THPST-PHD - Theater and Performance Studies (PhD)

The mission of the graduate program in Theater & Performance Studies (TAPS) is to educate students who work on the leading edge of both scholarly and performance practice. The Ph.D. program includes the study of critical theory, dramatic literature, performance theory, theater history, and performance making. Graduate students receive a rigorous education in scholarly and creative practice that encompasses elements of production (directing, acting, choreography, and/or design).  

Admission

Applicants for the Ph.D. program can visit our Theater and Performance Studies web site for information. Online graduate applications are available at the Office of Graduate Admissions web site. All applicants must submit the following as part of their application: statement of purpose, three recommendations, artistic statement, summary of production experience and resume/CV, and a sample of written work (one or two papers no more than 25 pages long). The GRE is not required. An invitation to interview may be extended by the end of January. Graduate students in the Department of Theater and Performance Studies begin study in Autumn Quarter of each academic year; there are no mid-year admissions.

University Degree Requirements

University requirements for the Ph.D. are described in the "Graduate Degrees" section of this bulletin.

Per policy (GAP 4.5.1 Doctoral Degrees, Requirements), all of the coursework for a Ph.D. minor must be completed at Stanford.

The Department of Theater and Performance Studies is committed to providing academic advising in support of graduate-student scholarly and professional development. When most effective, this advising relationship entails collaborative and sustained engagement by both the adviser and the advisee. Advising expectations should be periodically discussed and reviewed to ensure mutual understanding. Both the advisee and the adviser are expected to maintain professionalism and integrity throughout this important relationship.

Faculty advisers guide students in key areas such as selecting courses, designing and conducting research, developing of teaching pedagogy, navigating policies and degree requirements, and exploring academic opportunities and professional pathways.

Graduate students are active contributors to the advising relationship, proactively seeking academic and professional guidance and taking responsibility for informing themselves of policies and degree requirements for their graduate program.

At the start of the first year in the program, students are assigned a faculty adviser based upon common research interests. The adviser’s role is to serve as an intellectual adviser and professional mentor to their graduate students, to understand the academic and non-academic policies that pertain to graduate students, and to prepare students to be competitive for future employment.

In the fourth year, Ph.D. students consult closely with their Academic Council faculty adviser to form a dissertation committee. Together, the student and the adviser determine which members of faculty comprise the dissertation committee. The formation of a dissertation committee is a required part of the dissertation prospectus milestone. At this time, the student must decide which faculty will fulfill the following dissertation committee roles:

• Principal Dissertation Adviser: The principal dissertation adviser provides guidance and direction to the doctoral student’s research, as well as evaluation of the student’s progress. As a mentor and a role model, the dissertation adviser plays a critical role in the student’s development as an academic researcher.

• Dissertation Reader: Dissertation Readers participate in the dissertation defense. They read and evaluate the final version of the dissertation, and offer their comments and suggestions for revisions.

Further information about the roles and responsibilities of the dissertation committee can be found in GAP 3.3.1 and GAP 8.4.1.

Advisers and advisees are expected to meet quarterly, perhaps more frequently during exams and milestones. There may likely be variation of meeting frequency, depending on the individual adviser and advisee. Graduate students are active contributors to the advising relationship, proactively seeking academic and professional guidance and taking responsibility for informing themselves of policies and degree requirements for their graduate program. Students are also encouraged to consult with the Director of Graduate Studies and the student services officer as needed.  

Students are encouraged to communicate and meet frequently with their adviser. It is important to set expectations with your adviser and to revisit those expectations periodically. VPGE has a number of helpful advising resources, including an advising workshop, as part of their professional development programs.

Students wishing to change their adviser may do so. Contact department staff for more information.

For a statement of University policy on graduate advising, see the Graduate Advising section of this bulletin.

The Ph.D. is conferred upon candidates who have demonstrated substantial scholarship and the ability to conduct independent research and analysis in Theater and Performance Studies. Through completion of advanced course work and rigorous skills training, the doctoral program prepares students to make original contributions to the knowledge and production of Theater and Performance Studies, and to interpret and present the results of such research.