phd in education york

Doctor of Philosophy (PhD)

Discover Our PhD Program!

Interested in developing your expertise and conducting primary research in order to make a meaningful contribution to the fields of education, community, teaching and learning?

Completing a PhD in Education: Language, Culture and Teaching will provide you with the skills and knowledge to conduct research in order to positively impact teaching and learning.

Admission Requirements

In addition to meeting standard Faculty of Graduate Studies requirements, applicants to the Doctoral Program in Language, Culture and Teaching will have undertaken a Masters-level Program (with a B+ average) including a component based on original research at a recognized university. Applicants must submit evidence of relevant professional preparation and/or personal and career experience.

Applicants are required to submit a file of their academic, career, and life experience for admission to the Doctoral Program. This file shall consist of:

• Faculty of Graduate Studies admissions  application  form
• One official copy of  transcripts  of each post-secondary institution attended
• Three  letters of reference  (at least two must be from academic referees; the other may be from a professional referee)                – You will provide three names and email addresses of referees in your MyFile application, and referees will receive an automatic request for reference. They will have two weeks to complete the letter of recommendation online
• A  curriculum vitae
• A  statement of area of interest  with a discussion of intended research (see details below)
• Two  samples of written work
• English language test score  (if applicable)

Applicants of interest to the Program may be interviewed in the final stages of selection. This interview will be arranged at the convenience of both the Program and the candidate. The purpose of the interview is to assess the overall suitability of candidates and to determine if there are faculty members available in their area of research interest.

Final admission will be offered to candidates only if faculty supervision is available.

The Statement of Interest

What Makes a Good Doctoral Statement of Interest? Tips for applicants.

The statement needs to reflect who you are, what research interests you have and what would make you an asset to the program in 500 words minimum (2 pages, double spaced, 12 font).

It must be brief, concise, direct and clear. Use headings if needed. Make it easy to read. Remember the admissions committee reads hundreds of applications. Your Statement must stand out in form and substance.

At the doctoral level your statement should include:

• A brief comment of what you want to accomplish in the doctoral program, and what motivated you to choose your field and the particular program to which you are applying.
• Research questions you are curious about
• The kinds of theoretical framings you would like to engage in your research program
• The existing research you hope to extend
• Why you want to come to York’s Faculty of Education (as opposed to elsewhere)?
• Make an explicit connection between your interests and faculty expertise
• Have to offer the doctoral cohort you may potentially join
• Bring to the program and your colleagues
• Your active involvement in the field
• Identify in the statement how your past studies and/or work or other experiences are relevant to your research program choice

Do not repeat or list what is already in your CV. The statement is a chance for you to make sense of your application, in a holistic way, for the Admissions Committee.

Please note:

• It is an expectation that students attend all classes in their scheduled format (whether online, blended or in-person) in order to complete degree/diploma requirements.

Students who work full-time should register as part-time students.

Program Description

This program starts each September.

Students will undertake a program of studies with a minimum of 21 credits plus a doctoral dissertation.

Note: The program  does not  lead to teaching certification

Required Courses

A compulsory Seminar on Research and Issues in Language, Culture, and Teaching ( EDUC 5100 ) (6.0 credits). This seminar covers the conceptualizations of educational inquiry, theory and practice in relation to ongoing issues in holism, critical thought and the return to the humanities and arts as a way of informing human studies.

A compulsory  research methods course  beyond the introductory graduate level of at least 3.00 credits. (Students lacking pre-requisites must enrol in an introductory graduate-level course as an addition to their Program requirements. Equivalence of previous methods courses will be determined by the faculty supervisor in consultation with the Graduate Executive Committee). Courses  may be offered in an online, blended or face-to-face format. Course format is at the discretion of the faculty members who are teaching, so may vary in each academic year.

Elective Courses

A minimum of four half-courses (12.00 credits) or equivalent must be chosen from among the following:

• The formal course offerings of the Graduate Program in Education
• Courses in allied disciplines chosen from among the offerings of other graduate Programs at York University
• Courses in allied disciplines, to a maximum of one full course or equivalent, at other institutions
• Negotiated studies courses: Student Initiated Collaborative Inquiry (SICI), Directed Reading, Practicum Seminar. (Note: the content and weighting of negotiated studies courses must be determined by the faculty and approved by the Graduate Executive Committee).

NOTE:  Students may take no more than 6.00 credits outside the Graduate Program in Education toward their degree requirements.

Courses  may be offered in an online, blended or face-to-face format. Course format is at the discretion of the faculty members who are teaching, so may  vary in each academic year.

Comprehensive Examination

The Comprehensive Examination consists of a public defence of the dissertation proposal.

A Comprehensive Examination is set at the completion of all required course work, and typically held within six months of — and no more than one year from — the end of the student’s course work. Additional details on the Comprehensive Examination are available in the Graduate Program in Education Handbook.

Doctoral Dissertation Proposal & Dissertation

For regulations on the Dissertation Proposal & Dissertation Oral Examination, please consult the  Faculty of Graduate Studies site  for details.

Residency & Regulations

All graduate students at York University are responsible for being familiar with and following policies and procedures, including registering and paying fees in accordance with  Faculty of Graduate Studies and University policies, deadlines and procedures.   By registering, each student becomes bound by the policies and regulations of York University, including the Faculty in which the student is registered.

Both full-time and part-time study options are available. Students must maintain continuous registration, including payment of applicable (tuition) fees, in every fall, winter and summer term up to and including the term in which all requirements for their program of study are successfully completed, in accordance with Faculty and program regulations.

Students who fail to maintain continuous registration, including payment of applicable fees, will lose their status as full-time or part-time graduate students and will be withdrawn from their program of study. Students who have been withdrawn as a result of failure to observe registration requirements may petition for reinstatement.

Doctoral students must register and pay fees for a minimum of the equivalent of six terms of full-time registration. All requirements for a doctoral degree must be fulfilled within 18 terms (6 years) of registration as a full-time or part-time doctoral student in accordance with Faculty of Graduate Studies Registration Policies, including the requirement of continuous registration.

Students who successfully complete a doctoral degree in less time than the program length will, prior to convocation, be responsible for payment of a balance of degree fee.

Please be advised that programs in the Faculty of Education are intended to be delivered on campus or in official offsite locations in Toronto. Although mandated restrictions resulting from covid-19 have required classes to run online in the 2020-21 academic year, it is an expectation that students attend all classes in their scheduled format (whether online, blended or in-person) in order to complete degree/diploma requirements.   

Connect with York University

Graduate Admissions

Education: language, culture & teaching.

The philosophy and curriculum of the Graduate Program in Education is grounded in critical thought with an underlying commitment to equity and social justice. Language, culture and teaching are broadly defined areas of study. Highlights of the program include:

• Flexibility in scheduling and course selection
• Individualized programs of study and research with mentorship from recognized faculty supervisors
• Small classes for collaboration with peers
• Opportunities for teaching assistantships and/or research assistantships for full-time students
• Interdisciplinary courses offer a range of opportunities for academic inquiry across the social, historical and cultural contexts of education, as well as engagement with contemporary practices of teaching, learning and curriculum design
• Theoretical and practical interests include: anti-racist, multicultural, and feminist pedagogies; language and literacy; new information technologies; urban education and community studies; disability studies and education; global studies and international education; and post-secondary education

We also offer a professional Master of Leadership and Community Engagement (MLCE) part-time degree program to a cohort of students. (Offered on alternate years). 

Graduate Diplomas in Education offer students the opportunity to explore a topic of interest in education. They can be taken concurrently with the Master of Education (MEd) or Doctorate (PhD),  or taken as a stand-alone non-degree programs. Diplomas include:

• Early Childhood Education
• Education in Urban Environments
• Environmental/Sustainability Education
• Language and Literacy Education
• Mathematics Education
• Postsecondary Education: Community, Culture & Policy

Note : Our graduate programs do not lead to teaching certification . 

Quick Links

• Program Details
• Additional Admission Requirements
• Your Resources
• Program Page
• Funding Packages by Program
• Request More Information

Degrees Offered

For details on degree components and admission requirements, please visit the program website .

Ways to connect with the Faculty of Graduate Studies and Program Supports

Have a program-related question.

Contact the graduate program assistant: yorku.ca/gradstudies/program-contacts/

Have an admission related question? Contact the Graduate Admissions Team

By phone: 416-872-9675

By email:   [email protected]

Upcoming graduate webinars/in-person events for Future Students: futurestudents.yorku.ca/events/graduate

York University Office of Admissions Bennett Centre for Student Services 99 Ian Macdonald Blvd Toronto, ON M3J 1P3 CANADA 

Connect with York University

Earn Your NYU Doctorate in Leadership and Innovation.

Organizational change starts with an online doctorate in leadership and innovation from NYU. Leverage your knowledge and skills in transformational leadership roles to create new, sustainable solutions to systemic institutional challenges with your EdD.

The application for the January 2025 cohort is now open. Extended deadline is September 2.

Our online leadership and innovation doctorate at a glance

Blending academic theory and real-world practice, NYU Steinhardt’s EdD in Leadership and Innovation is more than an online degree. It’s a unique program that provides working professionals with the tools to harness transformative change in their organizations and beyond.

three-day immersive residency at a global NYU site

hours per week

Average time commitment, including classes, will vary

total credits at the doctoral level

per credit hour

Based on 2024–2025 tuition rates

Minimum time to degree completion 1

EdD program overview

NYU Steinhardt’s EdD in Leadership and Innovation is more than a doctorate program. It’s a cohort of professionals, faculty , and distinguished cross-sectoral leaders from spaces such as:

• For-profit companies
• Higher education
• Nonprofit and philanthropic organizations
• Public and governmental organizations

We examine the most important issues cross-sectoral leaders face today and discover solutions that make change possible for tomorrow. We apply an academic lens to myriad sectors so students graduate from the doctoral program with the core competencies for impactful director and executive-level career options.

The research, analysis, writing, and critical thinking involved in students’ strategic design and implementation of a change management project are assets that students will bring to current and future employers.

The Problem of Practice

While many doctoral programs require students to complete a dissertation, NYU Steinhardt challenges students to examine and create an academically informed solution to a persistent organizational problem throughout the EdD program. This unique project is called the Problem of Practice (POP) , and it enables students to create real value for their organizations.

“We want students to have a collaborative experience in which they ignite a transformation in education from across sectors.” DR. NOEL S. ANDERSON FOUNDING FACULTY

Explore the cohort model design

When students work together, they leverage their unique leadership skills and professional experiences to develop new ideas and effect sustainable change. That’s why the cohort model is a defining feature of NYU Steinhardt’s EdD in Leadership and Innovation program. Traveling the curriculum together, students develop a common problem-solving language and discover new solutions to old challenges. Best of all, since courses run continuously through Summer and January terms, students earn their degree in 24–28 months, a duration that’s among the shortest in the country relative to other education doctorates.

Great minds, thinking differently

Our program unites experienced professionals from diverse backgrounds who share their unique perspectives on real-world challenges. By giving them the space to question, explore, and take risks, we foster innovation, resulting in new solutions to persistent organizational problems.

A collaborative system of support

For the duration of the program, faculty serve as mentors, supporters, challengers, and advocates, bringing decades of leadership experience to their partnership with students.

Built for immediate action

Students can complete their degree in as few as 24 continuous months, preparing them to create sustainable and scalable change at their organizations in their leadership roles.

Who is this program for?

The NYU online Doctorate in Leadership and Innovation is different by design. More than an educational leadership program, it’s a global cohort of cross-sector professionals motivated to create real change in their fields. Diverse leaders from the worlds of business, government, nonprofits, healthcare, and education seek out our program to be challenged to think beyond their areas of expertise – and to create new solutions and catalyze change in their organizations.

Current and former students’ employers include:

• Blue Cross Blue Shield
• The World Bank
• NYC Department
of Education
• The Millennium School – Dubai

Current and former students’ job titles include:

• Chief executive officer
• Chief learning officer
• Senior director of global security
• Head of diversity, equity & inclusion
• Program manager, behavioral health
• Military officer
• Director, office of educational assessment
• Adjunct faculty

Students represent a global cohort whose diverse voices are informed not only by the work they do, but from lived experiences around the world. 

The NYU EdD addresses the needs of full-time working professionals with a rigorous online Doctorate in Leadership and Innovation program that can be completed in as few as 24 months.

Three-day immersive residency

At the beginning of the program, your cohort will convene at NYU to meet, discuss your professional experiences, and examine the persistent challenges you face in your organizations. The residency will deepen students’ connections with peers and faculty and help serve as a foundation for the EdD curriculum.

Designed as a cohort model, our 42-credit curriculum includes 17 consecutive courses that can be completed in as few as 24 months. Students continue working while earning their degree, examining and solving a persistent challenge in their organization throughout the program.

Problem of Practice (POP)

Rather than completing a traditional dissertation, you will identify a persistent problem in your organization and examine it through an academic lens throughout the program, emerging with a thoroughly researched, actionable solution that creates real value for your organization.

Frequently asked questions

Finding the right EdD program to expand and leverage your leadership skills is essential to your success. To aid in this decision-making process, we’ve compiled answers to the most frequently asked questions about eligibility, tuition, courses, and more.

Admission requirements

To be eligible for the EdD in Leadership and Innovation program, you must hold both a bachelor’s and a master’s degree. You must also have seven years of work experience in a leadership role. The GRE is not required for admission.

Learn how to solve institutional challenges with NYU’s EdD

1 Total time to complete the program may vary based on the number of credits taken each semester.

Tell us about yourself.

Sharing some details will help us customize your experience.

Fully Funded PhD Programs in Education

Last updated July 15, 2022

Next in my series on  How To Fully Fund Your PhD , I provide a list below of universities that offer full funding to all students admitted to their PhD programs in education, international education, and educational leadership.

You can find several competitive, external fellowships in the ProFellow database for graduate and doctoral study, but it is useful to seek out PhD programs that offer full funding to all admitted students. When a doctoral program indicates that they provide full funding to their PhD students, in most cases this means they provide each admitted student full tuition and a stipend for living expenses for the four to the six-year duration of the student’s doctoral studies. Not all universities provide full funding to their doctoral students, which is why I recommend researching the financial aid offerings of all the potential PhD programs in your academic field, including small and lesser-known schools both in the U.S. and abroad.

Would you like to receive the full list of more than 1000+ fully funded programs in 60 disciplines? Download the FREE Directory of Fully Funded Graduate Programs and Full Funding Awards !

Universities offering Fully Funded PhD Programs in Education

Boston university, phd in educational studies.

(Boston, MA): Students admitted to the program will be fully funded for five years. Students work closely with BU Wheelock faculty as assistants in research and teaching.

Drexel University, PhD in Education & Educational Leadership

(Philadelphia, PA): Drexel University provides tuition remission, a living stipend, and health insurance subsidies through research and teaching assistantships.

Harvard University, PhD in Education

(Cambridge, MA): Harvard guarantees full financial support to PhD students—including tuition, health fees, and basic living expenses—for a minimum of five years. This multi-year funding package includes a combination of tuition grants, stipends, traineeships, teaching fellowships, research assistantships, and other academic appointments.

New York University, PhD in Education

(New York, NY): NYU Steinhardt awards all students (including international students) who are offered full-time admission to our Ph.D. programs a full funding and mentoring package.

Queen’s University, PhD in Education

(Ontario, Canada): Queen’s guarantees a minimum funding package currently valued at $18,000 [CAD] per year for four years for full-time doctoral students; in most cases, funding packages are higher (2011-12 Average: $25,800). In addition, Queen’s guarantees an international tuition award (or equivalent award) valued at $5,000 per year for four years for eligible international doctoral students.

University of California Irvine, PhD in Education

(Irvine, CA): Effective 2015, all incoming UC Irvine PhD in Education students, including California residents, non-residents, and international students, are offered five years of financial support. Funding includes an academic year stipend or salary, tuition and Student Services Fee waiver, and student health insurance.

University of California San Diego PhD in Education

All PhD students at UC San Diego are guaranteed funding for five years which is equivalent to the amount allocated for a 50% TA position. Funding packages can consist of instructional assistantships, Graduate Student Researcher (GSR) positions, university or outside fellowships, and/or stipends. A minimum financial support package of $20,000 for the first year.

University of Colorado, PhD in Education

(Boulder, CO): Admitted doctoral students received four-year funding packages including a stipend and a tuition grant equal to the cost of tuition (in-state and out-of-state).

University of Michigan, PhD in Education

(Ann Arbor, MI): Funding for students admitted into our doctoral programs includes tuition, health and dental benefits for students and their families, and a stipend for living expenses. Each of the programs also provides additional support for conference travel, research projects, and writing. 

Michigan State University PhD in Education

(East Lansing, MI): For most students in the doctoral program, international and domestic, the primary source of on-campus support is graduate assistantships. Assistantship stipends depend on the level of assistantship. In addition to the stipend, all graduate assistants receive a waiver of nine (9) credits of tuition per semester. They offer a variety of multi-year recruiting fellowships for incoming doctoral students.

University of Virginia, PhD in Education

(Charlottesville, VA): Financial support packages, which may include a combination of fellowship funding, bi-weekly pay, tuition remission/adjustment, and health insurance, are decided at various administrative levels.

Vanderbilt University, PhD in Educational Leadership and Policy

(Nashville, TN): All Peabody graduate (Ph.D.) students receive full tuition funding through a combination of University Tuition Scholarships and/or merit awards.

Stanford University Fully Funded PhD in Education

(Stanford, CA): Stanford GSE offers all admitted Ph.D. students a five-year funding guarantee that provides tuition aid, fellowship stipend, and assistantship salary, and covers the standard cost of attendance. Click here for more funding information.

University of Arkansas, PhD in Education Policy

(Fayetteville, AR): Graduate assistantships offer qualified applicants a full tuition waiver, a health insurance benefit plus an attractive annual stipend. Distinguished Doctoral Fellowships are combined with graduate assistantships to provide a package of stipends totaling $40,000 per year a tuition waiver, and further benefits.

University of Washington, PhD in Education

(Seattle, WA): The UW College of Education Faculty Council distributes a number of scholarships annually. The College of Education supports 120+ graduate students each academic year through teaching, research, and staff assistantship positions. Primary consideration is usually given to doctoral students.

Washington University in St. Louis, PhD in Education

(Saint Louis, MO): Ph.D. students receive full tuition remission, a health fee subsidy, and a monthly stipend to defray living expenses. The stipend is paid over 12 months (August-July), which includes summer funding. Washington University guarantees funding for Ph.D. students for up to six years as long as satisfactory progress is made in their program. Competitive fellowships are also available.

Concordia University, PhD in Education

(Quebec, Canada): Competitive funding packages 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. Students are automatically considered for all entrance graduate awards when they apply to Concordia, provided they meet eligibility criteria.

Indiana University, PhD in Education

They offer a variety of funding opportunities for Ph.D. students, including fellowships, research, and teaching assistantships which include a stipend, tuition remission, and student health insurance. All admitted graduate students who meet departmental deadlines are automatically considered for available fellowships.

University of Pennsylvania, PhD in Education Policy

(Philadelphia, PA ): All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and they offer generous scholarships, fellowships, and assistantships.

University of Delaware, PhD in Education

(Newark, DE): Full-time Ph.D. in Education students receive financial support for four years through a variety of sources, including assistantships and tuition scholarships. Students with assistantships receive a 100% tuition scholarship and a 9-month stipend, plus health insurance. Merit-based supplemental funding is available.

For application tips on applying to a PhD program, see  How To Get Into a Fully Funded PhD Program: Contacting Potential PhD Advisors .

Find more graduate fellowships for doctoral study and dissertation research in ProFellow’s fellowships database .

© Victoria Johnson 2020, all rights reserved.

Related Posts:

• Fully Funded PhD Programs in School Psychology
• Fully Funded PhD Programs in Psychology
• Fully Funded PhD Programs in English
• Fully Funded PhD Programs in Mathematics
• Fully Funded MD-PhD Programs

Education Fellowships , Fully Funded PhD Programs , PhD in Education

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Peace corps perks: post-service graduate school fellowships, 62 thoughts on “fully funded phd programs in education”.

Thank you so much for compiling this useful information. Finally a resource that cuts out the fat and leans right into the meat of the information!

Now I am doing Master in Marketing & Management from India Pune University. So I have dream that I want do PhD in Retail which is in the abroad and I am unable do that due to fund so I need guidance of fully funded PhD program.

I am Binod k.c from Nepal. I have a masters degree in management. I have an education of 17 years, can I apply for Phd or not. To apply for Phd I need the education of 18 years or I can study by 17 years. What percentage is needed in masters to apply for the Phd. I hope for the reply.

I am a professional teacher and need to do my PhD on scholarship as i cannot foot the the fees

Hi I have interest in obtaining a phD in education how do I apply for a scholarship?

PLS I AM INTERESTEDIN PHD IN BUSINESS MANAGEMENT. I HAVE M.SC IN BUSINESS ADMINISTRATION WITH MAJOR ININTERNATIONAL BUSINESS

I am Lekha Erandi,Lecturer in Mass communication ,Open University of Sri Lanka. I’m interested in the field of development communication, women and media and Environmental communication. For my post graduate studies, I did the research based on religious communication. Now I already submitted my MA thesis, it is based on communication for community development. Through study,I strongly believe that communication is the bridge to empower grass root people. My basic degree and post graduate programs were done locally. But as an academic I hope to explore my knowledge widely. and I hope to start my PHD studies in a foreign university as believe that explore would be more important to develop academic credentials.i would like to get some information about fully funded phd in mass communitarian.

I hold Masters in Mathematics Education. Is it possible for me to get fully funding PhD in Mathematics Education to offer. Thank you.

Now I am on the way o finishing M.A in educational leadership and management in Addis Ababa (Ethiopia) university. I wish to continue PhD as soon as possible in abroad country…….Could you please help me?

I have Masters in Educational management and I would like to do a PhD in the same field but I have no money.Help me get a scholarship.I will be grateful.Thank u.

i want to do my phd in education.i have completed my master in education. But i need full funded scholarship.How is it possible?

How can I get funding as a Ugandan who has MA Education and worked for six years as adjunct a lecturer in Education.

Thank you very much… The information was useful.

This is really good information.

OK, BUT what is their application based acceptance rates? That is, how many valid applications do they get and how many applicants are then offered acceptance letters?

My Directory of Fully Funded PhD Programs in Education, available at the link above, includes acceptance rates of the programs.

I just applied to a PhD program at Drexel’s School of Education. Fully Funded co-horts are not available. It is $1100 per credit, plus fees…

Hi Meg, thanks for this update! I will look into this and remove Drexel from this list.

Yikes, that price is literally insane.

Very useful information you’ve presented here after scouring the internet for weeks. This term fully funded was the buzzword I was missing. Now to find fully funded PhD programs that can be done online with minimal residency so I don’t have to uproot my family and my current teaching load. Are there any online programs that are fully funded?

Tracy, I have not been able to find any so far. Online programs are typically offered by for-profit universities. However, if you can find a 3-year PhD position that does not require the normal 2 years of course (typically you need to have a Master’s/postgraduate degree already to be eligible for these), you may not need to be in-resident. These programs are more common in Europe, Asia and Oceania. Thus you might spend some time abroad to get started, and then could complete your PhD dissertation remotely. This would require negotiation with your supervisors.

Vicki Johnson, do you have any specific ideas for programs? I have a Master’s degree in English but looking into a doctoral program in International Education or similar. My background is teaching ESL and English.

Try Colorado State University, their program is fairly new (10) but they have some online portion and a short residency program.

Do you have any information about fully funded Ed.D programs?

Same question!

Thank you for the information. I will be finished with my MAT (Biology ) in 2018 and am looking for a PhD program in Education. The program must be fully funded and in Maryland because I am a new Mom and my husband’s job is here in MD. I hope to find something so that we don’t have to move.

Hi Taj, I would suggest looking into the university programs that are nearby you. You can call the admissions office to find out if they offer full funding packages to incoming doctoral students.

Thank you so much and I will do that asap.

Johns Hopkins

Thank you so much Ms. Love.

Really? Do they fully fund?

Hello Johns Hopkins university has a fully funded Phd program in Education.

Did you find something? Same here!

Have you looked at the Universities at Shady Grove?

Hello I am looking now after reading your suggestion!! Thank you.

Is there any Ph.d course after graduation of 4 years in elementary education?

I am looking for the right fellowship for an Ed.D. with a focus on training of teachers in developing countries. I am looking for the university already doing research in African countries. Can you give me any recommendations?

Most of these fellowships sound like assistantships that waive tuition and provide a stipend in exchange for work. NSF gives out fellowships that amount to more than $100,000 for 3 years of study, plus you can work an assistantship. Stanford is making three fellowships each year with a total value of $160,000 for business students. Compared to Fellowships in Science and Technology, Education majors get almost nothing. Education is just not a national priority and is certainly not on an equal footing with STEM fields.

Hi there. I’m looking for a fully-funded PhD degree in education in Australia or Canada. Is there any available? Your kind advice is highly appreciated.

Hi, my Directory available at the link above includes 2 fully funded programs in Canada.

Vicky, fully funded only in Public Health or Education too?! Thanks!

Good day. Any ideas about scholarship opportunity for Africans I to study in the UK apart form the Common wealth. I need a fully opportunity to carry out a PHD in a UK based uni in a Public health related topic that focuses on indigenous women reproductive health

i will appreciate a fully funded on-line course Ed.D in early years/early childhood education.

I have not been able to identify any fully funded online PhD programs in any subject.

Good day. I like to have a PhD fully funded scholarship in Educational Technology and I will appreciate this if I could be directed to the right University. Thank you.

Please see my comment above!

Greetings. I am an experienced minority teacher with strong science and computer technology background. I look forward to a fully funded PhD program in “Educational Technology for the future” research studies. I believe I possess all the tools and an exceptional will to pursue my research in this direction. Any assistance in this direction will be greatly appreciated.

Hi. I wanted to share that you do not need to enter a PhD program specifically in the subject of Educational Technology to do a PhD dissertation in this subject. You can do a dissertation in this subject in a general PhD in Education program. The key is to identify universities with professors who have done research in this subject who are availble serve as your advisor. You might also do a dissertation in this subject in Business PhD program.

Hi: Thank you very much for your response regarding my request. I am a believer of STEAM not just STEM, and an interdisciplinary approach to develop a comprehensive immersive educational programs. I look forward to some kind of an educational foundation or an agency to hear about my proposal to develop a pilot program to implement a “comprehensive immersive educational system” with a strong technology foundation where Science, Technology, Engineering, Mathematics and Arts (including Philosophy) to achieve the maximum learning experience of young minds.

Greetings. I appreciate your work here. I am interested in a fully funded PhD programme in Special Education. I shall be very appreciative of your anticipated kind gesture. Thanks

I wish to study fully funded PhD program in Special Education ( especially in the field of autism). Is there any university is conducting this program.

I’m from Asia And fully funded doctoral / PhD courses you know of?

Hi, Looking for a fully funded Ph.D.in education in the Philadelphia area. Are there any? Seems like most listed are out of my state. Thank you.

Try University of Pennsylvania.

I am a Chemical Engineer (BS – Chemical Engineering) with an MBA in Project Leadership & Management, I have applied to George Washington University’s Distance & Online Doctorate Program – Doctor of Engineering (D.Eng) in Engineering Management. I am looking for scholarships & fellowships to enable foot the tuition fees. I am based in Nigeria

My name is Katura Fennell and I am looking into any schools that will fully fund a doctoral program in the area of education. I am currently a teacher in Nashville TN and enrolled at Lipscomb University receiving my Ed.S in leadership, but really want to continue my education and help make a difference in the world of education. Any guidance or list of recent schools that will supply funding? I can be emailed at [email protected] with any information. Thanks in advance.

Hi Katura, the list of fully funded Phd programs in Education above is current as of May 1, 2017. We also sell the exclusive Directory of Fully Funded PhD Programs in Education, which is a detailed directory of 22 universities in the U.S. and Canada offering full funding to all incoming students. You can purchase the Directory here: https://www.fullyfundedcourse.com/free-directory . Best of luck!

Hello, Can I get some information on fully funded Ph.D program in IT and Computer science in US for an international student(Graduate in Information Assurance)? I can be emailed at [email protected] for extra information. Thank you.

Hi Nikhitha, please see our article Fully Funded PhD Programs in Computer Science: https://www.profellow.com/fellowships/fully-funded-phd-programs-in-computer-science/

Hi, thanks for the wonderful info. I’m interested in a few different areas for a PHD that I don’t see listed: Buddhism, Comparative Religions, Psychology, Mythology or Stories (lit, film, poetry, all forms). Given that these subject are not exactly the cats’ meow in terms of financial opportunities afterwords, the study is a labor of love and philanthropy. Could there possibly be a school for me somewhere? I would do a part-time online program with an international university if needed too – I’m in Southern California.

I’m a nurse educator in Singapore. Have been teaching in academic school and hospital for more than 10yrs. I have master of education from university of Sydney. How can I do a part time PhD in education which is fully funded? Please assist.

I have a JD, a few credits short of a LLM (in Comparative Law), and a MA (in African-American World Studies). I have been working as a lawyer for a non-profit Public Interest firm for 12 years, but I want to get a PhD. I have a small family now (3,8 year old girls), so I need a PhD program that is fully funded. I am interested in “Justice” so I can pursue a PhD in either Law, African American Studies, or Education. I have been out of the scholarly environment for so long, I really don’t know where to start. Any help would be appreciated.

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A doctorate is the pinnacle of an arts and science education. Founded in 1886, the Graduate School of Arts and Science at NYU is among the oldest schools offering doctoral programs in the United States. Today NYU’s doctoral programs span the humanities, sciences, and social sciences, and students pursue cutting-edge research with the close supervision of NYU’s internationally recognized research faculty. New York City resources complement and enhance our vibrant intellectual communities. Use the links below to explore Doctor of Philosophy and dual advanced degrees at New York University.

Ph.D. Programs Dual Degree Programs

• Ph.D. in Curriculum and Instruction

The Ph.D. in Curriculum and Instruction is a 45-credit post-Master’s degree program comprised of four strands: Teaching, Learning, and Knowing; Early Childhood; Global Education; and STEM Education.

• Majors and Programs of Study

The Ph.D. in Curriculum and Instruction is a 45-credit post-Master’s degree program comprised of four strands: Teaching, Learning, and Knowing; Early Childhood; Global Education; and STEM Education. Candidates will select one of the four strands and contemplate, investigate, and refine understandings of educational theory, policy, and practice.

• The School of Education
• Queens Campus

The applicant must:

• hold teacher certification (or equivalent) and have at least three years teaching experience or the equivalent.
• already hold a Master’s degree before admission.
• provide official transcripts from all conferred degrees.
• submit a current curriculum vitae (CV).
• submit three (3) letters of recommendation. These letters should indicate the applicant's value to the program. At least one letter should address the applicant's academic achievements and strengths.
• complete an application, two essays, and an interview.

Please contact the Office of Graduate Admission at The School of Education for questions related to the application process, including required essay prompts for this application.

[email protected] 718-990-2304

The coursework includes 39 credits prior to the dissertation : Eleven (11) Curriculum and Instruction courses (33 credits) and two (2) electives courses (6 credits); EDU 8013 and EDU 8014 are offered in lieu of elective courses taken outside of the Department of Curriculum and Instruction with permission. In what follows is a list of the Curriculum and Instruction courses, as well as description and distribution of the coursework.

Course Breakdown

• EDU 8000 Community Immersion Research Seminar I, 3 credits 
• EDU 8001 Community Immersion Research Seminar II, 3 credits (Prerequisite: EDU 8000 Community Immersion Research Seminar I) 
• EDU 8002 Community Immersion Research Seminar III, 3 credits (Prerequisite: EDU 8001 Community Immersion Research Seminar II) 
• EDU 8003 Visions of Research I, 3 credits 
• EDU 8004 Visions of Research II, 3 credits  
• EDU 8005 Visions of Research III, 3 credits (Prerequisite: EDU 8003 Visions of Research I and EDU 8004 Visions of Research II) 
• EDU 8006 Philosophies of Education, 3 credits 
• EDU 8007 Families and Communities as Partners in Education, 3 credits 
• EDU 8008 Global Perspectives within Education and Educational Research, 3 credits 
• EDU 8009 Critical and Historical Perspectives within Education and Educational Research, 3 credits 
• EDU 8010 Dissertation Proposal Seminar, 3 credits (Prerequisite: Requires Chair’s Permission) 
• EDU 8013 Advanced Methods in Research
• EDU 8014 Advanced Topics
• In addition, students are required to complete six (6) credits of Dissertation/Matriculation (EDU 8011/8012) (Prerequisite: Requires Chair’s Permission)

Career Outcomes

Graduates will be prepared for occupations at the university level, namely full-time or part-time positions as professors or administrators. Graduates also will have the opportunity to return to the P-12 (Preschool-High School) classroom. With a Ph.D. in Curriculum and Instruction, graduates will be eligible for positions related to social and community service, as well as professional development, instructional coordination, institutional educational services, and teacher education. Such roles may include:

• University Professor
• Classroom Teacher
• District-Level Specialist
• Educational Researcher
• Specialized Consultant
• Curriculum Specialist
• Informal Educators and Education Specialists
• Many Other Community Education and Outreach Positions

Additional Information

Field Work: A minimum of 30 hours per semester for the first three years. Thereafter, the number of hours may change according to each candidate’s individualized study.

Ongoing Support: The program is structured so that students receive ongoing support from their professors and peers through classes, community activities, and scholarly endeavors.

What sets this program apart from others? This program is distinguished by a number of attributes, including, but not limited to:

• Informal and formal mentoring and support
• Community immersion
• Individualized attention
• Time and commitment to scholarship and community

Can I pursue this program while I keep my day job? Can I take time off if things get tough?

The Ph.D. program in Curriculum and Instruction is designed to serve those who work either full-time or part-time. In short, yes, you can keep your day job. 

Per the Ph.D. in Curriculum and Instruction Handbook, a matriculated student is one who has been accepted to and is actively engaged in a degree program at St. John’s University.  Once accepted, a student must be enrolled continuously in the doctoral program. Students seeking a leave of absence must meet with his/her advisor, who then seeks approval from the program director; at all times students must remain enrolled by maintaining matriculation.

Please note that all requirements must be completed within eight (8) years from the date of matriculation.  All degree requirements also must be completed no later than three years after the successful completion of the Qualifying Examination. If the continuous enrollment requirement has not been satisfied for two or more semesters, students must apply for readmission. Then, if the Graduate Policy Committee judgment is favorable, students then must meet the program requirements in effect at that time and pay the appropriate retroactive fees for maintaining matriculation.  

Can I take this program if I need to commute a long distance? Are there online courses? While a few classes may be offered in alternative formats, candidates need to be available for evening classes that meet face-to-face. Unlike traditional in-person courses, the community immersion aspect of this program enables our candidates to invest time and energy in a project—and location—of their choosing. As a result, a portion of the fieldwork for this Ph.D. program can be completed in a location that is central to the candidate.  

Can I transfer credits from another school or schools into the program? If so, how many? Candidates may transfer up to six (6) credits related to the electives in their field. Transfer credits must be from (a) post-Master’s courses, (b) a recognized/accredited program, and (c) graduate courses where the candidate has received a ‘B’ or better.

Prior to acceptance of admission and transfer credits, the candidate will be interviewed by Ph.D. Program faculty members. At that point, transfer credits will be examined and contingent upon approval (e.g., simply having the aforementioned qualifications does not guarantee immediate transfer, and all requests are subject to approval.)  

Is there any possibility of getting financial aid for doctoral study? For financial aid information, please visit Financial Aid .  

How often will I meet with my mentor? Although doctoral students are expected to have regular meetings with their mentors, the frequency of these meetings will take place on a case-by-case basis depending on each doctoral student’s particular needs. Such mentorship is not limited to the dissertation stage.  What sets this program apart from others is the additional, informal and formal peer- and faculty- support that students receive throughout the program.  

How much freedom will I have in my program to pursue my professional interests? The Ph.D. program in Curriculum and Instruction is designed to embed community service into an academically rigorous degree program.  Therefore, it is possible for one to pursue professional interests that are grounded in service to a particular community.  We support—and encourage—our enrolled doctoral students to pursue their unique professional interests  that align with the mission of this degree program.       

What is the minimum GPA for completing the program? A minimum grade of a B (GPA = 3.0) is required in every course to maintain academic status.  

Is there a comprehensive examination? In the Department of Curriculum and Instruction, doctoral students complete and defend a comprehensive, qualifying paper.  

How long does it take to complete the program and graduate with the degree? The length of each candidate’s journey will be coordinated with his/her advisor based on (a) university requirements, (b) course offerings, (c) research agenda, and (d) personal circumstances. Though it is possible for candidates to complete the program within four years, some candidates may need additional time to do so. All requirements must be completed within eight years from the date of matriculation.  All degree requirements also must be completed no later than three years after the successful completion of the Qualifying Examination.

For more information, please see the Handbook for the Ph.D. in Curriculum and Instruction.

Program Contact

Aliya e. holmes.

Associate Professor

[email protected]

Sullivan Hall Queens Room 432

718-990-2578

Interested in Education , but not sure if Ph.D. in Curriculum and Instruction is right for you?

Related programs.

The doctoral degree in educational administration and supervision is an opportunity for educational leaders to enhance their knowledge and skills in research and current trends in education.

The program is designed to foster the ability of teachers to develop the skills, attitudes, and abilities needed to identify and remediate major learning and behavior disorders, ranging from mild to profound, regardless of etiology.

Leads to initial certification to teach a specific content area in grades 7 through 12 in New York State.

The Master of Science programs in Adolescent Education (Career Change) enable prospective teachers to acquire the skills they need in such areas as language acquisition and literacy, curriculum development, instructional planning, and more.

Today’s teachers must be prepared to teach literacy to a very diverse population of students. New York State recognizes the need for all teachers to be proficient in literacy instruction to meet the needs of all students.

The department offers a 15-graduate credit course sequence leading to bilingual education extension.

This five-year program is open to undergraduate education majors who achieve a 3.5 GPA and are willing to purse a more demanding and comprehensive program of study, and who, by virtue of their academic performance and interview with the faculty, are invited to participate in this unique B.S.Ed./M.S.Ed. program.  

Today teachers must be prepared to work with students with diverse needs and abilities.

The Childhood and Childhood Special Education, Master of Science in Education (Career Change) program is an accelerated program for college graduates seeking to become special education teachers.

Leads to initial certification to teach grades 1 through 6 in New York State.

The Master’s Degree Program in Childhood Education and TESOL is a unique, robust, specially designed 36 credit program intended for graduates from “non-education” programs who want to change their career path and fulfill their desire to become multiculturalist professional NY State certified TESOL teachers of English learners (PreK-12), or general classroom teachers in grades (K-6) with expertise and certification in TESOL, that is now required of all classroom teachers.

The Master of Science program in Childhood Education (Career Change) advances the knowledge and experience of graduates in teaching elementary education. The program includes a range of relevant pedagogical methods for teaching and learning and strategies for devising, implementing and assessing learning experiences for all learners.

Our new program — an MS.Ed in Childhood Special Education  and  Teaching English to Speakers of Other Languages (TESOL) — is a 39-credit program designed for candidates with an initial certification in childhood education and is the only one of its kind in New York State.

Students who have completed a CACREP master’s degree in another counseling specialization, such as school counseling, can earn an Advanced Certificate in Clinical Mental Health Counseling (CMHC).

The Clinical Mental Health Counseling Program is a 60-credit program leading to a Master of Science in Education degree. 

The Field Change and Career Change programs are intended to foster the development of skills, attitudes and knowledge needed to teach diverse populations of young children (birth to grade 2) across the full range of abilities.

Enhance your knowledge and skills in research and current trends in education with an M.B.A. concentrating on Educational Leadership from St. John's University.

• Manhattan Campus

The advanced degree programs in instructional leadership have been designed to provide students with an intellectual environment that enables them to take leadership positions in the areas of curriculum, learning and instruction.

Students will refine existing knowledge and develop new knowledge, practices, and skills in the areas of administration, curriculum, diversity, higher education, and instructional technology to take leadership roles in facilitating the growth and development of other educators.

Our vision in the PhD Literacy program is to create an academic community of literacy practitioners and leaders who intend to address real-life social problems through scholarship. The program is designed to develop research skills applied in the field of literacy to learn about the role of reading and writing in schools and everyday life.

Extensions are available for Adolescent Education certificate holders and Childhood Education certificate holders.

We have designed the Master and Advanced Certificate in Administration to comply with New York State regulations, keeping in mind the technological, cultural, political, social and economic changes that our students face in their school communities.

The graduate programs in Educational Administration enable educators to acquire scholarly knowledge, technical skills, intellectual curiosity and legal and ethical awareness in order to make a positive contribution in the organization and administration of public and nonpublic schools. The programs seek to produce informed leaders whose expertise will be well grounded in theory to support their efforts to deal with varied issues and problems in the school setting and to make innovative contributions to the reform and restructuring of current educational practice.

The Dual Advanced Certificate Program for School Building Leader (SBL) and School District Leader (SDL) is a nationally accredited program that provides students with an intellectual environment that enables them to refine existing knowledge and develop new knowledge, practices, and skills in the areas of administration, assessment, and curriculum.

Students who have completed a 60 credit master’s degree in Clinical Mental Health Counseling (CMHC) have the opportunity to complete the Advanced Certificate in School Counseling Bridge program. The program is designed to provide advanced graduate students with the opportunity to earn their initial New York state certification in school counseling.

The School Counseling Program consists of a 60-credit Master of Science in Education degree, which prepares counselors-in-training for fulfilling the roles of the urban school counselors serving elementary, middle, and high school students in grades K-12 in the areas of academic, personal/social, and career development, according to the American School Counselor Association’s (ASCA’s) new vision. 

The Advanced Certificate program in School District Leader (SDL) provides students with an intellectual environment that enables them to refine existing knowledge and develop new knowledge, practices, and skills in the areas of administration, assessment, and curriculum.

The program prepares teachers to develop a strong command of content and pedagogical knowledge, multicultural perspectives, and instructional skills appropriate in addressing the social, cultural and educational needs of their students.

The Masters in Early Childhood Special Education ( B – Grade 2) is intended for field/career changers to foster the development of skills, attitudes and knowledge needed to teach diverse populations of young children (birth to grade 2) across the full range of abilities.

The Adolescent Education Master’s Degree Program at St. John’s University qualifies students for a full-time salaried teaching position in Grades 7-12.

The Adolescent Education Advanced Certificate Program at St. John’s University qualifies students to teach students with disabilities in Grades 7-12.

This program is designed to foster teachers’ ability to develop the skills, attitudes, and abilities needed to identify and remediate major learning and behavior disorders, ranging from mild to profound, regardless of etiology.

Students in this program further develop the attitudes and abilities needed to identify and remediate major learning and behavior disorders, ranging from mild to profound, regardless of etiology.

This degree will give teachers the opportunity to enrich their classroom pedagogy with specialization in Literacy instruction and instruction for the English Language Learner.

To be eligible for the Advanced Certificate in Literacy, you must have completed a Master’s Degree in Education possessing initial teaching certification.

The programs with a specialization in Teaching Literacy B-6, Teaching Literacy 5-12 and Teaching Literacy B-12 give the initially certified teacher the skills to teach reading, writing, and related language arts to students from early childhood to high school levels. 

The Advanced Certificate in TESOL Program subsumes creativity and critical pedagogy and provides the holder of it with a powerful array of advanced approaches for a variety of positions.

This 33 credits research and standards-based graduate program is intended for those educators who wish to obtain a Master’s of Science Degree in TESOL (Teaching English to Speakers of Other Languages). This program addresses the needs of educators interested in working with linguistically and culturally diverse learners. The focus is on creative and critical pedagogy and best teaching practices with socially just awareness as well as multi-modal curriculum design and planning for ENL (English as a New Language) students.

Take the Next Step

Explore affordability.

The Office of Student Financial Services is committed to providing students and their families with the information they need to navigate and understand the financial aid and payment process.

Apply to St. John's

St. John’s offers a free online application for all 100+ undergraduate programs, and graduate applications carry a low cost for most programs.

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PhD in Psychology in Education

University of york, different course options.

• Key information

Course Summary

Tuition fees, entry requirements, similar courses at different universities, key information data source : idp connect, qualification type.

PhD/DPhil - Doctor of Philosophy

Subject areas

Educational Psychology Education Studies

Course type

The PhD in Psychology in Education is designed to enhance specialised knowledge through academic study and research.

The programme aims to enable students to gain a solid grounding in research methodology, and to successfully carry out a substantial piece of academic research.

We are interested in hearing from students doing projects in the following broad research areas:

• Causes and consequences of individual and group differences in learning abilities and attainment
• Assessment of individual differences in attainment
• Developmental disorders (e.g., autism, developmental language disorder, dyslexia and mental health and wellbeing in children with developmental disorders)
• Genetics in education
• Mental health and wellbeing in education (e.g., bullying (including sibling bullying), self-harm, social media use, positive approaches to wellbeing)
• Preschool education
• Teachers (e.g., personality and wellbeing, selection and development, and teacher-pupil relationships)
• Personalised education

UK fees Course fees for UK students

For this course (per year)

International fees Course fees for EU and international students

Applicants are expected to have a good honours degree or a master's degree (MA, MSc or MEd) in a relevant discipline although candidates with other evidence of ability to succeed at PhD level will also be considered.

Applied Educational Psychology Doctorate (DAppEdPsy)

Newcastle university, psychology in education - msc, cardiff metropolitan university, psychology (applied educational psychology doctorate) dappedpsy, university of nottingham, pgce secondary education: psychology, university of wolverhampton, psychology of education msc, ucl (university college london).

Igor Matushansky, MD, PhD

Locations and Appointments

Cuimc/herbert irving pavilion, insurances accepted.

Please contact the doctor's office directly to verify that your particular insurance is accepted.

About Igor Matushansky, MD, PhD

For over 20 years Dr. Matushansky's clinical practice has focused exclusively on the treatment and care of patients with sarcomas (i.e., cancers of musculoskeletal origins) and/or sarcoma related diseases.

Dr. Matushansky earned a BA degree from Columbia College, Columbia University and MD & PhD degrees from Albert Einstein College of Medicine. He performed his internal medicine residency at New York Presbyterian Hospital/Weill Cornell Medical Center and then completed a fellowship in Medical Oncology, as well as a post-doctoral research fellowship in Cancer Biology at Memorial Sloan Kettering Cancer Center.

In addition to his clinical focus Dr. Matushansky is currently Chief Medical Officer at Sail BioMedicines, a preclinical company focusing on developing programmable medicines.

Board Certifications

• Internal Medicine
• Medical Oncology

Specialties & Expertise

• Ewing's Sarcoma
• Mesothelioma
• Soft Tissue Sarcoma
• Solid Tumors
• Fellowship: Memorial Sloan-Kettering Cancer Center, NY
• Medical School: Albert Einstein College of Medicine of Yeshiva University
• Residency: NewYork-Presbyterian Hospital/Weill Cornell Medical Center
• Internship: NewYork-Presbyterian Hospital/Weill Cornell Medical Center

Leadership, Titles & Positions

• Assistant Professor of Medicine at CUMC

Hospital Affiliations

• NewYork-Presbyterian / Columbia University Irving Medical Center

Need Help Finding a Doctor?

• Admission Requirements
• Scholarships
• Academic Calendar
• Transcripts

Won Geun Kim, PhD

Dr. Won Geun Kim first earned his master’s in engineering, specializing in Architectural Acoustics, from Tokyo University. He then furthered his academic journey by obtaining a PhD in Mathematics from the City University of New York.

In addition to his academic achievements, Dr. Kim has also shared his expertise by teaching Mathematics and Computer Science at the City University of New York.

His primary area of research lies in computational algebraic geometry and the representation theory of linear algebraic groups. He also has a keen interest in exploring numerical methods for finding the roots of polynomials.

• MS, Engineering, Tokyo University
• PhD, Mathematics, CUNY

Phone Numbers

Routine and emergency care.

Companion Animal Hospital in Ithaca, NY for cats, dogs, exotics, and wildlife

Equine and Nemo Farm Animal Hospitals in Ithaca, NY for horses and farm animals

Cornell Ruffian Equine Specialists, on Long Island for every horse

Ambulatory and Production Medicine for service on farms within 30 miles of Ithaca, NY

Animal Health Diagnostic Center New York State Veterinary Diagnostic Laboratory

General Information

Cornell University College of Veterinary Medicine Ithaca, New York 14853-6401

Raina Plowright, PhD, MS, BVSc

Department of Public & Ecosystem Health

Rudolf j. and katharine l. steffen professor of veterinary medicine, cornell atkinson center for sustainability, cornell atkinson scholar  .

Plowright Lab

Bat One Health Research Group

Cornell Public Health

Department of Public & Ecosystem Health Cornell University College of Veterinary Medicine Ithaca, NY 14853

Cornell Atkinson Center for Sustainability 200 Rice Hall | 340 Tower Road Cornell University Ithaca, NY 14853 --> Email: [email protected]

Research and Practice Interests

Dr. Raina Plowright’s research program develops the science of pandemic prevention through transdisciplinary leadership, innovation, and translation. Her work advances a One Health approach by bridging the best available science in disease dynamics with effective public health practice and meaningful policy. Her systematic and interdisciplinary approach focuses on four areas of inquiry: Transmission of pathogens between species, Links between land-use change and pathogen spillover, Dynamics and drivers of viral pathogens in reservoir host populations, and Implementation of science for the protection of ecosystem and human health.

2009–2014 -  David H. Smith Postdoctoral Research Fellow, and Postdoctoral Fellow , Center for Infectious Disease Dynamics, Pennsylvania State University

2007 - Ph.D. Ecology , University of California, Davis      

2005 - M.S. Epidemiology , University of California, Davis

1997 - B.V. Sc. Hons I , University of Sydney, (Bachelor of Veterinary Science, First Class Honors; DVM Equivalent).

Biography/Professional Experience

Raina Plowright is the Rudolf J. and Katharine L. Steffen Professor at Cornell University where she also serves as a Cornell Atkinson Scholar at the Cornell Atkinson Center for Sustainability. Dr. Plowright received her veterinary degree from the University of Sydney, and her M.S. and Ph.D. from the University of California, Davis. 

Her research develops the science of pandemic prevention through transdisciplinary science leadership and translation. She focuses on four areas of investigation: mechanisms of cross-species transmission (commonly known as spillover), how environmental stressors drive spillover events, the dynamics of viral pathogens in reservoir hosts, and the implementation of ecological interventions to mitigate spillover. Her work advances a One Health approach by bridging the best available science in disease dynamics with effective public health practice and meaningful policy. 

Dr. Plowright is dedicated to fostering excellence in transdisciplinary collaboration to tackle the complex challenges of zoonotic disease emergence. She leads Bat One Health, a research consortium investigating WHO priority pathogens in bats, with field efforts in Australia, Bangladesh, and Ghana. Their work aims to unravel the biological mechanisms underpinning spillover events to inform development of targeted prevention strategies. 

Dr. Plowright is co-chair of the Lancet Commission on Prevention of Viral Spillover and holds roles on several advisory boards, including the National Science Foundation Advisory Committee for Environmental Research and Education, and the US National Academies of Science, Engineering, and Medicine committee for Countering Zoonotic Spillover of High Consequence Pathogens. 

She is a member of the National Academy of Medicine and is an elected Fellow of the American Association for the Advancement of Science. She has been an Australian-American Fulbright Fellow, an Australian Centenary Scholar, a DARPA Young Faculty Awardee, the recipient of a WIMU teaching award and the Wiley Research Award, and a David H. Smith Fellow in Conservation Research. 

Dr. Plowright has contributed to over 120 peer-reviewed publications and given over 120 invited talks including plenaries and keynotes on zoonotic spillover. Her research has been featured in over 120 interviews and reports in the popular media, including in the New York Times, Scientific American, The Washington Post, The Economist, Le Monde, National Public Radio, Newsweek, Reuters, ProPublica, and Rolling Stone.    

2022–present - Professor of Disease Ecology , Cornell University

2022 – Professor of Epidemiology , Montana State University

2020–2022 - Associate Professor of Epidemiology , Montana State University

2014–2020 - Assistant Professor of Epidemiology , Montana State University                           

2014–2022 - Adjunct Faculty , Washington State University School of Veterinary Medicine

2014–2019 - Adjunct Research Fellow , James Cook University, and Griffith University, Australia                                                          

2009–2014 - David H. Smith Fellow in Conservation Research , and Postdoctoral Fellow , Center for Infectious Disease Dynamics, Pennsylvania State University . Based at USGS Northern Rockies Science Center, Bozeman, Montana

2008–2009 - Part Time Research Scientist , Consortium for Conservation Medicine

2001–2007 - Graduate Research Scientist , University of California, Davis                                        

1998–2002 - Clinical Veterinarian and Field Wildlife Veterinarian

Publications

Complete list of publications:    https://scholar.google.com/citations?user=LOYc-5UAAAAJ&hl=en

Selected publications:

• Vora, NM, L Hassan,  RK Plowright , R Horton, S Cook, N Sizer, and A Bernstein. The Lancet–PPATS Commission on Prevention of Viral Spillover: reducing the risk of pandemics through primary prevention.  The Lancet .  https://doi.org/10.1016/S0140-6736(23)01064-4 .
• Eby, P., A. J. Peel, W. Madden, J. R. Giles, P. J. Hudson, and  R.K. Plowright .  Pathogen spillover driven by rapid changes in bat ecology .  2023. Nature.  https://doi.org/10.1038/s41586-022-05506-2 .
• Plowright, R.K. , C. Parrish, H. McCallum, P.J. Hudson, A. Ko, A. Graham, J. Loyd-Smith. Pathways to zoonotic spillover . 2017. 15(8), 502-510. Nature Reviews Microbiology . doi:10.1038/nrmicro.2017.45.
•  Becker, Daniel, Peggy Eby, Wyatt Madden, Alison Peel, and  Raina K. Plowright .  Ecological Conditions Experienced by Bat Reservoir Hosts Predict the Intensity of Hendra Virus Excretion over Space and Time .  2023. Ecology Letters.  doi.org/10.1111/ele.14007
• Neil Vora, Lee Hannah, Susan Lieberman, Mariana M. Vale, Raina K. Plowright , Aaron S. Bernstein. Want to prevent pandemics? Stop Spillovers. 2022. 605, 419-422 Nature. doi.org/10.1038/d41586-022-01312-y
• Alison J. Peel*, Claude Kwe Yinda*, Edward J. Annand, Adrienne S. Dale, Peggy Eby, John-Sebastian Eden, Devin N. Jones, Maureen K. Kessler, Tamika J. Lunn, Tim Pearson, Jonathan E. Schulz, Ina L. Smith, Bat One Health, Vincent J. Munster*, Raina K. Plowright *. A novel variant of Hendra virus circulates in black flying-foxes ( Pteropus alecto ) and grey-headed flying-foxes ( Pteropus poliocephalus ). 2022 . Emerging Infectious Diseases 28(5) doi:10.3201/eid2805.212338 *Equal contribution
• M. Ruiz-Aravena, C. McKee, A. Gamble, T. Lunn, A. Morris, C.E. Snedden, C.K. Yinda, J.R. Port, D.W. Buchholz, Y.Y. Yeo, C. Faust, E. Jax, L. Dee, D. Jones, M. Kessler, C. Falvo, D. Crowley, N. Bharti, C.E. Brook, H.C. Aguilar, A. J. Peel, O. Restif, T. Schountz, C.R. Parrish, E.S. Gurley, J.O. Lloyd-Smith, P.J. Hudson, V.J. Munster, R.K. Plowright . Ecology, evolution, and spillover of coronaviruses from bats . 2021. Nature Reviews Microbiology. doi.org/10.1038/s41579-021-00652-2
• Plowright R.K .* , J. K. Reaser*, H. Locke, S. Woodley, J. A. Patz, D. J. Becker + , G. Oppler, Peter J. Hudson, and G. Tabor. Land use-induced spillover: A call to action to safeguard environmental, animal, and human health. 2021. Lancet Planetary Health . doi.org/10.1016/ S2542-5196(21)00031-0 *Equal contribution (cover image)
• Letko, M., Seifert, S., Olival, K.J., Plowright, R .K., Munster, V. Bat-borne virus diversity, spillover and emergence . 2020 . Nature Reviews Microbiology .
• Arinjay Banerjee, Michelle L. Baker, Kirsten Kulcsar, Vikram Misra, Raina K. Plowright and Karen Mossman. Novel insights into the immune systems of bats . 2020 . Frontiers in Immunology. doi:10.3389/fimmu.2020.00026 (authors in alphabetical order)
• Becker, D.J., G.F. Albery, M.K. Kessler, T. Lunn, C.A. Falvo, G.Á. Czirják, L.B. Martin, R.K. Plowright . Macroimmunology: the drivers and consequences of spatial patterns in wildlife immune defense. 2020. Journal of Animal Ecology doi.org/10.1111/1365-2656.13166 *Awarded the 2020 Sidnie Manton Award; Journal of Animal Ecology #TopCitedArticle
• Faust, C.L., H.I. McCallum, L.S.P. Bloomfield, N. Gottdenker, T.R. Gillespie, C.J. Torney, A.P. Dobson, and R.K. Plowright. Pathogen spillover during land conversion . 2018. Ecology Letters. doi:10.1111/ele.12904.
• Plowright , R.K., K. Manlove, T.E. Besser, D. Paez, K.R. Andrews+, P.E. Matthews, L. Waits, P.J. Hudson, and E.F. Cassirer. Age-structured variation in infectious period explains epidemiological features of pneumonia in bighorn sheep. 2017. Ecology Letters. doi:10.1111/ele.12829. (Cover Photo)
• Plowright, R.K. , H.E. Field, C. Smith, A. Divljan, C. Palmer, G.M. Tabor, P. Daszak, and J. Foley. Reproduction and nutritional stress are risk factors for Hendra virus infection in little red flying foxes ( Pteropus scapulatus ). 2008. Proceedings of the Royal Society B-Biological Sciences. doi:10.1098/rspb.2007.1260.
• Plowright, R. K. , P. Eby, P.J. Hudson, I.L. Smith, D. Westcott, W.L. Bryden, et al. Ecological dynamics of emerging bat virus spillover. 2015. Proceedings of the Royal Society B-Biological Sciences . 282.1798: 20142124.                
• Plowright, R.K . , A. Peel, D. Streicker, A. Gilbert, H. McCallum, J. Wood, M. Baker, and O. Restif. Transmission or within-host processes driving pulses of infection in reservoir hosts.   2016. PLoS Neglected Tropical Diseases. 10(8):e0004796. (PLOS featured image)
• Plowright, R.K. , S.H. Sokolow, M.E. Gorman, P. Daszak, and J.E. Foley. Causal inference in disease ecology: investigating ecological drivers of disease emergence . 2008. Frontiers in Ecology and the Environment , 6(8): 420–429, doi:10.1890/070086.
• Plowright, R.K. , P. Foley, H.E. Field, A.P. Dobson, J.E. Foley, P. Eby and P. Daszak. Urban habituation, ecological connectivity and epidemic dampening: the emergence of Hendra virus from flying foxes (Pteropus spp.). 2011. Proceedings of the Royal Society B-Biological Sciences vol. 278 no. 1725 3703-3712.                                                               
• Cassirer, E.F., R.K. Plowright , K.R. Manlove, P.C. Cross, A. Dobson, K. Potter, P.J. Hudson. The spatio-temporal dynamics of pneumonia in a bighorn sheep metapopulation. 2013. Journal of Animal Ecology doi: 10.1111/1365-2656.12031.            

Awards and Honors

2023 - Elected to the National Academy of Medicine , United States of America

2023 - Carlton M. Herman Cutting Edge speaker  Wildlife Disease Association

2023 - Rudolph J. and Katharine L. Steffen Professor  at Cornell University

2022 - Elected as Fellow of the American Association for the Advancement of Science.

2022 - Charles and Nora Wiley Award for Meritorious Research, Montana State University.

2022 - Visiting Scientist Fellowship, Montpellier Advanced Knowledge Institute on Transitions, France.

2019 - Coppoc One Health Lectureship, Purdue University College of Veterinary Medicine.

2018 - RR Parker Memorial lectureship , 73rd International Conference on Diseases in Nature Communicable to Man.

2018 - Nominated for the Director’s Award by DARPA Biological Technologies Office.

2017 - Kopriva Lectureship, Montana State University.

2017 - Excellence in Teaching Award, Washington-Idaho-Montana-Utah (WIMU) Regional Program in Veterinary Medicine.

2016 - DARPA Young Faculty Award, Defense Advanced Research Projects Agency.

2009 - David H. Smith Fellowship in Conservation Research, Society for Conservation Biology.

2002 - Veterinary Graduate Academic Program Fellowship in Epidemiology , School of Veterinary Medicine, University of California, Davis.                                                                        

2001 - Fulbright Graduate Fellowship , Australian-American Fulbright Commission.

2001 - Centenary Scholarship , Foundation for Young Australians.           

1997 - First Class Honors , Bachelor of Veterinary Science, University of Sydney.

1997 - J.D. Stewart Prize in Veterinary Science , University of Sydney.

1997 - Wesley College Overseas Study Program Leadership Fellowship , University of Sydney.

1996 - Lonsdale Prize for Clinical Studies , University of Sydney.              

1993 - Wesley College Overseas Study Program Inaugural Scholarship , University of Sydney.

1992 - Bryant Grainger Scholarship, Wesley College, University of Sydney.           

Professional/Academic Affiliations

• American Association for the Advancement of Science (AAAS)
• Society for Conservation Biology
• Ecological Society of America
• Wildlife Disease Association
• Australasian Bat Society

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Technology Education (All Grades) Online

Master of science in education.

Bring a deeper understanding of technology into schools to help students apply technological understanding and processes of the present and the future. Oswego’s technology education program helps students gain a strong foundation in teaching, both theory and practice.

Quick Facts

Rolling Admission Apply Anytime

You Can Start Fall, Spring or Summer

Delivery Option Online

Cost Per Credit Hour $565

Credit Hours 30

Estimated Completion Time 14 months full time, 2-4 years part-time

This program, designed for those who have or are eligible for initial certification in technology education, is online and synchronous. Meeting together provides an opportunity to collaborate with others throughout the state and our dedicated professors to dig deeper into technology education content and pedagogy. Tailor your education to what suits your interests by choosing one of three tracks to complete your education. Options include a research project, a thesis or directed coursework.

20240419_king_spring24stock_431.jpg

A Leader in Tech Education

You’ll study in one of the largest technology education departments in the country. SUNY Oswego has been a consistent leader in developing technology curriculum, and every year hosts one of the largest technology education conferences in the Northeast.

Successful completion of this program provides the necessary degree requirements to obtain your New York State professional teaching certification to teach technology from kindergarten to grade 12.

Career Opportunities

• Technology education teacher

What attracted me to Oswego was not only the history and quality of their education programs, but also the investments made into getting the latest equipment to learn and teach others on. 

Tyler Morris

Technology Education, MSEd

Program Resources

Information Sessions

Learn about our graduate programs through our information sessions today!

SUNY Oswego adapts to local workforce needs by introducing a fully online master ’s program. Professor  Richard Bush shared insights on the virtual program.

Watch the Bridge Street segment>

SUNY Oswego offers a flexible and convenient master’s degree in technology education that is 100% online. Professor Karin Dykeman and student Akil Atiba shared more information about the program and outcomes.

AAQEP Accredited

This program has earned national accreditation by demonstrating excellence in the areas of content and pedagogy, clinical experiences, selectivity, program impact, and capacity for continuous improvement.

Diversity Graduate Fellowship Program

Prospective students may be eligible for an award which includes an annual stipend, in addition to fully-paid tuition for full-time study.

More than 120 Graduate Assistantships Offered

Assistantships  provide an opportunity to gain experience through professional work on campus.

in total awards given every year to our graduate students

The Power of SUNY Tuition

Achieving your long-term career goals shouldn’t come at the expense of your immediate financial security. Oswego offers low tuition compared to many private colleges. Never sacrificing quality for affordability, our graduate students are receiving a nationally accredited program that will translate into effective knowledge and opportunities.

Admission Requirements

A cumulative grade point average of 3.0 or better is  recommended for  applicants to be competitive in the application process. 

Graduate Record Examination (GRE) scores are optional for admission. For those students who have a GPA below a 3.0, it is highly recommended.

Possession of or eligibility for initial NYS teacher certification in technology education will be verified as part of the admission process.

In 500 words or less, describe your personal achievements relating to your academic interests, and detail your educational and professional objectives with reasoning for applying to SUNY Oswego. This statement will help the review team better understand and evaluate your application.

Include a professional resume or curriculum vitae that includes your academic history, professional background and any accomplishments of note. This document should provide details that support your admittance to the program.

Indicate two names with valid email addresses. We will send an email request directly to the references on your behalf. These references should be able to speak to your character, work ethic and abilities. (At least one of these recommendations must be from your school district.)

Prospective students are charged a non-refundable $65 fee for processing the application.

Request Information

Tuition and costs.

Graduate school can be affordable. See our in-state and out-of-state tuition and costs.

Visit Oswego

Experience what makes Oswego special in person. We have a variety of visiting options through the year.

Next Steps to Apply

Ready to get started? We’re here to make the application process as smooth as possible. Take the next step by creating an application account and save your progress at any time.

Department of Education

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PhD in TESOL

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Programme Leader:   Dr Irena Kuzborska

The PhD in TESOL is available to be studied in 3 modes: part-time, full-time, and  distance learning

In order to apply for a PhD place, we ask that you first submit an application form.  We cannot accept a CV or any other documentation in place of a formal application.  When you apply for a PhD place, you must submit a research proposal about 1,500 words in length. More information about the PhD application and admissions process can be found on the How to apply and FAQ  pages . Apply now

The PhD in TESOL (Teaching English to Speakers of Other Languages) emphasises state-of-the-art second and foreign language research, and is designed to enhance specialised knowledge through academic study and research.

The programme is suitable for:

• English as second or foreign language teachers
• teacher educators
• professional development administrators
• curriculum developers
• materials writers
• researchers

The course emphasises state-of-the-art second and foreign language research. It focuses on practice and aims to help students to achieve a critical understanding of teaching theories and to obtain solid grounding in research methodology appropriate for conducting research projects in their professional contexts.

Our PhD research students in recent years have come both from the United Kingdom and from many overseas countries. Many of our overseas students have chosen to conduct studies which involve collecting fieldwork data in their home country. Proposals to conduct a study which involves collecting fieldwork data overseas are welcomed.

Entry requirements

Applicants are expected to have a good honours degree or a master's degree (MA, MSc or MEd) in a relevant discipline (eg TESOL, Applied Linguistics, ELT, or Education) although candidates with other evidence of ability to succeed at PhD level will also be considered.

If English is not your first language, we do expect you to be able to demonstrate a high level of proficiency.  The minimum requirement for PhD in TESOL is IELTS 7.0 with 6.5 in Reading, Writing, Listening and Speaking.  For further information please see  English language requirements .

Apply now for the PhD in TESOL

Apply now for the PhD in TESOL (Distance Learning)

Applying for a PhD How do I apply for a PhD? Scholarships and funding Tuition fees and expenses York Graduate Loyalty Discount UK government postgraduate loan scheme

Further information Our Research Centres York Graduate Research School Meet our PhD students Educational Research Group  (ERG) Writing Centre

Department of Education University of York , Heslington , York , YO10 5DD , UK Tel: work +44 (0)1904 323460 | [email protected]

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• School of Social Work >
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• Excellence in Aging Micro-Credential

Excellence in Aging Graduate Micro-Credential

Develop the skills you need to improve the care and well-being of older adults, their families and caregivers.

The Excellence in Aging micro-credential consists of  two courses and a non-credit seminar series  that prepare current and future professionals to successfully work with and on behalf of the older population. 

Gain a well-rounded, holistic experience in the field of aging through exposure to multiple topics and a range of content areas. This program will help to strengthen and increase the availability of providers, and enhance direct practice and leadership skills in gerontology. 

On this page:

Program overview.

These courses are open to graduate students from any major, as well as social work non-degree (non-matriculated) students.

You can complete this program fully online or as a hybrid.  Upon completion of the courses, seminars and reflection paper, you will earn a micro-credential on your academic transcript, as well as a digital badge you can showcase on your digital résumé, social media profiles or e-portfolio.

If you are not a UB student, and you wish to enroll in our courses but do not plan to pursue a degree, you may enroll as a non-degree or non-matriculating student. To do so, you must first apply and be approved for  non-degree (non-matriculated) status  before submitting the micro-credential application and registering for courses.

SW 706 The Aging Population and Their Families (3 credits)

This course focuses on problems and issues that most directly affect older persons and their families. Guided by current theories of aging and human development in later life, the course addresses the unique health, mental health and social service needs of older adults. The course discusses how federal and state policies, such as Social Security, Medicare and Medicaid, direct the development of home- and community-based care, long-term care, the relationship between informal and formal caregiving, and how they influence the lived experiences of older people and their families. Course sessions will examine the unique needs, issues and concerns of diverse older populations, and introduce assessment tools and evidence-based interventions for older adults in a variety of practice settings. This course incorporates a trauma-informed and human rights perspective to social work practice with older adults and their families.

SW 721 Social Policy and Programs for the Aging Population (3 credits)

This course familiarizes students with social policies, programs and services to meet the rapidly growing needs of the older population, with an emphasis on diversity and human rights. This course will increase students' awareness and knowledge of programs and services provided through the Older Americans Act, the Social Security Act (including Medicare and Medicaid), Affordable Care Act and other policies and community initiatives for the aging population. It focuses on the history, features, strengths and limitations of these existing policies, and provides the skills needed to advocate for change at the legislative, agency and community levels. Students will be exposed to content that will enable them to understand aging programs in social services, health care, housing and other elements of community and institutional long-term care systems. This course incorporates a trauma-informed and human rights perspective when considering policies that target the older adult population.

Emerging Topics in Aging Seminar Series

Presented by local, regional and national experts, the seminars cover a range of aging-related topics. Attendance (in person or online) is required to complete the micro-credential.

Final Reflection Paper

After completing the two-course sequence and seminar series, you should submit (electronically) to the director a 3-to-5-page reflection paper (double spaced in APA 6th edition formatting) that addresses the following components:

• What have you learned through the series of courses and the seminars? Did the content meet your expectations? Why or why not?
• What do you view as the primary needs to the aging population? Has your perception of these needs changed as the result of participation in this program? Why or why not?
• How were the courses and seminars related to one another and/or your current internship and/or employment?
• How has the content provided through the coursework and seminars prepared you to work with and on behalf of the aging population? If you are currently employed in the field of aging, how has content impacted your current work?
• How do you foresee using the knowledge and skills you developed through this program in the future?

Receive New York Contact Hours for SW 706 and SW 721

SW 706 and SW 721 courses are approved for NYSED social work contact hours to renew your license registration. If you have a license in another state, check with your state regulatory board to determine if New York hours will be accepted in your state.

Use this form  upon completion of a course to request a NYSED social work contact hours certificate.

What is a Micro-Credential?

Smaller that a minor, certificate or degree program, micro-credentials allow you to meet your personalized learning needs by gaining knowledge and skills in areas that are relevant to your academic or professional goals. Micro-credentials equip you with digital badges that showcase your achievements and all it took to get there.

What is a Digital Badge?

When you complete a micro-credential program you will earn a digital badge or a series of digital badges. A digital badge is a clickable icon that houses important information, including the issuing institution, the date earned, the criteria required to earn the badge and evidence showing you have met that criteria.

Digital badges are dynamic credentials that you own, so you can decide how you wish to use them. You can add them to your social media profiles, digital résumé, e-portfolio and more.

UB digital badges are issued through  Acclaim , allowing you to display your skills and accomplishments for employers, colleagues and peers. For questions about using Acclaim, contact the Office of Micro-Credentials at [email protected]  or 716-645-1357.

Louanne Bakk DSW Program Director and Clinical Associate Professor Email:  [email protected] Phone: 716-645-1861