social studies education phd

• Future Students
• Parents/Families
• Alumni/Friends
• Current Students
• Faculty/Staff
• MyOHIO Student Center
• Visit Athens Campus
• Regional Campuses
• OHIO Online
• Faculty/Staff Directory

Teacher Education

• History and Legacy
• Mission & Vision
• Academic Departments
• Centers and Offices
• Office of the Dean
• Accreditation and Assessment
• Strategic Plan
• Academic Programs
• Honor Programs
• Schedule a Tour
• Brothers Rise Initiative
• Holmes Scholars (Graduate Students)
• International Student Resources
• Transfer Students
• Financial Aid & Scholarships
• Graduate Assistantships
• Professional Development Institute for Alternate Licensure
• Undergraduate Advising
• Group Study Rooms
• Patton College Forms
• Military and Veteran Services
• Career Network
• Clinical Practice in Education
• Student of the Month Nominations
• Dean's Circle of Engagement
• Emeriti Faculty and Staff
• Alumni of the Month Nominations
• Give to The Patton College
• Faculty and Staff Directory
• Faculty Resources
• Patton College Faculty-Staff Awards

Helpful Links

Navigate OHIO

Connect With Us

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

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

PhD in Education (Social Studies Education)

With this doctoral emphasis in social studies education, you will study theoretical and disciplinary areas, problems, and practices related to the field as part of your doctoral degree. Our primary focus with this emphasis is the continuing development of theory and research on teaching and learning of the social studies as they exist within and beyond formal school settings including P-12, post-secondary, and community education spaces.

Just as there are a variety of disciplines within, and approaches to, social studies education, there are many possibilities available for doctoral study. Our faculty members borrow from various research methodologies (e.g., narrative inquiry, design-based research, self-study, critical theory methodologies, and discourse analysis) and a variety of theoretical perspectives (pragmatism, critical theory, critical race theory, psychoanalytic theory) to focus research in social studies education. Please refer to faculty bios for an introduction to the breadth of research and expertise in our program.

Our graduates go on to research and clinical faculty positions in colleges and universities, teacher leadership positions, social studies positions in schools, and community educational spaces.

• Home to nationally recognized and award-winning faculty.
• Work with faculty on cutting-edge education research.
• Integrate theory and practice to support educational change.

About the Program

What is a phd degree in social studies education.

• A PhD (doctor of philosophy) is a degree program through which you become a scholar and leader in the field of social studies education. That can mean a lot of things, and it can take place in a variety of settings. Mostly, though, it means that you become a participant in local, national, and even international dialogue about social studies education.
• A doctoral program is unlike any other degree program because it is much more than just a series of prescribed courses with a final project. There are courses to take, but these are meant to assist in your development as a thinker, teacher, and researcher. Courses comprise roughly half of your doctoral program—the other half consists of your supported but independent work as a researcher that culminates in your dissertation.
• For us, social studies education is a broad term to represent interdisciplinary inquiries into the relationship between education and the social, cultural, and political world. We do this through historical, economic, geographic, and cultural lenses informed by a wide variety of theories.
• We are interested in creating a vibrant intellectual community that seeks to understand and confront the fraught social and political challenges educators currently face. As a doctoral student in this program, you will be an integral part of, and contributor to, such a community.

Why would someone get a PhD in social studies education?

• One reason is to attain a position as an education faculty member at a college or university. Many of these positions are a mix of teaching and research. Recent graduates of our programs who have pursued this path have gotten jobs in colleges of education at Auburn University, Kennesaw State University, Alaska Pacific University, Florida State University, and Central Michigan University.
• Another reason is to deepen and enrich your understanding of the conditions of the work of teaching. Several of our recent students have pursued their doctoral work while continuing to teach full time and remain in the classroom upon completing their PhD. Others have been recognized as instructional and curriculum leaders. Some of these graduates have gone to to serve as department chairs and curriculum and instructional coaches at the school and/or district level.
• A third reason is to position oneself for leadership roles in community organizations, NGO’s, non-profits, or other educational settings. Our program faculty are committed to supporting each individual student in meeting their unique personal and professional goals.

What would it look like to get my PhD in social studies education at UGA?

There is no “one way” to go. If you’re interested, the best thing to do is reach out to talk about your specific interest and goals. With that in mind:

• Full time doctoral work can be an amazing experience. You get to take advantage of the vibrant intellectual and educational community here in the College and across campus. To do this, most people need a graduate teaching assistantship (GTA). With a GTA, you are a fully contributing member of our initial certification programs working with pre-service social studies teachers as their seminar instructors and/or onsite field instructors. These also come with a stipend of around $20k annually, and they come with a full tuition waiver. Classes are covered, in other words, and you build your experience to help meet your next career goals.
• Part-time doctoral work can also be an amazing experience. You become connected to colleagues from across the state, nation and world who are interested in advancing their own and others’ understandings of social studies education. These connections and relationships can become a lifelong network of folks with similar goals and aspirations for their careers and the experiences of learners in public and private institutions around social studies and civic education.

The program of study includes at least 42 hours of coursework, a comprehensive examination, a dissertation prospectus, and a dissertation. Required coursework includes four dedicated seminars attending to historical and contemporary issues in social studies education. You will also take at least four research methods courses, determined in consultation with your advisory committee. You are encouraged to take as many research methods courses as needed to accomplish your research.

Your remaining coursework, at least 18 credit hours, will help prepare you to think deeply about and conduct research on your specific interests within the field. These electives may be from within or outside the College, and might include courses in women’s studies, language and literacy, student learning and development, educational foundations, education policy, history, economics, political science, geography, anthropology, sociology, critical studies, and philosophy.

Additional information and disclosures regarding state licensure for professional practice in this field can be found at the UGA Licensure Disclosure Portal .

Testimonials

Working on my PhD in social studies education at UGA has given me more language and tools to understand and make meaning of my experiences as a high school social studies teacher. Furthermore, I have had the opportunity to think critically about the work of social studies and its relationship to democracy, environmentalism, and ethics, preparing me for a future inside and outside of academia. Throughout this process, I’ve felt supported and empowered by a fabulous faculty and wonderful peers. Morgan Tate, current doctoral candidate

I can sum up my PhD experience with UGA’s social studies education program in two words: expanding and affirming. The coursework expanded my knowledge about contemporary social studies education and exposed me to social theory that expanded my understanding of the social world. My mentors in the program also affirmed my capacities and contributions throughout the process. They never let me forget that I could do hard things and that my ideas were important. Amelia Wheeler (PhD '22), teacher at Joy Village School in Athens, Georgia

The PhD in social studies education program gave me a great education to help see and understand the classroom better. From coursework in theories and content, to opportunities to talk about research and collaborate with faculty and other students, the program provides tons of educative experiences and a great community to work with! Jesus Tirado (PhD '19), assistant professor of social studies education at Auburn University

How to Apply

Part 1: apply to the university of georgia.

The Graduate School handles admission for all graduate programs at the University of Georgia, including those in the College of Education. The Graduate School website contains important details about the application process, orientation, and many other useful links to guide you through the process of attending UGA at the graduate level.

Start a Graduate School Application

Part 2: Apply to the Degree Program

After filling out your application to the Graduate School, please submit the following directly to the graduate programs office:

• Why doctoral education is being pursued
• The questions and/or commitments about teaching, learning, and schooling pushing you to further your education
• What experiences, readings, theories, and/or research inform these questions and commitments
• Why the doctoral emphasis in social studies education at UGA is an appropriate place to pursue such questions (possibly including how your interests align with faculty in the program)
• Personal and professional goals for obtaining a PhD degree in social studies education
• A writing sample that demonstrates the applicant’s ability for scholarly writing and engagement with intellectual ideas
• A resume or curriculum vitae
• Please note that at least one of the three references you provide to the Graduate School should be a university faculty member who can attest to your academic potential, preferably from the master’s level

Deadline to Apply

Applications are accepted on a rolling basis.

However, applications received by January 1 (for Fall admissions) and October 1 (for Spring and Summer admissions) will receive full consideration for funding opportunities.

Log into Existing Application

Additional Resources

Please use our online form if you have any questions for the department. Please be as specific as possible so that we may quickly assist you.

• Doctoral Assistantship Application (Due by January 15th)

The College’s programs are taught by dedicated faculty who are experts in a range of areas and are passionate about helping students succeed both in their programs and professionally.

Meet the Faculty

Most graduate students at UGA are not assigned to a faculty advisor until after admittance. A close working relationship with your advisor is paramount to progressing through your program of study.

Almost all in-state students begin their studies at UGA paying limited tuition or fees. Please note that these amounts are subject to change and are meant to give prospective students an idea of the costs associated with a degree at the University of Georgia College of Education.

Students may qualify for a variety of assistantships, scholarships, and other financial awards to help offset the cost of tuition, housing, and other expenses.

Tuition Rates   Browse Financial Aid

Doctoral students have the opportunity to attend academic conferences and develop their capacity to produce research in local, national, and international contexts. Graduate students can also participate in a number of student organizations, including the Feminist Scholars-Activist and the Graduate Student Organization.

Most full-time students can apply for and receive a graduate assistantship.

See for yourself how much UGA College of Education has to offer! Schedule a tour of campus to learn more about the UGA student experience.

Schedule A Visit

Useful Links

• Download PhD Handbook
• Emphasis Area Descriptions

• Future Students
• Current Students
• Faculty and Staff
• Alumni and Friends
• Professional Educators
• Strategic Plan
• Advancing Diversity, Equity and Inclusion
• College Resources
• Undergraduate
• Transfer Students
• Departments
• Alternative Licensure and Residency Programs
• How to Become a Teacher in North Carolina
• Professional Education
• Global Programs
• Holmes Scholars Program
• N.C. Teaching Fellows
• Transformational Scholars
• Student Services and Advising Center (SSAC)
• Office of Graduate Student Services
• Scholarships and Financial Aid
• Research Expertise
• Research Projects
• Research Publications
• Research Office
• Research Café
• Friday Institute
• Belk Center
• Give Now 

Concentration: Social Studies Education

Degree: Doctor of Philosophy Program: Teacher Education and Learning Sciences Department of Teacher Education and Learning Sciences (TELS) Delivery Method: On Campus

The Ph.D. in Teacher Education and Learning Sciences: Social Studies Education concentration continues a proud tradition at North Carolina State University of preparing social studies teacher educators and educational researchers who are ready to lead. Our candidates develop a deep understanding of foundational as well as contemporary social studies scholarship.

Graduates are prepared to conduct educational research, support the preparation of preservice social studies teachers, provide professional development to experienced teachers, and contribute to the knowledge base of the field of the social studies.

Please note:  If you are interested in applying for this concentration, please use the Apply Now  button. If you have any questions, please contact either  Dr. Paula McAvoy , or the Director of Graduate Programs for the Ph.D.,  Dr. Christy Byrd.

Paula McAvoy

Associate Professor Social Studies Education

[email protected] 

Irene Armstrong

Graduate Student Services Specialist 919.515.1772

[email protected] 

Concentration Description

As one of four key curriculum areas in education, social studies leverages knowledge of the academic disciplines (history, sociology, anthropology, political science, economics and geography) to contribute to the development of reflective, competent, concerned and civically engaged citizens. Never have the aims and goals of the social studies been more imperative and far-reaching than they are today. In our increasingly globalized and digitized society, it is important for students to understand the historical context of our traditional notions of democracy, as well as how to envision a new future. Within this context, we teach social studies researchers to guide our study of society and to provide educative experiences that enable all students to participate more fully and more authentically in a democracy. This includes preparation for post-secondary education in history and the related disciplines, as well as in the skills necessary for civic life – including critical thinking, problem solving and collaboration.

In addition to a rigorous course of study, our doctoral students in this concentration have opportunities to:

• Collaborate on research initiatives with program faculty
• Attend and present at national conferences
• Teach social studies education courses
• Work with teacher candidates
• Take advanced graduate courses in history

Our graduates will be prepared to engage successfully in research, teaching and service, and to contribute to the field of social studies. Individuals seeking admission to this program should have a strong background in social studies education and a desire to be prepared to conduct original research in the field.

Students in our concentration benefit from our long tradition of expert faculty – including the late Peter Martorella who was one of the leaders in social studies education within our field. We continue to honor Peter with the Martorella Student Award, providing a scholarship to one graduate student majoring in social studies teacher education each year. Marsha Alibrandi and Candy Beal also guided the development of the current concentration in social studies education in the C&I PhD. Since 2006, John Lee and Meghan Manfra (2008) have continued to build on this tradition, successfully recruiting and supporting new doctoral students. We have a strong faculty with national reputations in our field. Two faculty members have published notable textbooks – Beal, Bolick and Martorella’s T eaching Social Studies in Middle and Secondary Schools (5th Edition) and Lee’s Visualizing Elementary Social Studies Methods .

Our vision of the future for social studies education represents a challenging task. We are fortunate to have committed faculty, enthusiastic students and accomplished graduates who work for transformative change in our field. We invite you to join us in this work.

Likely Career Opportunities for Graduates

• Tenure track positions in social studies education
• Research positions
• Directors of educational institutes (e.g., Center for Economics Education)
• Curriculum specialists for LEAs or state departments of instruction

Course of Study

All doctoral degrees in the College of Education require a minimum of 72 graduate credit hours beyond the bachelor’s degree. Most doctoral programs in the College of Education require a minimum of 60 graduate credit hours beyond an approved master’s degree.

Course descriptions can be found in the university course catalog.

Social Studies Specialty Courses

• ECI 525: Contemporary Approaches in the Teaching Of Social Studies
• ECI 526: Theory and Research in Social Studies Education
• ECI 530: Social Studies in the Elementary School
• ECI 524: Theory and Research in Global Learning
• ECI 729: Digital History and Pedagogy
• ECI 820: Doctoral Seminar: Research on Social Studies Teaching and Learning

Advanced Graduate Courses in History or the Social Sciences

• HI 548 American Women in the 20th Century
• HI 534 Theory and Practice of Digital History
• HI 508 Emerging Technologies and Society
• HI 555 History of the Civil Rights Movement
• HI 557 Twentieth-Century US Intellectual History
• HI 563 Topics in History and Memory

Social Foundations of Education and Contemporary Contexts

• ECI 501 Foundations of Curriculum
• ECI 700 Curriculum Theory and Development
• ECI 500 Theory and Practice In Teaching Diverse Populations
• ECI 547 Knowledge Construction: Implications for Multicultural Education
• ECI 517 Theoretical Foundations of Advanced Learning Environs
• ECI 551 Teaching/Learning Approaches for Emerging Adolescents

*NOTE*: FOR DOCTORAL STUDENTS EITHER PART-TIME OR FULL-TIME WHO ARE WORKING ON THEIR DISSERTATION.

Writing the dissertation requires a major commitment of time and effort on both the part of the doctoral student and the faculty advisor. There should be consultation between the student and the dissertation chair about what is expected to be accomplished, and how much time is to be invested before the student registers. The College of Education strongly recommends that students who are registering for dissertation research (895) or preparation (899) register for at least 3 semester hours per semester, when appropriate.

Current Faculty and Research Interests (listed alphabetically):

• Candy Beal  social studies curriculum development, middle grades education, social studies and global education
• John Lee  digital historical resources, new literacies, College, Career and Civic Life Framework for Standards in Social Studies
• Meghan Manfra  digital history, technology integration, action research for the professional development of teachers
• Paula McAvoy  democratic education, classroom discussion of controversial issues, professional ethics and teaching, political polarization and schools

Affiliated faculty

• Patricia Marshall

We are proud of our recent graduates. We include a list of them here to illustrate the range of research conducted by our students and the career opportunities available (listed alphabetically):

• Seth Brown (2018) “The Role of the Professional Learning Team (PLT) in the Planning, Teaching, and Assessment of Inquiry-based Learning in Social Studies” – Pitt County Schools
• Daniel Kelvin Bullock, Ph.D. (2013) Real World Engagement: A Case Study of a Teacher’s Implementation of Project Based Learning in Social Studies – K-12 Social Studies Specialist, Durham Public Schools.
• Robert Coven (2018) “An Action Research Study of Conceptual Modeling Pedagogy in High School History” – Cary Academy
• Chris Dague (2015) “An Action Research Study Exploring the Implementation of Discussion Pedagogy in Support of Student Autonomy in Advanced Placement Courses”, Assistant Professor, The Citadel
• Jennifer Davis-Doyle, Ph.D. (2013) North Carolina Textbooks in the 19th Century: “To Interest and Instruct the Boys and Girls of North Carolina.”  – Adjunct Assistant Professor of History, Campbell University.
• Stephen Day (2015) How Elementary Teachers Use Classroom Mini-Economies When Guided by the C3 Framework – Director at the Center for Economic Education at Virginia Commonwealth University
• Casey Holmes (2021) “Your Generation is Going to Do This Right”: A Qualitative Case Study of Critical Citizenship Education in an Eighth Grade Social Studies Classroom. –Asst Professor Drake University
• Megan List, Ph.D. (2012) Historical Thinking in Information Rich Environments: An Exploration of Eighth Grade Students’ Actions Locating and Analyzing Digital Historical Sources – Assistant Professor of Social Studies Education, Youngstown State University.
• Jeff Probert, Ph.D. (2013) Impact of Computer Gameplay on Student Learning and Standardized Test Scores: An Action Research Case Study Utilizing Civilization IV: Colonization with High School Students in a United States History Course  – Teacher, Beaufort County Early College.
• Elizabeth Saylor, Ph.D. (2015). Preservice Elementary Teachers’ Perspectives of Feminism — Clinical Assistant Professor,  College of Education, University of Georgia.
• Crystal Simmons, Ph.D. (2015). A Critical Race Theory Content Analysis of a High School African American Social Studies Curriculum — Assistant Professor, SUNY Geneseo.
• Kelvin Spragley, PhD. (2009) Exploring congruity of curriculum and instruction policy positions between the North Carolina Association of Educators and its teacher members – Assistant Professor of History, Louisburg College.

Admission Requirements

• Three Letters of Recommendation
• Personal Statement
• Academic writing sample (e.g., class paper, publication, research report, or white paper)

We strongly encourage, but do not require, that applicants have at least three years of K-12 teaching experience. We also highly recommend that potential applicants contact concentration faculty to set-up phone or face-to-face interviews.

Study at one of the world’s best colleges of education

among colleges of education in active research activity (U.S. News)

ranked college of education in the nation (U.S. News)

in education and educational research among universities in the world (U.S. News)

Teaching of Social Studies EdD

Doctor of education in the teaching of social studies.

Prepare to be a leader in social studies education.  Our graduates take up applied research careers in schools, universities, and community programs with this doctoral degree.  Graduates of this degree often have a more applied research focus than PhD students.

Students in the Doctor of Education program take coursework that offer them a depth of knowing the field of social studies education and prepare them as experts in their area of focus and their research.  The program supports the development of students’ scholarly identities. Throughout the program, students consider where and how they situate themselves in the field as a researcher of/in contemporary social studies issues.  They also do the things that scholars do – engage in research with faculty, present at conferences, publish papers, mentor students, explore college teaching, and find their intellectual community. Students select courses at Teachers College, Columbia University, and in the Doctoral Consortium in NYC to develop a focus area of study – historical understanding, memory studies, activism and civics, peace studies, global education .  Students take introductory and advanced coursework in specific research paradigms so they are prepared for the independent work of the dissertation. This coursework is determined with an advisor and the entire program faculty.  

Our location in New York City makes us unique, whether students conduct their research here or elsewhere.  The city is a wonderful educational laboratory for an array of student interests. Here, so many different kinds of educational institutions exist within the NYCDOE and in the multitude of non-profit entities that educate.  We are also a significant place in the global flow of intellectual, cultural, and civic discourse and possibility.

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Education

• Points/Credits: 75
• Entry Terms: Fall Only

Application Deadlines

• Spring: N/A
• Summer/Fall (Priority): December 1
• Summer/Fall (Final): December 1

Supplemental Application Requirements/Comments

• Online Degree Application , including Statement of Purpose and Resume
• Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
• Results from an accepted English Proficiency Exam (if applicable)
• $75 Application Fee
• Two (2) Letters of Recommendation
• Academic Writing Sample

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

The Doctor of Education degree in Social Studies requires 90 points of graduate study and a dissertation. The Ed.D. program in Social Studies leads to a professional degree designed to meet the needs of individuals preparing for careers of leadership and applied research in schools, universities, and community educational programs.

Courses in the major field (15 points minimum):

Required courses:

A&HW 5011 Contemporary Literature in Social Studies Research and Education I

A&HW 5021 Contemporary Literature in Social Studies Research and Education II

A&HW 6011 The Citizen and Society

A&HW 6521 History Of Inequality and Social Justice.

A course from Philosophy and Education

Research courses, seminars, and individual work (23 points minimum):

A&HW 5503 Research paper in social studies (done in conjunction with the fourth round of doctoral seminar)

A&HW 6503 Doctoral seminar in social studies (taken four times consecutively during the first two years of the program)

A&HW 7503 Dissertation seminar in social studies (taken at the time of presentation of the doctoral proposal)

Other offerings:

A&HW 6030 Research in social studies education

A&HW 6203 Advanced fieldwork in social studies

A&HW 6903 Research and independent study in social studies

Students are encouraged to take courses in both qualitative and quantitative research methodologies selected in consultation with an advisor.

Broad and basic areas of professional scholarship (15 points minimum):

In consultation with an advisor, students will select at least one course in each of the following areas: the nature of education; the nature of persons and the learning process; curriculum, schooling, and leadership; and methods of evaluation. Other coursework in this area should be tailored to the individual student’s needs; consult an advisor.

Content courses in the major field (21 points minimum):

Soon after beginning this program, students should select an area of emphasis. These courses should be selected for their applicability to the student’s area of dissertation research. Coursework in the area of emphasis normally includes attention to the subject matters themselves as well as to questions related to educational programs in those subject matters.

Further requirements:

In addition to the dissertation, there are other requirements. Students should consult an advisor in the Program and read the Doctoral Students Handbook for Social Studies.

• View Other Degrees

Program Director : Sandra Schmidt

Phone: (212) 678-4083 Fax: (212) 678-4118

Email: socialstudies@tc.edu

• Service to the State

College of Education - UT Austin

• Academics Overview
• Bachelor’s Programs
• Master’s Programs
• Doctoral Programs
• Post-baccalaureate
• Educator Preparation Programs
• Student Life Overview
• Career Engagement
• For Families
• Prospective Students
• Current Students
• Tuition, Financial Aid and Scholarships
• Commencement
• Office of Student Affairs
• Departments Overview
• Curriculum and Instruction
• Educational Leadership and Policy
• Kinesiology and Health Education
• Our Programs
• Educational Psychology
• Special Education
• Centers and Institutes
• Find Faculty
• Office of Educational Research
• Alumni and Friends Overview
• Advisory Council
• Meet Our Alumni
• Update Your Information
• About Overview
• College Leadership
• Facts and Rankings
• Reimagine Education
• Visit the college
• Building Renovations

How to Apply

• How To Apply
• Newly Admitted Students
• Academic Advising
• Student Services
• Office of Educational Research Support
• Communications, Marketing and Media
• Visit the College

Social Studies Education Doctoral Program

Social studies education, doctoral program.

Department of Curriculum and Instruction

The Social Studies Education Graduate Program at The University of Texas at Austin offers a program leading to a Doctor of Philosophy (Ph.D.) in Social Studies Education. This program provides coursework leading to an advanced degree for individuals who are interested in social studies teaching, service, research, and/or leadership.

Individuals who seek a degree in social studies education have the opportunity to develop a rich theoretical background and acquire research skills related to the teaching and learning of social studies. Many of our alumni go on to be teacher educators, professors at notable institutions, and administrators in education.

Focuses on historical and contemporary issues and discourses concerning African American students in schools and society.

Researches civic education, early childhood/elementary education, and teacher education to examine the role of relationships, community, and justice to make classrooms democratic and equitable spaces.

Dr. Salinas is a member of the Social Studies Education program area and is an affiliate faculty member in the Bilingual/Bicultural and the Cultural Studies in Education program areas. Her focus in the social studies includes critical historical inqu...

General Requirements (Minimum 21 hours)

Foundation Requirements (9 hours required)

• EDC 380F  Sociocultural Foundations
• EDC 381F  Introduction to Teaching and Teacher Education
• EDC 383F  Curriculum Theory

Research Methodology Requirements (12 hours minimum)

To be taken in sequence:

Step 1  (3 hours)

• EDC 381R  Introduction to Systems of Human Inquiry

Step 2  (6 hours in any order)

• EDC 385R  Introduction to Quantitative Research
• EDC 386R  Introduction to Qualitative Research

Step 3 (3 hours, one course topic from either category or an advisor-approved advanced research course)

• EDC 387R  Advanced Quantitative Research OR
• EDC 388R  Advanced Qualitative Research 

Directed Research (Minimum 12 hours)

EDC 396T Directed Research in Curriculum & Instruction (6 hours minimum)

Two additional courses that include a substantial research component approved by the advisor.

Please Note:  EDC 396T can be taken more than once for credit.

Specialization Requirements (Minimum 15 hours)

Students with an emphasis on Social Studies Education will take additional related courses (15 hours), selected with the assistance and approval of the area program advisor. To help meet their personal career goals, students are encouraged to select courses from other clusters in the Department of Curriculum and Instruction.

Among the courses that might be selected to fulfill this requirement are the following:

• EDC 382E  Teaching Elementary School Subject- Social Studies
• EDC 382S  Teaching Secondary School Subjects: Social Studies
• EDC 385G  Current Issues Teaching the Social Studies
• EDC 385G  History of the Social Studies
• EDC 390T  Humanities and Literacy in Social Education
• EDC 390T  Improving Social Studies Education
• EDC 390T  Institutes in Instruction: Critical Issues in Social Education
• EDC 396   Seminar: Social Studies Education
• EDC 384: Research in Elementary Social Studies 
• EDC 385G: Perspectives on Democratic and Citizenship Education 
• EDC382E: Social Studies Education: Issues and Research in the Field

Other courses may satisfy the specialization requirement with the permission of the program advisor.

Courses Outside the Department (Minimum 6 hours)

Coursework from sections General Requirements, Directed Research, and Special Requirements may fulfill this requirement (thus hours in this section may already be counted as credit towards total hours). Students may also choose courses from other departments within the College of Education including:

Or from another college with the University of Texas at Austin.

Dissertation (Minimum 6 hours)

Students are required to continuously register for at least three credits of dissertation once they have  advanced to candidacy . 

You must register in X99W (399, 699 or 999W) in each semester of candidacy until you graduate.

Please Note:  Students receiving fellowships, assistantships, or other financial aid, may be required to take 9 hours of dissertation credit each semester.

Additional Resources

• Frequently Asked Questions
• Current Student Resources

At a Glance

• Program Starts : Fall
• Deadline to Apply : December 31
• Credit Hours Required : 60
• Schedule : Flexible
• Program Location : On Campus
• GRE Required? No

Program Area Coordinator, Advisor Katherina Payne

Find out information about the admission process and application requirements.

Become a Longhorn

Start your ApplyTexas application today to take the next steps towards your future as a Longhorn.

Request Information

Let us know what your academic interests are within the College of Education and we’ll be in touch.

Curriculum and Instruction News

Discover the exciting research and work being done by faculty and students in the Department of Curriculum and Instruction. 

Graduate Students

• All Graduate Programs
• Graduate Student FAQs
• Master’s Programs

• Student Services
• Faculty & Staff
• News & Events
• Virtual Tour
• Virtual Tour Virtual Tour

Mizzou Logo

College of Education & Human Development

University of missouri, social studies education (phd).

This degree is a Doctorate of Philosophy in the Department of Learning, Teaching & Curriculum with an emphasis in Social Studies Education .

This degree is part of the Social Studies Education Program housed in the Department of Learning, Teaching and Curriculum .

The PhD in social studies education provides you increased opportunities to assume leadership roles in a variety of academic, knowledge-driven and/or governmental and politically-based institutions and organizations.

In dialogue with faculty members, you help co-direct the structure of your PhD experience. This occurs in two ways:

• You are given flexibility in the design of your own coursework, research endeavors and scholarship.
• You are given a say in how the program is operated by voting on coursework requirements, expectations for the program and program goals.

This degree is only offered on campus and does not lead to certification.

Degree Requirements

In order to receive a PhD in social studies education, you must complete a minimum of 72 hours of coursework beyond a bachelor’s degree. This coursework includes a minimum of 12 hours of social studies core courses, a minimum of 9 hours of research method courses and your dissertation.

Admission Requirements

You must meet two sets of minimum qualifications in order to be considered for admission:

• LTC requirements
• Office of Graduate Studies requirements

A committee of faculty members reviews your application’s credentials. You are not guaranteed admission even if you meet the minimum qualifications.

How to Apply

You must submit the following materials to the  Department of Learning, Teaching and Curriculum via the online Graduate Studies application :

• Unofficial transcript
• Statement of Purpose
• Three letters of recommendation
• TOEFL scores (international students only)

• Skip to Content
• Skip to Main Navigation
• Skip to Search

Indiana University Bloomington Indiana University Bloomington IU Bloomington

• Office Directory
• Add or Edit Profile
• Financial Management Practices
• Development and Alumni Relations
• Benefits and Services
• Employee Appreciation Programs
• The Five Functions of DEI
• Communication
• Recruitment
• DEI Dashboard
• 2020 Report
• 2019 Report
• Student Ambassadors
• Education Library
• Education Technology Services
• Graduate Studies
• Courses and Workshops
• Video Production Guidelines
• Promotional Posting Guidelines
• Research and Development
• Records and Reporting
• Dean's Advisory Board
• Service, Leadership, and Outreach
• Student Success
• Diversity Plan
• 100th Anniversary Book
• Diversity, Equity, and Inclusion
• Targeted Engagements
• Global Gateway for Teachers
• Overseas Short-Term Study Experiences
• External Grant Opportunities
• Our Global Reach
• Faculty and Student Int'l Engagement
• IU Global Gateways
• Indiana Global Education Outreach
• Int'l Partnerships
• Visiting Int'l Scholars
• Int'l Student Ambassadors
• Academic Programs
• International Journals
• News & Events
• Int'l Student Resources
• CAEP Annual Reporting Measures
• CAEP Accreditation Visit Call for Third-Party Comments
• SoE Data Dashboards (Faculty)
• Licensure Requirements
• Employment Outcomes
• Employer Evaluations
• Student Teaching Survey Reports
• Attrition & Completion Rates
• Graduate Survey Results
• Indiana Teachers of the Year
• Emergency Action Plan
• SoE Emergency Information
• School Violence
• Report Facility Issue
• Direct Admit Scholars
• TEP Application Guidelines
• Accessible Virtual Tour
• Field Trips
• Non-School of Education Scholarships
• Graduate Student Funding
• Student Emergency Fund
• Campus Financial Aid Resources
• INSPIRE Living-Learning Center
• All Programs
• License Additions
• Master's Programs
• Doctoral Programs FAQ
• Specialist Programs
• Certificate Programs
• Doctoral Minors
• Licensure Programs
• Transition to Teaching
• New Zealand
• Northern Ireland
• Navajo Nation Program
• Urban Program
• IU Bloomington Students
• Guest Campus Students
• Partner Campus Students
• Student Spotlights
• Teacher Spotlights
• Cost & Financial Aid
• Online Learning
• Tuition and Fees
• Registration
• Block Enrollment Course Information
• Student Teaching Registration Information
• Program Sheets
• Forms & Publications
• Credit Overload Request
• Four Year Plan
• Academic Calendar
• Undergraduate Bulletin
• Background Check
• Early Field Experiences
• Student Teaching Forms
• Preparation
• Frequently Asked Questions
• Student Organizations
• Counseling and Student Services
• Dean's List
• Report Your Concerns
• Scholarships
• Career Coaching
• Student Teaching Fair
• Health and Human Services Career Day
• Explore Possibilities
• Get Experience
• Stay Connected
• Professional Distinction
• Educator Wellbeing Distinction
• Workshops and Training
• Recruiting Policies
• Classroom Presentations
• Graduation Deadlines
• Leave Policy
• Online Students
• Graduation Application
• Guidelines for Multi-Article Dissertations
• G901 Permission Request
• Qualifying Examinations
• 2022 Scholars
• 2021 Scholars
• 2020 Scholars
• 2023 Scholars
• Program-Specific Information
• International Student Ambassadors
• Student Affiliates in School Psychology
• Dissertation & Thesis Announcements
• Approved Core Inquiry Courses
• Holmes Scholars Program
• Initial Licensure
• License Renewal
• Licensing Outside Indiana
• Knowledge Base
• Graduate Bulletin
• Teaching with Technology Lab
• Support Services
• Volunteering Opportunities
• Faculty Directory
• Counseling and Educational Psychology
• Curriculum and Instruction
• Chair's Welcome
• IST Conference
• Faculty Bookshelf
• Faculty Meetings
• Policies and Procedures
• Instructional Consulting
• In Memoriam
• Office of Research and Development
• 2023 Highlights
• Research Centers
• Funded Research
• Research Findings
• Translation to Practice
• Equity in Action
• Overview and Project Timeline
• Analysis in Progress
• Presentations
• Accomplishments
• Teacher Study Group
• "Creative Paths to Peace" Grant
• Proffitt Internal Grant Competition
• Proffitt Summer Faculty Fellowship Program
• Tilaar Faculty Support Fund
• Cost-Share and Matching Funds on External Grant Proposals
• Current Visiting Scholars
• Become a Visiting Scholar
• Visiting Scholar Policies
• COVID-19 Entry Updates
• Flexible Workspace
• Faculty & Staff Giving Campaign
• Donor Spotlights
• Get Involved
• Submit a Nomination
• Alumni Magazine
• Alumni Board of Directors
• Counseling and Wellness Clinic
• Learning and Developmental Evaluation Clinic
• Current Cohort
• Past Cohorts
• Nominate a Teacher
• How to Apply
• Armstrong Teacher Panel Archive
• Current Jacobs Educators
• Past Winners
• Advisory Board
• Teachers' Examples
• Research-to-Practice Briefs
• Speaker Series
• Baxter Online STEM Student Challenges
• Educating for Environmental Change (EfEC)
• Dual Language Immersion (DLI)
• Global Learning for Pre-Service Teachers Workshops
• Global Literacy Invitation Project
• Global STEAM
• In-Service Teachers Workshops
• Principals’ Academy on Internationalizing K-12 Schools
• School of Education Curriculum Internationalization
• Medical Research Education Project
• Project LIFT
• Saturday Art School
• Past Lesson Plans
• Partners in Education (PIE)
• Maker Mobile
• Past Mentors
• Apply to Be a Mentor
• HOPE Training Modules
• HOPE for Cadets
• AAC in Action
• Celebration of Excellence
• C&I Graduate Research Symposium
• Invited Sessions
• Visiting Bloomington
• Science Education Research Symposium
• Convocation
• Diggs Symposium
• Virtual Events
• Advisory Committee
• Education Law Resources

School of Education

• Doctoral Programs

Ph.D. in Curriculum and Instruction – Specialization in Teacher Education and Curriculum Studies (Social Studies Focus)

Social studies education.

This program is designed for students who wish to work as professors who will prepare social studies teachers or to work as part of government agencies or nonprofit organizations focusing on social studies.

As a student you'll work closely with faculty to become familiar with scholarship in the field, to undertake mentored and independent research projects, and to become part of the wider community of scholars.

The program emphasizes areas such as preparation for democratic civic participation; history teaching and learning; gender, diversity, and equity in social education; and teacher education.

As part of the Curriculum Studies program, the Social Studies Ph.D. Track prepares you for a career as a university researcher, a teacher educator, or a social studies specialist in governmental and nonprofit educational organizations. You’ll develop a deep understanding of a variety of theoretical perspectives, research methods, and curricular approaches, and you’ll have the chance to work in schools and research projects locally, nationally, or internationally. IU’s doctoral program in social studies has a long and distinguished tradition, and you’ll be joining a vibrant community of faculty and students who are expanding the boundaries of theory and research in social studies education.

Application Deadlines

Admission requirements.

The Graduate Studies Office will accept unofficial transcripts and self-reported test scores for admission reviews. Any admission made with these documents would be conditioned on receipt of official documents, which should be provided as soon as possible.

Note: If you are currently enrolled or have applied in the past year, you are eligible for a reduced application fee of $35. Learn more »

• Bachelor’s degree from an accredited institution
• Minimum undergraduate GPA of 2.75 out of 4.00
• Personal statement
• Resume (required from international students only)
• Two letters of recommendation
• Minimum 79 TOEFL score or minimum 6.5 IELTS score (international students only)

Learn more about how to apply

Program Requirements

• Ph.D. in Curriculum and Instruction – Specialization in Teacher Education and Curriculum Studies (Social Studies Focus) Program Requirements

Per credit hour

*Does not include fees, which will vary depending on the number of credits enrolled. Find more information and calculate your expected costs at Student Central .

• Learn about the variety of fellowships and assistantships available to graduate students.
• Visit Student Central for information about financial assistance.
• Consult your employer about the availability of tuition reimbursement or tuition assistance programs.
• Active duty military, veterans, and military families should visit the Center for Veteran and Military Students to take full advantage of available financial assistance and educational benefits.
• Request info

Our faculty

• Testimonials
• Graduate Student Portal

Keith Barton

Daniel Castner

Assistant professor.

Alexander Cuenca

Associate professor.

Kathryn Engebretson

Associate professor; associate department chair.

Patricia Kubow

Professor, international and comparative education program chair.

Robert Kunzman

Professor, armstrong chair for teacher education 2015.

Keith C. Barton ED 3234 (812) 856-8058 kcbarton@indiana.edu

Start your life-changing journey

Additional links and resources.

• From the Dean
• Annual Report
• International Engagement
• Accreditation
• Measures of Success
• Emergency Preparedness
• Departments
• Instructor Resources
• Undergraduate
• Community of Teachers
• Research Initiatives
• Funding Opportunities
• Visiting International Scholars
• Undergraduate Portal
• Graduate Portal
• Academic Resources
• Career Connections
• Research Help
• Maker Education
• Youth Programs
• Award Programs
• CHG Counseling Services
• Staff Council
• Visit the School
• Alumni Spotlights
• Distinguished Alumni Award

Indiana University Bloomington School of Education

SOE Knowledge Base

SOE Intranet (Legacy)

Search NYU Steinhardt

Social Studies Education

Bachelor of science teaching social studies grades 7–12, initial certification.

Through a history-based curriculum and hands-on student teaching, prepare for a career as a social studies teacher who inspires students to be active citizens.

Master of Arts in Teaching Secondary Education: Teacher Residency Initial Certification

In one year, you’ll earn your master of arts in teaching (MAT) through an immersive teacher residency experience paired with technology-enhanced course work.

Master of Arts in Teaching Teaching Social Studies: Transformational Teaching Grades 7–12, Initial Certification

In just one year, build your knowledge of history and social sciences, learn pedagogical strategies, and apply them in supervised student teaching placements.

Application Extended: Still Accepting Applications

Master of Arts Teaching Social Studies and Students with Disabilities Initial Certification

Develop the skills to teach a range of diverse students in social studies and history as you gain a dual certification in Social Studies and Special Education.

Master of Arts Educational Theatre / Social Studies Education Grades K–12 / Grades 7–12

Acquire hands-on experience in New York schools, learn pedagogical methods, develop your foundation in social studies and drama, and prepare for teaching certification.

Doctor of Philosophy Teaching and Learning

Become a first-rate scholar and practitioner in a focus area of your choosing, including literacy education, mathematics education, special education, and more.

Minor Teacher Education

Explore a career as a classroom teacher or in fields such as psychology, advocacy, or social work through the study of education and human development in this undergraduate minor.

• Graduate School of Education
• Academic Programs
• UB Directory
• Department of Learning and Instruction >
• Academics >
• Teacher Education Programs >

Social Studies Education

UB GIVING DAY is from noon to noon, April 17–18.   Make a Gift Now to help support Graduate School of Education and our students!

VIRTUAL OPEN HOUSE Thursday, Nov. 9 Event Details Register Now

E-book Available

GET FREE E-BOOK NOW

UB is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP) , a national accrediting organization recognized by the Council for Higher Education Accreditation. The programs on our accreditation page have been awarded full accreditation by AAQEP through Dec. 31, 2028. Full accreditation acknowledges that a program prepares effective educators who continue to grow as professionals and has demonstrated the commitment and capacity to maintain quality.

Our master's program in social studies education allows you to critically examine historical and contemporary issues in the field as a foundation for learning to build student-centered and inquiry-focused curriculum. You also choose whether to develop your expertise in the area of technology, literacy, content knowledge, writing or special education/gifted learners to enhance your teaching. This program is for you if you are currently teaching or intend to teach in secondary schools and want to prepare for New York State initial and/or professional certification.

The social studies education initial-only program has reached capacity and is not accepting applications. The initial/professional and professional programs are only accepting applications for the fall 2024 term.

On this page:

Why social studies education at ub.

The features of our program include:

• Affordability – low cost, 50% less than comparable universities
• Flexibility – online and on-campus (day and night) courses
• Mentoring – support navigating the program and the labor market
• Quality – rigorous preparation for the demands of today’s public schools
• Technology – the latest digital resources and tools for teaching and learning

To be eligible for this program, you must have:

1. Majored in or completed 30 credit hours in HISTORY or  ONE OF THE SOCIAL SCIENCES  (anthropology, economics, geography, political science or sociology), which includes  at least  21 credits in history or geography and one economics and one political science course. 2. Met the following history/civilization distribution: 12 credits in U.S., 6 credits in Western civilization, 12 credits in world civilization.

Social Studies Education Programs

Program overview.

This worksheet is intended as an advising tool to assist you in your planning. Use this worksheet to help you select courses during your undergraduate studies that will fulfill the content distribution prerequisites that are required by the Graduate School of Education.

Social Studies Content Prerequisites Worksheet

Program Coursework

As we work to integrate curricular program changes, please email the Office of Educator Preparation ( [email protected] ) or contact an advisor  (716-645-2461) to confirm requirements.

• LAI 414*/514 Adolescent Writing across the Curriculum
• LAI 552 Middle-Childhood/Adolescent Literacy Methods
• CEP 400*/501 Psychological Foundations of Education
• ELP 405*/548/585 Foundations of Education or Sociological Bases of Education
• LAI 620 Teaching Social Studies Gr 5-12
• LAI 674 Seminar in Teaching
• LAI 698 Instructional Strategies in Secondary Schools

* Undergraduate coursework (LAI 414, CEP 400, ELP 405) is only applicable if previously completed as a UB undergraduate student with a grade of “B-” or better.

Clinical Experience

• LAI 667 Field Experience
• LAI 668 Supervised Teaching I
• LAI 595 Supervised Teaching II

Application Requirements

Beginning with the spring 2022 semester, the GRE/MAT is no longer required for application to this program. If you still plan to take the GRE/MAT exam, you can send your scores through the testing agency, and they will automatically be added to your application; however, they are not required for admission consideration to this program.

You must have a baccalaureate degree from an accredited institution.

Submit your completed online application, which includes:

• Application fee:  A $50 non-refundable application fee, submitted electronically through UB's ePayment system.
• Contact information for two references
• Unofficial transcripts  from all colleges attended. (UB transcripts are automatically submitted for current UB students and alumni.)
• Statement one: In Multiplication is for White People: Raising Expectations for Other People’s Children (2013), Lisa Delpit wrote: “We can educate all children if we truly want to. To do so, we must first stop attempting to quantify their capacity. We must be convinced of their inherent capability, humanity, and spiritual character ... we must learn who our children are — their lived cultures; their interests; and their intellectual, political, and historical legacies.” Discuss how the ideas from this excerpt resonate with you and your thoughts about high quality, equity- and justice-centered social studies education. (400 to 500 words)
• Statement two:  Social studies curriculum continues to be catalyst to and battle ground for “culture wars.” What is the purpose of social studies education in the United States today? How do your educational and professional goals and values align with that purpose? (500 words)
• Applicants to the master's degree program (professional certification) must have applied for, or received, New York State initial teacher certification in the matching certification area. If application for teacher certification is in process, proof of such application must be submitted. If already certified, a copy of proof of teacher certification is required.

Former/Maiden Name:  Please provide us with your former/maiden name if you have one. When requesting transcripts, please ask the sending institution to indicate your current name and former/maiden name.

Admissions Decision: The admissions decision will be communicated to you as soon as review is complete. The decision is based on a number of factors and is the result of a thorough and deliberate process. All decisions are final and cannot be appealed.

The New York State Education Department (NYSED) Dignity for All Students Act (DASA) requires that all students applying for certification as of December 31, 2013 have 6 hours of coursework or training on the social patterns of harassment, bullying and discrimination. As mandated by NYSED six clock hours of training in harassment, bullying, and discrimination prevention and intervention. This workshop is available through the University at Buffalo as well as other NYSED-approved providers . If you have already completed a workshop through a NYSED-approved provider, you must submit proof of completion when you apply.

The New York State Education Department requires three semester hours of study in the area of students with disabilities for those who are entering the teacher education programs. If you have not yet fulfilled this requirement, you may take our students with disabilities course (LAI 574).

In order to qualify for the in-state residency tuition rate, you are required to provide residency documentation indicating you have lived in New York State (NYS) 12 months prior to your semester start date.

If accepted, you will need to upload 3 documents to qualify for the in-state tuition rate. See Required Documents for Residency Application  for more information. 

• Official original proof of your degree
• A course-by-course transcript evaluation by a  NACES member organization
• A copy of your passport biographical page
• TOEFL minimum score is a 250 for a computer based test, 600 for a paper based test and 96 for the Internet based test
• IELTS minimum score is 7.0 overall
• PTE minimum score is 55 overall
• Financial documentation  — International graduate applicants must document their ability to pay for all costs incurred while studying in the U.S.
• An official bank statement

All financial forms and supporting documentation with required signatures must be uploaded with your application, and must be dated within one year of your intended enrollment date.

Professional Licensure Disclosure

New York State prides itself in the high quality of its licensed and certified professionals. For the protection of its citizens, each license and certificate has requirements that individuals must meet in order to be licensed or certified in New York State. SUNY’s academic programs leading to licensure or certification are carefully designed to meet and exceed these State requirements. This is a role SUNY plays in protecting the public. Other states frequently have their own requirements, so if your goal is to practice in another state, this disclosure will help you check to see what that state requires.

Enrolled students and prospective students are strongly encouraged to contact their State’s licensure entity using the links provided in the full disclosure document to review all licensure and certification requirements imposed by their state(s) of choice.

We have a collection of frequently asked questions that may help you. If your questions are still unanswered, we are glad to help! Contact our admission office .

Questions About the Admission Process?

Office of Graduate Admission

Graduate School of Education 366 Baldy Hall, North Campus 716-645-2110 [email protected]

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

Ready to get started?

University of central florida colleges.

Request Information

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.

University of Florida

Social Studies Education

Program information.

The School of Teaching & Learning offers the Master of Arts in Education (M.A.E.) degree in Social Studies Education. More information about the requirements for this degree can be found in the  Graduate Degrees  section of this catalog.

The M.A.E. degree in Social Studies Education is fully online. The degree does not confer certification; it is geared for practicing teachers who want to advance their Social Studies expertise. The thirty credits of coursework include the requirement that students complete a project in lieu of a thesis. Please visit this website for more information about this M.A.E. program:  https://education.ufl.edu/social-studies-education/degrees/mae-online/ .

For more information, please see our website:  http://education.ufl.edu/social-studies-education .

Degrees Offered with a Major in Social Studies Education

• Master of Arts in Education
• Master of Education

Requirements for these degrees are given in the Graduate Degrees section of this catalog.

School of Teaching and Learning Departmental Courses

General courses, curriculum, teaching, and teacher education courses, educational technology courses, esol/bilingual education courses, language and literacy education courses, mathematics education courses, reading education courses, science education courses, secondary education courses, social foundations of education courses, social studies education courses, teacher leadership for school improvement courses, social studies education (mae) .

SLO 1     Knowledge         The student identifies, describes, and explains general and subject-specific best practices in social studies teaching and learning

SLO 2     Skills      The student investigates a significant problem or original question within the field of Social Studies Education

SLO 3     Professional Behavior    The student applies knowledge of social science content and pedagogy and uses critical mindedness and professionalism to investigate a topic within the field of Social Studies Education

Social Studies Education (MEd) 

SLO 1     Knowledge         The student will investigate, identify, describe, and explain best practices in social studies teaching and learning

SLO 2     Skills      The student will organize content for instruction, develop and apply appropriate inclusive teaching practices, evaluate the impact of instruction on student learning, and create a positive learning environment

SLO 3     Professional Behavior    The student will collaborate with other professionals, reflect upon their own practice, and demonstrate a sense of efficacy and ethical practice

Print Options

Print this page.

The PDF will include all information unique to this page.

This PDF includes all graduate catalog information.

UNDERGRADUATE STUDENTS

Social Studies Education, BA

Earn a degree in social studies education and put your interest in history, geography, politics, civics, and government to work. A social studies education degree will enable you to teach social studies at the secondary level (grades 5-12). Social studies education is an interdisciplinary integration of several social sciences including economics, government and citizenship, historical perspectives, psychology, and sociology.

About the Program

The social studies education program will prepare you to become a teacher through a combination of coursework and supervised experiences, called “clinical practice,” in middle and high school classrooms.

Clinical practice can occur through a variety of ways:

• On or around Purdue’s campus
• Partner with the Indianapolis Public School Urban Experience
• Travel outside of Indiana to Texas, Arizona, New Mexico, or even internationally

Students who successfully complete all requirements of a teacher preparation program that is accredited by the Council for Accreditation of Educator Preparation (CAEP) and the Indiana Department of Education are eligible for licensure in the state of Indiana.

Once licensed, a social studies education graduate is qualified to teach social studies related subjects (e.g. economics, history, government, citizenship) to secondary students in a public, private, or independent school. Purdue has interstate licensing agreements with the other 49 U.S. states, which means graduates will be able to teach in Indiana and any other state in the country.

Plan of Study

To view a detailed Plan of Study for the BA in Social Studies Education degree, please visit the Purdue University Course Catalog .

Transfer Information

Purdue admits to individual majors. Transfer students must meet Purdue’s overall transfer criteria , as well as any major-specific requirements. Before you apply, check the closed programs page to confirm this major is open to transfer students. If it is, refer to the information below for major-specific transfer criteria.

Minimum GPA: 3.0

Contact College of Education, Office of Advising and Recruiting (765) 494-2345 [email protected]

U.S. News Releases 2024 Best Graduate Programs Rankings

Find the top-ranked graduate schools in business, education, law, nursing and other fields.

U.S. News Ranks Best Graduate Schools

Photo Library

To help prospective graduate students find a school that fits their needs, U.S. News released the 2024 rankings for multiple graduate fields.

Depending on the job or field, earning a graduate degree may lead to higher earnings, career advancement and specialized skill development.

But with several types of degrees and hundreds of graduate schools, it can be difficult to narrow down the options. To help prospective graduate students find a school that fits their needs, U.S. News released its 2024 Best Graduate Schools rankings today. They evaluate business, education, fine arts, health, law, library studies, nursing, public affairs, science, and social sciences and humanities graduate programs. Medical school and engineering rankings are not being released at this time.

A notable methodology change includes a new salary indicator based on profession in the business rankings.

Additionally, for the first time in four years, there are new rankings for a blend of doctoral and master's programs in audiology, occupational therapy, physical therapy, pharmacy, nurse midwifery and speech-language pathology. Graduate programs in nurse anesthesia and social work are also ranked for the first time since 2016 and 2022, respectively. Those and other specialty rankings are based on reputation ratings from scholars at other surveyed schools.

Read each program's specific methodology for the most detailed explanations of all the changes. The rankings are one source of information among many that prospective college students can use to inform their college decision. Below is a summary of the top-ranked schools in four major graduate program areas:

Best Law Schools

Best business schools, best nursing schools, best education schools.

Among the top 10 law schools . Yale Law School in Connecticut and California-based  Stanford Law School shared the top spot again. The  University of Chicago Law School in Illinois maintained its No. 3 rank, followed by a four-way tie at No. 4: Duke University School of Law in North Carolina, Harvard Law School in Massachusetts, the University of Pennsylvania Carey Law School and the University of Virginia School of Law .

Columbia Law School in New York ranked No. 8 again, while there was a three-way tie for No. 9: New York University School of Law , Northwestern University's Pritzker School of Law in Illinois and the University of Michigan—Ann Arbor Law School .

Looking beyond the top 10, multiple law schools moved up in the rankings. William & Mary Law School in Virginia, for instance, jumped nine spots from a tie at No. 45 to a five-way tie at No. 36.

U.S. News also ranked 13 law specialties: business/corporate, clinical training, constitutional, contracts/commercial, criminal, dispute resolution, environmental, health care, intellectual property, international, legal writing, tax and trial advocacy. (You can filter by specialty on the  main ranking page .)

Meanwhile, in the  part-time law school rankings – which consists of law schools with at least 20 part-time students enrolled in fall 2022 and fall 2023 – the top three stayed the same. The  Georgetown University Law Center in Washington, D.C., is once again at the top while D.C.-based  George Washington University Law School , now No. 3, switched places with the  Fordham University School of Law in New York City, which claimed second place.

Previously ranked at No. 3 and No. 6 respectively, the University of Pennsylvania's Wharton School and Stanford Graduate School of Business took the top spot in this year's full-time MBA program rankings . Northwestern's Kellogg School of Management and the University of Chicago's Booth School of Business moved down from their previous places in the top two to tie at No. 3.

While the top 10 mostly consists of the same schools as last year, both the Haas School of Business at the University of California, Berkeley and the University of Virginia's Darden School of Business joined those ranks this year. UC Berkeley rose from a three-way tie at No. 11 to a three-way tie at No. 7, while UVA moved up four spots from No. 14 to a tie at No. 10.

Farther down the full-time MBA rankings, there were some big changes. For example, Pitt's Joseph M. Katz Graduate School of Business soared 39 spots from a tie at No. 86 to a tie at No. 47.

Meanwhile, the very top of the part-time MBA rankings looks similar to last year, with the same schools in the top 5: UChicago, UC Berkeley, Northwestern, NYU's Leonard N. Stern School of Business and the Anderson School of Management at the University of California—Los Angeles. But UChicago took the No. 1 spot from UC Berkeley this year.

Moving up from No. 2, Johns Hopkins University School of Nursing in Maryland tied with Emory University's Nell Hodgson Woodruff School of Nursing in Georgia to claim the top spot in this year's nursing master's program rankings. Duke University School of Nursing in North Carolina climbed up by one to claim the third spot.

Johns Hopkins ranked No. 1, as it did last year, in the Doctor of Nursing Practice program rankings. George Mason University School of Nursing in Virginia – which reported more graduates and resources per faculty – soared from a four-way tie at No. 39 to take the No. 2 spot. Duke tied with the University of Washington School of Nursing to round out the top three.

Duke also ranked No. 1 in all of the ranked nursing master's nursing practice specialties, including administration, family, both acute and primary care adult gerontology, and mental health.

Once again, Teachers College, Columbia University in New York was No. 1 in the graduate education schools rankings. This year, however, it tied with the University of Wisconsin—Madison School of Education , which climbed two spots.

The University of Michigan—Ann Arbor's School of Education dropped from the top position to tie with the UCLA School of Education and Information Studies at No. 3. UCLA was previously tied at No. 7.

U.S. News also ranks nine education specialties, with the College of Education at Michigan State University claiming the top spot in the following categories: curriculum and instruction, educational administration, elementary teacher education, higher education administration and secondary teacher education.

Searching for a grad school of education? Access our  complete rankings  of Best Graduate Schools.

Grad Degree Jobs With $100K+ Salaries

Tags: students , graduate schools , medical school , business school , law school , education graduate school , engineering graduate school , MBAs , nursing programs

You May Also Like

Environmental health in medical school.

Zach Grimmett April 16, 2024

How to Choose a Law Career Path

Gabriel Kuris April 15, 2024

Questions Women MBA Hopefuls Should Ask

Haley Bartel April 12, 2024

Law Schools With the Highest LSATs

Ilana Kowarski and Cole Claybourn April 11, 2024

MBA Programs That Lead to Good Jobs

Ilana Kowarski and Cole Claybourn April 10, 2024

B-Schools With Racial Diversity

Sarah Wood April 10, 2024

Law Schools That Are Hardest to Get Into

Sarah Wood April 9, 2024

Grad School Housing Options

Anayat Durrani April 9, 2024

Ask Law School Admissions Officers This

Gabriel Kuris April 9, 2024

MBA Scholarships

Sammy Allen April 4, 2024

Zambia visit shows SSW’s global impact

A UNC School of Social Work delegation saw how their research helped a nonprofit create jobs in rural areas.

A small delegation from the UNC School of Social Work visited the growing rural town of Solwezi (population 90,000) in the North-Western Province of Zambia in March. They came to learn about the impact of local women’s savings and credit groups and their financial literacy training.

The trip was coordinated by Gina Chowa and Rain Masa from the school’s center for  Global Social Development Innovations in partnership with longtime collaborator Mathias Zimba, executive director of  Rising Fountains Development Program in Zambia.

“As partners, we work together to identify ideas and practices that will change lives for the better,” Masa said. “Researchers and graduate students at the school can help build the evidence needed to demonstrate to policymakers, officials and the business community what is needed to  improve the lives of rural Zambians .”

Improving lives in six countries

Masa is an associate professor who also serves as GSDI’s research director. He has worked collaboratively on both economic security and HIV treatment projects with Rising Fountains, a Zambian nonprofit dedicated to improving the livelihoods of women and children in rural areas.

Masa emphasized how community involvement localizes these economic programs and increases their chance of success and relevance.

“Economic security is the focal point of our work,” said Masa. “We provide funding and, maybe more importantly, we are available to Mathias and his team for ongoing capacity support as well.”

Paving career paths

During the visit to her native Zambia, Chowa was visibly moved at the end of a day spent at a teen center and a church. The delegation heard from over a dozen enthusiastic groups of about 20 women each and the men who had joined in support of them.

“These people. This is why I do the work I do,” Chowa said.

Following the presentations, the delegation went to see the small business owners in action. These included a man who bought spare parts for just one bicycle and now runs a repair shop with several assistants, craftswomen who purchased a sewing machine and yarn to create and sell clothing, and a woman who uses a mobile phone and SIM cards to help townspeople make financial transactions.

“This is not about politics,” said one Solwezi community leader. “I stand in the middle in support of our people helping better their lives and those of their families.”

At the end of the visit, local residents piled baskets full of sweet melons, gourds and pineapples at the front of a small church as parting gifts.

“The bounty and generosity of spirit of the nearly 150 people of Solwezi whom we visited with earlier this month made a lasting impression,” said Alice Washington, a longtime member of the school’s advisory board.

Read more about the Zambia trip and support the UNC School of Social Work’s global partnerships by making a gift to the  Global Social Development Innovations Fund .

In a campus email, Lee H. Roberts wrote it's a privilege to interact with students and inspiring to learn about the diverse range of interests they're working on.

Career Treks event highlights public professions

School of Education students networked in Raleigh with representatives from 11 state agencies.

Global studies scholar aspires to diplomacy

After earning a master’s degree, Kat Goodpaster became assistant director of Carolina’s Russian Flagship Program.

Public Service Awards go to 7 people, 2 groups

The Carolina Center for Public Service honored work on health disparities, refugee aid and more.

UNC-Chapel Hill graduate programs ranked among best in nation

U.S. News & World Report’s 2024 “Best Graduate Schools” list named multiple Carolina graduate degree programs in the top 10, including UNC Eshelman School of Pharmacy at No. 1.

Broadway writer brings new comedy to PlayMakers

Fresh off the debut of her musical adaptation of “The Notebook,” Bekah Brunstetter ’04 will debut “The Game” in Chapel Hill.

EFC steers NC breweries to sustainability

Improving water usage in the craft beer industry is the focus of a UNC Environmental Finance Center project.

Healthcare Sparks inspires interest in STEM

Medical resident Danae Smart created a program to encourage minority students to pursue health careers.

Share on Mastodon

Employment as a doctoral researcher

The University of Helsinki (UH) annually allocates funding to doctoral programmes for salaried positions (employment contract).  

The next application period for salaried positions will be on 29.08.-14.09.2023.   

Salaried doctoral researcher positions are aimed at enabling full-time work on doctoral dissertations and doctoral studies, with the goal of completing a doctoral degree in four years. The exact duration of employment, its’ start and end dates are determined in the employment contract.  

The salary and other further details concerning the employment relationship are available in the call for applications (available when the call is open). 

You can apply for a salaried position in a doctoral programme if you are currently a doctoral student at the University of Helsinki or are planning to pursue a doctoral degree.  

If you already have a doctoral study right at the University of Helsinki, you can apply for a salaried position, if you have not yet spent a total of four years with a UH funded doctoral researcher salary. 

Please read your doctoral programme’s instructions below. 

Applications for a salaried position in a doctoral programme are submitted by completing the application form and enclosing the required attachments.  

If you do not yet have the right to pursue a doctoral degree at the University of Helsinki, you can apply for the right in the September study right call or in the spring at the latest. Please note that this may result in your employment beginning later than 1 January 2024.  

If you are offered a salaried position, you must apply and be awarded the right to pursue a doctoral degree in your doctoral programme within the six-month trial period.  

Please note that you may apply for a UH-funded doctoral candidate position from a maximum of two doctoral programmes. If an applicant has submitted more than two applications, the two most recently dated will be considered and reviewed. 

If you already have the right to pursue a doctoral degree at the University of Helsinki, you may also apply for a salaried position from another doctoral programme that suits your research profile.  

 If you receive a salaried position from another doctoral programme, you will need to change your doctoral programme. This means that you may need to reapply for study right if your faculty or target degree changes. This application should be made in the spring at the latest. Please note that this may affect the start date of your potential employment. If you are applying for a salaried position in more than one doctoral programme, please complete a separate application form for each one.  

You will find more instructions on applying from the doctoral programme specific instructions below. 

On these pages you will find information on how to use the recruitment system.  

Further information can be requested by writing to  phd-positions(at)helsinki.fi  

The University of Helsinki Doctoral Programme in Social Sciences invites applications for four (4) funded doctoral candidate positions starting from 1.1.2024 . Each position is for a four-year term.

In addition to doctoral programme-specific positions, University of Helsinki Doctoral School allocates 10 strategically targeted doctoral researcher positions for the four-year period 2024-2027 in a thematic call. Theme of the call is Multidisciplinary research on One Health including a global dimension and the appointees in this call are selected among the high-scoring 4-year applicants in all doctoral programmes by a separate multidisciplinary thematic evaluation panel. If you want to apply for these positions, please fill out the ‘Thematic call’ section in the application form. 

In the evaluation, One Health is understood in its widest scope referring to an integrated, unifying approach to balance and optimize the health of people, animals, and the environment. The global dimension may be evident in the research proposals in the spirit of global responsibility, with a special focus on Africa. Groundbreaking basic research, open minded curiosity and cooperation that transcends boundaries are supported. The projects are expected to increase our knowledge towards building a sustainable future by finding solutions to both local and global issues and thereby benefiting the global community.

In addition, University of Helsinki Research Foundation allocates 10 positions to high-scoring 4-year applicants in all doctoral programmes. The Foundation emphasizes multidisciplinarity and the applicant's ability to explain which societal problems or questions the research aims to answer.

The Doctoral Programme in the Social Sciences covers the following disciplines: social psychology, social work, social and cultural anthropology, sociology, social data science, media and communication studies, criminology and social and public policy. Applicants must clearly state which of these disciplines is their primary discipline in their application. The Doctoral Programme in Social Sciences is the largest doctoral programme in Finland.

Thematic teaching is provided both at disciplinary level and multi-disciplinary levels. Candidates should study these areas before writing their applications. These are organized around theoretically and substantially relevant research areas and are currently organized as follows (contact persons and main discipline are marked in parentheses:

• Action, Interaction and Social Relationships (Prof. Ilkka Arminen; Sociology)
• Comparative Study of Social Change (Profs. Lena Näre and Sirpa Wrede; Sociology)
• Consumer Society Research – (Associate Professor Minna Ruckenstein)
• Cultural and Social Diversities and Intergroup Relations (Prof. Inga Jasinskaja-Lahti; Social Psychology)
• Cultural Sociology (Prof. David Inglis; Sociology)
• Criminology and Legal Policy (Profs. Janne Kivivuori and Matti Näsi; Criminology)
• Knowledge, Technology and Environment (Profs. Janne Hukkinen and Petri Ylikoski; Sociology)
• Media and Global Communication (Prof. Mervi Pantti; Media and Communication)
• Population, Health and Living Conditions (Prof. Pekka Martikainen; Sociology)
• Social and Cultural Anthropology (Prof. Sarah Green; Social and Cultural Anthropology)
• Social Psychology (Prof. Inga Jasinskaja-Lahti; Social Psychology)
• Social Work and Welfare Policies (Profs. Ilse Julkunen and Kris Clarke; Social Work)
• Political and Urban Sociology (Profs. Veikko Eranti and Eeva Luhtakallio; Sociology)
• Social Data Science and Statistical Demography (For potential list of supervisors, please see the Centre for Social Data Science website )
• Social Policy (Profs. Anne Kouvonen and Heikki Hiilamo; Social Policy)

Please contact [email protected] , if you would like to write your research plan and CV in Swedish.

Candidates must gain the agreement of at least one member of staff to act as a supervisor for the research project prior to applying .  Any applications without at least one named supervisor will be rejected.

See the list of potential supervisors in these research areas and their research profiles in Contacts & supervision .

The reason for this requirement is that doctoral research demands the highest levels of research skill and knowledge of the research topic, both on the part of the candidate and on the part of the supervisor: in addition to requiring the candidate to be of the highest academic quality, we can only accept candidates if we are certain that we have sufficient expertise to supervise the candidate on the research topic specified.

Candidates are strongly advised to be fully aware of the research expertise of potential supervisors before contacting them. Candidates should include a research plan and CV in the request and provide clear research-related reasons for requesting the supervision of a member of staff that is directly related the staff member’s research expertise. Candidates are also advised to have read some of the research work of the potential supervisor before contacting them. Any requests for supervision that have not been properly prepared and do not provide this kind of information are unlikely to be successful.

• The appointee must have obtained the agreement of at least one supervisor from the Doctoral Programme in Social Sciences at University of Helsinki prior to applying. See above “Requirement to secure a supervisor before applying” for more details. Candidates are strongly advised to be aware of potential supervisors’ research expertise and prepare requests for supervision carefully before contacting members of staff.
• The appointee must hold a study right in SOS doctoral programme at the University of Helsinki. In case the appointee does not yet have a study right, they need to apply for it: the appointee must obtain the right to pursue a doctoral degree at the University of Helsinki within six months of the beginning of the appointment.
• The appointee must hold a high quality second-cycle degree (e.g. master’s degree or equivalent) and have a high-quality research proposal , which shows the links between the planned dissertation research and the research expertise within the doctoral programme.

Other requirements include proven ability and motivation, demonstrated through previous degree studies or otherwise to pursue postgraduate studies. Fluency in English is required.

Please submit your application preferably in English. Applications in Finnish and Swedish, however, are also welcomed.

Applications for a salaried position are submitted via the University of Helsinki recruitment system.   You need to include the following attachments in this order to your application for Doctoral Programme in Social Sciences:

•    Research plan o    To ensure the equal treatment of applicants, you must use research plan structure presented in the template and follow the maximum number of characters including spaces indicated in the template. The application may be rejected if the instructions are not followed. o     LINK to research plan template

•    CV   o    To ensure the equal treatment of applicants, CV must follow the template of the Finnish National Board on Research Integrity TENK. The application may be rejected if the instructions are not followed. o    LINK  to CV template   o    Layout: Font Arial/Calibri size 11 or similar if not using Word o    Row min 1,15 o    Maximum length of CV: 2 pages

•    Copies of your degree diploma and transcript of studies (or transcript of studies only, if you have not graduated yet)  

•    All attachments need to be combined as one pdf file and attached to the ‘CV/Ansioluettelo’ section of the application. The maximum size of the combined file is 5 MB.

The application form is open during the application period. You will find the application form for each doctoral programme during the open call period (29.08.-14.09.2023) from the University of Helsinki Open positions webpages . (available during the call period). 

Please note that even though the application closes at midnight, we advise you to submit your application earlier. We will not answer your question about the application, or the application form, after 16.00 EEST on the day the application closes.

Short-listed candidates will be invited to an online interview organised in 10 November .

The board of the doctoral programme makes a proposal regarding appointment of salaried doctoral researcher positions. The director of the relevant employment unit makes the final decision on the appointments.  

All applicants will be personally notified of the decisions by the end of November. The names of the applicants selected for the positions will be published on the doctoral programme’s web pages (if the applicant has given permission).  

Please note that applications for the right to pursue a doctoral degree are processed according to a different schedule by the responsible Faculty. The relevant faculty makes decisions regarding study rights and applicants are personally notified in a separate notification to salary positions. If you are applying also for the study right, please read carefully the instructions for doctoral study right applicants from your doctoral programme webpage .

The decisions will be announced on the doctoral programme’s web page in December 2023.

For further information on the doctoral researcher positions, please contact Maiju Raassina, Planning Officer, at [email protected] .

General questions regarding the application: [email protected]  

In the autumn 2023 call, a salaried position was granted to the following doctoral researchers:

Erfan Fatehi, 4 years Ira Frejborg, 4 years Emilia Laine (One Health), 4 years Eemi Nordström (One Health), 4 years Priscilla Osei, 4 years

Jenni Jaakkola, 4 years

The programme congratulates the successful candidates and wishes to thank all applicants!

• Request Info

• James C. Kirkpatrick Library
• Campus Maps
• University Calendars

UCM Faculty Instrumental in Conducting Seminar Teaching Educators How to Document Lives of African American Civil War Veterans

By Jeff Murphy, April 16, 2024

WARRENSBURG, MO – An opportunity made possible by collaborative efforts that include the University of Central Missouri, 20 educators who teach grades 7-12 at the area surrounding Fort Scott National Cemetery in Fort Scott, Kansas participated in a professional development seminar on April 4 which enabled them to uncover information to document the life stories of African American Civil War veterans who are interred at the cemetery. After touring the Natonal Cemetery, the participants returned to Fort Scott Community College where they learned more about how to research the lives of these veterans and how to teach their students to do the same. They also learned more about the Veteran Administration’s Veterans Legacy Memorial program and how to upload biographies of veterans to that platform. The professional development day ended by having participating teachers provide feedback on a draft handbook that the UCM team has developed specifically for 7-12 grade teachers about how to conduct this research and how the research fits within the state standards for teachers. In August 2023, UCM and its partners received a Veterans Legacy Memorial grant that funded the April 4 professional development event for teachers as part of the V eterans Voices from the Heartland grant . UCM faculty members who participated and presented at the professional development event included Lauren Hays, associate professor of education technology; Sara Sundberg, professor emerita of history; and Jon Taylor, professor of history. Tina Ellsworth, assistant professor of education, Northwest Missouri State University, served as an outside consultant for the grant. Other partners included Katie Kline, director of the Greater Kansas City Writing Projec t and Katie Smith, director, and Kim Alberg from the Midwest Genealogy Center in Independence, Missouri. UCM History graduate student Emily Hemann and undergraduate students in History, Emma Fischer and Truman Harrow also participated in the event. The UCM team is now planning for a two-day professional development seminar for 7-12 grade educators that will presented at the Missouri Veterans Cemetery in Higginsville and at the Midwest Genealogy Center in Independence on June 17-18. For more information or to register for the seminar, please see the information in this link or contact Katie Kline at [email protected] . 

social-section