Dissertation (0 units) and take no more than 3 units of coursework per quarter. Typically, students transition to TGR in the Winter quarter of 5th year. 

For more information about Course Requirements, consult the Graduate Guide and the Stanford Graduate Academic Policies and Procedures Handbook .

Teaching Requirements

All students serve as teaching assistants for at least 5 Psychology courses during their graduate study, regardless of the source of their financial support. Of these 5 TAships, students must apply for 2 of their TAships to be in one of the two tracks: 

• PSYCH 1 Track (2 quarters of Introduction to Psychology)  
• STATS Track (2 quarters of core statistics/methods course: PSYCH 10, PSYCH 251, PSYCH 252, PSYCH 253).  

Students can review the Department's complete  TA policy  for more details. Questions about TA assignments or TA policy should be directed to the Student Services Manager. 

Program Requirements and Milestones

Year 1: First Year Project (FYP)

At the end of their first year of graduate study, students must submit a written report of their first-year research activities, called the First Year Project (FYP) by June 1 The FYP is submitted to their advisor, second FYP reader (another faculty), and the students’ services manager. Students are also expected to present the results of their FYP in their area seminar. 

Year 2: Admission to Candidacy

In our department, a student’s application for candidacy must be filed as soon as all requirements for Year 1 and Year 2 are completed (and by the end of the 2nd year). The decision to advance a student to candidacy is made based on a holistic assessment of the student’s progress in the program. For more information, please refer to the Graduate Guide, section on Admission to Candidacy. 

Conferral of a masters degree: Graduate students in the Department of Psychology who have completed (a) the first-year and second-year course requirements and (b) at least 45 units of Psychology courses may apply for a conferral of the MA degree.

Master of Arts Degree in Psychology (Optional)

Graduate students in the Department of Psychology who have completed (a) the first-year and second-year course requirements and (b) at least 45 units of Psychology courses may apply for conferral of the MA degree. The application should be reviewed with the Student Services Manager. The  application process  typically occurs in 2nd or 3rd year.

Year 3: Research Plan and Dissertation Reading Committee   

Students in Year 3 are expected to:

(1) Form a dissertation reading committee (due Feb 1): The research committee includes the dissertation advisor and at least 2 additional faculty members, for a total of 3 members, at least two of whom should have primary appointments in the Psychology Department. 

(2) Schedule and hold the 3rd Year Committee Meeting to take place in Winter or Spring quarter (before June 1), and submit a research plan to their committee 2 weeks before the meeting

(3) After the committee meeting, submit the Research Plan to the Student Services Manager and report the meeting date using the Committee Meeting Google Form .

Year 4: Area Review and Research Roadmap (ARRR) and Committee Meeting

Students in Year 4 are expected to:

(1) Schedule and hold the 4th Year Committee Meeting in the Winter quarter and submit an Area Review & Research Roadmap (ARRR) to the committee two weeks before the meeting.

(2) After the committee meeting, submit the ARRR to the Student Services Manager and report the meeting date using the Committee Meeting Google Form . 

Final Year: Oral Examination and Dissertation  

Students in Year 3 and above are expected to hold a committee meeting every year. In their final year, students must form their Oral Examination Committee including identifying an external chair. Students must submit the Oral Exam Form to the Student Services Manager at least 2 weeks before the anticipated defense and follow the standard Department protocol for reserving a room for their defense.

Individual Development Plan

Every year, each graduate student completes an Individual Development Plan (IDP) and has a meeting with their advisor to discuss the IDP and set an Action Plan for the coming year. The goal of the IDP is for the student to step back from their daily tasks, reflect on the larger picture, discuss these topics with their mentor, and make an action plan for achieving their goals going forward. The IDP meeting must occur by June 1 each year. 

The IDP process has 4 steps:

1. Student completeness the IDP Self-Reflection form  

2. Student prepares the IDP Meeting and Action Plan form and schedules a one-on-one meeting with the advisor. 

3. Student and Advisor(s) complete the Action Plan (pages 3-4 of the IDP Meeting and Action Plan form ). 

4. Student submits the IDP Meeting Google Form to report the meeting to the Student Services.

Students can also use the IDP meeting to discuss mentorship expectations and schedule additional meetings if further conversations are needed. Note that first-year students must schedule a separate meeting with their advisors to discuss Mentorship Expectation as a part of their ProSem requirement

Graduation Quarter

Registration for Graduation Quarter is required for the term in which a student submits a dissertation or has a degree conferred. Please consult the Registrar's Academic Calendar for the quarterly deadlines for submitting dissertations; they are strict, and missing the deadline can have serious funding implications. For more information, please refer to the Graduate Guide and Registrar's Office website .

PhD Program Timeline At-A-Glance

• FYP Proposal and name of 2nd reader due to Student Services

End of Fall Quarter 

• Complete the mentorship expectations meeting with advisor
• FYP due to Student Services, advisor, and 2nd reader

Summer of 1st Year

• Meet and receive feedback from advisor and 2nd reader
• Submit  Advanced Units coursework form  to Student Services

June 1  

• IDP Meeting Due

By the end of 2nd Year

• Submit  Candidacy Form  to Student Services
• Submit  Doctoral Dissertation Reading Committee form  to Student Services
• Schedule 3rd Year Committee Meeting
• Hold Committee Meeting (Research Plan to committee 2 weeks before meeting), and report meeting to Student Services; IDP Meeting
• Schedule 4th Year Committee Meeting
• Submit ARRR to the committee two weeks before the meeting
• Hold Committee Meeting
• Report meeting to Student Services
• IDP Meeting

2 weeks before Defense: 

• Submit the  Oral Exam form  to Student Services

End of Spring Quarter: 

• Oral Examination
• Submit Dissertation 
• Schedule and hold a 5th Year Committee Meeting 

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Doctor of Philosophy in Nursing (PhD)

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Need your questions answered?

Transform the future of health.

Advance the theoretical foundation of nursing practice and healthcare delivery with a Johns Hopkins PhD in nursing. This program will provide you with the knowledge and skills in theoretical, methodological, and analytical approaches that will enable you to conduct research to discover and apply knowledge in nursing science and health care. Most full-time Johns Hopkins Nursing PhD students are 100% funded with a stipend for the first three years of study.

The Johns Hopkins School of Nursing specializes in eight Areas of Expertise . With access to world-renowned nursing faculty in these specialties, cutting-edge facilities, and opportunities for interdisciplinary collaboration with noted researchers throughout Johns Hopkins University, you’ll build the skills to develop and implement a scientific research program and launch your career. By graduation, most Hopkins nurse scholars have been awarded grants that continue their research and set them well on their way to a successful career.

A DNP Advanced Practice/PHD dual degree is also offered for students who wish to function at the highest level of nursing practice with focuses on both clinical practice and research.

Program Details

Tuition & fees.

Estimated Tuition Cost: $1,939 per credit See Cost of Attendance Details Financial Aid: There are numerous options for financing your education including grants, scholarships, federal loans, and employment programs.  Learn more.

Upcoming Application Deadlines

Fall entry: Dec 1

Requirements

Admission criteria.

Graduate of an accredited Bachelor’s or Master’s in Nursing Program ( if applicable. Applicants holding a degree in a non-nursing related discipline will be considered on an individual basis)

A written statement of research goals including reason for interest in Johns Hopkins

Research interests that match faculty expertise and School resources

GRE scores are accepted but not required

A minimum scholastic GPA of 3.0 on a 4.0 scale

Interview with faculty (if moved forward by admissions committee)

Writing sample (publication or graded paper)

Resume or curriculum vitae

Three letters of recommendation (two academic, one professional)*

Copy of official RN license(s) ( if applicable. Applicants holding a degree in a non-nursing related discipline will be considered on an individual basis)

Official Transcripts (from all previous colleges/universities)

TOEFL or IELTS if English is not your native language

Information for applicants with international education

Prerequisites

No prerequisite courses.

*References should be recent, written for the purpose of your application to this program and from professors who know you as a student or employers who know you as a professional in a job setting preferably in a supervisory role. Personal references from colleagues, friends, or family members do not meet the requirement. For PhD applicants, it is strongly preferred that a least one of your recommenders holds a PhD.

 No. 1 in the nation for its  Doctor of Nursing Practice Program (DNP)

No. 1 (tied) in the nation for its Nursing Master’s Program (MSN)

No. 3 nursing school in the world, according to 2024  QS World University  rankings

Each student completes a core curriculum and works closely with faculty advisors to complete an individualized course of study that fulfills the student’s goals and develops the basis for a program of research.

Full Curriculum

Philosophical Perspectives in Health

Scientific Perspectives in Nursing

Quantitative Research Design and Methods

Qualitative Research Design and Methods

Mixed Methods Research Design

Grant Writing Seminar

Measurement in Health Care Research

Responsibilities and Activities of the Nurse Scientist

Statistical Methods in Public Health I

Statistical Methods in Public Health II

Statistical Methods in Public Health III

Theory and Concepts of Health Behavior

Symptom Evaluation and Management

Special Topics in Violence Research

Advanced Nursing Health Policy

Stress and Stress Response

The Evolving Roles of the Nurse Educator (online)

Statistical Methods in Public Health IV

Writing for Publication (online)

Advanced Seminar in Translational Research

International Health Systems and Research 3

Current Issues and Trends in Cardiovascular Health Promotion Research

Critical Applications of Advanced Statistical Models

Technology and eTools to Conduct, Facilitate, Implement and Manage Research (online)

Dissertation Seminar

Dissertation

Sample Course of Study

Statistical Methods in Public Health I & II

Research Residency – 15 hours per week

Comprehensive Examination

Dissertation Seminar*

Dissertation*

Electives (10 credits)

Research Residency – 20 hours per week

Teaching Residency – 10 hours per week

Activities and Responsibilities of the Nurse Scientist

Electives (9 credits)

Preparation for Doctor of Philosophy Board Examination

*PhD students having successfully completed the written Comprehensive Examination must be registered for at least three credits consisting of two credits dissertation advisement plus one credit dissertation seminar each semester they are progressing toward the degree. *Part-time students who have completed the Comprehensive Examination must register for two credits dissertation advisement plus one credit dissertation seminar each semester they are progressing toward the degree after completing half (10) the required elective credits.  *Up to a maximum of 6 credits can be transferred into the PhD Program. ** Per Doctor of Philosophy Board policy, students must either be registered during fall and spring semesters, or be on an approved leave of absence. ***Transfer of credit is granted on an individual basis. Please see the  transfer of credit policy  and ** complete the form  to make a request.

“Prior to joining the PhD program, I felt like I was spinning my wheels. Now I feel empowered to advocate for what I know will help patients and have the tools and soon will have the credentials to do that.” Emily Hoppe, MS, BSN, RN

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Request Information

Speak with Admissions to learn more about our programs.

Virtual Info Sessions

See recordings of some of our recent virtual info sessons.

Tuition & Other Costs

Financial aid.

View the costs for the PhD Program. 2023 – 2024

Scholarships & Grants: Grants are awards based on financial need that do not have to be repaid. Many students also benefit from scholarships and awards based on merit. Learn more.

Loans: Many students will avail themselves of loans to help finance their School of Nursing education. If necessary, we encourage you to borrow only what is absolutely essential to cover your educational costs. Learn more.

Employment: Many students locate part-time employment to help pay education expenses. Numerous positions are available on campus and within various community based organizations. These jobs provide students with opportunities to gain practical work experience. Most positions are funded through the Federal Work-Study Program. Learn more.

Frequently Asked Questions

Your essay should outline your areas of interest and how they align with current faculty areas of work. The Admissions Committee will look for a summary of your previous experience, qualifications, and information about your interest in a specific area of research. We will also consider your writing skills and determine whether there is a good match between your research interests and our faculty expertise.

Although contacting a faculty member in your research area is not required, it is an opportunity to become familiar with researchers in your area of interest and to ask questions not addressed on the school’s website. While it can be helpful to have a direct match, students often have great success in the program when a piece of the research overlaps with the advisor.   If there is a particular faculty member whose work interests you, you may discuss this as part of your application essay.   The best place to start is with the PhD Assistant Director of Recruitment , Laura Panozzo at [email protected] and with a review of our most recent PhD virtual information session at https://nursing.jhu.edu/admissions/index.html .

Once you are admitted to the PhD program and decide to matriculate, the PhD Admissions Committee determines who will be your advisor(s). Generally, one advisor is selected, but in some instances-depending on your research area-two advisors are assigned, one of them serving as the primary advisor and the second serving as a co-advisor. One of the faculty would be your primary advisor and the second would serve as a co-advisor. We try to match students with faculty members who have similar research interests.

The PhD program prepares the nurse scholar to develop and conduct scientific research that advances the theoretical foundation of nursing practice and healthcare delivery. The program is designed to prepare nurses for careers as research scientists, often in academic or governmental positions.

The DNP program prepares nurse leaders for evidence-based practice in both direct patient care and executive roles.   View Comparison Chart

View information about a unique opportunity to earn a dual-degree DNP/PhD.

The time needed to complete the program varies, depending on how fast you progress. Some students in our program finish their degree in three years, others take four years or longer.

Students whose native language is not English are required to take the Test of English as a Foreign Language (TOEFL). Johns Hopkins School of Nursing requires a minimum TOEFL-IBT score of 100 to be eligible for admission. More

The PhD program has a Biostatistics heavy curriculum so previous coursework in Biostatistics is helpful.  We encourage students that have not had previous coursework in this area, or have not taken the coursework in the past five years, to look for ways to strengthen that knowledge base before matriculating into the program.  Please reach out to Laura Panozzo, Assistant Director of Recruitment, at [email protected] for a list of resources to help you prepare while applying and before matriculating into the program. 

GRE scores are accepted but not required.

The PhD program is a full time, onsite program only. 

Students should expect to spend 15 hours a week on campus on their funded research residency in collaboration with their faculty advisor for all three years that they receive full funding.  Students should expect to spend an additional 15-20 hours per week on coursework.

Coursework completed outside the United States must be evaluated and translated into US equivalencies.  Official transcript evaluations must be submitted as part of the application process, and applications will not be considered complete until all evaluations for any work completed outside the United States are received.  The Johns Hopkins School of Nursing recommends WES-ICAP .

Pathway to PhD Nursing Scholars Program

CS PhD Course Guidelines

The following program guidelines (a.k.a model pogram) serve as a starting point for a discussion with the faculty about areas of interest.   This description of the Computer Science PhD course guidelines augments the school-wide  PhD course requirements .   Students should make themselves familiar with both.

Course Guidelines for Ph.D. Students in Computer Science

We expect students to obtain broad knowledge of computer science by taking graduate level courses in a variety of sub-areas in computer science, such as systems, networking, databases, algorithms, complexity, hardware, human-computer interaction, graphics, or programming languages.

Within our school, CS courses are roughly organized according to sub-area by their middle digit, so we expect students to take courses in a minimum of three distinct sub-areas, one of which should be theory (denoted by the middle digit of 2, or CS 231). Theory is specifically required as we expect all students to obtain some background in the mathematical foundations that underlie computer science. The intention is not only to give breadth to students, but to ensure cross-fertilization across different sub-disciplines in Computer Science.

Just as we expect all students obtaining a Ph.D. to have experience with the theoretical foundations of computer science, we expect all students to have some knowledge of how to build large software or hardware systems , on the order of thousands of lines of code, or the equivalent complexity in hardware. That experience may be evidenced by coursework or by a project submitted to the CHD for examination. In almost all cases a course numbered CS 26x or CS 24x will satisfy the requirement (exceptions will be noted in the course description on my.harvard). Students may also petition to use CS 161 for this requirement.   For projects in other courses, research projects, or projects done in internships the student is expected to write a note explaining the project, include a link to any relevant artifacts or outcomes, describe the student's individual contribution, and where appropriate obtain a note from their advisor, their class instructor, or their supervisors confirming their contributions.  The project must include learning about systems concepts, and not just writing many lines of code.   Students hoping to invoke the non-CS24x/26x/161 option must consult with  Prof. Mickens ,  Prof, Kung,  or  Prof. Idreos  well in advance of submitting their Program Plan to the CHD.  

Computer science is an applied science, with connections to many fields. Learning about and connecting computer science to other fields is a key part of an advanced education in computer science. These connections may introduce relevant background, or they may provide an outlet for developing new applications.

For example, mathematics courses may be appropriate for someone working in theory, linguistics courses may be appropriate for someone working in computational linguistics, economics courses may be appropriate for those working in algorithmic economics, electrical engineering courses may be appropriate for those working in circuit design, and design courses may be appropriate for someone working in user interfaces.

Requirements

The Graduate School of Arts & Sciences (GSAS) requires all Ph.D. students to complete 16 half-courses (“courses”, i.e., for 4 units of credit) to complete their degree. Of those 16 courses, a Ph.D. in Computer Science requires 10 letter-graded courses. (The remaining 6 courses are often 300-level research courses or other undergraduate or graduate coursework beyond the 10 required courses.)

The requirements for the 10 letter-graded courses are as follows:

• Of the 7 technical courses, at least 3 must be 200-level Computer Science courses, with 3 different middle digits (from the set 2,3,4,5,6,7,8), and with one of these three courses either having a middle digit of 2 or being CS 231 (i.e., a “theory” course).   Note that CS courses with a middle digit of 0 are valid technical courses, but do not contribute to the breadth requirement.
• At least 5 of the 8 disciplinary courses must be SEAS or SEAS-equivalent 200-level courses. A “SEAS equivalent” course is a course taught by a SEAS faculty member in another FAS department. 
• For any MIT course taken, the student must provide justification why the MIT course is necessary (i.e. SEAS does not offer the topic, the SEAS course has not been offered in recent years, etc.). MIT courses do not count as part of the 5 200-level SEAS/SEAS-equivalent courses. 
• 2 of the 10 courses must constitute an external minor (referred to as "breadth" courses in the SEAS “ Policies of the Committee on Higher Degrees [CHD] ”) in an area outside of computer science. These courses should be clearly related; generally, this will mean the two courses are in the same discipline, although this is not mandatory. These courses must be distinct from the 8 disciplinary courses referenced above.
• Students must demonstrate practical competence by building a large software or hardware system during the course of their graduate studies. This requirement will generally be met through a class project, but it can also be met through work done in the course of a summer internship, or in the course of research.
• In particular, for Computer Science graduate degrees, Applied Computation courses may be counted as 100-level courses, not 200-level courses.
• Up to 2 of the 10 courses can be 299r courses, but only 1 of the up to 2 allowed 299r courses can count toward the 8 disciplinary courses. 299r courses do not count toward the 5 200-level SEAS/SEAS-equivalent courses. If two 299r’s are taken, they can be with the same faculty but the topics must be sufficiently different.
• A maximum of 3 graduate-level transfer classes are allowed to count towards the 10 course requirement.
• All CS Ph.D. program plans must adhere to the SEAS-wide Ph.D. requirements, which are stated in the SEAS Policies of the Committee on Higher Degrees (CHD) . These SEAS-wide requirements are included in the items listed above, though students are encouraged to read the CHD document if there are questions, as the CHD document provides further explanation/detail on several of the items above.
• All program plans must be approved by the CHD. Exceptions to any of these requirements require a detailed written explanation of the reasoning for the exception from the student and the student’s research advisor. Exceptions can only be approved by the CHD, and generally exceptions will only be given for unusual circumstances specific to the student’s research program.

Requirement Notes

• Courses below the 100-level are not suitable for graduate credit.
• For students who were required to take it, CS 2091/2092 (formerly CS 290a/b or 290hfa/hfb may be included as one of the 10 courses but it does not count toward the 200-level CS or SEAS/SEAS-equivalent course requirements nor toward the SM en route to the PhD.

Your program plan  must always comply  with both our school's General Requirements, in addition to complying with the specific requirements for Computer Science. All program plans must be approved by the Committee on Higher Degrees [CHD]. Exceptions to the requirements can only be approved by the CHD, and generally will only be given for unusual circumstances specific to the student’s research program

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PhD Admissions

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The Computer Science Department PhD program is a top-ranked research-oriented program, typically completed in 5-6 years. There are very few course requirements and the emphasis is on preparation for a career in Computer Science research. 

Eligibility

To be eligible for admission in a Stanford graduate program, applicants must meet:

• Applicants from institutions outside of the United States must hold the equivalent of a United States Bachelor's degree from a college or University of recognized good standing. See detailed information by region on  Stanford Graduate Admissions website. 
• Area of undergraduate study . While we do not require a specific undergraduate coursework, it is important that applicants have strong quantitative and analytical skills; a Bachelor's degree in Computer Science is not required.

Any questions about the admissions eligibility should be directed to  [email protected] .

Application Checklist

An completed online application must be submitted by the CS Department application deadline and can be found  here .

Application Deadlines

The online application can be found here  and we will only one admissions cycle for the PhD program per respective academic term.

• PhD Study in the USA - 2024

Over one million international students choose the USA as their study abroad destination, making it the most popular international study destination in the world! America is known for its comprehensive approach to postgraduate education, combining enhanced subject knowledge and research opportunities with the development of a suite of transferrable skills.

Why study a PhD in the USA?

• Accessibility – A US graduate programme takes longer than a UK PhD, but this can also help you find your feet as a PhD student. The taught elements mean you have more time to develop a more detailed understanding of your subject as the basis for your own research.
• World-leading universities and research – Rankings aren’t everything, but the global league tables continue to be dominated by US institutions. Amongst other things, this reflects the country’s substantial investment in research output and expertise.
• International community - American universities host huge numbers of students from across the world. Whatever and wherever you study, you’ll be welcomed as part of a diverse academic community.
• Innovation – America was the second country ( after Germany ) to adopt the modern PhD degree. Its own structured approach to doctoral training is also now influencing PhD study in the UK and Europe .

If you’re interested in studying your PhD in the USA, we’ve covered everything you need to know in our selection of guides below, including applications , visas and funding .

Search for a PhD in the USA

Ready to start looking for your ideal study abroad opportunity? Browse and compare PhD programmes in the USA on FindAPhD.com.

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Clinical Psychology PhD

Ph.d. in clinical psychology.

Welcome to the doctoral program in Clinical Psychology Program at Teachers College, Columbia University. The Clinical Psychology Program was founded in 1947-1948. It was APA-accredited in the first group of programs that were reviewed for accreditation in 1948 and that status has been uninterrupted. Our most recent site visit from the APA occurred in 2021, and we have been accredited until June 2031.

Our program operates according to a scientist-practitioner model. We are, thus, dedicated to training students to generate empirically-based knowledge in clinical psychology and to perform clinical work that is constantly informed by traditional and emerging scholarship in the field. We expect our students to learn to expertly produce, analyze, and discuss scientific material. We also expect our students to become proficient at providing clinical services to a diverse population. And, most importantly, we expect our students to learn to integrate these two goals. As our mission statement in the TC catalog notes, “The driving goal of our Clinical Psychology Program is to provide rigorous training in both contemporary clinical science and clinical assessment and intervention.”

A good deal of the training, especially that related to research, occurs through intensive participation in a research lab directed by a specific faculty mentor. It is this context, through this lab, that students develop their scientific skills and begin presenting their work at professional conferences and publishing in professional journals. Each student, of course, is also part of a cohort of doctoral students with whom they learn, collaborate, and socialize.

In recent years, graduates of our doctoral program have gained employment in tenure-track academic positions, as research scientists in medical schools, and as clinical researchers in a broad range of treatment settings. In addition, many of our graduates practice independently as well as in community settings for under-served populations.

The list of faculty reviewing and potentially accepting applicants for each cycle is listed on the application itself. Please check the application itself or email the admissions office at 

[email protected] for clarification.

Doug Mennin, Ph.D.

Professor, Director of Clinical Training

Research Centers

Dean Hope Center for Educational and Psychological Services

The Dean Hope Center for Educational and Psychological Services (DHCEPS) is an integral part of the teaching and training programs in Clinical, Counseling, School Psychology, Learning Disability and Reading Specialist. The Center works in a two-folded way; first it offers students the opportunity to integrate theoretical coursework with practicum experience within a multidisciplinary setting. This training is foreseen by highly qualified supervisors. Simultaneously, the DHCEPS offers affordable psychological and educational services to individuals, couples, and families residing in the nearby neighborhood of the New York City area. The emphasis is on respecting and working with clients from diverse, multicultural contexts regardless of age, racial and ethnic background, socio-economic status, sexual orientation, and religious or cultural affiliations. Additionally, DHCEPS is committed to maintaining a liaison with community-based agencies and organizations such as schools, hospitals, and mental health clinics, among others.

Teachers College Resilience Center for Veterans and Families

The Resilience Center for Veterans & Families pairs groundbreaking research on human emotional resilience with clinical training of therapists to assist veterans and their families as they transition back to civilian life.

Dean Hope Center for Psychological Services

The Dean Hope Center for Educational and Psychological Services (DHCEPS) is an integral part of the teaching and training programs in Clinical, Counseling, School Psychology, Learning Disability and Reading Specialist. The Center works in a two-folded way; first it offers students the opportunity to integrate theoretical coursework with practicum experience within a multidisciplinary setting. This training is foreseen by highly qualified supervisors.  Simultaneously, the DHCEPS offers affordable psychological and educational services to individuals, couples, and families residing in the nearby neighborhood of the New York City area. The emphasis is on respecting and working with clients from diverse, multicultural contexts regardless of age, racial and ethnic background, socio-economic status, sexual orientation, and religious or cultural affiliations.  DHCEPS also commits to maintaining a liaison with community-based agencies and organizations such as schools, hospitals and mental health clinics.

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 95
• Entry Terms: Fall

Application Deadlines

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.

Application Requirements

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

The Program requires the following:

The completion of 95 points of academic credit during three to four years of residence at the College.

A full-time, twelve-month clinical internship during the fourth or fifth year of study.

An original piece of empirical research, which also serves as a qualifying paper, to be completed during the second year of study.

A passing grade on the certification examination (on Research Methods) during the third year of study.

A Clinical case presentation as well as a research presentation, during the third year, each demonstrating the student’s ability to integrate theory, research, and practice.

A doctoral dissertation, which must be completed no later than the seventh year after matriculation.

During the first year of study, in addition to participating in a research lab, doctoral students typically take the following didactic courses: Ethical and professional issues in clinical psychology (CCPX 5030); Psychological measurement (HUDM 5059); courses on statistics and modeling; Research methods in social psychology (ORLJ 5040); Child psychopathology (CCPX 5034); Adult psychopathology (CCPX 5032); History and systems of psychology (CCPX 6020); and Dynamic psychotherapies (CCPX 5037). Students also take two semesters of psychological testing and diagnostic assessment (CCPX 5330, CCPX 5333) and a course in clinical interviewing (CCPX 5539).

Second Year

During their second year, students’ didactic courses include Brain and behavior (BBS 5068, 5069); Cognition, emotion, and culture (CCPX 5020); Psychotherapy with children (CCPX 5531); Cognitive, behavioral, and interpersonal therapies (CCPX 5038); Clinical work with diverse populations (CCPX 5036); and Seminar on life course development (HUDK 6520). In addition, students sign up for a full year of research practicum with a faculty member (culminating in an empirical second- year project), a full-year adult psychodynamic psychotherapy practicum (CCPX 6335), and an additional elective full-year clinical rotation (e.g., on child and adolescent psychotherapy; on neuropsychological assessment).

Third-year didactic courses include Group dynamics: A systems perspective (ORL 5362); and Dissertation seminar (CCPX 7500). There is also a full-year advanced psychodynamic clinical practicum (CCPX 6336) and a one-semester supervision and consultation practicum (CCPX 6333). Most students also elect a full-year family therapy practicum (CCPJ 6363).

Fourth and Fifth Year

The fourth year is typically focused on clinical externship (CCPX 5230) and extensive work on the dissertation. A full-year fourth year psychotherapy practicum (CCPX 6338) is recommended, though not required. Year five is usually spent on a full- year clinical internship (CCPX 6430).

The program allows only 12 points of graduate work from another institution to be transferred. No transfer credits are awarded for practica, workshops, or independent study.

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Teachers College, Columbia University 328 Horace Mann

Contact Person: Rebecca Shulevitz

Phone: (212) 678-3267 Fax: (212) 678-8235

Email: shulevitz@tc.columbia.edu

College of Management and Human Potential - Doctoral Programs: PhD in Management

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• Doctor of Business Administration (DBA) (Semester)
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• PhD in Industrial and Organizational (I/O) Psychology
• PhD in Management
• Accreditation

Learning Outcomes

Full program, completion program.

• Doctoral Writing Assessment

8-Year Maximum Time Frame

• Doctor of Business Administration (DBA) (Quarter)

Program Website  

The ACBSP-accredited online PhD in Management degree from Walden University takes an interdisciplinary approach to the field of management and its influence on the development of individuals and society. Students conduct original research in a specific area of interest as they focus on current management research problems and connect their research to implications for positive social change. Students may choose a specialization that fits a personal or career objective or design an individualized specialization. PhD in Management students explore the challenges and opportunities in their profession and within today’s organizations. Aligning with Walden’s mission of positive social change, students also study ways to facilitate positive social change through original research in management, ethical decision making and theoretical challenges to enhance their capabilities as researchers, scholars, managers, teachers, or consultants.

• Evaluate the evolution of the field of management and organizations and its influence on human and societal development.
• Analyze key theories, concepts, and tools as they relate to the functioning of leadership and organizations.
• Evaluate management and systems thinking principles that have influenced the development of organizations and societal systems.
• Evaluate the relevance of seminal, current, and emerging management and organizational change theory and practice from an interdisciplinary perspective.
• Demonstrate the skills needed to conduct research that contributes to positive social change.

Minimum Degree Requirements

• Doctoral Writing Assessment (0 credits)
• Core courses (20 credits)
• Specialization courses (15 credits)

Foundation Research Sequence (15 credits)

• Advanced Research course (5 credits)
• Dissertation Preparation courses (9 credits)
• Dissertation writing course (5 credits per quarter for a minimum of four quarters until completion)
• Four PhD residencies

Core Courses (20 credits)

• Students may take this as a non-degree course.

Specializations Courses (15 credits)

These courses are dependent upon the particular specialization. Please see the course list on each specialization page.

Specialization in 21st Century Finance

Specialization in human resource management, specialization in information systems management, specialization in leadership and organizational strategy, specialization in organizational design and innovation, specialization in self-designed, advanced research course (5 credits).

PhD students are required to complete one advanced-level research course that mirrors the methodology of their intended dissertations. The university offers three advanced courses. Students should refer to their specific programs of study to determine program-specific requirements.

One of the following three courses is required:

• Students may take this a non-degree course.

Residency Requirements

• Residency 1  - Complete Residency 1 as soon as you begin your program; no later than within 90 days of completing MGMT 8003M.
• Residency 2  - Complete Residency 2 at the beginning of your second year, around the time of second research course (RSCH 8310). Completion of Residencies 1 and 2 is required prior to registration in the advanced research course and MGMT 9000.
• Residency 3  - Complete Residency 3 once you have a draft prospectus.
• Residency 4 General  (RESI 8404) OR
• Residency 4 Proposal Writing  (RESI 8404Q) OR
• Residency 4 Methods & Data Collection: Qualitative  (RESI 8404R) OR
• Residency 4 Methods & Data Collection: Quantitative  (RESI 8404S) OR
• Residency 4 Publishing & Presenting  (RESI 8404T) OR
• A  dissertation intensive  (DRWI 8500) during MGMT 9000M in the dissertation writing phase to progress toward completion and defense of the dissertation. Contact Student Success Advising to register.
• Optional:  Complete a  dissertation intensive  (DRWI 8500) during MGMT 9000M. Contact Student Success Advising to register.  Note:  Intensives are  not  included in Fast Track tuition.

Completion of the Doctoral Capstone

Dissertation preparation courses (9 credits), dissertation.

(5 credits per quarter for a minimum of four quarters until completion) *

*Students are continuously enrolled in MGMT 9000M for a minimum of four quarters until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Learn more about the dissertation process in the  Dissertation Guidebook .

Course Sequence

The recommended course sequence is as follows:

* Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.

Master of Philosophy (Embedded Degree)

Walden awards the Master of Philosophy (MPhil) degree to recognize PhD students for academic achievement leading up to their dissertation. With an MPhil, students will be able to demonstrate to employers and others that they have an advanced knowledge base in their field of study as well as proficiency in research design and evaluation.

• All required PhD core courses (or KAMs)
• All required PhD specialization courses (or KAMs)
• All required doctoral research and advanced research courses
• Program prospectus development course
• Residencies 1, 2, and 3
• A minimum 3.0 GPA is mandatory.
• The MPhil requires a minimum of 45 quarter credits. Maximum transfer of credit varies by program but is not to exceed 50% of the overall, or embedded, program requirements. Students who previously completed a master's degree with Walden in the same discipline area are not eligible for an MPhil.

The PhD dissertation completion program is designed specifically for returning doctoral degree candidates who have completed all coursework for a PhD, except the dissertation process, at another university.

Minimum Completion Requirements

• Core courses (5 credits)
• Completion of the Doctoral Capstone (minimum 20 credits)
• Residency 3  (face-to-face live experience)
• One dissertation intensive  (face-to-face writing retreat)

Students undertake courses in the following sequence.

*Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required  doctoral writing assessment . Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

Students have up to 8 years to complete their doctoral degree requirements (see  Enrollment Requirements  in the student handbook). Students may petition to extend the 8-year maximum time frame, but an extension is not guaranteed.

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Psychology Graduate Program

• Psychology Department

The Clinical Psychology Program adheres to a clinical science model of training, and is a member of the Academy of Psychological Clinical Science.  We are committed to training clinical psychologists whose research advances scientific knowledge of psychopathology and its treatment, and who are capable of applying evidence-based methods of assessment and clinical intervention. The main emphasis of the program is research, especially on severe psychopathology. The program includes research, course work, and clinical practica, and usually takes five years to complete. Students typically complete assessment and treatment practica during their second and third years in the program, and they must fulfill all departmental requirements prior to beginning their one-year internship. The curriculum meets requirements for licensure in Massachusetts, and is accredited by the Psychological Clinical Science Accreditation System (PCSAS) and by the American Psychological Association (APA).  PCSAS re-accredited the program on December 15, 2022 for a 10-year term. APA most recently accredited the program on April 28, 2015 for a seven-year term, which was extended due to COVID-related delays. 

Requirements

Required courses and training experiences fulfill requirements for clinical psychology licensure in Massachusetts as well as meet APA criteria for the accreditation of clinical psychology programs.  In addition to these courses, further training experiences are required in accordance with the American Psychological Association’s guidelines for the accreditation of clinical psychology programs (e.g., clinical practica [e.g., PSY 3050 Clinical Practicum, PSY 3080 Practicum in Neuropsychological Assessment]; clinical internship).

Students in the clinical psychology program are required to take the following courses:

• PSY 3900 Professional Ethics
• PSY 2445 Psychotherapy Research
• PSY 2070 Psychometric Theory and Method Using R
• PSY 2430 Cultural, Racial, and Ethnic Bases of Behavior
• PSY 3250 Psychological Testing
• PSY 2050 History of Psychology
• PSY 1951 Intermediate Quantitative Methods
• PSY 1952 Multivariate Analysis in Psychology
• PSY 2040 Contemporary Topics in Psychopathology
• PSY 2460 Diagnostic Interviewing
• PSY 2420 Cognitive-Behavioral Treatment of Psychological Disorders

Clinical students must also take one course in each of the following substantive areas: biological bases of behavior (e.g., PSY 1202 Modern Neuroanatomy; PSY 1325 The Emotional, Social Brain; PSY 1355 The Adolescent Brain; PSY 1702 The Emotional Mind); social bases of behavior (e.g., PSY 2500 Proseminar in Social Psychology); cognitive-affective bases of behavior (e.g., PSY 2400 Cognitive Psychology and Emotional Disorders); and individual differences (Required course PSY 2040 Contemporary Topics in Psychopathology fulfills the individual differences requirement for Massachusetts licensure). In accordance with American Psychological Association guidelines for the accreditation of clinical psychology programs, clinical students also receive consultation and supervision within the context of clinical practica in psychological assessment and treatment beginning in their second semester of their first year and running through their third year. They receive further exposure to additional topics (e.g., human development) in the Developmental Psychopathology seminar and in the twice-monthly clinical psychology “brown bag” speaker series. Finally, students complete a year-long clinical internship. Students are responsible for making sure that they take courses in all the relevant and required areas listed above. Students wishing to substitute one required course for another should seek advice from their advisor and from the director of clinical training prior to registering. During the first year, students are advised to get in as many requirements as possible. Many requirements can be completed before the deadlines stated below. First-year project:  Under the guidance of a faculty member who serves as a mentor, students participate in a research project and write a formal report on their research progress. Due by May of first year. Second-year project:  Original research project leading to a written report in the style of an APA journal article. A ten-minute oral presentation is also required. Due by May of second year. General exam:  A six-hour exam covering the literature of the field. To be taken in September before the start of the third year. Thesis prospectus:  A written description of the research proposed must be approved by a prospectus committee appointed by the CHD. Due at the beginning of the fourth year. Thesis and oral defense:  Ordinarily this would be completed by the end of the fourth year. Clinical internship:  Ordinarily this would occur in the fifth year. Students must have completed their thesis research prior to going on internship.

Credit for Prior Graduate Work

 A PhD student who has completed at least one full term of satisfactory work in the Graduate School of Arts and Sciences may file an application at the Registrar’s Office requesting that work done in a graduate program elsewhere be counted toward the academic residence requirement. Forms are available  online .

No more than the equivalent of eight half-courses may be so counted for the PhD.

An application for academic credit for work done elsewhere must contain a list of the courses, with grades, for which the student is seeking credit, and must be approved by the student’s department. In order for credit to be granted, official transcripts showing the courses for which credit is sought must be submitted to the registrar, unless they are already on file with the Graduate School. No guarantee is given in advance that such an application will be granted. 

Only courses taken in a Harvard AB-AM or AB-SM program, in Harvard Summer School, as a GSAS Special Student or FAS courses taken as an employee under the Tuition Assistance Program (TAP) may be counted toward the minimum academic residence requirements for a Master’s degree.

Academic and financial credit for courses taken as a GSAS Special Student or FAS courses taken as a Harvard employee prior to admission to a degree program may be granted for a maximum of four half-courses toward a one-year Master’s and eight half-courses toward a two-year Master’s or the PhD degree.

Applications for academic and financial credit must be approved by the student’s department and should then be submitted to the Registrar’s Office.

Student Admissions, Outcomes, and other data  

1. Time to Completion

Students can petition the program faculty to receive credit for prior graduate coursework, but it does not markedly reduce their expected time to complete the program.

2. Program Costs

3. Internships 

4. Attrition

5. Licensure

Standard Financial Aid Award, Students Entering 2023  

The financial aid package for Ph.D. students entering in 2023 will include tuition and health fees support for years one through four, or five, if needed; stipend support in years one and two; a summer research grant equal to two months stipend at the end of years one through four; teaching fellowship support in years three and four guaranteed by the Psychology Department; and a dissertation completion grant consisting of tuition and stipend support in the appropriate year. Typically students will not be allowed to teach while receiving a stipend in years one and two or during the dissertation completion year.    

Year 1 (2023-24) and Year 2 (2024- 25)  Tuition & Health Fees:                             Paid in Full  Academic Year Stipend:                           $35,700 (10 months)  Summer Research Award:                       $7,140 (2 months)

Year 3 (2025-26) & Year 4 (2026- 27) Tuition & Health Fees:                             Paid in Full Living Expenses:                                       $35,700 (Teaching Fellowship plus supplement, if eligible)  Summer Research Award:                       $7,140 (2 months)

Year 5 (2027-28) - if needed; may not be taken after the Dissertation Completion year Tuition & Health Fees:                             Paid in Full

Dissertation Completion Year (normally year 5, occasionally year 6) Tuition & Health Fees:                             Paid in Full  Stipend for Living Expenses:                    $35,700  

The academic year stipend is for the ten-month period September through June. The first stipend payment will be made available at the start of the fall term with subsequent disbursements on the first of each month. The summer research award is intended for use in July and August following the first four academic years.

In the third and fourth years, the guaranteed income of $35,700 includes four sections of teaching and, if necessary, a small supplement from the Graduate School. Your teaching fellowship is guaranteed by the Department provided you have passed the General Examination or equivalent and met any other department criteria. Students are required to take a teacher training course in the first year of teaching.

The dissertation completion year fellowship will be available as soon as you are prepared to finish your dissertation, ordinarily in the fifth year. Applications for the completion fellowship must be submitted in February of the year prior to utilizing the award. Dissertation completion fellowships are not guaranteed after the seventh year. Please note that registration in the Graduate School is always subject to your maintaining satisfactory progress toward the degree.

GSAS students are strongly encouraged to apply for appropriate Harvard and outside fellowships throughout their enrollment. All students who receive funds from an outside source are expected to accept the award in place of the above Harvard award. In such cases, students may be eligible to receive a GSAS award of up to $4,000 for each academic year of external funding secured or defer up to one year of GSAS stipend support.

For additional information, please refer to the Financial Support section of the GSAS website ( gsas.harvard.edu/financial-support ).

Registration and Financial Aid in the Graduate School are always subject to maintaining satisfactory progress toward the degree.

Psychology students are eligible to apply for generous research and travel grants from the Department.

The figures quoted above are estimates provided by the Graduate School of Arts and Sciences and are subject to change.

Office of Program Consultation and Accreditation American Psychological Association 750 First Street, NE Washington, DC 20002 Phone: (202) 336-5979 E-mail:  [email protected]   www.apa.org/ed/accreditation

The Director of Clinical Training is Prof. Richard J. McNally who can be reached by telephone at (617) 495-3853 or via e-mail at:  [email protected] . 

• Clinical Internship Allowance

Harvard Clinical Psychology Student Handbook

Admission criteria for graduate psychology programs are changing

There’s less emphasis on standardized testing and more on applicants’ lived experiences

Vol. 55 No. 4 Print version: page 23

Over the last few years, graduate psychology degree programs, both at the master’s and doctoral levels, have shifted their admission criteria from an emphasis on standardized testing to components that reflect applicants’ experiences. According to the most recent edition of Graduate Study in Psychology , 1 for 2022–23 applications, doctoral programs placed the highest importance on letters of recommendation (85%), personal statements (84%), and interviews (74%). Master’s psychology programs, by contrast, placed the highest importance on undergraduate GPAs (72%), letters of recommendation (71%), and statements of goals and objectives (68%).

In general, large percentages of graduate psychology programs reported that the GRE Verbal, Quantitative, Writing, and Subject scores were not criteria used in the admissions process for the 2022–23 admissions cycle. This represents a continuation of the trend of graduate psychology programs prioritizing criteria other than GRE scores in an attempt to remove potential systemic barriers and create a more equitable admissions process. 2, 3

View a full-size version with a detailed description of the importance of admission criteria for psychology doctoral programs infographic

View a full-size version with a detailed description of the importance of admission criteria for psychology Master's programs infographic

1 Data is from Graduate Study in Psychology , an annual survey conducted by APA’s Education Directorate. For the 2022–23 cycle, a total of 332 departments and schools in the United States and Canada provided responses on 893 graduate programs in psychology.

2 Assefa, M., et al. (2023, March). How the pandemic has impacted psychology graduate programs . Monitor on Psychology , 54 (2), 20.

3 Assefa, M., et al. (2024, January). Masters’ and doctoral program applications increase as GRE requirements drop . Monitor on Psychology , 55 (1), 26.

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Doctor of Philosophy in Cybersecurity (PhD-CY)

In today’s data-dependent world, every organization needs senior-level experts with the knowledge and training to monitor its networks for vulnerabilities and security breaches and use tools like firewalls and data encryption programs to protect sensitive information. National University’s online Doctor of Philosophy of Cybersecurity (PhD-CY) degree program takes an applied approach to cybersecurity theory and research. 

NU’s curriculum challenges you to explore advanced topics, learn the very latest concepts, and prepare for anticipated risks in the field of cybersecurity. The Cybersecurity doctorate is designed to prepare researchers with technology strategies that are applicable to leading positions in both the private and public sectors. Our program offers four specializations that allow you to tailor your studies and research to match your interest in a specific area of cybersecurity.

Prepare for a Leadership Role Protecting an Organization’s Computer Networks and Systems

In this rigorous curriculum, you’ll explore governance, compliance, leading frameworks, models, and standards to reduce threats and vulnerabilities. You’ll also create a portfolio of valuable capabilities, addressing internal and external issues through the intelligent manipulation of data while completing your doctoral studies.

The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.

Course Details

Degree and course requirements.

The PhD program requires a minimum of 60 credits. Additional credit hours may be allowed as needed to complete the dissertation research. If granted, additional courses will be added to the student degree program in alignment with the SAP and Academic Maximum Time to Completion policies. Students who do not complete their program in accordance with these policies may be dismissed.

The PhD in Cybersecurity requires eight foundation/core courses, five specializations, two research, a pre-candidacy prospectus, and four dissertation courses for a total of 60 credit hours. 

*Students select one pair of research methods and directed research courses based on their own research proposal. 

The PhD in Cybersecurity requires the following courses for every specialization:

Course Name

In this course, students will explore emerging issues in computer network design and management. Of particular attention will be topics on how mobile computing has changed the way networks are designed and managed.

This course will consolidate a foundation of concepts relating to security and cybersecurity, enabling the successful examination of greater detail and complexity in later courses. You will examine the full range from governance through compliance with laws, through people risks, to technology. Various mitigation options are considered to reduce vulnerabilities, counter threats, and to protect an organization’s data and system assets. You will study the need to protect organizations from future exposures and apply critical thinking and synthesis to motivate the resources needed to defend an organization.

Cybersecurity has the primary objective of averting losses and restoring proper operations should there be a loss. During this course you will study the foundations of risk and the opportunities to reduce cybersecurity losses for organizations. Risk assessment abilities and research options form the base of cyber defenses and determine the need for subsequent resources. The course continues with measuring risk and events leading to the identification of potential incidents and solutions. Learning about contingencies consider the needs of the organization, maintaining operations, and preparing for the best recovery should there be a loss.

Tracking and responding to cyber events requires massive databases integrating content from all devices at every location. Cyber threat analysis and response implies long term access and complex manipulation of event databases. In this course you will learn techniques to capture and display relevant data and leverage automation to reduce losses. Data manipulation, automated sense-making, appropriate fast reactions, machine learning, data analysis, and presentation are rapidly developing cybersecurity techniques. You will also leverage required capabilities for the defense of the organization, respond to enhanced threat complexity and capabilities, and address the need to counter data poisoning by threat actors.

Risk management is the foundation of defending organizations from information security, cyber threats, compliance, audit, and privacy exposures. To address risk and assurance, this course builds an integrated approach solution leading to the prioritization of resources for an organization. You will extend your knowledge and skills for global protection within and beyond the perimeter. This course positions the importance of risk management within a cybersecurity program and its role within Enterprise Risk Management (ERM). You will also assess theories and practices concerning risk management, compose a risk strategy, and leverage maturity models to improve the protection of organizations.

This course serves as an extensive exploration of statistics for the technology leader. Included in the course, is an advanced examination of statistical analyses commonly used for information systems and technology research. During this course, you will use different statistical tools to enhance your advanced analytical skills. These statistical analysis skills are required to plan, conduct, and interpret quantitative data to inform enterprise decisions. You will also learn to illustrate and produce technical output reports.

Global integration and broad alliances between criminal elements and nation-states frequently lead to rapidly changing and significant threats to all nations, organizations, and citizens. During this course, you will study current and predictable threats, target critical infrastructure, and determine risks implied in new technology. You will also learn to recognize the risks originating from cybercriminals, terrorism, hacktivism, and nation-state, and other significant threat actors. You will devise and work to get funding for viable strategies to defend critical infrastructures, organizations, and the citizens of the nation.

This course provides a survey of the different methods used to conduct technology-based research. During this course, you will learn about the research principles and methodologies that guide scientific inquiry in order to develop an understanding of the effects of research on individuals and organizations. Specifically, you will study the scientific research lifecycle, data collection methods, and research design methodology. You will finish the course by selecting a research design methodology to support your research interests through the remainder of your program.

The results of technical research are frequently used to support informed management decisions. This course provides technology leaders and professionals with the skills needed to design and conduct quantitative research studies to support specific types of data. During this advanced course in research, you will explore and apply different types of quantitative research methods and statistical techniques. You will also explore instrumentation, data collection, and data analysis tools and techniques to create aligned, ethical, and substantive research designs.

A quantitative research design includes objective analysis using experimental, quasi-experimental, and related techniques. Technical quantitative research involves statistical analysis of data collected from a larger number of participants to determine an outcome that can be applied to a general population. During this course, you will work through the scientific research process and apply your knowledge of quantitative research design to develop a technical research proposal in which you can use to support your research interests through the remainder of your program.

The results of qualitative research are frequently used to support informed management decisions. This course provides technology leaders with an in-depth introduction to qualitative methods for studying human behavior, including grounded theory, narrative analysis, and case studies. During this advanced course in research, you will apply qualitative research methods to an information technology-based study. You will also deepen your research knowledge and skills by conducting interviews, collecting and coding data, producing ethical data conclusions, and creating objective research reports.

A qualitative approach to research of a technical nature integrates theoretical, conceptual, and empirical constructs with common practices and experience to gain an understanding of performance and functionality, develop an applied and testable model for improvement, or provide insights into problems to develop new ideas. During this course, you will work through the scientific research process and apply your knowledge of qualitative research design to develop a technical research proposal to support your research interests through the remainder of your program.

The results of technical research are frequently used to develop new products and services. This course provides technology leaders and professionals with the skills needed to design and conduct constructive research studies based on theory. During this advanced course in research, you will examine the methods and measurements used to design constructive research studies to develop sound technical solutions or prototypes. You will also explore software and security testing tools and user acceptance testing methods in order to create aligned, ethical, and substantive research designs.

Technical constructive research focuses on models, frameworks, tools, and software used by industry to improve value creation. A constructive approach to research of a technical nature integrates theoretical and empirical constructs with common practices and experience to develop an applied and testable model to improve the fields of computer science and information technology. During this course, you will work through the scientific research process and apply your knowledge of constructive research design to develop a technical research proposal in which you can use to support your research interests through the remainder of your program.

The Pre-Candidacy Prospectus course is intended to ensure students have mastered knowledge of their discipline within cybersecurity prior to doctoral candidacy status and are able to demonstrate the ability to design empirical research as an investigator before moving on to the dissertation research coursework. During this course, you will demonstrate the ability to synthesize empirical, peer-reviewed research to prepare for the dissertation sequence of courses. This course should be completed only after the completion of all foundation, specialization, and research courses.

Students in this course will be required to complete Chapter 1 of their dissertation proposal including 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 (against the minimum rubric standards) Chapter 1 is required to pass this course successfully. Students who do not receive approval of Chapter 1 to minimum standards will be able to take up to three supplementary 8-week courses to finalize and gain approval of Chapter 1.

Students in this course will be required to work on completing Chapters 1-3 of their dissertation proposal and receive committee approval for the Dissertation Proposal (DP) in order to pass the class. Chapter 2 consists of the literature review. Chapter 3 covers the research methodology method and design and to includes population, sample, measurement instruments, data collection and analysis, limitations, and ethical considerations. In this course, a completed, committee-approved Chapters 2 and 3 are required and, by the end of the course, a final approved dissertation proposal (against the minimum rubric standards). Students who do not receive approval of the dissertation proposal will be able to take up to three supplementary 8-week courses to finalize and gain approval of these requirements.

Students in this course will be required to prepare, submit, and obtain approval of their IRB application, collect data, and submit a final study closure form to the IRB. Students still in data collection at the end of the 12-week course will be able to take up to three supplementary 8-week courses to complete data collection and file an IRB study closure form.

In this dissertation course students work on completing Chapters 4 and 5 and the final Dissertation Manuscript. Specifically, students will complete their data analysis, prepare their study results, and present their findings in an Oral Defense and a completed manuscript. A completed, Committee approved (against the minimum rubric standards) Dissertation Manuscript and successful Oral Defense are required to complete the course and graduate. Students who do not receive approval for either or both their Dissertation Manuscript or defense can take up to three supplementary 8-week courses to finalize and gain approval of either or both items as needed.In this dissertation course students work on completing Chapters 4 and 5 and the final Dissertation Manuscript. Specifically, students will complete their data analysis, prepare their study results, and present their findings in an Oral Defense and a completed manuscript. A completed, Committee approved (against the minimum rubric standards) Dissertation Manuscript and successful Oral Defense are required to complete the course and graduate. Students who do not receive approval for either or both their Dissertation Manuscript or defense can take up to three supplementary 8-week courses to finalize and gain approval of either or both items as needed.

Program at a Glance

Total Credit Hours:  60 Credit Hours Courses:  20 Courses Recommended Completion Time:  40-44 Months Next Start Date:  Every Monday Classroom Size:  One

Specializations

General and technology, phd-cy.

The Doctor of Philosophy in Cybersecurity (PhD-CY), General and Technology specialization degree builds on the core computing principles and cybersecurity best practices, frameworks, and models. The degree provides a broad overview, adding governance and strategic views to compliment forensic, software development cloud, and systems certification content. Students use firsthand experience, explore advanced topics, learn the latest and anticipated concepts, consider the evolution of risks and mitigation, learn advanced threat detection, and propose their own research. The degree is designed to prepare researchers, consultants, and technology strategists capable of leadership roles and executive positions in private and public sectors. 

Specialization Courses – 15 Credit Hours Total. Each course is 3 semester credits and runs 8 weeks.

Global Strategy and Operations, PhD-CY

The Doctor of Philosophy in Cybersecurity (PhD-CY), Global Policy and Operations specialization builds on the core program general principles, best practices, frameworks, and models. The specialization adds specific global solutions through an integrated strategy and leadership capabilities to establish global operations. 

The focus is on solving challenges of multi-time zone, multi-continent, and a range of laws, languages, and cultures. Specific considerations include diverse technologies, challenging support structures, and cyber target domains. The complication of widely distributed infrastructure, diverse political influences, and complex supply chains form part of the predictive strategy and the creation of operational excellence.

Governance, Risk, and Compliance, PhD-CY

The Doctor of Philosophy in Cybersecurity (PhD-CY), Governance, Risk, and Compliance specialization combines the four knowledge areas to complete research or synthesize cybersecurity solutions for enterprises subject to national exposures and global threats. The combined resolution of risk, compliance, audit, and privacy will enable graduates to create enhanced solutions while limiting the need for resources. 

The specialization investigates current and anticipated needs and solutions within all four areas, addressing key issues for larger organizations while providing improved strategic alignment. It includes important access control, and threat discovery across complex environments. The specialization includes an emphasis on preempting future losses.

Secure Cloud Computing, PhD-CY

The Doctor of Philosophy in Cybersecurity (PhD-CY), Secure Cloud Computing specialization builds on best practices, frameworks and models to synthesize unique solutions that optimize organization outcomes. The specialization investigates current and anticipated needs and solutions emphasizing the cloud computing. Learning and research adds practical and strategic insights to enable reduced risks for cloud computing and multi-cloud cybersecurity solutions. 

The degree is designed to prepare researchers, consultants, and technology strategists capable of leadership roles and executive positions in private and public sectors where advanced or complex cloud computing is important. Competencies include complex secure data communications, identity management, and access controls.

Program Learning Outcomes

As a graduate of National University’s Doctor of Philosophy in Cybersecurity (PhD-CY), you’ll be able to:

• Advance theory and practical  applications of cybersecurity
• Formulate cybersecurity governance, policy, risk, and compliance
• Assess internal and external threats and vulnerabilities to reduce organizational cyber risk
• Evaluate tools, data, and processes  to enhance protection and foster resilience
• Facilitate the protection of critical information resources from current and future loss

The most demanding jobs in the field of cybersecurity require experienced professionals with advanced, industry-current knowledge and skills to develop security standards and best practices for their organization. It’s also a career that’s in high demand. For example, about 16,300 openings for information security analysts are projected each year, according to the Bureau of Labor Statistics, and they’ll be well compensated for their expertise – the BLS also states the median annual wage for IS analysts was $102,600 in May 2021, with the highest 10 percent earning more than $165,920.*

NU’s online PhD in Cybersecurity incorporates technical and organizational strategy, architecture, and data science, as well as important areas within artificial intelligence (including machine learning and deep learning). Our curriculum also offers a choice of career-focused specializations, allowing you to focus your studies on a specific area of interest, including:

• General and Technology 
• Global Strategy and Operations 
• Governance, Risk, and Compliance 
• Secure Cloud Computing

*SOURCE:  https://www.bls.gov/ooh/computer-and-information-technology/information-security-analysts.htm#tab-1

NU’s Doctor of Philosophy in Cybersecurity opens the door to a wide range of important, in-demand careers for dedicated professionals with polished skills in communication, management, operations, leadership, and infrastructure. Some of the top job titles* posted in this field include:

• Information Security Analysts
• Systems Engineers
• Security Engineers
• DevSecOps Engineers
• Cloud Security Engineers
• Solutions Architects
• Systems Administrators 
• Postsecondary Teachers
• Postsecondary Administrators

Employers of senior-level cybersecurity professionals are spread across every industry, including: professional, scientific and technical services, finance and insurance, manufacturing, information services, healthcare, and administrative support services.

*Positions may require additional experience, training, and other factors beyond successfully completing this degree program. Depending on where you reside, many positions may also require state licensure, and it is the responsibility of the student to ensure that all licensure requirements are met. We encourage you to also review program-specific requirements with an NU advisor. Any data provided on this page is for informational purposes only and does not guarantee that completion of any degree program will achieve the underlying occupation or commensurate salary.

**SOURCE :  Emsi Labor Analyst- Report. Emsi research company homepage at  https://www.economicmodeling.com/company/  (Report viewed:  May 13, 2022 ). DISCLAIMER: The data provided is for Informational purposes only. Emsi data and analysis utilizes government sources to provide insights on industries, demographics, employers, in-demand skills, and more to align academic programs with labor market opportunities. Cited projections may not reflect local or short-term economic or job conditions and do not guarantee actual job growth.  Current and prospective students should use this data with other available economic data to inform their educational decisions.

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Useful Links

• Essential Skills for Cybersecurity Professionals
• Why Consider a Career in Cybersecurity
• Earning Your Cybersecurity Degree Online Related Programs:

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PhD in Cybersecurity Program FAQs

A PhD dissertation is a scholarly documentation of research that makes an original contribution to the field of study. This 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 the dissertation. At National University, faculty members assist every doctoral student with a systematic process designed to ensure the completion of a high-quality dissertation. 

A doctoral candidate must be continuously enrolled throughout the series of dissertation courses. Dissertation courses are automatically scheduled and accepted without a break in scheduling to ensure that students remain in continuous enrollment throughout the dissertation course sequence. If additional time is required to complete any of the dissertation courses, students must re-enroll and pay the tuition for that course. Continuous enrollment will only be permitted when students demonstrate progress toward completing dissertation requirements. The Dissertation Committee determines progress.

National University is dedicated to assisting students in the achievement of their academic aspirations and helping them become valuable contributors to their community and profession. To accomplish this, we now offer a dissertation completion pathway for students who have successfully completed their doctoral coursework and achieved doctoral candidacy at a previous institution but were unable to complete their dissertation.  

Our Dissertation Completion Pathway (DCP) offers a unique opportunity for students to complete their doctorate in one of the doctoral programs offered at NU (excluding the PhD in MFT, DMFT, DNP, and DHA). Students successfully meeting the entrance and application requirements will complete a minimum of 23 credit hours to earn their doctorate.

The vision for the Dissertation Completion Pathway is to provide “all-but-dissertation” or ABD students a structured approach for completing their dissertation and help them achieve their academic goals in obtaining their doctorate. This pathway provides a student-centered, high touch, and structured pathway that recognizes past academic coursework while providing the student with the preparation and guidance to earn their doctoral degree.

National University allows 7 years to complete all doctoral programs of 60 credits or less. The median time to completion for this program is 44 months.

Time to completion varies depending upon the pace in which a student completes courses and the number of transfer credits accepted. As most NU students are working adults, balancing educational, professional, and personal commitments, our academic and finance advisors will work with you to develop a program schedule that works best for your needs.

Students following the preferred schedule designed by the Dean for this program, and applying no transfer credits, can expect to finish in as little as 40 months.

The highest degree for cybersecurity is typically a Doctor of Philosophy (PhD) in Cybersecurity or a related field. This degree typically requires several years of advanced coursework and research, and is designed for individuals who want to pursue careers in cybersecurity research, academia, or leadership positions.

Whether a PhD in cybersecurity is worth it depends on your career goals and personal interests. If you want to pursue a career in cybersecurity research or academia, a PhD can be a valuable asset that can lead to more job opportunities and higher salaries. However, if you’re primarily interested in working in industry, a PhD may not be necessary or worth the time and cost.

The salary for someone with a PhD in cybersecurity can vary depending on several factors, including the individual’s job title, experience, and location, but you can expect to earn a comfortable living in this field. According to payscale.com, the average base salary for someone with a PhD in Cybersecurity is around $172,000 per year in the United States. However, some positions such as chief security officer or director of operations could earn more.

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Program Disclosure

Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.

Program availability varies by state. Many disciplines, professions, and jobs require disclosure of an individual’s criminal history, and a variety of states require background checks to apply to, or be eligible for, certain certificates, registrations, and licenses. Existence of a criminal history may also subject an individual to denial of an initial application for a certificate, registration, or license and/or result in the revocation or suspension of an existing certificate, registration, or license. Requirements can vary by state, occupation, and/or licensing authority.

NU graduates will be subject to additional requirements on a program, certification/licensure, employment, and state-by-state basis that can include one or more of the following items: internships, practicum experience, additional coursework, exams, tests, drug testing, earning an additional degree, and/or other training/education requirements.

All prospective students are advised to review employment, certification, and/or licensure requirements in their state, and to contact the certification/licensing body of the state and/or country where they intend to obtain certification/licensure to verify that these courses/programs qualify in that state/country, prior to enrolling. Prospective students are also advised to regularly review the state’s/country’s policies and procedures relating to certification/licensure, as those policies are subject to change.

National University degrees do not guarantee employment or salary of any kind. Prospective students are strongly encouraged to review desired job positions to review degrees, education, and/or training required to apply for desired positions. Prospective students should monitor these positions as requirements, salary, and other relevant factors can change over time.

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Doctor of Philosophy in Teaching and Learning, Critical Studies in Education: Race, Justice, and Equity

CSERJE prepares highly qualified scholars to affect change in society. The specialization bridges theory and practice and deeply engages students in liberatory research practices (i.e. decolonizing, emancipatory, and humanizing theories, methodologies and methods) while also offering space for critical interrogation of historical practices that have harmed and disenfranchised communities. Faculty ask students to engage in deep reflexive understanding of the ways their selves are in relation to their worlds (both global and local and the interactions between those two) that provide critical implications for policy and practice. CSRJE prepares students to build with families, social groups, schools, organizations, and communities to interrupt and disrupt injustices while re-centering experiences and knowledges often held at the margins of society.

Students who began the T&L PhD program in AU24 or prior should follow the curriculum of one of the 8 areas of study associated with the PhD program prior to its redesign. This specialization only pertains to students who began in AU25, or, those who began prior and have already discussed and executed a specialization change with their faculty advisor. If you have any questions regarding which plan of study is most appropriate for you, please consult with your faculty advisor.

Funding Opportunities

Key to teaching, research and learning in the college, associateships provide students with professional experience and financial support.

These financial awards are made by Ohio State to students based on academic merit through a university-wide competition.

The college annually awards scholarships to its students to support their academic goals.

Degree Requirements

Prerequisites

Master’s degree.

Program start

Autumn Semester 

Deadline to apply

Minimum Program hours

(30 of which can be transferred from the student’s Master’s degree)

View Critical Studies in Education: Race, Justice and Equity (TCHLRN-PH-CSERJE) Curriculum Sheet

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Activity in the U.S. Attorney's Office

Child Sexual Assault Material

William Dean Decker , 65, of Gillette, Wyoming, was sentenced to 35 years in federal prison for production of child pornography and possession of child pornography. According to court documents, on and before Dec. 15, 2023, the Wyoming Division of Investigation (DCI) Internet Crimes Against Children (ICAC) task force received six Cybertips from the National Center for Missing and Exploited Children. Investigators learned that a minor child, known to Decker, was involved in the production and they moved quickly to stop the abuse. A search warrant uncovered hundreds of images and video files of Decker sexually abusing the child in his residence. Decker pleaded guilty on Mar. 8 and Chief U.S. District Court Judge Scott W. Skavdahl imposed the sentence on May 31. This crime was investigated by DCI’s ICAC task force and the case was prosecuted by Assistant U.S. Attorney Z. Seth Griswold.

Firearm Offenses

Taylor Jay Whiting, 33, of Lusk, Wyoming, was sentenced to 46 months in federal prison for being a felon in possession of a firearm. According to court documents, on Oct. 22, 2023, Lusk Police Department located Whiting, who had a warrant for his arrest, walking down the street and instructed him to put his hands up and turn around. As officers approached him, Whiting told them he had a gun in his hoodie pocket. Officers located a Ruger .380 handgun in Whiting’s sweatshirt. Whiting is a previously convicted felon and not allowed to possess a firearm. He pleaded guilty to the charge on Mar. 8, and Chief U.S. District Court Judge Scott W. Skavdahl imposed the sentence on May 31. This crime was investigated by the Lusk Police Department and the FBI. The case was prosecuted by Assistant U.S. Attorney Paige Hammer.

Drug Trafficking

Amanda Lynn Piercy , 37, of Cheyenne, Wyoming, was sentenced to 40 months and 21 days in federal prison for conspiracy to distribute fentanyl. According to court documents, on Sep. 8, 2023, Cheyenne Police Department officers were dispatched to a Cheyenne residence because of an unconscious person. Officers learned Piercy had overdosed on fentanyl in the basement of the residence. When she was revived, officers removed 7 fentanyl pills from her pants pocket. During a search of the property, officers found additional drugs and a handgun. Piercy pleaded guilty to the charges on Feb. 20 and Senior U.S. District Court Judge Nancy D. Freudenthal imposed the sentence on May 22. The crime was investigated by the Cheyenne Police Department and the Drug Enforcement Administration. The case was prosecuted by Assistant U.S. Attorney T.J. Forwood.

Sandra Munoz, 40, of Cheyenne, Wyoming, was sentenced to 42 months’ imprisonment for conspiracy to possess with intent to distribute fentanyl and methamphetamine. According to court documents, on Oct. 8, 2023, a Cheyenne Police Department officer attempted to stop Munoz for speeding and having a cracked windshield. She fled, but after a short pursuit, she crashed, and the officer detained her and three other passengers. During a search of the vehicle, the officer found approximately 2,000 fentanyl pills and 173 grams of methamphetamine. Piercy pleaded guilty to the charges on Feb. 20 and Senior U.S. District Judge Nancy D. Freudenthal imposed the sentence on May 22. The crime was investigated by the Cheyenne Police Department and the Drug Enforcement Administration. The case was prosecuted by Assistant U.S. Attorney T.J. Forwood.

Illegal Re-entry of a Previously Deported Alien Carlos Marcelo Lopez-Hernandez,  34, of Guatemala, was sentenced to time served for illegal re-entry into the United States of a previously deported alien. According to court documents, a Wyoming Highway Patrol trooper arrested Lopez-Hernandez on Jan. 31 for driving with no license and no identification. During the booking process, Lopez-Hernandez’s fingerprints were matched with a profile in the U.S. Immigration and Customs Enforcement’s (ICE) database. ICE verified that Lopez-Hernandez had previously been deported and was in the United States illegally. This case was investigated by ICE and prosecuted by Assistant U.S. Attorney Cameron J. Cook. Chief U.S. District Court Judge Scott W. Skavdahl imposed the sentence on May 24.

Gonzalo Parra-Munoz , 31, of Chihuahua, Mexico, was sentenced to 6 months’ imprisonment for illegal re-entry into the United States of a previously deported alien. According to court documents, On Jan. 27, Parra-Munoz was arrested by the Converse County Sheriff’s Department (CCSD) for possession of stolen property/motor vehicle, unlawful acts, and driving under the influence. U.S. Immigration and Customs Enforcement (ICE) verified that Parra-Lopez had previously been deported and was in the United States illegally. This crime was investigated by CCSD and ICE. The case was  prosecuted by Assistant U.S. Attorney Cameron J. Cook. Chief U.S. District Court Judge Scott W. Skavdahl imposed the sentence on May 31.

Contact: Lori Hogan (Contractor) Public Information Officer Office: 307-772-2124  Email: [email protected] Twitter: @usaowy

Related Content

Traquevis Dewayne Hardy , age 46, of Denver, Colorado, was sentenced to 168 months in federal prison for conspiracy to distribute fentanyl in Wyoming.