synopsis for phd in history

History PhD

First awarded by the University of Maryland in 1937, the Doctorate in History is conferred for superior achievement in historical research, writing, and interpretation.

Additional Information

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• People (Department Directory)

PhD Program Overview

The Doctorate in History (PhD) is an essential component in the training of professional historians. The most significant requirement of the PhD degree program is the dissertation, an original and noteworthy contribution to historical knowledge. In anticipation of dissertation research, students spend several years mastering bibliographical tools, research and writing methods, and general, special, and minor fields of study.

Admission to the PhD program is offered to highly qualified applicants holding at least a Bachelor's (BA) degree, normally in History or a related discipline. Application and admissions procedures are described on the Department of History's  graduate admissions page .

The length of time required to complete the PhD varies by field of study and student. Students admitted with a Bachelor's (BA) degree might expect to complete the program in five to six years of full-time study. Students entering with a Master of Arts (MA) degree might expect to complete the program in four to five years of full-time study. The degree must be completed in no more than nine years.  Students typically take two years of course work, prepare for and take language exams (if required for their field) and comprehensive exams, and then research and write the dissertation.

Program Requirements and Policies

General program requirements.

• Course work in the major and minor fields
• Language examinations if required by field
• Comprehensive examinations
• Dissertation prospectus
• Advancement to candidacy
• The dDssertation

Each of these program requirements must be met before the PhD can be conferred.

Course Requirements

All PhD students entering with a Bachelor's (BA) degree (or equivalent) must take, at a minimum, the following courses (total 30 credits, not including 12 credits of “Dissertation Research”):

• Contemporary Theory (HIST 601; 3 credits)
• Major Field General Seminar (HIST 608; 3 credits)
• Readings courses in the major field (HIST 6XX and 7XX; 9 credits)
• Readings courses in the minor field (HIST 6XX and 7XX; 9 credits)
• Research seminars (HIST 8XX; 6 credits)
• Dissertation Research (HIST 898/899; 12 credits)

Special Notes:

• Courses completed during previous post-baccalaureate degree programs and/or at other institutions may be considered to satisfy course requirements. However, students entering the PhD program with a Master's (MA) degree or equivalent in History or a related discipline must take a minimum of two  600-800 level courses in the major field, one of which should be with the major advisor.
• Requests for course requirement waivers, equivalency, and credit transfers should be directed to the Director of Graduate Studies. A request must include the course syllabus and transcripts showing the final grade. The endorsement of the advisor is typically sought.
• Up to nine credit hours of major and minor field readings courses may be taken at the 400 level.  Students seeking to take a 400 level course for graduate credit should consult the instructor of record to discuss course expectations before registering.
• HIST 708/709: “Directed Independent Reading for Comprehensive Examinations” does not count toward the nine-credit readings seminar requirement.
• Students in the U.S. and Latin America fields are expected to take two major field seminars (HIST 608)–in this case, one of these 608s will be counted toward the “Readings courses in the major field” requirement.
• Students must complete the entire program for the doctoral (PhD) degree, including the dissertation and final examination, during a four-year period after admission to candidacy, but no later than nine years after admission to the doctoral (PhD) program. Students must be advanced to candidacy within five years of admission to the doctoral (PhD) program. 

Fields of Study

Doctoral students should choose one of the following as their “major field” of study:

Global Interaction and Exchange

• Jewish History (Classical Antiquity to the Present)

Latin America

Middle East

• Technology, Science, and Environment

United States

Learn more about fields of study and faculty work produced in each field by visiting the research fields page .

The Minor Field

All doctoral students are required to complete a minor field of study outside the major field of study. This requirement is typically met through nine credit hours of coursework. However, a student may opt to satisfy the requirement by written examination.

A minor field is usually a field of history outside the student's major field of concentration. For example, a student in the U.S. field may select a minor field in Latin American history; a student in the Women & Gender field may select a minor field in European history. The minor field may be a standard national-chronological field (e.g., 19th-century United States; Imperial Russia; Postcolonial India), or it may be a cross-cultural, cross-regional thematic field (e.g., the Atlantic in the era of the slave trade; gender and Islam). Or, it might be taken in a department or program outside of History (e.g., Women's Studies, English, Government & Politics, Classics and Comparative Literature).

For students opting to satisfy the minor field requirement via coursework, all courses must be approved by the student's advisor and must, to the satisfaction of the advisor and the Graduate Committee, form a coherent field of historical inquiry distinct from the general field. Courses taken at the master's level may count towards fulfillment of the minor field requirements, subject to the approval of the advisor and, in the case of courses taken at outside institutions, of the director of graduate studies.

Language Requirements

Language requirements must be fulfilled before a student is admitted to candidacy. While no MA degree requires language examinations, students will often have to learn one or more foreign languages in their field of study to successfully complete their research. They will also need to learn these languages if they wish to continue on towards a PhD. When applying for either program, preference will be given to students with prior experience with languages in their fields of study.

Language requirements differ across the varying fields within history.

No foreign language requirements for the PhD. If a student’s dissertation topic requires research in foreign language materials, the advisor will decide if the student needs to show proficiency by taking an examination in the language in question.

Spanish and Portuguese. For admission, applicants will be evaluated on their language abilities, and preference will be given to applicants with a strong command of Spanish and/or Portuguese. All PhD students must show proficiency by examination in both languages by the time they are admitted to candidacy. Exceptions to one of those languages (typically Portuguese) if the student’s dissertation requires the use of indigenous languages or documents produced by ethnic minorities. In such cases, students must be proficient in those languages.

One language (in addition to English). Depending on the field, the adviser may determine that the student needs to show proficiency in an additional language.

For admission, students must have proficiency at the advanced intermediate level in at least one major Middle Eastern language (Arabic, Persian or Turkish). All PhD students must acquire advanced proficiency in their chosen language either by course work or exam by the time they are admitted to candidacy. In addition, students must demonstrate proficiency in one European language by the time of their comprehensive exams.

Ancient Mediterranean

For admission, students should present knowledge of classical Greek and Latin at the intermediate level and reading knowledge of either French or German. Knowledge of classical Greek, Latin, French and German is required for the PhD. Other language skills, eg. Italian, Spanish, Modern Greek or Hebrew, may prove to be necessary for dissertation research but are not formal program requirements. Students satisfy the requirement in Latin and Greek in one of two ways: either by completing three upper level or graduate courses (400-600 level) in each language and obtaining at least a B in all courses and an A- or better in at least two of the courses; or by passing a departmental sight translation exam. This exam consists of translating (with the help of a dictionary) three passages of three sentences each (roughly one-fourth to one-third OCT page) selected from prose authors of average difficulty. Students show proficiency in French and German through the regular departmental language exams.

Medieval Europe

For admission, proficiency in either Latin, French or German and familiarity with a second of those languages. All PhD students must demonstrate proficiency in Latin, French and German. They can satisfy the Latin requirement in one of two ways: either by taking three upper level or graduate courses (400-600 level) and obtaining at least a B in all courses and an A- or better in at least two of the courses; or by passing a departmental sight translation exam. This exam consists of translating (with the help of a dictionary) three passages of three sentences each (roughly one-fourth to one-third OCT page) selected from medieval prose authors of average difficulty. Students show proficiency in French and German through the regular departmental language exams. Depending on the field, students may have to know an additional national/regional language like Spanish or Italian.

Early Modern Europe

For admission, proficiency in one foreign language related to the field. All PhD students must demonstrate proficiency in two foreign languages. Depending on the field, students may also have to know Latin.

Modern Europe

For admission, students must know the language of the country or region in which they are interested. All PhD students must demonstrate proficiency in the language of the country/region in which they are interested plus another European language.

Russia/Soviet Union

For admission, three years of Russian or the equivalent. All PhD students must demonstrate proficiency in Russian plus either French or German. Depending on the area of interest, the adviser may require an additional language.

For admission, advanced intermediate-level proficiency in modern Hebrew. All PhD students must demonstrate proficiency in modern Hebrew and one other language necessary for their fields. The advisor may require other languages as necessary.

Chinese History

For admission, students must have had at least two years of university-level Chinese language courses. All PhD students must acquire advanced proficiency in Chinese since they will be using Chinese documents for their dissertations.  Before admission to candidacy students must pass a Chinese language exam in which they will translate about 30 lines of modern, scholarly Chinese into English. As with all departmental language exams, students will be able to use a dictionary, and they will have four hours to complete the translation.

Language Examinations

Except as specified for Latin and ancient Greek, the typical language proficiency examination includes a summary and translation of a passage from a work of modern scholarship in the student’s field. The director of graduate studies appoints a faculty member, typically the student’s advisor, to coordinate the exam and select an excerpt from a published work of historical scholarship in the student’s field. Students write a 200-300 word summary of this five-to-seven page excerpt from the scholarly literature in their fields, and then they do a direct translation of an indicated 30-line passage within that excerpt. The direct translation must be accurate and rendered in idiomatic English. Students have four hours to complete the exam, and they may use a language dictionary that they themselves provide.

Language exams can be taken at any time before candidacy. The exams are read by two members of the faculty: typically, the student’s advisor, who chooses the passage and serves as chair of the exam committee, and one other member of the faculty chosen by the D\director of graduate studies in consultation with the advisor. Faculty from outside the department who have the necessary expertise are eligible to serve as evaluators. The two possible grades are pass and fail. If the two readers do not agree, the director of graduate studies will appoint a third faculty member to read the exam. Students who do not pass on the first attempt may retake the examination without prior approval. After a second failure, the student must petition for reexamination. The chair of the language exam committee will notify the director of graduate studies about the results of the exam within one week after the exam, and the graduate coordinator will notify the student in writing about the results, which will then be inserted into the student’s records. All students should normally pass their language examinations during their third year of the program, though given the complexity of the language requirements in different fields of study, the department recognizes the need to exercise some flexibility in the timing of this requirement.

• Comprehensive Examinations

Comprehensive examinations (comps) are a standard feature of historical training in the United States. The examinations require the examinee to demonstrate mastery of historical scholarship and historiography in a major field, including specialized mastery of the authors, themes, works and topics most relevant to the intended dissertation topic. All students register for HIST 708/709: “Directed Independent Reading for Comprehensive Examinations” for two semesters, once in the semester prior to the one in which they are scheduled to take the examinations (normally the fifth semester of the student’s program) and the second in the same semester as their examinations (normally the sixth semester of the student’s program). As noted above, these courses do not count towards the nine-credit readings seminar requirement.

Comprehensive examinations include the following:

• A special field examination in the form of an essay. Students prepare an essay of 4,000 to \5,000 words in length, 16-20 pages, double-spaced in a 12-point font. The special field is a subfield of the major field in which the dissertation is centered.
• A take-home major field examination administered in written format. Students have 48 hours to complete the exam, which should be 5,000 to 6,000 words, 20-24 pages, double-spaced in a 12-point font in length.
• A two-hour oral examination by the examination committee, including coverage of both the take-home major field exam and the essay that comprises the special field exam.

Timeline : The comprehensive examinations are administered during the first half of the student’s sixth semester in the program. The special field essay has to be submitted to the graduate coordinator before the student takes the major field examination. The oral examination follows within two weeks of passing the major field examination and the special field essay. Students entering the program with an MA in history might be expected to complete their comprehensive examinations during their fifth semester in the program. (Also see the “Combined Timeline for Comprehensive Examinations and the Prospectus” at the end of this document.)

Reading Lists : The format, content and length of the reading lists for the comprehensive examinations vary by field but the list should normally be in the range of 200 to 250 books. Of these, about two-thirds should be in the major field and one-third in the special field. In all fields, students develop their reading lists in consultation with their advisors and other members of the examination committee. The reading list must be compiled and approved by the examination committee by the end of their second-year summer (after the student’s fourth semester in the program). For students coming in with an MA in history who would like to take their examinations during their fifth semester in the program, the list must be ready by the end of the student’s third semester. After approval, limited changes may be made solely by mutual agreement of the student and his/her advisor.

The examination committee : The examination committee consists of three or four members of the Graduate Faculty, typically all members of the history faculty. The director of graduate studies designates the committee members and chair, in consultation with the major advisor and the student. The committee chair shall not be the student's advisor. All committee members contribute questions to the written and oral examinations. Most or all of these same committee members are normally also on the student’s dissertation committee but the composition of the examination and prospectus committees do not need to be the same.

Grading : Comprehensive examinations will be graded pass, pass with distinction or fail.

Combined Timeline for Comprehensive Exams and Prospectus

• Both the initial version of the prospectus and the special field essay are due before the major field take-home examination during the first half of the sixth semester of the student's program.
• The major field take-home examination should be completed also during the first half of the sixth semester of the student's program after the initial version of the prospectus and the special field essay are submitted.
• The two-hour oral examination on both the take-home major field exam and the essay that comprises the special field exam follows within two weeks of passing the major field examination and the special field exam. This oral exam can take place during the second half of the sixth semester of the student’s program.
• The one-hour oral examination based on the initial version of the prospectus also takes place during the second half of the sixth semester of the student’s program but only after successful completion of the two-hour oral examination (#3 above).
• The final version of the prospectus as approved by the advisor is due on the first day of the academic semester that immediately follows the comprehensive examinations, which is normally the seventh semester of the student’s program.

Prospectus & Candidacy

Dissertation Prospectus

The dissertation prospectus is a written précis of the proposed dissertation research, its significance, the sources and methods to be used, the relevant bibliography including primary source materials and the plan of completion. It is intended to form the substance of grant proposals students will write in order to apply for both internal and external grants and fellowships. Each field of study has its own expectations for the length of the prospectus, but normally these should be concise documents not to exceed 10-12 pages in length, followed by a bibliography. In all fields, the prospectus is developed by the student in close collaboration with the advisor and other members of the examination committee.

The preparation of the prospectus includes the following stages :

• An initial version of the prospectus.
• A one-hour oral examination based on that initial version.
• A final version incorporating any revisions suggested by members of the dissertation committee and approved by the advisor submitted to the graduate coordinator.

Timeline : The initial draft version of the prospectus should be submitted to the graduate coordinator during the first half of the student’s sixth semester before the student takes the major field examination, normally at the same time as the special field essay. The one-hour oral examination of the prospectus based on the initial version is scheduled during the second half of the student’s sixth semester in the program following satisfactory completion of the comprehensive examinations. The final version of the prospectus as approved by the advisor is due on the first day of the academic semester that immediately follows the comprehensive examination. (Also see the “Combined Timeline for Comprehensive Examinations and the Prospectus” at the end of this document.)

The relationship between the prospectus and the special field Essay: The special field essay normally covers the historiography of the entire subfield within the major field in which the dissertation is anchored, while the prospectus is more narrowly concerned with the specific research topic of the dissertation.

The examination committee: The prospectus oral examination committee consists of the advisor and at least two other members of the Graduate Faculty, who are normally also members of the student’s dissertation committee. The advisor chairs the examination. All committee members contribute questions to the oral examination and make suggestions for revisions. Upon passing the oral examination, the student will complete any revisions requested (as determined by the advisor and the committee) and submit the final prospectus approved by the advisor to the graduate program coordinator.

MA “Along the Way”

When a student receives a pass or pass with distinction and the endorsement to continue on in the PhD program, the student has the option to request that the Master of Arts degree be conferred "along the way," subject to fulfillment of the standard requirements of the MA degree.

In some instances, the examination committee may recommend that a PhD student taking comprehensive examinations be given a pass at the MA level, sufficient for the conferral of a terminal master's degree. Such a recommendation will be made with the expectation that the student not continue on towards doctoral candidacy.

Petition for Reexamination

In the case of failure of a language examination taken for the second time or one or more components of the comprehensive examinations and the prospectus preparation process (special field essay, take-home major field examination, two-hour oral examination and prospectus oral examination), the student may petition the director of graduate studies to take the whole examination or the relevant component(s) a second time. If the petition is approved, the student may retake the examination as soon as possible. A student may petition only once to retake all or part of the comprehensive examinations and the prospectus preparation process.

Successful completion of the prospectus is typically the last step before application for advancement to candidacy.

• Advancement to Candidacy

A doctoral student advances to candidacy when all degree requirements (i.e., course work, demonstrated competence in languages or special skills, comprehensive examinations and the dissertation prospectus) have been satisfied, with the exception of the dissertation.

Formal admission to candidacy (sometimes known as "All but Dissertation" or "ABD" status) is granted by the dean of the Graduate School. The application is routed through the director of graduate studies.

Advising & Committees

Each student admitted to the PhD program will choose an advisor who is a member of the Graduate Faculty and whose intellectual interests are compatible with the student's plan of study. All graduate students are required to choose an advisor by November 1 of their first semester. If they do not choose an advisor by that date, the director of graduate studies will appoint one for them. The faculty advisor will be responsible for advising the student on all aspects of their academic program, for approving the student's course of study each semester, for monitoring their progress through the program,and for notifying the student of the nature and timing of examinations and other evaluative procedures. The advisor, in consultation with the student and the director of graduate studies, will be responsible for constituting the Comprehensive Examination and Dissertation Examination committees. The advisor will also represent the student to the Graduate Committee, as appropriate.

At the conclusion of the first year of study, all students will make available to their advisor a transcript of coursework and major written work completed during the first year. Upon review of the appropriate materials, the advisor will then recommend to the director of graduate studies continuation, modification or, as appropriate, termination of the student's program. All recommendations for termination require discussion and approval of the Graduate Committee.

Students may change advisors. The director of graduate studies and the new faculty advisor shall approve changes in advisors before a student advances to candidacy. After advancement to candidacy, changes shall be approved only by petition to the Graduate Committee. A change of advisor must be recorded in the student's electronic file.

Registration and Degree Progress

Continuous Registration

All graduate students must register for courses and pay associated tuition and fees each semester, not including summer and winter sessions, until the degree is awarded.

Pre-candidacy doctoral students who will be away from the university for up to one year may request a waiver of continuous registration and its associated tuition and fees. Waivers shall be granted only if the student is making satisfactory progress toward the degree and can complete all the degree requirements within the required time limits. Interruptions in continuous registration cannot be used to justify an extension to time-to-degree requirements.

Once advanced to candidacy, a student is no longer eligible for Waivers of Continuous Registration. Doctoral candidates must maintain continuous registration in HIST 899: “Doctoral Dissertation Research” until the degree is awarded.

The Graduate School makes available an official leave absence for childbearing, adoption, illness and dependent care. The dean of the Graduate School must approve the leave. The time-to-degree clock is suspended during an approved leave of absence.

Additional information on continuous registration and leave absence policies is published online in the Graduate Catalog.

Time-to-Degree

All students admitted to the doctoral program are expected to

• advance to candidacy within three years from initial enrollment in the Ph.D. program, and
• complete all degree requirements within six years of entering the program.

Progress-to-Degree

All students in the doctoral program will be expected to demonstrate steady progress toward the completion of degree requirements. At a minimum, the Graduate School requires students to maintain a B average in all graduate courses. However, the Department of History expects a higher level of performance, with the great majority of a student’s grades at the level of an A- or above.

Students in major fields that require lengthy language or special skill acquisition might be granted a one-year extension to progress-to-degree expectations. Additional extensions will require the approval of the Graduate Committee.

In order to meet progress-to-degree expectations :

• 800-level research seminar work should normally be completed by the end of the fourth semester in the program.
• The major field reading list must be compiled and approved by the examination committee by the end of the summer after the student’s fourth semester in the program.
• Students should complete their comprehensive examinations by the end of their sixth semester in the program. Students coming in with an M.A. in history should normally complete their comprehensive examinations by the end of their fifth semester in the program.
• Each student will be expected to submit a copy of the final dissertation prospectus approved by the advisor to the graduate program coordinator at the beginning of their seventh academic semester in the program.
• All students should normally pass their language examinations during the third year of their program.
• The director of graduate studies will review fully each student's progress-to-degree as well as the overall progress-to-degree by degree cohort at least once a year.

Failure to make satisfactory progress-to-degree or to maintain the expected grade point average may result in the suspension or loss of departmental funding, the denial of a petition for extensions, and in extreme cases, a recommendation for dismissal.

NOTE : The above guidelines on continuous registration, time-to-degree and progress-to-degree guidelines are for students matriculating in fall 2018 or thereafter. Students entering the graduate program in prior semesters are subject to guidelines at time of matriculation.

Extensions and Waivers

The Graduate Committee will consider petitions for waivers to departmental guidelines. Petitions for waivers to Graduate School requirements must be submitted to the dean of the Graduate School, using the appropriate form. In most instances, the petitioning student will be required to provide a rationale for the waiver request, and, as appropriate, a convincing plan of study. The advice of the student's advisor may be sought. The advisor will be required to endorse any waiver request that involves extensions to overall time-to-degree as well as the major benchmarks of progress-to-degree.

All petitions should be directed to the director of graduate studies. The director of graduate studies, and in some cases the dean of the Graduate School, will notify the student of their disposition of petitions for extensions.

Sample Program of Study

Introduction.

The program of study often varies by field and many factors may extend or reorder the sequence and length of the program of study.

The following program of study assumes that the doctoral student will be assigned a teaching assistantship in the second, third and fourth years of study. Students coming in with an MA in history will be expected to complete the program in five or five and a half years.

Foreign language study is not incorporated into this program.

 First Year (Departmental Fellowship)

• Major Field General Seminar (608) or Contemporary Theory (HIST 601)
• Major Field Readings Seminar
• Minor Field Course
• Research Seminar OR Minor Field Course
• Exploratory Research

Second Year (Teaching Assistantship)

• 2 courses out of the following three categories:
• Research Seminar 
• Research Seminar
• Reading for Comprehensive Examinations
• Initial Prospectus Preparation

Third Year (Teaching Assistantship)

• HIST 708: Readings for Comprehensives”
• Prospectus Preparation 
• Grant Applications
• HIST 709: “Readings for Comprehensive Examinations”
• Prospectus Oral Examination 
• Final Version of Prospectus
• Dissertation Research

Fourth Year (Teaching Assistantship)

• Dissertation Research (HIST 899)

Fifth Year (Departmental or External Fellowship)

• Grant Applications  

Spring & Summer

• Dissertation Writing

Sixth Year  (Departmental or External Fellowship)

• Job applications  
• Job applications

Graduate Placement

Learn more about the career and life paths of our PhD alumni.

Graduate Coordinator, History

2131 Francis Scott Key Hall College Park MD, 20742

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How to Write a Research Synopsis: Template, Examples, & More

Last Updated: February 12, 2024 Fact Checked

Research Synopsis Template

• Organizing & Formatting
• Writing Your Synopsis
• Reviewing & Editing

This article was reviewed by Gerald Posner and by wikiHow staff writer, Raven Minyard, BA . Gerald Posner is an Author & Journalist based in Miami, Florida. With over 35 years of experience, he specializes in investigative journalism, nonfiction books, and editorials. He holds a law degree from UC College of the Law, San Francisco, and a BA in Political Science from the University of California-Berkeley. He’s the author of thirteen books, including several New York Times bestsellers, the winner of the Florida Book Award for General Nonfiction, and has been a finalist for the Pulitzer Prize in History. He was also shortlisted for the Best Business Book of 2020 by the Society for Advancing Business Editing and Writing. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 231,424 times.

A research synopsis describes the plan for your research project and is typically submitted to professors or department heads so they can approve your project. Most synopses are between 3,000 and 4,000 words and provide your research objectives and methods. While the specific types of information you need to include in your synopsis may vary depending on your department guidelines, most synopses include the same basic sections. In this article, we’ll walk you step-by-step through everything you need to know to write a synopsis for research.

Things You Should Know

• Begin your research synopsis by introducing the question your research will answer and its importance to your field.
• List 2 or 3 specific objectives you hope to achieve and how they will advance your field.
• Discuss your methodology to demonstrate why the study design you chose is appropriate for your research question.

Organizing Your Research Synopsis

• Find out what citation format you’re supposed to use, as well as whether you’re expected to use parenthetical references or footnotes in the body of your synopsis.
• If you have questions about anything in your guidelines, ask your instructor or advisor to ensure you follow them correctly.

• Title: the title of your study
• Abstract: a summary of your research synopsis
• Introduction: identifies and describes your research question
• Literature Review: a review of existing relevant research
• Objectives: goals you hope to accomplish through your study
• Hypotheses: results you expect to find through your research
• Methodology and methods: explains the methods you’ll use to complete your study
• References: a list of any references used in citations

Tip: Your synopsis might have additional sections, depending on your discipline and the type of research you're conducting. Talk to your instructor or advisor about which sections are required for your department.

• Keep in mind that you might not end up using all the sources you initially found. After you've finished your synopsis, go back and delete the ones you didn't use.

Writing Your Research Synopsis

• Your title should be a brief and specific reflection of the main objectives of your study. In general, it should be under 50 words and should avoid unneeded phrases like “an investigation into.”
• On the other hand, avoid a title that’s too short, as well. For example, a title like “A Study of Urban Heating” is too short and doesn’t provide any insight into the specifics of your research.

• The introduction allows you to explain to your reader exactly why the question you’re trying to answer is vital and how your knowledge and experience make you the best researcher to tackle it.
• Support most of the statements in your introduction with other studies in the area that support the importance of your question. For example, you might cite a previous study that mentions your problem as an area where further research needs to be done.
• The length of your introduction will vary depending on the overall length of your synopsis as well as the ultimate length of your eventual paper after you’ve finished your research. Generally, it will cover the first page or two of your synopsis.

• For example, try finding relevant literature through educational journals or bulletins from organizations like WHO and CDC.
• Typically, a thorough literature review discusses 8 to 10 previous studies related to your research problem.
• As with the introduction, the length of your literature review will vary depending on the overall length of your synopsis. Generally, it will be about the same length as your introduction.
• Try to use the most current research available and avoid sources over 5 years old.

• For example, an objective for research on urban heating could be “to compare urban heat modification caused by vegetation of mixed species considering the 5 most common urban trees in an area.”
• Generally, the overall objective doesn’t relate to solving a specific problem or answering a specific question. Rather, it describes how your particular project will advance your field.
• For specific objectives, think in terms of action verbs like “quantify” or “compare.” Here, you’re hoping to gain a better understanding of associations between particular variables.

• Specify the sources you used and the reasons you have arrived at your hypotheses. Typically, these will come from prior studies that have shown similar relationships.
• For example, suppose a prior study showed that children who were home-schooled were less likely to be in fraternities or sororities in college. You might use that study to back up a hypothesis that home-schooled children are more independent and less likely to need strong friendship support networks.

• Expect your methodology to be at least as long as either your introduction or your literature review, if not longer. Include enough detail that your reader can fully understand how you’re going to carry out your study.
• This section of your synopsis may include information about how you plan to collect and analyze your data, the overall design of your study, and your sampling methods, if necessary. Include information about the study setting, like the facilities and equipment that are available to you to carry out your study.
• For example, your research work may take place in a hospital, and you may use cluster sampling to gather data.

• Use between 100 and 200 words to give your readers a basic understanding of your research project.
• Include a clear statement of the problem, the main goals or objectives of your study, the theories or conceptual framework your research relies upon, and the methods you’ll use to reach your goals or objectives.

Tip: Jot down a few notes as you draft your other sections that you can compile for your abstract to keep your writing more efficient.

Reviewing and Editing Your Research Synopsis

• If you don’t have that kind of time because you’re up against a deadline, at least take a few hours away from your synopsis before you go back to edit it. Do something entirely unrelated to your research, like taking a walk or going to a movie.

• Eliminate sentences that don’t add any new information. Even the longest synopsis is a brief document—make sure every word needs to be there and counts for something.
• Get rid of jargon and terms of art in your field that could be better explained in plain language. Even though your likely readers are people who are well-versed in your field, providing plain language descriptions shows you know what you’re talking about. Using jargon can seem like you’re trying to sound like you know more than you actually do.

Tip: Free apps, such as Grammarly and Hemingway App, can help you identify grammatical errors as well as areas where your writing could be clearer. However, you shouldn't rely solely on apps since they can miss things.

• Reference list formatting is very particular. Read your references out loud, with the punctuation and spacing, to pick up on errors you wouldn’t have noticed if you’d just read over them.
• Compare your format to the one in the stylebook you’re using and make sure all of your entries are correct.

• Read your synopsis backward by starting on the last word and reading each word separately from the last to the first. This helps isolate spelling errors. Reading backward sentence by sentence helps you isolate grammatical errors without being distracted by the content.
• Print your synopsis and circle every punctuation mark with a red pen. Then, go through them and focus on whether they’re correct.
• Read your synopsis out loud, including the punctuation, as though you were dictating the synopsis.

• Have at least one person who isn’t familiar with your area of study look over your synopsis. If they can understand your project, you know your writing is clear. If any parts confuse them, then that’s an area where you can improve the clarity of your writing.

Expert Q&A

• If you make significant changes to your synopsis after your first or second round of editing, you may need to proofread it again to make sure you didn’t introduce any new errors. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ https://admin.umt.edu.pk/Media/Site/iib1/FileManager/FORMAT%20OF%20SYNOPSIS%2012-10-2018.pdf
• ↑ https://www.scientificstyleandformat.org/Tools/SSF-Citation-Quick-Guide.html
• ↑ https://numspak.edu.pk/upload/media/Guidelines%20for%20Synopsis%20Writing1531455748.pdf
• ↑ https://www.researchgate.net/publication/279917593_Research_synopsis_guidelines
• ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/
• ↑ https://www.cornerstone.edu/blog-post/six-steps-to-really-edit-your-paper/

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Preparing a History PhD proposal

The carefully thought-out and detailed research proposal to be submitted with the formal application is the product of a sometimes prolonged negotiation with your potential supervisor. The supervisor may be enthusiastic about your project or might advise you to consider a different subject or change your angle on it; they may query aspects of your plan such as its breadth, the availability of primary sources or the extent to which you are familiar with the secondary literature. You may be asked to demonstrate the originality of your research question or be advised to consider applying to another institution which may have more appropriate expertise. During this process you will likely be asked to submit a specimen of written-up historical research, such as your Masters or BA dissertation. The sooner you start developing the structure that is expected in a research proposal, the more productive your exchanges with your potential supervisor will be.

You may find different advice for writing a research proposal across different OU webpages. Given that a research proposal can vary significantly across different disciplines, when applying to the History Department you should follow the guidance provided here.

The research proposal you submit in January should be approximately 1000 words, plus a bibliography, and should contain the following:

A title, possibly with a subtitle

The title should not take the form of a question and it may run to a dozen words or more. Like the title of a book, it should clearly convey the topic you propose to work on. A subtitle may explain the chronological or geographical focus of your work, or the methodological approach you will take. Choosing a title is a good way for focusing on the topic you want to investigate and the approach you want to take.

These are examples of poor titles and topics to research:

• Captain Cook’s Third Voyage
• Women in eighteenth-century England

These would be poor topics to research because they lack a strong question and it is not clear which approach they take to their already well-researched subjects. They are generic or merely descriptive. 

Examples of good research topics

• Constructing the Eternal City: visual representations of Rome, 1500-1700
• Rearing citizens for the state: manuals for parents in France, 1900-1950

These projects combine a sharp chronological and geographical focus with a clear indication of how the sources will be analysed to respond to a precise question. In the first case, for example, the premise is that visual representations are critical in the making of a city’s eminence. This indicates the type of sources that will be analysed (paintings, engravings and other visual sources). The chronology is particularly well chosen because in these two centuries Rome turned from being the capital of the Catholic world to becoming the much sought-after destination of the Grand Tour; interesting questions of change and continuity come into focus.

Brief summary of your argument

An acceptable PhD thesis must have a central argument, a 'thesis'.  You need to have something to argue for or against, a point to prove or disprove, a question to answer. What goes into this section of the proposal is a statement of your question and the answer you plan to give, even if, for now, it remains a hypothesis.

Why this subject is important

We expect originality in a thesis and so under this rubric we expect you to explain why the knowledge you seek on the subject you propose to work on is important for its period and place, or for historians’ views on its period and place. Finding some early-modern English laundry lists would not suffice  on its own  to justify writing a PhD thesis about them. But those laundry lists could be important evidence for a thesis about the spread of the Great Plague in London, for example.

Framing your research

Your proposal has to show awareness of other scholarly writing on the subject. This section positions your approach to the subject in relation to approaches in some of those works, summarising how far you think it differs. For instance, you could challenge existing interpretations of the end the Cold War, or you might want to support one historian or another; you could open up a neglected aspect of the debate - say by considering the role of an overlooked group or national government - and perhaps kick-start a debate of your own. All this is to show that you have read  into  your subject and familiarised yourself with its contours. We don’t expect you to have done all your research at the start, but it is essential for you to show familiarity with the key texts and main authors in your chosen field.

What sources might you need to consult in libraries and archives?

Here you should describe or at least list the primary materials you are likely to use in researching your thesis. This demonstrates your confidence that enough relevant sources exist to support a sustained scholarly argument. Many archival catalogues are available online and can be searched remotely, including The National Archives, the National Archives of Scotland, the National Archives (Ireland), the Public Record Office of Northern Ireland and Archives Wales. You can search the London-based Historical Manuscripts Commission and the National Register of Archives, both of which provide access to local county record offices. Databases such as ‘Eighteenth Century Collections Online’ and the British Library’s ‘British Newspapers Online 1600-1900’ will help you identify and locate relevant sources.

What skills are required to work on the sources you plan to use?

You need to show that you have the linguistic competence to pursue your research. With few exceptions, original sources must be read in the original languages; if the principal historical literature is not in English, you must be able to read it too. Palaeographic problems aren’t confined to ancient writing. You might have to tackle early modern or other scripts that are hard to decipher. Even with fluent German, an applicant baffled by the Gothic script and typeface would flounder without undertaking ancillary study. Training is available at The Open University, or in some circumstances you can be funded to undertake training elsewhere, and you should demonstrate awareness of the skills that you need to acquire.

Do you have the technical competence to handle any data-analysis your thesis may require?

Databases, statistical evidence and spreadsheets are used increasingly by historians in certain fields. If your research involves, say, demographic or economic data, you will need to consider whether you have the necessary IT and statistical skills and, if not, how you will acquire them.

How will you arrange access to the libraries and archives where you need to work?

Although primary sources are increasingly available in digitised form, you should consider that important sources may be closed or in private hands. To consult them may require some travelling and so you should be realistic as to what you will be able to do, particularly if you are applying to study part-time as not all archives are open out of regular office hours.

A bibliography

This should come at the end and include a list of the primary sources you plan to use and the relevant secondary literature on the subject. While you should show that you are on top of recent work (and of important older studies) on the topic, there is no point in having a long list of works only marginally related to your subject. As always, specificity is the best policy.

Please follow this link to see an  example of a successful research proposal [PDF].

All this may seem daunting, as if the department is asking you to write a thesis before you apply. But that is not our intention; the advice is to help you perform the necessary spadework before entering the formal application process. Working up a proposal under the headings suggested above will, if your application is successful, save you and your supervisor(s) much time if and when the real work begins.

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The Graduate Program

Columbia has been one of the most important centers of graduate education in history since modern Ph.D. programs began in America over a century ago. Recipients of our degrees hold distinguished positions in virtually every major university in the United States, and in many abroad. Our program offers a broad education in most areas of historical scholarship and attempts to train students for a discipline and a profession in the midst of considerable change. That includes not simply assisting students in acquiring the knowledge and skills essential to becoming contributing scholars, but also helping them to become effective teachers and to exist comfortably within a demanding and complicated professional world.

The members of our faculty represent many different approaches to the study of the past, and we strive to attract students of similarly diverse interests and commitments. No one should feel that being at Columbia requires accepting any one approach to the study of history.

This part of our website is designed to provide both prospective and current students with answers to some of the many questions they may have about the department.

Admissions answers commonly-asked questions about our admissions process.

Under Ph.D. Fields you will find information about the separate fields of study available in our program and the relationship among them.

Fellowships and Financial Aid explains the various ways we provide our students with fellowships and financial aid.

Dissertations-in-Progress summarizes the course of study towards the Ph.D and highlights the work of our students.

Research awards and recent honors are showcased in Award Announcements .

The section entitled Placement sketches how we prepare our students for the academic job market and reports on how our students have done in that market in recent years.

In the Graduate Handbook , we explain our curriculum and our academic requirements and provide more detailed information about aspects of the program such as the MA, Orals, M.Phil., Dissertations, etc.

Our FAQs are useful for students seeking admission as well as for current students seeking quick information.

The Annual Newsletter keeps us informed about our students.

History, PHD

On this page:, at a glance: program details.

• Location: Tempe campus
• Second Language Requirement: No

Program Description

Degree Awarded: PHD History

The PhD program in history offers outstanding opportunities for graduate study in North American, European, public and global-comparative history.

The School of Historical, Philosophical and Religious Studies' world-class faculty members deliver courses and individualized mentoring in a wide range of historical topics, such as urban history, environment and sustainability studies, politics and policy, immigration, gender, race and ethnicity, and comparative history. In addition, doctoral history students are strongly encouraged to take advantage of the numerous collaborative opportunities that exist throughout the university in ASU's many innovative schools and centers.

Degree Requirements

84 credit hours, a written comprehensive exam, an oral comprehensive exam, a prospectus and a dissertation

Required Core (16 credit hours) HST 502 Public History Methodology (3) HST 640 Historical Methods (3) HST 641 North American History (3) HST 643 Global History (3) HST 644 Area Studies in History (3) HST 682 Advanced Research Skill (1)

Electives and Research (44 credit hours)

Other Requirement (12 credit hours) HST 591 Seminar (6) HST 792 Research (6)

Culminating Experience (12 credit hours) HST 799 Dissertation (12)

Additional Curriculum Information In general, all credit hours must be at the 500 level or above. Graduate credit may be awarded for 400-level courses; it must be approved in advance and documented in the student's file.

The doctoral program requires a minimum of 84 credit hours and may be completed in four to five years. Students with a master's degree may apply 30 credit hours toward the 84 required credit hours with approval of the academic unit and the Graduate College. If the student does not already have a master's degree in a related field, then the remaining 30 credit hours are made up of electives and research to reach the 84 credit hours required for the doctoral program.

Admission Requirements

Applicants must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree, in any field, from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program. The most competitive applicants have a GPA of 3.30 or higher.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• statement of purpose
• resume or curriculum vitae
• writing sample
• three letters of recommendation
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency. The history program requires a TOEFL iBT score of at least 90. A student whose native language is not English also must submit a copy of an article or research paper in the student's native or principal research language in addition to the English writing sample required of all students.

Students are required to submit a minimum of three email addresses of faculty or others qualified to speak to the student's suitability for graduate study in history. Letters of reference should be submitted by the recommenders in addition to the electronic reference form they are asked to complete.

The statement of purpose is to be addressed to the history admission committee and should explain the applicant's scholarly background and training, career goals, the primary field the applicant wishes to pursue, the proposed research specialization, and why the applicant wants to pursue graduate study at ASU; it should be about 500 words in length.

The writing sample, either published or unpublished, may be an article, a research paper, or any other extended sample of expository skill, and it must be no longer than 35 pages in length. Longer writing samples should not be submitted without first consulting the graduate director. Documents and files should not be password protected. Acceptable file types are .rtf, .pdf and .doc.

Next Steps to attend ASU

Learn about our programs, apply to a program, visit our campus, application deadlines, learning outcomes.

• Identify and complete applications for funding opportunities that can support their research
• Demonstrate mastery of three domains of historical knowledge as well as display expertise in their proposed topic of study
• Accomplish meaningful contributions to the profession through accepted publications and presentations

Career Opportunities

Graduates possess the foundational skills in research, writing, and communication and fundamental training needed for careers in research, archival work, higher education, teaching, public history, government service, and a host of other areas in the public, private and nonprofit sectors.

They serve as first-rate historians, highly qualified instructors at two-year schools and universities, researchers and consultants for business and government, archivists, foreign service officers, management professionals, community organizers and public servants. Other career examples include:

• editorial and publishing professional
• K-12 school teacher
• museum director and staff
• nonprofit director
• university professor

Global Experience

With over 250 programs in more than 65 countries (ranging from one week to one year), study abroad is possible for all ASU students wishing to gain global skills and knowledge in preparation for a 21st-century career. Students earn ASU credit for completed courses, while staying on track for graduation, and may apply financial aid and scholarships toward program costs. https://mystudyabroad.asu.edu

Program Contact Information

If you have questions related to admission, please click here to request information and an admission specialist will reach out to you directly. For questions regarding faculty or courses, please use the contact information below.

• [email protected]
• 480/965-5778

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History, PhD

The Graduate Program in History at the University of Pennsylvania has a long tradition of distinction. Beginning as one of the first programs in the United States to offer doctoral study in history, (the first Ph.D. in History was conferred in 1891); the Department continues to pioneer new areas of scholarship. In the last twenty years, faculty members of the departments in American, European, and World History have assumed a leading role in their fields. Today, few departments in the country match Penn's Department of History in coverage and depth across the entire range of history from medieval times to the present.

For more information: http://www.history.upenn.edu/graduate/program-guidelines

View the University’s Academic Rules for PhD Programs .

Sample Plan of Study

The total course units required for graduation is 14.

Program Milestones

• Language and Technical Competency Requirement
• Field Requirements
• Teaching Requirement

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2023 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

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A PDF of the entire 2023-24 catalog.

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Graduate Students

Learn more about our  students' research interests and dissertation projects.

CURRENT STUDENTS

Ph.D. Program

Stanford Ph.D. Program in History aims to train world-class scholars.

Every year we admit 10-12 promising students  from a large pool of highly selective applicants. Our small cohort size allows more individual work with faculty than most graduate programs in the United States and also enables funding in one form or another available to members of each cohort.

Fields of Study

Our graduate students may specialize in 14 distinct subfields: Africa, Britain, Early Modern Europe, East Asia, Jewish History, Latin America, Medieval Europe, Modern Europe,  Ottoman Empire and Middle East, Russia/Eastern Europe, Science, Technology, Environment, and Medicine, South Asia, Transnational, International, and Global History, and United States. Explore each field and their affiliates . 

The department expects most graduate students to spend no less than four and no more than six years completing the work for the Ph.D. degree. Individual students' time to degree will vary with the strength of their undergraduate preparation as well as with the particular language and research requirements of their respective Major fields.

Expectations and Degree Requirements

We expect that most graduate students will spend no less than four and no more than six years toward completing their Ph.D. Individual students' time-to-degree vary with the strength of their undergraduate preparation as well as with the particular language and research requirements of their respective subfield.

All History Ph.D. students are expected to satisfy the following degree requirements:

• Teaching: Students who enter on the Department Fellowship are required to complete 4 quarters of teaching experience by the end of their third year. Teaching experience includes teaching assistantships and teaching a Sources and Methods course on their own.
• Candidacy : Students apply for candidacy to the PhD program by the end of their second year in the program.
• Orals:  The University Orals Examination is typically taken at the beginning of the 3rd year in the program.
• Languages: Language requirements vary depending on the field of study.
• Residency Requirement : The University requi res  135 units of full-tuition residency  for PhD students. After that, students should have completed all course work and must request Terminal Graduate Registration (TGR) status. 

Browse the Ph.D. Handbook to learn more .

The History Department offers 5 years of financial support to PhD students.  No funding is offered for the co-terminal and terminal M.A. programs. A sample Ph.D. funding package is as follows:  

• 1st year: 3 quarters fellowship stipend and 1 summer stipend 
• 2nd year: 2 quarters TAships, 1 quarter RAship (pre-doc affiliate), and 1 summer stipend 
• 3rd year: 2 quarters TAships, 1 quarter RAship (pre-doc affiliate), and 1 summer stipend 
• 4th year: 3 quarters of RAships (pre-doc affiliate) and 1 summer stipend 
• 5th year: 3 quarters of RAships (pre-doc affiliate) and 1 summer stipend

Knight-Hennessy Scholars

Join dozens of  Stanford School of Humanities and Sciences students  who gain valuable leadership skills in a multidisciplinary, multicultural community as  Knight-Hennessy Scholars  (KHS). KHS admits up to 100 select applicants each year from across Stanford’s seven graduate schools, and delivers engaging experiences that prepare them to be visionary, courageous, and collaborative leaders ready to address complex global challenges. As a scholar, you join a distinguished cohort, participate in up to three years of leadership programming, and receive full funding for up to three years of your studies at Stanford. candidates of any country may apply. KHS applicants must have earned their first undergraduate degree within the last seven years, and must apply to both a Stanford graduate program and to KHS. Stanford PhD students may also apply to KHS during their first year of PhD enrollment. If you aspire to be a leader in your field, we invite you to apply. The KHS application deadline is October 11, 2023. Learn more about  KHS admission .

How to Apply

Admission to the History Graduate Programs are for Autumn quarter only.  Interested applicants can online at  https://gradadmissions.stanford.edu/apply/apply-now and submit the following documents: 

• Statement of Purpose (included in Application)
• 3 Letters of Recommendation
•  Transcripts are required from all prior college level schools attended for at least one year.  A scanned copy of the official transcript is submitted as part of the online application.  Please do not mail transcripts to the department.   We will ask only the admitted students to submit actual copies of official transcripts.
• 1 Writing Sample on a historic topic (10-25 pages; sent via  Stanford's online application system  only)
• The GRE exam is not required for the autumn 2024 admission cycle
• TOEFL for all international applicants (whose primary language is not English) sent via ETS. Our University code is 4704.
• TOEFL Exemptions and Waiver information
• Application Fee Waiver
• The department is not able to provide fee waivers. Please see the link above for the available fee waivers and how to submit a request. Requests are due 2 weeks before the application deadline.

The Department of History welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. Review of applications is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, and admissions essays in order to understand how an applicant’s life experiences have shaped their past and potential contributions to their field.

The Department of History also recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

Application deadline for Autumn 2024-25 is Tuesday, December 5, 2023 at 11:59pm EST . This is a hard -not a postmark- deadline. 

All application material is available online. No information is sent via snail mail. Interested applicants are invited to view a Guide to Graduate Admissions at  https://gradadmissions.stanford.edu/ . 

Questions? 

Please contact  Arthur Palmon  (Assistant Director of Student Services).

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PhD in History

The PhD is taught by individual supervision .

There are lots of opportunities on offer: you can gain instruction in specialist disciplines, such as palaeography, languages, and computing; you can undertake training in professional skills appropriate for historians; you will be able to attend research seminars and workshops, and lots more. There is also now training available in transferable skills, such as communication, self-awareness and team-building. Although you will be focusing on your own research for most of your time, we want to help you to become a well-rounded and successful PhD candidate.

• 3-4 years full-time
• 5-7 years part-time

If you are interested in part-time study, please visit our Part-Time PhD in History page for more information.

At a glance

Students will research and write a doctoral thesis of up to 80,000 words, representing   an original contribution to knowledge.

They will be supported throughout   the course by a Supervisor, an experienced Cambridge academic who will provide   one-to-one   advice and feedback. At the same time, the student will take part in Cambridge's vibrant research community,   attending seminars, postgraduate workshops and a broad spectrum of skills training.

Students are formally assessed twice. At the end of their third term, they submit a Progress Essay (up to 10,000) words and meet formally   with their Supervisor and Advisor (another academic who provides additional guidance). This meeting determines whether the student has made sufficient progress to complete their thesis on schedule.

At the end of their research project, students submit their completed thesis and take part in an oral ('viva voce') examination on its contents. The two examiners will be leading academics in the   field.  

Students can expect to receive:  

• Regular oral feedback from their supervisor, as well as termly online feedback reports;
• Oral feedback from peers during postgraduate workshops and seminars;
• Access to regular training sessions and relevant undergraduate lectures to develop key skills;
• Support for fieldwork research;
• Opportunities to teach and supervise undergraduate students in their field of research.

If you have any questions, drop us a line on  [email protected]

What are we looking for?

We see the primary purpose of the PhD being the preparation and presentation of a substantial piece of original research. From the very beginning of the PhD course, the student focuses on the writing of the doctoral dissertation. History is a broad subject which covers many areas, and we are always very excited to see the sheer range of research proposals submitted. When looking at this, we consider:

• Whether it represents a significant contribution to learning through the discovery of new knowledge, the connection of previously unrelated facts, the development of a new theory or the revision of older views;
• Whether it takes due account of previously published work on the subject and you are therefore well-read;
• Whether the thesis is clearly and concisely written, without exceeding the maximum limit of 80,000 words (excluding footnotes and bibliography).

If a research proposal is likely to take significantly longer than three years to complete, we don’t tend to accept it. However, if your topic seems feasible within the time-frame then we will be very interested!

Are there any course requirements?

Please also see the ‘ Requirements ’ tab in the prospectus on Graduate Admissions page:

For full-time PhD candidates, we require that you pursue supervised research in residence in Cambridge for nine consecutive terms (three calendar years). ‘In residence’ means living within a distance of 10 miles from the centre of Cambridge.

The dissertation must be submitted by the end of the twelfth term, earlier if possible.

In terms of applicant requirements, you can see our language and academic requirements on the link provided above. Otherwise, we encourage people from all backgrounds to apply – we are a multicultural university and in your life as a PhD candidate, you will meet people from all over the world! The PhD is intellectually demanding so consider whether you have the self-motivation to pursue research at a high level of scholarship, and whether you have the enthusiasm to keep going when the going gets tough. You will not be alone in your studies, though – there are plenty of people here to help, including supervisors, administrators, college tutors, as well as many others.

PhD students are expected to begin their studies at the start of the term they choose to enter, usually October, January, or April. You will be in residence continuously throughout the year, apart from short breaks for research.

As the full-time PhD requires full-time study, we ask that students do not take any outside employment (even part-time employment).

How is the PhD examined?

Once you have submitted a full dissertation, it is examined by two examiners. These examiners are appointed by the Degree Committee after consultation with your supervisor. You will then have a viva voce – an oral examination – on the dissertation and the general field of your knowledge into which your dissertation falls. The University of Cambridge does not offer any qualifying grades or credits, so you will be awarded a pass or a fail – we hope it’s the former!

The below outlines, for full-time candidates, the registration and submission dates:

Minimum number of terms of research needed before submitting

• Qualification: PhD
• Term (1 being your first term): 9

Minimum number of terms of research which need to be in Cambridge (in order to qualify for the PhD)

• Term (1 being your first term): 3

End of term by which your draft dissertation must be submitted to your supervisor

• Term (1 being your first term): 10

Absolute final submission deadline

• Term (1 being your first term): 12

Maximum number of terms for which an exemption or allowance will be made following a one-year course

For full-time PhD students their first year is a probationary year, at the end of which they undertake something called the RAE. This is the Registration Assessment Exercise, which is held between the student, the supervisor, and an Advisor (we appoint them for you). You submit work and then have a meeting to discuss what you have submitted, in order to check that you are on track and help you continue to frame your research.  This exercise should take place in the third term of study. Once registered by the Faculty Degree Committee, you are a registered PhD student; up until this point, you are a NOTAF, which means ‘not at first registered’.

The piece of work you submit for the RAE is likely to be surveying your field of research, summarising progress so far, proposing a research strategy and timetable, and indicating the original contribution to knowledge that is intended.

Although it might sound like a scary process, this is your chance to shine and show off how much work you have done during your first year and how your research is coming along! It’s also a chance to discuss any problems, issues, or worries you may have with your research in a formal setting, though you will have ample opportunity to do this with your supervisor before the third term RAE.

Often, you will be starting the PhD course with a background of suitable research training which you undertook before admission, e.g. your Masters or MPhil degree. While you are at Cambridge, you can broaden this as much as you wish with the number of different opportunities available.

You may find it useful to consult our current Postgraduate Training pages

There are also plenty of other options within the University, for example other Departments and Faculties, as well as University-wide seminars, workshops, and conferences held throughout the year. There is a fantastic Language Centre as well as a specialist training system .This is before we’ve even started on what may be offered through your particular college!

Your supervisor is an excellent resource to use in terms of asking what is available and if there is anything which would suit you. They will be happy to help.

We actively encourage all of our full-time students to complete their PhDs within three years.

In order to help you stay on track, we ask that every full-time candidate undergo an assessment exercise in the Lent Term of their third year of research. You submit a one- to two-page synopsis of your dissertation together with a timetable for completion. You then have a formal discussion with your supervisor, and sometimes the Advisor.

The major government grant-giving bodies expect all our full-time students to complete within a maximum of four years. Therefore, in order to secure future funding for its students, the Degree Committee monitors its submissions rates closely. This is why we place emphasis on your research proposal being something feasible for completion in three years, and also why we have the first and third year assessments in order to help you as much as we can.

The fourth year isn’t guaranteed, so do try to plan your topic within a three-year time span. By that time, we hope you’ll be eager to get started on your career after the training you will have received at Cambridge!

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WRITING A GOOD Ph.D RESEARCH SYNOPSIS

Synopsis is a short summary of your Ph.D thesis work. This paper suggests some ideas to motivate the young researchers for effectively writing the Ph.D synopsis with essential tips and tricks.This can act as a reference and help young researcher to going to write Ph.D synopsis.

Related Papers

devashish tripathi

Shubham Mishra

Kanchan Kamila

Provides guide to write the Research Project/Dissertation Synopsis

Scientific Research Publishing: Creative Education

Dr. Qais Faryadi

Literature writing is a skill that every PhD candidate must procure to communicate his or her research findings clearly. The main objective of this paper is to facilitate the literature writing process so that PhD candidates under- stand what PhD literature is and are able to write their PhD literature cor- rectly and scientifically. The methodology used in this research is a descrip- tive method as it deliberates and defines the various parts of literature writing process and elucidates the how to do of it in a very unpretentious and under- standing language. As thus, this paper summarizes the various steps of litera- ture writing to pilot the PhD students so that the task of PhD literature writ- ing process becomes adaptable and less discouraging. This research is a useful roadmap especially for students of the social science studies. Additionally, in this paper, literature writing techniques, procedures and important strategies are enlightened in a simple manner. This paper adopts a how-to approach when discussing a variety of relevant topics, such as literature review intro- duction, types of literature review, advantages of literature reviews, objective of literature review, literature review template, and important check lists about literature review are discussed. This paper has 5 parts, such as Intro- duction, Literature Review, Methodology, Results and Conclusion. The lit- erature review chapter is discussed in this paper. I will discuss the rest as a se- ries in the future. Keywords Thesis Writing Process, Literature Review, PhD, Social Science, Research Methodology

The Educational Review, USA

maria Fareed

Scientific Research Publishing: Creative Education.

Thesis writing is a skill that every PhD candidate must acquire to convey his or her research findings clearly. The main objective of this paper is to facili- tate the thesis writing process so that PhD candidates understand what a PhD thesis is and can write their thesis correctly and scientifically. The methodol- ogy used in this research was descriptive as it discusses and describes the var- ious parts of thesis writing process and explains how to do it in a very simple and understanding language. As thus, this article outlines the various steps of thesis writing to guide the PhD candidate so that the task of PhD thesis writ- ing becomes manageable and less daunting. This research is a useful roadmap especially for students of the social sciences studies. Further, in this paper, research procedure and thesis writing strategies are explained in a simple manner. This paper adopts a how-to approach when discussing a variety of relevant topics, such as thesis introduction, types of introductions, introduc- tion statements, problem statement, research questions, hypothesis and con- tributions of the study. This paper has 5 parts: Introduction, Literature Re- view, Methodology, Results and Conclusion. The introduction chapter is dis- cussed in this paper. I will discuss the rest as a series in the future.

International Journal of Pharmaceutical and Biological Science Archive

Mohammed Ismael Rushdi

An abstract is like a movie trailer. People will only consider reading the rest of the manuscript if they find your abstract interesting. It is an outline/brief summary of your paper and your whole project. Keywords: , research, descriptive and informative research.

This book aims to guide researchers, academicians and PhD candidates especially Social Science Researchers on how todo research systematically. Research is a premeditated investigation using scientific methodology (quantitative, qualitative,) to solve a serious problem (not ordinary problem), thus creating additional (new) knowledge. Research is also regarded as an inquiry of reality about something by testing a hypothesis, answering questions, generating new queries, finding solutions, and creating new knowledge. This book guides you how to effectively structure your research from the proposal till VIVA presentation. Although research designs may differ from one discipline to another, a general road map should include the following: Ø Topic of research Ø Research problem, questions and hypotheses Ø Review of current literature Ø Theoretical framework or methodology experimental, observation and so Ø Data collection and testing if any Ø Data analysis Ø Results Ø Discussions and Applications Ø Conclusion Ø References

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PHD, History

The Department of History offers PhD students dedicated mentors, accomplished peers, professional development opportunities, teacher training, and in-house research grants. Students graduate ready for faculty positions and careers beyond the academy.

Degree Type: Doctoral

Degree Program Code: PHD_HIST

Degree Program Summary:

Graduate study in history at the University of Georgia offers many advantages: a top notch faculty; a small program allowing for a great deal of individual mentoring; the resources of a major research university; and an excellent record of placement. There are significant concentrations of strength in early America, African America, American South, Latin America, Europe, social and cultural history, history of capitalism, gender and sexuality, war and society, religions, transnational history, and the history of agriculture and the environment.

The history department offers work leading to the MA and PhD degrees. The MA program in history consists of 30 semester hours, including HIST 7900 (Theory and Practice of History) and two other 8000-level courses. Additional requirements are: two colloquia in the major field and one colloquium in the minor field, reading competence in one or more foreign languages, a thesis, and an oral examination. The PhD requires 30 semester hours beyond the MA. Exceptionally qualified students holding a BA degree may be admitted directly into the doctoral program.

The graduate program stresses research and writing under faculty guidance. In addition, students may receive practical experience in teaching by holding teaching assistantships. The department awards a number of teaching and research assistantships each year.

The deadline for applications for admission is December 1. Further details on the graduate program and application process may be found in the history department’s website and its Guide to the Graduate Program in History at the University of Georgia.

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The Department of History’s doctoral degree program seeks to train talented historians for careers in scholarship, teaching, and beyond the academy. The department typically accepts 22 Ph.D. students per year. Additional students are enrolled through various combined programs and through HSHM.  All admitted Ph.D. students receive a  full  financial aid package  from the Graduate School of Arts and Sciences. 

History of Science and Medicine

The  Program in the History of Science and Medicine  (HSHM)  is a semi-autonomous graduate track within the Department of History. HSHM students receive degrees in History, with a concentration in the History of Science and Medicine.  There is a separate admissions process for students interested in the History of Science and Medicine. For more information, please see the  HSHM website . 

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PhD in History and Philosophy of Science

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Students in history and philosophy of science and medicine write substantial, focused and independent theses that shape scholarship and engage audiences in many different ways. Contributing to the development of knowledge in the University of Cambridge is a rich and rewarding experience.

Expert guidance

The outstanding international reputation of our teaching staff is a key attraction.

PhD students work closely with a doctoral supervisor and advisor (usually both from the Department of History and Philosophy of Science but sometimes from other departments in the University). With the benefit of this expert guidance, students learn how to articulate, develop and present their own research. Students meet their supervisor and advisor several times a term to discuss an outline, consider research findings or go over a chapter. Consistent review and attentive feedback are integral to the supervisory relationship.

Applicants often find it helpful to contact a potential supervisor before submitting their application.

A thriving research community

Our research community offers invaluable academic and social perspectives.

With around 45 doctoral students, a strong cohort of MPhil and Part III students, postdoctoral researchers and teaching officers, the Department fosters an exceptionally active intellectual life. Thriving seminars, reading groups and workshops provide a focus, allowing students to help set the agenda and present their own work among peers. Students are supported throughout their studies, with close attention paid to methodological development, research skills and career advice.

The Department's Whipple Library is an unparalleled specialist collection for history and philosophy of science and medicine, while other libraries in Cambridge provide access to archival and documentary resources invaluable for research on the sciences. At the heart of the Department is the Whipple Museum , a world-class collection of scientific instruments and models; some students research these objects.

Valuable teaching experience

Cambridge offers PhD students unusually valuable teaching experience through the chance to give supervisions (tutorials) for undergraduates taking History and Philosophy of Science courses. PhD students are paid by the Colleges for this service. The University and the Department provide training in supervising undergraduates.

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Perspectives Daily

The Purpose of a History PhD

Lessons Learned from Career Diversity

AHA Career Diversity Fellows | Aug 14, 2020

The AHA’s Career Diversity for Historians initiative is leading a national conversation to better align the purpose of doctoral education with the varying skills, values, and interests of graduate students and the changing professional opportunities for historians within and beyond the academy. In the spring of 2018, 20 PhD-granting history departments were awarded Career Diversity implementation grants to support a team of faculty and a graduate student fellow to collaboratively build sustainable cultural and structural change in their doctoral programs. After two years of work at our partner institutions, we asked the fellows to discuss what they’ve learned and share some of the innovative ways they are creating student-centered doctoral programs that prepare history PhDs for a range of careers.

AHA Career Diversity fellows at the 2018 orientation. Elizabeth Poorman.

In this post, the sixth of a six-part series, the Career Diversity fellows reflect on how two years of department-focused work has changed their views on the purpose of doctoral education in history, on higher education in general, and their own careers.

What do you think is the purpose of a history PhD?

Vanessa Madrigal-Lauchland (Univ. of California, Davis): Most folks interpret “What is the purpose of a history PhD?” as “What can one do with a history PhD?” The Career Diversity initiative has worked hard to answer that question with a resounding, “Anything you want.” However, the heart of the question, “What is the purpose of a history PhD?” is really asking about our goals as humanists in this world. This forces us to reflect on our values, relationship with our communities, and our impact on society. 

Derek Kane O’Leary (Univ. of California, Berkeley): I don’t know. But I would love to see my department bring together faculty, grad students, undergrads, and alumni to collaboratively craft an answer to that and publish it on our website.

Lillian Wilson (Wayne State Univ.): I worked in museums and as a community college and art college lecturer before beginning the PhD and understood that I needed the doctorate to advance in the museum world or in academia. My work for Career Diversity has revealed to me that I can have a meaningful career that merges my strengths as a teacher and mentor, museum administrator, and scholar.

Matt Reeves (Univ. of Missouri–Kansas City),: The PhD is a signifier of professional approval. What, precisely, that sign of approval means is up to faculty in PhD-granting departments. But those expectations can (and should) change as the nature of the work performed by PhDs changes. As graduate students have the freedom to make their degree work for their careers, faculty have the freedom to redefine doctoral degree requirements. If we believe that people with PhDs are a positive good for society both within and beyond academe, then it’s time that faculty accept diverse new comps fields and capstone projects beyond the traditional dissertation. 

Stephanie Narrow (Univ. of California, Irvine): The history PhD naturally attracts the intellectually curious, those who seek to find new perspectives on past and present issues. The PhD should foster this curiosity so that graduate students feel empowered to explore professionalization and career pathways with the same spirit of inquiry that they do their research agendas.

Trishula Patel (Georgetown Univ.): A PhD in history provides training not only in the traditional aspects of research, historiography, and pedagogy, but in the intellectual grounding that we’re given to articulate our work’s value beyond the academy. Many PhD students and faculty write for popular media outlets, teach outside the university, or engage with the public in ways that go beyond the occasional interview or op-ed. The ultimate goal, I believe, should be to give students the intellectual and practical tools to teach, research, and apply what we learn to policy, activism, and the greater good of society. 

Allison Faber (Texas A&M Univ.): The most challenging part of this question is to determine one purpose of a history PhD. Broadly, a PhD signals that one has completed the highest level of training in historical research methods and historiography. However, that training is fruitless without sharing the knowledge and tools gained during a doctoral program. So, I would say that the purpose of a history PhD is to give students the ability to effectively use historical thinking to shed light on historical problems and to communicate that knowledge to others.

Brian Campbell (Univ. of Illinois, Urbana-Champaign): We need historical expertise now more than ever. Historians excel at explaining difficult concepts in the classroom, and such evidence-based historical learning should be a foundational part of any high school and middle school experience. We could better support graduate students who aspire to teach K–12, as well as in other educational spaces like prisons. Also more historians could be working as analysts and consultants, helping to inform decision-making that affects policy, governance, and culture.

Do you think about higher education differently now?

Vanessa Madrigal-Lauchland (Univ. of California, Davis): The term “higher education” always brought to mind the image of a bar just out of reach. It’s in the name, right? “Higher.” It wasn’t created for me, the Xicana, the first-generation American, the girl who lived squished in a one-bedroom apartment with her giant family. Even as I earned my way into more advanced programs and became part of the system, the mass and momentum of higher education seemed alien and separate from my passive existence as a student. But this experience empowered me (and other students) to collaborate with faculty, cross-campus institutions, and administrators to make concrete and identifiable change. After this fellowship, I think of higher education as a system supported and driven by a passionate community of individuals committed to education and equality, who are willing to work toward changing a structure that was built to resist it. 

Stephanie Narrow (Univ. of California, Irvine): My work has opened my eyes to the complexity of universities and their administrative hierarchies, especially in a large system like the University of California. We’ve found success in navigating institutional channels by partnering with other campus organizations, and working through, rather than against, the university. 

Tim Herbert (Univ. of Illinois at Chicago): I’ll admit that I had a naive and privileged view of higher education before I started graduate school. (The Ivory Tower! Life of the Mind!) Participating in Career Diversity accelerated the shift in my views already under way and gave me a better framework for thinking about higher education. I also have a greater appreciation for the work faculty do, especially the committee and service work that is often invisible to graduate students. For instance, I’ve watched our department chair handle budgeting at a time when Illinois’s finances—and thus the University of Illinois at Chicago’s financial state—were emerging from total chaos (Illinois effectively did not have a complete budget for two years prior to 2018). 

Andrew Brown (Texas A&M Univ.): This fellowship has provided me with the opportunity to wade into the world of faculty politics and helped me learn more about department and college service than ever before. Service is not a small part of each faculty member’s job but it is probably the area most graduate students are unprepared for in the academy. I learned how decisions are made in our department and college, which helped me gain an appreciation for the people who do that work.

Matthew Villeneuve (Univ. of Michigan): We have a lot of “intergenerational” historical knowledge to draw on, and heeding that accumulated wisdom is one of the things that can broaden our sense of what historical thinking is, and where it happens.

Tyler Krahe (West Virginia Univ.): I’ve become even more convinced that higher education has a lot of room to grow. A department doesn’t have to be all things to all students and it is more than just the faculty within it. The expertise and skills of alumni are a way for a department to cater to the wants and needs of individual students. I hope that is the direction we are headed. 

With what you know now, what would your ideal of graduate education in history be like?

Vanessa Madrigal-Lauchland (Univ. of California, Davis): Graduate education ought to be flexible, equitable, and diverse. Although social justice might not seem like a key aim of Career Diversity, the topic has been present in every conversation about sustainability, resources, and accessibility. If graduate programs are truly committed to diversity and equal access to education, we must create equitable solutions to facilitate student success. 

Tim Herbert (Univ. of Illinois at Chicago): I want graduate education to respond to students’ needs while offering them the proper material, emotional, and intellectual support. Ideally, doctoral programs would be fully funded at a living wage for four to five years in programs designed to be completed in that period of time (though Stacey makes an important point below about the potential problems with this limit). A more flexible education would encourage students to explore the discipline and learn about the different ways of being a historian. This might include teaching, working as interns, and new formats for dissertations. Finally, I’d like to see the “doktorvater” view of graduate advising replaced by a model promoting multiple mentors.

Andrew Brown (Texas A&M Univ.): Teacher training and teaching experience have to be a priority in every graduate program. I would also like to see departments find ways to promote a healthy collegial atmosphere and cohesion in program cohorts through social events and programming. This promotes the mental health of students and reduces the sense of isolation, which is too common in the academy. It takes a long time to finish a PhD and this period cannot be seen as a break from real life. Students need a healthy and friendly atmosphere to get through the rigorous process.

Stacey Murrell (Brown Univ.): Maybe it’s because I work in a premodern field (requiring three languages and travel abroad for research) but four to five years is next to impossible. So not treating the PhD as one size fits all would be ideal. I think that all courses should involve useful assignments that can help students further develop specific skills that are useful in multiple career paths and I second the need for diverse intern opportunities and more opportunities to teach. Finally, I think it’s incredibly important that students have the opportunity to provide feedback on their courses and the program. 

Joseph Stuart (Univ. of Utah): I agree with everything said above about the importance of a living wage, more professional development, and a structure that rewards and incentivizes high-quality advisers. I’d also be interested in creating classes designed to orient students to graduate school, not just to the content and historiography of their field. We ask students to figure out too much on their own, like how to apply for conferences, figure out where to do research, and balance school, work, and life. We can do more to help students, particularly underrepresented groups succeed in graduate school. 

Hope Shannon (Loyola Univ. Chicago): Historians can and should be trained to bring historical thinking to wherever it might be most useful and valued. To center graduate programs around the idea that students should be trained to pursue meaningful work also requires providing students with the funding and resources necessary to explore those interests. Unfunded career diversity opportunities don’t help anyone, and they exacerbate the financial difficulties already faced by so many graduate students.

Ramya Swayamprakash (Michigan State Univ.): As an international student, I have raised the importance of thinking beyond the academy for those of us whose existence in this country is dependent on visas. Diverse, demonstrable skills would make any candidate more desirable for a variety of careers outside the professoriate. Graduate programs with large numbers of international students also need to make sure their career development programming takes their unique needs into account.

Have your own career aspirations been shaped by participating in this initiative?

Alejandra Garza (Univ. of Texas at Austin): I entered the graduate program at the University of Texas at Austin knowing what I didn’t want to do afterward, but I had no idea what I wanted to do. Now, I aspire to work in higher education administration, ideally an office like Texas Career Engagement, where I could help future graduate students see how their grad degree can help them be whatever they want to be. A graduate degree doesn’t limit you in any way, it does the exact opposite. 

Shuko Tamao (Univ. at Buffalo, State Univ. of New York): I graduated during the pandemic and am reassessing my career plans right now. As a fellow, I feel I should have some solid ideas for my career plans, but I have to be flexible right now. I have set a broad, long-term career goal, but I may not get to where I aspired a few years ago. But by participating in this initiative, I learned that I could allow myself to envision my career beyond the confinement of “I should,” encouraging myself to be creative and resourceful.

Matt Reeves (Univ. of Missouri–Kansas City): I credit my time as a career fellow with coming to fully accept the positive value of a career outside the academy. It’s easy to pay lip service to the “No More Plan B” talk; it’s harder to accept and believe it. I now know that I can use the skills I learned in graduate school to positive ends outside the academy. Two years ago, I was hired as a part-time librarian in special collections at the Kansas City Public Library. Within a year, I was promoted into a full-time education and outreach position. I credit the promotion to the entrepreneurial mindset I honed in graduate school: constantly improving programs and always making the case for the value of the humanities. 

Joseph Stuart (Univ. of Utah): I always knew that I needed to be open to a wide array of career opportunities. The Career Diversity initiative has given me a language and framework for how to use my historical skills to find meaningful employment that pays a living wage. If given the choice of any option, I still want to be a professor. But I know that I could succeed and be happy doing many things.

Matthew Villeneuve (Univ. of Michigan): After working on Career Diversity, I am recommitted to the broader effort of knocking down the walls of the academy—not just those artificial boundaries between historians and the public, but between historians themselves. That conviction makes me all the more committed to pursue a career in the academy. I’m confident that academic historians can continue to find common cause with everyone who uses rigorous historical thinking skills as a part of making their way in the world, and I look forward to being a part of that effort.

Leah Burnham (Georgia State Univ.): This initiative has opened my eyes to other career possibilities and I plan on applying to a variety of jobs. But it’s important to understand that a PhD does not automatically make one qualified for a job outside of academia. Those interested in other careers should participate in informational interviews through AHA Career Contacts and thoroughly research those careers to make sure they’re doing everything in their power to become qualified before applying.

Tags: Perspectives Daily Employment & Careers Career Diversity for Historians Graduate Education

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• Chancellor’s Message

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2023-24 edition, history, ph.d..

The Doctoral Program in History is designed to provide students with advanced historical research skills and a solid grounding in the theory and methodology of history. This combination reflects the Department’s conviction that scholars should approach significant questions about the past with rigor and sophistication. The Department requires that students develop critical abilities in dealing with primary sources, secondary syntheses, and the interrelationship of history and theory. Candidates for the Ph.D. in History are expected to gain teaching experience as an integral part of their graduate training. This is accomplished through work as a teaching assistant.

Doctoral students take a minimum of 15 formal courses to be completed during the first two years of the program. Ten courses must be taken within the History Department.

History and Theory

Required coursework for doctoral students includes two courses in History and Theory. These courses explore a variety of theoretical issues and methodological concerns that have sparked debate in the humanities and social sciences in the past decades and which remain pertinent to 21st century historical writing. Topics may include the relationship between materialist approaches and cultural analysis; subjectivity and governance; gender and sexuality; ethnicity and racial formation; the politics of religion; "the archive" and archival practice; nationalism and postcolonialism; world history and transnational studies.

History Methods

Required coursework for doctoral students includes one course in History Methods. This course introduces graduate students to some of the most foundational ideas and debates that have shaped historiographical practice over the past half century. This course explores fundamental questions about how historians imagine the past as they try to write about it, how they constitute it as a domain of study, and how (and why) they argue about it.

Field Emphases

Doctoral students are required to take a total of five courses satisfying requirements for specialization in two historical fields, in either area studies or thematic fields. Students take three courses in the first field and two courses in the second field. The Department offers area studies fields in Asian History, European History, Latin American History, Middle East and African History, U.S. History, and World History. Thematic fields vary depending on demand. Students may take courses satisfying field requirements in any order.

Research Seminars

Doctoral students are required to take a two-quarter course sequence in research and writing both their first and second year in the graduate program. In the first year, students take a proseminar on historical methodology ( HISTORY 202A ) followed by a second quarter ( HISTORY 202B ) in which they write a research paper that engages the methodologies and questions explored in the previous quarter. Students who enter the doctoral program with a master's may petition to be exempt from the first-year research sequence, pending acceptance of the M.A. thesis as an equivalent to the final research paper of the sequence.

In the second year of study, Ph.D. students take a two-course sequence ( HISTORY 204A and HISTORY 204B ) in which they research and write a paper on a topic of their choice. The second year research paper is required of all doctoral students.

Professional Development Colloquium

Doctoral students are required to take a three quarter long colloquium (HISTORY 210A-HISTORY 210B-HISTORY 210C) on professional development during their first year in the graduate program. The Professional Development Colloquium introduces graduate students in history to career diversity and life as a professional historian both within and outside academia. It addresses topics including finding support for successful and intellectually rewarding on time degree completion, preparing for different kinds of employment searches, and applying skills learned from academic training to a variety of professional settings.

Language Requirement

All students must demonstrate a proficiency in one language other than English prior to taking the Ph.D. candidacy qualifying exam. Competency in a language may be established either by passing a departmental examination (proctored in the department office) or through extensive language use in one of the research seminars. The language used to satisfy this requirement is subject to their advisors' approval.

Summary of Required Course of Study:

• History and Theory - one course
• History Methods – one course
• Research Seminars - four courses
• Professional Development Colloquium – three courses
• First Field - three courses
• Second Field - two courses
• Electives - three courses
• Foreign Language Proficiency  

First-Year Review and M.A. Conferral

To continue in the doctoral program, students must satisfactorily pass a departmental evaluation at the end of their first year of study; this includes students who entered with a M.A. from another institution.

Doctoral students can be awarded an M.A. from UCI after fulfilling requirements for residence, one language, and successfully completing 36 units, including 28 units in required courses and one of the following: submitting an approved M.A. thesis, passing a one-hour exam in the primary field, or completing an additional 24 units of approved coursework.

The Candidacy Qualifying Exam and Dissertation Prospectus

In the third year of the doctoral program, students prepare for their candidacy qualifying exam and write the dissertation prospectus. Most third year students enroll in the intensive readings course ( HISTORY 298 ) or directed readings ( HISTORY 291 ) to work closely with faculty in preparing for exams and writing their prospectus.

The candidacy qualifying exam is an oral, two-hour meeting during which a student is examined in their first and second field by a committee of four faculty members, plus an additional faculty referee. Upon successful completion of the exam, the student is officially advance to doctoral candidacy (all but dissertation) and presents the dissertation prospectus in a colloquium including all members of the dissertation committee for formal approval. Both the exam and prospectus colloquium should be completed by the end of the third year.

Dissertation Research and Writing

The dissertation is the most important part of the Department's doctoral program. The dissertation is an original piece of historical scholarship, involving extensive primary research and original analysis of secondary source material. Students spend a year or more engaged in intensive research, and another year or more writing the dissertation. Throughout this period, students work closely with the advisor and the dissertation committee members. The finished dissertation must be approved by all members of the dissertation committee.

Most graduate students begin work as a teaching assistant for the Department or School courses during their second year and continue throughout their tenure in the program, except when dissertation research or writing require their residency away from the university. Students have the opportunity to apply to teach their own courses during summer session once they have advanced to doctoral candidacy. Students beyond their second year are required to also apply for teaching positions outside the department, e.g. in Composition or Humanities Core.

Time to Degree for the Ph.D .

Normative time to degree for the doctoral program is seven years. Maximum time to degree permitted is nine years.

Requirements for Admission to the Ph.D. Program

It is desirable that an applicant have the equivalent of an undergraduate major in History; however, the Department also considers students who have previously specialized in other subject areas and who have strong analytical and writing skills. Many students entering the program hold a Masters degree in History, or an associated field. The Department's required grade-point minimums and English Language Proficiency requirements for international student admission are consistent with university policy. A GRE score is not required for admission. Students are accepted for fall admission only.

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How to Format a PhD Synopsis (India)

• By Qamar Mayyasah
• August 26, 2020

Introduction

This article will answer common questions about the PhD synopsis, give guidance on how to write one, and provide my thoughts on samples.

A PhD synopsis is a detailed summary of your proposed research project which justifies the need for your work. It is used to convince academic committees that your project should be approved.

If you are wondering how to write a synopsis for a PhD, then there are several things you must make sure your synopsis includes. Firstly, the reader must be able to read your synopsis and understand what contribution it would make to the research area. You should also explain the research objectives, methodology, data analysation and presentation format. Finally, you should conclude with limitations of your study and how you envisage others building on the findings you make.

PhD Synopsis format for a project

Although the format of a PhD synopsis report may differ between universities, there are many universal recommendations I can give. First, the research project synopsis format must include several fundamental sections which allow you to clearly detail your proposed project.

These sections are outlined below:

Research project title

Clearly define the title of your research project.

Include an introduction which summarises the current knowledge in your research area. This section should explain where gaps in knowledge are, and briefly what your project aims to do to address these gaps.

Literature review

A literature review will be a summary of published literature including journals, papers and other academic documentation which relate to your project. You need to critically appraise these documents: What have others done? What did they find? Where could their work be expanded on?

Aims & Objectives

Clearly define what the purpose of the PhD project is. What questions are you trying to answer? How will you measure success?

Research Methodology

Explain how you will achieve your objectives. Be specific and outline your process; the equipment you will use, data collection strategies, questionnaires you will distribute and data analysation techniques you will employ. This is a critical part of the research synopsis as it demonstrates whether your project is achievable or too ambitious.

You must provide references and citations to any sources you use. Reference materials are needed to acknowledge the original source, allow further reading for those who are interested and avoid claims of plagiarism. A number of different referencing systems exist, so it is important that you use the referencing system outlined in your university guidelines.

Provide a conclusion which should briefly summarise what your PhD research project is and why it is needed. You should also comment on the limitations of your work so that the scope of your study is clear.

In addition to the synopsis format for a PhD, we have outlined the styling rules you should follow:

• Approximately 1” margins on top, bottom, and right of page.
• Approximately 1.25” margin on left of page to allow space for binding.
• Sans serif font (for example Times New Roman).
• Black colour font.
• Size 11pt or 12pt font.

It is important to remember this is general advice to assist with PhD synopsis writing. You must check your university guidelines first as they may have particular rules which you should follow.

PhD Synopsis Samples

I would not recommend using a PhD synopsis sample. This is because every research project is different, and the purpose of a synopsis report is to demonstrate the uniqueness of your project. Instead you should use the above format, and ensure you address each of the sections.

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A well written figure legend will explain exactly what a figure means without having to refer to the main text. Our guide explains how to write one.

Dr Smethurst gained her DPhil in astrophysics from the University of Oxford in 2017. She is now an independent researcher at Oxford, runs a YouTube channel with over 100k subscribers and has published her own book.

Calvin is coming to the end of the second year of his PhD at Trinity College Dublin, Ireland. His research is focussed on how recovery as a concept is socially constructed in mental health services.

Join Thousands of Students

PhD in History

The Department of History offers only a PhD. We do not admit students to a terminal master's degree in history; however, students in the PhD program may earn a master’s degree in history the way to their doctorate. We do offer an interdisciplinary MA in heritage studies and public history.

PhD Degree Requirements

For your PhD, you will be expected to meet the following requirements:

• 27 credits in 9 history classes, including Scope and Methods of Historical Studies (8015) in the first semester and a History Research Seminar (8021), which would focus on prospectus writing to be taken in the second or third year, as well as two courses in a chosen comparative area
• 12 credits from outside the history department related to your course of study
• 24 thesis credits
• Reading knowledge in at least one language outside of English before preliminary exams (this requirement may vary depending on your field of study and may include competence in quantitative methods)
• Completion of preliminary written and oral exams
• Completion of the dissertation
• Final oral dissertation defense

Note: If you enter the PhD program with a master’s, you will be expected to complete your coursework and preliminary exams by the end of your second year or the first term of the third year.

Master’s Options

Students interested in completing a Master’s degree while pursuing their PhD may do so. All students who choose to pursue a master’s must complete 30-31 credits of coursework, have a reading knowledge in one foreign language, and can choose to write a thesis or expand upon three seminar papers.

We are now offering an MA in heritage studies and public history in conjunction with several departments, programs, the Minnesota Historical Society, and the College of Design. This MA provides history professionals with broad disciplinary perspectives in several areas including archival research, archaeology, material culture studies, architecture, preservation, or landscape studies.  View more information on the MA in Heritage Studies and Public History .

Graduate Minor in History

Students pursuing graduate degrees in other departments may minor in history. To earn a master’s minor, students will be asked to take two history courses and craft a thesis with a historical dimension. Students wishing to earn a PhD minor will be asked to take four history courses, including Scope and Methods of Historical Studies. Minor students must also take a written and oral examination, which can be incorporated into their home department, as long as a historian sits on the examining committee.

Non-Degree Graduate Credits

Non-degree seeking students can join graduate seminars as well, more information can be found  here .

College Resources for Graduate Students

Visit CLA’s website for graduate students to learn about collegiate funding opportunities, student support, career services, and more.

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History (PhD)

Program overview Program structure Admission requirements Application process Tuition & funding

Program overview

The PhD in History allows you to gain expertise in a broad range of topics, including law and society, media and popular culture, and transnationalism and empire. Doctoral students join a vibrant research community and are invited to become involved in one of the many centres affiliated with the Department of History such as the Centre for Oral History and Digital Storytelling , Montreal Institute for Genocide and Human Rights Studies , Curating and Public Scholarship Lab . The program encourages creativity and innovation, allowing students to respond to critical social issues in new and interesting ways. The storytelling techniques used by our students include the use of telecommunications, multimedia, oral histories and mobile exhibitions.

Program structure

Degree requirements, degree requirements.

Fully-qualified candidates are required to complete a minimum of 90 credits.

Please see the History Courses page for course descriptions.

History PhD (90 credits)

Admission requirements, admission requirements.

• MA degree in History, with high standing, from a recognized university.
• Proficiency in English. Applicants whose primary language is not English must demonstrate that their knowledge of English is sufficient to pursue graduate studies in their chosen field. Please refer to the English language proficiency page for further information on requirements and exemptions.

Application process

Application deadlines.

Priority will be given to complete applications submitted by the deadline. In some cases, programs may continue to accept applications as long as there is space available.

International students: Considering the waiting period involved in meeting the entry requirements to Canada and Quebec , we strongly encourage international applicants to apply early and submit supporting documents prior to the deadline.

Tuition & funding

Tuition and fees.

Tuition and fees of the program may depend on your student status, among other key factors. Estimate these costs based on the most common situations.

Awards and funding

Funding packages are generally available for students in thesis-based programs. They come in the form of awards, teaching and research assistantships are offered at the time of admission to most students to allow them to focus on their research and studies. Research and thesis-based students are automatically considered for all entrance graduate awards when they apply to Concordia, provided they meet eligibility criteria. No separate application is required.

The Quebec and Canadian governments offer a number of competitive graduate scholarships. We encourage you to apply for these awards at the same time you are preparing your application.

Other programs of interest

Humanities (phd) thesis.

Transform knowledge and creative expression through interdisciplinary research and research-creation by combining your areas of interest in the humanities, social sciences and fine arts.

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Format of synopsis for PhD | Download Sample.

Guidelines for Writing Ph. D Synopsis.

FORMAT OF SYNOPSIS (MS/MPHIL & PHD). Given below is an outline for synopsis writing. It provides guidelines for organization and presentation of research.

INTRODUCTION OF 2-3 PAGES

• Identify a real world problem
• Describe the undesirable symptoms
• Identify the knowledge gap that needs to be filled in order to help solve the problem
• Support your discussion with solid peer-reviewed references

LITERATURE REVIEW

• Create an Outline or “mindmap” of the key theories and concepts.
• Dig deep into the “ Peer-reviewed” literature for each theory and concept and create an annotated bibliography and literature map
• Write literature review
• Map out the research gap
• Identify the “type(s)” of question that need to be answer to fulfill the purpose
• Develop the main research question and sub-questions
• Develop hypotheses as appropriate
• Identify and diagram the key variables in the research question
• Identify and diagram the key relationships between the variables
• Identify and diagram the key context factors
• Describe the framework
• Research Process
• Based on the research questions, the overall approach (Data Collection, Analysis methods, Validity and Reliability test process)

POSSIBLE OUTCOME AND LIMITATIONS OF YOUR STUDY

• Identify the larger application(s) and meaning(s) of the findings.
• Identify the limitations associated with the findings and conclusion.

BIBLIOGRAPHY OR REFERENCES

Most preferable format:

Font: Times New Roman

Title of the thesis: 18

Main Heading: 14 Bold

Sub Heading: 12 Bold

Spacing 1.5

Reference style: APA/IEEE/Harvard

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Inclusive History Project Research Associate

How to apply.

A cover letter is required for consideration for this position and should be attached as the first page of your resume/curriculum vitae. The cover letter should address your specific interest in the position and outline skills and experience that directly relate to this position. In addition, please include contact information for three individuals who can serve as references.

The National Center for Institutional Diversity (NCID) is looking for an Inclusive History Project Research Associate for the 1817 Project: Land, Culture, Memory, and Repair to join our team.

The NCID is home to the Inclusive History Project (IHP) , a multi-year presidential initiative designed to study and document a comprehensive history of the University of Michigan that is attentive to diversity, equity, and inclusion and stretches across its three campuses and Michigan Medicine. The IHP aims to engage the entire university and neighboring communities to understand better the institution's full history, including its record of inclusion and exclusion, and to consider what actions this history demands in the present.

The IHP Research Associate for the 1817 Project will make key contributions to planning, organizing, and conducting research into the foundational land transfer by the Ojibwe, Odawa, and Bodewadami nations in the 1817 Treaty at the Foot of the Rapids/Fort Meigs, which was part of the university's origins in Detroit and subsequent relocation to Ann Arbor. Working under the guidance of the 1817 Project's principal investigators, the research associate will be responsible for conducting historical research, preparing research findings to share with internal and external audiences, collaborating with a multigenerational research team, and participating in additional IHP activities as needed.

The IHP Research Associate will report to the IHP Director of Research for the Ann Arbor campus, Jay Cook.

This is a 1-year term-limited position with the possibility of renewal.

The salary range is $50k - $57k annually. Please note a higher salary may be offered based on equity and the selected candidate's experience.

This position is based in Ann Arbor, MI, and is hybrid, working remotely and on-site.

Mission Statement

The Office of Diversity, Equity and Inclusion (ODEI) at the University of Michigan leads and supports university-wide initiatives focused on the recruitment of a diverse faculty, staff, and student body, while fostering an inclusive and equitable University community. Our office also engages surrounding communities in mission-focused, mutually beneficial partnerships. In support of this overarching effort, three units within our office - the Center for Educational Outreach (CEO), Office of Academic Multicultural Initiatives (OAMI), and Wolverine Pathways - all work closely with ODEI to further the strategic vision of the Diversity, Equity, and Inclusion at the University of Michigan.

Why Work at Michigan?

In addition to a career filled with purpose and opportunity, the University of Michigan offers a comprehensive benefits package to help you stay well, protect yourself and your family and plan for a secure future. Benefits include:

• Generous time off, including vacation time, sick time, holiday and season days
• Maternity and parental leave options
• A retirement plan that provides two-for-one matching contributions with immediate vesting
• Many choices for comprehensive health insurance
• Life insurance
• Dental insurance
• Long-term disability coverage
• Flexible spending accounts for healthcare and dependent care expenses  

Responsibilities*

• Conduct archival, primary, and secondary research
• Prepare research reports and presentations that summarize, analyze, and synthesize findings to share with IHP leadership and external audiences
• Create and maintain research records
• Collaborate and meet regularly with the IHP research team, including PIs, graduate students, archivists, and additional colleagues
• Assist with the creation of deliverables for the 1817 Project, including research reports, conference presentations, teaching modules for secondary schools, and potential policy recommendations.

Required Qualifications*

• Master's in History or related field, with deep subject knowledge of Native American history
• Experience working as part of collaborative research teams
• Demonstrated interest in and experience working with diverse populations and with issues related to diversity, equity, and inclusion in higher education and society
• Excellent written communication skills

Application Deadline

Job openings are posted for a minimum of seven calendar days.  The review and selection process may begin as early as the eighth day after posting. This opening may be removed from posting boards and filled anytime after the minimum posting period has ended.

U-M EEO/AA Statement

The University of Michigan is an equal opportunity/affirmative action employer.

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2024 Fall HISTORY 285E 001 SEM 001

'Rule for the ages': Takeaways from historic Supreme Court arguments in Trump immunity case

WASHINGTON − The Supreme Court appeared inclined Thursday to reject former President Donald Trump’s historic claim that he’s immune from prosecution – but the justices could still limit the charges he faces and delay his trial on election interference charges. 

The justices could decide that the lower courts need to investigate whether immunity applies to any of Trump’s actions before he can be tried.

That would likely make it impossible for a trial to be finished before voters decide in November whether to return Trump to the White House.

"Trump had much more success than many court watchers expected,” said John Yoo, a former Justice Department official under George W. Bush. “Only the three liberal justices seemed to reject the idea of immunity outright.” 

Trump trial updates Latest news from Trump criminal trial, including cross-examination of David Pecker

Prep for the polls: See who is running for president and compare where they stand on key issues in our Voter Guide

If Trump becomes president , he could order the Justice Department to dismiss the charges against him.

Here are the takeaways from the court's more than two-and-a-half hours of debate.

Trump's lawyer agrees some alleged acts can be prosecuted

It was a conservative justice – and one of Trump’s three nominees on the court – who looked for ways for Trump’s trial to proceed.

Justice Amy Coney Barrett first got Trump’s attorney to agree that there’s no immunity for a president’s private actions, as opposed to those taken in his official capacity as president.

Reading from the indictment, Barrett then asked John Sauer if some of the charges against Trump involved only private conduct.

What about conspiring with a private attorney to file false allegations or to using another attorney to spread claims about election fraud he knew were false,” she asked.

Sauer disputed the characterization of the allegations but said that, if true, they cover private actions.

When it was the Justice Department’s turn at the bench, Barrett asked Michael Dreeben about the possibility of the special counsel trying Trump just on the charges that undisputable include only private actions.

“The special counsel has expressed some concern for speed and wanting to move forward,” she said. “Is another option for the special counsel to just proceed based on the private conduct and drop the official conduct?”

Dreeben said the two are interrelated because the steps Trump took as president made his other actions more likely to succeed.  

“We would like to present that as an integrated picture to the jury so that it sees the sequence and the gravity of the conduct and why each step occurred,” he said.

Debate over how quickly trial could proceed

Since even Trump’s attorney agreed that the former president is not immune from prosecution from some of the charges, the big question is whether the Supreme Court will direct the lower court to take additional action before seating a jury. That will determine whether a trial can begin before the November election.

Chief Justice John Roberts asked Sauer what should happen if the Supreme Court latches on to his concession that private acts can be prosecuted.

Sauer said the district court should have to determine which charges meet that definition before Trump can be tried.

Justice Sonya Sotomayor backed the Justice Department’s position that the district court judge can decide those issues as the trial unfolds.

"So I'm not sure that I understand why your problems couldn't be taken care of at trial with an instruction if we believe − if the court were to find − I'm not even sure how they could − but if it were to find that some publicacts could not be the basis of criminal liability," she told Sauer.

Rick Hasen, an election law expert at the UCLA School of Law, predicts the court’s decision will be closer the government's position than it will be to Trump’s sweeping immunity argument. But the justices are likely to find different ways of getting there, which means the opinion will take longer to write, and a majority will want further proceedings.

“The bottom line is that Trump is likely to get what he wants – a further delay of this election subversion case, maybe pushing it to after the election,” Hasen wrote .

Justices revive debate about presidents killing political opponents with immunity

When Sauer argued for Trump at the D.C. Circuit Court of Appeals, Judge Florence Pan pressed him on whether a president could order Seal Team 6 to kill his opponent and be immune from prosecution unless impeached and convicted. Sauer said the hypothetical president could only be prosecuted after he was impeached and convicted in Congress.

Justice Samuel Alito said he didn’t want to slander Seal Team 6 because its members are honorable and are bound under the Uniform Code of Military Justice not to obey unlawful orders.

“I'm sure you've thought of lots of hypotheticals where a president could say, ‘I'm using an official power,’ and yet the president uses it in an absolutely outrageous manner,” Alito said.

Sauer tried to steer the conversation away from what the immunity would cover. But Justice Elena Kagan asked whether it could be an official act for a president to order a military coup.

“It’s an official act, but that sure sounds bad, doesn't it?” Kagan asked.

Sauer said it sounded bad but that the framers of the Constitution put checks in place such as impeachment to prevent something like that from happening.

“Well, it certainly sounds very bad, and that's why the Framers have a whole series of structural checks that have successfully for the last 234 years prevented that very kind of extreme hypothetical,” Sauer said.

Justices question whether presidents can pardon themselves

No president has yet pardoned himself and neither the courts nor the Justice Department have issued opinions on whether it’s possible.

But the threat of criminal charges looming over former presidents after the leave office is why Trump contends presidents must be immune from prosecution for their official acts.

Justice Neil Gorsuch raised the issue of whether presidents can pardon themselves because of fears a successor could charge them criminally. He suggested presidents might pardon themselves every four years to avoid the threat.

“It seems to me like one of the incentives that might be created is for presidents to try to pardon themselves,” Gorsuch said. “We’ve never answered whether a president can do that. Happily, it’s never been presented to us.”

Sauer, Trump’s lawyer, said if the court rules presidents have immunity, justices wouldn’t have to worry about whether presidents could pardon themselves.

“The legality of that has never been addressed,” Sauer said of self-pardons.

Alito said the court needs to know the Justice Department’s position on whether presidents could pardon themselves because if there is no immunity, “won’t the predictable result be that presidents in the last couple of days of office will pardon themselves from anything they might have been conceivably charged with committing?"

Dreeben, counselor to Justice Department special counsel Jack Smith, said the department hasn’t taken a position on whether a president could pardon himself, although a member of the Office of Legal Counsel wrote that “there is no self-pardon authority.”

Dreeben said the issue has only arisen in the case of Richard Nixon, who was pardoned by his successor after the Watergate scandal, and in Trump’s case. But he said a self-pardon would violate a “bedrock principle” that people shouldn’t judge themselves.

More: Trump at Supreme Court: Ham sandwiches and solar eclipses: Justice Alito has questions

Supreme Court `writing a rule for the ages' in Trump case

The justices sounded quite aware of deciding the historic case. Trump is the first former president ever to face criminal charges. Potential immunity from charges isn’t written into the Constitution. And the high court has never ruled on what immunity the president might enjoy.

“We’re writing a rule for the ages,” Gorsuch said.

Justice Brett Kavanaugh said he was thinking about how the court’s ruling would affect future presidents because a previous Supreme Court decision was mistaken in upholding independent counsels that could investigate presidents, a law that has since lapsed.

"I'm not focused on the here and now of this case," Kavanaugh said. "I'm very concerned about the future."

Alito characterized the case as “more than just a quarrel.”

“What we do is going to apply to all future presidents,” Alito said.

Newport Beach woman killed at house party in Arizona

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The death of a 20-year-old Newport Beach woman who was fatally shot in Tucson, Ariz., was being mourned today.

Erin Jones died early Sunday after attending an off-campus house party in Tucson, where she was a sophomore at the University of Arizona.

Jones graduated from Corona Del Mar High School, where she was a standout on the girls’ soccer team.

Jones was taken to a hospital, where she later died from her injuries. According to friends, she was waiting for an Uber after leaving the party, CBS 2 reported.

“I am at a loss for words about the tragic loss of life of our class of 2022 graduate, Erin Jones. Erin was a well-known student on the Corona Del Mar campus and the ripple effect of the loss will be felt by many, especially our soccer community, where Erin was an active member,” wrote Corona Del Mar Middle and High School Principal Jake Haley.

The shooting occurred around 1:40 a.m. Sunday, KOLD-TV, the CBS affiliate in Tucson, reported.

Video footage obtained by KOLD captured gunfire sounds erupting as people began running from the party.

“As some of you may already be aware, our Wildcat community suffered a tragic loss early this morning with the off-campus death of sophomore Erin Jones. Our deepest sympathies go out to Erin’s family in California and across the country, her friends, and her classmates in Tucson and Newport Beach, who are absorbing the heartbreaking news today,” University of Arizona President Dr. Robert C. Robbins wrote in an email to the university’s students, faculty and staff members.

“I have spoken with Erin’s family and offered the university’s full support, and we will continue to be there for them.”

Details about the shooting are “extremely limited at this time, and investigators are actively working on what led up to the shooting,” the Tucson Police Department said in a statement issued Sunday afternoon, the Orange County Register reported.

A teenage girl and a man were treated for non-life-threatening gunshot wounds at the scene, according to the Tucson Police Department, the Arizona Wildcat, the university’s campus newspaper, reported. Another victim was discovered inside a car at the scene and is expected to survive.

No arrests have been made in Jones’ killing.

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