phd in english education

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• PhD in English and Education
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• PhD in English and Women's and Gender Studies
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Students interested in studying rhetoric, composition, literacy studies, or English education at UM should apply to the interdisciplinary Joint PhD program in English and Education (JPEE). Students in this program have written dissertations on rhetorical theory, literacy, feminist theory, new media composition, disability studies, queer theory, applied linguistics, English language studies, ethnic studies, creative writing studies, and writing assessment. All JPEE students have the opportunity to pursue research projects collaboratively with faculty, including social justice- and activist-oriented research, in addition to individual dissertation research. All students are guaranteed five years of full funding, and there is additional support for conference travel, research projects, and summer research and writing. To date, the program has a 100% placement for graduates who have chosen to pursue tenure-track faculty positions in education and English departments in colleges and universities; program graduates also sometimes choose to pursue opportunities in educational nonprofits, school districts, and government-sponsored agencies Students in JPEE work closely with those in other PhD programs in both the English Department and the School of Education and take courses in both units. However, JPEE maintains its own admissions process, exam schedule, and support structure. To learn more about the program and how to apply, visit our JPEE Program Page .

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English (English Education), PhD

• Program description
• At a glance
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Composition, Education Leadership, English Education, English language arts, Language, Reading, Secondary writing instruction, english, literacies, secondary reading instruction, teacher inquiry, teacher research, writing

This doctoral program is designed for students with a background in secondary language arts teaching who have diverse interests and professional goals. It is ideal preparation for your career as an expert teacher of English, or as a scholar, researcher, curriculum developer, teacher educator or leader in the field of English education.

The PhD program in English with a concentration in English education prepares students to examine the writing and reading practices of secondary students. Students also learn about the instructional practices of secondary English language arts teachers through emphasis of the relationship between pedagogy and research methodologies used to study the teaching of secondary English.

The curriculum comprises dynamic coursework, mentoring, interdisciplinary learning opportunities and community outreach.

Possible areas for research focus within this program include young adult literature, secondary reading and writing practices, new literacies, English language learning, critical literacy, and secondary English language arts curriculum and instruction development. The program encourages students to pursue coursework in other subdisciplines within the Department of English, such as rhetoric and composition, applied linguistics and literature, and coursework in the ASU Mary Lou Fulton Teachers College, such as literacy and educational research methodology.

Students benefit from the program's links to the Central Arizona Writing Project, which offers opportunities for related coursework, research, community outreach and teacher in-service programs.

The doctorate in English education prepares students to become professors of English education or to pursue other relevant opportunities in research and administration.

• College/school: The College of Liberal Arts and Sciences
• Location: Tempe

84 credit hours, a written comprehensive exam, a prospectus and a dissertation

Required Core (3 credit hours) ENG 501 Approaches to Research (3)

Foundational Distribution (12 credit hours)

Advanced Studies Distribution (12 credit hours)

Internships (6 credit hours) ENG 784 Internship (6)

Specialization (9 credit hours)

Electives and Research (30 credit hours)

Culminating Experience (12 credit hours) ENG 799 Dissertation (12)

Additional Curriculum Information Students must take 12 credit hours at the 500 level, selected from a list of approved courses in education, English, linguistics and applied linguistics for the foundational distribution.

Students must take at least three courses in the area of specialization.

When approved by the student's supervisory committee and the Graduate College, this program allows 30 credit hours from a previously awarded master's degree to be used for this degree. If not approved, the 30 credit hours of coursework will be made up of electives and research.

Applicants must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's and master's degree from a regionally accredited institution. Applicants with master's degrees in English education and related fields, such as English literature, applied linguistics, education, and rhetoric and composition will be considered. A minimum of three years of full-time teaching or volunteer work in secondary English language arts classrooms or in literate-rich settings is required.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or a minimum cumulative GPA of 3.50 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• statement of purpose
• resume or curriculum vitae
• three letters of recommendation
• academic writing sample
• proof of English proficiency

Additional Application Information An applicant whose native language is not English and has not graduated from an institution of higher learning in the United States must provide proof of English proficiency regardless of their current residency. Applications will not be processed without valid proof of English proficiency; official scores must be sent to ASU in order for the application to be processed.

The one- to two-page statement should explain the applicant's interest in the program and how the applicant's background and preparation led to the specific career and research goals. Although applicants will not be expected to have a definite research topic, the statement should articulate the specific domain or research area the applicant hopes to pursue and possible research questions. Letters of recommendation should be from individuals familiar with the applicant's promise in English education, including one letter from a school principal and two letters from university professors. Applicants applying for funding must also submit a statement of teaching philosophy.

Program learning outcomes identify what a student will learn or be able to do upon completion of their program. This program has the following program outcomes:

• Design and conduct original research in the field of English Education.
• Produce written article-length work of publishable quality.
• Write a comprehensive book-length research study with theory, literature review, methods, analysis, and findings based on one's own research.

Careers for English education graduates include professions related to the field of language arts and literacy education in secondary schools.

Career examples include:

• curriculum developer
• department chair
• district level research specialist
• dual enrollment teacher
• faculty member (college, university)
• instructional leader
• literacy coach
• middle or high school English teacher
• state level curriculum specialist

Department of English | RBHL 170 [email protected] 480-965-3168 Admission deadlines

English (English Education), PHD

On this page:, at a glance: program details.

• Location: Tempe campus
• Second Language Requirement: No

Program Description

Degree Awarded: PHD English (English Education)

The PhD program in English with a concentration in English education prepares students to examine the writing and reading practices of secondary students. Students also learn about the instructional practices of secondary English language arts teachers through emphasis of the relationship between pedagogy and research methodologies used to study the teaching of secondary English.

The curriculum comprises dynamic coursework, mentoring, interdisciplinary learning opportunities and community outreach.

Possible areas for research focus within this program include young adult literature, secondary reading and writing practices, new literacies, English language learning, critical literacy, and secondary English language arts curriculum and instruction development. The program encourages students to pursue coursework in other subdisciplines within the Department of English, such as rhetoric and composition, applied linguistics and literature, and coursework in the ASU Mary Lou Fulton Teachers College, such as literacy and educational research methodology.

Students benefit from the program's links to the Central Arizona Writing Project, which offers opportunities for related coursework, research, community outreach and teacher in-service programs.

The doctorate in English education prepares students to become professors of English education or to pursue other relevant opportunities in research and administration.

The PhD in English (English Education) prepares students to become national leaders in the field of English education as tenure-track faculty at research universities and teaching colleges, as well as secondary English language arts curriculum specialists for school districts, state and federal departments of education, and private education agencies. This concentration emphasizes the relationship between pedagogy and research methodologies used to study the teaching of secondary English (grades 6-12) and prepares students to examine the writing and reading practices of secondary students as well as the instructional practices of secondary English language arts teachers. Possible areas for research focus within this program include young adult literature, secondary reading and writing practices, new literacies, English language learning, and secondary English language arts curriculum and instruction development.

*Note: This degree is not TESOL, ESL, or EFL related. If interested in these fields, check out our PhD Linguistics and Applied Linguistics program.

Christina Saidy , Director

Sheila Luna , Program Manager

Faculty in English Education

Doctoral Examinations

Doctoral Procedures and Timeline

Teaching Assistantships

Degree Requirements

84 credit hours, a written comprehensive exam, a prospectus and a dissertation

Required Core (3 credit hours) ENG 501 Approaches to Research (3)

Foundational Distribution (12 credit hours)

Advanced Studies Distribution (12 credit hours)

Internships (6 credit hours) ENG 784 Internship (6)

Specialization (9 credit hours)

Electives and Research (30 credit hours)

Culminating Experience (12 credit hours) ENG 799 Dissertation (12)

Additional Curriculum Information Students must take 12 credit hours at the 500 level, selected from a list of approved courses in education, English, linguistics and applied linguistics for the foundational distribution.

Students must take at least three courses in the area of specialization.

When approved by the student's supervisory committee and the Graduate College, this program allows 30 credit hours from a previously awarded master's degree to be used for this degree. If not approved, the 30 credit hours of coursework will be made up of electives and research.

Admission Requirements

Applicants must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's and master's degree from a regionally accredited institution. Applicants with master's degrees in English education and related fields, such as English literature, applied linguistics, education, and rhetoric and composition will be considered. A minimum of three years of full-time teaching or volunteer work in secondary English language arts classrooms or in literate-rich settings is required.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or a minimum cumulative GPA of 3.50 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• statement of purpose
• resume or curriculum vitae
• three letters of recommendation
• academic writing sample
• proof of English proficiency

Additional Application Information An applicant whose native language is not English and has not graduated from an institution of higher learning in the United States must provide proof of English proficiency regardless of their current residency. Applications will not be processed without valid proof of English proficiency; official scores must be sent to ASU in order for the application to be processed.

The one- to two-page statement should explain the applicant's interest in the program and how the applicant's background and preparation led to the specific career and research goals. Although applicants will not be expected to have a definite research topic, the statement should articulate the specific domain or research area the applicant hopes to pursue and possible research questions. Letters of recommendation should be from individuals familiar with the applicant's promise in English education, including one letter from a school principal and two letters from university professors. Applicants applying for funding must also submit a statement of teaching philosophy.

Courses and Electives

The Graduate College requires a grade point average of “B” (3.0) or better in the last two years of work leading to the bachelor’s degree. The Admissions Committee will consider applicants with master’s degrees in English education and related fields such as English literature, applied linguistics, education, and rhetoric and composition. A minimum of three years full-time teaching or volunteer work in secondary English language arts classrooms or in literate-rich settings (i.e. Peace Corps, community organizations, and libraries) is preferred. Students seeking advice should consult with the graduate program manager and/or the program director.

The PhD consists of 84 hours of graduate work. A student with a master’s degree must complete a minimum of 54 semester hours of approved graduate work, which includes 12 hours of dissertation. Students will complete all courses on their Program of Study (POS) with a grade of B or better and maintain a GPA of 3.2 or higher. Required coursework for PhD (English Education) must include the following:

• Approaches to Research (3 hours): Students will complete ENG 501: Approaches to Research in English Education.
• Foundational Distribution (12 hours) : Students must take 12 hours at the 500 level selected from a list of approved courses in education, English, linguistics, and applied linguistics.
• Advanced Studies Distribution (12 hours) : Students must take 12 hours at the 600 level from a list of approved courses in education, English, indigenous studies, linguistics, and applied linguistics.
• Internships (6 hours) : Students will complete two internships (ENG 784). Each internship will focus on either the supervision of secondary English language arts teachers, research in collaboration with her/his advisor in a secondary English language arts classroom setting, or assisting in the teaching of an under-graduate English education methods course (i.e. young adult literature, methods of teaching secondary writing, or teaching the interpretation of texts of various genres in the secondary English language arts classroom).
• Specialization : Students will complete at least three courses focused on their area of specialization, which will provide them with intensive background in their selected area of expertise in English education.
• PhD Examinations : The examination includes a portfolio, an oral or written exam, and a colloquy on the dissertation prospectus
• Dissertation : Students must include 12 hours of 799 on the doctoral plan of study. An oral defense of the dissertation is required.

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Learn about our programs, apply to a program, visit our campus, application deadlines, learning outcomes.

• Produce written article-length work of publishable quality.
• Write a comprehensive book-length research study with theory, literature review, methods, analysis, and findings based on one's own research.
• Design and conduct original research in the field of English Education.

Career Opportunities

Careers for English education graduates include professions related to the field of language arts and literacy education in secondary schools.

Career examples include:

• curriculum developer
• department chair
• district level research specialist
• dual enrollment teacher
• faculty member (college, university)
• instructional leader
• literacy coach
• middle or high school English teacher
• state level curriculum specialist

Global Opportunities

Global experience.

With over 250 programs in more than 65 countries (ranging from one week to one year), study abroad is possible for all ASU students wishing to gain global skills and knowledge in preparation for a 21st-century career. Students earn ASU credit for completed courses, while staying on track for graduation, and may apply financial aid and scholarships toward program costs. https://mystudyabroad.asu.edu

Program Contact Information

If you have questions related to admission, please click here to request information and an admission specialist will reach out to you directly. For questions regarding faculty or courses, please use the contact information below.

• [email protected]
• 480/965-3168

Ph.D. Program

The Stanford English department has a long tradition of training the next generation of scholars to become leaders in academia and related fields. Our Ph.D. program encourages the production of ambitious, groundbreaking dissertation work across the diverse field interests of our prestigious faculty.

Fusing deep attention to literary history with newer approaches to media, technology, and performance, our department carefully mentors students in both scholarship and pedagogy through close interaction with faculty. Our location on the edge of the Pacific and at the heart of Silicon Valley encourages expansive, entrepreneurial thinking about the interpenetration of arts and sciences.

Program Overview

The English Department seeks to teach and promote an understanding of both the significance and the history of British and American literature (broadly defined) and to foster an appreciation of the richness and variety of texts in the language. It offers rigorous training in interpretive thinking and precise expression. Our English graduate program features the study of what imaginative language, rhetoric, and narrative art has done, can do, and will do in life, and it focuses on the roles creative writing and representations play in almost every aspect of modern experience. Completing the Ph.D. program prepares a student for full participation as a scholar and literary critic in the profession.

Financial Support

We offer an identical five-year funding package to all admitted students with competitive funding available for a sixth year. Funding covers applicable tuition costs, Stanford Cardinal Care health insurance, and living expenses in the form of direct stipend, teaching assistantships or pre-doctoral research assistantships. The department, in conjunction with the School of Humanities and Sciences, is also committed to supporting students' involvement in professional activities and funds many of the expenses for research travel, summer language study, and participation in academic conferences. Student housing is not included in the funding package.

In addition to our standard doctoral funding package, the Office of the Vice Provost for Graduate Education (VPGE) provides competitive funding to support individual doctoral students, student groups, and department-based projects. VPGE funding opportunities promote innovation, diversity, and excellence in graduate education. Explore their doctoral  fellowship  and other student  funding  opportunities.

The  Knight-Hennessy Scholars  program cultivates and supports a highly-engaged, multidisciplinary and multicultural community of graduate students from across Stanford University, and delivers a diverse collection of educational experiences, preparing graduates to address complex challenges facing the world. Knight-Hennessy Scholars participate in an experiential leadership development program known as the King Global Leadership Program and receive funding for up to three years of graduate study at Stanford. Two applications must be submitted separately; one to Knight-Hennessy and one to the Stanford English graduate degree program by its deadline. Please refer to the Knight-Hennessy Scholars program page to learn more and apply.

Teaching Requirements

One pedagogical seminar and four quarters of supervised teaching. Typically a student will teach three times as a teaching assistant in a literature course. For the fourth course, students will have the option of applying to design and teach a Writing Intensive Seminar in English (WISE) for undergraduate English majors or teaching a fourth quarter as a T.A..

• 1st year: One quarter as T.A. (leading 1-2 discussion sections of undergraduate literature)
• 2nd year: One quarter as T.A. (leading 1-2 discussion sections of undergraduate literature)
• 3rd/4th/5th years: Two quarters of teaching, including the possibility of TA'ing or teaching a WISE course.

Language requirements

All candidates for the Ph.D. degree must demonstrate a reading knowledge of two foreign languages. One language requirement must be completed during the first year of study. The second language must be completed before the oral examination in the third year.

Candidates in the earlier periods must offer Latin and one of the following languages: French, German, Greek, Italian or Spanish. Candidates in the later period (that is, after the Renaissance) must demonstrate a reading knowledge of two languages for which  Stanford’s Language Center  regularly offers a reading course, administers a competency exam, or facilitates the administration of an American Council on the Teaching of Foreign Languages Reading Proficiency Test (ACTFL RPT). In all cases, the choice of languages offered must be relevant to the student’s field of study and must have the approval of the candidate's adviser. Any substitution of a language other than one for which Stanford offers a competency exam must also be approved by the Director of Graduate Studies.

Other requirements

All candidates for the Ph.D. must satisfactorily complete the following:

• 135 units, at least 70 of which (normally 14 courses) must be graded course work
• Qualifying examination, based on a reading guide of approximately 70-90 works, to be taken orally at the end of the summer after the first year of graduate work.
• University oral examination covering the field of concentration taken no later than the winter quarter of the third year of study.
• Submission of the dissertation prospectus
• First chapter review with the dissertation advisor and the members of the dissertation reading committee.
• Dissertation, which should be an original work of literary criticism demonstrating the student's ability to participate fully as a scholar and literary critic in the profession.
• Closing colloquium designed to look forward toward the next steps; identify the major accomplishments of the dissertation and the major questions/issues/problems that remain; consider possibilities for revision, book or article publication, etc.

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The graduate program in English provides you with a broad knowledge in the discipline, including critical and cultural theory and literary history. This solid foundation enables you to choose your own path based on the wide variety of areas of concentration. Our flexible program allows you to take courses outside the department to further explore your chosen field(s). Our program emphasizes excellence in writing, innovative scholarship, and eloquent presentations—important skills you will need in your future profession. The program and its faculty are committed both to diversity in its student body and in the diversity of thought and scholarship.

Examples of student theses and dissertations include “The Write to Stay Home: Southern Black Literature from the Great Depression to Early Twenty-first Century,” “Profaning Theater: The Drama of Religion on the Modernists Stage,” and “Sentimental Borders: Genre and Geography in the Literature of Civil War and Reconstruction.”

Graduates have secured faculty positions at institutions such as Brown University, Columbia University, and University of California, Los Angeles. Others have begun their careers with leading organizations such as Google and McKinsey & Company.

Additional information on the graduate program is available from the Department of English and requirements for the degree are detailed in Policies .

Areas of Study

Unspecified | Medieval | Renaissance/Early Modern | 18th Century/Enlightenment | 19th Century British/Romantics/Victorian | Early American (to 1900) | 20th Century British | 20th Century American | Criticism and Theory | The English Language | Transnational Anglophone/Postcolonial | African American Literature | Drama | Poetry

Admissions Requirements

Please review admissions requirements and other information before applying. You can find degree program-specific admissions requirements below and access additional guidance on applying from the Department of English .

Writing Sample

The writing samples (one primary and one secondary) are highly significant parts of the application. Applicants should submit 2 double-spaced, 15-page papers of no more than 5,000 words each, in 12-point type with 1-inch margins. The writing samples must be examples of critical writing (rather than creative writing) on subjects directly related to English. Applicants should not send longer papers with instructions to read an excerpt or excerpts but should edit the samples themselves so that they submit only 15 pages for each paper. Applicants who know the field in which they expect to specialize should, when possible, submit a primary writing sample related to that field.

Statement of Purpose

The statement of purpose is not a personal statement and should not be heavily weighted down with autobiographical anecdotes. It should be no longer than 1,000 words. It should give the admissions committee a clear sense of applicants’ individual interests and strengths. Applicants need not indicate a precise field of specialization if they do not know, but it is helpful to know something about a candidate’s professional aspirations and sense of their own skills, as well as how the Harvard Department of English might help in attaining their goals. Those who already have a research topic in mind should outline it in detail, giving a sense of how they plan their progress through the program. Those who do not should at least attempt to define the questions and interests they foresee driving their work over the next few years.

Standardized Tests

GRE: Not Accepted

While there are no specific prerequisites for admission, a strong language background helps to strengthen the application, and students who lack it should be aware that they will need to address these gaps during their first two years of graduate study.

While a candidate's overall GPA is important, it is more important to have an average of no lower than A- in literature (and related) courses. In addition, while we encourage applications from candidates in programs other than English, they must have both the requisite critical skills and a foundation in English literature for graduate work in English. Most of our successful candidates have some knowledge of all the major fields of English literary study and advanced knowledge of the field in which they intend to study.

Theses & Dissertations

Theses & Dissertations for English

See list of English faculty

APPLICATION DEADLINE

Questions about the program.

Doctor of Philosophy in Education

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

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:

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

Building The ‘Bridge’ Between Research and Practice

Marshal Doug Mosher, Ph.D.'24, reflects on his journey to the Ed. School and the lessons — musical and teaching — learned along the way

English Ph.D.

The Ph.D. program in English at the University of Texas at Austin is one of the largest and best doctoral programs of its kind. Ranked in the top 20 English Graduate Programs by U.S. News & World Report , our program offers students intensive research mentoring and pedagogical training in the vibrant setting that is Austin, Texas. In addition, all admitted English PhD students receive six years of full funding .

Drawing on the resources of two units, the Department of English and the Department of Rhetoric and Writing, our program has at its center a dynamic and dedicated faculty of over 60 .

While the Ph.D. program is housed in and administered by the Department of English , the Department of Rhetoric and Writing is a crucial partner in helping to educate our shared students. The make-up of each cohort of students mirrors our unusual interdepartmental collaboration: each year we accept 10-12 students in literature and 4 in rhetoric and digital literacies.

One of the distinguishing features of our program is its collegiality and sense of shared purpose. Students and faculty work collaboratively on a number of departmental and university-wide committees, participate actively in reading and writing groups, and treat one another with respect.

Our program is engaged not only in meeting the challenges of a complex, rapidly changing academic discipline but also in helping to shape it. Our graduate courses examine relationships between writing and other cultural practices and explore the social, historical, rhetorical, and technological processes by which literature and other discourses are constituted. While we take seriously our responsibility to help train the next generation of the professoriate—that is, to cultivate scholarship, effective teaching, and collegiality—we also encourage our students to think of their training and their futures in the broadest terms possible.

Requirements

• Foreign Language Requirement
• Tab Option 4
• Tab Option 5

All students, regardless of whether they enter with a BA or MA, are required to complete 39 hours of formal graduate coursework taken for a grade before the end of their third year. These 39 hours must include:

• E384K Disciplinary Inquiries, which is taken in the first semester. It may not include other courses under the E384 course number.
• At least one 3-hour seminar on pre-1800 material
• At least one 3-hour seminar on post-1800 material
• At least 3 hours, but no more than 9 hours, taken out of department. Out-of-department courses include: undergraduate English courses taken for graduate credit, creative writing workshops or Literature for Writers courses with the New Writers Project, and supervised study conference courses arranged with individual faculty members.

These curricular requirements ensure that students encounter a wide range of courses, faculty, and texts during their time at UT, extending well beyond their specialized area of interest. Students choose coursework in consultation with the Associate Graduate Advisor, who may allow substitutions for English courses in cases where alternate coursework is needed to supplement departmental offerings. This alternate coursework could take the form of the out-of-department courses listed above. Such substitutions may be warranted in cases where a student is pursuing a portfolio in an interdisciplinary unit such as CWGS, MALS, or AADS; where the English department offers few courses in the student’s area of interest; or where the student needs to pursue a foreign language for research purposes. We encourage students to investigate portfolio options early in their career so they can integrate those courses as soon as possible. Some portfolios require 12 hours of coursework; in those cases, the Associate Graduate Advisor will grant an exception to the 9-hour limit on out-of-department courses.

Students who hold the position of AI are also required to take RHE398T, which is usually taken during the fall semester of their third year, or when a graduate student teaches RHE306 for the first time. RHE398T does not count toward the required 39 hours of formal graduate coursework.

Beginning in their third year of the program, students have the option of enrolling in additional seminars inside or outside the department, choosing whether to take these courses for a grade or for Credit/No Credit.  They can also enroll in E384L Scholarly Publication (usually taken in or after the third year) and E384M Professional Outcomes (usually taken in or after the fourth year). Students take these two courses for Credit/No Credit. The graduate program encourages students to continue enrolling in optional courses throughout their years as a PhD student, while they are reading for exams and planning and writing a dissertation.

In the spring of year three, students must pass the  Third-Year Examination , which tests their knowledge of and engagement with chosen fields of specialization. Students will be examined on either a fixed reading list or a reading list developed by three faculty members in collaboration with the student. The list will contain 60-80 primary and/or secondary texts. The Third-Year Examination consists of a written and an oral component. The written component consists of: 1) a 1000- to 2000-word intellectual rationale for the list; 2) an annotated version of the list (at least 1/3 of the texts with an annotation of 100 words or more each); and 3) two syllabi based on the list—the first for a survey course, the second for an upper-division seminar. Students will then sit for a two-hour oral examination during which the committee will ask questions about both the written materials and the students’ comprehension of the reading list.

The  Prospectus Examination  grants students an opportunity to receive formal feedback from three faculty members on their proposed dissertation project. Students work closely with faculty to write and revise a 15- to 20-page prospectus. Once the faculty members are ready to sign off on the document, an oral Prospectus Examination is scheduled. Students are encouraged to pass the Prospectus Examination by the end of the fall semester of their fourth year in the program.

Doctoral Candidacy  is achieved when students have successfully completed the Third-Year and Prospectus Examinations; fulfilled the foreign language requirement (see below); and identified a dissertation committee of at least four faculty members, one of whom needs to be from another graduate program or institution. All students must spend at least two long semesters, or one long semester and one summer, in candidacy before earning their degree.

The last milestone for the Ph.D. is the  Final Oral Defense , otherwise known as the dissertation defense.  In general, faculty will not schedule a defense until the dissertation is completed and ready for critical engagement.

Students working toward a Ph.D. in English at UT Austin are expected to pursue courses of language study relevant to their individual professional trajectories, as determined in consultation between students themselves; their faculty mentors; and graduate program advisor(s).

Student progress toward appropriate levels of competence will be assessed by means of a four-part  Foreign Language Audit  according to the following schedule:

Fall semester of the first year: Foreign Language Interview with the associate graduate advisor to review prior training, assess current levels of expertise, and, if necessary, begin developing an appropriate language study agenda.

Spring semester of the second year: as part of the Second-Year Reflection, students complete a first Language Study Check-in with the graduate advisor(s) and their faculty sponsor, to ensure that appropriate progress has been made toward execution of the agenda with alteration or addition in light of subfield expectations and project directions.

Spring semester of the third year (in most cases): as part of the Third-Year Exam, students will complete a second Language Study Check-in, this time with their exam committee, to determine whether satisfactory progress has been achieved on their language study agenda, again with alteration or addition in light of subfield expectations and project directions.

Fourth year (in most cases): as part of the Prospectus Exam, students will finalize their Foreign Language Audit. This will involve discussion with the exam committee, along with presentation of all necessary evidence to demonstrate that the language study agenda has been fulfilled. If, in the judgment of the committee, requisite levels of language competence have not been achieved, student and committee will agree upon a binding plan for fulfillment, during which period the student shall remain on probationary status with regard to the Foreign Language Requirement. Successful fulfillment of the Foreign Language Audit must be achieved before the student advances to Ph.D. candidacy.

Notes: Some students will enter the program with sufficient foreign language skills for their course of study (e.g. either compelling evidence of literate knowledge of a language other than English, such as a high school degree from a school in a non-English speaking country, or four or more semesters at the college level of a language other than English with a grade of B or better in the last semester, or its equivalent). These students will not need to complete the final three steps of the FLA.

Program Administration

Associate Chair & Graduate Adviser: Gretchen Murphy

Associate Graduate Adviser (Literature):  Julie Minich

Associate Graduate Adviser (Rhetoric): Scott Graham

Graduate Studies Chair: Tanya Clement

Graduate Program Administrator:  Patricia Schaub

Doctor of Philosophy (PhD) in Literacy and Language Education

Graduate Programs

The Literacy and Language doctoral program is a research-oriented program culminating with a dissertation. The program focuses on the development of a core knowledge base, with additional coursework to supplement and extend that knowledge base. Working with the advisor and advisory committee, doctoral students have the ability to create this core knowledge base by tailoring their program of study to individual interests and needs. This flexibility and individualization is an important component of the Ph.D. program.

December 1st is the deadline for consideration for Fall admission for this residential program. Applications must be fully complete, submitted, and all application fees paid prior to the deadline in order for applications to be considered and reviewed.

*Those applicants interested in being considered for any available PhD funding should submit completed applications by December 1 for the following Fall semester.

This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.

Here are the materials required for this application

• Transcripts (from all universities attended)
• Minimum undergraduate GPA of 3.0 on a 4.0 scale
• 3 Recommendations
• Academic Statement of Purpose
• Personal History Statement
• International Applicants must meet English Proficiency Requirements set by the Purdue Graduate School

We encourage prospective students submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Curriculum and Instruction
• Please select an Area of Interest: Literacy and Language Education
• Please select a Degree Objective: Doctor of Philosophy (PhD)
• Primary Course Delivery: Residential

Program Requirements

Applicants with a minimum of three years teaching experience in public or private school classrooms are favorably regarded. Direct experience in the teaching of literacy at the elementary and/or secondary level is preferred.

Students entering the Literacy and Language doctoral program must have an earned master’s degree that fulfills the core requirements found in the Purdue master’s program or complete these core requirements during doctoral study.

The Literacy & Language Education doctoral program requires courses that focus on research and specific cluster areas according to students’ interests. The program typically requires a four year commitment for completion beyond the master’s degree, with a minimum of 60 hours additional credit required beyond master’s study. The following links list and describe the required coursework:

Curriculum and Instruction Foundations Core (15 credit hours)

• EDCI 50000: Foundations of Literacy
• EDCI 58000: Foundations of Curriculum
• EDCI 58500: Multicultural Education
• EDPS 53000: Advanced Educational Psychology
• EDPS 53300: Introduction to Educational Research I: Methodology

Curriculum and Instruction Research Core (minimum of 12 credit hours)

• EDCI 61500: This course provides a foundation for understanding the philosophical and theoretical underpinnings and procedures used in conducting qualitative research.
• STAT 50100 or 51100: Introduction to Statistics. This course provides a foundation for understanding and applying basic concepts of descriptive and inferential statistical research design and analysis. PSY 60000 and SOC 58100 are also acceptable research courses. Consult with your major professor to choose the course most appropriate for your program of study.
• Qualitative research courses include EDCI 61600: Advanced Qualitative Research Methods in Education, COM 58300: Research And Assessment In Organizational Communication, ANTH 51900, ANTH 56500, ANTH 60500, SOC 60900
• Quantitative research courses include STAT 50200, STAT 51200, PSY 60100
• EDPS 63000: Research Procedures in Education is taken when students are ready to write their dissertation proposal. This course focuses on the design and presentation of educational research. Seminars which focus on qualitative or quantitative studies are offered under the same course number. Students should elect the option that is most suited to their research interests.
• Theoretical or mixed methods research courses include EDCI 62000: Seminar in Mathematics Education; EDCI 67300: Issues and Methods in Educational Technology Research; ANTH 60500: Seminar in Ethnographic Analysis; ENGL 61800: Research Design; ENGL 62400: Rhetorical History and Theory; ENGL 62500: Empirical Research on Writing; ENGL 63200: Critical Theory; ENGL 68000: Qualitative Research Methods; STAT 51400: Design of Experiments

Literacy & Language Education Cluster Areas (minimum of 12 credit hours)

The Literacy and Language doctoral program is currently organized around three different cluster areas: English Language Learning (ELL), Literacy and Human Development, and English Education. Students typically focus their program of study in one cluster area, with a minimum of 12 credit hours from the selected area. However, as students develop their individual program of study with their major professor, students may take courses from any cluster area.

Cluster Area 1: English Language Learning (ELL) Required courses for the ELL Cluster:

• EDCI 51900: Teaching Learners of English as a New Language
• EDCI 52600: Language Study for Educators
• EDCI 53000: English Language Development
• EDCI 55700: Assessment of Culturally and Linguistically Diverse Students
• EDCI 55900: Academic Language and Content Area Learning

Other possible courses are offered through the Second Language/ English as a Second Language Graduate Program in the Department of English. These include the following:

• ENG 51600: Teaching English as a Second Language: Theoretical Foundations
• ENG 51800: Teaching English as a Second Language: Principles and Practices
• ENG 62900: Seminar in English as a Second Language
• ENG 63000: Seminar in Second Language Writing

Cluster Area 2: Literacy and Human Development In addition to EDCI 50000 (Foundations of Literacy), three of the following courses are required for the Literacy and Human Development Cluster:

• EDCI 50100: Problems in Literacy Acquisition: Evaluation and Instruction
• EDCI 50400: Children’s Literature as Semiotic, Developmental Resource
• EDCI 61400: Literacy and the Development of Young Children (online)
• EDCI 61200: Seminar in Literacy. Possible seminar topics include: Literacy Research Methodologies, Bilingualism and Multilingualism

Cluster Area 3: English Education (Secondary) Suggested courses for the English Education Cluster:

• EDCI 50200: Reading in Middle and Secondary Schools
• EDCI 50900: Writing in Middle and Secondary Schools
• EDCI 55100: Young Adult Literature
• EDCI 59500: Advanced Studies in English Education
• EDCI 61300: Seminar in English Language Arts
• EDCI 62300: Seminar in Genre Studies

Two variable topic seminars are also offered and may be repeated for credit by graduate students during their programs.

• EDCI 61200: Seminar in Literacy. Recent topics include: The Development of Academic Language in the Content Areas; An Introduction to Systemic-Functional Linguistics; Teacher Education for Social Justice
• EDCI 61300: Seminar in English Language Arts. Recent topics include: Teacher Research; Classroom Discourse Analysis; Teaching Bodies; The Reflective Teacher; Young Adult Literature and Identity
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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

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

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

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The PhD program in English prepares students for a range of scholarly careers in English through a combination of literary studies with writing and rhetoric. In literary studies, we emphasize American literature, Transatlantic and Caribbean literature, Early Modern literature, and the study of gender and sexuality.

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In writing and rhetoric, we emphasize teaching and assessing writing, community engagement, diversity and identity, and empirical research methodologies. We also have exceptional offerings in the digital humanities, including digital archiving, network analysis, digital editing and encoding, geospatial analysis, and text mining.

Students in the PhD program in English undertake a program of study designed to train them to be productive scholars, teachers, and leaders in their chosen fields. In coursework, students read and analyze the important texts, current issues, and critical methodologies of the discipline. Drawing on the breadth of this preparation, students demonstrate their ability to recognize and produce scholarly arguments in designing the three comprehensive field papers in areas of scholarly interest and competence corresponding to recognized and emerging fields of study. Finally, the dissertation provides an opportunity for designing a focused research project in consultation with a dissertation advisor.

Throughout the program, faculty work closely with doctoral students to develop their scholarly and professional identities in preparation for careers in academia. As students complete their studies, the department offers strong support for the academic job search, including workshops on stages from dissertation writing to the job market itself, individual advising, mock interviews, and a departmental dossier service.

Learn more about this PhD program in English from the College of Social Sciences and Humanities .

• All doctoral students receive full five- or six-year teaching fellowship funding
• Opportunities for involvement in research and teaching in centers including the NULab for Texts, Maps, and Networks; the Writing Center; the Digital Scholarship Group; and the Humanities Center as well as with individual faculty
• The department focuses particularly on the fields of American Literature; Transatlantic and Caribbean Studies; Digital Humanities; and Writing and Rhetoric

We have a high rate of placement for students conducting both local and national job searches. Our graduates have obtained tenure-track positions at four-year colleges and universities across the country and abroad, including: Columbia College (Chicago); the Florida Institute of Technology; Frankiln Pierce University; McKendree University; Massachusetts College of Liberal Arts; Middle Tennessee State University; the National Technical University, Norway; Oberlin College; Park University (Missouri); Providence College; Sterling College; Rhode Island College; Wesleyan College (Georgia); and the University of Puerto Rico. Other full-time placements include positions in departments of English and in writing programs at the American University of Dubai; the Massachusetts Institute of Technology; the University of Southern California; and Wheelock College (Boston). Tenure-track placements at two-year colleges include Bristol CC, Queensborough CC, and Quincy College.

Application Materials

Application.

• Application fee – US $100
• Personal statement
• Unofficial transcripts from all institutions attended
• English proficiency for international applicants
• Three letters of recommendation
• Scores from the Graduate Record Examination (GRE) – Optional
• Writing sample

Admissions deadline for Fall term: December 1

• Program Website

Request Information for PhD in English

PhD Program in English Language and Literature

The department enrolls an average of ten PhD students each year. Our small size allows us to offer a generous financial support package. We also offer a large and diverse graduate faculty with competence in a wide range of literary, theoretical and cultural fields. Each student chooses a special committee that works closely along side the student to design a course of study within the very broad framework established by the department. The program is extremely flexible in regard to course selection, the design of examinations and the election of minor subjects of concentration outside the department. English PhD students pursuing interdisciplinary research may include on their special committees faculty members from related fields such as comparative literature, medieval studies, Romance studies, German studies, history, classics, women’s studies, linguistics, theatre and performing arts, government, philosophy, and film and video studies.

The PhD candidate is normally expected to complete six or seven one-semester courses for credit in the first year of residence and a total of six or seven more in the second and third years. The program of any doctoral candidate’s formal and informal study, whatever his or her particular interests, should be comprehensive enough to ensure familiarity with:

• The authors and works that have been the most influential in determining the course of English, American, and related literatures
• The theory and criticism of literature, and the relations between literature and other disciplines
• Concerns and tools of literary and cultural history such as textual criticism, study of genre, source, and influence as well as wider issues of cultural production and historical and social contexts that bear on literature

Areas in which students may have major or minor concentrations include African-American literature, American literature to 1865, American literature after 1865, American studies (a joint program with the field of history), colonial and postcolonial literatures, cultural studies, dramatic literature, English poetry, the English Renaissance to 1660, lesbian, bisexual and gay literary studies, literary criticism and theory, the nineteenth century, Old and Middle English, prose fiction, the Restoration and the eighteenth century, the twentieth century, and women's literature.

By the time a doctoral candidate enters the fourth semester of graduate study, the special committee must decide whether he or she is qualified to proceed toward the PhD. Students are required to pass their Advancement to Candidacy Examination before their fourth year of study, prior to the dissertation.

PhD Program specifics can be viewed here: PhD Timeline PhD Procedural Guide

Special Committee

Every graduate student selects a special committee of faculty advisors who work intensively with the student in selecting courses and preparing and revising the dissertation. The committee is comprised of at least three Cornell faculty members: a chair, and typically two minor members usually from the English department, but very often representing an interdisciplinary field. The university system of special committees allows students to design their own courses of study within a broad framework established by the department, and it encourages a close working relationship between professors and students, promoting freedom and flexibility in the pursuit of the graduate degree. The special committee for each student guides and supervises all academic work and assesses progress in a series of meetings with the students.

At Cornell, teaching is considered an integral part of training in academia. The field requires a carefully supervised teaching experience of at least one year for every doctoral candidate as part of the program requirements. The Department of English, in conjunction with the  John S. Knight Institute for Writing  in the Disciplines, offers excellent training for beginning teachers and varied and interesting teaching in the university-wide First-Year Writing Program. The courses are writing-intensive and may fall under such general rubrics as “Portraits of the Self,” “American Literature and Culture,” “Shakespeare,” and “Cultural Studies,” among others. A graduate student may also serve as a teaching assistant for an undergraduate lecture course taught by a member of the Department of English faculty.

Language Requirements

Each student and special committee will decide what work in foreign language is most appropriate for a student’s graduate program and scholarly interests. Some students’ doctoral programs require extensive knowledge of a single foreign language and literature; others require reading ability in two or more foreign languages. A student may be asked to demonstrate competence in foreign languages by presenting the undergraduate record, taking additional courses in foreign languages and literature, or translating and discussing documents related to the student’s work. Students are also normally expected to provide evidence of having studied the English language through courses in Old English, the history of the English language, grammatical analysis or the application of linguistic study to metrics or to literary criticism. Several departments at Cornell offer pertinent courses in such subjects as descriptive linguistics, psycholinguistics and the philosophy of language.

All PhD degree candidates are guaranteed five years of funding (including a stipend , a full tuition fellowship and student health insurance):

• A first-year non-teaching fellowship
• Two years of teaching assistantships
• A fourth-year non-teaching fellowship for the dissertation writing year
• A fifth-year teaching assistantship
• Summer support for four years, including a first-year summer teaching assistantship, linked to a teachers’ training program at the Knight Institute. Summer residency in Ithaca is required.

Students have also successfully competed for Buttrick-Crippen Fellowship, Society for the Humanities Fellowships, American Council of Learned Societies (ACLS), Shin Yong-Jin Graduate Fellowships, Provost’s Diversity Fellowships, fellowships in recognition of excellence in teaching, and grants from the Graduate School to help with the cost of travel to scholarly conferences and research collections.

Admission & Application Procedures

The application for Fall 2024 admission will open on September 15, 2023 and close at 11:59pm EST on December 1, 2023.

Our application process reflects the field’s commitment to considering the whole person and their potential to contribute to our scholarly community.  Applicants will be evaluated on the basis of academic preparation (e.g., performance in relevant courses, completion of substantive, independent research project). An applicant’s critical and creative potential will be considered: applicants should demonstrate interest in extensive research and writing and include a writing sample that reveals a capacity to argue persuasively, demonstrate the ability to synthesize a broad range of materials, as well as offer fresh insights into a problem or text. The committee will also consider whether an applicant demonstrates a commitment to inclusion, equity, and diversity and offers a substantive explanation for why study at Cornell is especially compelling (e.g., a discussion of faculty research and foci). Admissions committees will consider the entire application carefully, including statements and critical writing, as well as transcripts, letters of recommendation, and a resume/cv (if provided). Please view the requirements and procedures listed below, if you are interested in being considered for our PhD in English Language and Literature program.

Eligibility: Applicants must currently have, or expect to have, at least a BA or BS (or the equivalent) in any field before matriculation. International students, please verify degree equivalency here . Applicants are not required to meet a specified GPA minimum.

To Apply: All applications and supplemental materials must be submitted online through the Graduate School application system . While completing your application, you may save and edit your data. Once you click submit, your application will be closed for changes. Please proofread your materials carefully. Once you pay and click submit, you will not be able to make any changes or revisions.

Deadline: December 1st, 11:59pm EST.  This deadline is firm. No applications, additional materials, or revisions will be accepted after the deadline.

PhD Program Application Requirements Checklist

• Academic Statement of Purpose Please describe (within 1000 words) in detail the substantive research questions you are interested in pursuing during your graduate studies and why they are significant. Additionally, make sure to include information about any training or research experience that you believe has prepared you for our program. You should also identify specific faculty members whose research interests align with your own specific questions.  Note that the identification of faculty is important; you would be well advised to read selected faculty’s recent scholarship so that you can explain why you wish to study with them. Do not rely on the courses they teach.  Please refrain from contacting individual faculty prior to receiving an offer of admission.
• Personal Statement Please describe (within 1000 words) how your personal background and experiences influenced your decision to pursue a graduate degree and the research you wish to conduct.  Explain, for example the meaning and purpose of the PhD in the context of your personal history and future aspirations.  Please note that we will pay additional attention to candidates who identify substantial reasons to obtain a PhD beyond the pursuit of an academic position. Additionally, provide insight into your potential to contribute to a community of inclusion, belonging, and respect where scholars representing diverse backgrounds, perspectives, abilities, and experiences can learn (productively and positively) together.
• Critical Writing Sample Your academic writing sample must be between 3,000 and 7,500 words (12-30 pages), typed and double-spaced. We accept excerpts from longer works, or a combination of shorter works.
• Three Letters of Recommendation We require 3 letters of recommendation.  At the time of application, you will be allowed to enter up to 4 recommenders in the system.  Your application will be considered “Complete” when we have received at least 3 letters of recommendation.   Letters of recommendation are due December 1 . Please select three people who best know you and your work. Submitting additional letters will not enhance your application. In the recommendation section of the application, you must include the email address of each recommender. After you save the information (and before you pay/submit), the application system will automatically generate a recommendation request email to your recommender with instructions for submitting the letter electronically. If your letters are stored with a credential service such as Interfolio, please use their Online Application Delivery feature and input the email address assigned to your stored document, rather than that of your recommender’s. The electronic files will be attached to your application when they are received and will not require the letter of recommendation cover page.
• Transcripts Scan transcripts from each institution you have attended, or are currently attending, and upload into the academic information section of the application. Be sure to remove your social security number from all documents prior to scanning. Please do not send paper copies of your transcripts. If you are subsequently admitted and accept, the Graduate School will require an official paper transcript from your degree-awarding institution prior to matriculation.
• English Language Proficiency Requirement All applicants must provide proof of English language proficiency. For more information, please view the  Graduate School’s English Language Requirement .
• GRE General Test and GRE Subject Test are NO LONGER REQUIRED, effective starting with the 2019 application In March 2019, the faculty of English voted overwhelmingly to eliminate all GRE requirements (both general and subject test) for application to the PhD program in English. GRE scores are not good predictors of success or failure in a PhD program in English, and the uncertain predictive value of the GRE exam is far outweighed by the toll it takes on student diversity. For many applicants the cost of preparing for and taking the exam is prohibitively expensive, and the exam is not globally accessible. Requiring the exam narrows our applicant pool at precisely the moment we should be creating bigger pipelines into higher education. We need the strength of a diverse community in order to pursue the English Department’s larger mission: to direct the force of language toward large and small acts of learning, alliance, imagination, and justice.

General Information for All Applicants

Application Fee: Visit the Graduate School for information regarding application fees, payment options, and fee waivers .

Document Identification: Please do not put your social security number on any documents.

Status Inquiries:  Once you submit your application, you will receive a confirmation email. You will also be able to check the completion status of your application in your account. If vital sections of your application are missing, we will notify you via email after the Dec. 1 deadline and allow you ample time to provide the missing materials. Please do not inquire about the status of your application.

Credential/Application Assessments:  The Admission Review Committee members are unable to review application materials or applicant credentials prior to official application submission. Once the committee has reviewed applications and made admissions decisions, they will not discuss the results or make any recommendations for improving the strength of an applicant’s credentials. Applicants looking for feedback are advised to consult with their undergraduate advisor or someone else who knows them and their work.

Review Process:  Application review begins after the submission deadline. Notification of admissions decisions will be made by email by the end of February.

Connecting with Faculty and/or Students: Unfortunately, due to the volume of inquiries we receive, faculty and current students are not available to correspond with potential applicants prior to an offer of admission. Applicants who are offered admission will have the opportunity to meet faculty and students to have their questions answered prior to accepting. Staff and faculty are also not able to pre-assess potential applicant’s work outside of the formal application process. Please email [email protected] instead, if you have questions.

Visiting: The department does not offer pre-admission visits or interviews. Admitted applicants will be invited to visit the department, attend graduate seminars and meet with faculty and students before making the decision to enroll.

Transfer Credits:  Students matriculating with an MA degree may, at the discretion of the Director of Graduate Studies, receive credit for up to two courses once they begin our program.

For Further Information

Contact [email protected]

Coronavirus Disease 2019 (COVID-19) Graduate School Updates>

The latest COVID-19 news and information is available at  Penn State's Coronavirus Information website . 

Coronavirus Disease 2019 (COVID-19) Update

On March 11 th  the University announced that beginning March 16 th  instruction for all students will be moving to a remote delivery format. Graduate students enrolled in resident courses should plan on participating remotely, and not coming to campus specifically for face-to-face instruction. Learn more at gradschool.psu.edu/covid19 .

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Requirements for Graduate Admission

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•  /  Requirements for Graduate Admission

Academic Eligibility Requirements

For admission to the Graduate School, an applicant must hold a degree from an officially recognized degree-granting institution in the country in which it operates.  Degree must be a:

• Baccalaureate degree from a regionally accredited U.S. institution or
• Tertiary (postsecondary) degree that is deemed comparable to a four-year bachelor's degree from a regionally accredited U.S. institution.

Minimum Requirements for Admission (by Country) chevron_right

Determination of Eligibility

The Graduate School confirms eligibility for admission of all graduate degree applicants, while programs select and recommend applicants for offers of admission. Final approval of admission to all graduate degree programs lies with the Graduate School.

Transcript Requirements

Applicants will be required to upload copies of official transcripts or documents from all post-secondary institutions attended, whether the degree was completed or not. For institutions outside the U.S., acceptable documents may include: 

• a marksheet 
• record of courses 
• degree, study, or provisional certificate 
• original diploma 
• diploma supplement 
• other official documents that are specific to a country  

If the original document language is not English, applicants are required to include copies of official English translations in addition to native language documents. Please see minimum  requirements for admission by country for specific document requirements. 

Acceptable English translations must be completed by one of the following sources: 

• degree-issuing institution 
• ministry of education 
• any government translator from the institution's country 
• any U.S. government agency translator 
• an American Translators Association (ATA) translator 

If you are offered admission by your intended program, you will be required to have official transcripts or documents sent to the Graduate School from the issuing institution. These transcripts or documents will need to demonstrate degree conferral.  Having official documents sent prior to the degree conferral will result in the applicant having to order a second set of documents for eligibility verification. 

Reports from third-party education credential evaluators are not accepted as official documents and, if submitted, will only be used as supporting documentation. 

Graduate School Review of Official Transcripts

The Graduate School will review all official documents to consider the offer of admission. An offer of admission will be revoked if official transcripts/documents are not received by the Graduate School within specified deadline(s), or if official transcripts/documents differ in any substantive way from the copies uploaded by the applicant prior to the offer of admission. However, for applicants whose degree conferral is in progress at the time of uploading copies of transcripts/documents, the deadline specified for receipt of official transcripts/documents will allow for the passage of the reported date of degree conferral, and that conferral must be confirmed on the official transcripts/documents received by the Graduate School, in order for the offer of admission to be finalized. 

Transcript Falsification

If at any time, including after an applicant has enrolled in the Graduate School and commenced coursework, it is discovered that false information, omissions, and/or misstatements are made in an application – including but not limited to the uploading of copies of transcripts that differ in any substantive way from the official transcripts/ documents – admission, registration, and credit(s) for course work completed may be voided, and information relating to the false information, omissions, and/or misstatements may be distributed to other academic institutions, governmental agencies, and/or other third parties.

English Proficiency

The language of instruction at Penn State is English. All international applicants must demonstrate minimum English proficiency through one of the ways below.

• Country of Earned Degree : Applicants must have received a baccalaureate or a graduate degree in a country in which English is a predominant language and from an institution at which the language of instruction is English. Countries that meet this qualification are listed in Policy GCAC-305 Procedures .
• Penn State Intensive English Communications Program (IECP) : Applicants must have successfully completed this noncredit program and earned the certification. Similar programs at other institutions are not accepted as an approved method of demonstrating English proficiency.
• TOEFL (Test of English as a Foreign Language) : Applicants must have a total score of at least 80 with a 19 or greater on the speaking section for the internet- based test (iBT).
• IELTS (International English Language Testing System) : Applicants must have a composite score for the IELTS Academic Test of at least 6.5. 

Provisional Admission: Applicants with the test scores below may be considered for provisional admission. To be fully admitted, students must complete specified English course work with a grade of B or higher during their first semester of enrollment. The course(s) to meet this qualification will be based on the applicant’s area(s) of deficiency in test results and are listed in GCAC-305 Procedures.

• TOEFL – a total score of at least 80 with between a 15 and 19 on the speaking section for the internet-based test (iBT).  
• TOEFL – a total score of at least 76 with a 19 or greater on the speaking section for the internet-based test (iBT).  
• IELTS – a composite score between 6.0 and 6.4.

Some graduate plans of study may have more stringent requirements.

Exemptions from English Proficiency Testing

International applicants who have received a baccalaureate or a graduate degree in one of the following countries are exempt from the TOEFL/IELTS requirement:  

• American Samoa 
• Anguilla 
• Antigua and Barbuda 
• Australia 
• Bahamas 
• Barbados 
• Belize 
• Bermuda 
• British Virgin Islands 
• Canada (except Quebec) 
• Cayman Islands 
• Dominica 
• England 
• Ghana 
• Grenada 
• Guyana 
• Jamaica 
• Kenya  
• Liberia 
• Montserrat 
• New Zealand 
• Nigeria 
• Northern Ireland 
• Puerto Rico 
• Republic of Ireland 
• Scotland 
• Singapore 
• South Africa 
• St Kitts and Nevis 
• St Lucia 
• Trinidad and Tobago 
• Turks and Caicos Islands 
• Uganda  
• United States 
• U.S. Virgin Islands 

Please note that specific graduate plans of study may require all international applicants to submit a TOEFL or IELTS score, regardless of their academic background and country of origin.

Application Deadlines

The Graduate School does not have a deadline for processing applications. (Exception: International applicants must submit materials at least four months before the beginning of the semester for which they are applying.) Applicants should ascertain application deadlines by contacting the individual graduate program . Applications should be submitted as early as possible.

The Graduate Certificate in Teaching English as a Second Language (TESL) is an 18-credit hour program which includes a required graduate student teaching/internship experience.  The Graduate Certificate is designed for students who hold a bachelor’s degree and wish to teach English as a Second Language in K-12 settings.  Completion of the Graduate Certificate leads to the initial Standard Professional I teaching license in Teaching English as a Second Language.  

The required courses for the Graduate Certificate are identical to Phase I of the M.A.T.  Upon completion of Phase I and formal acceptance into the M.A.T. program by the Graduate School, qualified candidates may continue into Phase II to complete the remaining requirements for the Master’s degree and qualify for the advanced Standard Professional II teaching license.  Applications must be submitted to the Graduate School for formal admission to the Graduate Certificate Program in TESL (Phase I). Upon completion of Phase I, another application must be submitted for formal admission to the Master’s program. 

Admission to the Graduate Certificate is separate and distinct from admission to a graduate degree program and not an indication of automatic admission to the M.A.T. degree program.  For more information on this option, refer to the M.A.T. in Teaching English as a Second Language   . 

All courses for the Graduate Certificate must be completed within four years. 

General Requirements for Admission to the Graduate School

Please refer to general information provided in The Graduate School    section.

Admission Requirements for all Graduate Certificates in Teaching programs

• An undergraduate degree from a college or university accredited by an accepted accrediting body
• A cumulative undergraduate GPA of 2.75 (For alternative ways to demonstrate academic competence, contact the Office of Teacher Education Advising and Licensure (TEAL))
• Two professional references in a supervisory capacity (i.e. principal or manager) and/or academic references (i.e. professor)
• Statement of purpose (500-1000 words)
• Clear criminal background check
• Apply online at graduateschool.uncc.edu

Certificate Requirements

Required courses (15 credit hours).

• MDSK 6162 - Planning for K-12 Instruction (2)
• MDSK 6163 - Instructional Design Support (1)
• TESL 5103 - Methods in Teaching English as a Second Language (3)
• TESL 5104 - Authentic Assessment (3)
• TESL 5204 - Inclusive Classrooms for Immigrant Students (3)
• or   TESL 6204 - Multicultural Education (3)
• TESL 5205 - Second Language Acquisition and Linguistics in K-12 Schools (3)
• or   ENGL 6163 - Understanding Language Learning: Mind, Identity, and the Sociocultural World (3)

Internship/Student Teaching (3 credit hours)

The graduate-level student teaching/internship is the culminating experience of the Graduate Certificate program, offering students the opportunity to demonstrate their readiness for the initial Standard Professional I teaching license.  Students are assigned to an appropriate classroom for a full-time, semester-long experience under the supervision of the classroom teacher and university faculty.  Residency teachers and teacher assistants must contact the Office of School and Community Partnerships to determine the appropriateness of their classroom for the student teaching/internship experience and licensure requirements.  This contact should take place at least one semester before student teaching.

• TESL 6470 - Internship in Teaching English as a Second Language (3 to 6) *

* TESL 6470    is a full-time internship requiring employment as an English as a Second Language teacher in an approved school or a non-paid placement with a licensed ESL teacher in a public school. It requires application and approval during the semester prior to the internship .

Certificate Total = 18 Credit Hours

All students are assigned an advisor upon formal admission to the program. Students should consult with their advisors at least once each semester.

Clinical Field Experiences

Most courses require students to develop their knowledge, skills, and dispositions in public school settings. These experiences broaden their ability to help all students learn, including children with exceptionalities and students from diverse ethnic/racial, linguistic, gender, and socioeconomic groups. During clinical experiences, students apply theories and understandings gained in coursework, analyze P-12 student learning, and develop the ability to positively impact all learners. All students are expected to complete clinical experiences in at least two significantly diverse settings.

Candidates who are lateral entry teachers and teacher assistants must move beyond their own classrooms and schools for at least two clinical experiences. Alternative settings must be approved by the instructor and may include schools on different schedules, afterschool and summer programs, Saturday programs, private, and charter schools. A limited number of clinical experiences may be approved in significantly different classrooms within their school of employment. Employed candidates are encouraged to seek assistance and support from their administrators.

Upon successful completion of the Phase I/Graduate Certificate, students will be recommended for the North Carolina initial Standard Professional I teaching license. For this license, students are required to complete an electronic licensure portfolio that is created during coursework and student teaching.

Integrated Content & Language in Algerian Higher Education (ICLHE)

Welcome to the icl resource center.

This website has been developed in collaboration with the U.S. Department of State , the Columbia University Global Center in Tunis , the Algerian Ministry of Higher Education and Scientific Research , the Office of Global Engagement at Teachers College , and the Applied Linguistics and TESOL program at Teachers College . This resource website provides a wide-range of integrated content and language (ICL) resources and materials for in-service faculty at universities across Algeria who wish to implement the ICL approach in their own classrooms.

ICL is a state-of-the-art approach to English language education in the Algerian higher education context. In the ICL instructional approach, the focus is not just on the development of linguistic resources, but also on the simultaneous development of topical or disciplinary understandings needed to display real-world professional competencies. The motivation behind re-envisioning English language programming in the Algerian higher educational context comes from a government mandate to enable a more competitive workforce, and also to provide Algerians with the linguistic means to showcase their professional output on the world stage.

Check out the latest in ICL

2nd iclhe roundtable conference.

The Algerian Integrated Content and Language in Higher Education (ICLHE) program is a professional development initiative composed of four modules on teaching integrated content and language (ICL) in the context of higher education. All modules are based on theory and research, but will emphasize experiential learning and the application of theory to practice. Currently, the program is running its 3rd cohort.

This online roundtable will showcase the work of participants in Cohorts 1 and 2. The participants — Algerian Subject Matter Instructors (SMIs), Language Teacher Trainers (LTTs), and English Language Instructors (ELIs) — present their collaborative projects on the application of ICL instruction in the Algerian context within specific disciplinary domains.

Register to join: TBA

Exploring the significance of English-based communication for a community of medical academics in a public university teaching hospital in Algeria

About the Authors: Belkacem Outemzabet is an assistant professor in the department of English at Bejaia University (Algeria). He is a magister graduate in ESP and a PhD candidate in Medical English. His research interests include Medical English, ESP/EAP and ELT, EdTechs/ICTs, ESP discourse and genre analysis, organizational communication, and rhetorical studies. Hanane Sarnou is a professor in sociolinguistics and applied linguistics in the department of English at Mostaganem University. She is the head of the DSPM research laboratory and a reviewer in many research journals. Her research areas include, among others, EdTechs/ICTs, language and culture, intercultural communication, applied linguistics and ELT/ESP.

LINK: https://doi.org/10.1016/j.esp.2022.12.001  

First International Blended Conference on Integrating Content and English Language Blended Instruction in Algerian Higher Education: Paradigms, Issues and Perspectives *** November 27/28, 2023 *** Call for Papers***

Abstract submission should be related to ICLHE and include topics like: Implementation of ICLHE in Algeria, CBI, theme-based CBI, sheltered CBI, and adjunct CBI, CLIL and EMI, ICLHE vs CBLT in Algeria , The Algerian English language program projects, Needs Analysis and Current Materials, Technology-based English instruction, learning and assessment, Blended English learning, pro-social behavior and well-being, Bridging the gap between the content teacher (SMI) and the language teacher (ELI and ETT), EGP, EAP or ESP, ICLHE curriculum design, Learning-oriented Assessment and other assessment types, English language proficiency and the meaning-oriented model, Academic integrity and ICLHE, ICLHE Opportunities, Challenges and Recommendations

Download Program Here

Assessment, Testing, and Evaluation in Teaching Languages Extended Deadline

It is important to look into how language teachers and stakeholders are assessing, evaluating, and testing students in the language classroom. Instructors should learn what and when to assess, test, or evaluate, and how to use the results to determine what needs to be learned and how to learn it. The conference aims to bring teachers, researchers, students, university administrations, etc to share their visions and research findings for an academic debate on the subject.  The conference objectives are: Investigating the ways of assessing, testing, and evaluating learners, Introducing innovative approaches to assessment, testing, or evaluation in teaching languages, Bridging the gap between curricula /syllabi and learners' academic performance, Exchanging approaches, strategies, and resources for teaching /learning languages, and Developing standards and framework for language instruction, learning, and assessment. 

CLICK HERE TO DOWNLOAD CONFERENCE PROGRAM

Implementing CLIL in Algerian Higher Education

This international conference is mainly organized to provide researchers, mainly language and content teachers, with the opportunity to work collaboratively with each from his or her disciplinary context of interest and relevance, to discuss and suggest possible teaching methods and strategies for creating instructional teaching lessons and materials in which language (English) and content are integrated. The organizers think that CLIL offers learners a natural setting for learning targeted foreign language more that when learning the language isolated from the content. It should be highlighted right from the beginning that in CBI, the determination of what to teach (“selection”) is largely derived from the content itself. This leads to the concept of “content driving the curriculum”. Because the area also colors the decision of how to order items (“sequencing”) in the syllabus… 

ENGLISH FOR SPECIFIC PURPOSES OR ENGLISH AS MEDIUM OF INSTRUCTION? THE ALGERIAN TERTIARY DILEMMA

An essential aim of the conference is to offer practical and visible evidence of innovative methodologies and practices in ESP and EMI instruction. We aspire to highlight the changes in science education that the Algerian university is making in order to bring its programs to the practitioner’s desktop. However, there is nothing like the experience of a teacher presented in person, especially given the opportunity the conference provides for comparing experiences, peer interactions, and immediate access to experts in ESP and EMI teaching curricula and practices.

Sessions and panel discussions will explore current ESP and EMI issues in terms of technical or practical contributions that should feature cutting-edge information by in a range of integrated methods monitoring ESP and EMI instruction. CLICK HERE TO DOWNLOAD CONFERENCE PROGRAM

ESP Teaching Today: Current Practices, Challenges, and Perspectives (Conference March 6th - March 7th)

Since its emergence in the late 1960s, ESP has undergone a constant process of development, defining its scope, improving methodology, shaping its objectives and orientations, and enlarging the number of course books designed to serve its purposes. Yet, ESP teaching practices remain extremely varied depending on practitioners, institutions and countries. Therefore, this conference focuses on today’s diversity of ESP teaching/learning. It also raises the question of the theoretical foundations of ESP practices and, as such, welcomes papers on all aspects and issues of ESP didactics.

The main objective of the conference is to bring together researchers and practitioners in the field of ESP over discussions of various themes building upon their classroom experiences and field research tracking day- to- day challenges and obstacles... CLICK HERE TO DOWNLOAD CONFERENCE PROGRAM

Testimonials

" As a teacher trainer, the ICLHE training was an opportunity to exchange ideas and learn about new perspectives and challenges in ICL. The training helped me understand innovative approaches and integrated methods in ICL. The modules we took and the heavy workload in this training not only helped us learn new concepts but also rectified different misconceptions we had, most notably in assessment-related practices. As challenging as it seems to apply what I learned, I believe it is crucial to collaborate with subject specialists to find a common ground, solve pedagogical issues, and share best practices. As for the materials provided by the trainers, I still check them for future use. The professors were extremely interactive and the whole team was very helpful. I am glad I was a part of a great experience."

- Dr. Tarek Assassi, University of Biskra, Language Teacher Trainer

" By taking the ICLHE course, I have developed the skills and knowledge needed to effectively integrate language and content, leading to better learning outcomes for my students. I also gained confidence in my abilities as an educator. This translated into a more positive classroom environment, where I currently feel empowered to take risks and try new teaching methods such as group work, project-based learning, authentic assessments, LOA framework and scenario-based approach. These techniques can help create a positive and interactive classroom environment that promotes deeper understanding and critical thinking.  Jim and his program team at TC Columbia deserve our highest regard, appreciation, and gratitude for their direction, compassion, and invaluable assistance."

-Dr. Wafaa Tihal, ENS Bouzareah, Language Teacher Trainer

"I must say that I have never analyzed the English language I have been using for many years, until I had the opportunity to meet Jim Purpura, Donna Brinton, and Eric Voss, thanks to the program collaboration with Teachers College in partnership with the Algerian Ministry of Higher Education and Scientific Research. With my team members, I have learnt how to analyse what I was doing in my career as researcher and teacher. Now I am applying the methods I have learnt in this training program in my own teaching practice, mainly to help my Ph.D. students write their scientific productions in English." 

- Dr. Moussa Kerkar, Univesity of Bejaia, Subject Matter Instructor (Physics)

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Recent Ogden Honors College Graduate receives Fulbright English Teaching Assistant Award to work in Spain

May 22, 2024

The LSU Roger Hadfield Ogden Honors College is proud to announce that Bridget Seghers has been selected by the Fulbright Program to receive the English Teaching Assistant Award.

The Fulbright Program is the flagship international educational exchange program sponsored by the U.S. government and is designed to increase mutual understanding between the people of the United States and the people of other countries. Recipients of Fulbright grants are selected on the basis of academic or professional achievement, as well as demonstrated leadership potential in their fields. The Program operates in over 160 countries worldwide.

The English Teaching Assistant (ETA) Programs place Fulbrighters in classrooms abroad to provide assistance to the local English teachers. ETAs help teach the English language while serving as cultural ambassadors for the U.S.

Applicants for study/research awards design their own projects and will typically work with advisers at foreign universities or other institutes of higher education.

Bridget Seghers, of Covington, La., was an Interdisciplinary Studies major with minors in Political Science, Linguistics, and Animal Sciences.  She will be heading to Spain as an English Teaching Assistant.

Seghers, as a Louisiana native with Cajun roots, has always been interested in cultural exchange.  As a wetlands outreach educator, Seghers realized how much she loves the art of teaching and how essential teachers are in empowering others to engage with the world around us.  She credits her upbringing and her continual service to the community for shaping her personal identity.  Simply “being a Louisianian” has given her experiences that Seghers says “cannot be replicated anywhere else in my country.”  

“Cultivating cultural understanding and respecting differences became important to me when I considered my future career goals,” said Seghers.  “Since childhood, I’d wanted to be a veterinarian that treated farm animals and wildlife, but coming to college expanded my goals.  I learned about the field of global environmental health and how professionals work across borders to prevent disease, protect biodiversity, and reduce conflicts between people, animals, and nature.”

During her time in Spain, Seghers plans to tackle youth leadership and environmental outreach experiences, both of which previously shaped her love for teaching and ambassadorship.  When asked what she was most looking forward to as a Fulbright Scholar, Seghers said, “I’m always seeking a more accurate image of how vast and unique our world and the people who occupy it are.  I’m excited for the new folks that Fulbright will bring into my life—from my fellow Fulbrighters to my future students and my new teaching colleagues.  I feel very grateful, and I hope to leave a positive impact on my host community, and I can’t wait to explore its history, culture, and languages.”

Upon her return to the United States, Seghers plans to pursue a masters degree in global health and sustainable development.  This degree will allow her to research considerations in health equity, ethics, and global politics before seeking work with national and international agencies such as the US Agency for International Development and the UN Development Program.

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Doctor of Philosophy Teaching and Learning

Our doctorate aims to prepare first-rate scholars and practitioners. Your pathway is highly customizable, so you can tailor your degree to your specific career goals and interests in areas such as history, social studies, and global education; literacy education; mathematics education; early childhood and childhood education; science and environmental education; urban education; or special education.

Degree Details

Official degree title.

Doctor of Philosophy in Teaching and Learning

How You’ll Learn 

Because the development and completion of a dissertation depends on intensely individual interest and work, this PhD emphasizes the individual tailoring of your degree from the very beginning. We aim to suit the unique interests and experiences that you bring to the program and develop during your course of study.

Concentrations

Early Childhood and Childhood Education

Become a researcher or teacher educator dedicated to understanding children’s development and learning, and supporting them in their education.

History, Social Studies, and Global Education

Advance your knowledge and work with faculty members to conduct research and develop curricula that promote civic engagement.

Literacy Education

Work closely with faculty members to develop your research skills in language and literacy development, and apply that research to improve literacy instruction.

Mathematics Education

Learn strategies for designing and analyzing research studies in mathematics education while working closely with faculty on all aspects of the research process.

Science and Environmental Education

Develop your skills in research in science and environmental education and learn about current science pedagogy, teacher education, technology, and more.

Special Education

Develop expertise in special education policy, research, and practices as you collaborate with our faculty.

Urban Education

Advance your knowledge, work with faculty on research, and prepare to be an educational leader committed to scholarship and action in urban educational settings.

Online Info Session

In this session, NYU faculty share information about the PhD programs in the department of Teaching & Learning, including the PhD in Teaching & Learning, PhD in English Education, PhD in Bilingual Education, and PhD in Teaching English to Speakers of Other Languages. Faculty provide an overview of the programs and answer questions from potential applicants.  

Funding for Full-Time PhD Students

NYU Steinhardt offers a competitive funding package for PhD students who study full time.  Learn more about our funding opportunities .

Questions 

If you have any additional questions about our degree, please feel free to contact Jennifer Ruocco at [email protected] .

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