ED-PHD - Education (PhD)

The Graduate School of Education offers the Doctor of Philosophy (Ph.D.) degree in all program area committees. The degree is conferred by the University upon recommendation by the faculty of the Graduate School of Education and the University Committee on Graduate Studies. The Ph.D. requires a minimum of 135 units of course work and research completed at Stanford beyond the baccalaureate degree. Students may transfer up to 45 units of graduate course work. Students must consult with the Assistant Director of Degree Programs if they intend to transfer prior course work. Students must maintain a grade point average (GPA) of 3.0 (B) or better in courses applicable to the degree.

Students should note that admission to the doctoral program does not constitute admission to candidacy for the degree. Students must qualify and apply for candidacy by the end of their second year of study and should obtain information about procedures and requirements during their first year from the Director of Degree Programs.

Ph.D. students must complete a minor in another discipline taught outside the school, or hold an acceptable master’s degree outside the field of education, or complete an approved individually designed distributed minor that combines relevant advanced work taken in several disciplines outside the school.

Upon admission, the admitting area committee assigns an initial adviser from its faculty who works with the student to establish an appropriate and individualized course of study, a relevant minor, and project research plans. Other faculty members may also be consulted in this process.

The following doctoral specializations, with their sponsoring area and concentration, are offered:

• Anthropology of Education (SHIPS)

• Developmental and Psychological Sciences (DAPS)

• Economics of Education (SHIPS)

• Education Data Science (SHIPS)

• Educational Linguistics (SHIPS)

• Educational Policy (SHIPS)

• Elementary Education (CTE)

• Higher Education (SHIPS)

• History/Social Science Education (CTE)

• History of Education (SHIPS)

• International Comparative Education (SHIPS)

• Learning Sciences and Technology Design (CTE, DAPS, SHIPS)

• Literacy, Language, and English Education (CTE)

• Mathematics Education (CTE)

• Organizational Studies (SHIPS)

• Philosophy of Education (SHIPS)

• Race, Inequality, and Language in Education (CTE, DAPS, SHIPS)

• Science Education (CTE)

• Sociology of Education (SHIPS)

• Teacher Education (CTE)

Up to 45 units of applicable graduate level coursework transferred from another institution or completed in another graduate degree program at Stanford can count toward the 135 units required for the doctoral residency requirement. When transferring the maximum 45 units of graduate coursework done elsewhere or at Stanford prior to admission to the PhD program, students must complete at least 90 units of courses taken at Stanford after admission to the PhD program in order to meet the residency requirements for the PhD degree, for a total of 135 units.

Graduate Advising

Doctoral Advising

These advising norms started with students entering Autumn 2019.

·         A team advising approach allows students to develop working relationships with a greater diversity of faculty members.

·         The adoption of team advising creates a distribution of work paired with a dynamic distribution of intellectual expertise.

·         The explicit framing of advising expectations and norms supports students and faculty in finding common ground and shared expectations.

·         Students and their academic advisors are expected to meet a minimum of two meetings per quarter.

·         Students and their support advisors are expected to meet a minimum of one time per quarter.

Advising Structure

First-year Advising Teams

In the first year, students work with an advising team. The lead advisor, a support advisor, and a student mentor serve the role of assisting students in their matriculation into graduate study. Students meet with lead advisors a minimum of twice per quarter, and with support advisors a minimum of once per quarter.

Ph.D. Advising Teams

After year one, students select their advising team. The primary advisor is expected to serve the role of the primary academic mentor for the student. The secondary advisor(s) support students as they progress through their second to fifth year academic milestones. The primary advisor and student are expected to meet twice per quarter. The secondary advisor(s) are expected to meet a minimum of once per quarter. Members of the first-year advising team do not have to be the same as those for the Ph.D. advising team. It is not unusual for students to switch to different advisors.

Advising Guidelines

In an effort to provide students with a high standard of academic advising support, advisors and students work to build a shared expectation of best advising practices. The goal is to establish clearly communicated pathways between students and their faculty advisors.

Faculty advisors are expected to:

Provide intellectual guidance:

·         help students develop academic and professional skills expected by the discipline;

·         guide students to design research experiences that build on their interests;

·         encourage collaboration, where appropriate, that entails the sharing of authorship or rights to intellectual property developed in research or other creative or artistic activity;

·         encourage students to be open about any problems in their work relationships, including with an advisor, and actively help to resolve those problems;

·         be aware of and direct students to University resources to support students;

·         provide students with timely, regular, and constructive feedback on academic products.

Assist students with knowledge of Stanford and GSE policies and practices:

·         familiarize themselves with relevant policies; consult with the Student Handbook and Academic Services Office;

·         review students’ graduate study program and help students with course selection;

·         help students understand the degree program’s requirements and make timely progress to degree;

·         discuss authorship policy in advance of entering into collaborative projects.

Demonstrate care for student wellness:

·         check-in with student to see how they are experiencing the program;

·         create space for students to share challenges;

·         refer students to campus resources as needed.

Assist students in preparation for the job market:

·         when possible, discuss the norms and expectations of the academic field students are entering;

·         assist students in preparation of research presented at conferences and in professional publications;

·         guide students in acquiring the professional skills necessary for conducting high quality research;

·         refer students to the EdCareers Office for career exploration and coaching.

Demonstrate professional academic behavior:

·         maintain timely communication with advisees;

·         set and consistently honor professional commitment and meetings in a timely manner;

·         facilitate graduate students’ timely academic progress toward degree completion;

·         model appropriate interaction with students, staff, and faculty.

Students are expected to:

Understand scope of faculty advisors’ role.

·         recognize that advisors provide the intellectual environment in which students learn and conduct research;

·         understand that faculty advisors are responsible for monitoring the accuracy, validity, and integrity of the students’ academic work, and, in the case of research, ensuring that the contributions of all participants are properly acknowledged in publications;

·         respect the time constraints and other demands on faculty members and staff;

·         publish results of work done under the advisors’ direction and/or in the advisors’ studio or laboratory only after consultation with advisors;

·         arrange meetings or communicate via other mechanisms with faculty advisors as often as necessary to keep the advisors informed of any factors that might affect their academic progress, including research or time to degree.

Be responsible for understanding and adhering to policies, requirements, and practices governing their degree and course requirements, financial support, and research activities.

·         consult University and school policies and handbooks for students;

·         fulfill the expectations of policies and requirements, seeking clarification from faculty advisors and staff when necessary.

Exercise high professional standards.

·         observe and adhere to the University's policies on academic integrity, professional conduct, and the responsible conduct of research;

·         acknowledge the contributions of faculty advisors and other members of the research team to students’ work in all publications and conference presentations;

·         acknowledge sources of financial support;

·         maintain the confidentiality of the faculty advisors' professional activities, including research, creation of original works and other creative endeavors, in accordance with existing practices and policies of the discipline;

·         informing faculty advisors of conflicts, and work towards a clear resolution;

·         interact with students, staff, and faculty colleagues in a professional manner to create a respectful work environment.

Education Data Science (EDS) Advising

Purpose

Providing assistance and accountability will help students and advisors hold similar expectations about the outcomes, intentions and organization of advisee meetings. Having a system of collective accountability supports overall support and engagement. 

Expectations

Meet Regularly

·         Year one

o    Every student meets with the EDS Program Director once by the end of the third week of Autumn quarter.

o    Minimum of one meeting per quarter with the EDS Program Director

o    Minimum of one meeting in Spring quarter with the faculty advisor

·         Year two

o    Every student meets with the EDS Program Director once in September before Autumn quarter starts

o    Minimum of three meetings per quarter (one with MS Program Director, faculty advisor, and teaching assistant (TA))

·         Additional meetings may be requested as needed.

Accountability Structure

·         Students initiate the scheduling of meetings via email or on calendly.

·         For those who do not post their office hours sign-ups online, an email response must be provided within two business days in an effort to identify and schedule a mutually agreeable meeting time.

Suggested Meeting Topics

With EDS Program Director

·          Autumn I:

1.      The advising and meeting structure

2.      Goals and expectations for your time in the EDS program

3.      Course selection and other opportunities to develop that expertise and experience

4.      Internship goals and options

5.      People and places to connect with

·         Winter I:

1.      Capstone Project: Potential topics, readings, and data sources

2.      Internship goals and options

3.      Course selection and other opportunities to develop expertise and experience

4.      Conference(s) identification

·         Spring:

1.      Capstone Project: Pre-proposal

2.      Course selection and other opportunities to develop expertise and experience

3.      Conference(s) preparation

4.      Building professional network

5.      Internship selection

·         Summer:

1.      First year reflection

2.      Capstone Project: Proposal

3.      Internship experiences

·         Fall II:

1.      Capstone Project: Preliminary findings

2.      Course selection and other opportunities to develop expertise and experience

3.      Building professional network

·         Winter II:

1.      Capstone Project: Draft report

2.      Reflection on program and next steps post-graduation

3.      Ways to stay connected with the EDS community

With Faculty Advisor

·          Autumn 1:

1.      Course selection and other opportunities to develop that expertise and experience

2.      People and places to connect with

·         Winter 1:

1.      Capstone Project: Potential topics, readings, and data sources

2.      Course selection and other opportunities to develop expertise and experience

3.      Conference(s) identification

·         Spring:

1.      Capstone Project: Pre-proposal

2.      Course selection and other opportunities to develop expertise and experience

3.      Conference(s) preparation

4.      Building professional network

·         Summer

1.      Capstone Project: Proposal

·         Fall 2

1.      Capstone Project: Preliminary findings

2.      Course selection and other opportunities to develop expertise and experience

3.      Building professional network

·         Winter 2

1.      Capstone Project: Draft report

2.      Next steps post-graduation

With Program Assistant

·          Autumn I:

1.      How to make the most of the Stanford experience

2.      Course selection and other opportunities to develop that expertise and experience

3.      People and places to connect with

·         Winter I:

1.      Capstone Project: Potential topics, readings, and data sources

2.      Course selection and other opportunities to develop expertise and experience

3.      Conference(s) identification

4.      Doctoral students to connect with

·         Spring:

1.      Capstone Project: Pre-proposal

2.      Course selection and other opportunities to develop expertise and experience

3.      Conference(s) preparation

4.      Building professional network

·         Summer:

1.      Capstone Project: Proposal

2.      First year reflection

·         Fall II:

1.      Capstone Project: Preliminary findings

2.      Course selection and other opportunities to develop expertise and experience

3.      Building professional network

·         Winter II:

1.      Capstone Project: Draft report

2.      Reflection on program and next steps post-graduation

International Comparative Education/International Education Policy Analysis (ICE/IEPA) Advising

Purpose

Providing assistance and accountability helps students and advisors hold similar expectations about the outcomes, intentions and organization of advisee meetings. Having a system of collective accountability supports overall support and engagement.

Expectations

Meeting Regularity

·         Every student meets with the Master’s (MA) Program Director once by the end of week two of Autumn Quarter.

·         A minimum of 3 office hours meetings per quarter (one with the MA Program Director, faculty advisor, and teaching assistant (TA); more are required of those collecting their own data for the MA Paper.

Accountability Structure

·         Students are expected to initiate the scheduling of the meetings via email.

·         For faculty who do not post their office hours sign-ups online, an email response must be provided within two business days in an effort to identify and schedule a mutually agreeable meeting time.

Suggested Meeting Topics

With MA Director

·         Autumn:

1.      What expertise do you want to develop? Which experiences do you hope to have while at Stanford?

2.      Course selection and other opportunities to develop that expertise and experience

3.      Short- and long-term goals and plans (e.g., career, graduate studies)

4.      MA Paper (topic ideas, readings, theories, data sources, etc.)

·         Winter:

1.      MA Paper (feedback on pre-proposal; data and methods; readings and theories, etc.)

2.      Preparing for CIES annual conference

3.      Course selection and other opportunities to develop that expertise and experience

·         Spring:

1.      MA Paper (feedback on proposal; data analysis, findings, discussion, etc.)

2.      Course selection and other opportunities to develop that expertise and experience

3.      Help thinking through post-grad plans; building professional network

·         Summer:

1.      MA Paper (feedback on drafts; deciding next steps, e.g., publishing)

2.      Help thinking through post-grad plans

With Faculty Advisor

·         Autumn:

1.      What expertise do you want to develop? Which experiences do you hope to have while at Stanford?

2.      Course selection and other opportunities to develop that expertise and experience

3.      Short- and long-term goals and plans (e.g., career, graduate studies)

4.      MA Paper (topic ideas, readings, theories, data sources, etc.)

·         Winter:

1.      MA Paper (feedback on pre-proposal; data and methods; more readings and theories, etc.)

2.      Preparing for CIES annual conference

3.      Course selection and other opportunities to develop that expertise and experience

·         Spring:

1.      MA Paper (feedback on proposal; data analysis, findings, discussion, etc.)

2.      Course selection and other opportunities to develop that expertise and experience

3.      Help thinking through post-grad plans; building professional network

·         Summer:

1.      MA Paper (feedback on drafts;  deciding next steps, e.g., publishing)

2.      Help thinking through post-grad plans

With Teaching Assistant(s)

·         Autumn:

1.      What expertise do you want to develop? Which experiences do you hope to have while at Stanford?

2.      Course selection and other opportunities to develop that expertise and experience

3.      Short- and long-term goals and plans (e.g., career, graduate studies)

4.      MA Paper (topic ideas, readings, theories, data sources, etc.)

·         Winter:

1.      MA Paper (feedback on pre-proposal; data and methods; more readings and theories, etc.)

2.      Preparing for CIES annual conference

3.      Course selection and other opportunities to develop that expertise and experience

·         Spring:

1.      MA Paper (feedback on proposal; data analysis, findings, discussion, etc.)

2.      Course selection and other opportunities to develop that expertise and experience

3.      Help thinking through post-grad plans; building professional network

·         Summer:

1.      MA Paper (feedback on drafts; deciding next steps, e.g., publishing)

2.      Help thinking through post-grad plans

Learning Design and Technology (LDT) Advising

Purpose

Providing assistance and accountability will help students and advisors hold similar expectations about the outcomes, intentions and organization of advisee meetings. Having a system of collective accountability supports overall support and engagement.

Expectations

Meet Regularly

·         Every student meets with the LDT Program Director once by the end of the third week of Autumn quarter.

·         Minimum of one meeting per quarter each with the LDT Program Director, faculty advisor, and each of the LDT program assistants.

Accountability Structure

·         Student initiates the scheduling of the meetings via email or on youcanbook.me.

·         For those advisors who do not post their office hours sign-ups online, an email response must be provided within two business days in an effort to identify and schedule a mutually agreeable meeting time.

Suggested Meeting Topics

With LDT Program Director

·         Autumn:

1.      Discuss the advising and meeting structure

2.      What do you want to get out of this program?

3.      Course selection and other opportunities to develop that expertise and experience

4.      Preliminary thoughts about an internship

5.      People and places to connect with

·         Winter:

1.      How to identify a useful internship?

2.      Discuss LDT Project development: Who needs to learn what, and why is this important? How might we use technology to help?

3.      What scholarship can be useful in informing the development of your LDT project?

4.      Course selection and other opportunities to develop expertise and experience

·         Spring:

1.      Discuss LDT Project development: How can you build and test your ideas?

2.      Course selection and other opportunities to develop expertise and experience

3.      Help thinking through post-grad plans

4.      How to build your professional network

·         Summer:

1.      Feedback on draft presentation & report for LDT project

2.      Reflection on year and next steps

3.      Ways to stay connected with the LDT community

With Faculty Advisor

·         Autumn:

1.      Discuss the advising and meeting structure. When do we meet? How often do we meet and what are the expected outcomes?

2.      What expertise do you want to develop?

3.      How do you get specific expertise?

·         Winter:

1.      How can you develop a greater understanding of the field(s) you’re interested in?

2.      Discuss LDT Project development: Who needs to learn what, and why is this important? How might we use technology to help?

3.      What scholarship can be useful in informing the development of your LDT project?

·         Spring:

1.      Feedback on written LDT project proposal

2.      Discuss LDT Project development: How can you leverage scholarship to inform your designs? How can you test the efficacy of your prototypes?

·         Summer:

1.      Feedback on draft presentation & report for LDT project

2.      Reflection on year and next steps

3.      Sign off on project/paper

With Program Assistants

·         Autumn:

1.      Preliminary thoughts about “Learning Problems”: What problems interest the advisee?

2.      How to connect with experts and learners?

3.      Course selection and other opportunities to learn

4.      How to make the most of the Stanford experience

·         Winter:

1.      How can you develop a greater understanding of a particular issue?

2.      What scholarship can be useful in informing the development of your LDT project?

3.      How can you connect with doctoral students around your project and interests?

4.      How do Stanford students manage stress?

·         Spring:

1.      Discuss LDT Project development: How can you build and test your ideas?

2.      What scholarship can be useful in informing the development of your LDT project?

3.      Opportunities to develop expertise and experience

4.      Help connecting with the alumni network

·         Summer:

1.      Feedback on draft presentation & report for LDT project

2.      Reflection on year and next steps

Policy, Organization, and Leadership Studies (POLS) Advising

Purpose

POLS advisors serve two primary purposes: to assist students in designing their program of study and to offer counsel at students’ request as students navigate their POLS graduate school experience. All POLS students are advised by both the POLS Program Director and a GSE faculty member.

Expectations

·         Every student meets with the POLS Program Director and also with a GSE faculty member. The selection of the faculty advisor is made at the start of the autumn quarter with input from each POLS student.

·         Students are encouraged to meet with their advisors once each quarter.

·         Students should come to advising meetings prepared with questions and/or topics they would like to discuss.

·         Students are expected to initiate the scheduling of advisory meetings.

·         The POLS Faculty and Program Advisors will respond promptly to identify and schedule a mutually agreeable time to meet.

Suggested Meeting Topics

·         Autumn:

1.      Discuss the advising relationship and structure: Purpose, opportunity, and student’s goals.

2.      What knowledge, skills, and expertise does the student want to develop?

3.      What sequence of courses (content and methodological) and graduate school experiences (e.g., POLS field project) might contribute to the student’s goals?

4.      How do I make the most of my Stanford experience?

·         Winter:

1.      Check-in on winter and spring course selection. Is there a particular topic/area where the student would like to deepen or expand his/her knowledge/understanding?

2.      See how program experience is going? Have student goals changed?

3.      What are the student’s aims for his/her participation in the field project? How is the project going?

·         Spring:

1.      Check-in on spring course selection.

2.      How will the POLS field project wrap-up? What is the student learning?

3.      What are the student’s plans for after graduation? What, if any, council would the student like?

Stanford Teacher Education Program (STEP) Advising

Purpose

Providing assistance and accountability helps students and advisors hold similar expectations about the outcomes, intentions, and organization of the advising relationship and advisee meetings. Having a system of collective accountability supports overall support and engagement.

Advising Norms

Provide Intellectual Guidance

·         Help students develop academic and professional skills expected by their discipline and the profession.

·         Encourage collaboration and collegial relationships.

·         Encourage students to be open about any problems in their work relationships, including with an advisor, and actively help to resolve those problems.

·         Be aware of and direct students to University resources to support students.

Assist students with knowledge of Stanford and GSE policies and practices

·         Be familiar with relevant policies; consult with the Student Handbook and Academic Services Office.

·         Review students’ graduate study program and help students with course selection.

·         Help students understand the degree program’s requirements and timely progress to degree.

Demonstrate care for student wellness

·         Check-in with student to see how they are experiencing the program.

·         Create space for students to share challenges.

·         Refer students to campus resources as needed.

Assist students in preparation for the job market

·         Discuss the norms and expectations of the field students are entering.

·         Guide students in acquiring the professional skills necessary for expert teaching practice.

Demonstrate professional academic behavior

·         Maintain timely communication with advisees.

·         Set and consistently honor professional commitment and meetings in a timely manner.

·         Support students’ progress toward the degree and toward employment.

·         Model appropriate interaction with students, staff, and faculty.

Advising Structure

Advising in STEP is structured through a combination of individual meetings with the faculty directors and support provided through the program’s supervisory system.

Advising meetings

·         Every student meets with the STEP Assistant Director once by the middle of Autumn Quarter. Students schedule their individual meetings using a sign-up sheet in Google Docs.

·         Additional advising meetings are scheduled, as needed, during the Assistant Directors’ office hours or by appointment.

Supervisory system

·         Every student has one to two cooperating teachers and a University supervisor; together they provide ongoing support for the student’s development as well as provide information to the faculty directors regarding each student’s progress.

·         Students work with their cooperating teachers in the field every day for approximately four hours.

·         Students are observed by- and receive feedback from- their University supervisors at least three times each quarter. Students meet with their supervisors in small groups for an hour each week.

·         Both cooperating teachers and supervisors provide the faculty directors with feedback about each student’s progress each quarter on the Quarterly Assessment.

The Ph.D. degree is designed for students who are preparing for research work in public school systems, branches of government, or specialized institutions; teaching roles in education in colleges or universities, and research connected with such teaching; or other careers in educational scholarship and research.