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PhD in Educational Studies

For contact information, please visit the Wheelock College of Education & Human Development website .

The PhD degree program in Educational Studies at Boston University is designed for students who wish to contribute to the field’s understanding of teaching and learning through research.

The program will expand and deepen the knowledge and skills of enrolled graduate students in ways that will support their progress in pursuing teaching, research, and policymaking positions in public or private institutions of higher education.   To do this, the program provides a deliberate course of study, including coursework in a specific content area, research, and active immersion in the community of student and faculty scholars within the program and throughout the college, the University, and the profession.

Doctoral students enrolled in the PhD in Educational Studies pursue one of four specializations:

• Educational Policy Studies
• Language and Literacy Education
• Mathematics and Science Education
• Special Education

Students work closely with Wheelock faculty as research, teaching, and/or graduate assistants as they work to augment their knowledge and skills through their coursework, residency, and research.

The minimum unit requirement for the PhD is 66 units.

Learning Outcomes   

PhD students in Educational Studies will:

• Demonstrate both deep knowledge and understanding of a specific area in their field and the ability to use the knowledge to seek and find solutions to important educational problems.
• Demonstrate the research capacities (qualitative, quantitative, and mixed methods) needed to conduct original research while also demonstrating sufficient familiarity with other research methodologies to be able to critically read relevant literature in the field.
• Through research and scholarship, expand the theoretical and empirical knowledge base in their field to inform researchers, practitioners, and policymakers.
• Contribute to their field as highly effective teachers in a variety of educational contexts (e.g., colleges, universities, conferences, community meetings).
• Contribute to their field through service to educational and civic organizations that inform or implement policy, research, and practice.

Coursework and Other Requirements

Pro-seminars (8 units across two terms; completed in year 1)  .

Students take a two-term pro-seminar (WED ED 800 and WED ED 801; each 4 units) designed to develop a common conceptual understanding of Schools, Educational Institutions, Communities, Educational Foundations, and Systems and Theories of Learning and Teaching, with Social Justice as a unifying theme throughout.

Research and Teaching Apprenticeships  

• Each term, PhD students are required to engage in some combination of research and teaching apprenticeships up to 20 hours per week.
• When engaging as a Teaching Fellow or Instructor of Record, students register for WED CT 700 Teaching Apprenticeship; 0 units.
• When engaging in a research apprenticeship, students register for WED RS 799 Doctoral Research Apprenticeship; 0 units.

Research Courses (minimum: 20 units)

• WED RS 652 Qualitative Research Methods or equivalent (required)
• WED RS 653 Quantitative Research Methods or equivalent (required)

Three additional courses; options include the following, as well as other courses across Boston University and at consortium partners:

• CAS PS 711 Statistics in Psychology (I and II)
• WED LS 726 Discourse Analysis
• WED LS 801 Design-Based Research as Educational Inquiry, Part I
• WED LS 802 Design-Based Research as Educational Inquiry, Part II
• WED RS 654 Educational Inquiry and Proposal Writing
• WED RS 655 Mixed Methods Research
• WED RS 750 Advanced Research Seminar
• WED RS 752 Seminar in Qualitative Research
• WED RS 754 Causal Design in Education Research

Specialization Courses   (minimum: 28 units)

Specialization courses are determined jointly between the student and doctoral advisor. Examples of options in each specialization area are listed below:

  Qualifying Tasks  

• One qualifying task comprises completion of an empirical study and associated research article intended for publication; topic and format to be determined in collaboration with the student’s advisor. Work will be evaluated by the student’s Qualifying Committee, and will be presented at a Doctoral Student Research Symposium.
• Completion of a literature review in an area of the student’s field of study where there is a problem/challenge/gap in the literature.
• Completion of a second empirical study and associated research article.

  Dissertation Proposal     

• Preparation of written proposal for dissertation research
• Oral defense of proposal to Dissertation Committee

Dissertation Advisement and Oral Defense (WED XX 999) (minimum: 10 units)

• Dissertation may take one of two forms: traditional or alternative format with three publishable articles
• Oral defense of dissertation findings to Dissertation Committee

Residency Requirement

Every doctoral candidate must spend a minimum of two consecutive terms in residence at Boston University. Residence is defined as registration for a minimum of 12 unit hours at the University during each of two consecutive terms. (Summer terms may be considered one term.) The residency requirement may be met by holding a research or teaching assistant position and registering for a minimum of 8 unit hours for two consecutive terms. For additional information, students should contact their academic advisors.

Related Bulletin Pages

• Abbreviations and Symbols

Beyond the Bulletin

• Wheelock College of Education & Human Development
• Wheelock Admissions
• BU Admissions
• BU Financial Assistance
• Applied Human Development
• Child Life & Family-Centered Care
• Curriculum & Teaching
• Deaf Studies
• Early Childhood
• Education & Human Development
• Educational Leadership & Policy Studies
• Educational Studies
• Education for Equity & Democracy
• Education for Equity & Social Justice
• Elementary Education
• English Education
• Language & Literacy Education
• Literacy Education
• Mathematics Education
• Science Education
• Social Studies Education
• Teaching English to Speakers of Other Languages
• World Language Education
• Minors in Education
• Graduate Studies
• Academic and Student Resources
• Licensure of Educator Personnel

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Accreditation.

Boston University is accredited by the New England Commission of Higher Education (NECHE).

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STEM Education PhD

The STEM Education PhD program at UMass Dartmouth helps address the national shortage of essential STEM educators and the need for better STEM education teaching practices. Doctoral students gain in-depth knowledge, robust interdisciplinary research skills, and a variety of practical experiences. The STEM Education PhD offers concentrations in Mathematics Education and Science Education .

In this doctoral program, you will develop the knowledge and skills needed to:

• reconstruct, appropriate, and develop mathematical and scientific knowledge
• explore approaches that emerge from the study of the research literature
• write original research that represents your own contribution to knowledge
• use critical-thinking skills to deal with transformation of knowledge
• formulate and design solutions to complex educational problems

Your research projects involve real-world situations ranging from local schools to higher education departments and other formal and informal learning settings. Your advisors will work with you as you conduct, publish, and present your own research throughout the program.

Doctoral students can explore questions about:

• how to improve STEM education at the K-12 level
• how to promote better learning in STEM fields
• how to engage more K-20 students in STEM-related fields
• how to prepare teachers to better teach STEM content
• how to develop materials to support teaching and learning in STEM fields

The Kaput Center

UMass Dartmouth has a long-standing tradition of leadership in STEM with its nationally renowned  Kaput Center for Research and Innovation in STEM Education . The Kaput Center fosters a spirit of innovation among the faculty, graduate students and educational and scientific institutions, industry, and federal agencies. All benefit from the expertise of UMassD faculty and graduates and their research.

Degree requirements

• 18 credits of introductory coursework to develop your knowledge of research tools, methodologies and theories
• 18 credits of preparatory coursework that refines and focuses your understanding of the research process
• 36 hours of doctoral work, 12 of which are doctoral coursework and 24 credits of dissertation research

Student success

Accepts tenure-track position at Appalachia State University

UMassD School of Education mean starting salary: $ 64,362

Assistantship opportunities.

A limited number of assistantships are available on a competitive basis. This award is subject to the work needs of the position and department, your satisfactory performance of duties, your academic record, and availability of funds, and may be subject to change.

Learn more about assistantships at UMass Dartmouth

University requirements for graduate admissions

• Submit an application via the online portal. Be sure to provide your full legal name and to capitalize the first letter of all proper nouns.
• Pay non-refundable $60 application fee (American Express, Discover, MasterCard or Visa) via the online portal. For Nursing applicants, the non-refundable application fee is $75.
• Statement of Purpose, minimum 300 words. Unless otherwise indicated in the program requirement details, indicate your graduate study objectives, research interests and experience, and business or industry experience if applicable. If you are applying for a teaching or research assistantship, include any special skills or experience that would assist us in making assistantship decisions.
• Transcripts for all post-secondary institutions attended (regardless of whether a credential is earned or not). Unofficial transcripts are accepted for admissions application review, once enrolled a final official transcript is required. International students applying with an transcript evaluation, please submit that document with your unofficial transcripts. International applicants for Data Science must submit semester-by-semester transcripts as well as consolidated transcripts. 
• Many programs have specific recommendations/requirements, please see the additional program-specific requirements for more information.
• International students : official TOEFL iBT, IELTS, Pearson PTE or Duolingo (if accepted by program) score. Unofficial scores are accepted for admissions application review, once enrolled official scores are required and must be sent by the testing agency (copies/scans not accepted). This is required of any applicant who did not earn a bachelor’s degree or higher degree from an accredited academic institution in the U.S. or accepted English-speaking country, see exemptions for more details . We require an overall/total minimum score of 72 on the TOEFL iBT or BAND 6.0 on the IELTS or a 52 on the Pearsons PTE Academic for entrance to any program and a minimum score of 79 on the TOEFL iBT or BAND 6.5 on the IELTS for consideration for a teaching assistantship. Some programs require higher minimum scores (see program-specific requirements). Most programs also accept the Duolingo with a minimum score of 95. The following programs do not accept the Duolingo: Art Education, Biology/Marine Biology, Nursing (MS, DNP, PhD), Psychology: Clinical, and Public Policy. 
• All official documents are required for enrollment, please have documents (ie. test scores) sent prior to the expiration. 

Program-specific requirements

Candidates must submit the required application materials, university requirements and program-specific requirements, for consideration.

• GRE is waived
• 3 letters of recommendation. Applicants will be required to provide the recommenders name and email address so we can contact the recommender for the letter of recommendation.

Program deadlines

STEM Education faculty

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• Diversity, Equity, and Inclusion Statement
• UMassD Course Catalog

Course descriptions, schedules and requirements

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Discover why UMass Dartmouth is the right place to earn an advanced degree or certificate.

Application deadlines

Fall: September 1 Spring: Fall only Summer: Not applicable

Stephen Witzig , PhD

Associate Professor Education Liberal Arts 398E

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Berkeley School of Education

Ma and phd programs, about our ma and phd.

Earning a Master’s of Arts degree (MA) or doctorate (PhD) from Berkeley’s School of Education often leads to a career as an educational scholar and researcher in schools, colleges, and universities; non-profits and think tanks; and corporations.

In your application, we encourage you to describe your research interests as well as your desire to study with particular faculty in their application materials. If you wish to study educational topics outside those framed in the list below, we still encourage you to apply to earn your MA or PhD because we want innovative thinkers among us.

During the first semester, all students build a plan of study in consultation with their advisor(s). This plan is revisited, updated, and revised yearly thereafter.

What Doctoral Students Can Expect

During the first two years of study, the Berkeley PhD in Education introduces you to research on current issues in education, theories of learning, human development, and inequality, educational policy, and research methods. Students proceed through the program during the first two years in a cohort, taking core courses together.

The degree program’s structure ensures that you have a broad understanding of important topics in education and that you begin developing the research expertise needed to carry out independent research projects. You will also begin to take elective courses within and outside the BSE in your expected areas of expertise.

By the third and fourth years of study, you are expected to develop greater expertise in your research specialties in close consultation with your faculty advisors. You also take advanced seminars; engage in independent studies and research apprenticeships; and complete an oral exam.

The concluding part of your doctoral studies is preparation of your dissertation proposal and the research and writing of your dissertation.

What Master's Students Can Expect

As a Master’s student, you join the Berkeley community for one academic year, affiliating with a cluster of specialization. MA students often complete courses and their Masters projects during the summer. You are required to complete 24 semester units, which equals seven to eight classes, depending on how many units are awarded for each class.

You will have access to your faculty advisors, an MA Coordinator, and Student Services staff within the School of Education.

Learn more about the core requirements for earning a Master's in Education .

Our faculty’s interests span a range of critical topics and issues that are crucial for the attainment of educational equity and greater impact in schools and communities. The broad clusters of our faculty’s expertise are listed below. Click on any of the titles to see faculty who are engaged in this research.

Critical Studies of Race, Class, and Gender

• Critical Social and Cultural Theories
• Globalization, Immigration, and Migration
• Race & Social Inequality in Urban Education
• Domination and Resistance across Educational Settings
• Social Identities in Educational Contexts
• Language, Literacy, and Digital Media

Language, Literacy, and Culture

• Sociocultural aspects of language use and development across the lifespan
• Linguistic and cultural diversity in language and literacy education
• Intersections of disability and language and literacy learning
• Race and inequality in language and literacy education
• Bi/multilingualism and translanguaging in schools and communities
• Indigenous language maintenance and education in local and global contexts
• Literacy in a Digital Age
• Literacy in and out of School

Learning Sciences and Human Development

• Cognitive, Human, and Social Development 
• Mathematics and Science Education
• Teacher Learning and Education
• Technology and Digital Media

Policy, Politics, and Leadership

• Leadership in Educational Organizations
• Policy Analysis and Program Implementation
• Politics of Education Advocacy
• School Improvement

Social Research Methodologies

• Data Science
• Design-Based Research
• Measurement
• Qualitative Research Methods
• Statistics and Econometrics

School Psychology

    •     Program Aims and Training Goals     •     Faculty     •     Sequence     •     How to Apply     •     Student Admissions, Outcomes, and Other Data     •     Student Handbook     •     Publications and Presentations     •     School Psychology-Resources

Doctorate in Education Degrees in Massachusetts

If you want to pursue the top positions in the field of education, earning your EdD or Doctorate in Education is a critical step in the right direction. With your EdD you can develop into a leader that has a significant impact in your organization’s performance and ability to inspire students. EducationDegree.com is your way to find the information you need to choose the right doctorate in education program. Continue reading to learn more about earning your EdD in Massachusetts. And contact our featured programs to learn more!

PhD Programs in Massachusetts

Massachusetts has excellent universities that offer programs for students who would like to get their doctorate in education, and they are typically 36 months long. There are a wide variety of fields offered in education, which focus the necessary skills to perform in a leadership position and to develop new skills in statistical and data analysis. The opportunity to be published in an academic journal while working with a faculty member is also feasible. A doctorate in education prepares the leaders of tomorrow’s educational systems to conduct original research, focus on the study of policies of education, to become professors in universities and lead the transformation urban schools.

The doctorate programs for education include:

• Leadership and Policy Studies
• Higher Education Leadership
• International Education Policy and Management
• Education/Higher Education Administration
• Educational Administration
• Educational Leadership

More than 75 percent of Johnson and Wales University doctoral students have advanced to leadership positions. This university utilizes the Cohort Model, which addresses the challenges of education as a team.

Starting in 2010, Harvard began offering a tuition free three year program in education leadership with the goal of preparing leaders to be able to guide an environment that is rapidly changing. The third year will be spent as a resident in the urban public schools of New York, Atlanta and Denver.

Vanderbilt Peabody College also has a unique educational style that takes 36 months to complete utilizing a weekend program. It blends practice and theory that centers on the problems of educational practice and policy.

Career Outlook for Graduates in Massachusetts

The difference between a Doctor of Education degree (EdD) and a Doctor of Philosophy Degree (PhD) is the Doctor of Philosophy is more theoretical and research based. The EdD tends to be more project based, so the available employment opportunities are more scholastic, administrative or involving research in education with public or private organizations. Certainly this degree presents better job opportunities. Starting salaries can range from $60,000 to $70,000.

Massachusetts, like so many other states, cannot fill their faculty positions in science and math. There are some other excellent job opportunities. For instance, Boston University is seeking a candidate to be the Chair of the Department of Epidemiology. Boston University receives $4.56 million annually in research awards and are currently conducting research on infectious diseases.

Northwestern University in Boston is seeking an Associate/Full Professor, and there is a Dean of the College of Education position that reports directly to the Provost. This type of position can pay $107,294 up to $137,557, depending on qualifications and past experience. A Director position is also available at Wheelock College at the Boston campus. The Director is the chief executive at Wheelock, which is a college that prepares international students wishing to enroll in American colleges.

There are also many positions available in universities, which are non-teaching positions. These include administrative positions and those in the areas of research.

To advance in the field of education, review our featured programs request information from the doctorate in education programs that interest you. We recommend contacting multiple schools to be sure you make the best decision!

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Higher Education

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The Higher Education Doctoral Program focuses on issues of concern to leaders in all types of higher education institutions, including community colleges and four-year institutions, both public and private. The curriculum covers topics such as organization and leadership, teaching and learning, college student development, diversity, public policy, institutional change, college access, equity, globalization, finance, and community engagement. Students also develop a strong foundation in both quantitative and qualitative research methods, as well as an understanding of the social and historical foundations of higher education. If students plan to pursue a career that includes one or more of the following: College teaching/faculty, Research, Policy analysis, and/or Provost or chief academic officer, then apply to the PhD in Higher Education. CIP Code: 13.0101

Possible Career Paths

Education Teachers, Postsecondary

The University of Massachusetts Boston is a nationally-ranked public research university known for its inclusive culture, student-centered teaching and deep connections to the booming economy and rich civic life of Boston. Nationally recognized as a model of excellence for urban public research universities, UMass Boston is the most diverse research university in the Northeast.

• Faculty, Staff and Students
• Hope Barkoukis

Hope Barkoukis, PhD, RDN, LD, FAND

Chair of the Department of Nutrition, and the curriculum creator/faculty co-lead for the Jack, Joseph and Morton Mandel Wellness and Preventive Care Pathway for medical students. The Mandel Pathway introduces medical students to stress reduction techniques, social well-being habits, nutrition, lifestyle and culinary medicine. In 2018 the Mandel Pathway received national recognition and an award for Innovation in Teaching future health care professionals from the Alliance for a Healthier Generation. Teaching awards include the 2019 Outstanding Dietetic Educator from Nutrition Dietetics Education Professionals and the Ohio Academy of Nutrition and Dietetics, Top Prof, and the John S. Diekhoff Graduate Award for teaching excellence from CWRU. Advanced training includes Culinary Coaching from Harvard University and the Institute for Lifestyle Medicine and advanced training in culinary arts. Countless culinary & nutrition educational sessions for students, consumers and professional audiences have been presented, including recently for ≥ 300 attendees at the Academy’s national Food, Nutrition and Exhibition.

Research experience ranges from the design of nutrition, food and culinary intervention studies; nutrition counseling of culturally diverse populations; competency in body composition techniques, respiratory calorimetry, energy balance determinations, nutritional status and dietary assessments, protein analyses, use of mass spec and stable isotopes for metabolic research. Several funded NIH research interventions have focused on manipulating the types of dietary carbohydrates and dietary glycemic index to achieve greater control of glucose response and substrate utilization using the dietary intervention I have created. I have significant expertise in collaborating with investigators across several disciplines.

Teaching Information

Teaching interests.

Nutrition for the aging and aged, culinary medicine, vitamins, nutrition for healthcare professionals, sports nutrition

Courses Taught

Office hours.

By appointment

Research Information

Research projects.

• In planning stages: Culinary medicine in dietetic education curriculum requirements and undergraduate education;
• This study will determine the effects of abnormal glucose utilization and flux through the hexosamine biosynthetic pathway on cell proliferation and nitric oxide deficiency in idiopathic PAH.
• Role: Co-Investigator
• This study investigates the impact of lifestyle interventions on maternal and infant outcomes. Nutrition students were/(continue to be) trained to be ‘lifestyle coaches’.
• This study is creating a consumer useful tool to assess contamination in over the counter dietary supplements and investigating the accuracy of this tool.

Awards and Honors

External appointments, publications.

View Publications

Selected Publications

• Eddie Hill, Hima Sapa, PhD, Lavinia Negrea, MD, Kristin Bame, MS, RDN, CSR, LD, Thomas Hostetter, MD, Hope Barkoukis, PhD, RDN, LD, FAND, Adriana Dusso, PhD, Mirela Dobre, MD. (2020). Effect of Oat B Glucan Supplementation: A feasibility Study. J Renal Nutrition, 30(3);208-215.
• ML Erickson, J Mey, CL Axelrod, D Paul, R Russell, H Barkoukis, G OTierney, JP Kirwan. (2020). Rationale and Study Design for Lifestyle Intervention on Preparation for Pregnancy (LIPP): A Randomized Clinical Trial. Contemporary Clinical Trials 94:106:624
• Sahera Dirajlal-Fargo, Jiao Yu, Majusha Kulkarni, Abdes Sattar, Nicholas Funderburg, Hope Barkoukis, Grace McComsey. (2019). Brief Report: Zinc Supplementation and Inflammation in Treated HIV. J Acquired Immune Def Syndrome, November 1:82(3);275-280.
• Barkoukis H, Swain J, Rogers K, Harris S. (2019). Culinary Medicine and the RDN: Time for a leadership role.https://doi.org/10.1016/j.jand.2019.01.012.
• Ritzenthaler, D., Chan, C., Papp, K. K., & Barkoukis, H. (2018). Zip, zap, zop: Improving medical student wellness. Journal of General Internal Medicine, 33 (2 Supplement 1), 755-756.
• Hari A, Fealy C, Solomon T, Haus J, Kelly K, Barkoukis H, Kirwan, J. Exercise induced improvements in glucose effectiveness are blunted by high glycemic diet in pre-diabetics. Acta Diabetologicia, Jan 5, 2019. https://doi.org/10/.1007/s00592-018-1272-2

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American Fellowships

Funding:  $8,000–$50,000 Opens: September 3 Deadline:  November 15

The American Fellowship program began in 1888, a time when women were discouraged from pursuing an education. It is AAUW’s largest fellowship program and the oldest non-institutional source of graduate funding for women in the United States.  

AAUW American Fellowships support women scholars who are pursuing full-time study to complete dissertations, conducting postdoctoral research full time, or preparing research for publication for eight consecutive weeks. Applicants must be U.S. citizens or permanent residents. Candidates are evaluated based on scholarly excellence; quality and originality of project design; and active commitment to helping women and girls through service in their communities, professions, or fields of research.  

Dissertation: The purpose of the American Dissertation Fellowship is to offset a scholar’s living expenses while they complete their dissertation. F ellows must use the award for the final year of writing the dissertation. Applicants must have completed all course work, passed all preliminary examinations, and received approval for their research proposals or plans by the preceding November. Students holding fellowships for writing a dissertation in the year prior to the AAUW fellowships year are not eligible. Open to applicants in all fields of study. Scholars engaged in science, technology, engineering , and math fields or those researching gender issues are especially encouraged to apply.  

Postdoctoral: The primary purpose of the American Postdoctoral Research Leave Fellowship is to increase the number of women in tenure-track faculty positions and to promote equity for women in higher education. This fellowship ’s purpose is to assist the candidate in obtaining tenure and further promotions by enabling them to spend a year pursuing independent research. Tenured professors are not eligible. Open to applicants in all fields of study. Scholars engaged in science, technology, engineering , and math fields or those researching gender issues are especially encouraged to apply.  

Publication: The Short-Term Research Publication Grants provide support to scholars to prepare research manuscripts for publication. AAUW’s funding priority is for applicants whose work supports the vision of AAUW: to break through educational and economic barriers so that all women have a fair chance. Time must be available for eight consecutive weeks of final writing and editing in response to issues raised in critical reviews. These fellowships can be for both tenure-track and part-time faculty, and to new and established researchers. The purpose is to assist the candidate in obtaining tenure and other promotions. Tenured professors are not eligible. Open to applicants in all fields of study. Scholars engaged in science, technology, engineering , and math fields or those researching gender issues are especially encouraged to apply.  

Award Amount

Dissertation Fellowship: $25,000

Postdoctoral Research Leave Fellowship: $50,000

Short-Term Research Publication Grant: $8,000

September 3, 2024 Application opens.

November 15, 2024, by 11:59 p.m. Pacific Standard Time Deadline for online submission of application, recommendations, and supporting documents.

April 15, 2025 Notification of decision emailed to all applicants. AAUW is not able to honor requests for earlier notification.

July 1, 2025–June 30, 2026 Fellowship year

When a date falls on a weekend or holiday, the date will be observed on the following business day.  

Eligibility

Applicants of all American Fellowships must meet the following criteria:  

• Members of the AAUW Board of Directors, committees, panels, task forces and staff, including current interns, are not eligible to apply for AAUW’s fellowships and grants. A person holding a current award is eligible for election or appointment to boards, committees, panels and task forces.  
• American Fellowship candidates must be U.S. citizens or permanent residents.  
• Fellowships are open to women, including people who identify as women, in all fields of study at an accredited institution of higher education. AAUW will make final decisions about what constitutes eligible institutions.  
• Applicants may not apply for another AAUW national fellowship or grant in the same year.  
• Distance learning/online programs: Fellowships support traditional classroom-based courses of study at colleges or universities. This fellowship program does not provide funding for distance learning or online programs or for degrees heavily dependent on distance learning components. Final decisions about what constitutes distance learning under these fellowships will be made by AAUW. AAUW will accept applications from applicants who are temporarily studying remotely due to COVID-19 precautions at their institution.  
• American Fellowships are not open to previous recipients of any AAUW national fellowship or grant (not including branch or local awards or Community Action Grants).

A pplicants of Dissertation Fellowships must also meet the following criteria :  

• The American Dissertation Fellowship must be used for the final year of writing the dissertation. Applicants must have completed all coursework, passed all preliminary exams, and had the dissertation research proposal or plan approved by November 1, 2023 . The doctoral degree/dissertation must be completed between April 1 and June 30, 2025 . Degree conferral must be between April 1 and September 15, 2025 .  
• Dissertation Fellows are not required to study in the U.S.  
• Students already holding a fellowship or grant for the purpose of supporting their final year of writing or completing the dissertation the year before the fellowship year are not eligible to apply for the American Dissertation Fellowship.  
• The Dissertation Fellowship is intended for applicants who are completing their first doctoral degree.  
• Applicants may apply up to two times for a fellowship for the same dissertation project.  

A pplicants of Postdoctoral Fellowships must also meet the following criteria :  

• American Postdoctoral Research Leave Fellowship applicants must hold a Ph.D., Ed.D., D.B.A., M.F.A., J.D., M.D., D.M.D., D.V.M., D.S.W., or M.P.H. at the time of application.  
• Tenured professors are not eligible.  

Applicants of Publication Grants must also meet the following criteria :  

• American Short-Term Research Publication Grant applicants must hold a Ph.D., Ed.D., D.B.A., M.F.A., J.D., M.D., D.M.D., D.V.M., D.S.W., or M.P.H. at the time of application.  
• Tenured professors are not eligible.
• American Short-Term Research Publication Grants are for tenure-track, part-time, and temporary faculty, as well as new and established researchers at universities. Scholars with strong publication records should seek funding elsewhere. Applicants must have time available for eight consecutive weeks of final manuscript preparation. While many recipients, especially full-time faculty members, will use the award s during the summer, recipients may use the funds at any time during the award year. Applicants must demonstrate that the support will result in a reduction of their ongoing work-related activities during the eight-week period .  
• American Short-Term Research Publication Grants are not for preliminary research. Activities undertaken during the grant period can include drafting, editing, or modifying manuscripts; replicating research components; responding to issues raised through critical review; and other initiatives to increase the likelihood of publication.  
• The grantee must be listed as the sole author, senior author, first author, or an author of equivalent significance.  

Selection Criteria and Application Review

The panel meets once a year to review applications for funding. Awards are based on the criteria outlined here. The panel’s recommendations are subject to final approval by AAUW. Fellowships are awarded on a competitive basis according to funds available in a given fiscal year.  

To ensure a fair review process, AAUW does not comment on the deliberations of the award panels. AAUW does not provide evaluations of applications. No provisions exist for reconsidering fellowship proposals.

Applications and supporting documents become the sole property of AAUW and will not be returned or held for another year.  

In selecting fellowship recipients, the following criteria will be considered:  

• Applicant’s scholarly excellence.  
• Quality of project design.  
• Originality of project.  
• Scholarly significance of project to the discipline.  
• Feasibility of project and proposed schedule.  
• Qualifications of applicant.  
• Applicant’s commitment to women’s issues in the profession/community.  
• Applicant’s mentoring of other women.  
• Applicant’s teaching experience.  
• Potential of applicant to make a significant contribution to the field.  
• Applicant is from an underrepresented racial/ethnic background.  
• Applicant will be in an underrepresented area of the country and/or type of university other than a top-level research institution during the award year.  
• Financial need.  

The primary criterion for fellowship awards is scholarly excellence. Applications are reviewed by distinguished scholars and should be prepared accordingly.  

American Postdoctoral Research Leave Fellowship and American Short-Term Research Publication Grant: When comparing proposals of equal merit, the review panel will give special consideration to women holding junior academic appointments who are seeking research leave, women who have held the doctorate for at least three years, and women whose educational careers have been interrupted. Preference will also be given to projects that are not simply a revision of the applicant’s doctoral dissertation and applicants whose work supports the vision of AAUW: to break through educational and economic barriers so that all women have a fair chance.  

Regulations

American Fellowships funds are available for:  

• Educational expenses (American Dissertation Fellowship and American Postdoctoral Research Leave Fellowship only).  
• Living expenses.  
• Dependent child care.  
• Travel to professional meetings, conferences, or seminars that does not exceed 10 percent of the fellowship total (American Dissertation Fellowship and American Postdoctoral Research Leave Fellowship only).  

Additionally, American Short-Term Publication Grant funds are available for:  

• Clerical and technical support.  
• Research assistance related to verification (not basic research).  
• Office supplies, postage, copying and related expenses.  
• Journal fees.  

American Fellowships funds are not available for:  

• Purchase of equipment.  
• Indirect costs.  
• Research assistants.  
• Previous expenditures, deficits, or repayment of loans.  
• Publication costs (except for American Short-Term Publication Grants).  
• Institutional (overhead) costs.  
• Tuition for dependent’s education.  
• Tuition for coursework that is in addition to credits required for maintaining full-time status while completing a dissertation.  
• Extended field research (applicable to American Dissertation Fellowships only).  

Additionally, American Short-Term Research Publication Grants funds are not available for:  

• Salary increase.  
• Doctoral dissertation research or writing.  

AAUW regards the acceptance of a fellowship as a contract requiring fulfillment of the following terms:  

• All American Fellowship recipients are required to sign a contract as acceptance of the award. Retain these instructions as they will become part of the fellowship contract if the applicant is awarded a fellowship.  
• An AAUW American Fellow is expected to pursue their project full time during the funding period (July 1–June 30). No partial fellowships are awarded. Fellowships may not be deferred.  
• American Postdoctoral Research Leave Fellows and American Short-Term Research Publication Grantees cannot pursue a degree during the award period.  
• Any major changes in plans for the award year must have prior written approval from AAUW.  
• AAUW must be notified promptly of any change in the status of an application resulting from acceptance of another award.  
• Stipends are made payable to fellows, not to institutions.  
• The determination of whether there is a tax obligation associated with the receipt of an AAUW award is the sole responsibility of the applicant. Specific questions regarding income tax matters should be addressed with the U.S. Internal Revenue Service, the applicant’s financial aid office or a personal tax adviser. AAUW cannot provide tax advice. AAUW is a nonprofit, tax-exempt 501(c)(3) public charity founded for educational purposes.  

Required Components*

Start the application process by clicking the Apply Now button below to access the application and create an account through our vendor site. Complete all required components in the following tabs.  

• Recommendations: Standardized or form-letter recommendations are discouraged. AAUW does not accept references from dossier services such as Parment or Interfolio.
• Dissertation Fellowship applicants: Applicant must provide two recommendations from the applicant’s advisers, colleagues or others well acquainted with the applicant, their project and their teaching. One of the two recommendations must be from the applicant’s dissertation advisor.
• Postdoctoral Research Leave Fellowship applicants: Provide two recommendations from the applicant’s advisers, colleagues or others well acquainted with their project or work.
• Short-Term Research Publication Grant applicants: Provide two recommendations from the applicant’s advisers, colleagues or others well acquainted with the applicant, their project/work and their teaching.
• Dissertation Fellowship applicants: Submit transcripts for all graduate work and courses listed in the application. Transcripts must show grades for coursework transferred in. If the transcript shows transfer courses and credits without grades, a transcript from the institution where the courses were taken is required. If you studied at an institution that does not require coursework or provide transcripts, an institutional letter stating that is required.
• Postdoctoral Research Leave Fellowship and Short-Term Publication Grant applicants: Proof of degree: Submit transcript(s)** or original letter showing proof of a Ph.D., Ed.D., M.F.A., J.D., M.D., D.M.D., D.V.M., D.B.A., D.S.W., or M.P.H. degree.
• Dissertation Fellowship applicants: Dissertation certification form: Submit the form verifying the completion of all required coursework and qualifying examinations for the doctorate and approval of your dissertation research proposal (plan of research) signed by an institutional officer. No substitutions for this form will be accepted.
• Dissertation applicants: If you will conduct your project at an institution other than your own during the fellowship year, submit the form that indicates you have approval from the institution and the authority with whom the work will be done to conduct the research, laboratory or office space, and library privileges during the fellowship year. No substitutions for this form will be accepted. If you will conduct your project at your home institution, no project institution form is needed.
• Postdoctoral Research Leave Fellowship and Short-Term Publication Grant applicants: Submit the form that indicates you have approval from the proposed institution and the authority with whom the work will be done to conduct the research and have institutional affiliation, laboratory or office space, and library privileges during the fellowship year. No substitutions for this form will be accepted.

*A certified English translation is required for all components provided in a foreign language. Translations must bear a mark of certification or official signature that the translation is true and complete.

**All transcripts provided must include the applicant’s full name, the school’s name, all courses and all grades, as well as any other information requested in in the application instructions.  

See More Fellowship and Grant Opportunities

For questions or technical support from ISTS, our technical consultant, please email [email protected] . Enter AAUW-AF if the website prompts you for a program key. We encourage applicants not to opt out of communications from ISTS, to ensure you receive important communications from AAUW.  

Meet a Recent American Fellow

Sarah Biscarra Dilley ’s research is focused on matrifocal and gender-expansive governance from northern villages of yak titʸu titʸu yak tiłhini to Mokupuni o Hawai‘i, rooted in shared land and kinship-based epistemology. Her written, visual and material practice is grounded in collaboration across experiences, peoples and place, connecting extractive industries, absent treaties and enclosure to emphasize movement, embodied protocol and possibility. Her aspirations are toward cultural resurgence and the return of land to her families’ stewardship.

Our Alumnae

Ayana Johnson

2010–11 American Fellow and marine biologist, policy expert and conservation strategist. She is the founder and CEO of Ocean Collectiv and founder of Urban Ocean Lab.

Melissa Harris-Perry

2001-02 AAUW American Fellow and Maya Angelou Presidential Chair at Wake Forest University, a columnist for the Nation, editor-at-large for ZORA, author of Sister Citizen: Shame, Stereotypes, and Black Women in America , and former host of The Melissa Harris-Perry Show on MSNBC.

Kimberly Ennico-Smith

1997-98 AAUW American Fellow and staff scientist with NASA who served as deputy project scientist for NASA’s New Horizons Mission, the historic project responsible for capturing unprecedented photos of Pluto.

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Harvard reports slight decline in Black students in wake of affirmative action ruling

FILE - Rowers paddle down the Charles River near the campus of Harvard University in Cambridge, Mass., March 7, 2017. (AP Photo/Charles Krupa, File)

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BOSTON (AP) — There was a slight decline in the number of Black students in Harvard University’s freshman class, the first admitted since a Supreme Court ruling struck down affirmative action in higher education.

The impact of the ruling is still coming into focus at selective universities around the country, with some reporting significant swings in the numbers of students of color and others seeing little change.

In a case sparked by challenges to admissions plans at Harvard and the University of North Carolina at Chapel Hill, the court’s conservative majority last year barred colleges from considering race, leaving many searching for new ways to promote student diversity .

Data released Wednesday by Harvard showed 14% of incoming students identified as Black, a drop of 4% from the class before it. Latino students made up 16% of the freshman class, an increase of 2% while Asian-American numbers remained the same at 37%.

“We have worked very hard for many decades to ensure that students from every background come to Harvard and make a difference to their fellow classmates, the nation, and the world,” William Fitzsimmons, dean of admissions and financial aid, said in a statement. “We will continue to fulfill our mission, even as we continue to follow the law with great care.”

For students of color, drops in their numbers can dramatically affect the campus environment, said Jeannie Park, the co-founder and a board member of Coalition for a Diverse Harvard.

“Harvard must address why it fell short, especially compared to other colleges,” Park said in a statement. “Practices such as reinstating test-optional applications and ending legacy and donor preferences — and much more — must be instituted asap.”

Richard Kahlenberg, director of the American Identity Project at the Progressive Policy Institute, said he welcomed the preservation of “robust levels” of racial diversity and questioned how Harvard adapted its admissions practices.

“The million dollar question is whether Harvard achieved racial diversity legally, by giving a boost to economically disadvantaged students of all races or by cheating and employing covert racial preferences,” said Kahlenberg, who testified as an expert witness for the plaintiffs in the Harvard trial, Students for Fair Admissions.

The enrollment changes at Harvard mirror what has been seen at some other colleges, although the declines in the number of Black students have been sharper at some other schools.

Massachusetts Institute of Technology saw the percentage of Black students drop from 15% to 5% while Amherst College saw a decline from 11% to 3%. At Tufts University, the drop in the share of Black students was closer to Harvard’s data, falling from 7.3% to 4.7%.

UNC reported drops in enrollment among Black, Hispanic and Native American students in its incoming class. At Yale, the University of Virginia and Princeton, the change in the number of Black students year-over-year was less than a percentage point.

Many colleges did not share the demographics of applicants, making it impossible to know whether fewer students of color applied, or were admitted but chose not to attend.

Experts say the end of affirmative action is one of several factors that have shaped the makeup of freshman classes. Some colleges are changing standardized test requirements . And the federal government’s botched rollout of a new financial aid form complicated decisions of students nationwide on where and whether to attend college.

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news Obituaries

Mona Hersh-Cochran, first woman to earn Ph.D from SMU, dies

The economics expert advocated for her texas woman’s university students..

Staff writer

6:00 AM on Sep 11, 2024 CDT

Mona Hersh-Cochran, who inspired thousands of students after becoming the first woman to earn a Ph.D. from Southern Methodist University, died Sept. 6 . She was 89.

Hersh-Cochran spent more than three decades teaching at Texas Woman’s University, where she mentored students and published research whose topics included factors driving the gender pay gap.

“We like to say that she was a women’s libber before women’s lib was cool,” said her son, Ken Hersh, president and CEO of the George W. Bush Presidential Center. “She was always an advocate for women, and she was always a resource for her students.”

Hersh-Cochran was recognized as a health economics specialist. She served as an adviser to the World Health Organization as well as a consultant to what was the U.S. Department of Health, Education and Welfare.

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Her work earned numerous awards, including SMU’s Distinguished Alumni Award. But those who knew her said her most precious honor came when former students banded together to form the Mentored by Mona club.

“Her students were her legacy, and they stayed in her life forever,” daughter Paula Hersh said.

Patty Hejney was part of that club. She graduated from Texas Woman’s University in 1976 and credits Hersh-Cochran for helping her secure scholarship money, a summer internship in Washington, D.C., and eventually a job with the Treasury Department.

“She told me once that even more than teaching us the course of economics, she wanted to teach us to think,” Hejney recalled.

Hersh-Cochran followed the careers of “her girls” with pride, Hejney said, keeping in touch with many of them through their own retirements.

Hersh-Cochran distilled her message during a 2001 speech when she accepted an award from Girls Inc.

“Don’t get sidetracked by babies; don’t get sidetracked by drugs; and don’t get sidetracked by people like Britney Spears,” Hersh-Cochran said at the time. “Think of yourself as having a career, not a job. A husband and marriage may come and go. Stay on track; set your goals; and you will achieve them.”

College life could be hostile to women – especially those balancing roles as a wife and mother, she recalled in her speech. Each day, she rushed off campus at 4 p.m. to relieve the babysitter by 4:30.

She impressed upon her own children that education was non-negotiable and mentorship was vital.

Paula Hersh said her mother was proud to have spent her career at a school focused on educating women.

“TWU was known for being a nursing school, so she’d recruit the nursing students to take economics and tell them it was important for their lives,” Paula Hersh recalled.

Hersh-Cochran’s presence at the front of the classroom was inspiring on its own, former students said. But she also doled out practical advice to help her girls succeed.

Jane Koch Carothers, who graduated in 1969, said her professor once advised her before a job interview at Texas Instruments: If you’re asked about typing, just say that you don’t know how.

Otherwise, Hersh-Cochran warned, you might get relegated to the steno pool.

Koch Carothers got the job she wanted — as a market analyst.

“Mona Hersh-Cochran was a pioneer in more ways than one,” TWU Chancellor Carine Feyten said in a statement. “Her former students remember her as someone who could make economics entertaining and easier to understand. Sometimes, she would bring a shopping cart full of groceries into class to talk about inflation.”

Hersh-Cochran was born in Philadelphia in 1934 and raised in Atlantic City, N.J., by her mother and grandmother. She spent her childhood roller skating through the streets and walking the boardwalk, according to a 2013 interview with the Dallas Jewish Historical Society.

She earned her bachelor’s degree from Rutgers University in 1956 before moving to Dallas and earning her doctorate from SMU a decade later.

Her three children were in the audience during her historic graduation ceremony.

“I got hooded, and the kids were yelling, ‘There’s my mommy! There’s my mommy!’” Hersh-Cochran said during the 2013 interview.

SMU President R. Gerald Turner called her career remarkable.

“Her tireless dedication to helping others, her intelligence and her unwavering support will be deeply missed,” he said in a statement.

After retiring, Hersh-Cochran traveled in an RV and took cruises, visiting friends and attending symphonies along the way.

“She filled up her bucket list. She really did,” Paula Hersh said.

Hersh-Cochran relied on several caregivers over the last few years. One of them worked for her while pursuing a college degree. Hersh-Cochran encouraged the caregiver to use her education to become a teacher.

The woman now works in a Dallas school, Paula Hersh said.

“In true form, she was a teacher and a mentor to the final days,” she said of her mother.

Hersh-Cochran was preceded in death by husband, Kendall P. Cochran and, later, longtime companion Gustave L. Hoehn. In addition to her children Paula and Ken, she is survived by daughter Susan Geller and many grandchildren.

Talia Richman , Staff writer . Talia is a reporter for The Dallas Morning News Education Lab. A Dallas native, she attended Richardson High School and graduated from the University of Maryland. She previously covered schools and City Hall for The Baltimore Sun.

PhD in Special Education

The special education PhD program helps students develop advanced foundational knowledge in the area of special education, yet provides the latitude necessary for a program of research that meets the student’s individual research focus, planned in collaboration with their advisor. Our doctoral students are likely to arrive with an extensive knowledge base at the master’s level of special education, which often exceeds 42 credits. The PhD concentration in special education extends this knowledge base by encouraging the development of both breadth and depth in an area of study that will carry students well beyond the dissertation as they transition into research careers. The special education program meets the criteria established by national and state accrediting boards, the Council for Exceptional Children (CEC), and the National Council for Accreditation of Teacher Education (NCATE). Disciplinary accreditation is critical to fostering national visibility, developing a pool of strong applicants, and placing graduates in jobs.

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