social science education phd

University of South Florida

Social Science Education

College of Education

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Doctor of philosophy concentration.

Offered on USF's Tampa campus

The Ph.D. in Curriculum and Instruction with a concentration in Social Science Education prepares social studies teacher educators, researchers, curriculum specialists, and policy leaders.

Students in the program acquire the knowledge and skills to develop and implement high quality and innovative social studies practices that are informed by foundational and contemporary scholarship in the field. This distinctive program provides opportunities for students to work closely with faculty on research, teacher education, global initiatives, and innovation in Social Science Education.  

The goals of the program are to prepare social science education professionals who:

• Conduct sound research on important issues in social science education and disseminate the results of that research in appropriate ways
• Advocate best practices in teacher training
• Engage in responsible innovation
• Contribute to standards-based school reform and improvement
• Exhibit professional and ethical standards appropriate to their role as leaders in the field
• Support the preparation of effective, committed and ethical professionals in social sciences education

Our graduates are prepared to serve as professors in colleges and universities as well as school district administrators and curriculum specialists.

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:

Reshaping Teacher Licensure: Lessons from the Pandemic

Olivia Chi, Ed.M.'17, Ph.D.'20, discusses the ongoing efforts to ensure the quality and stability of the teaching workforce

Lost in Translation

New comparative study from Ph.D. candidate Maya Alkateb-Chami finds strong correlation between low literacy outcomes for children and schools teaching in different language from home

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Education, culture, and society, doctor of philosophy (ph.d.), you are here, interdisciplinary doctoral research on the social and cultural dimensions of education ..

The Ph.D. in Education, Culture, and Society provides a rigorous theoretical and methodological framework for the study of education, focusing on social, cultural, political, and normative dimensions. Following a rich academic curriculum centered in social theory and qualitative research methods, the program invites students to interrogate and contribute to scholarship on the social and cultural contexts of learning, both inside and outside of schools.

What Sets Us Apart

About the program.

In the Education, Culture, and Society Ph.D. program, students become part of a professional academic community—through their research apprenticeship, formal coursework, informal seminars, cross-cohort experiences, and research group participation.

Fall: 4 courses; Spring: 4 courses

Research apprenticeship 20 hours per week, working on active faculty research project

Culminating experience Dissertation

Transfer courses accepted Up to six courses with faculty approval

The Education, Culture, and Society Ph.D. program explores educational processes, in and out of schools, focusing on their social, cultural, political, and normative dimensions. Research and teaching in this program interrogates tacit presuppositions about human nature and society that lie behind both popular and academic understandings of education, hoping to illuminate educational problems and prospects in more productive ways.

Education, Culture, and Society provides various tools to facilitate such interrogation: strong grounding in social theories that conceptualize the human world; study of theories and methods from such academic disciplines as anthropology, history, philosophy, political economics, and sociology; exposure to ways of life practiced in other parts of the world and to the rapid change brought by the increased movement of people and ideas in the contemporary world; and practice with ethnography and other methods that allow researchers to discover others’ categories and practices instead of imposing their own. 

The doctoral program in Education, Culture, and Society not only provides a powerful theoretical and methodological framework for the study of education, but also helps students develop a foundation upon which new models of education can be built. Following a rich academic curriculum centered on social theory and qualitative research methods, the program invites students to interrogate and contribute to the scholarship on the social and cultural contexts of learning, both inside and outside of schools.

The Ph.D. program includes formal courses, mentored research, and informal seminars. Students must complete 16 courses and participate in a mentored research apprenticeship. To complete the course of study, students take a set of written examinations in their area of specialization and complete a dissertation on a problem in education.

Most students supplement their educational studies with significant coursework in a discipline of their choosing, including anthropology, sociology, history, urban studies, philosophy, or linguistics. It is possible to pursue a joint Ph.D. degree in Education and Anthropology, Sociology, Political Science, Africana Studies, or History.

For information on courses and requirements, visit the  Education, Culture, and Society Ph.D. program in the University Catalog .

Sample Courses

Co re and foundations courses.

• Doctoral Proseminar on Education Research (required)

Introductory Methods Courses

Methods courses prepare students in both the practical and theoretical implications of collecting, interpreting, analyzing, and presenting data on the human condition broadly—and education/learning in particular. Options include courses such as:

• Introductory Statistics for Educational Research (housed in the Division of Quantitative Methods)
• Qualitative Modes of Inquiry (Doctoral Level)

Advanced Methods Courses

Advanced courses build on introductory ones. Options include courses such as:

• Craft of Ethnography
• Advanced Qualitative and Case Study Research
• Methods of Discourse Analysis
• Ethnographic Research Methods

Sample Social Theory Courses

Theory courses are centrally concerned with preparing students to draw on, understand, and contrast theoretical frameworks within the context of seminal scholarly figures and traditions. Options include courses such as:

• Culture/Power/Subjectivities 

Berkowitz Fellowship in History of Education

Jonathan Zimmerman, a professor of the history of education in Penn GSE’s literacy, culture, and international education division, has been named the Judy & Howard Berkowitz Professor in Education. Using the proceeds from the Berkowitz Chair, Dr. Zimmerman is launching the Berkowitz Fellowship in History of Education beginning Fall 2021. It will help fund a fifth year of study for doctoral students who are admitted in tandem to the Graduate School of Education and the School of Arts & Sciences department of history, where Dr. Zimmerman holds a secondary appointment. Berkowitz Fellows will receive a joint Ph.D. in education and history, the only funded joint degree between a school of education and a history department in the United States. Those pursuing joint doctoral study with Education, Culture, and Society and Penn’s Department of History may be eligible to extend their funding through the Berkowitz Fellowship. Interested candidates should contact Professor Jonathan Zimmerman at [email protected] .

Our Faculty

Our faculty bring together expertise in philosophy, anthropology, sociology, and history as scholars in education. Please contact our program for information on selecting a faculty advisor. 

Affiliated Faculty

Our affiliated faculty members are valued as part of our intellectual community, and students are encouraged to take their courses and connect on research matters and for mentorship. 

Asif Agha Professor of Anthropology, Penn Arts & Sciences Ph.D., University of Chicago

Nikhil Anand Associate Professor of Anthropology, Penn Arts & Sciences Ph.D., Stanford University

Mia Bay Roy F. and Jeannette P. Nichols Professor of American History, Penn Arts & Sciences Ph.D., Yale University

Nicole Mittenfelner Carl Director, Urban Teaching Residency Program Ed.D., University of Pennsylvania

Camille Z. Charles Walter H. and Leonore C. Annenberg Professor in the Social Sciences, Penn Arts & Sciences Ph.D., University of California, Los Angeles

Karen Detlefsen Vice Provost for Education Ph.D., University of Toronto

Ameena Ghaffar-Kucher Senior Lecturer Ed.D., Teachers College, Columbia University

Leigh Llewellyn Graham Lecturer Ph.D., Columbia University

Mauro F. Guillén William H. Wurster Professor of Multinational Management, The Wharton School Ph.D., Yale University

Amy Gutmann Former President and Christopher H. Browne Distinguished Professor of Political Science, Penn Arts & Sciences Ph.D., Harvard University

Emily Hannum Professor of Sociology and Education, School of Arts & Sciences Ph.D., University of Michigan 

Jessie Harper Lecturer, MSW Program, Penn Social Policy & Practice Ed.D., University of Pennsylvania

Jasmine Harris Professor of Law, Penn Carey Law J.D., Yale Law School

Nancy H. Hornberger Professor Emerita of Education Ph.D., University of Wisconsin-Madison

Richard M. Ingersoll Professor of Education and Sociology Ph.D., University of Pennsylvania

John L. Jackson, Jr. Provost Ph.D., Columbia University

Jerry A. Jacobs Professor of Sociology, Penn Arts & Sciences Ph.D., Harvard University

Michael C. Johanek Senior Fellow Ed.D., Teachers College, Columbia University

Andrea M. Kane Professor of Practice, Education Leadership Ph.D., Northcentral University

Annette Lareau Professor of Sociology, Penn Arts & Sciences Ph.D., University of California, Berkeley

Kristina Lyons Assistant Professor of Anthropology, Penn Arts & Sciences Ph.D., University of California, Davis

Ranah McKay Associate Professor of History and Sociology of Science, Penn Arts & Sciences Ph.D., Stanford University

Jennifer Morton Presidential Penn Compact Associate Professor of Philosophy Ph.D., Stanford University

Hyunjoon Park Korea Foundation Professor of Sociology, Penn Arts & Sciences Ph.D., University of Wisconsin, Madison

Alex Posecznick Adjunct Associate Professor Ph.D., Teachers College, Columbia University

John L. Puckett Professor Emeritus of Education Ph.D., University of North Carolina

Rogers Smith Christopher H. Browne Distinguished Professor Emeritus of Political Science, Penn Arts & Sciences Ph.D., Harvard University

Deborah Thomas R. Jean Brownlee Professor of Anthropology, Penn Arts & Sciences Ph.D., New York University

Greg Urban Arthur Hobson Quinn Professor of Anthropology, Penn Arts & Sciences Ph.D., University of Chicago

Daniel A. Wagner UNESCO Chair in Learning and Literacy Ph.D., University of Michigan

Our Graduates

The Ph.D. in Education, Culture, and Society prepares students for careers as researchers, particularly within universities, but also in research institutes, government agencies, and non-profit organizations.

Alumni Careers

• Assistant Professor, Cleveland State University
• Assistant Professor, Emory University
• Assistant Professor, Stanford University
• Clinical Associate Professor, NYU Center for Global Affairs
• Global Director of Talent Development, Genworth Financial Faculty, American University
• Lead Researcher and Policy Analyst, United Federation of Teachers
• Lecturer, Columbia University
• Professor, Villanova University
• Visiting Assistant Professor, Swarthmore College

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Alex Posecznick, Ph.D. Program Manager and Associated Faculty (215) 573-3947 [email protected] 

Paula Rogers Program Assistant (215) 898-5023 [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Ethnography in Education Research Forum

Convened by the Center for Urban Ethnography at Penn GSE since 1980, the Ethnography in Education Research Forum is the largest annual meeting of qualitative researchers in education.

Urban Education Journal

The Penn GSE Perspectives on Urban Education journal is an electronic, student-run publication and interactive forum to investigate critical issues in urban education.

You May Be Interested In

Related programs.

• Education, Culture, and Society M.S.Ed.
• Reading/Writing/Literacy Ph.D.
• Reading/Writing/Literacy Ed.D.
• Interdisciplinary Studies in Human Development Ph.D.
• Education Policy Ph.D.

Related Topics

Education (PhD) – Social Science Education

Program at a glance.

• In State Tuition
• Out of State Tuition

Learn more about the cost to attend UCF.

This program has temporarily suspended admission effective Fall 2020.

The Social Science Education track in the Education PhD program is designed to prepare social science educators for successful careers in research and teaching.

The program assists students in providing options to careers in preparing social science teachers, teaching post-secondary social science (history, political science, economics, etc.), and conducting research activities in social science education. Doctoral students in the track engage in research activities with an interdisciplinary faculty, experience internships, and interact with various social science educators and social science experts. Throughout this program, students are mentored by experienced and successful university social science education faculty. Based on the students' previous graduate course work, students may be required to complete additional graduate social science education (SSE) courses and/or graduate content courses beyond the minimum requirements.

The Social Science Education track in the Education PhD program requires a minimum of 60 credit hours beyond the master's degree. Students must complete 24 credit hours of core courses, 18 credit hours of specialization courses, 3 credit hours of internship, and 15 credit hours of dissertation. All students must also complete the candidacy examination.

Total Credit Hours Required: 60 Credit Hours Minimum beyond the Master's Degree

Application Deadlines

• International

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Enter your information below to receive more information about the Education (PhD) – Social Science Education program offered at UCF.

Track Prerequisites

A master's degree in a closely related field.

Degree Requirements

Required courses.

• IDS7500 - Seminar in Educational Research (1 - 99)
• IDS7501 - Issues and Research in Education (3)
• EDF7475 - Qualitative Research in Education (3)
• EDF7403 - Quantitative Foundations of Educational Research (3)
• EDF7463 - Analysis of Survey, Record, and Other Qualitative Data (3)
• IDS7502 - Case Studies in Research Design (3)
• EDF7406 - Multivariate Statistics in Education (3)
• IDS 7502 - Case Studies in Research Design may be substituted for one of the approved research electives from group A listed in the Program Details section below. EDF 7406 - Multivariate Statistics in Education may be substituted for one of the approved research electives from group B listed in the Program Details section below.

Specialization

• SSE7740 - History of Social Studies Education (3)
• SSE7796 - Research in Social Science Education Seminar (3)
• SSE7797 - Content and Program Analysis in Social Science Education (3)
• SSE7700 - Critical Issues in Social Studies Teacher Education (3)
• Earn at least 6 credits from the following types of courses: Social Science Education (SSE) Electives 6 Credit Hours; must be approved by adviser

Dissertation

• Earn at least 15 credits from the following types of courses: SSE 7980 - Dissertation Research Doctoral students must present a prospectus for the dissertation to the doctoral adviser, prepare a proposal and present it to the dissertation committee, and defend the final research submission with the dissertation committee.
• SSE7947 - Internship in Social Science Education (3)
• To enter candidacy for the PhD, students must have an overall 3.0 GPA on all graduate work included in the planned program and pass all required examinations. Examinations will be scheduled by the student and major adviser. The associate dean for graduate studies and research must be notified of the date and location of the exam 30 days in advance. Students must be enrolled in the university during the semester an examination is taken. The following are required to be admitted to candidacy and enroll in dissertation hours: - Completion of all course work, except for dissertation hours. - Successful completion of the candidacy examination. - Successful defense of the written dissertation proposal. - The dissertation advisory committee is formed, consisting of approved graduate faculty and graduate faculty scholars. - Submission of an approved program of study.

Candidacy Examinations

• All PhD candidates will be required to complete two examinations. Please note there may be variations in length of exam time and content based upon the respective requirements of each track. - Research in the Specialization—8-hour written examination. - Specialization—3-hour oral examination.

Grand Total Credits: 60

Application requirements, financial information.

Graduate students may receive financial assistance through fellowships, assistantships, tuition support, or loans. For more information, see the College of Graduate Studies Funding website, which describes the types of financial assistance available at UCF and provides general guidance in planning your graduate finances. The Financial Information section of the Graduate Catalog is another key resource.

Fellowship Information

Fellowships are awarded based on academic merit to highly qualified students. They are paid to students through the Office of Student Financial Assistance, based on instructions provided by the College of Graduate Studies. Fellowships are given to support a student's graduate study and do not have a work obligation. For more information, see UCF Graduate Fellowships, which includes descriptions of university fellowships and what you should do to be considered for a fellowship.

Group A (Course below may be taken in place of IDS 7502 - Case Studies in Research Design in fulfilling CORE requirement above)

• EDF 7406 - Multivariate Statistics in Education 3 Credit Hours
• EDF 7405 - Quantitative Methods II 3 Credit Hours
• EDF 7410 - Application of Nonparametric and Categorical Data Analysis in Education 3 Credit Hours
• EDF 7415 - Latent Variable Modeling In Education 3 Credit Hours
• EDF 7473 - Ethnography in Educational Settings 3 Credit Hours
• EDF 7474 - Multilevel Data Analysis In Education 3 Credit Hours
• EDF 7488 - Monte Carlo Simulation Research in Education 3 Credit Hours
• SPA 7495 - Doctoral Seminar II: Spoken and Written Language Disorders 3 Credit Hours (Communication Sciences Track students only)
• IDS 7938 - Research Cluster Seminar 3 Credit Hours

Group B (Course below may be taken in place of EDF 7406 - Multivariate Statistics in Education in fulfilling CORE requirement above)

Independent Learning

The dissertation fulfills the independent learning requirement.

Social Science PhD Program

Where Interdisciplinary Scholarship Produces Innovative Solutions

At the heart of a Maxwell education is the fundamental belief that analyzing and developing measurable solutions to today’s complex challenges requires both disciplinary excellence and interdisciplinary cross-pollination of ideas. 

Since its founding in 1946, our interdisciplinary social science Ph.D. program has been a leading center for innovative scholarship for students whose intellectual interests do not easily fit within the confines of a single social science discipline. With guidance from the social science Ph.D. chair, social science doctoral students develop their own programs of interdisciplinary study, incorporating social theory and research methods from Maxwell’s highly regarded social science and professional programs, including:

• anthropology,
• international relations,
• political science,
• public administration and

our alumni hold a broad range of academic, research and leadership roles

we offer the only interdisciplinary social science Ph.D. program in the country

determine the mix of disciplines appropriate for your unique research interests

One degree, many paths

The Ph.D. in social science prepares students to undertake a broad range of careers including college and university research and teaching, non-academic research, consulting, public service, organizational administration, and institutional leadership.

Notable Alumni

See More Alumni Placements

Olga Boichak

Diane lyden murphy, gearoid millar, deborah alexander, priti ramamurthy.

Professor, Gender, Women & Sexuality Studies, University of Washington

Nicholas Armstrong

Innovative scholarship, diverse viewpoints.

I am Maxwell.

I took urban anthropology and urban geography and urban sociology. I studied with some extraordinary people, and the degree that I got gave me such a broad, interesting education. Whether I was jumping into solving the New York City fiscal crisis or sitting over at HHS trying to figure out how we were going to straighten out a very complex Medicare system, all of that came out of very good training.”

Donna Shalala M.A., PH.D. (SOCIAL SCIENCE) Former: U.S. Representative (FL-27); president and CEO Clinton Foundation; president, University of Miami; U.S. Secretary, HHS

Read our story “Freshman Rep From Florida”

Graduate students will conduct cutting edge research alongside faculty mentors and in Maxwell's 15 research centers.

College of Education and Human Development

Department of Curriculum and Instruction

Social studies education MA / PhD

The MA/PhD track in social studies education span disciplines, and offers opportunities to specialize in many aspects of social studies education. The ideal candidates for the program have at least three years of teaching experience, a diverse experience, and interest in furthering education and research in social studies education. 

Graduates of the program have assumed positions as instructional leaders in the public schools, faculty colleges/universities, curriculum development specialists, cand social studies assessment specialists. Graduates leave the program prepared to teach methods courses to social studies teachers. 

Quote from George Dalbo

My experience with the faculty has been fantastic! Graduate classes are small, typically 10-12 students, which allows you to get to know faculty in a more intimate setting. Everyone I have encountered in my department has been so supportive of my development as an academic.  George Dalbo PhD 2021

As a full-time graduate student, you will have opportunities to: 

• Supervise student teachers 
• Teach introductory social studies classes 
• Conduct and publish research with faculty. Doctoral students are required to complete a research internship with one or more of the faculty as part of their study for their degree
• You will be supported and encouraged to present research papers at professional conferences, specifically the National Council for the Social Studies and the American Educational Research Association 

To view the core curriculum and electives visit the Education, Curriculum, Instruction PhD page in the course catalog, find Requirements > Program Sub-Plan Requirements > Social Studies Education.

Master of arts students

You can choose either a thesis Plan A (or final paper Plan B) to complete your degree. View the core requirements for the MA in social studies education in the course catalog . Look under sub-plans for social studies education. 

PhD curriculum

Your PhD coursework will center on your research interests. The program consists of 54 course credits and 24 doctoral thesis credits for a total of 78 credits. To see the curriculum requirements in detail visit the course catalog , find Requirements >Program Sub-Plan Requirements > Social Studies Education.  

Research opportunities

Students can engage in research that advances the field of social studies education and ties into their area of interest. Faculty work closely with each cohort to achieve research and educational goals and improve educational opportunities students. Learn more about the student research experience in the Department of Curriculum and Instruction. 

Areas of research include: 

• Multicultural and gender issues 
• Critical pedagogy and social justice 
• Civic and/or historical identity 
• Immigrant education 
• Classroom dialogue 
• Children's literature in the social studies 
• Political socialization 
• Political tolerance 
• Authentic assessment 
• Citizenship and civics education 
• Democratic thought 
• History of curricula 

In addition, faculty members engage in research centered on the history of curricula, multicultural and gender studies, and social justice.

Career outlook

Graduates of the program have assumed positions as university faculty, instructional leaders in the public schools, curriculum development specialists, and social studies assessment specialists. 

• Indiana University 
• Wells College 
• George Washington University 
• St. Thomas University 
• Bemidji State University 
• College of Saint Bennedict & St. John's University 
• College of Saint Scholastica 

Jehanne Beaton Jehanne Beaton

• DirecTrack to Education Coordinator
• she, her, hers
• [email protected]

Jehanne Beaton has worked as a secondary social studies teacher in the public schools for more than twenty years, the bulk of which has been spent in diverse, urban classrooms in Minneapolis. She holds an M.F.A.

Justin Grinage Justin Grinage

• Assistant Professor
• [email protected]

The focus of my research centers on analyzing processes of racialization in school and classroom spaces through several areas of inquiry including critical whiteness studies, Black education, neoliberal multiculturalism, and critical literacy.

Jeff Henning-Smith Jeff Henning-Smith

• Senior Lecturer
• he, him, his
• [email protected]

Jeff Henning-Smith is a Senior Lecturer in the Elementary Education and Social Studies program areas.

J.B. Mayo J.B. Mayo

• Associate Professor
• 612-309-6018
• [email protected]

I am an Associate Professor in social studies education. I hold a Ph.D. in curriculum and instruction from the University of South Florida, where my focus of study was gender and sexuality within the social studies, specifically on the formation and…

Robert Poch Robert Poch

• Researcher 6
• 612-625-5836
• [email protected]

What motivates me in my work? The exploration of challenging questions concerning human diversity is a strong motivating force in my teaching and research.

Ramon Vasquez Ramon Vasquez

• [email protected]

Dr. Vasquez is an Assistant Professor of Critical Elementary Education. Before working in higher education, he served as an elementary school teacher in California.

How to apply

Application deadline and instructions.

Priority deadline : December 1 for admission to the fall of the following year Admissions decisions : January

Applications submitted after this date are considered on a case-by-case basis and may not be reviewed until the following year. Faculty review applications in mid-late December, and the Graduate School will notify applicants about admission decisions shortly thereafter. Final admission decisions are based on complete applications. All application materials must be included for the application to be released for review.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator . If you are a returning Graduate School student, follow the Readmission guidelines . If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines.

Tuition and funding

We have several funding options to support students full-time through program completion. Support is available in the form of:

• Teaching Assistantships. The majority work as student teaching supervisors for MEd initial licensure students. Daytime availability, a teaching license, and teaching experience are required
• Research Assistantships
• Fellowships. Based on a departmental nomination process. You will be notified by the Director of Graduate Studies if you are being considered for a fellowship. Decisions are made by April 15.
• Graduate students are also eligible to apply for fellowships and graduate assistantships through other University departments. Visit the University's employment page or fellowships through the Graduate School's Graduate Fellowship Office .
• Find more detailed federal financial aid and graduate tuition information.

Application requirements

What we look for.

Admission to our master's of arts and doctoral programs are competitive and we look for candidates whose goals and interests align with the program’s research and scholarship. Program faculty make admissions decisions based on the candidate’s experience and research competencies, along with compatibility of research goals.

Please look at our current faculty members’ research interests.

Our masters and doctoral candidates display

• Evidence of strong interest in research and in the development of research competencies
• Evidence of substantial experience in the discipline
• Strong writing skills
• Bachelor's degree from an accredited U.S. institution or foreign equivalent

Required application documents

• Unofficial transcripts .Upload your transcripts into the application system. Please include all transcripts from any institution you have attended, even if you did not earn a degree or certificate. Please do not mail your transcripts. Official transcripts are required only after you are admitted. Tips for uploading your transcript(s) .
• CI Application Form . Upload in the graduate program additional materials section.
• Three letters of recommendation . Ask professors, employers, or supervisors to speak to your potential for successfully completing your degree; they will upload their letters directly into the online application.

The GRE is being waived for those applicants applying for Fall 2024.

Required written statements

• Why you want to study in our department
• What strengths, expertise, and research experience would contribute to your success in our program
• Your professional goals for pursuing a research-focused degree
• Diversity statement .Upload to the Applicant Statements section of the online application. Identify the distinctive qualities, characteristics, and life experiences you would contribute to our community. You may wish to include examples that address your contribution to the diversity of the student body and illustrate your motivation to succeed by setting high standards for accomplishing intellectual and other goals, overcoming obstacles to achievement, and/or helping others to gain access to the resources necessary for success. (please do not exceed one page in length)
• Short writing sample .(Optional except for Literacy Education applicants). For example, an excerpt from a term paper or research paper for publication. No longer than five pages in English.
• Common Ground Consortium Fellowship. (Optional) The primary purpose of the CGC is to assist graduate programs in the College of Education and Human Development to recruit exceptional students with the distinct experience provided by HBCUs or similarly distinguishing contexts, provide these students with financial assistance support during their graduate studies, and assistance with career development and job placement afterwards. It offers a pipeline to excellence and an opportunity to diversify perspectives in the academy. If you wish to apply, submit a statement that describes how your participation as a CGC scholar would a) enhance your graduate student experience, b) prepare you for your chosen career, and c) benefit the public. Upload to graduate program additional materials section.

Additional admissions information

Application checklist.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator .

If you are a returning Graduate School student, follow the Readmission guidelines. If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines .

Transfer credits

MA students must complete at least 60 percent of their coursework (not including thesis credits) within our program. PhD students may transfer no more than 15 credits from an outside institution.

A maximum of 12 graduate course credits taken as non-degree seeking or non-admitted status at the University of Minnesota can be transferred; this is counted separately from the maximum 60 percent or 15 non-UMN credits. For example, a PhD student could transfer a maximum of 27 credits (15 non-UMN and 12 non-degree from UMN).

If you earned a MA at the UMN, please contact the Graduate Studies Coordinator to discuss transfer procedures. Thesis credits cannot be transferred.

After you are admitted, you will work with your adviser to determine which credits may transfer.

International applicants

International applicants may also need:

• An English translation of your transcripts, if the transcript is not in English. Please note: the Graduate School Admissions Office will not accept an evaluation of your international coursework by an outside agency such as ECE or WES; they only accept the original transcripts.
• TOEFL/IELTS or MELAB. You may qualify for an exception if you have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States or other country where English is the official language (i.e. U.K, Canada). Score requirements and submission guidelines

Request information

We’re here to help. Simply complete one of these forms and a member of our department will be in touch

Ph.D. Programs

At the graduate level, five of our departments have Ph.D. programs: Anthropology , Economics , Political Science , Psychological Sciences , and Sociology . All of these programs achieve excellence by concentrating on selected areas for education and research.

If you are interested in earning a doctorate, you are encouraged to learn about our programs by browsing each department's website and by contacting faculty. Each department strives to make sure that there is a good "fit" between a student's interests and the strengths of the department.

For more information on any of our Ph.D. programs please click on the links below:

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Doctorate in Social Studies Education

Program Code:  PH6224

The Ph.D. program in Social Studies Education is built on a common foundation of learning theory, the social and cultural contexts of school education, curriculum and instruction theory, the moral and ethical dimensions of leadership, and quantitative and qualitative research methods. It is expected that all students completing a doctoral degree in Social Studies Education will demonstrate knowledge and skills in a common core of competencies plus an area of specialization and successfully complete a dissertation. For each individual scholar, coursework serves as the basis for investigating a significant educational issue that will advance the field of Social Studies Education and prepare him or her for future research. Every student in the Ph.D. program in Social Studies Education has the opportunity to construct a highly individualized program based on his or her career goals. Specializations are available based on the expertise of doctoral faculty. This program can be completed on a full- or part-time basis. For a full-time student, program degree completion in four years is typical, with at least two years in residence at the Athens campus of Ohio University.

Application Process

Request Info

Michael Kopish Program Coordinator Patton Hall 309R [email protected] 740.593.4421

Frans Doppen Graduate Doctoral Coordinator Patton Hall 309EE [email protected] 740.593.0254  

Program Overview

Learning outcomes.

• Demonstrate a strong foundation in the social studies subject matter.
• Gain an understanding of how PK-16 students learn and engage with social studies.
• Become familiar with research methodologies appropriate to the study of social studies education.
• Learn to use equitable and inclusive teaching and assessment practices that are responsive to diverse learners and incorporate appropriate use of technology.
• Become knowledgeable about the body of literature central to social studies education, professional preparation standards for social studies teachers, and K-12 social studies learning standards.
• Develop skills in teaching social studies methods courses for K-12 teachers or facilitating professional development for K-12 teachers.
• Develop an awareness of local and global issues relate to social studies education.
• Gain experience and knowledge in analyzing, evaluating, synthesizing research theories in social studies education, and applying them and supporting others in applying them in K-16 contexts.
• Conduct independent research in social studies education that relies on quantitative and/or qualitative research design and methodology suitable for professional publication and presentations.
• Develop awareness of current trends and issues in education broadly, and social studies education specifically, that leads to advocacy for learners and teachers.
• Be prepared to accept a university faculty position or other leadership role in the field of Social Studies Education.

Required Courses

Minimum Total Credits: 72 semester credit hours including dissertation

Foundations Core:  minimum 5 semester hours

• EDTE 8900 First-Year Doctoral Seminar (1 credit)
• A graduate level graduate level course (5000 level or above) focused on critical studies chosen in consultation with doctoral committee

Teaching & Learning Core:  minimum 15 semester hours

• EDTE 7150 Theories of Curriculum Change (3 credits)
• EDTE 7160 Theories of Instructional Change (3 credits)
• EDTE 7920 Curriculum and Instruction Practicum (6 credits)
• EDTE 8000 Advanced Dynamics of Human Learning (3 credits)

Research Core:  minimum 18 semester hours

• EDRE 7200 Educational Statistics (4 credits)
• EDRE 7330 Research Design in Education (4 credits)
• EDRE 7500 Introduction to Qualitative Methods in Education (4 credits)
• EDTE 8040 Writing for Professional Publication in Education (3 credits)
• One additional graduate-level research course chosen in consultation with student’s doctoral committee

Specialization:  minimum 15 semester hours

• EDTE 5510/L Programs and Practices in Elementary Social Studies – Practicum
• EDTE 6980/L Teaching Social Studies in Junior and Senior High
• EDTE 7500 Inquiry and Value Clarification in Social Studies
• EDTE 8500 Seminar in Social Studies Education: Curriculum
• EDTE 8510 Seminar in Social Studies Education: Program Analysis

In consultation with the chair of your doctoral committee, a minimum of three graduate courses must be earned in one of the content areas listed below.

• Anthropology
• Political Science

Dissertation:  minimum 10 semester hours

It is expected that all candidates completing a doctoral degree in the Department of Teacher Education will propose, conduct, and prepare a comprehensive written report of an individually designed research study addressing a significant educational issue that will advance the field of social studies education and will prepare the scholar for future research.

Funding Information

• Departmental funding opportunities
• Funding opportunities across the college
• Graduate College funding opportunities

Program Faculty

Frans Doppen

Mike Kopish

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Social sciences, humanities, and interdisciplinary policy studies in education (ships).

The power in the SHIPS approach to doctoral study is the way it opens up the possibilities for educational research by combining two distinctive approaches. One is to develop expertise in a disciplinary tradition. In this vein we offer seven programs in Humanities and Social Sciences in education (HSS): anthropology; economics; history; linguistics; organizational studies; philosophy; and sociology. The other approach is to develop expertise in a major issue area in education. In this vein, we offer four programs in Issue Domains in Education (IDE): educational policy; higher education; international comparative education (ICE); and education data science (EDS). 

All doctoral students in SHIPS may pursue one of four program options:

• A program in one of the seven HSS disciplines
• A program in one of the four IDE areas
• A program in one of the cross-area specializations
• A dual specialization in two of the aforementioned programs

Degree Program

Students seeking careers as educational anthropologists should select a disciplinary orientation, and concentrate in the Anthropology of Education subconcentration.

The PhD candidate in Anthropology of Education will take courses in the Department of Anthropology in addition to educational anthropology courses offered in the Graduate School of Education, for a combined total of at least 45 units. The course units in anthropology should include work in methodology, theory and its history, sociocultural and psychocultural processes, and ethnography. At least 20 units must be at the advanced graduate level. The 45 units of anthropology can be recognized as a PhD minor in anthropology or as a master's in the Anthropology Department. See program requirements .

Affiliated faculty:

• Alfredo Artiles
• Anne Harper Charity Hudley
• Ari Y. Kelman
• Ramón Antonio Martínez
• Jonathan Rosa

The program in Economics of Education aims to instill a thorough understanding of micro- and macro-economic analyses as they apply to the economics of education, a facility for using econometric modeling techniques to formulate complex relationships in education and to test such models with relevant data, and an acquaintance with the other social sciences as they relate to the economics of education.

Specific areas of focus include the production, distribution, and financing of education; the relationship between education and labor markets; the contribution of education to economic growth and development; and the organization of the education industry.

Students are expected to take courses in each of the following four areas: (1) economics and econometrics; (2) statistics; (3) education; and (4) related areas, including research-oriented courses in sociology, political science, psychology, anthropology, history, philosophy, mathematics, engineering-economic systems, and operations research.

Knowing how to apply the tools of economics and econometrics to problems in education will prepare students for positions in universities, research institutions, and government. See program requirements .

• Eric Bettinger
• Martin Carnoy
• Thomas S. Dee
• Susanna Loeb
• Prashant Loyalka
• sean reardon

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

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

• Dora Demszky
• Bruce McCandliss
• Daniel A. McFarland
• Mitchell L. Stevens

The  Educational Policy  specialization aims to produce leaders who will influence the nature of educational organizations and systems. It prepares scholars, administrators, and policy analysts for these roles by developing the characteristics of educational leaders: the knowledge base to understand the societal and economic forces affecting complex organizations, the ability to question, analyze, and develop creative solutions to policy and operating problems and the determination to make decisions in the face of conflict and ambiguity.

This program champions methodological diversity, believing that varied methodological approaches equip our students with a broad spectrum of tools and perspectives, fostering innovative solutions. The Education Policy program also recognizes the interplay between education and the political economy, emphasizing that educational policy does not merely impact this dynamic but operates symbolically with it. 

Variations in topics of interest occur in choices of institutional focus (higher education, elementary or secondary schools, state or federal agencies), intended role (research, policy analysis, or administration), and disciplinary approach (sociology, economics, political science, etc.).

Doctoral graduates frequently become university faculty, as educational researchers or scientists. Some do research in for-profit or non-profit research firms, and in companies or consulting firms in the corporate sector. They may also take administrative or policy-making roles in colleges and universities, manage research projects, or be school officials in K-12 settings. Some take program officer or executive roles in community or private foundations. A few have practices as independent consultants. See program requirements .

• Anthony Antonio
• Francis Pearman
• Rebecca Tarlau

The doctoral program in Higher Education is designed for students pursuing careers as academic faculty, administrators, policy analysts, and educational researchers. Since the PhD is a scholarly degree, the core objective of our program is to prepare professionals to conduct research of exceptional quality. Our program features small courses, hands-on research training, and individualized mentoring. Students enroll full-time and typically complete the program in four to five years.

Our curriculum emphasizes the mastery of particular theoretical frameworks and research methods in the social sciences. Each doctoral student obtains a minor in a related discipline or interdisciplinary area; doctoral students often pursue master's degrees in their chosen field concurrently with their coursework for the PhD.

Our home in Stanford's Graduate School of Education enables our students to appreciate the myriad connections between higher education and K-12 schooling. Students also make good use of the wider resources available at Stanford, routinely enrolling in courses throughout the university.

Our faculty are internationally recognized scholars and university leaders. Their areas of research include: the production and formal organization of knowledge in higher education; organizational restructuring and institutional change in public colleges and universities; alternative educational forms; the quantification of academic accomplishment; policy alignment and student transitions throughout the life course; the impact of diversity on college student outcomes; socialization and student networks; and the role of liberal arts instruction and service learning in professional education. See program requirements .

• Thomas Ehrlich
• Patricia J. Gumport
• Emily Levine
• Woody Powell
• Christine Min Wotipka

Research Opportunities

Faculty projects within and beyond the Stanford Institute for Higher Education Research offer doctoral students the opportunity to conduct research and work closely with well-known scholars, as do collaborations with nearby research organizations such as the Carnegie Foundation for the Advancement of Teaching.

A historian of education needs to be well trained in history and knowledgeable about education. By taking coursework in history and history of education—normally earning a master's in history along the way-students gain skill in asking productive questions, finding and organizing evidence, and presenting convincing historical arguments. In addition, students take a range of courses in education that introduce them to important issues and strategies for research. The aim of this specialization is to prepare historians of education who will be rigorous, imaginative, and knowledgeable teachers and researchers. Graduates often find their training helpful in policy analysis and in fields like academic administration. See program requirements .

• Michael Hines

The program in International Comparative Education (ICE)  is a multidisciplinary, international, cross-cultural program of training that places educational problems into an international and comparative framework. Core courses explore how education is related to economic, political, and social development in both developed and developing countries. The program provides a strong theoretical and empirical base for studying education in a rapidly changing global context and for understanding the how and why of successful policy-making to improve educational practice in different social settings.

In both its training and research activities, ICE has developed a special concern for the study of education in less developed countries. At the same time, several faculty are engaged in research comparing educational policies and conditions in the Organization for Economic Cooperation and Development (OECD) countries. The relationships among educational research, educational policy, and educational planning are important in the program's intellectual agenda.

The doctoral specialization in ICE is designed to relate a firm grounding in the theories and methods of a basic social or behavioral science to the analysis of education's role in the processes of economic growth, political development, and social change.

The training of ICE doctoral students is geared toward achieving substantial research competence in areas where a social science discipline and the policy problems of development education intersect. Doctoral students are therefore expected to have, or to acquire while at Stanford, substantial graduate training in a social science discipline relevant to their fields of interest at a level equivalent to the master's degree or a PhD minor in the appropriate university department.

Graduates of the PhD program in ICE typically choose research-oriented careers either within their countries' universities or with government agencies. Their expertise is sought from time to time by international and philanthropic organizations.

While there is no universal foreign language requirement for the ICE doctoral program, students must be proficient in the languages appropriate to their professional and geographical areas of interest. They are also encouraged to seek practical research training in their areas of interest. See program requirements . 

For more information about the ICE MA program, please visit: https://ed.stanford.edu/ice

• Patricia Bromley
• Francisco Ramirez

The program in Educational Linguistics is interdisciplinary and draws substantially upon courses, faculty, and programs in various areas throughout Stanford GSE as well as departments within the School of Humanities and Sciences. Building upon a common core of linguistic foundations, graduates of the program in educational linguistics integrate theory, research, policy, and practices that are central to studies of language development and usage in schools and their surrounding communities. See program requirements . Affiliated faculty:

The Graduate School of Education has notable strength in the area of organization studies, particularly in terms of research on schools, universities, nonprofit and governmental organizations, as well as more creative associations, such as community or advocacy groups, and grass-roots associations. Students can elect to pursue a SHIPS concentration (i.e., sub-plan or emphasis) or a pre-approved Individually Designed Distributed Minor (IDDM) in Organization Studies . The concentration in Organization Studies includes a minimum of 20 units from the courses listed in this document . See program requirements.

• Debra Meyerson

The Philosophy of Education program trains scholars that will be able to

• analyze and clarify concepts and chains of reasoning used by teachers, researchers, administrators, and policymakers;
• assess arguments and clarify the rhetoric of educational debates;
• identify implicit assumptions in such arguments or statements;
• enter into productive exchange with researchers or policymakers in at least one branch of social or human science; and
• place educational issues, and issues arising from the social sciences, into a broader philosophical and sociocultural context.

Graduates of this subconcentration traditionally become college or university professors of the philosophy of education in departments or schools of education. However, a few graduates have secured joint or courtesy appointments in a school of education and a department of philosophy because of the intensive training in the minor field of general philosophy (many students take a master's degree in philosophy or philosophy of science). See program requirements.

The Sociology of Education  program offers students invaluable research apprenticeship opportunities that take advantage of faculty interests and expertise at Stanford. Areas of emphasis include

• analysis of relational dynamics in classrooms, schools, and universities
• the sociology of development and peer cultures
• organizational and institutional features of schools and universities
• transfer of knowledge and organizational learning
• inequality in education and society
• comparative macro sociology of education
• social network analysis
• study of nonprofits, advocacy and community groups, urban spaces and places

Doctoral candidates in Sociology of Education ordinarily earn a master's degree in sociology and take advanced coursework in statistics. Doctoral students emerging from this specialization typically become faculty members at universities and carry on activities such as teaching sociology and education courses, training researchers, carrying out applied and basic research, and consulting. See program requirements.

Students in the Learning Sciences and Technology Design (LSTD)  program complete foundational research on learning and design innovative learning technologies. As a cross-area specialization, the LSTD program links its content to one of the three academic areas: Curriculum Studies and Teacher Education (CTE), Developmental and Psychological Sciences (DAPS), or Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS). See program requirements.

Learn more at  Learning Sciences and Technology Design (LSTD) .

The cross-area specialization in Race, Inequality, and Language in Education (RILE) brings an interdisciplinary scholarly focus to the major factors that influence educational attainment, especially for underserved children. Students ground their RILE studies within the context of one of the three academic areas: Curriculum Studies and Teacher Education (CTE), Developmental and Psychological Sciences (DAPS), Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS). See  program requirements.

Learn more at  Race, Inequality, and Language in Education (RILE) .

The majority of our PhD graduates in the SHIPS area express an interest in pursuing a university career in teaching and research. Other graduates seek employment in educational research and policy settings at both public and private research organizations. Some of our recent graduates are employed at the following locations:

• Boston University Education Faculty
• Brown University Education Faculty
• Columbia Teachers College Education Faculty
• Columbia University Sociology Faculty
• CUNY Sociology Faculty
• Duke Sociology Postdoc
• Harvard Graduate School of Education Faculty
• New York University Education Faculty
• Oxford University Postdoc
• San Jose State University Education Faculty
• Stanford Education Postdoc
• Tampere University Business Faculty
• Temple University Education Faculty
• Tulane University Sociology Faculty
• UC Berkeley Information Science Postdoc
• UC San Diego Education Faculty
• UCLA Ethnomusicology Faculty
• UCLA Postdoc
• University of Alabama Education Faculty
• University of Amsterdam Communication Faculty
• University of Colorado Boulder Education Faculty
• University of Florida Sociology Faculty
• University of Hawai’i at Manoa Education Faculty
• University of Michigan Sociology Postdoc
• University of Pennsylvania Education Faculty
• University of Virginia Education Faculty
• University of Wisconsin Education Faculty
• Vanderbilt Graduate School of Education Faculty
• Brandeis University Education Faculty
• Yale Institute for Sacred Music Postdoc
• Katz Center for Jewish Studies Postdoc

Other organizations:

• Inter-American Development Bank
• Mathematica
• McKinsey and Company
• SRI International
• Walmart Global Tech

Area Faculty & Affiliates

• Elizabeth Kozleski
• Guilherme Lichand

⟵ Go back to all doctoral programs

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• Hung-Jui (Ray) Tan, MD, MSHPM
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• Karen Flórez, DrPH, MPH
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About the PhD in Social and Behavioral Sciences Program

The PhD program in Social and Behavioral Sciences is designed for individuals seeking training for careers as social and behavioral scientists, health educators, and health promotion or communication specialists in the public health arena. The curriculum centers on the application of social and behavioral science perspectives to research on contemporary health problems, with a focus on understanding and influencing the social contexts and behaviors relevant to health. In addition to coursework, students complete a written exam at the end of the first year and gain experience in research skills and approaches. With faculty guidance, students develop and present a dissertation protocol in an oral exam. The final dissertation defense is conducted as an oral exam that includes a public seminar.

The program provides rigorous training in research methodology, theory, and program design and evaluation. Research is primarily focused in two areas—health education and communication, and social and psychological influences on health.

PhD in Social and Behavioral Sciences Program Highlights

Interdisciplinary theory.

with multi-level perspective

Rigorous methods

with practical application to contemporary health problems

Application of behavioral and social science perspectives

with attention to context

Community engagement

to understand and influence health behaviors that are risk factors in disease and illness

What Can You Do With a Graduate Degree In Social and Behavioral Sciences?

Sample careers.

• Postdoctoral Fellow
• Research Public Health Analyst
• Social Scientist, Food and Drug Administration Center for Tobacco Products
• Health Scientist-Alcohol Program
• Project Director
• Senior Communications Adviser
• Tenure Track Faculty
• Senior Program Officer
• Director of Clinical and Academic Research
• Senior Consultant
• Research and Evaluation Officer
• Program Director, Department of Public Health

Curriculum for the PhD in Social and Behavioral Sciences

Browse an overview of the requirements for this PhD program in the JHU  Academic Catalogue , explore all course offerings in the Bloomberg School  Course Directory , and find many more details in the program's Student Handbook . 

Research Areas

The emphasis of the curriculum is on the application of behavioral and social science perspectives to research on contemporary health problems. Understanding and influencing health behaviors that are risk factors in disease and illness, as well as behaviors that can be considered protective and health enhancing, are strengths of the program.

Rigorous training in research methods and program design and evaluation are also key elements of the curriculum. The program focuses its research in the following areas.

This area focuses on the application of principles from education, communication, behavioral, social science and psychological theories to encourage health behaviors conducive to optimal health in individuals, groups and communities. Students are exposed to current research on health education and communication, with particular focus on multilevel, ecological models of health and health behavior, design and evaluation of multifaceted intervention programs and patient-provider communication.

This area focuses on social and psychological factors and processes in the etiology and prevalence of disease in health-care-seeking behavior, disease prevention, long-term care and rehabilitation. Students are exposed to current research on health knowledge, attitudes and beliefs; social and psychological factors in disease etiology; risk reduction; and cultural influences in public health, including cross-cultural and multilevel studies.

Admissions Requirements

For general admissions requirements, please visit the How to Apply page.

Standardized Test Scores

Standardized test scores (GRE) are  optional  for this program. The admissions committee will make no assumptions if a standardized test score is omitted from an application, but will require evidence of quantitative/analytical ability through other application components such as academic transcripts and/or supplemental questions.  Applications will be reviewed holistically based on all application components.

Program Faculty Spotlight

Katherine Clegg Smith

Katherine Clegg Smith, PhD, MA, is a sociologist who examines health experiences and health communication, with a research focus on cancer and chronic disease.

Carl Latkin

Carl Latkin, PhD, conducts biobehavioral interventions for disadvantaged communities, with a focus on social networks, substance use, infectious diseases, and mental health.

Roland J. Thorpe, Jr.

Roland J. Thorpe, Jr., PhD, MS, is a gerontologist and social epidemiologist with nationally-recognized expertise in minority aging, men’s health, and place-based disparities.

Carol R. Underwood

Carol Underwood, PhD '93, MA, MA, studies the role of gender, social class, and marginalization in global health outcomes to contribute to the wellbeing of populations.

Get to Know Our Current Doctoral Students

Learn more about our doctoral students' research interests, publications, and more through our HBS doctoral student pages.

Full-time PhD students matriculating in or after 2022 will receive the following support for the first four years of the program: full tuition and matriculation fee, individual health insurance, University Health Services clinic fee, vision insurance, and dental insurance.

Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU  starting in Fall 2023 or beyond can apply to receive a $1500 need-based grant to offset the costs of relocating to be able to attend JHU.   These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need.  View more information about the need-based relocation grants for PhD students .

Questions about the program? We're happy to help.

Application and Admissions Procedural Questions

Please direct questions about application and admissions procedures to the BSPH Admissions Office.

Email:   [email protected] Phone:   410-955-3543

General Academic Questions

For general academic questions about the PhD in Social and Behavioral Sciences program, please contact our Department's doctoral program coordinator, Krystal Lee, EdD, MPA.

Email:   [email protected]

Doctorate in Human Development and Social Policy

• Graduate & Professional
• Human Development and Social Policy
• PhD in Human Development & Social Policy

About the Program

The Human Development and Social Policy (HDSP) doctoral program is grounded in the study of relations between public policy and human development. Faculty and students conduct research on how public policy affects human development and well-being, how research on human development across the life span informs policy, and how people affect policy.

• Info session

Core Themes

Positive trajectories and transitions.

• Study of human development and intergenerational issues spanning across children, adolescents, and adults  
• Promote positive developmental trajectories and transitions across the life span.

Inequality Reduction

• Understand and reduce economic, education and health inequalities.
• Recognize and interrogate existing systems of inequality and its impact on communities through our roles and research.

Social Policy Implementation

• Examine how policies are developed, how they change incentives and infrastructures, and how they interact with contextual factors to influence behavior.
• Evaluate how people affect policy through public opinion, civic engagement, political participation, policy implementation and research.

Multidisciplinary Research

• Answer big questions by drawing from multiple disciplines: anthropology, economics, political science, psychology, sociology, and more.
• Employ multiple research methods, combining various quantitative and qualitative approaches to create cutting-edge social science research designs.

Curriculum Overview

Course work in the Human Development and Social Policy (HDSP) doctoral program includes a core curriculum and electives.

View Curriculum

Our Students

HDSP students are prepared through course work, participation in a vibrant community of scholars and active engagement in faculty research to conduct multidisciplinary research that combines cutting-edge empirical research methodologies.

“ Having experience collaborating and communicating across the different traditional disciplines represented within HDSP was also incredibly valuable as I searched for policy jobs after grad school.”

Human Development and Social Policy at Northwestern

Explore the breadth of academic courses offered in the curriculum.

Contact Human Development and Social Policy

Phone Number: 847-491-4329 

Email: [email protected]

Physical Address: Walter Annenberg Hall 2120 Campus Drive Evanston, IL 60208

• Doctoral Programs
• Programs of Study
• Joint/Dual Doctoral Programs
• Masters Programs
• Joint/Dual Masters Programs
• MA and PhD Certificates
• Joint BA/MA Degrees
• Undergraduate Programs

Doctoral research is the culmination of graduate study, marking a transition from taking courses to becoming an independent scholar and doing original and significant work. The Division of the Social Sciences offers PhD programs in nine programs as well as opportunities for joint degrees with other divisions and professional schools at the University of Chicago.

Anthropology Comparative Human Development Conceptual and Historical Studies of Science Economics History Political Science Psychology Social Thought Sociology

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20 PhD Degrees in Social Science 2024

• Professional Studies
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Professional Studies (20)

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• Natural Science (4)
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• Distance Learning (2)
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PhD Degrees in Social Science

Social science combines many different fields, including psychology, biology, and public policy. Students interested in the relationships between people and cultures may enjoy these programs. Classes are offered worldwide, which can enhance understanding of different societies.

Requirements for the PhD program often involve the student having already obtained a Master’s degree. Additionally, a thesis or dissertation primarily consisting of original academic research must be submitted. In some countries, this work may even need to be defended in front of a panel.

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Social Science Education: General Social Science or History — MEd, EdS, PhD

Social science education: general social science or history — med , eds , phd, general social science education — med (alternative certification).

General Social Studies programs shall require at least one course in two areas within the broader field (i.e., ECON, GEOG, HIST, POLI).

RSED 6000   must be completed if a survey of special education course was not completed prior to unconditional admission. If a survey of special education course was completed prior to unconditional admission, the state diversity course requirement is fulfilled with CTRD 6000  Language and Literacy and the 3-hour course requirement for RSED 6000 will be waived resulting in 21 hours in Professional Studies and 33 total program hours.

Clearance for Clinical Residency includes completion of all other coursework. Exceptions require approval using the Student Petition Form.

Undergraduate courses required by your advisory committee for your plan of study. This coursework is in addition to all other program requirements and must be completed prior to Clinical Residency. 

In addition to the Graduate School requirement of a cumulative 3.0 GPA on all AU courses carrying graduate credit, a minimum cumulative GPA of 3.25 is required on all courses used to meet program requirements.  

Coursework used to meet admission requirements cannot be used again to meet Alternative Class A program requirements. 

All substitutions for required courses must be approved using the Course Substitution Form, including transfer work.  

General Social Science Education — MEd (Certification; On-Campus or Online)                                                                                                                                  

RSED 6000 Advanced Survey of Exceptionality must be used to fulfill requirement if survey of special education course was not completed for prior level certification. It may not be used to fulfill the requirement if a survey of special education course was completed for prior level certification. State-approved diversity courses for Auburn University are posted on the ALSDE website.

Supporting courses must be applicable to the area of certification (e.g., research, assessment/evaluation, classroom management, pedagogy, human behavior/development, foundations, technology, teaching field). 

In addition to the Graduate School requirement of a cumulative 3.0 GPA on all AU courses carrying graduate credit, a minimum cumulative GPA of 3.25 is required on all courses used to meet program requirements.   

Coursework used to meet Class B certification requirements may not be used to meet requirements for Class A certification. 

General Social Science Education — EdS (Certification)

General Social Studies programs shall require at least one course in two areas within the broader field. (i.e., ECON, GEOG, HIST, POLI).

RSED 6000 Advanced Survey of Exceptionality must be used to fulfill requirement if survey of special education course was not completed for prior level certification. It may not be used to fulfill the requirement if a survey of special education course was completed for prior level certification. State-approved diversity courses for Auburn University are posted on the ALSDE website. 

CTSE 7520 required if a graduate level course in Curriculum and Teaching in Social Science Education not previously completed; CTSE 7540 required if a graduate level course in evaluation in Social Science Education not previously completed.

To ensure a field experience, CTSE 7910  is required for those seeking Class AA certification only; this requirement is in addition to any practicum credit counted for Class A certification. CTSE 8980  is required for those seeking the EdS degree.

In addition to the Graduate School requirement of a cumulative 3.0 GPA on all AU courses carrying graduate credit, a minimum cumulative GPA of 3.50 is required on all courses used to meet program requirements. 

Coursework used to meet Class A certification requirements may not be used to meet requirements for Class AA certification. 

General Social Science Education — PhD

History education — med (alternative certification), history education — med (certification), history education — eds (certification).

RSED 6000 Advanced Survey of Exceptionality must be used to fulfill requirement if survey of special education course was not completed for prior level certification. It may not be used to fulfill the requirement if a survey of special education course was completed for prior level certification. State-approved diversity courses for Auburn University are posted on the ALSDE website.

In addition to the Graduate School requirement of a cumulative 3.0 GPA on all AU courses carrying graduate credit, a minimum cumulative GPA of 3.50 is required on all courses used to meet program requirements.   

History Education — PhD

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Leveraging Writing, Research, and Teaching Skills for Humanities and Social Sciences Graduate Students

Melissa Bostrom, Ph.D., Assistant Dean for Graduate Student Professional Development

As a humanities or social sciences graduate student, you have likely built significant skills in writing, research, and teaching. What kinds of professional opportunities beyond tenure-track faculty positions might value these skills? You can find key resources available through Duke to help you identify possibilities. This session will introduce you to three sets of resources with ample time for Q&A:

• Using ImaginePhD to uncover your values, and finding aligned professional opportunities through Beyond Graduate School
• Taking advantage of LinkedIn, the Duke Alumni Network, and Ask a Blue Devil to expand your professional connections
• Planning for experiential learning opportunities through Intersect Job Sims, micro-internships, and campus internships such as the SIF

This event is part of The Graduate School's Professional Development Series .

Register now

Careers Beyond Academia, Communication, Professional Adaptability, Professional Development

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• Graduate School
• Faculty of Education

Social Sciences of Education

• SASAKI Hiroshi

Staff Profile

2024.05.01.

hirosasa*edu.hokudai.ac.jp Please replace * to @.

Education and Social Work

Undergraduate School Affiliation

Graduate school affiliation.

Educational Social Sciences

Special field

Research theme.

Poverty, Social Policies and Social Work

Research keywords

Poverty, Public Assistance, India, Youth

Detailed contents of research

 How do poverty spoil a “life” of individual human beings? What kind of systems and human services（Social Work and Education） are required to mitigate it? I have engaged in field studies in Japan and overseas driven by those questions.  My present academic activity outside Japan is an investigation research aiming to reveal how children and youths of impoverished families in local cities of Northern India experience school education and whether school education helps them break out of poverty. In Japan, I am advancing my research with focus placed on movements of people using the livelihood protection system（Public assistance／Seikatsuhogo） in order to identify difficulties and possibilities of their raising their <voices> (opinions and demands) in society.

Classes in charge

Undergraduate Social Science of Education, Education and Social Work, Seminar: Education and Social Work Graduate In-Depth Studies on Education and Society Social Welfare 2024

Detailed profile

Program Code: 470*/470R (Science and Social Studies) CIP Code: 13.1203

General Education Requirements (44 Hours)

• General Education Requirements    

Twenty hours may be double counted with General Education.

Six hours may be double counted between the major and the concentration.

Professional Education Requirements (24 Hours)

A minimum grade of “C” (2.0) must be earned in all Professional Education Courses by Teacher Education majors.

• EDU 2000 - Introduction to Learners, Teachers, and Schools (3) +
• EDU 2100 - Social Foundations of Education (3) +
• EDU 3000 - Diverse Learners: Teaching and Learning (3) #
• EDU 3100 - Assessment for Learning (3) #
• EDU 4900 - Student Teaching (12) [CAP]

+Must be taken prior to admission to Teacher Education

#Prerequisites: EDU 2000   , EDU 2100   , and Admission to Teacher Education. EDU 3000    and EDU 3100    should not be taken concurrently.

To be admitted to the Teacher Education, students must have a minimum 2.7 cumulative GPA, completed 45 semester hours, completed criminal background check and successfully completed testing requirements for Reading, Writing and Math areas of the PRAXIS I CORE (or exempt based on SAT or ACT scores). See Admission to Teacher Education   . Minimum 2.7 cumulative GPA required for admission to Teacher Education, Student Teaching and graduation.

Refer to the Initial Licensure Teacher Education Student Handbook for complete details related to Teacher Education admission, GPA, edTPA, Student Teaching and testing requirements.

Major Requirements (72 Hours)

(-20 Gen Ed)

Middle Grades Academic Concentrations

Science Social Studies. All courses within the concentrations must be completed with a “C” (2.0) or better.

• Science Concentration
• Social Studies Concentration

The Following Courses Must Be Taken Using the Cohort Model

Please note that all cohort internships and student teaching can be done only in schools that have been identified by ASU as professional development schools

(Second Semester Junior year. Please note that this block is offered only during the spring term.)

• CI 3900 - Middle Grades Internship (3) [WID] [WID] ** #+
• CI 3910 - Middle Level Education (3) ** #+
• CI 3920 - Teaching Young Adolescents (3) ** #+
• Courses from academic concentrations

(First Semester Senior Year. Please note that this block is offered only in the fall term.)

• CI 4491 - Middle Grades Curriculum, Instruction, and Assessment (3) ** #+
• CI 4480 - Middle Grades Classroom Management (2) ** #+
• CI 4300 - Content Area Literacy, Language, and Culture in the Middle Grades (3) ** #+
• CI 3060 - Social Studies in the Middle Grades (3) ** #+^
• GS 4403 - Teaching Science in Middle and High Schools (3) [WID] ** #+^

# Cannot be taken before being admitted to Teacher Education * Should be taken before junior year (Pre-requisite to enter Teacher Education) + Must have “C” (2.0) or higher ** Must be taken before student teaching @ May double count with Gen Ed. ^ Course meets requirements for Major and Academic Concentration

Second Academic Concentration

Second academic concentration requirements are met upon successful completion of middle grades content concentrations.

Electives (0-6 Hours)

Total required (120 hours), concentrations, science concentrations (25 hours).

The Science Inquiry Perspective requires 8 semester hours from one theme (underlined). Courses in themes marked with an * must be taken sequentially. Check the course descriptions for any pre and corequisites.

Eight semester hours ( 8 Hours) from one of the General Education Science Inquiry themes listed below:

• GS 3300 - Educational Applications of Science Concepts (3)
• GS 4403 - Teaching Science in Middle and High Schools (3) [WID] (Block Two)^

Biology in Society

• BIO 1201 - Biology in Society I (3) @
• BIO 1202 - Biology in Society II (3) @
• BIO 1203 - Biology in Society Laboratory (2) @

or (for transfers with credit)

• BIO 1201 - Biology in Society I (3)    @
• BIO 1204 - Biology in Society I Laboratory (1) @
• BIO 1202 - Biology in Society II (3)    @
• BIO 1205 - Biology in Society II Laboratory (1) @

The Blue Planet

• GES 1104 - Water: Mountains to Sea (4) @
• GES 1105 - Oceanography (4) @

Chemistry Connections to Our Changing World*

• CHE 1101 - Introductory Chemistry I (3) @
• CHE 1110 - Introductory Chemistry Laboratory I (1) @
• CHE 1102 - Introductory Chemistry II (3) @
• CHE 1120 - Introductory Chemistry Laboratory II (1) @

How Things Work*

• PHY 1121 - How Things Work I (3) @
• PHY 1111 - How Things Work - Lab (1)
• PHY 1122 - How Things Work II (3) @
• PHY 1112 - How Things Work II - Lab (1)

The Physics of Our Technological World*

• PHY 1123 - General Physics I (3) @
• PHY 1113 - General Physics I - Lab (1) @
• PHY 1124 - General Physics II (3) @
• PHY 1114 - General Physics II - Lab (1) @

Physics of Self Expression

• PHY 1812 - Acoustics and Harmonics (4) @
• PHY 1814 - Sound and Recording (4) @

Physics with Calculus*

• PHY 1170 - Analytical Physics I (4) @
• PHY 1160 - Analytical Physics I - Lab (1) @
• PHY 1180 - Analytical Physics II (4) @
• PHY 1161 - Analytical Physics II - Lab (1) @

Restless Planet: Earth, Environment and Evolution

• GES 1101 - Introduction to Physical Geology (4) @
• GES 1102 - Introduction to Historical Geology (4) @
• GES 1103 - Environmental Change, Hazards, and Resources (4) @

Two four hour (4 Hours) science courses from the remaining three sciences for a total of 8 hours, and one three hour (3 Hours) science for the final science area. The total additional science hours must equal at least 11 semester hours.

For the three-hour course, students should take one of the following courses:

• AST 1050 - Astrobiology: Exploring Life in the Universe (3) @
• PHY 1600 - Physics and Astronomy - New Ideas (3) @

Courses not listed may be taken with permission from your advisor.

Social Studies Concentration (24 Hours)

• HIS 1200 - American History (3) [GenEd: HS] @
• PS 1100 - American National Government and Politics (3) [GenEd: SS] @
• CI 3060 - Social Studies in the Middle Grades (3) (Block Two)^
• GHY 1020 - Exploring People and Places Globally (3) [GenEd: SS] @
• HIS 3728 - History of North Carolina (3) [GenEd: HS] @
• African, and/or Asian and/or Latin American History (6) (Gen Ed: Integrative Learning Experience-Las Americas, War and Peace, How We Know What We Know About the Past)@
• European or world history (approval of advisor required) (3)@

Data Tables

These tables present detailed data on the demographic characteristics, educational history, sources of financial support, and postgraduation plans of doctorate recipients. The Survey of Earned Doctorates (SED) data tables were reorganized and renumbered in 2021; see table B-1 in the " Technical Notes " for a crosswalk comparing the current tables with those prior to 2021. Explore SED data further via the interactive data tool and the Restricted Data Analysis System . Kelly Kang Survey Manager, SED NCSES

• All Formats (.zip 8.0 MB)
• PDF (.zip 6.9 MB)
• Excel (.zip 1.1 MB)
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Trends in research doctorate recipient characteristics

Trends in postgraduation commitments of research doctorate recipients, field and demographic characteristics of research doctorate recipients, financial support and education-related debt of research doctorate recipients, educational and background characteristics of research doctorate recipients, postgraduation commitments and salaries of research doctorate recipients, doctorate institutions, locations, and countries of origins of research doctorate recipients, statistical profiles of research doctorate recipients, postgraduation plans of research doctorate recipients.

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CHASS Visits Japan

College leaders cultivate research collaboration with Nagoya University in Japan.

A team of College of Humanities and Social Sciences administrators and faculty traveled to Japan last month to meet with leaders from Nagoya University Graduate School of Education and Human Development to strengthen a research collaboration that would benefit international graduate students on both campuses.

During the visit, the two groups discussed conducting a pilot study to explore the potential benefits of integrating virtual reality (VR) technology to address students’ mental health and well-being, said Robert Hawkins, the college’s associate dean for academic and faculty affairs. He added that the groups are working on a grant proposal to fund the study, which would start with international students at Nagoya and later focus on NC State students.

“On both our campuses, we have seen students struggling with mental health issues,” said Hawkins. ”For international students who are so far away from home and trying to adjust to a different language and culture, stressors that affect their mental health can be particularly persistent.”

Deanna Dannels, dean of the college who joined Hawkins on the trip, agreed and added: “Our collaboration with Nagoya will provide enhanced health and mental wellness benefits for students from both universities and broaden international learning, research and cultural opportunities for faculty.” 

Also traveling to Japan were Kyung Hee Ha, assistant professor of Japanese language and culture in the Department of World Languages and Cultures ; and Sarah Olson, director of global partnerships in the Office of Global Engagement .

The idea for a research collaboration between CHASS and Nagoya University began last year, with initial discussions centered on a possible project to benefit international students. After securing a small seed grant, Hawkins said the two groups narrowed the project’s focus to using VR mindfulness simulations and social capital-building activities to enhance the students’ mental well-being.

The plan, Hawkins said, is to submit the research grant for the pilot study in the next month or so. At the same time, Dean Dannels is working with NC State’s Office of Global Engagement to develop possible next steps.

This research partnership nurtures the international learning opportunities that already exist between CHASS and Nagoya University. The Japanese program in the Department of World Languages and Cultures participates in a semester-long exchange program, hosting a group of Nagoya University students for four weeks in the fall, said Ha.

Asked what she hoped would come from the recent Japan trip, Ha added: “We hope to implement a series of small exchanges throughout the academic year to continue the relationship and deepen our understanding of each other’s culture and values while also collaborating on a scholarly project.”

It could also create several new high-impact opportunities for CHASS faculty, students and staff, including internships, exchanges and additional research collaborations, added Hawkins. Additionally, he noted, with Nagoya having established its Global Campus at NC State last year, we are also exploring ways to create options for those at NC State who can’t travel to Japan. 

Looking ahead, Hawkins and Dean Dannels said, the added hope is for our college to develop a long-term partnership with Nagoya around research, faculty and student exchanges and mutually beneficial projects.

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Fostering research, careers, and community in materials science

Gabrielle Wood, a junior at Howard University majoring in chemical engineering, is on a mission to improve the sustainability and life cycles of natural resources and materials. Her work in the Materials Initiative for Comprehensive Research Opportunity (MICRO) program has given her hands-on experience with many different aspects of research, including MATLAB programming, experimental design, data analysis, figure-making, and scientific writing.

Wood is also one of 10 undergraduates from 10 universities around the United States to participate in the first MICRO Summit earlier this year. The internship program, developed by the MIT Department of Materials Science and Engineering (DMSE), first launched in fall 2021. Now in its third year, the program continues to grow, providing even more opportunities for non-MIT undergraduate students — including the MICRO Summit and the program’s expansion to include Northwestern University.

“I think one of the most valuable aspects of the MICRO program is the ability to do research long term with an experienced professor in materials science and engineering,” says Wood. “My school has limited opportunities for undergraduate research in sustainable polymers, so the MICRO program allowed me to gain valuable experience in this field, which I would not otherwise have.”

Like Wood, Griheydi Garcia, a senior chemistry major at Manhattan College, values the exposure to materials science, especially since she is not able to learn as much about it at her home institution.

“I learned a lot about crystallography and defects in materials through the MICRO curriculum, especially through videos,” says Garcia. “The research itself is very valuable, as well, because we get to apply what we’ve learned through the videos in the research we do remotely.”

Expanding research opportunities

From the beginning, the MICRO program was designed as a fully remote, rigorous education and mentoring program targeted toward students from underserved backgrounds interested in pursuing graduate school in materials science or related fields. Interns are matched with faculty to work on their specific research interests.

Jessica Sandland ’99, PhD ’05, principal lecturer in DMSE and co-founder of MICRO, says that research projects for the interns are designed to be work that they can do remotely, such as developing a machine-learning algorithm or a data analysis approach.

“It’s important to note that it’s not just about what the program and faculty are bringing to the student interns,” says Sandland, a member of the MIT Digital Learning Lab , a joint program between MIT Open Learning and the Institute’s academic departments. “The students are doing real research and work, and creating things of real value. It’s very much an exchange.”

Cécile Chazot PhD ’22, now an assistant professor of materials science and engineering at Northwestern University, had helped to establish MICRO at MIT from the very beginning. Once at Northwestern, she quickly realized that expanding MICRO to Northwestern would offer even more research opportunities to interns than by relying on MIT alone — leveraging the university’s strong materials science and engineering department, as well as offering resources for biomaterials research through Northwestern’s medical school. The program received funding from 3M and officially launched at Northwestern in fall 2023. Approximately half of the MICRO interns are now in the program with MIT and half are with Northwestern. Wood and Garcia both participate in the program via Northwestern.

“By expanding to another school, we’ve been able to have interns work with a much broader range of research projects,” says Chazot. “It has become easier for us to place students with faculty and research that match their interests.”

Building community

The MICRO program received a Higher Education Innovation grant from the Abdul Latif Jameel World Education Lab , part of MIT Open Learning, to develop an in-person summit. In January 2024, interns visited MIT for three days of presentations, workshops, and campus tours — including a tour of the MIT.nano building — as well as various community-building activities.

“A big part of MICRO is the community,” says Chazot. “A highlight of the summit was just seeing the students come together.”

The summit also included panel discussions that allowed interns to gain insights and advice from graduate students and professionals. The graduate panel discussion included MIT graduate students Sam Figueroa (mechanical engineering), Isabella Caruso (DMSE), and Eliana Feygin (DMSE). The career panel was led by Chazot and included Jatin Patil PhD ’23, head of product at SiTration; Maureen Reitman ’90, ScD ’93, group vice president and principal engineer at Exponent; Lucas Caretta PhD ’19, assistant professor of engineering at Brown University; Raquel D’Oyen ’90, who holds a PhD from Northwestern University and is a senior engineer at Raytheon; and Ashley Kaiser MS ’19, PhD ’21, senior process engineer at 6K.

Students also had an opportunity to share their work with each other through research presentations. Their presentations covered a wide range of topics, including: developing a computer program to calculate solubility parameters for polymers used in textile manufacturing; performing a life-cycle analysis of a photonic chip and evaluating its environmental impact in comparison to a standard silicon microchip; and applying machine learning algorithms to scanning transmission electron microscopy images of CrSBr, a two-dimensional magnetic material. 

“The summit was wonderful and the best academic experience I have had as a first-year college student,” says MICRO intern Gabriella La Cour, who is pursuing a major in chemistry and dual degree biomedical engineering at Spelman College and participates in MICRO through MIT. “I got to meet so many students who were all in grades above me … and I learned a little about how to navigate college as an upperclassman.” 

“I actually have an extremely close friendship with one of the students, and we keep in touch regularly,” adds La Cour. “Professor Chazot gave valuable advice about applications and recommendation letters that will be useful when I apply to REUs [Research Experiences for Undergraduates] and graduate schools.”

Looking to the future, MICRO organizers hope to continue to grow the program’s reach.

“We would love to see other schools taking on this model,” says Sandland. “There are a lot of opportunities out there. The more departments, research groups, and mentors that get involved with this program, the more impact it can have.”

Best Global Universities for Mechanical Engineering in Russia

These are the top universities in Russia for mechanical engineering, based on their reputation and research in the field. Read the methodology »

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Here are the best global universities for mechanical engineering in Russia

Tomsk polytechnic university.

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• # 74 in Best Universities for Mechanical Engineering
• # 879 in Best Global Universities  (tie)

100 Best universities for Mechanical Engineering in Russia

Updated: February 29, 2024

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Below is a list of best universities in Russia ranked based on their research performance in Mechanical Engineering. A graph of 714K citations received by 136K academic papers made by 158 universities in Russia was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Mechanical Engineering

2. Tomsk State University

3. St. Petersburg State University

4. Bauman Moscow State Technical University

5. Ufa State Aviation Technical University

6. Peter the Great St.Petersburg Polytechnic University

7. Tomsk Polytechnic University

8. Ural Federal University

9. South Ural State University

10. National Research University Higher School of Economics

11. Moscow Aviation Institute

12. Novosibirsk State University

13. ITMO University

14. N.R.U. Moscow Power Engineering Institute

15. National Research Nuclear University MEPI

16. Kazan Federal University

17. National University of Science and Technology "MISIS"

18. Moscow Institute of Physics and Technology

19. Samara National Research University

20. Moscow State Technological University "Stankin"

21. Novosibirsk State Technical University

22. RUDN University

23. Southern Federal University

24. Saratov State University

25. Ufa State Petroleum Technological University

26. Samara State Technical University

27. Siberian Federal University

28. Kazan National Research Technical University named after A.N. Tupolev - KAI

29. Perm State Technical University

30. Omsk State Technical University

31. Saint Petersburg State Electrotechnical University

32. Moscow Polytech

33. Saint-Petersburg Mining University

34. Magnitogorsk State Technical University

35. Saratov State Technical University

36. Moscow State University of Railway Engineering

37. Lobachevsky State University of Nizhni Novgorod

38. Nizhny Novgorod State Technical University

39. Tula State University

40. Belgorod State Technological University

41. Far Eastern Federal University

42. Novgorod State University

43. belgorod state university.

44. Finance Academy under the Government of the Russian Federation

45. Moscow Medical Academy

46. Kazan State Technological University

47. Russian State University of Oil and Gas

48. siberian state aerospace university.

49. Tambov State Technical University

50. Voronezh State University

51. Siberian State Industrial University

52. Saint Petersburg State Institute of Technology

53. Kalashnikov Izhevsk State Technical University

54. St. Petersburg State University of Architecture and Civil Engineering

55. Mendeleev University of Chemical Technology of Russia

56. Murmansk State Technical University

57. South-Western State University

58. Ogarev Mordovia State University

59. Tomsk State University of Control Systems and Radioelectronics

60. south-russian state university of economics and service.

61. Perm State University

62. Kuzbass State Technical University

63. Russian National Research Medical University

64. Plekhanov Russian University of Economics

65. Ulyanovsk State Technical University

66. Ulyanovsk State University

67. Penza State University

68. Kuban State University of Technology

69. Polzunov Altai State Technical University

70. Chelyabinsk State University

71. Yaroslavl State University

72. University of Tyumen

73. National Research University of Electronic Technology

74. Leningrad State University

75. Moscow State Pedagogical University

76. Udmurt State University

77. Irkutsk State University

78. North-Eastern Federal University

79. Bashkir State University

80. Russian Presidential Academy of National Economy and Public Administration

81. Kuban State University

82. Kuban State Agricultural University

83. St. Petersburg State University of Aerospace Instrumentation

84. Kemerovo State University

85. Immanuel Kant Baltic Federal University

86. Orenburg State University

87. Baltic State Technical University "Voenmeh"

88. Tomsk State University of Architecture and Building

89. Chuvash State University

90. ivanovo state power university.

91. Irkutsk National Research Technical University

92. Orel State University

93. State University of Management

94. Tomsk State Pedagogical University

95. Volgograd State University

96. Petrozavodsk State University

97. Tver State University

98. Northern Arctic Federal University

99. Omsk State Transport University

100. Kaliningrad State Technical University

The best cities to study Mechanical Engineering in Russia based on the number of universities and their ranks are Moscow , Tomsk , Saint Petersburg , and Ufa .

Engineering subfields in Russia