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

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

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

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

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

• Anthropology of Education (SHIPS)

• Developmental and Psychological Sciences (DAPS)

• Economics of Education (SHIPS)

• Education Data Science (SHIPS)

• Educational Linguistics (SHIPS)

• Educational Policy (SHIPS)

• Elementary Education (CTE)

• Higher Education (SHIPS)

• History/Social Science Education (CTE)

• History of Education (SHIPS)

• Global and Comparative Education (SHIPS)

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

• Literacy, Language, and English Education (CTE)

• Mathematics Education (CTE)

• Philosophy of Education (SHIPS)

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

• Science Education (CTE)

• Sociology of Education (SHIPS)

• Teacher Education (CTE)

The GSE Apprenticeship Model and Responsibilities

Developing expertise and intellectual leadership takes time, precision, exploration, feedback, and very importantly, mentorship and role models. This is why the Stanford Graduate School of Education uses an apprenticeship model for its Ph.D. program. It is a core commitment of the GSE’s pedagogy and a required component of the overall learning experience, important alongside our required courses.

Regardless of funding, whether an RAship, TAship, Fellowship, or some combination of the three, our expectation is that students work with a faculty member on their projects, and in turn, a faculty member provides apprenticeship opportunities for their advisees. In many cases, there is not an exact match between the student and faculty member’s research interests. Nevertheless, there is much to be learned in these mutual calibration activities. Through the guided participation that is integral to apprenticeship learning, advisees can learn to evaluate research methods and scholarly literatures while engaging directly in methods of research that are likely to be beneficial to their careers. In turn, faculty members provide opportunities for students to learn to conduct, analyze, and write up research. As befits their personal learning journeys, students may apprentice with other faculty rather than, or in addition to, their primary advisor.

Typically, new students work on projects led by faculty members before the students solidify their talents for selecting and running independent research projects. More experienced students work with their advisor, often on topics relevant or adjacent to the advisor’s own work, though not necessarily so. There is room for flexibility because there is variation in faculty goals and student interests. Mutually beneficial outcomes are our aim. In all cases, the expectation is that students and advisors continue to consult or work together to develop the student’s research, theorizing, and scholarly writing competencies. This often involves both the faculty advisor providing intellectual support to a student project and the student advancing their academic skills by contributing to a faculty project.

Doctoral Funding and Apprenticeship

Our doctoral funding model reflects the GSE commitment to apprenticeship and requires both research and teaching assistantships with faculty. GSE assistantships are usually for 25% FTE (10 hours/week) or 50% FTE (20 hours/week). Our standard admissions offer stipulates that students will spend 25% of their time on assistantships in Years 1 and 5, and 50% in Years 2 through 4. The 25% in years 1 and 5 reflect the demands of taking classes and finishing the dissertation, respectively. Students often combine two 25% appointments to achieve the 50% level. The summer quarter includes the same expectations for working with advisors, although the funding arrangements may vary. Summer is an excellent time to focus on research interests rather than classes. Fellowship students are expected to work similarly with their faculty advisor, despite a different funding source.

A 50% research assistantship entails 20 hours of work per week. The reason it is called “50%” and not “100%” is to indicate that the student has another 50% of their working hours to pursue their own research or to take classes that advance their knowledge and skills. The use of this “unfilled 50%” should be coordinated with the advisor. Depending on what makes the most sense in each case, it may involve working with the advisor’s projects or on adjacent projects; it may involve independent scholarship; or it may mean taking classes.

The 50% model is the same for TA appointments, where 50% provides full support while the student serves as a teaching assistant. Oftentimes, students may have a 25% TA + 25% RA appointment to achieve their 50%. Teaching Assistantships are an important activity for preparing doctoral students for a future teaching career if this is the direction they want to pursue. Learning by teaching is also an excellent way to learn the subject matter more deeply. When students have a TAship, both the instructor of record and the advisor respect the demands this work may place on student time and monitor additional work as appropriate.

Per Stanford University policy, enrolled graduate students are required to maintain a significant physical presence on campus throughout each quarter a student is enrolled. The GSE's funding package and apprenticeship is contingent upon students being physically present on campus to work.

During years 1 through 5, all GSE doctoral students, regardless of funding sources, are expected to TA and work with their advisors on research projects:

Starting with the Fall 2024 entering cohort 

• TA - a minimum of three (3) 25% appointments. Students are expected to complete a minimum of 3 TAships as part of their academic and professional training, though more than 3 TAships is not uncommon. TA opportunities offered and paid for by other Stanford schools can count.
  
  Students funded on full fellowships are expected to complete this requirement via unpaid mentored teaching experiences without appointment to a TA position.

• For the research apprenticeship (including summer RAs), here is a common example

  • RA with their advisor – twenty-three (23) 25% appointments.

  • RA (or TA) for a faculty member of their choice - six (6) 25% appointments. Students have the option of working with other faculty. If not, the RAships will be with the advisor. Doctoral students choosing to work with faculty from other Stanford schools must receive funding from the non-GSE faculty for their work.

• Take courses and pursue their own research 

Requests for exceptions may be made by advisors and doctoral students to the GSE Associate Dean for Educational Affairs.